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The Generality
5. Evaluation ················································································································· 17
5.1 Purposes of Assessment for English Learners ······································· 17
5.2 Principles of Korean Elementary English Evaluation ························· 18
5.3 Authentic Assessment ····················································································· 18
7. Co-teaching ··············································································································· 25
7.1 Definition ············································································································ 25
7.2 Co-teaching Approaches ················································································· 25
7.3 Co-teaching Steps ····························································································· 26
7.4 Roles for Co-teaching between KET and NSET ··································· 27
7.5 Co-teaching Lesson Plan (Example) ·························································· 32
Appendix
5. Evaluation
7. Co-teaching
1.1 Characteristics
Elementary English as a core subject raises students' ability to understand and express the basics
of the language as it is used in their daily lives. It is based on the four functions of language:
listening, speaking, reading and writing. The main focus is on listening and speaking. Reading
and writing are based on simple contents related to the former components.
When applying English teaching methodology, Elementary school students' characteristics should
be considered. First of all, elementary school students are full of curiosity, and their thoughts
and behaviors are strongly affected by their senses and experiences. Teaching methods should be
based on students' senses and experiences accordingly. Second, repetitive teaching is
recommended since they learn quickly but forget easily. Finally, they have short attention spans.
Various teaching methods and materials, therefore, such as multi-media should be used
appropriately.
Elementary English focuses on level-focused learning, reflecting students' different abilities.
Level-focused learning includes the basic course, which is applied to all students, and the
advanced/supplementary course. The advanced course offers additional task-based learning for
students who have reached the achievement standard of the basic course. The supplementary
course offers additional task-based learning to help students who didn't reach the achievement
standard of the basic course. In level-focused learning, therefore, students learn on their own
through tasks and activities.
At the elementary school level, it is important to maintain students' interest as well as to make
them familiar with and confident in English. This will be the foundation of improving their
communicative skills to further their English education. Although one of the aims of teaching
English is to help them develop their communicative skills, establishing a good personality is
also important. English education should help students to develop sound moral values and an
independent civil mentality. Also, it should encourage the students to have an understanding
attitude toward foreign cultures, international insight, a cooperative spirit and basic knowledge as
citizens of the world.
❙• 3 •❙
1.2 Goals
Students will learn how to acquire the basic communication ability that is necessary to
understand and use the basic English in their daily lives. In addition, they are able to take in
foreign cultures in a right way, develop Korean culture and find a way to introduce Korean
culture to the world.
⑴ Students will learn how to have confidence and interests in English, and acquire the basic
skills to communicative.
⑵ Students will learn how to have a conversation about their daily routines and general topics.
⑶ Students will learn how to understand various information about foreign culture and acquire
the ability to use it.
⑷ Through the understanding of foreign cultures, students are able to recognize Korean
culture in a new perspective and develop ethical values.
【Commentary】
Elementary school English is the starting point of the public English Education, so the goal
will be a part of the achievement of English education. Students will understand and use
English to build up the basic communication skills, take in other cultures properly, and
introduce Korean culture.
❙• 4 •❙
2 Contents of Elementary English Curriculum
Language Skills
Students will gradually learn how to build up their ability covering four functions of language
: listening, speaking, reading and writing.
【Commentary】
Spoken language is introduced earlier than written language. Listening is introduced earlier
than speaking, and reading is introduced earlier than writing. After some time, these four
functions will be integrated systematically.
Communicative Activities
Communicative Activities are composed of spoken language and written language.
Scope Contents
- For spoken language activities, refer to [Appendix 1] 'Communicative
Spoken Language functions and example sentences'.
Activities - Choose and use 'Communicative functions and examples' to achieve each
grade/step level.
Written Language
- For written language activities, refer to [Appendix 1].
Activities
【Commentary】
For spoken language activities, you have to introduce some activities that achieve each
❙• 5 •❙
grade/step level centering around [Appendix 1] 'Communicative functions and example
sentences'. For written language activities, refer to [Appendix 1] 'Communicative functions
and example sentences'.
Language Components
For authentic activities, refer to components, culture, language, vocabulary and the length of
single sentences.
Scope Contents
- Activities to motivate students to learn English while considering student
interest, necessity, and cognitive level
- Appropriate contents consider theme, situation, etc.
Topics
- Appropriate contents to accomplish each grade/step level
- Appropriate contents for interaction
- Appropriate contents for advanced and development learning
- The way of living and language culture for communication
Culture - Appropriate language and nonverbal expressions of Western cultures
- Cultural difference between Western and Korean cultures
- Listening and speaking should be the main focus of learning. Reading and writing will
only assist.
