PREFACE

NEW ENGLISH FOR KOREAN KIDS is an English course for Korean elementary school students who study English as a second language in Korea. This course is a tailor-made English learning program especially for Korean kids. This program consists of three separate books written by native English speakers and Korean teachers who have taught English for a long time in Korean elementary schools. It goes without saying that they have participated in writing these books as the most outstanding experts in the field of teaching English for Korean kids. As a matter of fact, NEW ENGLISH FOR KOREAN KIDS has been developed as a kind of workbook for TaLK (Teach and Learn in Korea) Scholars who teach English for Korean elementary school students living in rural areas in Korea. Therefore, these books contains many simple and short base sentences and many more variation sentences derived from them. These sentences in particular cover a variety of essential expressions and basic vocabulary necessary for our Korean children who learn English as a foreign language in Korea. NEW ENGLISH FOR KOREAN KIDS is composed of three important sections; one general instruction, twenty topics, and one phonics. General instruction explains how to apply this course in actual teaching settings. Each topic consists of three parts; overview, teacher's guide, and worksheets for students. The contents of each topic are organized into three levels; level 1 through level 3. Phonics deals with recognizing and making sounds. TaLK Scholars are advised to make the good use of NEW ENGLISH FOR KOREAN KIDS considering their students' levels. With TaLK Scholars' creative and effective teaching methods, this course will help our Korean elementary school students develop their senses for reading, listening, and speaking as well as improve their English communication skills. This course can also be helpful for teachers who teach English in any other after-school English education programs in Korea. I can never thank you enough to all the authors, editors, and TaLK Scholars who have devoted their time and energy to creating NEW ENGLISH FOR KOREAN KIDS. February, 2010 TaLK Support Team Director

Byeong-Tae Park

General Instruction

To the instructors
This workbook is a teaching aid for TaLK program. It includes the learning contents which need to be taught in the after-school classes for elementary school students in the rural areas of Korea. The TaLK program has been running for one and a half year with no teaching aids. Although TaLK scholars have been teaching elementary school students with commercial teaching aids or worksheets they produced, they could not provide authentic learning environment and could not serve as the best teaching aids for students with different learning abilities. This workbook is the product of diverse trials to resolve these problems and to satisfy educational requirements. This workbook is intended to promote efficient teaching considering the limited availability of English education of the rural areas and to promote students' interests in the extra curricular after-school classes. To induce and keep the students' interest level high, authentic materials from students' lives have been extracted and presented to enhance internalization of the language through activities that require cognitive thinking. To promote efficiency, key expressions that have basic grammar patterns for elementary school students are presented repeatedly in the workbook. For efficient teaching and interesting lessons, this workbook was produced under the following directions: First, authenticity is emphasized. The learning contents consist of communicative materials and the practical words and expressions which will come up frequently in students' daily lives. Second, level-focused teaching and learning are pursued. This workbook is organized with three levels for each topic and is made to be applied to students in 1st to 6th grade students. Even though level 1 is intended for the 1 and 2
st nd

graders, level 2 for the 3

rd

and 4 graders, and level 3 for the 5 and

th

th

6th graders, the worksheets of different levels can be taught in any grade classes according to students' English skills. Level-focused teaching guides are presented in every Teacher's Guide. Third, the approach based on thought groups is applied. The communicative expressions are approached by thought groups, not by words. The words and vocabulary are intended to be acquired in the context by learning key expressions based on the thought groups, and then the students' power of retention and application for the expressions is pursued to be elevated by generating them in thought groups. Fourth, topic based approach is pursued. Considering that the learners are young and live in the rural areas, this workbook consists of topics that are categorized by extracted concrete communicative

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New English For Korean Kids
functions. The following shows the general course of this workbook.

◈ Emphasis on authenticity
- emphasis on students' real lives - emphasis on authentic input - real material centered

◈ Level-focused
- level-focused teaching activities - 3 stages by level

◈ Pattern sentence centered
- emphasis on significant patterns - sublating word centered - thought group centered

◈ Topic based
- teaching aid for after-school classes - topics from categorizing functions - serial & parallel structure

This workbook is composed of 22 books: 1 general instruction, 20 topics, and 1 phonics book. The general instruction presents how to apply the books to actual teaching. The phonics book has a serial of stages from word awareness to reading words and phrases, and deals with recognizing and making sounds. The 20 books of different topics are composed of the overview, teacher's guide, and worksheets for students. The overview gives a brief description and points out the significance of each topic. The teacher's guide describes the objectives and presents how to utilize the worksheets. The worksheets for students are composed to utilize one of the four basic language skills to master the basic sentence patterns in an authentic context. The following table shows the organization and content structure of this workbook.

LEVEL 1

Teacher's G uide
■ Presenting by levels

W orksheets
■ Constructing by levels ■ Mostly 1 activity per page ■ 20 minute worksheets -Content organization(11 activities) Speaking(1) + Listening(1) + Reading(1) + Writing(1) + G ame(2) + Story(1) + Art project(1) + C ulture(1) + Differentiated activity(2) -Contents of differentiated activities: rhythmic movement or play for level 1, work & play activity or subject-immersion for level 2, and project type tasks or other supplementary activities for level 3

T O P I C LEVEL 3 LEVEL 2

■ Explaining by activities ■ Content organization -Objectives: of teachers and students -Key expressions -How to teach: level focused guidance, examples, references (materials, books, web-sites, etc.)

20 topics were extracted through categorization of concrete communicative functions converted from

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2

General Instruction
Korean expressions used by rural area elementary school students in high frequency. Here, the frequencies of Korean expressions are utilized as the criteria for designating levels of this workbook according to their degree of complexity in English expressions. The following table displays the steps taken to design communicative functions and the topics for the workbook.

1 To extract Korean expressions (sentences) used highly frequently in students' lives by observation

2 To convert them into English key expressions and to extract important ▶ communicative functions

3 To make important 4 To categorize them communicative into 20 topics, functions concrete and to name them and elaborate appropriately ▶ ▶ (ex.talking about according to their times, asking for contents times, or answering times)

This workbook is organized into 3 levels. The criteria to determine the levels of key expressions are the range of life, kinds of verbs and sentences, the tense, the sentence pattern, the number of thought group, and the frequency of usage. However, these criteria are applied as universal principles, not as strict rules to organize this workbook. The below displays the criteria.

Criterion 1 : Range of life LEVEL 1 - Personal ․ family life LEVEL 2 - School ․ neighborhood life LEVEL 3 - Social ․ national life

Criterion 2 : Kinds of verbs LEVEL 1 - Common verbs and 'be' verbs LEVEL 2 - Including auxiliary verbs LEVEL 3 - Including auxiliary verbs

Criterion 3 : Kinds of sentences LEVEL 1 - Declarative sentence, YES/NO questions LEVEL 2 - Including WH-questions LEVEL 3 - Including WH-Q with WH-phrases

Criterion 4 : The tense LEVEL 1 - Simple present, present progressive form LEVEL 2 - Simple present, present progressive form LEVEL 3 - Including the past and future tenses

Criterion 5 : Sentence pattern and TG LEVEL 1 - 3>1>2 sentence pattern/below 1 TG LEVEL 2 - 3>1>2 sentence pattern/below 2 TG LEVEL 3 - 4, 5 pattern is possible/below 3~4 TG

Criterion 6 : Frequency of usage In TOPIC and FUNCTIONs, expressions spoken in high frequency are used as (key) expressions for lower levels

The worksheets in each level are usually composed of speaking, listening, reading, writing, games, story, culture, art project, and other differentiated activities. Each worksheet also has an organization criterion. The next table describes the organization criteria of each activity.

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New English For Korean Kids
SPEAKING Ⅰ: Phrases, 1 TG Ⅱ: Sentences, 2 TGs Ⅲ: Sentences, above 2 TGs LISTENING Ⅰ: Phrases, 1 TG Ⅱ: Sentences, 2 TGs Ⅲ: Sentences, above 2 TGs READ ING Ⅰ: Words, pictures Ⅱ: Phrases, 1 TG Ⅲ: Sentences, above 2 TGs

W RITING Ⅰ: Alphabet, 1~2 syllabic words Ⅱ: Words Ⅲ: Above phrases

G AME 1. Considering students' developmental stages 2. Activities with spoken and written skills 3. Appropriate for functions ART PROJECT 1. Considering students' developmental stages 2. Activities with spoken and written skills 3. Appropriate for functions

STORY 1. Pattern type story 2. Below 4 TGs in a sentence Ⅰ: 6 sentences ↓ , word substitution Ⅱ : 10 sentences ↓ ,1 TG substitution Ⅲ : 15 sentences↓ , 1 TG↑ substitution CU LTU RE 1. Events relevant to the month 2. Authentic contents 3. Comparing and understanding cultures

D ifferentiated Activity 1. Supplementary activities 2. Various activities Ⅰ: Rhythmic movement or play Ⅱ: Work & play activity or subject-immersion Ⅲ: Project type tasks

20 Topics of this workbook are arranged by the time-series of months. 2 topics are distributed from March to December according to the relevance of learning contents and cultures to the respective months. The sequence of language learning is also reflected in arranging topics. Topics with expressions that are available more frequently are posted to the earlier months. The following presents the topic arrangement by the time-series of months.

3 March
■ ■

4 April
■ ■

5 May
■ ■

6 June
■ ■

7 July
■ ■

Phone Etiquette 8 August

Likes & dislikes Motions 9 September

Sports Fam ily 10 October

Tim e Shopping 11 November

Jobs Location 12 D ecember

■ ■

Shapes The world

■ ■

Weather School days

■ ■

Food Directions

■ ■

Life stories People & life

■ ■

Calendar Reason

Each topic has 6 important and general communicative functions. Each important and general communicative function is differentiated into several concrete communicative functions respectively. The concrete communicative functions are the basis of determining objectives of each activity. Those

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4

General Instruction
concrete communicative functions are not presented here because they are presented in the contents of each topic. The following table shows the important and general communicative functions of each topic.

Phone
M A R C H
Understanding numbers of 0 through 30 Counting things with numbers 1~30 Asking for & telling a phone number Making a phone call Asking a friend to do some work together over the phone z Sending and receiving an SMS z z z z z z z z z z

Etiquette
Greeting people Introducing yourself & friends to other people Exchanging personal information Understanding table manners Finding differences of etiquette between nations z Understanding other countries' etiquette

Likes & dislikes
A P R I L
z Naming what you like z Naming what you dislike z Asking & answering likes & dislikes using yes/no questions z Asking & answering likes & dislikes using wh-questions z Naming your hobby z Asking for & telling hobbies z z z z z z

Motions
Naming words of motions Following imperatives to make a motion Giving imperatives to make a motion Telling your current activities Asking & answering current activities Asking & answering the abilities of movement

Sports
M A Y
z z z z z z Naming sports Saying prohibition Asking help for injuries Inviting friends to play a sport Asking & answering sports someone likes Asking for & telling personal talents about sports

Family
z z z z z z Naming family relationships Introducing your family to other people Telling the ages of family members Asking for the ages of family members Describing the information of family members Asking for & telling the information of family members

Time
J U N E
Understanding numbers about time Asking for & telling time Apologizing for leaving at the moment Making an appointment Asking & answering when someone does activities z Asking & answering when something was done z z z z z z z z z z z

Shopping
Offering to go shopping Understanding different currencies Asking for & offering help Asking for & telling the price of item Talking about items to Purchase Giving & receiving gift bought

5

Page

oceans & continents Asking for & telling nationalities Asking for & telling the country you want to visit Asking for & telling a nation's characteristic Telling the country you want to visit with reasons Sending & receiving an e-mail of introducing countries S E P T E M B E R Weather z z z z z z Naming weathers & feelings Expressing your feeling Expressing the weather using an exclamation Asking for & telling weathers Asking for & telling feelings Asking for & telling favorite seasons z z z z z z School days Naming objects in the classroom & school Asking for & telling the possession of objects Asking & answering about objects Naming subjects Asking for & telling favorite subjects Talking about your class timetable Food O C T O B E R z Naming meals & food z Asking & answering about food using yes/no questions z Asking & answering about food for meals using wh-question z Discussing the menu z Making food as instructed z Inviting & sharing food z z z z z z Directions Understanding prepositions of place Naming buildings Giving directions Asking for directions Asking how to get to destinations Naming modes of transportation Life stories N O V E M B E R z Telling your daily schedule in series of time z Asking for & telling what time someone does the work at z Telling a personal past experience z Asking for & telling what someone experienced z Telling your plan to do some work z Asking for & telling when someone will act the plan People & life z Naming animals & plants z Naming parts of people's body z Describing the characteristics of animals & plants z Describing people's appearances z Comparing the characteristics of animals & plants z Asking for & telling people's appearances Page 6 .New English For Korean Kids Jobs J U L Y Naming jobs Naming personal talents Telling jobs of your family members Asking for & telling people's jobs Asking for & telling personal talents related to jobs z Talking about the jobs you want to be in the future z z z z z z z z z z z Location Understanding the prepositions of location Locating objects as instructed Describing the location of objects Describing the location of buildings Asking for & telling the location of objects Asking for & telling the location of buildings Shapes A U G U S T z z z z z z Naming shapes & colors Drawing & coloring shapes & things Describing shapes & colors of objects Understanding plurals with shapes Comparing things Asking & answering comparison The world z z z z z z Naming countries.

Key Expressions proficiently and to have sound communicative skills. It is also possible to teach 1 to 3 worksheets in one class depending on the teacher's plan or students' learning pace even though each worksheet is designed for a 20 minute class. the syllabus can be reorganized by teacher's teaching intention during the planning stage. z I am going to learn how to play the piano. Level focused suggests how to teach students with different levels of English. Communicative functions and key expressions are the linguistic elements for students to learn during the class. and references below the chart. All the activities they preform should result in having students achieve the objectives. communicative functions.General Instruction Calendar D E C E M B E R z Naming 7 days of the week & 12 months z Understanding ordinal numbers 1st~31st z Understanding dating z Asking for & telling the day of the week z Asking for & telling the date z Talking about special days & giving celebrations Reason z Telling things you like or not with reasons z Telling activities you want to do or not with reasons z Asking for & telling reasons z Requesting permission z Permitting or refusing requests with reasons z Talking about the past events with reasons Even though this workbook is sequenced by the month and the level. and References provides supplementary texts. adding new contents or altering the contents of worksheets. How to teach presents how to teach each activity step by step. Teacher's objectives are stated in terms of the pattern grammar and language skills that teachers should teach and students' objectives in terms of the results of linguistic behavior that learners should achieve. level focused teaching. teaching materials. In teacher's guides. and web-sites that are needed during the lesson. Objectives are divided into teacher's objectives and students' objectives of the lesson. which means that the lessons may be reorganized considering the English learning environment and English skills of the students. 7 Page . Each activity also has a guide on how to teach. This means that teachers should teach students to utilize those pattern grammar Teacher Objectives Students Functions z To have students utilize the auxiliary verb 'will' meaning the future action z To present the plans for the coming summer vacation to his/her friends z Asking and answering about plans for the summer vacation z What will you do during ~ ? z I will go to my uncle's. First. each activity has a chart with the name of the activity. the title and the type of the activity is presented in a box like Task : Telling my schedule for summer vacation . books. Reorganization is carried out through changing of teaching time. objectives. and key expressions.

think. If it is considered to be more effective. The quizzes are intended to work as a kind of formative evaluation to check whether students recognize the key expressions or not. and communicate actively. The classes are not restricted indoors. Page 8 . it is desirable for teachers to encourage students to do the quizzes and giving guidance on how to answer the quizzes.New English For Korean Kids Quizzes can be found at the bottom of the worksheets. That is. Therefore. they are presented to have students review what they learned and use key expressions one more time after the class. the teachers are welcomed to plan and have a lesson outside of a classroom where students can move.

People & Life ④ 12월 .Time NEW ENGLISH FOR KOREAN KIDS Book 2 General Instruction ① 6월 .Sports ⑥ 5월 .Direction ② 11월 .Shapes ⑤ 8월 .School Days ⑧ 10월 .Food Book 3 General Instruction ① 10월 .Jobs ③ 7월 .Location ④ 8월 .Family ⑦ 6월 .Reason ⑥ Phonics .Likes & Dislikes ④ 4월 .Calendar ⑤ 12월 .The World ⑥ 9월 .Shopping ② 7월 .CONTENTS Book 1 General Instruction ① 3월 .Etiquette ③ 4월 .Motions ⑤ 5월 .Phone ② 3월 .Weather ⑦ 9월 .Life Story ③ 11월 .

Book 1 General Instruction ① 3월 .Sports 1) Level 1 ……………………………………… 3 2) Level 2 ……………………………………… 19 3) Level 3 ……………………………………… 35 ⑥ 5월 .Phone 1) Level 1 ……………………………………… 3 2) Level 2 ………………………………………19 3) Level 3 ……………………………………… 36 ② 3월 .Etiquette 1) Level 1 ……………………………………… 3 2) Level 2 ……………………………………… 19 3) Level 3 ……………………………………… 35 ③ 4월 .Likes & Dislikes 1) Level 1 ……………………………………… 3 2) Level 2 ……………………………………… 18 3) Level 3 ……………………………………… 33 ④ 4월 .Family 1) Level 1 ……………………………………… 3 2) Level 2 ……………………………………… 19 3) Level 3 ……………………………………… 35 ⑦ 6월 .Motions 1) Level 1 ……………………………………… 3 2) Level 2 ……………………………………… 18 3) Level 3 ……………………………………… 34 ⑤ 5월 .Time 1) Level 1 ……………………………………… 3 2) Level 2 ……………………………………… 18 3) Level 3……………………………………… 34 .

students will start by learning simple terms used when answering the phone. the students will do many pair and group activities to practice the expressions. in this unit. They will also have to translate messages written with symbols and emoticons into English. . students will learn basic vocabulary used in telephone conversations. In Level 1. To practice. For students to be able to use these expression fluently. the key expressions. "Can I speak to Minsu?". students will learn the numbers 11-30.PHONE In this chapter. Through practice. this is Mina. In Level 2. Therefore. the students will be able to fluently answer the phone. ask for a phone number. students will have to make phone calls to friends asking them to do something together. songs. The students should be given opportunities to use these expressions in real life situations. They will have fun learning emoticons and symbols that can be used in text messages. Afterwards they will incorporate these numbers by asking for and giving a phone number to a friend. They will later learn how to use the basic numbers to say phone numbers through chants. the students will compare the basic English phone expressions to the basic Korean expressions. and "How's it going?". such as "Hello. and games. should be presented in a meaningful way. In Level 3. students will start by learning the numbers 1-10 as well as how to say which number they like. The best way for the students to learn how to give someone a phone number or to have a phone conversation is to practice. and have a short discussion on the phone. The teacher should give authenticity by using language materials related with students' lives and he/she should give level-focused teaching by using level appropriate languages and methodologies. To aid this process.".

This is Ji-ho... twenty-nine.. I am two stories -. z (The number is) 5. Designing and writing the emoticons and the symbols available during the simple telephone conversation z ♥(love).. LOL. BRB. C(see)./ Can I speak to Ji-young?/ Is this Practicing a telephone conversation 010-234-9085?/ Yes../ Can I speak to Minsu?/ Yes. 9./ Is this 234-9085?/ How are you?/ Not bad. UR(your). twenty-nine../ 0.. 30 z (It's) 23. twenty-nine. z b4... . thirteen...../ (The number is) 9.. z Hi. This is Anna./ How's it going?/ Let's conversation go swimming. z Twenty-one. 2. not Understanding cell phone etiquettes talking too loudly. three. I like my phone number. four. ..... Can I speak to Min-su?/ This is Mi-na... z Hello......-(I am blue).-(I am blue)... 10 z (It's) 9.... z A.. ../ Can I speak to Mi-na?/ Is this 010-234-9085?/ I'll check again. twelve. 1.. z 0. 12. is Bill there?/ Are you looking for Bill senior or Bill junior? I'll tell him you called.. D. QT.... this is Gwon-woo. 9. Gr8. nine z My(Your) phone number is 555-4002. twenty-two...... 10 z 0.... NE1. Reading the emoticons and the symbols Decoding the emoticons and the symbols by comparing with z #(number). 2. thirteen./ Let's go to the movies... four.. UR(your). z Hello. 9./ This is Mina. speaking.one O O four. 29./ It's rude to my friends.. two. speaking.. 2day. thirty z Hello. thirteen.. speaking.. ten z (My phone number is) 010-234-9857.. .... C. 1... H8. . one. three. ASAP etc. Sending and receiving an SMS using the emoticons and the z I'll C U later../ Hold on. twenty z Eleven.../ May I ask who's calling?/ Can I leave a message? Understanding the appropriate expressions about the telephone z This is Mina. z How's it going?/ Let's go to the restaurant. I ♥ U etc. I am -. z My phone number is O one O . . z Hello.. . z Hello...... 2nite. twelve.... 18r. 13. symbols z The first rule is turning my phone off in the movies.... . ♥(love). B... z Hello. &(and). nineteen.... etc... z Understanding common text slangs and shorthands . one. thirty z 11../ How's it going?/ Not bad. 2.. Let's play baseball. . / (The number is) 23. @(at)... . I like that phone number./ I'm so glad to reach you..... .../ Can I speak to Na-mi?/ Is this 010-234-9085?/ Yes. this is Su-min........ 10 z Eleven... z Eleven../ Yes. z Zero. z What is Min-su's telephone number?/ His number is L E V E L 1 Writing Game 1 Game 2 Story Song Chant Art Project Culture Speaking Listening Reading L E V E L 2 Writing Game 1 Game 2 Story Writing 2 Role play Art Project Culture Speaking Listening Reading Writing Game 1 L E V E L 3 762-0986...M z Zero.. 1. speaking./ I will Making a phone call and asking to do some work together call you later........ thirty z What's your phone number? My phone number is 555-4002... twelve. two. . C(see).Contents Activities Speaking Listening Reading Arabic numerals z Reading the numbers 0~9 (on a phone) z Writing the Alphabet A-M in English z Speaking both Arabic numerals and English numbers z Speaking and writing my friends' phone numbers z Recognizing the missing numbers z Expressing the numbers in the song into rhythmic movements z Chanting and naming the phone numbers z Writing the numbers in English z Telling my phone number to my friends z Comparing numerals of different countries z Counting the numbers 11~30 z Writing the numbers(11~30) I listen to into Arabic numerals z Reading the cardinals 1~30 z Writing the numbers 11~20 in English z Counting things with numbers 11~30 z Asking and answering friends' phone numbers z Writing the phone numbers I hear z Understanding the simple telephone conversation z Writing the numbers 21~30 in English z Saying new phrases for the telephone conversation z Describing the cartoon about the telephone conversation z Comparing basic expressions for telephone conversation used between English and Korean z Asking of doing something together z Recognizing what my friend wants to do together z Reading phrases and rearranging them into a story z Completing the conversation z z Game 2 Story Task 1 Task 2 Art Project Culture z z z z z z Functions z Counting and saying which numbers you like between 0-10 z Listening to and writing the numbers (0~10) what I hear into Key Expressions z I like (the number) 3.

z The teacher can assign the numbers to each students. 10 z To have students state which numbers they like between 0-10 z To be able to say the numbers 0-10 and to say which numbers they like z Counting and saying which numbers you like between 0-10 z I like (the number) 3. R e a d in g : Let's read Teacher z To have the students read the numbers on a phone number pad z To be able to read the numbers on a Objectives L is t e n in g : Let's listen Functions z To have the students listen to numbers Objectives Teacher 0-10 and be able to write them down as Arabic numerals Students phone number pad and match the numbers to the number words z Reading the numbers 0~9 (on a phone) z (It's) 9. The student must guess the number by saying "I like 3. 9..LEVEL 1 PHONE z To be able and to listen write to numbers the Students Speaking : Let's speak Functions Teacher (0-10) down corresponding Arabic numerals z Listening to and writing the numbers (0-10) I hear into Arabic numerals z 0. z Have the students write down the number they like.. z Call out the numbers in a random order.. z Show the students objects and have them count them out aloud." z [Advanced] All students stand up." Level focused z Make the activity a lottery game. stop the timer. Try again to References z Materials : number cards z The teacher can prepare bigger number cards that the students can use easily. z (The number is) 9.. Level focused z One student closes his or her eyes. Put the number cards faced down on the desk. 10 How to teach z Have the students sit or stand around. Key Expressions Objectives Students How to teach z Prepare flash cards of the numbers 1-10 and place them on the board.. 1. References z Materials : objects that students can count aloud. a stopwatch z You can change the word 'like' to an icon(♡) if the students find it difficult to understand. Functions Key Expressions z 0. . When the teacher starts the timer. The student with the closest guess to the teacher's pick wins the game. 9. 2.. and have the students repeat after the teacher. "I like 9... z Teach the students the phrase 'I like' and have them think of which numbers they like.. They need to tell the number to their friends in the group. They must write the Arabic numerals next to the number words. Key Expressions 3 LEVEL 1 . When the students stand in a row in order.. A partner then writes a number on the back of that student's hand. it helps the students recognize the numbers and sounds easily. 1. They can hold up the number card that matches what the teacher calls out.. 2. . z Point to and say the numbers. z Teach the students how to say the numbers 0-10. When each student is in a group. the students must tell each other which number they like and get into groups with the students who like the same number. z [Supplementary] Provide students with number cards. improve the time. Randomly turn over five different number cards. Students must write down a sequence of five numbers. The students must think of a number they like..

. Pass it around and let children practice pushing the number keys. z Have each student write along in the air. Objectives Students Teacher Game 1 : Phone Sudoku z To have students say the numbers out loud and recognize missing numbers z To be able to pronounce numbers References z Materials : an old phone Functions correctly and realize which numbers are missing z Speaking both Arabic numerals and English numbers z Zero. saying the numbers aloud as they do." or "The number is 9. . The other students must respond with "It's 9..php?number=4 16&code=18<br z You can also use alphabet pictures on the sheet as cards to play a game or practice.." and "The number is 9... z Ask for volunteers to come to the board.M written. z Walk around the classroom to make sure the children are Level focused z Change the level of difficulty of the puzzle by leaving more blank spaces or changing the numbers. Next.Phone How to teach z Draw a picture of a phone number pad on the board... z Use an old phone as an example. z Have the students draw and write the alphabet letters... Have the students trace the letters before writing them by themselves. Point to a number and have the students read the number aloud.. point to two numbers consecutively and have the students say both numbers in order.. z Have students match the number words to the numbers on the telephone dial. z Point to and say the numbers on the buttons.. Continue to add on one number until the students can no longer keep up. B. two three. z Teach students the phrases. The first one to finish with the correct writing gets a point for his or her team. C. z [Supplementary] Give students a worksheet with different alphabets in a light font.. How to teach z Write A-M on the board.. four... nine Key Expressions W r i t i n g : Let's write How to teach Teacher z To have students to write out the alphabets A-M z Have students read aloud the numbers that are already written on the puzzle. "It's 9.." writing correctly. z Explain that each row of numbers must equal the same total and that both Arabic numerals and English numbers must be Objectives Students z To be able to write A-M Functions z Writing the alphabets A-M in English z A..... Level focused z [Advanced] Draw a dial pad of a phone on the board. have one student point to a number on the worksheet. and have the students repeat after the teacher.suksuk. z Walk around the classroom and make sure the students are Key Expressions performing the task correctly. References LEVEL 1 4 .. References z Alphabet songs (phonics) : http://www.. D. Level focused z Have two students come to the front." z In groups.co.. Call out the alphabets and have them write them..kr/kidland/study/study_view. z When the teacher calls a number.. the students must race to point to the correct number on the number pad. one.