Language - Natural acquisition of language and authentic communication
- Basic expressions used in daily lives will be taught more frequently
- Consider student cognitive level
- New vocabulary for each grade
3rd Grade: 80 〜 120 words 4th Grade: 80 〜 120 words
Vocabulary
5th Grade: 90 〜 130 words 6th Grade: 90 〜 130 words
(Within 450 words, 30 Korean words are permitted)
The length of - 3rd, 4th Grade: less than 7 words in a sentence
single - 5th, 6th Grade: less than 9 words in a sentence
sentences (The cases using 'And, Or, But' are exceptional)
【Commentary】
The teacher motivates students to learn English considering student interest, necessity, and
cognitive level. The teacher introduces cultural differences between Western and Korean
cultures, and uses simple communicative functions in spoken words.
❙• 6 •❙
2.2 Achievement Standards by Grades/Levels
3rd Grade
【Commentary】
'Achievement standards' is the new concept of the 7th National Curriculum. Up until the 6th
National Curriculum, the contents included different materials according to each grade.
Achievement standards are based on a concept which includes contents and objectives. They
are also divided into a basic level and an advanced level. The basic level contains basic
objectives for all students to achieve while the advanced level contains higher objectives for
students who have achieved the basic goals.
❙• 7 •❙
4th Grade
【Commentary】
Achievement standards for the 4th grade are built on the achievement standards for the 3rd
grade. Therefore, for teaching the 4th graders, teachers can teach the contents of the 3rd
grade's standards or reorganize the contents in the 4th grade. The written language is
introduced first in the grade 4, but it is limited to recognizing capital and lower case letters
and reading simple words. In the advanced level, teachers can help students speak naturally
by using nonverbal elements such as expressions, gestures, and so on.
❙• 8 •❙
5th Grade
❙• 9 •❙
【Commentary】
The introduction of writing is a feature of the achievement standards for the 5th grade. In
speaking, a basic conversation on the phone is presented as the achievement standard. In
writing, the achievement standards of the elementary level are writing words, capital and
lowercase letters. In reading, students are able to understand meanings of some words and
read them out. In listening, teachers have students do tasks after listening to commands or
explanations. Listening in the past tense and understanding it are also included.
6th Grade
❙• 10 •❙
Skills Levels Standards
⑤ read a simple story about daily lives and know if it is true or false
Advanced
⑥ find the same sentences which they have listened to
【Commentary】
Listening is essential for understanding simple everyday conversations. One of the important
goals of speaking is to improve students' ability to ask and answer some questions or
anticipate the future. Eventually, the goal of reading is to read and understand short and
easy writings about daily lives. Writing has its focus on writing sentences that the students
already have practiced verbally. Also, the ability to punctuate correctly is included in the
achievement standard of writing.
❙• 11 •❙
3 Teaching and Learning Methods
【Commentary】
Considering the developmental stage of elementary school students, various activities, the use
of media, and diverse forms of group work are recommended. The most ideal
teaching-learning method is individualized teaching, but it is rarely possible due to the
problem in securing teachers, etc. In developed countries, however, making up small groups
within the same class according to the students' ability and differentiated teaching is
possible; this is the core of a level-focused curriculum.
❙• 12 •❙
The advanced and supplementary differentiated English class is operated as elementary
course and subordinate course. The supplementary course is for students who could not
reach the basic achievement standards so they could practice additional basic task-based
learning. The advanced course is to enable enriched learning; this does not mean the
extension of content, but the emphasis on fluency and accuracy of the basic course.
The advanced and supplementary differentiated curriculum can be put into action by teachers
who determine the appropriate time to initiate it. It may be managed by the class or units.
The class can be divided into three groups of basic, supplementary and advanced or just
supplementary and advanced group, etc.
The grouping criteria can be established according to the teacher's judgement, students'
preferences or the results of evaluation. Above all, the teacher's judgement is the most
important. The goal of differentiated curriculum is to enable every student to get the same
quality of education by finding and resolving the deficiency factors promptly. The teacher
should pay special attention to the students in need of the supplementary course.
It is suggested that the advanced course be self-directed learning. In contrast, the
supplementary course requires the teacher's direct teaching which invigorates systematic
make-up class by doing individual or small group activities. It is necessary for teachers to
stress the reorganization of supplementary contents and learning activities, which can help
students build up self-confidence in English.
❙• 13 •❙
4 Teaching Methods for Elementary Learners
Task-based Approach
▪ A perspective within a CLT framework and a special form of technique.
▪ Put the tasks at the center of one's methodological focus.
▪ In the tasks there are some communication problems to solve and students are given the
essential information to accomplish the tasks.
▪ Students have to use as many expressions as they can deliver the meaning.
▪ The teacher needs to divide the class into small groups and have each student play an active
part in their group.
▪ The more responsibility that students take, the more learning will take place.