. three. z Tell the story.." and say the story as a chant. z When you tell them to start. two. have them say it and press the number on the number pad at the same time. Song : Ten little Indian boys Teacher z To have students practice saying numbers with other words Objectives Students z To be able to sing numbers and words together without making mistakes Story : The missing number Functions z Expressing the numbers in the song into rhythmic movements z To have students listen and understand Teacher Key Expressions z zero. Game 2 : Phone number hunt z Have the students gather around so that they are close to the teacher. Level focused z Write example phone numbers on the board and have the students practice by repeating after you or reading by themselves. one. z After the second time. If they know the answer. Have the students chant along.Teacher's Guide z Materials : big Sudoku puzzle flash cards.. z Teach new phrases and then the story again. have the children find five friends and give them their phone number using the phrase practiced earlier. making sure the children are listening carefully. Functions Key Expressions 5 LEVEL 1 .. How to teach z Put up number cards on the board with both the Arabic numerals and English spelling on them. numbers and be able to write their friends' numbers Objectives Students z To be able to say and write telephone numbers Functions z Speaking and writing my friends' phone numbers Level focused z [Advanced] Have students get in pairs and change the numbers in the story. z Create a rhythm clapping your hands and tapping your knees How to teach z Have students repeat the phrase "My phone number is 555-4002. see if the children can guess what the answers are. eight could be friends with Key Expressions z My/Your phone number is 555-4002.. seven and nine.. scissors z You can cut off the number and word cards and attach it to the blanks. z Have the students repeat after you line by line. For example.. z Have all the students sing along with the music. z To have students share their phone Teacher z Ask the students to repeat words that they heard and phrases that they did not understand. z Have students write their own number in the box in the middle. four. References z Materials : big number cards on the board z You can change the story according to the students' levels. The other student must guess which number the first student is talking about. How to teach z Play the song once and have the students listen. z Create a slow rhythm and have the students chant the lyrics. ten the number story and discover the Objectives Students missing number z To be able to listen to the story and write in the missing number z Recognizing the missing numbers z (The number is) 5. z The first student to finish the worksheet correctly and sit down is the winner.

the student must sit down. Teacher z To have students become comfortable saying cell phone numbers Objectives Students z To be able to learn how to say cell phone numbers in a rhythm Functions z Chanting and naming the phone numbers z (My phone number is) 010-234-9857.one O References z Materials : Ten little Indian boys song. z Have them listen to the teacher and do the chant. Chant : I like the phone number How to teach z In the top section. they can sit down. z Create a rhythm by tapping your legs and clapping your hands. have the students find ten other friends and ask their phone numbers.com. The first student to get ten names and numbers z [Supplementary] An alternative option is to make a phone book with friends' numbers. Each student should have a turn changing the number while the chant is still continuing. 9.. Art project : Get your friend's number z To Teacher have students practice telling numbers to friends and writing them down Objectives Students z To be able to design a phone and get friends' phone numbers z Writing the numbers in English z Telling my phone number to my friends z My phone number is O one O . z I like that phone number. making sure that everyone is participating. z Below the picture. z Have the students repeat each line of the chant. have one student make up a different phone number.. References z Materials : paper. 1. z I like my phone number. have them create a number for the phone. z After the children write ten other students' names and numbers.. As you say the phone numbers.. they must stand up or if they are standing. . When it is sung again. that student must stand up. When the line 'the phone number is' comes up. bogglesworldesl. if a student is one.Phone Level focused z [Advanced] Assign a number to each student. 10 LEVEL 1 6 .com Functions Key Expressions O four.. z Do the chant along with the students.. have the students be creative and draw a cell phone. For example.. Key Expressions Level focused z [Advanced] wins. sit down. have the children point to the numbers on the dial pad in their worksheets. Obtaining friends' phone numbers can be a competition. Objectives Students Teacher z To have students learn numerals from different countries z To be able to compare number systems from different countries Functions z Comparing countries numerals of different Key Expressions z 0. How to teach z Teach the students the new key expressions. 2. colored pencils Culture : Comparing country numerals Level focused z Do the chant together. when 'one little indian' is sung. When you sing that number. Indian puppets z Internet website : Youtube. z Next.

Arabic number 9. Roman numeral 5. Level focused z Turn it into a bingo. H bingo.) References z Materials : paper. z Call out different numbers and students mark off the numbers on their paper. z Have students draw a 3 by 3 grid and fill in different numbers from different sets. Try and choose different patterns (T bingo. etc). etc. Chinese number 2. colored pencils z You can cut the worksheets by country numerals and use it for games. call out different numbers and have students point to the correct number.Teacher's Guide How to teach z Go through the numbers three times for each set and have students repeat and point to each number on the sheet. (ex. X bingo. z Next. 7 LEVEL 1 .

LEVEL 1 8 ※다음 물건의 개수를 영어로 말해보세요. + =? .Phone-Speaking LET'S SPEAK ZERO SIX ONE SEVEN TWO EIGHT THREE NINE FOUR TEN I LIKE FIVE .

ZERO ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN ※ 이 있는 숫자를 더하면 얼마일까요? 9 LEVEL 1 .Phone-Listening LET'S LISTEN A. WHAT NUMBER DO YOU LIKE? ☞ I LIKE ________.

PHONE DIALING ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT IT'S . . LEVEL 1 10 ※숫자판에서 412369#을 차례로 눌렀을 때 나오는 숫자모양을 영어로 말해 보세요.Phone-Reading LET'S READ A. NINE ZERO THE NUMBER IS .

Phone-Writing LET'S WRITE A A A A A B B B B B C C C C C D D D D D E E E E E F F F F F G G G G G H H H H H I I I I I J J J J J K K K K K L L L L L M M M M ※위 그림 중 이 두 개있는 알파벳은 무엇인지 말하고 써 봅시다. 11 LEVEL 1 .

.Phone-Game 1 PHONE SUDOKU PLAY 1 PLAY 2 8 HT THR 4 OUR 5 ON FI 9 NIN 7 SIX S V N TWO 1 2 3 4 5 6 7 8 9 10 ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN LEVEL 1 12 ※ 어항속의 물고기는 모두 몇 마리인지 영어로 말하고 써 보세요.

4002 - - MY PHONE NUMBER IS . 13 LEVEL 1 .Phone-Game 2 PHONE NUMBER HUNT ▣ NAME ▣ ▣ NAME ▣ ▣ NAME ▣ NA-MI PHONE NUMBER PHONE NUMBER PHONE NUMBER 555 . ▣ NAME ▣ ▣ NAME ▣ ▣ NAME ▣ PHONE NUMBER PHONE NUMBER PHONE NUMBER - - - ※ “Mission Possible!” 우리학교 전화번호를 알아보고. 영어로 말해 봅시다.

WHO AM I ? LEVEL 1 14 ※ 가 좋아하는 숫자에서 가 좋아하는 숫자를 빼면 얼마인지 영어로 말하고 써 봅시다. 10 IS TEN. FOUR IS MY FRIEND. I AM BETWEEN 7 AND 9. LIKES FOUR. TOO. SEVEN IS MY FRIEND. TWO. 6 IS SIX. ONE. THREE. I AM BETWEEN 4 AND 6. TOO. LIKES SIX. WHO AM I ? PRESS THE DIAL! LIKES SEVEN. FOUR. NINE IS MY FRIEND. LIKES NINE. 8 IS EIGHT. 9 IS NINE. 7 IS SEVEN. 5 IS FIVE. SIX IS MY FRIEND. .Phone-Story THE MISSING NUMBER 0 1 2 3 4 IS IS IS IS IS ZERO.

SIX LITTLE. THREE LITTLE. FIVE LITTLE. EIGHT LITTLE. 15 LEVEL 1 . SING TOGETHER WITH MOTIONS. TWO LITTLE. NINE LITTLE. ONE LITTLE. EIGHT LITTLE INDIANS SEVEN LITTLE. THREE LITTLE INDIANS FOUR LITTLE. FIVE LITTLE INDIANS FOUR LITTLE.Phone-Song TEN LITTLE INDIAN BOYS A. SIX LITTLE INDIANS SEVEN LITTLE. NINE LITTLE INDIANS TEN LITTLE INDIAN BOYS TEN LITTLE. TWO LITTLE INDIANS ONE LITTLE INDIAN BOY AND ZERO ※ 학습지에서 는 모두 몇 개인지 영어로 쓰고 선생님께 말해봅시다.

Phone-Chant I LIKE THE PHONE NUMBER ☆NE TWO THREE FOUR FIVE SIX SEVEN €IGHT ∩INE ZERO MY PHONE NUMBER IS 010-234-9857. LEVEL 1 16 ※ 위 숫자판에서 ☆∩€에 들어갈 알파벳을 모으면 어떤 숫자가 될까요? . YOUR PHONE NUMBER IS 011-2843-7569. I LIKE MY PHONE NUMBER. I LIKE THAT PHONE NUMBER. I LIKE YOUR PHONE NUMBER. I LIKE THAT PHONE NUMBER.

17 LEVEL 1 . FRIENDS' PHONE NUMBERS NAME PHONE NUMBER NAME PHONE NUMBER ※ 친구들의 전화번호에서 가장 많이 나오는 숫자를 영어로 말해 봅시다. DRAW YOUR CELLULAR PHONE.Phone-Art project GET YOUR FRIEND'S NUMBERS A. MY PHONE NUMBER IS O - .

A B C T E N F G S I X H I J K S E V E N G T .Phone-Culture COMPARING NUMERALS! ARABIC KOREAN ENGLISH ROMAN CHINESE 1 2 3 4 5 6 7 8 9 10 일 이 삼 사 오 육 칠 팔 구 십 ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ 一 二 三 四 五 六 七 八 九 十 LEVEL 1 18 ※ 다음 알파벳 중 숫자 3개를 찾아 ○하세요.

. Try the game again so they have a chance to improve their time. mix up the order of the numbers and have the students say them aloud. References z Materials : number cards. a stopwatch z The students can color the numbers on the sheet. Level focused z [Advanced] Pass out paper and colored pencils.. z The student who guesses the right number gets one point and gets to choose the next number.. z Call out the numbers(11-30) in a random order.. They must write the Arabic numerals next to the number words. paper. They hold up the number that matches what the teacher says. z Have students make groups of 4~6 and stand in a line. z Next.. thirty Key Expressions Functions Key Expressions z 11... have the students tell each other their numbers and try to line up in numerical order. z Put number cards on the board. z Another student guesses and the first student says 'up' or 'down' to hint that the number is higher or lower. . colored pencils z When the students finish the work.LEVEL 2 PHONE L is t e n in g : L e t 's lis t e n Teacher Speaking : Let's speak z To have students learn numbers 11-30 Teacher z To have students listen to numbers and to be able to write them down as Arabic numerals z To be able to listen to the numbers and write the corresponding Arabic numerals z Writing the numbers(11-30) I listen to into Arabic numerals Objectives Students z To be able to say numbers 11-30 aloud Objectives Students Functions z Counting the numbers 11-30 z Eleven. z The first to grab the three correct numbers gets a point for their team. z Take the first students in each line out to the hall and tell them a sequence of numbers. stop the watch." The students must draw 13 pencils on their paper. z [Supplementary] Provide students with number cards. The students have to try to figure out which number is missing. How to teach Level focused z Assign each student a number. 30 How to teach z Have the students make number cards and place them on the board.. z Have students make groups of 2~4. z Have the students repeat after the teacher while pointing to each number..". twelve. let them cut the word cards from the sheet and have fun with a bingo or other kinds of activities. 13. (ex. z Rearrange the order of student standing in the lines. Say a sentence. 19 LEVEL 2 .. must whisper them to the next person. 29. thirteen. Go down the line and have them say their number aloud. and they. When the teacher says "Start. z The last person in the line runs to the front of the room and grabs the three numbers from the board. Start a stopwatch. 12. 30) z They must whisper the numbers to the next person in line.. z Pass out the worksheets and have the students study the numbers.... z Take a card away while the students close their eyes. 22. twenty nine. z One student chooses a number from 11-30. When they are finished. 13. in turn. References z Materials : number cards. such as "I see 13 pencils. Talk about numbers in relation to any vocabulary the students may know. .

z Have each student write along the teacher in the air. twenty How to teach z Have the students point to the numbers as you read them. Level focused z Have two students come to the front. newspapers LEVEL 2 20 . S3 says 6. two.. z Bring old newspapers and magazines to class. z Have them write each word three times. nineteen. References z Materials : a large calendar. 5 dice z Useful website : http://www. How to teach z Spell out each number from 11-20 on the board. Key Expressions z Eleven. z [Supplementary] Give students a worksheet with numbers spelled in a light font. z Walk around the class to make sure the children are writing correctly. S2 says 3. The first one to finish with the correct spelling gets a point for his or her team.timeanddate. except change the highest number to 30. 5. One person rolls all five and then counts up the total (maximum 30). z Hand them out to the students. 8. z The person who says 30 is out. Call out a number and have them write the number in English. scissors. z Show the students a large calendar.. z The student who guesses correctly gets a point and gets to choose the next number. z (The number is) 23. z Refer back to worksheets one and two which had number words for review. 4..Phone R e a d in g : L e t 's r e a d W r it in g : L e t 's w r it e Teacher z To have students read the cardinal Teacher numbers on a calendar z To be able to read the numbers 1-30 on a calendar Objectives z To have students write the words Objectives Students 11-20 in English Students z To be able to write 11-20 in English Functions z Reading the cardinal 1-30 Functions z Writing the numbers 11-20 in English Key Expressions z (It's) 23. z Divide the class into groups. thirteen. Level focused z [Advanced] When saying the days in the calendar activity. S4 says 7. magazines. have the students play Baskin Robbins 31. eleven to twenty with them. z Have the students glue the words to the blank piece of paper. use the English names. z The other students need to try to guess which cardinal number S1 is thinking about by saying "It's 15. have the students write the numbers in words. along with a piece of blank paper. forming a collage." or "The number is 15. z Each group gets five dice. z Split the class into groups..com/calendar References z Materials : paper. glue. Point to the days at random and have them say the cardinal numbers. and spell out the numbers. z On the worksheet with the Arabic numerals. z The students need to look through the magazines and newspapers for English letters. scissors. z Give the most creative group a reward. 9. 2. Have the students trace the words before writing them by themselves. z S1 from each group chooses a day. z In the same groups.. twelve... cut them out. ex) S1 says 1." S1 needs to hint the group members by saying "up" or "down". z Whoever rolls the highest number gets a point. and glue. z Students can say one. or three consecutive numbers. .

write their friend's number down. z Give the students hints by saying 'up' or 'down'.. "How many bears do you see?" z The students respond in unison. twenty nine. z Ask the students. number cards z You can create any diagram you wish using vocabulary the students know.. z The student who has the ball replies. food. actions. z Write a number on the board next to one of the words. z Bring in pictures of large groups of objects. z Do a phone number chant." z Start the music again and play for several minutes. References z Materials : CD or internet site for classroom English songs 21 LEVEL 2 . the subject could be animals. Ask them for suggestions for foods or animals. Level focused z Have students help you make the diagram. all the students must ask the student holding the ball." Go around and give all students a chance to respond.Teacher's Guide Game 1 : Number scramble counting game and Game 2 : Pass the ball game Teacher z To have students practice speaking and writing numbers Objectives Teacher z To have students ask for their friends' numbers and say their own numbers z To be able to tell other students their Objectives Students z To be able to recognize scrambled Students number words and count objects phone numbers and to listen and write theirs z Asking and answering friends' phone Functions z Counting things with numbers 11-30 Functions numbers z Writing the phone numbers I hear Key Expressions z Eleven. twelve. z The worksheet has ten blank spaces for friends' phone numbers.. z When the teacher says "Go!".. "My phone number is 555-4002. . How to teach z Give them time to work on the word scramble while drawing a counting diagram on the board. For example. "What's your phone number?". and write the student's name next to the number. Create a rhythm and have the children ask "What's your phone number?". With the rhythm. "My phone number is 555-4002. they can ask "What's your name?" or "How are you?". For example. z When you stop the music. References z Materials : pictures for an object search. z Play some music or have the students do an English chant that they have learned. thirteen. "I see 13!" How to teach z Give a ball to one of the students. like bear(13). have all the children race to complete the sheet. z You can make the activity a guessing game by writing a number but hiding it behind a piece of paper.. one student needs to respond like. z The first to complete the worksheet while only speaking English gets a prize. Ask them.. Level focused z [Advanced] Have the students ask several questions when obtaining their friends' phone numbers.. "How many do you see?" and have the students search the picture and try to find the correct number. thirty Key Expressions z What's your phone number? z My phone number is 555-4002. or school objects. z They need to ask "What's your phone number?".

Award the quickest group to spell the word correctly. the teacher can use hand puppets for the different parts. twenty two. z Assign different letters to each row. How to teach z Have the students gather around so that they are close to the teacher. . making sure the children are listening carefully. the simple telephone z To have students write the numbers 21-30 in English Objectives Students Students z To be able to write numbers 21-30 in English Functions Functions z Writing the numbers 21-30 in English z Twenty one. this is Ji-ho.. Call up students with a certain letter to the front of the class. How to teach z Write the numbers 21-30 in English on the board. The students must move around so that they are in the correct order to spell out the number. Teach them some of the lines and see how creatively they can make the parts.. Ask the students to look for any errors and correct them... z The students whisper the number to the next person. z To make the dialog more interesting. z Have students write down as many words as they hear. z Students stand in several lines and you whisper a number to the first students of each line. References z Materials : hand puppets. and then call out a number. z Ask the students to repeat words that they heard and phrases that they did not understand... twenty nine. papers. z Pass out the worksheet and then tell the story. and that person to the next until the last person hears the number and races to the front. z Have the students draw a picture of what is happening in the story. z This excercise can be a competition to see who has the best listening skill. Level focused z Give the students a different letter of the alphabet. Level focused z [Advanced] Have the students act out some parts of the story. z The last student of the lines must write the number words correctly with its English spelling on the board. thirty Key Expressions Key Expressions z Can I speak to Mi-na? z Is this 010-234-9085? z I'll check again.Phone Story : Phone conversation W r it in g 2 : Let's write the numbers 21-30 listen to the Teacher z To Teacher have students conversations and have them understand the dialogs Objectives z To be able to listen to the story and learn new phrases z Understanding conversation z Hello.. z Play the whispering game. Have the students write along in the air. z Have the students write the number words next to the Arabic numerals on the worksheet. z Write some of the words with wrong spelling. z Teach new phrases and then read the story again. colored pencils for drawing References z Materials : letter cards LEVEL 2 22 .

For example. z Can I speak to Na-mi? z Is this 010-234-9085? z Yes. having the students repeat after the teacher. Level focused z Change the people's names in the role play. z How's it going? z Not bad. Instead of going to the movies. The characters could be superheroes talking on the phone because somebody needs to be rescued. Is this 234-9085? How are you? Not bad. References z Materials : blank comic strips. take volunteers to present in front of the class. speaking. using puppets for the three different parts. Mi-na could become the singer Rain. z Divide the class into groups of three and then divide the parts between those three students. How to teach z Review the key expressions from the role play by getting some volunteers and performing the role play again. colored pencils. z Have the students decide which activity they will be doing. z Have the students make a comic strip using the same phone expressions. z Have the groups practice the lines. z After several minutes. this is Su-min. the children could be doing homework or going skating. Can I speak to Min-su? This is Mi-na. props for the role play 23 LEVEL 2 . Level focused z Encourage creativity. Functions Key Expressions Key Expressions How to teach z Read the role play out aloud to the students. z Have the students get into groups and then describe their comics to their friends. telephones. about the z To be able to learn how to have a conversation on the phone Students Functions z Saying new phrases for the telephone conversation z z z z z Hello. Walk around the classroom and check their progress and pronunciation. z Ask the students to repeat some words or phrases they heard. an example comic strip References z Materials : puppets.Teacher's Guide Role play : Phone dialog Art project : Let's make a cartoon! Teacher z To have students learn how to have a conversation on the phone Objectives Teacher z To have students practice and writing reading telephone conversations Objectives Students them out loud z To be able to create a comic strip using telephone expressions z Describing the cartoon telephone conversation z Hello. z Read the role play line by line.

and one responds in English. speaking References z Materials : phrase cards. both English and Korean. if a student has the card "Hello". he/she must find a student with " 여보세요. they battle with rock-paper-scissors.Phone Culture : Yes. z When the teacher says "Start. z Write the Korean phrase on the board and have the class shout out the English phrase and vice versa.". Level focused z [Advanced] Do a role play activity. z Can I speak to Minsu? z Yes. For example. and then do the same with the English phrases.". z Make cards with the phrases on them. So the first student who only speaks Korean might say "여보세요. One student speaks in Korean. which will be translated. Then the translator will say "여보세요." back to them. speaking. z When the groups are formed. one student is the translator. all children must try to find the other student with the matching phrases." The translator will say "Hello." and then the other person might say "Hello. z Say the Korean phrases as a dialog. z Each student receives one card. Key Expressions z This is Mina. How to teach z Compare the Korean phrases to the English phrases. two telephones z To Teacher have by students understand Korean the with language English comparing Objectives Students z To be able to fully understand the meaning of English phone expressions z Comparing Functions telephone basic expressions used for conversation between English and Korean z Hello. The person who speaks Korean will then say another phrase. Whoever loses must give their cards to the winners and join their group. translating for the student who only speaks Korean." They are now partners. LEVEL 2 24 . responded to. and then translated again.

Phone-Speaking Let's speak 11 12 13 14 15 16 17 18 19 20 ELEVEN TWELVE THIRTEEN FOURTEEN FIFTEEN SIXTEEN SEVENTEEN EIGHTEEN NINETEEN TWENTY 21 22 23 24 25 26 27 28 29 30 TWENTY ONE TWENTY TWO TWENTY THREE TWENTY FOUR TWENTY FIVE TWENTY SIX TWENTY SEVEN TWENTY EIGHT TWENTY NINE THIRTY ※ 다음 암호는 어떤 숫자를 뜻하는지 말해 봅시다. 암호[2NE1] = ? 25 LEVEL 2 .

ELEVEN TWELVE THIRTEEN FOURTEEN FIFTEEN SIXTEEN SEVENTEEN EIGHTEEN NINETEEN TWENTY LEVEL 2 26 TWENTY ONE TWENTY TWO TWENTY THREE TWENTY FOUR TWENTY FIVE TWENTY SIX TWENTY SEVEN TWENTY EIGHT TWENTY NINE THIRTY ※ A=1.14는 어떤 숫자일까요? .Phone-Listening Let's listen A.5. Write the numbers you hear.12.5. C=3 …이라면 5. B=2.22.

Phone-Reading

Let's read
A. Calendar study

It's ___________. The number is __________.

※ 달력 안의 숫자에 4X4 형태의 네모를 그려 짝과 함께 영어로 빙고를 해 봅시다.

27

LEVEL 2

Phone-Writing

Let's write
11 12 13 14 15 16 17 18 19 20
LEVEL 2
28

ELEVEN TWELVE THIRTEEN

NINETEEN TWENTY
※ 다음 그림이 나타내는 단어들의 첫 번째 알파벳을 모으면 어떤 숫자가 될까요?

Phone-Game 1

Number scramble and counting game
scrambled word e e n t s x i s v e e n n t e e w e n t t y n n n t e e e i e e e i g h t n h t i t r y h t i r e e t n unscrambled word number

□□□○□□□ □□□□□□□□□ ○□□□□○ □○□□□□□□ □□□□□□□□ □□□□□□ □○□○□□□□

Q & A

Q : How many A : I see

do you see? .

C o u n t i n g
bear( duck( ) ) cat( )

Animals lion( )

cow( )

pig( ) monkey( )

dog( )

※ ○안에 들어갈 알파벳을 unscramble하면 어떤 숫자가 나올까요?

29

LEVEL 2

Phone-Game 2

Pass the ball game
ⓔⓧⓐⓜⓟⓛⓔ Mi-na : (passing the ball) What's your phone number? Min-su : My phone number is 555-4002. (passing the ball) What's your phone number?

What's your phone number?

: My phone number is : My phone number is : My phone number is : My phone number is : My phone number is : My phone number is : My phone number is : My phone number is : My phone number is : My phone number is

-

. . . . . . . . . .

LEVEL 2

30

※ 'phone'하면 떠오르는 단어를 연상하여 써 봅시다.

phone

num ber

Phone-Story

Phone conversation
Story 1)
☎ Ji-ho : Hello. This is Ji-ho. Can I speak to Mi-na? ☏ Stranger : She is not here. Maybe, you called the wrong number. ☎ Ji-ho : Is this 010-234-9085? ☏ Stranger : No, this is 010-234-9088. ☎ Ji-ho : Oh, I'm sorry. I'll check again. Have a nice day. ☏ Stranger : That's ok. Have a nice day, too.

Story 2) ☎ Ji-ho : Hello. This is Ji-ho. Can I speak to Mi-na? ☏ Mi-na : Yes, speaking. ☎ Ji-ho : Oh, Mi-na. How's it going? ☏ Mi-na : I'm good. And you? ☎ Ji-ho : I'm well. Would you like to see a movie with me ? ☏ Mi-na : That sounds good. I‘d like to go to the movies. Let's go!

※ 다음 문장을 적절하게 끊어(/) 읽어 봅시다

[Can/IspeaktoMina?]

31

LEVEL 2

Phone-Writing 2

Let's write the numbers 21-30 21 22 23 24 25 26 27 28 29 30
LEVEL 2 32

TWENTY ONE TWENTY TWO

T E TY NI TH
※ 다라는 어떤 숫자를 쓰려다가 tweny for라고 썼습니다. 다라가 쓰려고 한 숫자를 바르게 고쳐봅시다.

Phone-Role play

Phone dialog
◈ Mrs.Kim ◈ Mi-na ◈ Mrs.Kim ◈ Mi-na ◈ Mrs.Kim

: Hello. : Hello. This is Mi-na. Is this 234-9085?

: Right. : Can I speak to Min-su? : Oh, Mi-na. Hold on. ...

◈ Min-su ◈ Mi-na ◈ Min-su ◈ Mi-na

: Hello. This is Min-su speaking. : Hi, this is Mi-na. How are you? : Not bad. : Can you go to see a movie with me? It starts at 7:00.

◈ Min-su ◈ Mi-na ◈ Min-su

: Sure. Where do you want to meet? : At the subway station. : O.K. See you there. Bye.

※ [도=0, 레=1, 미=2...]일 때 다음 번호를 영어로 말해보세요. [도레도 시라솔솔 미파미솔]

33

LEVEL 2

[T□en□y □ev□n] .. .. Can I speak to ~? Is this 010-234-9085? Yes. Use the key expressions and draw a cartoon about the telephone conversation. How's it going? Not bad. speaking. Hello.Phone-Art project Let's make a cartoon! A. : key expressions LEVEL 2 34 ※ 빈 칸을 알맞게 채워 쓰고 읽어 봅시다... This is ~...

민수 있습니까? Can I speak to Minsu? 예. HELLO. 접니다. 저는 미나입니다. speaking. please. Yes. 전화 끊지 말고 잠시만 기다려주세요.Phone-Culture Yes. Hold on. Korean English 여보세요. 35 LEVEL 2 . This is Mina. speaking.

this is ." to S2. "Hello. z Have the students repeat after the teacher line by line." or "Sounds good. Pause and give them enough time to write for each blank. who whispers it to the next. he/she gives it to S1. When you stop the music.LEVEL 3 PHONE L is t e n in g : L e t 's lis t e n z To Teacher Speaking : Let's speak have students learn some new Teacher z To have students write a conversation and present it in class phrases used in a phone conversation and practice them out loud Objectives Objectives Students z To be able to use new phone phrases in speech z Asking of doing something together Functions Students z To be able to write a phone conversation and read it to the class Functions z Recognizing what my friend wants to do together Key Expressions z Hello." student then makes a suggestion. this is . Write the answers on the board for the students to see. z Check the answers with the students. have the students look at the dialog. z Let's go to the movies. The student with the most cards at the end wins the game. S1 says. Take the first student from each line into the hall and tell them a phrase. Level focused z [Supplementary] Go around the entire class from row to row. Have each student say. How to teach z Go over some key expressions from the dialog and the key words in the box. When the last person hears the phrase. Read the dialog and have the students fill in the blanks using the key words. such as "Let's go swimming. Key Expressions z How's it going? z Let's go to the restaurant." The second student says "Sorry. game cards. this is Anna. The first line to say the answer correctly gets a point. How's it going. z The students want to try to collect five of the same card. References z Materials : vocabulary cards z Answers : Can I speak. z Read the dialog to the students. "Hello. such as "Let's go swimming. How to teach z Read the dialog to the class. have him or her run to the front of the class and slap the correct sentence and say the expression loudly. phones." and the other The first student responds by saying "Hello." Start the music again and stop it on two new students. z Randomly pass out five game cards with the phrases on them to each student. he or she gives it to S2. whoever is holding the phones must stand up. z Have the students repeat any phrases they may have heard and then write down the key expressions on the board. but with a different activity. and "Let's . I can't. Change the line order after each round. read the phone conversation again." Have the students repeat each phrase. z Now. let's go References z Materials : picture cards. to S3. One student says. Then S2 says the same phrase. Level focused z Play a line whispering game.". such as "That sounds great. preferably with hand puppets.". Let's play soccer. z Pass two old phones around the class while music is playing. If S3 has the card. "This is . calling. z After the students have repeated the expressions several times. z Create picture cards pertaining to 'let's'. If S2 has the matching card. tell the students they cannot say the phrase already said by another student." The students go back into the room and whisper the phrase to the next person in line. music LEVEL 3 36 . saying their names. Write the key expressions from the dialog on the board. this is Ji-young. To make it more difficult. z Have the students practice the dialog in pairs.

z The first group to finish writing the sentences in correct order wins the game. z May I ask who's calling? z Can I leave a message? How to teach z Have the students take out their notebooks. making sure they pronounce the words correctly. z Split the class into small groups. you can put the entire conversation together on one sheet of paper on the wall. z In groups of three. Split the class into two teams. The student who is the quickest to hit the sentence with the hammer gets a point for the team. and have the groups who had wrong order correct their answers. z Each group elects one runner and one writer. z I'm so glad to reach you. One student from each team comes to the front and picks up a plastic hammer. acting and using props such as phones. This saves the students from running all over the room and trying to unscramble the sentence order. z After all the sentences have been written down. 37 LEVEL 3 . z Refer to the answers in References and tell the numbers to the students so it can be a listening and writing exercise. Read one of the sentences. is Bill there? z Are you looking for Bill senior or Bill Key Expressions junior? z I'll tell him you called.Teacher's Guide Reading : Let's read Writing 1 : Let's write z To have students read important phrases Teacher z To have students learn to write words Teacher connected to phone conversations and Objectives and phrases pertaining to telephone Objectives Students arrange the phrases in order z To be able to read the phone conversations z To be able to write the correct words or phrases needed in a conversation z Completing the conversation z What is Min-su's telephone number? Students conversation and arrange it in order Functions Functions z Reading phrases and rearranging them into a story z Hi. Key Expressions z His number is 762-0986. You can put up several copies of the phone conversation to prevent congestion. z Create a different phone conversation and cut out each sentence. z Have the students write the phrases in the appropriate blanks on the worksheet. z The runner goes and looks at a sentence on the wall and memorizes the sentence. z After each group has read their story. the group must try to put them in the correct order. from the telephone conversation on the worksheet) and have the students repeat after the teacher. Level focused z Write various sentences on the board from the lesson. z Have each group stand up and read their new dialog. z The writer then must write the sentence down. z Place the sentences on the walls throughout the classroom. present the story in its logical order. z Have the students write these words or phrases three times each in their notebook. z Have them repeat after you several times. have the students rearrange the sentences in the correct order. z Write out important words and phrases (the words missing How to teach z Present the phrases in a scrambled order. z Have students write their own phone dialogs with a partner. References z Materials : plastic hammers z A correct answer : ③→⑦→⑥→②→①→④→⑤ Level focused z To make the running dictation game easier. Reward the students who volunteer to read it in front of the class. z He or She then whispers the sentence to the group.

telephone number. Have students write the matching emoticon or symbol in their notebook. z Present a slideshow of conversations using emoticons. z Have the students use the emoticons and symbols studied at the beginning of the class and those written at the bottom of the worksheet to design two messages of their own. 842-4576 Objectives Students Teacher z To have students learn emoticons and symbols used in a message z To be able to understand the meaning of certain emoticons and symbols z Designing and writing the emoticons and the symbols available during the simple telephone conversation z Reading the emoticons and the symbols Game 1 : Phone crossword puzzle Functions Teacher z To have students practice reading and writing conversational English Objectives Students z To be able to practice the words learned prior by doing an activity Key Expressions z z z z ♥(love) UR(your) C(see) I am -. z Read the message written on the phone and its translation z This is Mina. from the worksheet. there. (If the students know some that are not on the list. try to translate the dialog correctly. leave. Level focused z Students form groups. 762-0986. Then each group passes the English version to a different group. After all the words have been written. ⑤ going. Whoever makes a puzzle (done correctly) that no one can solve gets a prize. ②speaking. phone conversation for running dictation Game 2 : Using emoticons z Answers : call. piece of paper. ④Hold.) z Trade worksheets with a partner and have the partner translate the emoticons into English words. using the completed one as an example. z Have the students guess what is being said before revealing the phrase. Compare how different the original is from the version that the rest of the class has made. Continue exchanging until each group receives their original conversation. How to teach z Review phrases learned in earlier lessons by presenting pictures with blank word bubbles. ③Hello. z They must design their own crossword. code. they are welcomed to use them. Have the students guess what it means.-(I am blue. pass out a list of phrases and have each student choose six of them. z Have students fill write the answers in the puzzle using the clues. z How's it going? z Let's go swimming. call. blank paper. calling. z Write an English word or phrase on the board. This is. References z Materials : pictures with conversation bubbles. ⑥go LEVEL 3 38 . z Have the students. speaking. z Give a point to each group with correct translation. z After each student is finished. in groups. 053. markers z A correct answer : ①This. Key Expressions z Hold on.Phone References z Materials : notebooks. and afterwards write the translation next to it..) Functions z Understanding the appropriate expressions about the telephone conversation How to teach z Write an emoticon or a symbol on the board. copies of a list of phrases. Make it a competition to see who can get the most correct. They pass their conversation to another group who must translate the conversation into English on a separate Level focused z Make a competition out of the puzzle. z Yes. is. ask for volunteers to come up and write the answer next to the English words. Each group must design an emoticon conversation. z Have the students exchange puzzles and solve each other's puzzles. who must write the message in emoticons and symbols.

Level focused z [Advanced] Have students practice the dialog with a partner. z After everyone has written down the words. Line up the sentence with the emoticon with the sentence with the blanks. ⑦you. read the entire story out loud again but with a partner for the second part or using hand puppets. z Walk around and check their work. Have them say them out loud. z When students hear a word that is an emoticon they must stand up. you can make the limit higher. ⑥ at. Key Expressions How to teach z Read the dialog to the students. and translate it z Decoding the emoticons and the Functions conversation and read it to the class z Practicing a telephone conversation z Making a phone call and asking to do some work together Functions symbols by comparing with two dialogs z z z z z z z #(number) @(at) &(and) ♥(love) UR(your) C(see) I am -. they must sit down again. References 39 LEVEL 3 . Have them continue this until the story is finished. you can say that they only need to write four sentences. ⑧and. This will give the students a better understanding of how to put together the conversation. z Ask for volunteers to come to the front of the class and perform their dialog. ⑨at. speaking. move on to translating the next. ⑤you. z Can I speak to Ji-young? Key Expressions z Is this 010-234-9085? z Yes. ②love. Write what students say on the board. In groups have students write down as many phrases as they can remember. ꊔ ꊉat. Reward the group that says the most correct phrases. For example. How to teach z Review useful phrases used in a phone conversation. When everyone is finished with one sentence. comprehend. Provide props for them. Give them phones as props. z Give them several minutes to fill in the blanks at the bottom half of the page with the translated English words. if the students are low level. z [Supplementary] Split up the story.-(I am blue) z Hello. ꊉ ꊕSee you Story : Decoding emoticons Task 1 : Make a conversation Teacher z To have students read the dialog with emoticons and understand its meaning z To be able to read a dialog with Objectives Students Teacher z To have students write a conversation and present it in class z To be able to write a phone Objectives Students emoticons. and have each student work on translating only that pair of sentences.Teacher's Guide References z Materials : emoticon slideshow. Write these on the board. Level focused z Make a sentence limit based on skill level. Find two students to read the story in front of the class. ꊓ ꊉSee you at. notebooks z Materials : phones z A correct answer : ①blue. z Have the students look at the dialog and tell you which emoticons are used.. have them practice the dialog for several minutes. ꊉ ꊒyour. z Have every student find a partner. If they are advanced. When they hear another one. z When they are finished writing out the conversation. z I will call you later. z Now. eight sentences. have students write a conversation in pairs. ③Are you. sentence by sentence. ask for volunteers to read the changed sentences aloud. this is Gwon-woo. for example. answering any questions they have. z Let's play baseball. ④you. z [Supplementary] Write the phrases and their Korean translation next to them on the board. z Using the phrases listed on the board and the ones on the worksheet.

z Give students the chance to share their messages with the rest of the class. When everyone in the line has written an SMS. give the first team to finish a point. LEVEL 3 40 . the first student writes a text message to the next student in line. z Have students write a message using emoticons and symbols in the lefthand box. z Not talking too loudly z It's rude to my friends. z Have students present their rules to the class. z Have a discussion about good manners and rude behaviors related to cell phone usage and other daily activities. who writes a response and passes it to the next. If they are at a higher level. papers Task 2 : Sending and receiving a text message Art project : Cell phone etiquette Teacher z To have students become comfortable sending a text message to a friend Teacher z To have students talk about behaviors relating to cell phones Objectives Students Objectives z To be able to write a text message to a classmate Students z To be able to learn about cell phone etiquette vocabulary Functions z Sending and receiving an SMS using the emoticons and the symbols Functions z Understanding cell phone etiquettes Key Expressions z I'll CU later. have them go around the room and ask three of their friends what their rules are. z Walk around the classroom. Have each student find a partner. Look at their writing. Level focused z [Supplementary] Have them work in groups to come up with three rules and have one recorder. If the responses are good.". Call out a phrase. write them on the board. and the student who snatches the card with the matching emoticons and says the phrase first gets a point. and then give each pair a set of cards with emoticon phrases on them. and have a discussion. have them only write two or three sentences. z The first rule is turning my phone off Key Expressions in the movies. References z Materials : blank notebook paper z You can give various situation for students to come up with the rules easily. z I ♥ U. How to teach z Ask students if they know what the word 'etiquette' means.Phone References z Materials : notebooks. How to teach z Review emoticons and symbols by playing a card snatching game. Level focused z Set a sentence limit depending on students' levels. have them stand up. make the sentence limit higher. Have them record their friends' rules on their worksheet. Explain it and write a definition on the board. making sure that students are on task and helping those with questions. The next student writes a response and hands it to the next student. z When finished. colored pencils References z Materials : emoticon cards. One student starts with a piece of paper at the front of the line. have each student exchange papers with their partner and then write a response to what their partner wrote in the righthand box. z Have students think of 3 good cell phone rules independently. z [Advanced] Play a line game. If they are at a low level. z Walk around the room and help students with grammar and ideas. When you say "Start. z When students are finished.

References z Materials : cellular phones z If the students have their own cellular phone. ♡ [Right] 1. BRB. great 4. Gr8. 18r. If students are at a higher level. 4 = for. LOL. z A correct answer : [Left] 1. 2nite. tonight 7. A 6. cutie 9. When they are done. Are 11. Level focused z Set a time limit and see who can get the most right answers in a short amount of time. and then what they mean in Korean. see if they can guess the acronyms without the three choices. anyone 8. QT. later 3.Teacher's Guide Culture : Text slang Teacher z To have students learn common text message styles and acronyms Objectives Students z To be able to write and understand text message slang and shorthands Functions z Understanding common text slangs and shorthands z b4. go over the English words. 2day. z Have students circle what they think the acronyms stand for. they can try to send text messages to the teacher. etc. height 5. today 6. C 41 LEVEL 3 . A 4. before 2. B 5. ASAP Key Expressions How to teach z Ask students if they use any shorthands when they text their friends. You 12. z [Supplementary] Have them work in groups or pairs to try and guess. Thanks 10. A 2. (tmrw = tomorrow.) z Have students try and do the left column and guess what the symbols are shortened from. grt = great. Your 13. Write them on the board. C 3. NE1. z Give some examples of English text shorthands and write them on the board. Go over the correct answers and then discuss what they mean in Korean. H8.

. ☎ Anna(Sara's sister) : Hello. Alex. ☎ Anna : Who's this? ☏ Alex : It's Alex. ( and I'll ( ☏ Alex : Hi.Fold line -------------------------- Key words! LEVEL 3 42 z Let's go z make it z Hold on z pick you up z This z get ※ Unscramble. it's for you! ) to the movies Friday night. Listen and repeat the phone conversation. Bye. (L ) is Anna. Sara. hi. ) at 7:00? ☎ Sara : That sounds great.Phone-Speaking Let's speak A. ) Friday ☎ Sara : I'll be right there. Sara.. -----------------------. ☎ Anna : Oh. (H ) a minute ) Sara.Alex? Hi! ☎ Sara : I'm really sorry. ☏ Alex : Hi. Sara. How about Saturday? ☏ Alex : Sure. to the Let's go movies. Why don't I (p ☏ Alex : Great. See you. See you Saturday. . but I can't ( night.

☏ Hanna : Hi. ☎ Bora : Hi.? I can pick you up at 7:00. ☎ Bora : That sounds great. ☏ Hanna : Bora. please? ☎ Bora : Who's _____? ☏ Hanna : This is Hanna. ________ to a restaurant.Phone-Listening Let's listen A. Listen to the dialog and fill in the blanks with the key words. See you soon. When? ☏ Hanna : Is Friday O. ☎ Bora : Hello. Key words! z let's go z Can z speak z How's it going z calling z I ※ 두 사람은 몇 시에 만나기로 했나요? □e□e□ o'clock.K. 43 LEVEL 3 . Hanna. ___________? ☏ Hanna : Fine. How about you? ☎ Bora : Pretty good.K. ____ __ _____ to Bora. ☎ Bora : O.

I am so glad to reach you. I'll tell him you called. Bill's out right now. Are you looking for Bill senior or Bill junior? ③Julie : Hello? Hi. Arrange the sentences in order. Bye~. is Bill there? ④Bill : Oh. ⑥Julie : Oh.Bill junior.. Bill senior. Read the conversation. ⑤Julie : Thanks. Bill. (3) ⇒ ( ) ⇒ (6) ⇒ ( ) ⇒ ( ) ⇒ (4) ⇒ ( ) LEVEL 3 44 ※ 적절히 (/)로 끊어 문장을 만드세요.. ⑦Bill : This is Bill speaking. ☞ Write sentence numbers.Phone-Reading Let's read A. ①Julie : Uh. [I/am sogladtoreachyou. this is his father.] . ②Bill : I'm sorry. This is Lisa.

Phone-Writing Let's write A. ( Can I a message? ) Julie: Yes. Julie. I don't know. Thank you. ( ) Min-su ( )? )? ) his friend.. May I ask ( who's Julie: Oh. Tony: I think he might not be home. Complete the conversation for leaving a message.5 ? 45 LEVEL 3 . Julie: I don't think so.5.5.1. Can you have him ______ Julie? My (area ) is ____________. Julie: I'm going to ( ) Min-su to invite him.22. Julie: Hi.19. uh.14 9 12. 3. What is Min-su's ( Tony: The area code is zero two.1.7. ( Do you know when he'll be back? Voice: Sorry.1.19.. and phone number is _________________. and his number is _________________. Min-su is not here right now. )? Voice: I'm sorry.5 1 13. ※ 암호를 풀고 읽어봅시다.

➄ How's it _________ ? ➅ Let's ____ swimming. This is Jane. LEVEL 3 46 ※ 이 있는 곳의 알파벳들을 조합하여 단어를 만들어 보세요. _________. ➃ ________ on.Phone-Game 1 Phone crossword puzzle ① ⑤ ③ ② ⑥ ④ ➀ __________ is Mina. ➂ ___________. . ➁ Yes.

․ I am ― .. Read emoticons! ․ ♥ ⇒ love ․ UR ⇒ your ․ C ⇒ see ․ THX ⇒ Thanks ․ I dunno ⇒ I don't know. CU L8er. Good job Minsu. See you later. B. ⇨ Hahaha. GJ Minsu. Design emoticons! lol.Phone-Game 2 Using emoticons A. ― ⇒ I am blue. ※ 어떤 단어가 숨어있는지 ○해서 찾아봅시다. s p e a k in g h e llo h o ld 47 LEVEL 3 .

Why? What's up? I ♥ my doll. do U want a new doll? Yes.. CU then. Yes. ☏ Alex : i. Alex.Phone-Story Decoding emoticons A. But I lost it yesterday. CU @ 5:00 @ the shopping mall gate 4.. Hi. ) th nk ( ) lost it? ☎ Jane : I'm ( ☏ Alex : Why? What's u ☎ Jane : I ( ☏ Alex : ( ) my doll. How's it going? ). ( ) day. Today is ( ☎ Jane : Great. Jane. Compare two dialogs and fill in the blanks. Hmm. RU OK? Where do U think U lost it? Maybe @ the water park.―. ) see a m ) 5:00 ( vie ( ) the theater. Let's go shopping & see a movie @ the theater. But I lo ) OK? Where do ( ) the water park.. ? t it yesterday. Jane. )( )( ) the shopping mall gate 4.] . [Let's . LEVEL 3 48 ※다음 암호를 풀어보세요. Great. ( ☏ Alex : Yes. Alex. ew doll? ☏ Alex : Let's go shoppin ( ) ( ) then. do ( ☎ Jane : Yes. Today is UR day. ) want a ☎ Jane : Maybe. Dialog with emoticons ☎ ☏ ☎ ☏ ☎ ☏ ☎ ☏ ☎ ☏ ☎ ☏ Jane Alex Jane Alex Jane Alex Jane Alex Jane Alex Jane Alex : : : : : : : : : : : : Hi... Normal dialog ☎ Jane : Hi. How's it going? I'm ―. ( ☏ Alex : Hmm.

How's it going? I will call you later. ※ I'll c you .Phone-Task 1 Make a conversation A. 49 LEVEL 3 . speaking. key expressions Hello. Can I speak to ~? Is this 010-234-9085? Yes. this is ~. Make a phone call to your partner using the key expressions.

Phone-Task 2 Sending and receiving a text message A. Example I'll CU later. Let's send and receive a text message. [abfgzteI'llseeyoulaterhellenovey] .) I ♥ U.(I love you.(I'll see you later.) LEVEL 3 50 ※ Find a sentence.

texting while driving. etc. Examples of good cell phone etiquette include: turning your phone off in the movies. Compare the students' rules.Phone-Art project Cell phone etiquette Let's think of 3 cell phone etiquettes. Then draw a sign that displays the rule you think is the most important. not talking too loudly. Rule 1 Rule 2 Rule 3 Friends' names Rule 1 Rule 2 Rule 3 51 LEVEL 3 .

Thx:__________ 10.] → ( . [ . got to go ocking LEVEL 3 52 ※ 다음 암호를 풀어 보세요. 1. QT:___________ 9. BRB A. get the gold C. good timing B. best time winner 5. U:___________ 12. Gr8:_____________ 4.) . GTG A. barely breathing B. b4: ______________ 2. ove of laughs 2. as soon as placed 4. lots of love C. R:___________ 11. Try to guess what word the text slangs represent and guess what sentence the letters stand for. H8:_____________ 5. laugh out l ud B. IDK A. be right back 3.Phone-Culture Text slang A. <3:__________ 1. l8r:______________ 3. UR:__________ 13. NE1:__________ 8. by the way C. Burp! C. buy the watch B. I on't know B. it doesn't kill C. LOL A. 2day:_________ 6. am s opping as planned C. ASAP A. 2nite:_________ 7. I'm done k 6. as soon as p0ssible B. BTW A.

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.

provide many examples of them in various materials like magazines." is important." and "I'm sorry. catalogs.ETIQUETTE Students should be encouraged to say greetings in many different ways so they can express them naturally.". . teachers can introduce more expressions." and "Thank you. such as "Hi. Good manner is very important for people‘s relationship. so make sure students understand saying "Thank you. If students understand these etiquette expressions well. newspapers." In addition." and "Please." and "Hello. students will learn new alphabets from N to Z and review A to M. and how to introduce oneself to others. Also students will learn basic etiquette expressions such as "I'm sorry." In this topic. "That's O.K. such as. students will learn basic greetings. When students learn new alphabets. and labels.

Hi.Y.P.O. 'Mrs. Hello. Hello. L E V E L 3 Writing Game 1 Game 2 Story Task Writing 2 Art project Culture z Writing about myself including name. Good afternoon. Good bye. z Hi. z What's your favorite sport? She is from New York.K. I'm full. I like to and so on play soccer. Good bye.Q.S. 'Mrs. z Good morning.. Hi. Good afternoon. z People shake hands. I'm Mina. Good afternoon. z N. z What's your favorite sport? My favorite sport is soccer. What's your name? How are you? z Good morning. Good bye. Hello.R. HI. I'm sorry. People bow. It's O. I'm sorry.S.U. I'm Mina. z This is my friend. Good bye.Y.'. Mina.P. I'm sorry.'. (Gonichiwa. 'Ms. Good bye.'. No. Korea. Spain z 'Mr. Hello. thank you. hobby z My name is Mina. z China.W. thank you. Hello. z Recognizing mimes and saying the right expressions z Recognizing and saying the alphabets in order z Understanding and saying simple greetings to my friends z Recognizing and saying greetings z Writing the alphabets from N to Z and saying them z Comparing greeting gestures of Korea and western countries z Asking and answering names and how we are z Listening to and writing my friends' names and ages z Reading simple greetings z Writing simple greetings z Listening to and whispering greetings z Asking and writing my friends' names and how they are L E V E L 1 Writing Game 1 Game 2 Story Drawing Speaking 2 Art project Culture Speaking Listening Reading L E V E L 2 Writing Game 1 Game 2 Story Role play Chant Art project Culture Speaking Listening Reading z Looking at the pictures about manners and saying them z appropriately z z Saying hello to friends with finger puppets z z z Chanting the greetings or manners we made z z Saying different greetings of the world with gestures z Understanding table manners z Asking and answering my friends' favorite sports z Listening to and identifying the correct dialog z Reading and understanding different greetings in the world z Identifying the national flag and name of each country z Understanding 'Mr. z Identifying the right nicknames of some English names z uncle. Good morning.Y. 'Miss'.T. z elbow bump.Contents Activities Speaking Listening Reading z Listening to expressions and Functions z Saying hello to my friends saying the greeting and apologizing Key Expressions z Hi. z N is walking with O. hug z How's your family? How do you do? How's it going? France.'. my name is Mina. After you. I'm sorry. Good bye. Hello. Mexico. Japan. What's your name? z Good morning.Q. What's your name? Good afternoon. Good evening. I'm Mina. z I'm Mina.R.V.Q. age. Nihaoma.U.Z z Hi.U. America.V. z N.P. z Hi.S. Thank you.O. Hello.' z Distinguishing polite and impolite expressions z Listening to the story and understanding the western culture z Recognizing different greeting gestures z Distinguishing and writing the proper greetings z Hi.W. z Reading the alphabets from N to Z z Writing the alphabets from N to Z z Saying my name and greeting friends.O. thank you.' z How are you? z Do you have any brothers or sisters? z We don't take off our shoes in the house. I'm Mina.) z Yes. Hello. aunt . z O is walking with P.R. z How are you? z I'm very well/ fine/ not bad/not so good. please. 'Ms. Good bye. 'Miss'. I"m 10. Hello. I'm Jamin. z My name is Mina.Z z Hi.W. Good bye.Z z N. I'm 13 years old. Canada. I'm Mina. Germany.X. Good evening. nationality.T. Thank you.X. I'm 10 years old.X. handshake. Nice to meet you.V. Please. z Hi. z Hi. z My name is Mina. Good evening. I'm from Daegu. z No. What's your name? How are you? Fine. Bonjour.T. Brazil. Good bye.