Role-play
▪ The main frameworks of role-play are the situations, roles and useful expressions.
▪ Students need to fully understand the situation, their own roles, and other friends' roles.
▪ The teacher should give a supplementary explanation about the demonstration.
▪ Students will be interested in the role of imaginary people and actively participate in that
activity through which they can gain a more accurate understanding of language functions.
▪ What is most important is that all students who join in role-play and the students observing
it should fully understand the entire situation.
▪ For effective role-play the teacher should have the professional understanding and application
skills to make role-play interesting and meaningful for the class.
❙• 15 •❙
Song/Chant
▪ Songs and chants give students with little confidence in a foreign language a lot of interest
and motivation at the beginning of the lesson.
▪ Song and chant with real English phrases allow students to practice intonation, rhythm, and
pronunciation of the language naturally and pleasantly.
▪ It can be useful in reducing boredom and stress, and it is fun for students.
▪ Students can memorize English expressions they need to learn easily through songs or chants.
▪ Teachers should decide when to present songs or chants to students and how to lead the
activities before English class in an organized way.
Hot potato
Students sit in a circle singing along or chanting while passing a bag full of picture or word
cards. When the teacher says 'stop!', the student holding the bag takes out a card and says the
word or sentence on the card.
On the head
The leader of each team comes to the front of the class and the teacher picks out one card and
puts it on the student's head. He or she has to guess the card on his/her head.
▪ Screening and identification: to identify students eligible for special language and/or content
area support programs
▪ Placement: to determine the language proficiency and content area competencies of students in
order to recommend an appropriate educational program
▪ Reclassification or exit: to determine if a student has gained the language skills and content
area competencies needed to benefit from instruction in grade-level classrooms (i.e., from all
English programs not specifically designed to address the needs of English Language Learning
students)
▪ Monitoring student progress: to review students' language and content area learning in classrooms
▪ Program evaluation: to determine the effects of national or local instructional programs
▪ Accountability: to guarantee that students attain expected educational goals or standards
❙• 17 •❙
5.2 Principles of Korean Elementary English Evaluation
▪ Evaluation in elementary schools is not focused on results, but on creating an environment in
which students are motivated to study.
▪ Quantitative evaluation should be avoided because what matters here is to eliminate students'
psychological barriers to learning.
▪ The teacher observes and reports students' participation and communicative ability during the
activities such as games, role-play, etc.
▪ English teaching is centered on spoken language, and evaluation is done through observation
of the students' language-using ability, task-performance, etc.
▪ Advanced/supplementary groups are formed naturally within the atmosphere of open education.
Name Date
Check the box that best describes your oral report. Add comments.
I spoke clearly.
Name Date
How often did you do the following things in your group today?
Put a check in the box that best describes your response and add comments.
Task Always Sometimes Rarely Comments
I listened to others in
my group.
I agreed/disagreed.
I answered my peers'
questions.
I helped my group
members.
❙• 19 •❙
▪ Holistic Oral Language Scoring Rubric Sample
Goals: Students will be able to talk about what they did on the weekend using the simple
past tense.
Rating Description
Comments
❙• 20 •❙
6 Composition Principles and Features of Textbook
Period
Period 1 Period 2 Period 3 Period 4
Grade
Look and Listen⑴ Look and Listen⑵ Look and Speak Role-Play
Listen and Repeat⑴ Listen and Repeat⑵ Let's Sing Review
3rd
Grade Let's Play⑴ Let's Chant Let's Play⑶
Let's Play⑵
Look and Listen⑴ Look and Listen⑵ Look and Speak Role-Play
Listen and Repeat⑴ Listen and Repeat⑵ Let's Sing Review
4th
Grade Let's Play⑴ Let's Chant Let's Read
Let's Play⑵ Let's Play⑶
6.2 Details
Look and Listen
Listening is an important part of elementary English especially in the early stage of learning,
because it offers students the language input that they will learn. 'Look and Listen' takes such a
role. The teacher can help students to understand more easily by using pictures and listening to
the CD-ROM title. Teach the students not to listen to all of the words in 'Look and Listen', but
to recognize situations and their context first so that they understand the overall content of the
dialogue.
❙• 21 •❙
Listen and Repeat
This offers the foundation not only for becoming more familiar with pronunciation or intonation,
but also for listening more carefully by speaking it. It can be difficult for young students to
repeat exactly what they heard for the first time. For that reason, accuracy is not emphasized in
the beginning stages. Let students repeat the native speaker's pronunciation naturally. If the
sentence is too long, help the students to practice by using backward build-up or chunking.
Let's Play
The curriculum is focused on learning English through games and activities. Since students tend
to have short attention span and be full of curiosity, games and activities are designed in almost
every class so that students can learn English in a natural and interesting way.