References z Materials : situational pictures or photos (ex. I'm ____. and labels as well as several pairs of scissors. Key Expressions z Good bye. R.". "Hello. X.". catalogs. Key Expressions z I'm Mina. "Hello. "Good bye. Hello. "Hello. z Have students understand that "Hi. P. "Good bye. z Have the last student of each line come to the front and pick up the correct picture card and shout what he/she heard. "Hello. z Make sure students understand that saying "Hi." to student B while passing the ball.".". Hello." has the same meaning. "Good bye. z Have students repeat after the teacher. z Reading the alphabets from N to Z z N.". Give a point to the first team. Y. z Good bye. z Put the picture cards on the board." and "Hello." is a very important basic etiquette."." to the whispering game. and "Good bye." clearly. z I'm sorry." Level focused z [Supplementary] Only teach "Hi. they have to whisper to the next students." Functions z Saying hello to my friends z Hi. T. W. "Hi.". Display an alphabet chart or flash cards for reference. Functions Key Expressions Teacher Objectives Students How to teach z Have students read alphabets from N to Z and match them. z Have the first student of each line go to the back of the line and repeat the game." and have A say "Hi. U. z Check that each student is saying the correct expression to the next person." z To have students read alphabets from N to Z z To be able to read alphabets from N to Z and match them." and "I'm Mina. O." or "I'm sorry.". Z R e a d in g : Let's read References z Materials : a sponge ball Objectives Teacher Students L is t e n in g : Let's listen z To have students listen to and say the greeting and apologizing expressions z To be able to listen to and say the greeting and apologizing expressions z Listening to and saying the greeting and apologizing expressions z Hi. z Use things like a sponge ball. Objectives how to say "Hi. and "good bye. Add "I'm ____. z Ask the class to cut out all the capital letters from them.LEVEL 1 ETIQUETTE How to teach z Divide students into 2 or 3 groups and make them stand in Teacher Speaking : Let's speak z To have students say basic greetings to their friends z To be able to say one's name and know Students line.". or a toy microphone. "Hello. Q. z [Supplementary] Prepare several pictures that show "Hi."." and have students repeat after the teacher. a doll. z Give a sponge ball to student A saying. "I'm sorry. z Show them how to say "Hi" or "Hello" while waving a hand. z Explain that when the teacher whispers the expression to the first students of each line. situations that require to say "Hi. and "Good bye. Ask students to divide the letters by what they know and don't know. V. Level focused z [Advanced] Prepare pictures of some famous people for children." or "I'm sorry. Functions 3 LEVEL 1 . z Have students prepare newspapers.".". z Show some pictures that refer to "Hi. S. How to teach z Have students sit or stand around. magazines. I'm (teacher's name).

labels. http://www.. magazines. Z z [Advanced] Before playing this game. T. have students pass around a sponge ball until the teacher says "Stop". W. Key Expressions How to teach z Prepare alphabet flash cards or write from N to Z on the board so students can see them. Have them walk around and make a line in alphabetical order. R.kizclub. Teacher z To have students say their name and greet each other z To be able to say their name and greet each other z Saying my name and greeting friends z Hi." song. z Have them write the letters on the worksheet. Teacher z To have students write alphabets from N to Z z To be able to write alphabets from N to Z z Play several times if the students can do well. z When a teacher says a number such as 3. Y. V.Etiquette z When each student has finished finding and cutting uppercase letters. etc. Objectives Students Level focused Functions z Writing the alphabets from N to Z z N.com Key Expressions z I'm Mina. . References z Materials : "Hello" song. z Nice to meet you. sponge ball Game 2 : Look and guess Level focused z [Advanced] Have students experience various ways of writing alphabets such as writing in the air. z Have students say their names and greet each other. References z Materials : alphabet flash cards. O. The student who has the ball at the moment has to say their name and greet others. Good bye. and guess and say what they are z To be able to look at each other's motions and say what they are z Recognizing mimes and saying the right expressions z Hi. S. LEVEL 1 4 . holding hands while listening to the "Hello. on the palm. z Help them trace and write alphabets properly. X. catalogs. z Present many examples to distinguish certain alphabets from other alphabets. z [Supplementary] Have students write the letters in right order. U. and with colored pens or watercolors. watercolors. paper. students have to Writing : Let's write make groups of 3. z Have students distinguish among upper and lowercase letters. index cards. newspapers. z Let students who are out join the group later so nobody feels disappointed. and on the wall. scissors. z [Supplementary] While singing the "Hello" song. Hello. Objectives Students Functions References z Materials : alphabet flash cards. make sure students clearly know what to say. Game 1 : Saying Hi. z I'm sorry. Hello. etc Key Expressions z I'm Mina. colored pens. How to teach z Have students make a big circle and walk in a circle. on the partner's back.com. z Have students trace alphabets with their finger in the air or on their palms along the teacher several times. Q. glue z internet site for flash cards http://www.abcteach. have students practice them many times in various ways. z Hand out different alphabet flash cards to each student and let them put it on their body. in the sand. Functions Objectives Students Teacher z To have students look at some motions. z Students who can't gather by the number are out. P. Hello.

z Have them introduce themselves and say hello to their partners. Level focused z [Advanced] Have the students tell additional things about themselves when introducing themselves. with the teacher's help. How to teach z Have students sit closely and let them know it's time for storytelling. Have them tell the story. point to each alphabet flash card so they can understand easily. Minsu or someone they can recognize easily. z <pair activity> Have the students tell the story to their partner looking at the worksheet. z Have the students raise their hands if they know the answer. Hello. Objectives Students z To be able to recognize and say the alphabets in order Functions z Recognizing and saying the alphabets in order Key Expressions z N is walking with O. z I'm Mina. Teacher References z Materials : big alphabet flash cards (A4 size) Drawing : Draw and say hello z To have students understand and say simple greetings to their friends z To be able to understand and say Level focused z [Advanced] Have students practice key expressions before doing this activity. z [Supplementary] Have the students say hello to the teacher and practice how to say their name. z After listening once or twice. z O is walking with P.Teacher's Guide How to teach z Have a student come to the front and mouth an expression with no sound. "Hi. z [Supplementary] It is a good idea to tell the story in a tune so the students can hum.". z Have them draw their faces in the circle or attach their pictures there. z Have the class look at the student's mouth carefully and guess what he/she is saying. Mina. The teacher takes the role of the characters in the pictures. z Handout papers and colored pens to the students. z Put alphabet flash cards on the board and have students practice reading the alphabets in order. z Have the students guess what the teacher or the student is miming or mouthing. z <class activity> Give one alphabet flash card to each student and have them line up in order. Functions Students z To be able to do a simple role play and say the expressions correctly z Recognizing and saying greetings 5 LEVEL 1 . Key Expressions Story : Trip of the alphabets How to teach Teacher z To have students recognize and say the alphabets in order z Show students some character pictures such as Lisa. z While telling the story. encourage the students to speak out the story with the teacher. Objectives Students simple greetings to their friends Functions z Understanding and saying simple greetings to my friends z Hi." and so on. z [Supplementary] Encourage volunteer students to act out or open their mouth big so the other students can guess more easily. "Hello. Speaking 2 : Let's speak z To Teacher have have students them say understand the basic etiquette expressions are important and to expressions correctly Objectives Level focused z [Advanced] Let the students make a story with the alphabet from A to Z. z Have them practice greeting with the pictures saying.

z Have the students write alphabets in order in the mini-book. Z When you open the paper. Encourage the students to say greetings because they are very important. z Ask the students which is better. people are not happy. LEVEL 1 6 . z Good bye.(The thick line on the worksheet. Fold the paper in half the opposite direction and fold in half one more time. I'm sorry. T.Etiquette z [Supplementary] Key Expressions z Hi. scissors. To some students who are having difficulties in writing alphabets.) alphabets from N to Z z To be able by to make reading an and alphabet writing Objectives Students mini-book alphabets Functions z Writing the alphabets from N to Z and saying them z N. colored pens. saying nothing or saying hello. O.". Thank you. and "Thank you.". Fold the paper lengthwise again. W.". References How to teach z Show students a scene such as meeting friends on the way to school. V. the partner will feel very bad. S. R.. Fold the paper in half widthwise. z Materials : B4 sized papers. "I'm sorry. give alphabet prints so they can just cut and glue. z Explain that if they don't say any words such as "Hi. z Have the students think what to say in each case. Level focused z [Advanced] Give the students enough time to color because they usually like coloring very much. z Have the students think of other situations and do a role play. glues z Directions for making a book Level focused z [Supplementary] Practice listening and repeating after the teacher in proper situations so students can understand words easily. Y. P. U. Key Expressions How to teach z Hand out a sheet of B4 to each student and show them how to make a mini-book. z Show the students another scene such as borrowing a friend's pencil. Explain that saying those words is being polite and if you don't say them. you can see a slit in the center. Hello. in half way up to the first crease line. A rt project : M aking an mini-book z To have students alphabet Teacher read and write Cut a slit starting at the folded edge. Q. X.

" in Korean and western way Functions z Comparing greeting gestures of Korea and western countries Key Expressions z Hi. Level focused z [Advanced] Have the students find out various ways of greeting around the world and act each greeting. and western greeting style such as a handshake or a hug. z [Supplementary] gesture greetings. z Have the students find out what's different between greeting styles of Korean and western cultures. so that Have they the can students follow the teacher's different understand several References z Materials : pictures to show Korean greeting ways and western greeting ways 7 LEVEL 1 ." and "Good bye. Culture : Cultural differences z To Teacher have students understand that greeting styles in Korean culture and western culture are different Objectives Students z To be able to say "Hello. Good bye. How to teach z Have the students look at some pictures that show Korean greeting style such as a bow. Hello.Teacher's Guide Hold the two ends of the paper and push your hands together to spread out. Push the sections all the way together and fold the front over.

[ 8 5 12 12 15 ! 8 9 ! Good □□□!] . HI. HELLO. GOOD BYE. GOOD BYE. GOOD BYE.Etiquette-Speaking LET’S SPEAK HI. LEVEL 1 8 ※ 다음 암호를 풀어봅시다.

※ 다음 부분 그림이 있는 그림을 찾아 한 번 더 말해 봅시다.Etiquette-Listening LET'S LISTEN A. [ ] 9 LEVEL 1 . WHISPERING GAME.

[N □P Q □S □U V □X Y □] .Etiquette-Reading LET'S READ LEVEL 1 10 ※ 다음 빈 칸에 들어갈 알파벳을 써 봅시다.

Etiquette-Writing LET'S WRITE N P R T V X Z O Q S U W Y K ※ 오른쪽 표에 위의 알파벳을 모두 쓸 수 있을까요? 11 LEVEL 1 .

HELLO. I'M MINA. LEVEL 1 12 ※ L L O H E 은 무엇을 의미하는지 찾아봅시다.". I'M JIHOON. "HELLO. . NICE TO MEET YOU." HI.Etiquette-Game 1 SAYING "HI. NICE TO MEET YOU.

13 LEVEL 1 .Etiquette-Game 2 LOOK AND GUESS ※ 우리 학교 원어민 선생님의 인사말을 똑같이 흉내 내어 봅시다.

Etiquette-Story TRIP OF THE ALPHABETS N IS WALKING. ♣의 친구는 S와 U □. P IS WALKING WITH O. X IS WALKING WITH W. V IS WALKING WITH U. R IS WALKING WITH Q. S IS WALKING WITH R. T IS WALKING WITH S. Y IS WALKING WITH X. ♣. ♥는 무엇일까요? . Q IS WALKING WITH P. LET'S GO N O P Q □ V W U ♣ S X ♥ Z END LEVEL 1 14 ※ Q의 친구는 P와 □. U IS WALKING WITH T. O IS WALKING WITH N. Z IS WALKING WITH Y. W IS WALKING WITH V.

I'M . 15 LEVEL 1 . 9. 14.Etiquette-Drawing DRAW AND SAY HELLO LISA MINA MINSU JULIE TONY THOMAS HELLO. 1 의 이름을 가진 친구는 누구인가요? 인사해 봅시다. ※ 13.

.. . HI.Etiquette-Speaking 2 LET'S SPEAK A. GOOD BYE. ] . .. .. [I 'M S □R □Y . LEVEL 1 16 ※ 다음 빈 칸에 알맞은 알파벳을 쓰시오... THANK YOU... I'M SORRY. WHEN ARE YOU HAPPY? . HELLO. ...

Etiquette-Art project MAKING AN ALPHABET MINI-BOOK 17 LEVEL 1 .

Etiquette-Culture CULTURAL DIFFERENCES KOREA WESTERN COUNTRIES LEVEL 1 18 .

Then read the sentences to the students and ask them to repeat after the teacher. first slowly and then at a normal speed. Explain what they are and do repeating drills. Good bye." Have the students understand that there are various answers for "How are you?" and we are learning the basics. z [Supplementary] Have the students say greetings to each student while introducing themselves. z My name is Mina. z While walking around the class. z Explain enough so the students understand well. my name is Sumi. How to teach Listening : Let's listen z To have students listen to their friends' names and ages z Show three pictures of morning.LEVEL 2 ETIQUETTE names and ages Speaking : Let's speak Functions z Listening to and writing my friends' names and ages z My name is Mina. What's your name? Key Expressions z How are you? z Fine. This Functions z Asking and answering names and how we are z I'm Mina." References z Materials : sponge ball Reading : Let's read Teacher z To have students read simple greetings Objectives References z dialog ex) A ① Hello. Explain that their meanings are the same but used at different times during the day. z Have the students repeat after the teacher. too. I'm Jinho. Objectives Students z To be able to say and ask names. z Good morning. and say their names and ages. Level focused z [Advanced] Have the students say. afternoon. like celebrities or family members. Good afternoon. How to teach z Have the students fill in the blanks. Thanks. z Have the students know there are 3 different greetings during a day. z Have the students talk with their partner. "How are you?" and "I'm fine. z Have the students listen to others and write down their names and ages in their notebooks or on the board. check up on the dialog.". and evening to the students. Level focused z [Advanced] Have the students think about someone. B ⑥ Bye~. Teacher Objectives Students z To be able to understand their friends' 19 LEVEL 2 . I'm 10 years old. z [Supplementary] Have the students say easy expressions like. "Hello. can be done standing or sitting. "Good bye" or "I'm sorry" clearly.". and to ask "How are you?" and answer properly How to teach z Have the students say their names and ages to each other. Good Key Expressions evening. z There are many ways to say names to each other. z Prepare several pictures that display "Hi. Teacher z To have students say the basic greeting expressions to others Key Expressions z I'm 10. What's your name? Functions Students z To be able to read simple greetings z Reading simple greetings B ② Hi. thank you. including saying names while passing a sponge ball to each other. "Nice talking to you. z Create a dialog consisting of 6 sentences. for the fifth and sixth bubbles. and you? A ⑤ I'm fine. Have the students ask "And you?" to their partner and know that it is a good etiquette. What's your name? z How are you? A ③ How are you. Sumi? B ④ I'm fine.

z Put up the pictures about greetings on the wall. z Make lines of 5 to 6 students. z Have the students review writing alphabets if necessary.". z When the teacher says. Good afternoon.". the first students whisper to the next students. References z Materials : greeting pictures. Level focused z [Advanced] Teachers can choose the whispering words depending on the level of the student. z Have the students write simple greetings.Etiquette z <Slapping game> Put the greeting picture cards on the chalkboard and put the sentences apart. Good afternoon. Teacher students read those sentences one by one so the teacher can know who is having difficulty in reading. greeting picture cards. z Explain how to play the whispering game. z [Supplementary] Before playing this game. What's your name? How to teach z Have the students read the greetings first. z Put the sentences that the students are going to learn on the board. pencils Level focused z [Advanced] If the students can read "Good morning. References z Materials : colored pens. Mina. z [Supplementary] Have the students who don't know the alphabets well write alphabets first. I am Mina. student name card Level focused z [Advanced] Have the students experience various ways to write such as. Show a picture to one student from each group and slap the appropriate sentence and read it out aloud. Teachers can use basic greeting words and students' names or ages. z Let the students color at first so they can get interested in writing. Teacher z To have students write simple greetings Objectives Students z To be able to write simple greetings Functions z Writing simple greetings z Good morning. z Have the students read and trace those sentences one by one with the teacher's guide. z This is my friend. writing in the air or on the partner's back. "Good evening. Divide the class into 2 groups. "Start." well.". choose the right picture and say what he/she heard loudly. greeting sentences Functions Writing : Let's write How to teach z Have the students sit down in a line for the whispering game. What's your name?" and "How are you?" Help the students say the sentences correctly. Good Key Expressions evening. z Have the first student in each line come to the teacher and have them know what to whisper. The student who does it faster gets one point. pencil. "Good afternoon. "My name is Mina. Good Key Expressions evening. z [Supplementary] After repeating several times. Good Bye. z The last students of each line come to the front. Have the students try to relate the alphabets and their sounds. z Hi. z Help the students learn how to write their own names. have them read more such as. let the students know they have to whisper and not speak loudly.". Objectives Students References z Materials : notebook or something to write on. have the Game 1 : Whispering game z To have students listen to and whisper greetings z To be able to listen to and whisper greetings z Listening to and whispering greetings z Good morning. and "Good bye. Good Bye. Game 2 : Survey Objectives Teacher z To have students ask and write their LEVEL 2 20 .

very well/ fine/ not bad/ not so good with facial expressions. z when you borrow a pencil z when you get someone's help z when your friend gets you some milk z when you don't want to eat mom's cake any more z when you don't want more food at the restaurant z when you don't need someone's help Level focused z [Advanced] If the teacher wants to make this game more difficult. please." His mom gave him more Kimchi.Teacher's Guide friends' names and how they are Students z Show a role play with different situations.K." Jadon said. you can say it to your mother z when you accidently hit your friend z when you break a friend's toy z when you drink all of your friend's water after P. ② Present the dialog to the students. What's your name? z ◎ I'm Jamin. she got hungry. Key Expressions z ☆ How are you? z ◎ I'm very well/ fine/ not bad/ not so good. z No. I'm Mina. wait until others go Please. ☆ Hi." They ate a lot of food. He said "Kimchi." After crying. "After you. z Have the students understand what very well/ fine/ not bad/ not so good mean. He wanted to enter the restaurant first. z when you get a birthday present I'm sorry. through the door first z when you want to eat more. How to teach z Have the students look at the enlarged pictures on the TV. thank you." 21 LEVEL 2 . Then his mother said. Jadon and his family went to a restaurant to have a lunch. "No. References z situations How to teach z Show the students different feelings. she Objectives Students Functions Key Expressions z Please.K. have the students write the names in English. said. Jadon hit his sister and she cried. What's your name? ◎ I'm Jamin. When her mother asked if she wants more spaghetti. z The teacher can make a full story with all the pictures and tell the students. It's O. She said. such as.E." and she said. "More spaghetti. ① Play this game as a class. He said. mom." She got more spaghetti. "Thank you. "It's O. No. class. One day. z Have the students guess what is happening in the pictures and think about polite expressions for each situation. Bye~. thank you. manner expressions others z when you situations z when you go through a door with After you. ☆ How are you? ◎ I'm very well/ fine/ not bad/ not so good. Thank you. please. or have them do a role play according to the students' level. z To be able to ask and write their friends' names and how they are z Asking and writing my friends' names and how they are z ☆ Hi. Jadon was very hungry. / It's Okay. z I'm sorry. Functions Level focused z Have the students know what the expressions mean and when to use them. Story : At the restaurant z script Teacher z To have students talk about appropriate manners z To be able to talk about appropriate manners z Looking at the pictures about manners and saying them appropriately z After you. thank you. z Draw the facial expressions in the empty circles. z Have the students know how to play the game. Jadon wanted more Kimchi. "I'm sorry. I'm Mina. Jadon.

hello to friends with finger z Have the students make groups of 4 and make a chant. my name is Mina. z Have them talk to their partner with the finger puppet. they can play a game like "Which country has this kind of greeting?" How to teach z Have the students remember simple greetings and manner expressions that they learned. After you~. Functions Objectives Teacher with the country names and practice them z Saying different greetings of the world with gestures z Hi. Thank you. or a friend. they can make another finger puppet of mom. z Saying puppets z Hi. Have them draw a face and write a name. Art project : Greetings in the world z To have students recognize different greetings in the world z To be able to match the proper greeting Students Level focused z [Advanced] When the students finish doing a role play with their partner. They don't have to write it all down. a famous singer. After you~. Thank you. Thank you. Good afternoon. Good morning. Thank you.Etiquette Role play : Finger puppets z To have students make finger puppets and do a role play z To be able to make finger puppets and say hello to friends with them. z [Advanced] After matching and practicing. z The students may take long to draw the puppets. My name is Kim Mina.) Chant : Make a chant z To Teacher Key Expressions have students expressions understand and have simple them greeting chant How to teach z Have the students understand that greeting styles in different countries may differ. hello. Encourage them to draw quickly. Bonjour. friend? Thank you. Thank you. z Good morning. I'm Jamin. z Have the students practice the greetings with their partner. References z Materials : greetings picture Culture : Table manner quiz LEVEL 2 22 . Hello. Thank you. bye. Good bye. for example. Objectives Students z To be able to make a greeting chant Functions z Chanting the greetings or manners we made Level focused Key Expressions z Hi.. Thank you. bye. z Put up the pictures and sentences that they learned on the chalkboard and review. What's your Key Expressions name? z Good afternoon. z Give some example of chants to the students. hello. Nihaoma. Hello. z Have the students match proper greetings with country names. z [Supplementary] Have the students talk to more students than just their partner. Good bye. good morning. Good bye. What's your name. Objectives Students Functions How to teach z Have the students cut a finger puppet out. Teacher References z chant ex) (tune : Are you sleeping?) Hello.. good afternoon. z (Gonichiwa. Hello. Thank you.

Level focused z [Advanced] After this activity. References z Materials : some food. please. cup. z Have the students recognize that table manners can be different in different countries. plate. chewing gum. z Have the students mark 'O' for appropriate table manners and 'X' for inappropriate manners. Objectives Students Functions Key Expressions How to teach z Have the students look at the pictures on table manners and talk about them. thank you." when you've been served anything 23 LEVEL 2 . I'm full. z No. phone z quiz script ① talking on cell phones ② chewing with your mouth closed ③ burping ④ talking with your mouth full ⑤ reaching over someone's plate for something ⑥ always saying "Thank you.Teacher's Guide z To have students understand what is Teacher polite and what is not polite at the table z To be able to mark 'O' or 'X' for the table manner quiz z Understanding table manners z Yes. have the students practice good table manners.

15. [8.5 25. What's your name? ② ③ ④ ⑤ ⑥ LEVEL 2 24 ※ 질문을 찾아내어 대답해 봅시다.21 ?] .18.23 1.15. I'm Jinho.Etiquette-Speaking Let's speak ① Hello.

Write your friends' names and ages. 25 LEVEL 2 .Etiquette-Listening Let's listen A. n a m e : M in a a g e : 10 ? nam e : age : ? nam e : age : nam e : age : ? nam e : age : ? nam e : age : ※ Unscramble. am 10 I years old.

Etiquette-Reading

Let's read
Hi. / Hello. ♤ood morning. G♡od afternoon. Goo♧ evening. My na☆e ▣s Mina. What's your ◉ame? How a◎e you? Good bye.

Good morning.

Good afternoon.

Good evening.
LEVEL 2
26

Good bye.
☆♡◎◉▣◉♤]

※ 다음 암호는 언제 하는 인사일까요? [♤♡♡♧

Etiquette-Writing

Let's write
Hi. I am Mina. What's your name? Good morning. Good afternoon. Good evening. Good bye.

※ 다음 그림의 첫 소리를 조합해서 단어를 만들어보세요. [Good

]

27 LEVEL 2

Etiquette-Game 1

Whispering game
Hi. / Hello. Good morning. Good afternoon. Good evening. This is my friend, Mina. How are you? Thank you. Good bye.

Good morning

Good afternoon.

Good evening.
LEVEL 2
28

Good bye.

※ 위 그림에서 다른 남학생이 등장한 그림을 찾아 그 문장을 한 번 더 읽어볼까요?

Etiquette-Game 2

Survey
A. Ask and answer friends' names and how they are doing.

feeling name

Very well

Fine

Not bad

Not so good

Mina

※ 다음 표정에 따라 대답해 봅시다. [How are you doing?] [

]

29

LEVEL 2

Etiquette-Story

At the restaurant
After you.

Please.

I'm sorry.
It's O.K.

No, thank you.

LEVEL 2

30

※ 다음 모양과 어울리는 말을 위에서 찾아 써 봅시다.

.

Etiquette-Role play

Finger puppets
A. Say hello to your friends with finger puppets.

Glue

Glue

31

LEVEL 2

Etiquette-Chant

Make a chant
A. Let's chant and make our own chant. Tune : (Are you sleeping?)
Examples

Hello, hello. Hello, hello. Good afternoon, good afternoon. My name is Kim Mina. What's your name, friend? Thank you, bye. Thank you, bye. Good- morning, good- morning. After you~, After you~. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Good bye, good bye.

?

LEVEL 2

32

※ Unscramble.

H N Y T A K O U

A. Draw a line and practice each greeting. France Korea ※ 다음 부분 그림이 해당하는 나라를 찾아 그 나라말로 인사말을 해 봅시다.Etiquette-Art project Greetings in the world A.S. China Japan the U. [ ] 33 LEVEL 2 .

Etiquette-Culture Table manner quiz A. [No/thankyou.] . ① ( ) ② ( ) ③ ( ) ④ ( ) ⑤ ( ) ⑥ ( ) LEVEL 2 34 ※ 다음 문장을 적절히 끊어(/) 읽어봅시다.Iamfull. Check O or X.