▪ Let's play⑴: This usually focuses on listening rather than speaking because a new language is
presented in the first period. It's difficult for them to speak the language at this time, so the
activity or game focuses on listening to familiarize students with the new language before
they start to speak it.
▪ Let's play⑵: Since students became familiar with the new language through activities or
games in period 1, they're probably ready to practice speaking. So 'Let's play⑵' is designed
as a controlled practice, which allows students to practice speaking under the control of the
teacher.
▪ Let's play⑶: Students listened to the target language and practiced it a lot in period 1 and 2,
so 'Let's play⑶' offers them an opportunity to use it in a more natural context. In this
activity or game, teachers have to try to guide or help students to use the language
communicatively rather than trying to control them.
❙• 22 •❙
Let's Read
In the 5th grade, students are required to read and understand basic vocabulary, and also become
familiar with literal English language which they will learn by doing various activities based on
the content of the lesson. In the 6th grade, students are required to read and understand
vocabulary and simple structure sentences. First, help students understand the meaning of words
and sentences through pictures before practice. Then, they learn to read further through various
activities and games.
Let's Write
Teaching to write starts in the 5th grade, with writing the alphabet and simple words learned
verbally. Use pictures and cue cards as much as you can, and it can help students to feel at
ease in developing writing skills naturally. Writing is reflected by the contents of listening and
reading. It allows students to relieve stress and feel at ease. Don't make the students memorize
or write words or sentences they have learned over and over in the beginning stages. It could
make them lose interest in writing.
Let's Sing/Chant
Songs or chants can be an interesting tools for language teaching and learning. Students are
interested in activities by speaking along with rhythm. They learn the target language by
verbalizing the key words or expressions repeatedly. While singing songs interests students
because it has a certain melody, so does chanting as it has rhythm. First, try to be familiar with
the song or chant by listening to the CD-ROM title, then try it out with the students. If you
use hand motions or rhythmical movements, students will find it more interesting. Also, teachers
can make a natural communicative situation by singing songs or chanting in groups.
Role-play
By doing role-plays, students take on a role and act according to a given situation which is
closely related to the context of the target language. Role-play is not intended to present or
teach new expressions, but to offer a different activity that can lead to the further understanding
of words and expressions they've already learned. Through role-playing, the students can practice
language in a way it's used in real-life. First, look at the whole situation: how they will act, and
the dialogue they'll be using so that they can be familiar enough with it before beginning
role-play. It is also not good for students to only memorize only their own roles but to act in
awareness of the entire context.
❙• 23 •❙
Activity
It presents some activities for students to use all four skills (listening, speaking, reading, and
writing), with which to accomplish the ultimate goals of the lesson. Make sure the students have
truly understood when they are doing listening, reading, speaking and writing activities. It will
help students improve their overall communicative ability. First, the teacher should help the
students to identify the task they will be engaged in, and the goals that they should accomplish.
Then the teacher points to a specific student and checks whether the student truly understood or
not. Teach the students to focus on not only accuracy but also fluency while doing the activity.
Review
Nearing the end of the lesson, 'Let's Review' gives an opportunity to review the entire contents
of that lesson and some activities which strengthen the students' learning, when it is necessary.
In this stage, teachers make sure all the students have truly understood what they were taught in
the unit. Teachers should try not to make students feel like they are being tested. Help students
to review the target language through pair work or group activities.
❙• 24 •❙
7 Co-teaching
7.1 Definition
Co-teaching is defined as an instructional delivery approach in which general and special
educators share responsibility for planning, delivery and evaluation of instructional techniques for
a group of students; general and special educators work in a coactive and coordinated fashion,
which involves the joint teaching of academically and behaviorally heterogeneous groups of
students in integrated settings. (Bauwens & Hourcade, 1991; Friend & Cook, 1992). Co-teaching
in English class is aimed at developing students' communicative ability through collaborative
teaching between a Native Speaking English Teacher and a Korean English Teacher. In this
sense, co-teaching in Korean English class is regarded as interactive teaching in which both
teachers work together with unified aim and with shared responsibility for the lesson and the
students.
Complementary Teaching
KET teaches specific contents, e.g., grammar, vocabulary, reading, etc., and NSET teaches the
learning abilities such as pronunciation, conversation, or listening or the academic survival skills.
Station Teaching
NSET and KET divide the contents and students. Each teacher teaches different content to one
group and here, the different content is called a 'station'. When the first station is finished, the
groups are switched, and each teacher repeats the instructions for the other group.
❙• 25 •❙
Team Teaching
In team teaching, both teachers are responsible for designing a lesson plan, collaborating in
teaching, and evaluating students and contents.
Support Teaching
KET teaches the specific contents and NSET develops supplementary and detailed learning
activities and conducts the lesson for students.
Pre-Class Korean English Teacher is responsible for designing and writing lesson plans,
shares ideas with Native Speaking English Teacher and understands cultural and
linguistic backgrounds.
Korean English Teacher leads the lesson flow and Native Speaking English
Teacher assists the lesson in various ways (e.g., giving instructions, giving
examples, correcting pronunciation errors, explaining culture, etc.) at appropriate
times.
Both review the lesson together. Korean English Teacher chooses the specific
method of evaluation and then both teachers develop the evaluation rubric or
testing sheet. Native Speaking English Teacher assists in evaluation.
❙• 27 •❙
Roles of Co-teachers by Activity
▪ Model the game or the activity ▪ Demonstrate the game or the activity
▪ Translate in Korean if necessary ▪ Model the game or the activity
Let's Play
▪ Encourage students ▪ Lead the game
▪ Give scores to groups ▪ Choose winners
▪ Model reading
▪ Ask questions helping students'
▪ Translating in Korean if necessary
Let's Write comprehension
▪ Lead students to read aloud
▪ Sum up today's target expressions ▪ Say good bye with each student
Say Good-bye
by talking about today's lesson
Source: Teacher training program for co-teaching with NSET in elementary schools. SETI. 2005.
❙• 28 •❙
Roles of Co-teachers in Teaching a Unit
Period 1
Period 2
Look and
- provide the story - ask questions about the story
Listen
Look and
- provide dialogues - ask questions about dialogues
Speak
Development Listen and - model and check the main
2nd - provide main expressions
Repeat expressions
❙• 30 •❙
Steps Procedure Korean English Teacher Native Speaking English Teacher
Both model the activities and games, then monitor students' work
❙• 31 •❙
7.5 Co-teaching Lesson Plan (Example)
Lesson 8. What Will You Do This Summer? ~ 9. How Was Your Vacation?
∘ Students will be able to listen to and understand the sentences with
Objectives different verb tense (past/present/future tense).
∘ Students will be able to use the sentences with different verb tense.
Key expressions I watched TV. I watch TV. I will watch TV.
Key words will, watched, studied, went, played, listened, visited, met, cooked, etc.
∘ Daily Routines: Greetings, Weather, Date, Day
Warm-up (5′) ∘ Motivation: Ask and answer about what students did yesterday.
Brainstorm the story of Cinderella.
∘ Listen to the story of Cinderella
Presentation (7′) ∘ Present the objectives
∘ New verb tense
∘ Listening activity: Blue and White Flag Games
Practice (10′)
∘ Speaking practice: Making sentences with Time and Verb cards
Production (13′) ∘ Speaking activity: Mission Completion Time Travel Game
∘ Check up: Quiz
Wrap-up (5′) ∘ Assignment: Writing a diary using different verb tense
∘ Assesment: Self assessment for participation and attitude in the class
Teaching-Learning Activities
Procedure Time
( Korean English Teacher, Native Speaking English Teacher)
Warm-up Greetings & Daily Routines 5'
Hello, everyone.
Hi, How are you? How's the weather? What day is it today?
Motivation
Let's ask her. What did you do yesterday?
I read a story book about Cinderella.
Do you know the story? How does the story go?
(The students answer freely.)
You know it very well. However, the Cinderella from the story that I read
yesterday is different. I will now tell you the new Cinderella story.
Let's listen to the story.
❙• 32 •❙
Will watch
Excellent! Let's look at more words that you know already.
What's this?
Study.
(Students practice the various verb tense with cards.)
< Plan for writing on the board >
1990 NOW 2020
watched watch will watch
studied study will study
․ ․ ․
Listening Activity
At this time, Let's play 'blue and white flags'
I will say a few sentences. Listen carefully and hold up your blue flag if I say
what I did in the past. If I say what I will do in the future, hold up your
white flag. If you survive till the end, you can get 2 points. Are you ready? "I
studied English."
Speaking Practice
Your listening skills are wonderful. Can you speak those sentences by yourself?
Let's practice.
Look at this card. It has "play soccer, 1990" on it. Is it in the future or the
past?
Then, how do we make this into a sentence?
❙• 33 •❙
8 The Yearly Plan of Teaching
The following plan is only an example, each school can reorganize it depending on school
conditions.
Communicative
Month Week Topic Period Major content
functions
- Pre-study - - ․ Learn words about things, animals, body parts, and fruits
❙• 34 •❙
Communicative
Month Week Topic Period Major content
functions
․ Hear and understand imperative sentences related to hu-
man body parts and follow directions
13 1
․ Speak after listening
․ Nose, nose, nose game
▪ Giving order ․ Understand imperative sentences and respond to them
14 Wash your 2 ․ Speak after listening ․ Chant
hands. ․ Guess-that-action game
6 4. Wash
Your ․ Look at the pictures and speak imperative sentences
• Accepting
15 Hands 3 ․ Sing along: 'Ally Bally'
O.K., Mom.