References z Materials : O. food. Nice to meet you. z Have the students repeat after the teacher. have them mark O or X under each picture. z Let them listen to the dialog. a sponge ball Reading : Let's read z To have students read and learn about Teacher different ways to greet people in Objectives different countries z To be able to read about different greetings around the world z Reading and understanding different Listening : Let's listen z To have students identify the correct dialog Students Teacher Functions greetings in the world z People shake hands. z [Supplementary] Explain the dialog thoroughly so they can answer the questions well. food." Make sure not to practice words only. How about you. Objectives Students z To be able to identify the correct dialog Key Expressions Functions z Listening to and identifying the correct dialog How to teach 35 LEVEL 3 . etc.) z Have them know some examples of personal information such as hobby. I like Michael Jordan very much. z Have them listen carefully so they can answer the O. Teacher Speaking : Let's speak z To have students ask and answer their friends' favorite sports z To be able to ask and answer their friends' favorite sports z Asking and answering favorite sports z What's your favorite sport? z My favorite sport is soccer. z [Supplementary] Have the students say. my name is Jinho. z Use things such as a sponge ball to pass around while practicing the expressions. z After listening. Jinho? Jinho : My favorite sport is badminton. Level focused z [Advanced] Have the students make a role play skit.LEVEL 3 ETIQUETTE Key Expressions z What's your favorite sport? z She is from New York. Objectives Students Functions Level focused Key Expressions z [Advanced] Have the students make more questions. "I like _____. References z Materials : flash cards (nations. X sticks z Listening script 1) Teacher : Jinho. z Have the students practice by asking the teacher. sports. Ann. sports. Jinho : Hi. How to teach z Show the students flash cards and have them say the words. (I like _____. I'm Jinho. this is Ann.). too. Make sure they speak in sentences. my friends' How to teach z Show the pictures or hand them out. z Have the students understand that asking someone's age is not appropriate. 4) Teacher : She likes basketball very much. what's your name? boy : Hi. z People bow. Ann : Nice to meet you. and colors. She's from New York. 2) girl : Hi. 3) girl : What's your favorite sport? boy : My favorite sport is basketball. X quiz.

and 'clasp both hands'." with different country names. 'Mrs. 'Miss'. 'Ms. Japan. Objectives Teacher Game 2 : O. Objectives Students Game 1 : Matching game Teacher z To have students know the proper titles for men and women z To be able to match the right title with the right picture Level focused z [Advanced] Have the students read in the worksheet and try to find out what it means and do as it is instructed. X game z To have students distinguish polite and impolite questions Level focused z [Advanced] Have the students write sentences. z Check the answers.' Key Expressions z 'Mr. 'slap palms'. 'Ms. z [Supplementary] Have the students say and follow very basic greetings such as 'shaking hands' or 'bowing'. z Have them listen and repeat.'. 'palms together'. too.'. "This is Functions Students z To be able to understand polite and impolite questions Germany. Brazil. z After 5 to 10 minutes. check the answers as a class. Canada. Writing : Let's write z Have them understand that these titles are important so we need to use them properly. z Have the students try the questions. Spain z Materials : pictures of famous people How to teach z Show the students several national flags on TV or use flash cards. 'Mrs. z Have the students practice with each other. and do the motions. Functions z Understanding 'Mr. picture cards How to teach z Give them 5-10 minutes to try the questions. Objectives Students z To be able to unscramble the names of the countries and match them with the right flags Functions z Identifying the national flag of each country References Key Expressions z China. 'bow'. ex: Mr.'.'. France. America. z Distinguishing expressions polite and impolite References z Materials : flash cards(national flags.Etiquette z Put the country name cards and picture cards on the board. z Have the students know some key expressions such as 'shake hands'. Mexico. Kang (Kang Ho-dong) z [Supplementary] Have the students practice the titles with the teacher. Show them many pictures of famous people to practice. Germany. Korea. greetings) Key Expressions z How are you? z Do you have any brothers or sisters? LEVEL 3 36 .' References z Materials : country name cards. Teacher z To have students write names of the countries Level focused z [Advanced] Have the students make other examples with celebrities and teachers. 'Miss'.

) Peter : Oh. z Prepare and put up a western style house picture on the chalkboard. I'd love to. Jinho : Oh. z Have the students check with the teacher. would you like to come to my house? Jinho : Yes. z Tell the students the story about Jinho's visit to Peter's house. don't take off your shoes. It looks delicious. A4 size name cards to hang on students' neck z script Peter : This Thursday is Thanksgiving Day. Let the students know it is Peter's house. fist bump. References z Materials : a picture of western style house. handshake. z Have the students match the greetings with the pictures. z [Supplementary] Encourage the students to act out or follow the teacher's speech and motion. z To have students listen to the story Teacher about visiting a western style house and understand it z To be able to listen to the story and understand western etiquette Objectives Teacher Task : Matching greeting pictures Objectives Students z To have students match different kinds of greetings with the pictures z To be able to match different kinds of greetings with the pictures Functions z Listening to the story and understanding the western culture the students Key Expressions z We don't take off our shoes in the house. References z Materials : pencils Story : Visiting Peter's house Jinho : I'd love to. We don't take off our shoes in the house. z Have students know what they mean and let them follow the teacher's gestures.) Peter's mom : Would you like to try this steak? Level focused z [Advanced] Have the students think why some questions are not appropriate in western culture. . (They sit in the table. kissing hand) on the chalkboard. Level focused z [Advanced] Have the students think about other etiquettes to Level focused z [Advanced] Have the students do a role play about when and 37 LEVEL 3 . hug. Functions z Recognizing different greeting gestures Key Expressions z elbow bump. Jinho : Thanksgiving Day? Peter : Yes. handshake. z Check the answers with the students. How to teach z Put flash cards (elbow bump. I see. encourage the students to speak out the story with the teacher. z After listening 1 or 2 times. watch when visiting someone's house. z Explain the questions on the worksheet. hug How to teach z Have the students sit closely and let them know it's time for storytelling. z [Supplementary] Have the students listen and repeat after the teacher.Teacher's Guide How to teach z Explain that there are some impolite personal questions to ask in western culture.Peter's house Peter : Welcome! Come in! Jinho : Thanks. z Help them if they find it too difficult. (He tries to take off his shoes.

Objectives Teacher Culture : Match correctly and read z To have students understand nicknames of some common names Level focused z [Advanced] Have the students do a role play about certain situations using proper greetings. z Have the students practice these sentences and guess what those sentences mean. age. and "How's it going?" Functions z To be able to say English nicknames Students and match them with the full names correctly z Identifying the right nicknames of some English names References z Materials : worksheet Key Expressions z uncle. z Have the students fill in the blanks. w rite about z To have s tu d e n ts LEVEL 3 38 . I like to play soccer. Writing 2 : Let's write I'm 13 years old. aunt How to teach Art project : About myself Objectives Teacher z Have the students repeat the full names after the teacher. Key Expressions I'm from Daegu . greeting flash cards Functions z Writing about myself including name. greetings for different situations and write them correctly Objectives Students z To be able to read greeting sentences and write them in the proper boxes Level focused Functions z Distinguishing and writing the proper greetings z [Advanced] Hand out a sheet of colored B4 to each student and let the students make a mini-book. nationality. How do you do?. Key Expressions z How's your family?. z To have students understand appropriate Teacher How to teach z Write some example sentences on the chalkboard. Students th e m s e lv e s z To be able to write about themselves and introduce themselves to their friends References z Materials : colored pens. z Give the students 5 to 10 minutes to try the questions. z After finishing. How's it going? References z Materials : colored pens How to teach z Show the students sentence cards or write the sentences on the chalkboard. "How do you do?". z Check the answers with the students. hobby and so on z My name is Mina . z [Supplementary] Have the students follow the gestures of the teacher and say greetings. z [Supplementary] Teach the students simple sentences such as "How's your family?".Etiquette how to use those gesture. z Have them repeat and know the nicknames. have the students read about themselves to others.

z [Supplementary] Have the students understand that uncle and aunt can be nicknames used to call people that are close to them. References z Materials : worksheets 39 LEVEL 3 .Teacher's Guide Level focused z [Advanced] Have the students try by themselves first and then check with the teacher.

LEVEL 3 40 ※ What's your favorite ? My favorite is . .Etiquette-Speaking Let's speak What's your favorite sport? My favorite sport is soccer.

I like soccer very much. 'O. soccer 41 LEVEL 3 . What's your favorite sport? ※ Unscramble. X' Quiz. very like I much. She likes basketball very much.Etiquette-Listening Let's listen A.

Some tribes gently slap palms and grip the other's cupped fingers. elbows down. s peace. Both hands touch the other person's hands.Etiquette-Reading Let's read A. Clasp hands at throat level and no . then are brought bac to your own chest. The higher your hands are. LEVEL 3 42 ※ In the western culture. which means "Greetings". Bow with palms on thighs. Clasp both hands in a handshake and hug on both sides while saying "merhada". P eels together. Country Korea Japan India Indonesia The Philippines Sri Lanka Thailand Turkey Malaysia Tibet Hong Kong Russia Kenya Belgium A bow with hand two hands. . Say "selamat" which mea A limp handshake. Greetings down or a handshake with one or lms together as though praying and bow. Some tribes stick out their tongue at the other person. Read greetings around the world. and bow slightly. Place palms together under chin and bow. people . Shake hands firmly and then hug. Two or three kisses on alternating cheeks. the greater respect you have for the other person. Thre kisses on alternating cheeks. Place palms together.

ThisisGermany. [This/isMexico. Unscramble the name of the country and match it to the flag.] 43 LEVEL 3 . ah C n i m a ic r e A a n S ip e o raK n e raF c r iB z la yn re m aG o iM x e c ap J n a aan d C a __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ ___________________ Word Bank Japan Spain Brazil China Canada Korea France Mexico America Germany ※ 다음을 적절히 끊어(/) 읽어 봅시다.Etiquette-Writing Let's write A.

Etiquette-Game 1 Matching game Examples LEVEL 3 44 ※ 어떤 단어가 숨어있는지 ○해서 찾아봅시다. M is s M s M r M r s .

K. hobby. hometown. family. school Not O. horoscope. age. weight.K. or not O.Etiquette-Game 2 O.K. in western culture O. X game A. blood type.K.] How much do you weigh? 45 LEVEL 3 . Which is O. job. for small talk? weather. marriage. in western culture ※ [Draw a face. news.

Jinho Peter LEVEL 3 46 ※ We don't take off our in the house. .Etiquette-Story Visiting Peter's house We don't take off our shoes in the house.

Etiquette-Task Matching greeting pictures 47 LEVEL 3 .

Match and write the sentences. When do you meet for the first time? When do you haven't met in a long time and meet again? When do you say good bye? When do you meet someone you know? When do you say hello to your family? LEVEL 3 48 ※ Nonsence quiz! 다음 암호는 위에 나온 표현 중 무엇을 의미하는 걸까요? abaababaabbbbabaabbaabbbbaaabbababbaaabbbaabbb.. .Etiquette-Writing 2 Let's write A...

[I/liketoplaysoccer.Etiquette-Task About myself My picture here! About myself Hi. I like ____________________. I am ______ years old. my name is __________.] 49 LEVEL 3 . ※ 다음을 적절히 끊어(/) 읽어 봅시다. I am from _______.

Etiquette-Culture Match correctly and read name nickname LEVEL 3 50 ※ 다음 낱말이 시작하는 알파벳을 연결하면 누구를 가리키는지 찾아보세요. [ ][ ] .

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This will be done through games. students will be able to learn about different cultures by answering questions about their favorite and least favorite foreign food and about what they think about different cultures' table manners. Through this chapter.LIKES&DISLIKES In this topic. In this chapter. artworks. and group activities. before the students study about likes and dislikes. This will also be done through various activities and a song so that the students can enjoy the learning experience. songs. . and hear a question and answer appropriately. students will be able to state what they like and dislike and ask what others like and dislike. Students will be able to see or hear about an object and tell their preferences. they will learn about the alphabets from a to m.

z Understanding the different food and table manners among z What do they like to eat? nations z Americans like to eat pepperoni pizza./ No. I like/I don't like bags. I do. z What kind of movies do you like? z What's your hobby? My hobby is listening to music. I don't. I do. I do.Yes./No./No. / Dogs like corns. I do.Yes.I like ham and egg sandwiches. they do. / No./No. g. z Asking and answering about I like to do through happy/sad z I like/don't like to dance. z Does he/she like to watch TV in the living room? -Yes. I/You like bags. z Asking and answering about my likes & dislikes using yes/no z Do you like to dance? questions . L E V E L 1 Writing Game 1 Game 2 Story Task 1 Task 2 Art project Culture Speaking Listening Reading z Telling what I like or dislike through happy/sad face activities z I like/I don't like bags. z I like dogs./No. d.Yes. z He/She likes pens. z Presenting my likes and dislikes in the house z I like to watch TV in the living room. I don't. I/You don't like bags. z Asking and answering about my likes and dislikes through z What kind of sandwiches do you like? making sandwiches . I don't. he/she doesn't. z She likes art and music. I do. I don't. You like/You don't like bags. but I don't like music. z Do you like ham on your sandwich? .. He/She likes//He/She doesn't like bags. z Asking and answering about my likes and dislikes z Understanding the differences among various nations by using z Many Americans like to eat hamburgers. I do. z Identifying small letters of the alphabet z a. z Reading and understanding the given story z Dogs like to dance.Yes. z What kind of animals do you like? -I like horses and birds. I like/I don't like bags./I like Korean. he/she does. z Do dogs like pictures on the wall? -Yes.. I like/I don't like bags. I don't. k. j. z What's your hobby? L E V E L 3 Writing Game Task 1 Story Task 2 Task 3 Art project Culture z Asking and answering about my hobby and friends' hobbies z My hobby is reading. L E V E L 2 Writing Game 1 Game 2 Story Task 1 Task 2 Art project Culture Speaking Listening Reading z Writing the expression of likes and dislikes by filling in the z I like/I don't like to dance.Yes. f." z Asking and answering about my hobby z Listening to and understanding hobbies z Listening to and recognizing she likes z Writing the subjects we like z Asking and answering about our likes and dislikes z Identifying how to ask my friend's likes z Reading and understanding the given story z Understanding the story and identifying what the animals like z What's your hobby? My hobby is playing the piano. b. z Dogs like pictures on the wall. m z Identifying letters of the alphabet by singing the alphabet song z Expressing my likes or dislikes through making a play pizza z Understanding the expressions for giving compliments z I like/I don't like pizza. z Do you like to dance? . they don't. I do. z I like your T-shirt! z Asking and answering about my likes and dislikes using yes/no z I like/don't like to dance.. I. blanks z Do you like to dance? ../No.Yes..Contents Activities Speaking Listening Reading z z z z Functions z Presenting what I like and what I do not like z Listening to the likes and dislikes and recognizing them z z Understanding an article and answering some questions z z Telling my likes and dislikes z Presenting what I like or dislike through happy/sad face z activities z Key Expressions z I like/I don't like bags. h./No./No.. but I like to sing. I don't. / He/She doesn't like cake. z Asking and answering about my likes and dislikes using yes/no z Do you like to dance? questions . z What's your hobby? My hobby is playing soccer. but I like to read./No. I do. z Listening to dialogs and answering some questions z Understanding the article of likes and dislikes z Do you like to dance? z Yes. the expression "we like to do. e. faces game z Do you like to dance? . questions z Do you like to dance? . z Reading aloud and understanding the given story z Recognizing and discerning what her/his likes or dislikes z I like corns. z What kind of school subjects does she like? -She likes English. I don't.. I don't. z I like/I don't like to dance. . He/She likes//He/She doesn't like bags. l. c.Yes. but I like to sing.

have students only focus on the positive sentences. have them answer aloud according to the given face pictures." The same applies when students dislike something. z Have them read the passage with the teacher.LEVEL 1 LIKES&DISLIKES z Have the students point to themselves when they say. "I like ____. the teacher should have the students practice. "You like ____. have them draw their own facial expression and say it aloud. "I like___. the students should point to it in their book. z He/She likes//He/She doesn't like bags." Functions Key Expressions z I like/I don't like bags. "I don't like ____. z Have them read the passage with their partners." and complete the incomplete faces as a happy or a sad face. z Have them repeat what the teacher says. have them practice the negative Functions Key Expressions z I/You like bags. z I/You don't like bags. "I like _____. Level focused z [Supplementary] ___. the teacher should have the students practice. have them practice "I don't like How to teach z Put the pictures similar to those in students' book on the board." and complete the face as a happy or a sad face. Then. the students should point to that picture in their books. stand up. and say. Also. 3 LEVEL 1 ." or "I don't like _____. z When the teacher talks about a picture on the board. Then. First. z [Supplementary] sentences. "I like ____." Then. Objectives Students z To be able to present their likes and dislikes to their friends Functions z Presenting what I like and what I do not like Key Expressions z I like/I don't like bags. have students only focus on the expression." z [Supplementary] Have students work in pairs. First. If the teacher has students point to the happy face. z To be able to present their likes and dislikes to their friends z Listening to the likes and dislikes and recognizing them Level focused z [Advanced] Have students make their own chart about what they like or don't like. Teacher Speaking : Let's speak z To have students learn the expressions for likes and dislikes z Have the students point to their partners or other classmates when they say. have the students answer the Teacher Objectives Students questions. How to teach z [A] Have students listen to "I like ____!“." First. "I don't like ____!" Listening : Let's listen z To have students learn the expressions for likes and dislikes several times from the teacher first. "I like z ____. Reading : Let's read z To have students learn about Teacher expressions for likes and dislikes Objectives Students z To be able to present their likes and dislikes to their friends z Understanding an article and answering some questions Level focused z [Advanced] Have students point the objects in the classroom and say if they like or dislike them. z [B] After reading aloud. How to teach z Have students listen to the teacher's reading." Then. And then have the students draw happy or sad faces according to what the teacher said.

Key Expressions z I like/I don't like bags. the student in a group who says like. Have the students select one leader from each group. Teacher How to teach z Have students cut a 5cm circle out of paper. z He/She likes//He/She doesn't like bags. like: I If the teacher says. like "I like bags. Level focused z [Advanced] Have some students trace some sentences that the teacher writes on the board. will get a chance to complete the given face picture and get one point. Objectives Students z To be able to present their likes and dislikes to their friends A. z [Supplementary] Have the Give every student a chance to trace some sentences in front of the class. I don't like t-shirts. z One way is to divide the class into two groups: A and B. z [B] Have students trace the sentences and draw their own faces. You don't like cake. z There are two suggestible ways to play this game. You like cats.Likes&Dislikes z At the end." If any student misses. "I don't like cake. Then. Then.". have students draw what they like or don't like Writing : Let's write z To have students learn the for likes and dislikes expressions and then have them draw a happy or sad face. You like dogs. 3) You . I like bags. 4) You . . z You like/You don't like bags. z When the leader shows the card. I don't like cheese. 1) I . Game 2 : Happy or sad faces 2 Teacher z To have students understand the expressions for likes and dislikes Objectives Students z To be able to understand the expressions for likes or dislikes Functions z Telling what I like or dislike through happy/sad face activities Game 1 : Happy or sad faces 1 z To have students learn that for likes and dislikes expressions Key Expressions z I like/I don't like bags. z Have the students select one leader from each group. 1) How to teach 2) z [A] First. students speak some of the sentences that they traced aloud to the class. . all the students have to hold up the z The other way to play this game also needs the class divided into two groups: A and B. B. Then have the students match the pictures with the sentences. says. I like pizza. "I like bags. . Have . Then. z Have the leader in each group has a certain card which has the answer. if the teacher Objectives Students z To be able to present their likes or dislikes to their friends z Presenting what I like or dislike through happy/sad face activities Functions Key Expressions z I like/I don't like bags. You . all the students have to hold up the cannot get a point. Teacher References z The teacher needs to prepare the cards shown below. one group lead by saying a sentence about one of the pictures illustrated in their books. his or her group How to teach z Have students work in groups of four. LEVEL 1 4 ." first. have them decide which group goes first by having the two leaders do rock-paper-scissors. have students trace the sentences. . Functions z Telling my likes and dislikes 2) I I . You like tea." Have the other group respond by holding up their happy or sad face signs. " I don't like bags. have them look at each picture and draw a line to connect it with the appropriate sentence. Ask them to draw a happy face on one side and a sad face on the other side. 3) 4) I You .

"She doesn't like Kimbab. z [B] After questions. When the teacher points to the picture of Kimbab and the sad girl face. i. f. g. Count the students with the class's help. the students should say. i. e. "She likes bags. b. When the teacher talks about a picture on the board. like "bags". the students should point to that picture in their books. When the teacher points to a picture of bag and the happy girl face. h. e. Each student has one letter of the alphabet. m How to teach z [A] Have students listen to the simple dialog. "He/She likes ____. k. b. the sentences the again with answer their the Functions partners. z Dogs like corns. z Then the teacher only says words.Teacher's Guide Continue with the remaining phrases while alternating between groups. and m. have them practice. h. The students should say in a sentence like. them practice negative Key Expressions z a. z [Supplementary] Have students work in pairs." Task 1 : Speaking Teacher z To expressions for likes and dislikes z To be able to present their likes and dislikes to their friends z Recognizing and discerning what her/his likes or dislikes z He/she likes pens. the students can say. z Have students point to the letters as they listen." Objectives Students Functions Key Expressions given story z I like corns. Level focused z [Advanced] Have students ask and answer questions with their partners like. First. l." z Repeat with other words. z [B] Have students listen to "The Alphabet Song" several times. "a" to "m. have students listen to the given sentences and then have them read the sentences several times. d. f. Invite another student to come up and have the class count from 1 to 14. z The teacher displays alphabet letters on the board. c. g." The teacher can draw a happy face on the bag picture. Task 2 : In alphabet land How to teach z [A] First. k. l. a sheet of thick paper Story : I like pizza! z To have students present what they like or dislike z To be able to present their likes and dislikes to their friends z Reading aloud and understanding the Teacher Level focused z [Advanced] Have students practice by using their friends' names instead of "he/she". and repeat after the teacher. "She likes bags. Objectives Students Functions Key Expressions How to teach z Put the pictures similar to those in students' book on the board. z Have the students reading read aloud. References z Materials : scissors. z Have thirteen students stand in front of the class. The teacher should point to and says their names: a. The teacher tells students that the story takes place in the Alphabet Land where the letters have names have students learn the and can talk. j. Have them practice." Then. have students Objectives Students Teacher z To have students identify alphabets from a to m z To be able to identify alphabets from a to m z Identifying small letters of the alphabet z Identifying letters of the alphabet by singing the alphabet song Level focused z [Supplementary] positive sentences." At 5 LEVEL 1 . "My name is ____. j. have students have only focus on the sentences. c. "He/She doesn't like ____. Then. "What's your name?" and. d. Encourage students to sing along. z He/she doesn't like cake." z Have students repeat with other phrases.

J: You're welcome." and "I don't like pizza.. Teacher Objectives Students Functions z Expressing my likes or dislikes through making a play pizza z I like/I don't like pizza. Have them make it with what they want to have and what they don't want to have on the pizza. After the activity. How to teach z Have students read the dialog and do a role play. References J: Good morning. What's your name? z Understanding the expressions for giving compliments Key Expressions z I like your T-shirt." References z Materials : play-dough LEVEL 1 6 . z [Supplementary] Have students practice the key sentences "I like pizza. the students should point to the alphabet letters they are referring to.Likes&Dislikes the same time. J: I like your t-shirt! S: Thank you. What's your name? My name is b. Level focused z [Advanced] Have students practice the whole dialog with their partners. Level focused z [Advanced] Have students speak in complete sentences when they talk about what kind of pizza they made." while pointing to the letter 'A. z [Supplementary] Have students practice the key sentence "I like your t-shirt!". Key Expressions How to teach z Have students make pizza with play dough. z [Supplementary] Have students only focus on sentence "My name is 'A'.' Teacher Culture : I like your T-shirt! z To have students understand the References Objectives Students expression of compliment z To be able to present their compliments to their friends Functions In Alphabet Land A. have them talk about their pizza. My name is m. Have them understand the different expressions to giving a compliment in English and in Korean.. it is. Sujin! S: Good morning. Hello! My name is a. What's your name? . z Have students practice with their partners with the objects Art project : Let's make pizza! z To have students learn the expressions for likes and dislikes z To be able to present their likes and dislikes to their friends around them. Junho! J: Is this your new _____ ? S: Yes.

Likes&Dislikes-Speaking Let's speak A. Listen. ※ [무엇의 일부분인지 찾아 넣어 말해 보세요.] I like . 7 LEVEL 1 . point and say.

You like bags. I don't like bags. LEVEL 1 8 ※ [맞는 문장에 동그라미 하세요.Likes&Dislikes-Listening Let's listen A. You like _____. Listen. ______ dogs. You don't like _____. _______ cake. . ______ t-shirts. draw and say. You don't like bags. I like ______. / I like bags.] I like dogs. ______ pictures. I like bags. . I don't like _____.

9 LEVEL 1 . Circle what she doesn't like. Circle what I like. a. 2.Likes&Dislikes-Reading Let's read A. bags. Choose the correct answer. I like .. b.] I like cheese. cups. dogs. But you don't like . 1.. a. She likes . a. bags. pictures. c. music. 3.. c. But she doesn't like . 2) He likes _______.. He likes music.. b.. a. c. b.! I like You like I don't like . But he doesn't like magic. . c. 1) I don't like ______... After reading. Read and answer. b.. But I don't like . B..! . ※ [무엇을 좋아하는지 ○표 하세요.

Match and trace. dogs. match and trace. bananas. I like cheese. She likes shoes.] LEVEL 1 10 . Let's write I don't like cheese. He doesn't like bags. B. He likes bags. . Draw. bananas. ※ [ 거울에 비추어 보고 무엇을 좋아하는지 그림에 0 하세요. dogs. She doesn't like shoes.Likes&Dislikes-Writing A. .

I/You like = Questions } I } I } I } I } You } You } You } You } I I/You don't like = Who gets a point? Name : Name : Name : Name : Name : Name : Name : Name : Name : ※ → I (like / don't like) pizza. 11 LEVEL 1 .Likes&Dislikes-Game 1 Happy or sad faces 1 A. Listen and draw.

Likes&Dislikes-Game 2 Happy or sad faces 2 A. Listen and show. . LEVEL 1 12 ※ → I ' like apples.

] 9 12. . Pigs don't like cheese. a. c. Dogs __________ and cats ___________. 13 LEVEL 1 . cheese 2. don't like cheese c. Dogs don't like I like tomatoes. don't like corns d. Read. B. 5 . I like pineapples. like tomatoes ※ [암호를 푼 사람은 선생님께 뛰어가서 말해 봅시다. I like ! . d. I like onions. 9. I like __________ and __________. 11. don't like onions b. After reading. a. Elephants don't like . 1. choose the correct answer. Cats don't like onions. . corns b.Likes&Dislikes-Story I like A. Monkeys don't like I like .

pens He likes pens. LEVEL 1 14 ※ l k e i → . Say. He doesn't like pens. She doesn't like cake.Likes&Dislikes-Task 1 Speaking A. She likes cake.

y and z. What's your name? My name is g. o. c. l. What's your name? My name is k. Sing the alphabet song. g. p q. x. teacher. t. j. Teacher. look at me. Hello! My name is b. h.Likes&Dislikes-Task 2 In alphabet land A. Now I know my abc's. e. 15 LEVEL 1 . u. a. b. i. k. n. m. f. Listen and say. v w. r. d. What's your name? B. s. ※ A a D d G g H f 짝꿍끼리 짝지어지지 않은 것에 √ 하세요.

Likes&Dislikes-Art project Let's make pizza! LEVEL 1 16 .

it is. Good morning.Likes&Dislikes-Culture I like your T-shirt! A. ? I like your T-shirt! Thank you. Read and practice. 17 LEVEL 1 . Sujin! Good morning. Junho! Is this your new Yes. You're welcome.