․ Passing words game
․ Role-play
16 4 ․ Review the lesson
․ Board game
․ Hear and understand expressions about foods that people
like or dislike
17 1
․ Speak after listening
▪ Likes and ․ Rock, Paper, Scissors game
Dislikes
Do you like ․ Ask and answer questions about favorite food
18 apples? 2 ․ Speak after listening ․ Chant
5. I Like
9 Yes, I do. ․ Guessing game
Apples
No, I don't.
․ Speak favorite food while looking at the pictures
19 ▪ Agreement 3 ․ Sing along: 'I Like Apples'
Me, too. ․ Survey game
․ Role-play
24 4
․ Review the lesson
❙• 35 •❙
Communicative
Month Week Topic Period Major content
functions
․ Speak what they can do while looking at the pictures
27 3 ․ Sing along; 'Can You Swim?'
․ Board game
․ Role-play
28 4
․ Review the lesson
․ Hear polite commands for putting on clothes and under-
▪ Giving order standing those commands
29 1
Put on your ․ Speak after listening
gloves. ․ Changing clothes game
8. It's
12 ․ Hear and understand the expressions of the weather
Snowing
▪ Suggesting ․ Speak after listening
30 Let's make a 2
․ Chant
snowman. ․ Passing cards game
․ Speak the expressions for the polite commands and sug-
gestions
31 3
․ Sing along: 'It's So Cold'
․ Dice game
․ Role-play
32 4
․ Review the lesson
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering about weather
1 1 ․ Repeating what they hear
▪ Confirmation ․ Weather bingo
How's the ․ Introducing friends and greeting new people
weather? ․ Repeating after the teacher
2 2
․ Chant
1. Nice To
3 ▪ Introduction ․ Introducing game
Meet you
This is ____. ․ Singing a song 'How's The Weather?'
3 3 ․ Reading alphabets from A~M
Nice to meet ․ Completing a weather chart
you. ․ Role-play
4 4 ․ Review the lesson: listening comprehension/talking about
the picture
․ Changing topics and asking and answering about how
▪ Prohibition people are
5 1
Don't do that. ․ Repeating after the teacher
2. Don't Do ․ Cards in order
4
That ▪ Asking for a ․ Saying phrases about forbidding and requesting
help ․ Repeating what they hear
6 2
Help me, please. ․ Chant
․ Card games
❙• 36 •❙
Communicative
Month Week Topic Period Major content
functions
․ Singing a song 'Don't Do That'
7 3 ․ Reading alphabets from a~z
▪ Caution ․ Board game
Watch out. ․ Role-play
8 4 ․ Review the lesson: listening comprehension/talking about
the picture
․ Understanding expressions for saying thank you and ask-
ing for help, and how to respond to them
9 ▪ Asking for a 1
․ Repeating after the teacher
help
․ Asking help activity
Can you help
me? ․ Asking and answering about age
․ Repeating after the teacher
10 2
▪ Greetings ․ Chant
3. How Old
5 Good morning. ․ Dice game
Are you?
▪ Information ․ Singing a song 'Can You Help Me?'
11 How old are 3 ․ Reading alphabets from A~Z, a~z
you? ․ Pair-up game
I'm ____ years
․ Role-play
old.
12 4 ․ Review the lesson: listening comprehension/talking about
the picture
․ Understanding numbers 1~12 and asking and answering
about time
13 1
․ Repeating after the teacher
․ Time bingo
․ Role-play
20 4 ․ Review the lesson: listening comprehension/talking about
the picture
❙• 37 •❙
Communicative
Month Week Topic Period Major content
functions
❙• 38 •❙
8.3 5th Grade
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering about a person's name and
▪ Greetings 1 well-being
How are you? ․ Bingo
1
I'm fine, thank ․ Asking and answering about a person's well-being
you. 2 ․ Singing a song
1. How Are ․ Dice game
You?
▪ Self-introduction ․ Reading words
What's your 3 ․ Distinguishing and writing upper and lower case letters
2 name? ․ Feeling survey
My name's Joon. ․ Role-play
4
3 ․ Review and consolidate the lesson
․ Asking and answering about the days of the week
1
▪ Factual ․ Guessing game
3 information ․ Asking and answering about school subjects
What day is it 2 ․ Singing a song
2. What today? ․ Whispering game
Day Is It It's Monday.