I don't. I don't. I don't./No. Sujin: Do you like to dance? James: No./No.LEVEL 2 LIKES&DISLIKES Teacher Speaking : Let's speak Teacher z To have students present what they like and dislike z To be able to present their likes and dislikes to their friends z Listening to dialogs and answering some questions z Do you like to dance? z Yes. I do. Have the students ask one student in th group. I like_______./No. Do you like to read novels? Yes./No. I like_______. have students ask and answer about "Does he/she like to _____?" with their partner. I don't. I don't. References Do you like to watch TV? Yes. everyone else draws or on the first row./No. I like_______. I like_______. Level focused z [Advanced] Have students draw a few more pictures about what they like to do or don't like to do. References A./No. I like_______. I do./No. I don't. Sujin: Do you like to listen to music? James: Yes. I do. I do. Do you like to listen to music? Yes. How to teach z Have students work in pairs. I like_______. Sujin: Do you like to sing? James: No. Teacher Objectives Students Listening : Let's listen Functions Key Expressions LEVEL 2 18 . I don't. Sujin: James. Do you like to dance? Yes. When the student answers. z Do you like to dance? Yes. I like_______. I do. z [Supplementary] Have students focus on question sentences. The students should ask and answer the questions to each other. z [B] Have students work in groups of four./No. I do. I do. Do you like to play games? Yes. Level focused z [Advanced] As a preview. I don't. "Do you like to watch TV?" and writes her or his name in the first box. z To have students present what they like and dislike z To be able to present their likes and dislikes to their friends z Asking and answering about my likes and dislikes using yes/no questions z I like/don't like to dance. I do. I do. z Have students draw what they really like to do or what they don't like to do in the empty square. Reading : Let's read z To have students present what they like and dislike z To be able to present their likes and dislikes to their friends z Understanding the article of likes and dislikes z I like/don't like to dance. I don't. Do you like to sing? Yes. When the group finishes asking all questions to the first student ask a second student and repeat the steps until everyone in the group answered. I don't. I do. I don't. Do you like to study English? Yes. I do. z Have students share it with each other./No. Objectives Students Objectives Students Functions Key Expressions Functions Key Expressions How to teach z [A] Have students listen to the dialog several times and check the correct answers. do you like to read? James: Yes.

z First divide the class into two groups. I like to sing. z Have students write sentences focusing on likes and dislikes. That student can point to any spot. have students listen to the teacher say. I like to listen to music. I don't. I do.Teacher's Guide How to teach z [A] First. z [B] Have students read the questions and answers aloud with the teacher first and then have the students ask and answer the questions with their partners. "Do you like to _____?" If the spot has a smiley face on it. I like to play the piano. The teacher writes a question like. I like to watch TV (with my family). z [Supplementary] Have the students pair up with another student so they can play the tic tac toe game with other Teacher Writing : Let's write z To have students present what they like and dislike z To be able to present their likes and dislikes to their friends z Writing the expression of likes and students.“ or "No. Teacher Objectives Students Functions Key Expressions Level focused z [Advanced] Have students present more about what they like and what they dislike to do. Teacher Key Expressions z Do you like to dance? z Yes. One student is "X" and the other is "O" The student who is "X" will go first. I like to _____. The two students will take turns until one student gets three in a row. I don't." If he gets it wrong. Functions dislikes by filling in the blanks z I like/I don't like to dance. How to teach z The teacher should put students in pairs. have students answer the given questions. I like to read novels. Level focused z [Advanced] Have students create and play their own version of the Tic tac toe game. z [C] Have students write either "Yes. Objectives Students Game 2 : Pass the card z To have students present what they like and dislike z To be able to present their likes and dislikes to their friends z Asking and answering about my likes & dislikes using yes/no questions z Do you like to dance? z Yes. the student who is "X" should answer with "Yes. I don't. References I like to dance. Then have them write their own dialog. I do. he does not get to put the "X" in the space./No./No. I do. z [Supplementary] Have students review past lessons. but I like to read." Game 1 : Tic tac toe z To have students present what they like and dislike to do z To be able to present their likes and dislikes to their friends z Asking and answering about I like to do through happy/sad faces game z I like/I don't like to dance. I do. Then the teacher passes the folded paper to a student. I don't. Objectives Students How to teach z Have students fill in the blanks with the help of the clues. Whoever gets three spaces in a row first gets one point. z [Supplementary] Have students read aloud some of the sentences that they wrote. "Do you like to sing?" on a piece of paper. z After reading the questions aloud. "We like _____!" and "We don't like _____!"phrases and repeat after the teacher. The other student will ask. Functions Key Expressions How to teach Level focused z [Advanced] Have students write more sentences about what they like and dislike to do./No. Have the student open the note and read it with his/her own answer like 19 LEVEL 2 . z Do you like to dance? z Yes.

Level focused z [Advanced] Have students create their own cards to use so that the game can be played again. ask students what their friends said like. "Does she like to sing?" Key Expressions Functions z Asking and answering about my likes and dislikes using yes/no questions z Do you like to dance? z Yes. "I like ____." Have the students point to the sad face and those who don't like to dance stand up and say." or "I don't like _____. Story : We like to dance Level focused Teacher z To have students present what they like and dislike z [Advanced] Have students point to objects in the classroom and say things they like or dislike like. he/she does." z [Supplementary] Have students work in pairs. "I don't like ____. but I like to sing. First. Have the students then repeat the story line by line. Have students say things they like or dislike to do. Level focused z [Advanced] Have students point to objects in the classroom and say things they like or dislike like. have students present it to their Task 1 : Asking and answering z To have students learn about classmates so they can talk about what they like and don't like to do. First. I like to dance. How to teach z [A] Have the students listen to the teacher telling the story." Then have that student pass the note to another student. How to teach z First." Objectives Students z To be able to present their likes and dislikes to their friends z Reading and understanding the given story z I like dogs./No." z [Supplementary] Have students work in pairs. "I like ____." Functions Key Expressions z Does he/she like to watch TV in the living room? -Yes. I do. Functions Key Expressions z Dogs like to dance. z [B] After reading. "I don't like ____. "I like ____.Likes&Dislikes "Yes./No." Repeat with other phrases. the teacher should have the students practice. Teacher Objectives Students expressions for likes and dislikes Level focused z [Advanced] Have students read what they like and don't like to do aloud in front of the class." or "I don't like _____. have the students answer the questions. z After the activity. "I like ____./No. I don't. "I like to dance. I don't. "I don't like to dance. The students will listen and repeat what the teacher says. he/she doesn't. z To be able to present their likes or dislikes to their friends LEVEL 2 20 . like. z Have students point to the happy face and have students who like to dance stand up and say. I do." Then." Then. Task 2 : In the house Teacher z To have students present what they like to do and don't like to do Objectives Students z To be able to present their likes and dislikes to their friends z Presenting my likes and dislikes in the house z I like to watch TV in the living room. the teacher should have the students practice. have students match what they like and don't like to do with the room in the house. z [Supplementary] Have students practice the sentences. z After they are done. the teacher should have the students practice. ex) to dance. Have every student take a chance to open and read it with their own answer. "Does he/she like to dance?" How to teach z First have students draw a happy face or a sad face on the board. The students work in groups of five. the teacher should have the students practice.

I don't. I like _____." References 21 LEVEL 2 . she does.". but she likes to study in the living room. After making the puppet. Does she like to dance in the living room? Yes. z [Supplementary] Have students tell a few things about some Korean culture so that the foreign teacher can know more about Korea. B. have students work in pairs and talk about what they like to do and what they don't like to do. "Do you like to____?". like to eat Level focused z [Advanced] Have students use complete sentences when they talk about what they like to do.. .Teacher's Guide z [Supplementary] Have students practice the sentences without the adverb phrases. and "No. In the living room. A. but I don't like to read. and . she doesn't.. .. etc.. but I don't like to read... I like to watch TV. No. but I like to sing. like: "Does he/she like to dance?" and "I like to watch TV...! z To Teacher References z Materials: rulers. Level focused Art project : Let's make a puppet z To have students present what they like and dislike to do z To be able to present their likes and dislikes to their friends z Asking and answering about my likes and dislikes z Do you like to dance? z Yes. I do../No.. colored pens. I do. Many Many like to eat like to watch like to dance the like to do (or ." Students Key Expressions z Many Americans like to eat hamburgers. Many Many Many Many ) like to eat . Functions Objectives have students understand what people from different countries like to do z To be able to understand what people from different countries like to do z Understanding the differences among various nations by using the expression "we like to do. "Yes." Culture : We like to do. z [Supplementary] Have students practice the key sentences.. . I don't. Objectives Students Functions Key Expressions References How to teach z The teacher explains how to make a puppet with the pictures. z [Advanced] Have students write a few sentences about Korean culture so that the foreign teacher can know more about Teacher Korea.

Likes&Dislikes-Speaking Let's speak A. to sing to dance . Ask. Do you like to dance? Yes. but I like ________. ※ 알맞은 곳에 동그라미 하세요. I don't. answer and design. No. I do. LEVEL 2 22 I like .

1. Check what he doesn't like to do. Listen and check. I do.. 2. = Name ※ 암호를 풀고 말해봅시다. James a. Check what she likes to do. B...? No. = Yes. Ask and draw. Do you like.. Do you like to ? 23 LEVEL 2 . Sujin a. b. I don't. 2. 1. b.Likes&Dislikes-Listening Let's listen A..

B. Answer about you.! We don't like. C. 1. No... Read and answer.Likes&Dislikes-Reading Let's read A. Does she like to sing? a. Answer the question. he does.. she doesn't. She likes to read novels.. c. He likes to listen to music. You don't like to study English. We like . b. he does. LEVEL 2 24 ※ Circle True or False.. Yes. He doesn't like to play the piano.. Do you like to read novels? _____________ ______________ I like to watch TV.! I like to dance. After reading. Write the question. T F .. she does. She doesn't like to sing. Q: ________________? A: Yes... 2.. Yes.

__________. __________________ ※ 25 LEVEL 2 . He doesn't like spiders. She likes flowers. Choose and write. _________________ 4. ____________. I do / she doesn't / he does / to play the piano She likes to dance / to sing D Do you like _____________? Yes. but ____________. 1. 2. Write sentences with likes and doesn't like. 5.Likes&Dislikes-Writing Let's write A. Does she like _____________? No. _________________ 3. D D B.

Likes&Dislikes-Game 1 Tic tac toe A. I do. I don't. Draw and play the tic tac toe game.Yes.No. □ LEVEL 2 26 . ※ [Draw and check.] Do you like to play the piano? . □ .

but he likes to sing. he does. No. I don't. I do. No. Does he like to study English? Yes. B. Do he like to listen to music? 27 LEVEL 2 . but she likes to sing. After the activity. / No. but I like _______. Pass the card! Do you like ____________? Yes. Pass around the card. ask and answer about what they like and they don't like. ※ 틀린 것을 바르게 고쳐 쓰고 답해보세요. Does she like to study English? Yes. she doesn't. she does.Likes&Dislikes-Game 2 A. he doesn't.

After reading. You like monkeys. ___ _______ cats. We like elephants. Pigs _____ _______. I like ____________. I like dogs. Dogs like to dance. She likes pigs. Pigs like to dance. ※ LEVEL 2 28 → . He likes cats. Cats like to dance. . fill in the blanks.Likes&Dislikes-Story We like to dance! A. Monkeys like to dance. B. Elephants like to dance. 1. 3. 2. Read.

d. No. Does she like to study English? Yes. b. No. Make happy or sad faces and answer the questions.Likes&Dislikes-Task 1 Asking & answering A. b. but ___ likes to listen to music. c. c. c. 3. ___ doesn't. 14. No. a. Do you like to 19. but I like to sing. 7 ? 29 LEVEL 2 . a. she doesn't. a. b. but she likes to listen to music. ___ does. I don't. I do. d. ※ 암호를 풀고 그림을 그리세요. she does. Do you like to dance? Yes. 2. 9. Does ____ like to study English? Yes. 1. d.

In the living room. she doesn't. Match and say. Talk about what your friends' likes & dislikes. I like to watch TV. No.Likes&Dislikes-Task 2 In the house A. LEVEL 2 30 ※ dance Does like to she in the living room? . she does. B. Does she like to dance in the living room? Yes. but she likes to study in the living room. but I don't like to read.

to dance. 31 LEVEL 2 .Likes&Dislikes-Art project Let's make a puppet! Do you like to dance? Yes. Yes. I I like don't. No. but I like to sing. I do.

. Many _______ like to eat _______ pizza and ________. Many ________ like to eat __________. LEVEL 2 32 .Likes&Dislikes-Culture We like to do. Talk about what people from different places like to do..... Many _______ like to do _______ Many _______ like to eat _______.! A. Many _______ like to watch ______ games. Then fill in the blanks with the nations' flags and pictures. Many _______ like to dance the ______.

Ms. z [C] Have students read the questions and answers aloud with the teacher. Teacher Objectives Students Functions Key Expressions Level focused How to teach z [A] Have students listen to the script and number what is his/her hobby. I like to go to school because I can meet my friends. Kim. z [B] Have students answer the given questions. have students read "I like my teacher & I like English!" aloud with the teacher several times. z [Supplementary] Give each student a chance to listen to and answer a question from the teacher. Teacher Speaking : Let's speak z To have students ask and answer about their hobbies 1. She teaches English. 3. I like English. What's your hobby? My hobby is playing baseball. Functions Key Expressions like? -She likes English. z [B] Have students listen to the sentences several times and check the correct picture. I'm in the sixth grade of elementary school. Objectives Teacher Students z To have students present what they like and dislike z To be able to present their likes and dislikes to their friends z Listening to and recognizing she likes z What kind of school subject does she Level focused z [Supplementary] Have students focus on understanding the key expressions. 6. 4. Try and give most students a chance to speak with a partner. References I like my teacher & I like English! Level focused z [Supplementary] H a v e e x p re s s io n s . What's your hobby? My hobby is playing ping-pong. z [A] First. References z Materials : flashcards about hobbies How to teach Listening : Let's listen z To have students listen to the dialog and number them z To be able to listen to the hobbies and number them z Listening to and understanding hobbies z What's your hobby? My hobby is playing soccer. Objectives Students z To be able to present what's my hobby Functions z Asking and answering about my hobby z What's your hobby? z My hobby is playing the piano. 33 LEVEL 3 .LEVEL 3 LIKES&DISLIKES References A. What's your hobby? My hobby is playing basketball. What's your hobby? My hobby is playing soccer. I like her class. I like my homeroom teacher. What's your hobby? My hobby is playing badminton. Have the students answer #1 and ask a friend to answer #2. z [Advanced] Have the students say some sentences in front of the class with a partner. Key Expressions Reading : Let's read How to teach z Have students ask their hobbies each other. 5. 2. th e s tu d e n ts le a rn about key My name is Sue. What's your hobby? My hobby is playing tennis.

Heads is one space and tails is two Objectives school subjects they like and they don't like in writing activities Functions z Writing the subjects we like z She likes art and music. Objectives Students Functions Level focused z [Supplementary] Give each student a chance to listen to and answer a question from the teacher. He likes history. He likes music. 4. z Have students work in pairs or groups and write about themselves and their friends. She likes science. Have the Teacher students use one coin. z I like Korean. Level focused z [Advanced] Have students write about what kind of food. z Have the students use the key expression.Likes&Dislikes Writing : Let's write z To have students present what kind of school subjects they like and dislike z To be able to present what kind of Students How to teach z First have students color the board game. References A. 1. They like math. z [B] Have students work in pairs and answer each question. Key Expressions Level focused z [Advanced] Have students make their own game board with their own questions. "what kind of ___ do you like?" with the given words on the board game. How to teach z Have students find what kind of school subjects they like in the given picture and write the answers in the blanks. If the student doesn't answer the question correctly. My kind of sports do you like? I like basketball and soccer. Have the students play the game with their own game boards. Functions Key Expressions Objectives Students Teacher Task 1 : Finding the questions z To have students present what they like and dislike z To be able to present what they like and don't like to their friends z Identifying how to ask my friend's likes z What kind of movies do you like? Game : Board game Teacher z To have students present what they like z To be able to present what they like to their friends z Asking and answering about our likes and dislikes z What kind of animals do you like? -I like horses and birds. References z Materials: coins What kind of animals do you like? I like horses and birds. Key Expressions LEVEL 3 34 . z [Supplementary] Have students write the key expressions on their notebook. 5. z Then put the students in groups of three or more. the students must answer the question correctly. spaces. but I don't like music. they lose a turn. She likes art. 3. 2. z When the students land on a space with a question. What kind of subjects do you like? I like English and Korean. sports. How to teach z [A] Have students guess what the pictures are about and find the right questions for each picture. or other kinds of things they like.

have them show and introduce the chart to their classmates. Story : What's your hobby? References Teacher z To have students present and understand the story <What do you like?> Dogs like pictures on the wall. Teacher z To have students ask and answer about their hobbies How to teach z [A] First. z Dogs like pictures on the wall. Level focused z [Supplementary] Review some of the previous lessons. Objectives Students z To be able to present their hobbies in the story z Reading story z What's your hobby? My hobby is Functions and understanding the given Task 3 : Survey Key Expressions listening to music. Have them cut out pictures and make put up on the sheet. Giraffes like shoes in the box. the students color the animals and objects from the story and match the animals with the things they like. 35 LEVEL 3 . Objectives Students z To be able to ask and answer about my and friends' hobby z Asking and answering about my hobby and friends' hobbies Functions Level focused z [Advanced] Have the students speak some sentences in front of the class with a partner. When they are finished. "What's your hobby?" When Task 2 : Color and match z To have students understand the the partner answers. have students listen to the sentences and then have them read the sentences several times. z [B] Have students make their own chart. Try and give most every student a chance to speak with a partner.Teacher's Guide References What kind of movies do you like? What kind of TV shows do you like? What kind of sports do you like? What kind of dance do you like? How to teach z Have students listen to the script below. z After listening to the story "What do you like?". Have them ask questions to their partners like. Key Expressions z What's your hobby? z My hobby is reading. they do. z Have the students read the sentences aloud with their partners. Key Expressions z Do dogs like pictures on the wall? z Yes. but kangaroos don't like apples on the table. How to teach z [A] Have students work in pairs or groups. but bears don't like cups on the table. Teacher Objectives Students expressions for likes and dislikes z To be able to understand the story and present it to their friends Functions z Understanding the story and identifying what the animals like Level focused z [Supplementary] Give each student a try to listen to and answer a question from the teacher. z [B] Have the students answer the questions. write his or her name under the right picture in the table. they don't./ No.

Key Expressions How to teach z Breakfast: Coffee. Then. How to teach z Have students prepare their own sandwiches. If you want to try something somebody else is eating. z When Americans are snacking. bacon. people will take time out of work and studies to have tea. Level focused z [Supplementary] positive sentences. eggs. Art project : Let's make a sandwich z To have students present what they like and dislike z To be able to present what they like and dislike to their friends z Asking and answering about my likes and dislikes through making sandwiches z Do you like ham on your sandwich? Key Expressions z Yes. sausage. you try it from your plate. Americans eat some kind of meat (for both meals) with some vegetables. z What kind of sandwiches do you like? z I like ham and egg sandwiches. Americans will always eat bread (instead of rice) and drink water with their meals (Dinner is usually a meal with the family. they usually don't offer any of the snack to others. pancakes. I don't. I do. Then have them talk about their favorite sandwiches. during the middle of the day. In England. while lunch is usually an individual thing unless other plans are made)./No. juniors do not have to wait until the seniors eat first. z In America. When the other person put some of the food on your plate. z In America. LEVEL 3 36 . z Americans don't share dishes like Koreans. Teacher Objectives Students Functions Level focused z [Supplementary] Have students focus on understanding the key expressions. Plus. have students have only focus on the sentences. Lunch/ Dinner: Usually. Then. First. you must ask.Likes&Dislikes z Americans never talk when they have food in their mouths. You will have to ask to try some of the snacks the person has. most people eat some form of meat in every meal. z It is impolite to make noise when chewing (This is called "smacking. them practice negative Culture : Food and table manner z To Teacher have students food understand between the the different cultures Objectives Students Korean and western culture z To be able to understand the differences between people from different culture z Understanding the different food and Functions table manners among nations z What do they like to eat? z Americans like to eat pepperoni pizza."). they would usually give you some of that snack. grits.

What‘s your hobby ? My hobby is playing the piano. 37 LEVEL 3 . What‘s your hobby ? My hobby is playing baseball. ※ My hobby is [ ] .Likes&Dislikes-Speaking Let's speak A. Ask and answer.

Listen and point. LEVEL 3 38 .Likes&Dislikes-Listening Let's listen A. What‘s your hobby ? My hobby is playing the soccer. Listen and number. A : What's your hobby? B : My hobby is reading books. B.

Korean d. Read. I'm in the sixth grade of elementary school. B. ※ Unscramble like go I school to to . 2. She likes to go to the park.Likes&Dislikes-Reading Let's read A. Kim. After reading. English C. 39 LEVEL 3 . I like English. c. I like her class. choose the correct answer. I like my teacher & I like English! My name is Sue. 2. She likes Ms. I like to go to school because I can meet my friends. She likes math. I like my homeroom teacher. What kind of school subject does she like? a. Ms. She likes her mom. What kind of school subjects do you like? _____________________and __________. 1. d. Kim. She teaches English. What does Sue like? a. science b. 1. art c. b. What kind of school subjects does he/she like? _____________________and___________. Answer about yourself and your friend.

Find the subjects they like. ___________________________ 3. zxcKoreanpoiartqwehistoryty . ___________________________ B. My name is ______________________ I like __________________ _______________________ I like to ________________ _______________________ My friend's name is _______________________ He/she likes ____________ _______________________ He/she likes to __________ _______________________ LEVEL 3 40 ※ 다음 중 과목을 세 가지 찾아 ○표하고 좋아한다고 말해봅시다. Write about yourself and your friend. ___________________________ 5. 1. ___________________________ 4. 2.Likes&Dislikes-Writing Let's write A. She likes art. Write sentences.

4 4.8.15 25.4 15.15.14. 23.9.5 ? 41 LEVEL 3 .15.Likes&Dislikes-Game Board game 1. Color and play the board game.11.15.20 11.6 6.1.21 12. ※ Answer the question.9.

After finding the questions. What kind of.] What kaind of mObie do yoU lik? → .. LEVEL 3 42 ※ [고쳐 쓰세요.? B. ask and answer the questions. Look and find the questions...Likes&Dislikes-Task 1 Finding the questions A...

c.Likes&Dislikes-Story What's your hobby? A. Handsome man! Handsome man! What's your hobby? My hobby is playing baseball. What's the little girl's hobby? a. Choose the right picture. c. What's the little boy's hobby? a. 2. Little girl! Little girl! What's your hobby? My hobby is reading books. Little boy! Little boy! What's your hobby? My hobby is playing badminton. 43 LEVEL 3 . 1. ※ [Draw your hobby. B. b. Beautiful lady! Beautiful lady! What's your hobby? My hobby is listening to music. d. Read.] Playing badminton. d. b.

Color the animals and things in the story.Likes&Dislikes-Task 2 Color and match A. Then match the animals with things they like. DE DE LEVEL 3 44 .

Make your own chart. name B. . Ask and answer. 45 LEVEL 3 .Likes&Dislikes-Task 3 Survey A. ※ [Guessing Quiz] Find the right picture and say the sentence. My hobby is . What‘s your hobby ? My hobby is playing soccer. What‘s your hobby ? My hobby is swimming.

Likes&Dislikes-Art project Let's make a sandwich! What kind of sandwiches do you want to make for lunch? Do you like ham on your sandwich? What kind of sandwiches do you like? LEVEL 3 46 ※ 다음을 거울에 비춰 읽어봅시다.[ ] .

Likes&Dislikes-Culture Food & Table manner A. Americans like to eat pepperoni pizza. B. Table manners 47 LEVEL 3 . What do they like to eat? Koreans like to eat spicy Dukkpogi.

.

MOTIONS
In this topic, students will learn the basic concepts of motions such as imperatives and current activities. In Level 1, students will learn about motion words(ex. run, jump, walk, stand up, etc.). Also, they will give and follow imperative instructions.(ex. Jump!, Don't run., Open the door., etc.) In addition, students will study new alphabets from n to z and review from a to m. Motions is a very good topic for 1st and 2nd graders because they like to move their body. Teachers can introduce many imperative expressions with motions to the students. In Level 2, students will learn additional motion words. They will also study how to ask and answer about abilities to move through various activities. In Level 3, students will learn more motion words and phrases. In addition, they will study how to talk about their current activities, and how to ask and answer about another person's current activities. Teachers can use many pictures for this topic. Especially, photos of students and teachers will be very good materials.

Contents
Activities
Speaking Listening Reading

Functions
z Speaking and following imperatives to make motions z Recognizing and following imperatives z Reading the motion words z Writing the alphabets from n to z z Reading the alphabets from a to z z Giving and following imperatives to play the board game z Understanding imperatives and doing a role play z Speaking and following imperatives z Giving and following imperatives z Listening and writing imperative words z Understanding Easter z Asking and answering the abilities of movement z Recognizing the expressions about the abilities of movement z Understanding the sentence structure and the meaning z z z z z Walk., Run., the window., z Walk., Run., the window.,

Key Expressions
Stop,, Close Stop,, Close Don't, Sit down., Stand up., Jump., Open the door. Don't, Sit down., Stand up., Jump., Open the door.

z close, open, walk, stop, up, down z n~z z a~z z Walk, Stop, Stand up, Sit down, (Don't) jump, (Don't) run, (Don't) close the door, Open the window z (Don't) Sit down z Walk, Close z Walk, Close Jump, Run, Stop, Stand up, Sit down, Open the window, the door. Jump, Run, Stop, Stand up, Sit down, Open the window, the door.

L E V E L 1

Writing Game 1 Game 2 Story Song Game 3 Art project Culture Speaking Listening Reading

z Jump, Don't run z Easter, egg, hunt, rabbit z Can you swim? z Yes, I can. I can swim./ No I can't. I can't swim. z Tony can skate. Lisa can't ski. Can you swim? I can't draw. Can you jump? Yes, I can. / No, I can't. Can you play the piano? Yes, I can. / No, I can't. Can you sing? Yes, I can sing. / No, I can't sing. A kangaroo can jump. And I can jump, too.

L E V E L 2

Writing Game 1 Game 2 Story

z z Recognizing the structure of the sentences about the abilities z of movement z z Asking and answering about the abilities of movement z z Asking and answering about the abilities of movement z Understanding a story about the abilities of movement and z writing the phrases z

Art project 1 z Speaking and writing the abilities of movement Survey z Asking and answering about the abilities of movement

z My robot can run. z Can you run? z Yes, I can run. / No, I can't run. z It can fly. z I can lie. z What are you doing? I am cooking. z What is Dan doing? He is washing. z What is my father doing? z He is cleaning. z What is mother doing? z She is making pizza.. z What is she doing? z She is watching TV. z What are they doing? z They are eating. z What is he doing? z He is sleeping. z What is Bill doing? Is he singing? z Yes, he is singing. / No, he isn't singing. z What is she doing? z She is running. z I'm riding a bike. z Good luck, Come here, etc.

Art project 2 z Reading the sentences about the abilities of movement Culture Speaking Listening Reading z Comparing April Fools' Day between different countries z Talking about one's current activities z Recognizing the expressions of current activities z Recognizing and writing the current activities z Recognizing and writing the current activities z Reading and writing about current activities z Asking and answering about current activities z Listening to and understanding the story of current activities z Asking and answering about current activities z Asking and answering about current activities z Writing and speaking current activities z Comparing the gestures between different countries

L E V E L 3

Writing Game1 Game2 Story Game3 Task Art project Culture

LEVEL

1 MOTIONS
z Say the sentences and have the students repeat with motions. z Have students practice the dialog with the teacher and their partners.
Teacher

Speaking : Let's speak
z To have students speak the expressions of imperatives z To be able to speak imperatives and play the 'Simon says' game z Speaking and following imperatives and make motions z Walk, Run, Jump, Stop, Don't. Key Expressions z Sit down. Stand up. z Open the window, Close the door.

z Have students do a short role play. z [B] Have students listen and check the correct pictures.