Today? ․ Reading words
We have/don't 3 ․ Distinguishing and writing upper and lowercase letters
4 have English ․ Memory game
today. ․ Guessing the day activity
4
․ Review and consolidate the lesson
․ Asking and answering about location of objects
1
․ Guessing game
5 ▪ Factual ․ Asking and answering about location of objects
information 2 ․ Chanting
Where's my ․ Hide and Seek
3. It's Under
pencil case?
the Table ․ Reading words
It's under the 3 ․ Distinguishing and writing upper and lowercase letters
6 table. ․ Flick the clip game
․ Find the differences activity
4
․ Review and consolidate the lesson
4 ․ Understanding and saying exclamatory sentences
1 ․ Understanding and saying expressions for description
․ Snatching game
7 ▪ Interjection
What a nice day! ․ Saying exclamatory sentences and responding
2 ․ Chanting
4. What a ․ Dice game
▪ Describing a
Nice Day!
fact ․ Reading words
It's very tall. 3 ․ Distinguishing and writing upper and lowercase letters
8 ․ Writing game
․ Role-play
4
․ Review and consolidate the lesson
❙• 39 •❙
Communicative
Month Week Topic Period Major content
functions
․ Understanding and saying expressions for giving direc-
9 1 tions and asking again
▪ Giving a ․ Finding Cinderella game
direction ․ Understanding and saying expressions for giving direc-
Where is tions
10 5. Where Is 2
Namdaemun? ․ Singing a song
Namdaemu
Go straight and ․ Dice game
n(Sungnye
turn right.
mun)? ․ Reading words
5 ▪ Asking again 3 ․ Distinguishing and writing upper and lowercase letters
11 I'm sorry? ․ Giving directions game
․ Information gap activity
4
․ Review and consolidate the lesson
․ Understanding and saying expressions for habits
1
․ Bingo
▪ Habits
12 ․ Understanding and saying expressions for habits
I get up at
seven every day. 2 ․ Singing a song
6. I Get Up ․ Collecting cards game
at Seven
▪ Factual ․ Reading words
Every Day
information 3 ․ Looking at the pictures and writing words
What time do ․ Card relay game
13 you go to bed?
․ Book making activity
4
․ Review and consolidate the lesson
․ Understanding expressions for describing people
1
․ Card slam game
▪ Describing a
14 ․ Saying expressions for describing people
fact
She is tall. 2 ․ Singing a song
You have nice ․ Finish the features game
6 7. She's Tall
glasses. ․ Reading words
3 ․ Looking at the pictures and writing words
▪ Asking again ․ Domino game
15
What?
․ Making a funny picture activity
4
․ Review and consolidate the lesson
❙• 40 •❙
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering questions using possessive ex-
1 pressions
․ Stand up and say game
17 ▪ Factual ․ Asking and answering questions using possessive ex-
information pressions in various situations
Whose boat is 2
9. Whose ․ Sing a song: 'Whose Boat Is This?'
this? ․ Guessing game
Boat Is
This? ․ Reading and understanding the meanings of some simple
▪ Checking a fact
Is this yours? words
3
That's mine. ․ Writing the word looking at the picture
18 ․ Putting down the cards game
․ Role-play
4
․ Review and Consolidate the lesson
9 ․ Listening to the expressions used to offer some food and
responding appropriately
1
․ Listening and speaking to accept and refuse
▪ Offering food ․ Changing the Line game
19 Go ahead.
Help yourself. ․ Listening to the expressions used to offer some food and
Do you want responding to the offer appropriately
10. Do You 2
some more? ․ Sing a song: 'Do You Want Some More?'
Want Some ․ Pass the cards game
More?
▪ Accepting/ ․ Reading and understanding the meanings of some simple
Declining words
Yes, please. 3
․ Writing the word looking at the picture
20 No, thanks ․ Flick the clip game
․ Collecting the same card game
4
․ Review and Consolidate the lesson
․ Listening to the expressions of a present action
1
․ Mime game
21 ․ Listening to and speaking the expressions related to a
▪ Factual present action
information 2
․ Chanting: 'What's She Doing?'
11. What What are you ․ On the head game
Are You doing?
Doing? ․ Reading and understanding the meanings of some simple
I'm washing my words
3
hands. ․ Writing the word looking at the picture
22 ․ Matching game
․ Finding the differences activity
4
․ Review and Consolidate the lesson
10 ․ Listening to and speaking expressions related to the vari-
1 ous structures of a house
․ Guessing game
▪ Describing a
23 ․ Listening to and speaking expressions related to the vari-
fact
This is a ous structures of a house
2
bedroom. ․ Chanting: 'This is a Living Room'
12. This Is a ․ Building a house game
Bedroom
▪ Factual ․ Reading and understanding the meanings of some simple
information words
Where's the 3
․ Writing the word looking at the picture
24 bathroom? ․ Finding pairs game
․ Introducing my future house activity
4
․ Review and Consolidate the lesson
❙• 41 •❙
Communicative
Month Week Topic Period Major content
functions
․ Listening to and speaking the simple sentences pertaining
1 to a past activity
▪ Experience ․ Bingo
25
What did you
13. What ․ Sing along: 'What did you do yesterday?'
do yesterday? 2
Did You ․ The guessing game
Do
I went to the ․ Reading words about sports
Yesterday? 3
Science ․ Survey
26 Museum.
․ Around the world activity
4
․ Review and Consolidate the lesson
11 ․ Using the expressions used to call a friend, make an ap-
▪ Calling the 1 pointment at a specified time and place
phone ․ Telephone number bingo
27
Hello, this is ․ Listening to and speaking a basic telephone conversation
Jinho. 2 ․ Chant: 'Is Peter there?'
14. Is Peter
Is Peter there? ․ Guessing game
There?
▪ Answering the ․ Writing the Numbers in English looking at the picture
3
phone ․ Calling on the phone game
28
Speaking. ․ Answering the phone activity
4
․ Review and Consolidate the lesson
․ Listening to and speaking the expressions related to ac-
1 ceptance and declination to suggested activities
▪ Suggesting ․ Guessing bingo
29 Can you join us?
․ Listening to and speaking the expressions related to sug-
gestion and obligation
▪ Accepting/ 2
15. Can ․ Sing along: 'Can You Join Us?'
Declining
You Join ․ Collecting same cards game
Sure.
Us? ․ Reading and understanding the meanings of some simple
Sorry, I can't
words
3
▪ Obligation ․ Writing the word looking at the picture
30 ․ Finding someone who has the same plan game
I must go home.
․ Role-play
4
․ Review and Consolidate the lesson
12
․ Asking and answering questions regarding past experi-
1 ences
․ Grasping the picture cards game
31 ․ Asking and answering questions regarding past experi-
▪ Experience ences
16. Did You Did you have a 2
․ Sing along: 'Did You Have a Nice Vacation?'
Have a nice vacation? ․ Playing board game
Nice I visited my
․ Reading and understanding the meanings of some simple
Vacation? grandparents.
words
I went fishing. 3
․ Writing the word looking at the picture
32 ․ Alphabet relay game
․ Making a book activity
4
․ Review and Consolidate the lesson
❙• 42 •❙
8.4 6th Grade
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering about where someone is from
1
․ Jamboree game
1 ․ Asking and answering about where someone is from
▪ Checking a fact 2 ․ Reading sentences for pictures
1.Where Are Where are you ․ Body twister game
You from?
From? Where's your ․ Singing the song
classroom? 3 ․ Writing sentences about pictures
2 ․ Survey
․ Fashion show role-play
4
․ Wrap up Lesson 1
3 ․ Listening to and speaking about asking directions and
1 giving directions
․ Destination Game
3
▪ Giving a ․ Asking and answering about directions
direction 2 ․ Reading sentences for pictures
2. Is This
Is this York ․ Moving Human Building game
York
Street?
Street? ․ Singing the song
It's behind the
3 ․ Writing sentences watching pictures
post office.
4 ․ Whisper game
․ Giving directions activity
4
․ Wrap up Lesson 2
❙• 43 •❙
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering related to shopping
9 ▪ Shopping 1
․ Guessing game
May I help
you? ․ Asking and answering related to shopping
▪ Opinion 2 ․ Reading sentences with pictures.
10
It's too expensive. ․ Shopping Dice game
5. May I
▪ Shopping
Help You? ․ Chant 'May I Help You?'
I'll take it.
▪ Factual 3 ․ Writing sentences with pictures
information ․ Shopping game
11 Here's your
5 ․ Shopping game
change. 4
․ Wrap up Lesson 5
❙• 44 •❙
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering what happened in the past
1
▪ Asking about ․ Card Memory game
17 someone's
experience and ․ Asking and answering what happened in the past
answering 2 ․ Reading the sentence learned verbally
9. How Was ․ Pass the pocket game
Your
How was your ․ Singing a song 'How Was Your Vacation?'
Vacation?
vacation? 3 ․ Writing the sentence learned verbally
It was great. ․ Find my seat game
18 I visited my
grandparents. ․ Making a newspaper activity
4
․ Wrap up Lesson 9
9
․ Listening to the expressions of comparing two objects
1
․ Snap game
19 ▪ Comparing
․ Saying the expressions of comparing two object
I'm taller than
2 ․ Reading the sentence learned verbally
you.
10. I'm ․ Similar sentence game
Stronger
than You ․ Chant 'I'm taller than you'
▪ Interjection 3 ․ Writing the sentence learned verbally
What a ․ Whisper game
20 surprise!
․ Comparison activity
4
․ Witch's wart game
❙• 45 •❙
Communicative
Month Week Topic Period Major content
functions