Objectives
Students

Level focused
z [Advanced] Do a role play with a short dialog. z [Supplementary] If the students don't understand after listening once, have students listen again and again. Practice with pictures and motions several times.

Functions

References How to teach
z [A] Say the presented imperatives with motions. z Have students listen and repeat the imperatives with motions. z Show the picture cards and have the students answer with motions. z Have one student make motions, and others answer in English. z [B] Have the students play the 'Simon Says' game. z Explain the rules of the game. Use the expressions studied in the lesson. z When the students get better, make it more difficult by motioning "Stop." while saying "Walk.", for example. z Look and listen. • Stop! Don't run. • Walk! z Listen and check. 1. Stand up. 2. Open the window. 3. Jump!

Reading : Let's read

Level focused
z [Advanced] Give them the teacher's role in activities. z [Supplementary] Repeat the same imperatives one at a time. Reduce the number of pictures, practice with easy motions. Functions Key Expressions Objectives
Students Teacher

z To

have

students

read

some

motion

words z To be able to match the pictures and the motion words z Reading the motion words z open, close, walk, stop, up, down

References
z Materials : situational pictures or photos to show the students

Listening : Let's listen
Teacher

How to teach
z [A] Have students look at the picture cards and say the students understand and the follow words themselves. z Show them a word card and read the word to them. z Have students repeat after the teacher. z [B] Have students match the pictures with the words and glue the pictures.

z To z To

have be

Objectives
Students

expressions of imperatives able to listen imperatives z Recognizing and following imperatives z Walk, Jump, Run, Stop, Don't run.

Functions

Key Expressions

z Sit down, Stand up. z Open the window, Close the door.

Level focused
z Give the students many chances to see the motions and repeat the words. If the words are exposed to the students, they can read well. For example, when you make some picture cards, put the word next to the picture. Decorate classroom walls with some words and pictures, etc.

How to teach
z [A] Have students listen to the dialog.

3

LEVEL 1

Motions

z When you read the words, teach phonics. Students have been learning alphabets, so they already know the sounds of the alphabets. Key Expressions z a~z

References
z Materials : word cards, picture cards, glues, scissors

How to teach
z Have students review(read aloud with the teacher) the alphabets a~z with the alphabet cards. z Game: Have some students come up to the board. The teacher attaches the alphabet cards on the board and says an alphabet. Students run and snatch the alphabet card from the board. z [A] Have students draw lines from a to z and color the picture. z [B] Have students find and circle the lowercase a~z. z The student who says, "Finished!" first wins.

Writing : Let's write
z To have students write lowercase from n to z z To be able to write from n to z and
Students

Teacher

Objectives

learn about some words that begin with a letter between n and z

Level focused
z [Advanced] Have students do a dictation on the upper and lower case alphabets. z [Supplementary] Have students make the alphabets in various ways. (Make alphabets with straw, macaroni, woolen yarn, color the alphabets, etc.)

Functions Key Expressions

z Writing the alphabets from n to z z n~z

How to teach
z Show the picture cards on the worksheet and repeat the words and alphabets. z Attach alphabet flash cards from n to z on the board. z Have students write the alphabets with their fingers in the air several times. z Have the students write the alphabets on the worksheet. z Game: Write an alphabet on the students' backs, then the students say the alphabet.
Teacher

References
z Materials : alphabet cards from A(a) to Z(z)

Game 2 : Board game
z To have students give and follow

imperatives z To be able to give and follow

Level focused
z Have students follow the order in writing. z Have students experience writing alphabets in various ways. ex) Places: writing in the air, on the palm, in the sand, on the back, on the wall, etc. Tools: colored pens, crayons, branches, etc.

Objectives
Students

imperatives z Giving and following imperatives to play the board game z Walk, Stop, Stand up, Sit down, Open

Functions

Key Expressions

the window. z (Don't) jump. (Don't) run. (Don't) close the door.

References
z Materials : alphabet cards, picture cards

How to teach
z Have students review imperative words and sentences with the

Game 1 : Alphabet games
Teacher

pictures. z Play the 'Simon says' game once before the board game. z Make groups of 4. Give the dice to each group. A student rolls the dice and gives an imperative instruction to other group members. They have to follow the instruction. z The student who arrives at FINISH first wins.

z To have students read alphabets in order z To be able to distinguish alphabets and draw lines from a to z z Reading the alphabets from a to z

Objectives
Students

Functions

LEVEL 1

4

Teacher's Guide

Level focused
z [Supplementary] Play the game with the teacher(teacher vs students) or in teams(team vs team). z During the game, teachers have to check their activity.

z Open the door., Close the door.

How to teach
z Have students listen to the 'Teddy bear' song. z Have students repeat the song line by line. z Have students make motions. z Have students present their song and dance with the 'Teddy bear' song. z Time permitting, have students trace the hollow words.

References
z Materials : picture cards, dice

Story : Open the door
Teacher

Level focused
z [Advanced] Change the imperatives. z [Supplementary] Repeat the song and motions many times.

z To have students understand imperatives
z To be able to understand the story and perform a short role play
z Understanding imperatives and doing a role play

Objectives
Students

References
z Materials : the 'Teddy bear' song, a teddy bear mask.

Functions

Key Expressions

z (Don't) sit down.

Game 3 : Let's play

How to teach
z Have students guess what's happening in the story and what the characters are saying. z The teacher reads aloud to students in different voices(the girl's and the mom's). z Use big pictures. z Give the students different parts like mother, child and father. In a role play, the students can change some words.
Teacher

z To

have

students

give

and

follow

Objectives
Students

imperatives

z To be able to play a game, giving and following imperatives
z Giving and following imperatives

Functions

z Walk., Jump., Run., Stop. Key Expressions z Stand up., Sit down. z Open the window., Close the door.

Level focused
z [Advanced] Give students chances to make their own dialog. z [Supplementary] Read the story to the students many times.

How to teach
z [A] Have students make a line. z The first student gives an imperative to the second student. The second student has to do the motion. Keep doing this until the last student. z Have students make 2 lines. The first student of each line starts the game. The team that reaches the last student first wins.

References
z Materials : headbands for the role play, picture cards

Song : Let's sing
Teacher

z [B] Make groups of 4~5. Cut the cards on the sheet and put them faced down on the desk.
have students give and follow

z To

z One student picks up a card and puts it above his/her head. After that, the student guesses the card and says the answer. If it is right, the other students say 'Yes' and the student gets 1 point. But if it is wrong, the other students say 'No' and the student doesn't get any points.

Objectives
Students

imperatives

z To be able to sing the 'Teddy bear' song and make appropriate motions

Functions

z Speaking and following imperatives

Key Expressions

z run, walk, jump, stop z Stand up., Sit down.

Level focused

5

LEVEL 1

z Do not make the explanation about Easter difficult and long. One student picks up a card and gives an imperative to the next student. z [B] Have students cut the eggs and hide them in the classroom. References z Materials : scissors. References z Materials : colored pens.Motions z [Advanced] Teachers can change the games to make it more challenging. z Have students color the pictures and glue their own photos in the blank faces. Teacher Objectives Students z To be able to listen and and write a imperative mini-book expressions make Functions Key Expressions z Listening and writing imperative words z Jump. z Have students write the missing letter and imperatives when the teacher says the imperative words. z To students who have difficulties in writing alphabets and words. For example. cut and paste colored papers) the eggs in the book. Easter pictures Level focused z Give students enough time to make a mini-book. Easy explanation is good for 1st and 2nd graders. color. egg. give an alphabet print-out so they can just cut and glue. Teacher Culture : Easter z To have students understand Easter Objectives Students z To be able to understand Easter References z Materials : picture cards. rabbit How to teach Art project : Make a mini-book z To have students understand imperatives with a mini-book z Explain about Easter's origin. period. in the 'Chain drill' game. the next student cannot see the card. students can use the picture cards. scissors Functions z Understanding Easter Key Expressions z Easter. z On the last page of the mini-book. z Have students find the eggs. hunt. and what people do on Easter. Please understand the individuality of 1st and 2nd grade students. z [A] Have students decorate(draw. At that time. Level focused How to teach z Have students cut and fold the sheet and make a mini-book. have students draw any pictures of motions that they already learned. Don't run. colored papers. students' own photos LEVEL 1 6 . The student who finds the most wins. z Students can also draw some eggs on another piece of paper. glue.

5 6 Run. B. 7 LEVEL 1 . 8 Stand up. Open the window. 9 Jump.A. ※ B에서 선생님은 뭐라고 말했을까요? 암호를 푼 친구는 선생님께 뛰어가 귓속말 해 봅시다. Speak out. Stop. 1 2 Let's speak 3 Motions-Speaking 4 Walk. Simon says. Sit down. Play the 'Simon says' game. §†㏂∂ ∪∮! Close the door. 7 Don't.

2. 1. Listen and check(√). Let's listen B. 3. LEVEL 1 8 ※ (stand up / run) (sit down / open the window) .Motions-Listening A. Look and listen.

cut--- ※ 어떤 단어가 숨어있는지 ○해서 찾아봅시다. Cut and glue. Match. c lo s e d o w n s t o p 9 LEVEL 1 . open walk stop up glue down glue glue glue -------------------------------------------------------.Let's read A. Motions-Reading close B.

o ipper Y z 짝꿍끼리 짝지어지지 않은 것에 √ 하세요. . Trace and write. ine range ig ueen abbit un iger m brella iolin indow LEVEL 1 10 ※ Q q -ray R r X x o.Motions-Writing Let's write A.

※ m p j u → r n u → 11 LEVEL 1 . Connect the letters in order.Alphabet games A. Motions-Game 1 B. Find and circle the small alphabets.

2: go back 2 spaces. 15. START FINISH -2 . Roll the dice and do the motions. 16 → .Motions-Game 2 Board game A. LEVEL 1 12 ※ 19. 20.

Motions-Story Sit down? Don't sit down! Jump? Don't ! un? Don't run! Open the Yes. Story time.Open the door A. open the door! door? ※ ( jump / sit down ) ( sit down / walk ) 13 LEVEL 1 .

. Teddy bear. run Teddy bear.Motions-Song A. walk Teddy bear. Teddy bear. Teddy bear. ( ) Open your book. Teddy bear.( ) . LEVEL 1 14 ※ ① ② Close your book. sit down! Teddy bear. stand up! Teddy bear. open the door! Teddy bear. close the door! B. Teddy bear. jump Teddy bear. . Teddy bear. Sing and do. Let's sing Teddy bear Teddy bear. Teddy bear. . Teddy bear. Teddy bear. Sing. now.

Play the 'Chain drill' game.Let's play A. Play the 'On my head' game. Jump? No! No! No! No! ✽ Cut the cards and play the game. Jump! Run! Walk! Motions-Game 3 Open the window! Stop! B. ※ 이 소녀가 들고 있는 그림을 문장으로 만들어보세요. the window close 15 LEVEL 1 .

14.Motions-Art project Make a mini-book cut ----. ' 20 run! . 15.fold 1 2 3 Don't ! LEVEL 1 16 ※ 4.

E as te r A. Motions-Culture B. 17 LEVEL 1 . Easter egg hunt. Make an Easter egg.

2./ No I can't. On the third beat. Lisa: Hello. one hand on each thigh. On the first beat. look there. do listen and repeat activity many times. have students listen again. I can't ___. Teacher Speaking : Let's speak z To have students talk about the abilities to move z To be able to ask and answer about the abilities of movement z Asking and answering the abilities of movement z Can you swim? Key Expressions z Yes. (ex.) z Have students listen and repeat the expressions about abilities to move with motions. use only 4 of 8 pictures in the 'clap chant') References z Listen and match. Level focused z [Advanced] Make the sentences longer. Your brother is skating. I can. Yes. Can you skate? Tony: I can skate. z Ask students showing the pictures. (clap clap) I can run. References z Materials : big pictures-Make the picture files bigger in a z Listen and mark. (clap clap) Can you fly? Students: (clap clap) No. → Yes. z [Supplementary] If the students don't understand the first time. z Have one student make a motion then other students say it in English. tap your thighs with your hands. Key Expressions Functions Objectives Students Teacher Listening : Let's listen z To have students understand the abilities of movement z To be able to understand the abilities of movement z Recognizing the expressions about the abilities of movement z Tony can ski. Teacher: (clap clap) Rabbit. with the pictures. z Have students match people's names with 'can' or 'can't' and the pictures. I can swim. make a thumbs-up hand with your right hand and say "rabbit. Can you ride a bike? Tony: Yes. Lisa. I can. I can swim. I can ___. 3. Lisa can't ride a bike. After checking the answers. 1. Tony. z Have students listen to the dialog.(with motions) z [Supplementary] Decrease practical application of words. I can't swim.) Practice asking and answering about abilities to move with partners." How to teach z [A] Practice Can you __? / Yes. I can't. Yes. No. I can jump. Can you swim?) z Have students answer the question. z [B] Have students listen to the dialog.(with motions) Teacher: (clap clap) Monkey. (ex. Objectives Students Functions How to teach z [A] Speak about abilities to move with motions. z Show a picture card then have them say it with motion. On the fourth beat. But I can't ski. make a thumbs-up hand with your left hand and say "rabbit" at the same time. I can't. Tony. I can swim. I can. On the second beat. Microsoft Word). (ex. (clap clap) I can dance. Rabbit. Tony can skate. I can. I can't. / No. Lisa can't ride a bike. 4. (ex.LEVEL 2 MOTIONS word processor(ex. z Have students listen and mark O(can) or X(can't) in the boxes. I can ride a bike. But I can't ride a bike. Can you ski? Lisa: Yes. again. Practice Can you~. Lisa can play the piano. But I can't play the piano.) z [B] This chant is played with a 4-beat rhythm. clap your hands. LEVEL 2 18 . [B] Change some words and do a short role play. (clap clap) Can you swim? Students: (clap clap) No. I can ski. (ex. I can. Level focused z [Advanced] [A] Make the dialog more difficult. Monkey. I can't. Tony can't ski. [example] Tony: Hi.

If one student can swim. I can't. big pictures (on the board or TV) Writing : Let's write References z Materials : word cards(can / can't). z For recognizing the structure of the sentences about the abilities of movement. I can. the teacher will also give an opportunity for the students to say the words over and over. (ex.Can you swim? questions by circling a sentence. (ex.Teacher's Guide Bird: Can you fly? Fish: No. I can't. Can you __? Yes. Level focused z Teachers will give an opportunity to each student to check if their answer is right. Functions Teacher Key Expressions Objectives Students How to teach z [A] Show the picture cards and have students speak about the pictures. But I can swim. Can you fly? Bird: No. I can't fly now.". (ex. I can. z Have the students write asking sentences on the lines. he/she needs to check(√) in the check(√) in the using "I can ___.". z In the fourth box. I can't. _______. paste them under the corresponding pictures. I can.) z Present the sentence cards with the blanks. Can you jump? Yes. z Although the main activity is writing. box. big pictures (on the board or TV) Level focused z Don't just read the sentences but also practice speaking with the pictures many times. z [B] Have the students read the words and sentences in the chart. . Students need to answer honestly. box. No. [Supplementary] Speaking practice with the teacher. Can you? Fish: No. structure of the abilities the of Reading : Let's read z To have the students read the sentences about the abilities of movement z To be able to read the sentences about the abilities of movement z Understanding the sentence structure and the meaning z Can you swim? z I can't draw. z Have students read the sentences. z Teachers can have the students answer the question. under the chart. z Have students read the sentence cards.) z Have students guess and write on the lines and answer the Functions Key Expressions How to teach z [A] Have students look at the pictures and speak about them using "I can ___. ex. References z Materials : word (of the sentences) cards. z Look at the pictures and circle 'can' or 'can't'. / No. Fish: Can you sing? Bird: Yes. z After cutting the sentences. [Advanced] Speaking practice with their partners. big picture cards Objectives Students Teacher z To have students recognize the sentence structure z To be able to fill in the blanks in the sentences about abilities of movement z Recognizing the sentences about movement z Can you jump? z Yes. If he/she can't swim. z [B] Have students look at the pictures and speak about them References z Materials : sentence cards with blanks. ______. Game 1 : Bingo Objectives Teacher z To have students ask and answer about the abilities of movement 19 LEVEL 2 . Can you swim?) z Have students match the pictures and the sentences. present 'can' and 'can't' with different colors. z Have the students write answering sentences in the chart. students can draw pictures of themselves and write asking and answering sentences.

References z Materials : For advanced learners. students run and touch the ski card saying. z One student puts down a card(ex.Motions Students z To be able to ask and answer about the abilities of movement pictures. "Yes. z When the teacher says." If the card is a crying card. How to teach How to teach z [A] Have students review the key expressions with the z Have students look at the pictures and have them say what they can do. "Yes. z [Advanced] Instead of picture cards. The group that gathers more cards wins the game. z The student who discards all the cards first wins the game. z During the game.". Attach the cards on each face of the dice. "Yes. 'yes' to 1. Level focused Level focused z [Advanced] Instead of using cards. I can't swim. Or you can assign faces to the numbers. I can't. A student from each team comes to the front. Put the 9 cards in the bingo box randomly. a swimming card) and says. I can. z Use 1 set of cards for each group. I can't. and picks one card. References z Materials : picture cards z Instead of picking up the yellow face cards you can use the dice." and they should pick up an extra card from the pile as a penalty." Anyone who doesn't have a swimming card say. say "No. I can sing. If the card is a smile card. z After playing the game with the teacher. z [B] Make groups of 4~5. too. / No. students snatch the jump card saying." Then the student brings the card. "Can you swim?" z If a student has a swimming card." z If the teacher says "Yes. z When a student makes 3 lines first. z Have students cut the cards and pick 9 cards(exclude the yellow face cards). 6. z The teacher picks one student and has the student ask the teacher "Can you ___?" z The teacher puts the yellow face cards in a box or a pocket. I can." z <Card snatching game> Make groups of 2~4. I can't. student can write full sentences. picture cards Story : I can Game 2 : Card game Teacher Teacher z To have students understand the story about the abilities of movement z To have students ask and answer about the abilities of movement Objectives Students z To be able to understand about the abilities of movement Objectives Students z To be able to ask and answer about the abilities of movement z Asking and answering about the abilities of movement z Can you sing? Functions Key Expressions z Understanding a story about the abilities of movement and writing the phrases z A kangaroo can jump. z Yes. z [Supplementary] Decrease the number of cards. Functions Key Expressions z And I can jump. z Some students can play the teacher's role. play the game with sentence cards. he/she places it down saying. 3 and 'no' to 4. he/she is the winner. / No. I can. the students can the card upside down. students can play this game again with their groups or partners. 5. The other cards are faced upside down on the desk. 2. prepare blank cards to write sentences. teachers must monitor the students' activities. z Attach some picture cards on the board. I can ski. z When a teacher asks "Can you ski?". Functions z Asking and answering about the abilities of movement Key Expressions z Can you play the piano? z Yes. "Can you jump?". "No. I can't sing. I can swim. I can. say "Yes. LEVEL 2 20 . I can jump. for example. z Each student picks 4 cards from the deck. How to teach z Have the students review(speak aloud with the teacher) asking and answering about the abilities with the pictures. Collect the cards from everyone in each group and shuffle them.

"No. z [Supplementary] Let students have many chances to read and say the sentences. too. z Have the students listen to the story one more time. scotch tape Survey : My friends can. too. (The teacher asks and students answer. And I can walk. I Level focused z [Advanced] Have students write all the sentences of the story. I can. too. A bird can fly. z During the game. Or students can ask and answer among themselves.html) It's a little bit different from the worksheet. the teacher has to monitor the students' activities. colored papers. have students practice key expressions with the pictures.. A parrot can talk.com/storytime/Ic an/Ican1. I can't. asks "Can you run?" to another student. z To have the students ask and answer about the abilities of movement z To be able to ask and answer about the abilities of movement z Asking and answering about the abilities of movement z Can you run? z Yes. And I can swim. A tortoise can walk. How to teach z Before the activity. / No. z Have students draw 2 more pictures or write motion words in the 2 blank spaces. z Ask some questions to the students. A polar bear can swim. And I can jump. A dog can run. write some motion words. he/she can say. I can't Art project 1 : My robot can. z According to the students' level. z The yellow boxes are hints for making the title. too. Functions Key Expressions z My robot can run. I can't. z If student B can run. I can run. students can talk about the results. z To have students speak the abilities of movement z To be able to speak the abilities of movement z Speaking and movement writing the abilities of run.. z All the students stand up and go around the classroom with a worksheet." z Student A writes student B's name and 'Yes' or 'No' beside the running picture. too. the teacher can increase or decrease the number of words. chart(to attach on the board or to show on TV) Art project 2 : Make an animal chart Level focused z [Advanced] Have students write sentences instead of words. References z Materials : picture cards. z Have students introduce their robots using 'can' and 'can't'. And I can run.kizclub. Objectives Teacher z To have the students read the sentences about the abilities of movement 21 LEVEL 2 . Teacher Objectives Students Level focused z [Advanced] Write sentences in the 2 blank spaces. A..Teacher's Guide z Tell the story to students.) z Make a robot. let them make the title of the story. z On the robot's body." But if student B can't run. And I can talk. I can. he/she can say "Yes. z After the survey. have the students practice key expressions with the pictures. z One student. But I can't fly! Key Expressions How to teach z Before doing the survey. I can run. z After filling in the boxes. B. z Have the students fill in the boxes. z Script A kangaroo can jump." References z Materials : scissors. Functions Objectives Teacher Students References z Materials : moving pictures(http://www. check their answers. The answer is "I can.. can't run.

wikipedia. eagle → 'It can fly. A butterfly can fly. glues Culture : April Fools' Day z To have students understand about April Fools' Day Teacher Objectives Students z To be able to understand about April Fools' Day z Comparing April Fools' different countries z I can lie. but the others don't know that. The student lies. It can jump.) Level focused z [Advanced] Use an additional chart with more boxes. too. pick one student secretly. crayons. the students can present their charts. It can scream. Functions Key Expressions Day between How to teach z The teacher asks students about "만우절(Manujeol: Korean April Fools' Day)". the abilities of movement sand make an animal chart Functions z Reading the sentences about the abilities of movement References z About April Fools' Day. (ex. (ex. LEVEL 2 22 . They can draw and attach other animal pictures in appropriate boxes. Students tell the teacher about Korean April Fools' Day. etc. etc. An eagle can fly. The other students need to find who is lying. z The teacher explains about the origin of April Fools' Day.' box) z Have students add more animals to the chart.. For example. (http://en. what they do on the day. animal pictures. pencils. z After completing the chart. z Play an April Fools' Day game with the students. (ex.) The teacher can have the student come up with ideas for the new boxes.org/wiki/April_Fool's_Day) z Materials : pictures about April Fools' Day Key Expressions z It can fly. How to teach z Have students read the sentences and write the correct letters in the boxes.Motions z To be able to read the sentences about Students Level focused z Do not make the explanation too long or too difficult. z Have students copy animal pictures onto the chart. References z Materials : pens.

clap) Rabbit. B. (clap. ※ 다음 그림의 첫 소리를 조합해서 단어를 만들어보세요. clap) I can run. Look and speak. I c☆n. / №. Play a 'clap chant' game. clap) I can run. S: (clap. → fly swim 23 LEVEL 2 . Rabbit. 2) T: (clap. Rabbit. clap) Rabbit. clap) Yes. C☆n yo△ ___? Let's speak ¥es. I c☆n't. clap) Can you run? S: (clap. dance run 1) T: (clap. I can.Motions-Speaking A. (clap.

→ .Motions-Listening A. . Let's listen can Tony can't Lisa B. fly bird fish sing swim LEVEL 2 24 ※ I can't fly. Listen and match. Listen and mark O or X.

paste paste paste ※ Can paste ski? Yes. Cut and paste. read and answer. you 25 LEVEL 2 .Motions-Reading A. (Answer ● ● Let's read the question with a check(√) ) Can you swim? Can you play soccer? Can you fly? Can you sing? ● ● ● ● ● ● B. No. I can. Then circle 'can' or 'can't'. I can't. Match.

Can 1. yes no 1.. 3.. 26 ※ [Circle and say..... . fly? . B. 2. ride a bike ski . 4.. 2... sing and dance? . swim? . 3. 4.] LEVEL 2 I can . 3. you. Complete the chart. Write and circle. 4..Motions-Writing Let's write A. 2. 1.

Motions-Game 1 Bingo -----------------------------------------------------------.cut--- 27 LEVEL 2 .

) A: C☆n yo△ __________? B: (I have the card.Motions-Game 2 Card game A. Play a card game. 21 4.) №.) Teacher: C☆n yo△ _______? Students: (Snatch the card and say) ¥es. 3. 5 ? . 3. Play a snatching game. I can't _______. B. (Use the cards from Game 1. I c☆n't. LEVEL 2 28 ※ Answer the question. 14. I c☆n. 1. I can ______. 15. I c☆n ______. (Use the cards from Game 1. (I don't have the card.) ¥es. 1. 14 25.

Listen. A dog □ □ □ □ □ □ . A tortoise □ □ □ □ □ □ □ . A polar bear □ □ □ □ □ □ □ . 29 LEVEL 2 . match and write. □ can't □ □ □ . A parrot □ □ □ □ □ □ □ . jump walk run swim fly talk A kangaroo □ □ □ □ □ □ □ . ※ Let's make a title of the story with the hints( ).Motions-Story A. A bird □ □ □ □ □ □ .

It can swim. Play. Cut out the shapes. A. 3.Motions-Art project 1 My robot can. My robot can walk.] my robOt cen play thE biano. 4. B. Make a robot. LEVEL 2 30 ※ [고쳐 쓰세요. W rite what the robot can do. → . You need: scissors colored papers scotch tape 1. Draw some shapes... My robot can't walk. Make a robot. 2.

Icanplaysoccer. I ____ ____..Motions-Survey My friends can. I can't. Name Can you __? Mina Yes No Yes No Yes No [example] A: Can you run? B: Yes.Ican.]Canyouplaysoccer?Yes.. I can. / No. 31 LEVEL 2 . ※ [‘/’를 이용하여 띄어쓰기를 해봅시다. I can't ______.

It c □ n walk. Add more animals to your chart. It ca □ swim v □ ry fast. . __ _______ ________. an eagle □ t can □ un very fast. B. Copy these animals onto the chart. LEVEL 2 32 ※ □를 사용하여 문장을 만들어 보세요.Motions-Art Project 2 Make an animal chart You need: A. a pen a pencil an ostrich an □ lligator crayons a □ olphin It □ an fly.

When is April Fools' Day? C. What can you do on April Fools' Day? 33 LEVEL 2 .Motions-Culture April Fools' Day A. What is April Fools' Day? B.

) z Have them fill in the blanks. A: Jisu. A: What are you doing. 2. They mime the motions to their group members. 3. References z Materials : big picture cards Listening : Let's listen References Objectives Teacher z To have students understand the z Materials : word cards. Level focused z [Advanced] Make the dialogs more difficult. (ex. z Have students match people's names with the pictures. I'm dancing. Level focused z [Advanced] Have them use full sentences. (ex. z Ask questions to the students while showing the pictures. Do a role play with a short dialog. A: Good girl. A: Minho. z Listen and number. z [B] Have students listen to the dialog. 1. A: What is your uncle doing? B: He is washing his car. A: What is Dan doing? B: He is washing his face. Show them a current activity picture. (What are you doing?/ What are they doing?) Use verbs they already learned. have them listen again.) z Have students listen and repeat the current activities with motions. Anna? B: I'm doing my homework. what are you doing? B: I'm cleaning your shoes." Decrease practical application of words. B: You're welcome. what are you doing? B: I'm catching butterflies. A: Thank you. 4. z Instead of showing the cards. big picture cards expressions of current activities LEVEL 3 34 . A student from each group comes to the front. I'm cleaning. z [Supplementary] If the students don't understand the first time.LEVEL 3 MOTIONS Students Speaking : Let's speak z To have students talk about current Functions z To be able to understand the expressions of current activities z Recognizing the expressions of current activities z What is Dan doing? z He is washing. A: Where is your father? B: He is in the livingroom. Teacher activities z To be able to ask and answer about current activities z Talking about one's current activities z What are you doing? z I am cooking. Key Expressions Objectives Students Functions Key Expressions How to teach z [A] Have students listen to the dialog. How to teach z [A] Say current activities with motions. A: What is he doing? B: He is reading the newspaper. use 4 pictures out of 8 pictures) 1. z Have students write the numbers in the boxes beside the pictures. What are you doing?) z Have students answer the questions. "What am I doing?" z Have students take a guess and answer. you can whisper to the students. z Make groups of 2-4 students. z [B] Mime one of the motions and ask them. A: Where is Tom? B: He is in the playground. A: What is he doing? B: He is riding a bike. z One of the students mimes a motion and then the other students say it in English. (ex. The team with the most correct answers wins. z [Supplementary] Focus on "What are you doing?" and "I'm __ing. 3. (ex. z Show the picture cards and have them say the expressions with motions. References z Listen and match. 2.

big pictures (on the board or TV) How to teach z Have students review(read aloud with the teacher) asking and answering with the alphabet cards. Writing : Let's write Teacher z Match asking pictures and answering sentences.Teacher's Guide Reading : Let's read z To have students read and recognize the Teacher How to teach z Show the picture cards and have the students say some sentences about the pictures. z Have students find the right words or phrases and circle. structure activities of sentences about current Objectives Students z To be able to read and circle the right words z Recognizing and writing sentences about current activities z What is my father doing? z He is cleaning. Key Expressions Functions Objectives Students z To have students read and write about current activities z To be able to solve the codes and match them to the pictures z Reading activities z What is she doing? z She is watching TV. z The student who solves all the codes first wins the game. z Have the students read the words or sentences. the teacher will also give an opportunity for the students to repeat the words many times. z Solve the code and write the sentences. big pictures (on the board or TV) Game 1 : Code game Teacher Level focused z Present the picture cards and sentence cards on the board or on TV. z Look at the code pictures and alphabets. Functions Key Expressions How to teach z Have students look at the picture and speak about what they are doing. Level focused z Give an opportunity to each student to check if their answer is right. References z Materials : sentence cards with blanks. z Students can do a role play(introducing what their family members are doing). Then attach the card on the board. z Although the main activity is writing. z Read the sentences with the students. z Present the sentence cards(with the blanks). z Have the students draw lines to connect the sentences with the pictures. Objectives Students Level focused z [Advanced] Make or solve another code with friends or the teacher. z [Supplementary] Look at the pictures and speak about them. z Teacher can show the word (of the sentence) cards and have them read. z To have students recognize the sentence structure z To be able to recognizing and writing about current activities z Recognizing and writing about current activities z What is mother doing? z She is making pizza. z [Advanced] Give them a chance to write in full sentences. z Have students guess and write in the blanks. Functions Key Expressions References z Materials : picture cards to attach on the board 35 LEVEL 3 . and writing about current References z Materials : word (of the sentences) cards.

it's his/her land. References z Materials : the game board Lon's mother: (at the door) Hi.youtube. Thank you. Objectives Students Functions Key Expressions How to teach z [Do not use moving pictures. Suzy. and answering about current they are saying. Harry: What is she doing? Suzy's father: She is eating dinner. He is running and catching. Harry: What is he doing? Lon's mother: He is reading and writing. z In each group. Make the script easy and short. teachers have to monitor the students' activities. Suzy's father: (on the phone) Hello. she is at the swimming pool. he is playing baseball over there. He is hitting. Sumin.] Show the story without sound. z [Use moving pictures. put one student's eraser on the start point.] Tell the story with your voice and change scripts. Story : What are you doing? Teacher Harry: Oh. z Show the story once more with sound. z Have students write the sentences under the pictures. Functions Key Expressions References How to teach z Have students review the current activity sentences with the pictures. Lon. z One student flicks the eraser and reads the sentence under the picture. Sumin's mother: (on the phone) Hello. z Have students answer the questions.K. She is jumping and swimming. Harry: (at the door) Is Lisa here? Lisa's brother: No. Harry: Oh. z If his or her answer is right. Can Lon come out? Lon's mother: No. z The student who gathers the most land is the winner. z To have students understand the story of current activities z To be able to understand the story of current activities z Listening to and understanding the story of current activities z What is he doing? z He is sleeping. Harry. LEVEL 3 36 .K. z [Supplementary] Let students have a chance to speak in sentences. z Materials : moving pictures(http://www. Level focused z [Supplementary] Play the game with the teacher. O. Lisa : What is he doing? Harry's sister: He is throwing. Lon. z Make groups of 3~4.Motions z Have students guess what's happening in the story and what Game 2 : My land game z To have students ask and answer about current activities z To be able to ask and answer about current activities z Asking activities z What are they doing? z They are eating. I see. Suzy. z During the game.com/watch?v=m cVi24WiAMw) z Changed Script : It's not the same with the moving pictures. she is here. Lisa: (at the door) Is Harry here? Harry's sister: No. Harry: O. Mark the land. Thanks anyway. Teacher Objectives Students Level focused z [Advanced] Watch with subtitles and without sound. Harry: Is Sumin there? Sumin's mother: Yes. Harry: Oh. Do a short role play with the prepared script or their own script. really! Sumin. Harry: Is Suzy home? Suzy's father: Yes. he is busy. Harry: Hi. Harry: What is he doing? Sumin's mother: He is sleeping.

Teacher Objectives Students Functions Key Expressions Level focused How to teach z Before the game. z Have students prepare some motion pictures. then the other student. teachers can increase or decrease the number of words." Then student A writes "He is cooking. z Have students cut the pictures and attach them on the book. "He is cooking. cook. z When the book is completed. Then the students can use 'he'. z Have students draw pictures about the words. Do a demo game so students can understand the game. 'they' instead of 'I'. What is Bill doing? Is he singing?) z If the answer is correct. (6 ships total) z Attack enemy ships by calling a square. Ann. 'she'. 37 LEVEL 3 . looks at his/her picture and answers. Peter. ___) and write names(Nami. Teacher Objectives Students Functions Level focused z [Advanced] Also use other pictures like those of friends. ask. the teacher has to monitor students' activities. z The student to sink all the enemy ships first is the winner. students introduce what they are doing using the book. swim. z According to the students' levels. z One student. and if the answer is wrong. References z Materials : picture board and chart to attach on the board or to show on TV Art project : Make a book Level focused z [Supplementary] Decrease the number of pictures. z During the game. students answer. A.) z Draw in 2 of each boat in your ocean.wikipedia.Teacher's Guide z Have students read the 4 words in the box and write 1 more Game 3 : Battle ship z To have students ask and answer about current activities z To be able to ask and answer about current activities z Asking activities z What is Bill doing? Is he singing? z Yes. and speaking about current References z Materials : picture cards to attach on the board z How to play 'battle ship'. (eat. and answering about current z Have students cut and fold the sheet and make a book. B.org/wiki/Battleship_game) Functions Key Expressions How to teach Task : Information gap activity z To have students draw. family members or pictures from magazines. (Teacher asks. read. (ex. ___) beside the pictures. / No. ask and answer about current activities z To be able to draw. and answer about current activities z Asking activities z What is she doing? z She is running." under 'My Friend's Picture'. z This game is for 2 students but each student can't see the other's picture. and answering about current motion word on the line. asks "What is Peter doing?". Objectives Students Teacher z To have students write and speak about current activities z To be able to write and speak about current activities through book making z Writing activities z I'm riding a bike. he is singing. mark O(successful attack) on the enemy's ocean. Or ask and answer among students. The students can also Key Expressions How to teach write questions for the sentences. make students practice key expressions with pictures. mark X(failed attack) on the enemy's ocean. he isn't singing. (http://en. write. z Have students write down current activity sentences under the pictures. Bill and Ted.

z The teacher can divide the class in two. One student from each group comes to the front and shows a gesture. One student shows a gesture and then the other students say what the gesture means. scissors. References z Materials : picture cards LEVEL 3 38 . Repeat until one of the teams wins. Come here. z Or one student shows a gesture and another student must say the right answer. z Play charades with the gestures that they studied. This is a kind of gesture game. Show them gestures with your body. z Compare the gestures between Korean and western culture. z Write down their guesses and check their answers..Body language z To have students understand gestures between different countries z To be able to understand gestures Teacher Objectives Students between different countries z Comparing the different countries gestures between Functions Key Expressions z Good luck. Draw a picture of a gesture and write what it means in Korea. glues Culture : Gesture . He/she shows another gesture. Level focused z Keep the explanation short and accurate. How to teach z Show gestures to students and let them guess what they mean.Motions References z Materials : pictures.

You're running. Play mime game. 39 LEVEL 3 . Look and speak. A: ____ ___ ____ _____? B: They're playing basketball.Motions-Speaking Let's speak A. clean cook dance do one's homework eat chocolate ride a bike play basketball play the piano B. A: What ___ __ doing? B: We're dancing. A: What are you doing? B: I'm cleaning. A: What ___ he/she doing? B: He/She is cooking. What am I doing? ※ → I'm ing.

8. 7? → ___ __ _____ ___ _____.Motions-Listening A. LEVEL 3 40 ※ 23. 1. 9. 15. . 14. Listen and match. 20 9. 19 4. uncle • Let's listen Dan • father • • • • B. Listen and number.

< W h at are m y fam ily m e m b e rs d o in g? > my father my grandfather my sister my brother me my mother 1.(I am / You are) eating breakfast.She (is doing / are doing) the dishes. 3.(He is / She is) reading the newspaper. What (am / are) I doing? . What is my mother (do / doing)? .] I'm eating a candy. Read and circle.Motions-Reading Let's read A. 5. (What / Where) is my father doing? . ※ [Draw a face. 2. 6. 41 LEVEL 3 . My sister (is playing / are playing) with the toys. My brother (is hula-hooping / are hula-hooping).He is (clean / cleaning). 4. What (am / is) my grandfather doing? .

→ ____ ___ ________ __ ____. Fill in the blanks. ______ are you ______? ________________________.(play) LEVEL 3 42 ※ He are ride a bike. some pizza. Let's write is mother doing? She 1. ________________________? ________________________.(make) What _____ Fred ______? He ____ ____ his homework.Motions-Writing A. .(eat) 3.(play) 4. ______ _____ they ______? _____ ____ _______ hotdogs.(do) 2.

____________________________. a n b o c p d q e r f s g t Code game h u i v j w k x l y m z What is she doing? . Solve the code and match. . ____________________________. ※ Let's make a code. What are you doing? ____________________________. ____________________________. 43 LEVEL 3 . What is he doing? . W hat are they doing? . ? _______________? ____________________________. → _________ __________________.Motions-Game 1 A.

it's your land. Bomb! T h e y a r e e a t in g . If your answer is right. Write sentences under the pictures. START 1. . Bomb! Bomb! A: What __ __ doing? B: __ __ ___ing. Flick an eraser and say the sentence.Motions-Game 2 My land game H e is s le e p in g . 4. 2. Put your eraser on "START". 3. LEVEL 3 44 ※ [Guessing Quiz] Find the right picture and say the sentence.

③ What is Harry doing? ___________________________________. swim throw play baseball jump read hit write T F catch run ※ Circle True or False. ① What is Lon doing? ___________________________________. 3. ___________________________________. Write what they are doing. 45 LEVEL 3 . ④ He is reading and writing. Listen and answer 1. ③ He is running.Motions-Story What are you doing? A. I'm playing soccer. ___________________________________. What is Sumin doing? ① He is sleeping. What is Suzy doing? ① ② ③ ② He is eating dinner. 2. ② What is Lisa doing? ___________________________________.

aircraft carrier: fill up 5 boxes in a row horizontally or vertically. miss = mark X ④ Sink all the enemy ships to win. submarine : fill up 2 boxes in a row. ___ ___ sing____. (ex. 1. (not diagonally) ex) 2.Motions-Game 3 Battle ship ① Draw in 2 of each boat in your ocean. (X) LEVEL 3 46 ※ [Rewrite] → . ____________________. (6 ships total) ② Attack enemy ships by calling a square. Enemy's Ocean Bill Mark Kelly Diane Ben Kate A: What is Bill doing? Is he singing? B: Yes. ___ is rid___ a bike. ex) 3. ___ is ________.) ③ hit = mark O. he isn't singing. Ben is playing computer games. Bill Mark Kelly Diane Ben Kate ___ ___ reading books. he is singing. destroyer : fill up 4 boxes in a row. ex) My Ocean ___ is playing computer games. ____________________.(O) No.

47 LEVEL 3 . Name Nami Peter Ann Bill and Ted M y Picture She run .] Whatisshedoing?Sheisplayingcomputergames. M y Friend's Picture ※ [‘/’를 이용하여 띄어쓰기를 해봅시다.Motions-Task Information gap activity Nami eat read swim cook ______ <example> A: What is ____ doing? B: ____ is ____ing.

Make a book and introduce to your friends. Make a book LEVEL 3 48 .Motions-Art Project A.

K. I'm thinking now. Western Culture Good luck (행운이 있기를) Korean Culture Western Culture Korean Culture Good luck. I don't know.Body language A. 49 LEVEL 3 . Comparing the gestures in different cultures. _______________ _________________ B. Come here. Charades game(Gesture game).Motions-Culture Gesture . bad money O.

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SPORTS Sports is a topic elementary students like very much. to ask and answer about sports someone likes. They will also learn how to prohibit an action. students should have meaningful presentations of the key expressions and the chances to practice using these expressions in real life situations. . By learning English through familiar sports. students will have a lot of fun. In this topic. Also. to invite friends to play sports. To be able to use these expressions fluently. and to ask and talk about personal talents in sports. spring is a good season for sports. students will learn how to say names of different sports. The teacher and students can go out and have an English class playing some sports in the field. and to ask for help when injured.

z I like soccer. z I like soccer. do you like soccer? Yes. do Task 1 z Recognizing and saying the items for sports z We need a bat. please. L E V E L 1 Writing z Writing the names of sports z soccer Game 1 Game 2 z Identifying the sports my friends like z Asking and answering about the sports my friends like z I like soccer. run fast. Sounds good. I don't. Speaking Listening Reading L E V E L 3 Writing Game 1 Game 2 Story Task 1 Task 2 Art project z Asking and answering about the sports my friends like z Asking and answering about the personal talents in sports z Listening to and recognizing the sports my friends like and their personal talents in sports z Reading and recognizing the expressions of asking and answering about the sports their friends like and their personal talents in sports z Writing the expressions of talking about the sports I like and my personal talents in sports z Identifying the sports my friends like and their personal talents in sports z Identifying what sports my friends like and their personal talents in sports z Asking and answering about the sports my friends like and their personal talents in sports z Writing the expressions of talking about the sports my friends like and their personal talents in sports z Surveying and identifying the sports my friends like and their personal talents in sports z Talking about the sports I like and the personal talents in sports z z z z What sport do you like? I like soccer. run fast./ Sorry I can't. What sport do you like? I like soccer. Why do you like soccer? Because I can run fast. . / No. I can. Sounds good. Chant Role play Art project Culture z Speaking about the sports my friends like z Prohibiting something and asking help for injuries z Speaking about the sports I do z Comparing popular sports in different countries z Do you like soccer? z Don't do that.Contents Activities Speaking Functions z Saying the sports I play z I play soccer. Art project Culture z Making a dice and saying the expressions of suggesting and z Let's play soccer. z Why do you like soccer? Because I can run fast. Task 2 z Suggesting my friends of playing sports z Let's play soccer. I like soccer because I can run fast. I do. Chinese like ping-pong. Sounds good. Key Expressions z Minsu plays soccer. I do. Sounds good. Yes. Story z Asking and answering about the sports the talented people can z Can you play soccer? Yes. Game 1 z Suggesting playing sports z Let's play soccer. I don't. English like soccer. Sounds good. Speaking z Suggesting playing sports z Let's play soccer. responding z Comparing popular sports in different countries z Japanese like baseball. Why do you like soccer? Because I can What sport do you like? I like soccer. I don't. I can't. Listening z Identifying the sports my friends can do z Can you play soccer? Yes. I can. What sport do you like? I like soccer. Why do you like soccer? Because I can What sport do you like? I like soccer. I play soccer. Reading z Reading the suggestions of playing sports z Let's play soccer. Why do you like soccer? Because I can run fast. / No. do you like soccer? Yes./ Sorry I can't. I don't. Listening z Listening to and identifying what sports friends play Reading z Reading the names of sports z I like soccer./ Sorry I can't. L E V E L 2 Writing z Writing the suggestions of playing sports z Let's play soccer. Culture z Comparing popular sports in different countries z Canadian like skating. z z z z z z z z z z What sport do you like? I like soccer. Why do you like soccer? Because I can run fast. Game 2 z Suggesting my friends of playing sports z Let's play soccer. Because I can run fast. I can't. z I play soccer. I do./ Sorry I can't./ Sorry I can't./ No. I do. Americans like baseball. z What sport do you like? I like soccer./ No. help me./ No./ Sorry I can't./ No. z Koreans like soccer. run fast. Why do you like soccer? Because I can Hello! I'm Ji Sung-Park. Sounds good. z Wha sport do you like? I like soccer. Story z Talking about the sports my friends like z Do you like soccer? Yes.

C : Namsu plays badminton. "Yes. References 3 LEVEL 1 . z The teacher can introduce additional sports. My father plays baseball. [B] Have students point to each picture and read each word. B : I play baseball. D : Smith plays basketball. Objectives Students z To be able to say the sports they play Level focused z [Advanced] Have students use expressions like "Can you play soccer?". My mother plays tennis. z Make sure they talk in sentences." Functions z Saying the sports I play Key Expressions z I play soccer. Level focused z [Advanced] Let students use more expressions.LEVEL 1 SPORTS How to teach z [A] Have students listen to the dialogs and write the name of each person under the picture of the sports he plays. B : Tom plays baseball.) Reading : Let's read z To have students read the names of z [Supplementary] Let students review saying the names of the sports. Teacher Speaking : Let's speak z To have students say the sports they play z [B] Have students listen to the dialogs about their friends and circle the pictures of sports their friends can play. Teacher References z Make big copies of the pictures to show the students or to put on the board. (ex. sports friends play Key Expressions z Minsu plays soccer. Functions Objectives sports and find right pictures in the picture chart z To be able to read the names of sports Students and find right pictures in the picture chart z Reading the names of sports z I like soccer. I can't. How to teach z [A] Ask and answer about the names of the sports in the pictures. A : I play soccer.) z [Supplementary] Have students practice reading the words many times. I like soccer. z Have students practice saying what sports they can play in pairs. the sports and say what sports they play Objectives z To be able to know the names of the Students sports and to be able to say what sports they play Level focused identifying what Functions z Listening to and z [Advanced] Have students look at the words and say them in a sentence./ No. Listening : Let's listen z To have students know the names of Teacher Key Expressions How to teach [A] Have students read each word and write the numbers of the right pictures. (ex. z Introduce key expressions using the pictures on the worksheet. z I play soccer. z [B] Demonstrate and do the chant together. References z Dialog A : Minsu plays soccer. I can. z [Supplementary] Have students listen to the dialogs and try part [B].

Key Expressions z Do you like soccer? z Yes. z The teacher can add more sports. z Materials : scissors. z Have students survey the sports their friends like. and identify the sports their friends like. Teacher Objectives Students Functions References z Make big copies of the bingo table and the sports pictures with their names in big writing to show the students or to put on the board. I don't. z Students can write more words in their notebooks. z Have students cut the pictures and paste them in the chart. basketball.Sports z Make big copies of the pictures with the names of the sports to show the students or to put on the board. z Have students ask others about the sports they like. I do. I like soccer. sports they like or don't like. z Have students say "bingo" when they finish marking all the pictures with circles. and play more bingo. write the names of sports. z [Supplementary] Have students survey the sports their friends like again and practice the expressions. Game 2 : Bingo z To have students ask and answer about the sports they like z To be able to ask and answer about the sports they like z Asking and answering about the sports my friends like z Do you like soccer? z Yes. Teacher Objectives Students Level focused z [Advanced] Have students write the words in related expressions. / No. z Have students compare their tables with others when they finish number 2. Functions Key Expressions How to teach References z The teacher can make more puzzles. I don't. write the names of sports they like. Level focused z [Advanced] Have students make more bingo tables. z [B] Have students find the words in the puzzle. make extra copies of the tables for the students. Objectives Students z To be able to write the names of sports z Writing the names of sports z soccer. I do. / No. Teacher z To have students write the names of sports z [Supplementary] Have students identify the sports their friends like again and practice the expressions.) z [Supplementary] Have students write the words again and practice writing. have students circle yes or no to indicate the LEVEL 1 4 . glues How to teach z For number 1. z Make extra copies of the bingo tables and the pictures of sports with names for the students to use. Game 1 : Survey z To have students identify the sports their friends like z To be able to identify the sports their friends like z Identifying the sports my friends like z I like soccer. (ex. z If necessary. Writing : Let's write Level focused z [Advanced] Have students make more tables. baseball References z Make a big copy of the table with the pictures of sports to show the students or to put on the board. Functions Key Expressions How to teach z [A] Have students trace the words and write the missing letters in the boxes.

" z [Supplementary] Have students practice the expressions. please. "Don't do that. Role play : Let's role play z To have students understand and say the expressions to prohibit something and to ask for help z To be able to understand and say the expressions to prohibit something and to ask for help z Prohibiting something help for injuries z Don't do that. "Sure. z Help me. and "Sure. and "Sure. and asking for Level focused Objectives z [Advanced] Have students add more to the story or make a new story.". z Have students say "Don't do that. How to teach z Have students sit closely and let them know it's time for a story. "Don't do that. "Help me." in the situations of dangerous behaviors. Objectives z To be able to ask about the sports Students their friends like with a story and understand it z Talking about the sports my friends like z Do you like soccer? z Yes. z Have students cut the pictures of sports in the boxes. z After listening 1 or 2 times. Chant : Let's chant z To have students talk about the sports their friends like z To be able to talk about the sports their friends like z Speaking about the sports my friends like z Do you like soccer? Teacher Objectives Students Level focused z [Advanced] Have students make a story and do a role play using the expressions. z [Supplementary] Give a sports flash card to each student. z No. z Have students chant with the teacher.". (ex. I don't. please. z Have students ask for help and respond with each other with the expressions. z Show sports flash cards or put them on the board and have students practice the expressions in order. I do/ No. have students make a role play with the story. "Help me.". References z Make big pictures of the sports in the work sheet and do plastic coating on them and have students chant stamping on them. "Help me. I like soccer. please. Functions Teacher Students References z If it is possible.". z Point to each sports flash card while telling the story to help students understand the story better. z Have students repeat the chant part by part.". z [Supplementary] Let students chant again with motions and practice the chant." in the situations of asking for help for injuries and write helper's name. Then have them line up in the order of the story and tell the story. I don't.Teacher's Guide Story : Do you like soccer? z To have students ask about the sports their friends like with a story and understand it z Yes. Functions Key Expressions Level focused z [Advanced] Let students make a new chant or change some parts of the chant. I like badminton. z Sure. please. z [B] Shows students scenes such as asking for help for injuries. encourage students to speak out the story in pairs. I do. big elephant) z Materials : scissors. z The teacher can replace the names of sports in the story after some practice to make it more interesting. z Ask students to cut out the right pictures and paste them in the boxes. a paster Key Expressions How to teach z [A] Show students scenes such as playing soccer on the road." Functions Key Expressions 5 LEVEL 1 . z Have students think if it is appropriate or not. z It is a good idea to change the animal in the story. Teacher How to teach z Have students look and listen to the chant.

z Have students present their sports books to their friends. and write the names of sports in "I play . the first crease line. Fold the paper lengthwise again. I can play soccer." sentence. z Have students cut out the pictures of sports they like and paste them on their books. Hold the two ends of the paper and push your hands together to spread out. Push the sections all the way together and fold the front over. "Yes.(The thick line on the worksheet.) Objectives Students Functions Key Expressions When you open the paper. How to teach z Have students cut the book along the outermost solid line. Level focused z [Advanced] Have students ask and answer each other such as "Can you play soccer?". z Americans like baseball. z Have students speak about the sports they can play.) References z Materials : colored pencils. scissors or craft knifes z Directions : Culture : A sports world z To have students understand that the Teacher popular sports in Korea and the U. in half way up to Teacher z To have students make their sports books and speak about them z To be able to make a sports book and speak about it z Speaking about the sports I play z I play soccer. Key Expressions z Comparing popular sports in different countries z Koreans like soccer. Objectives z To Students be able to understand that the popular sports in Korea and the U.S.S." z [Supplementary] Have students use dictionaries to write the names of additional sports and practice the expressions. glue Art project : My sports book Cut a slit starting at the folded edge. z Have students make a slit along the solid line in the middle. LEVEL 1 6 . I can't play soccer.A.A. you can see a slit in the center." or "No. (quoted from "동화로 가르치는 초등영어" by Munjin Media. are different Fold the paper in half widthwise. are different Functions Fold the paper in half the opposite direction and fold in half one more time.Sports References z Materials : scissors.

S.A. References z Make a big copy of the worksheet to show the students or to put on the board. again and practice the expressions.A.S. pictures of sports 7 LEVEL 1 . z [Supplementary] Have students talk about the different sports that are popular in Korea and the U. z Materials : a world map. Level focused z [Advanced] Have students find and talk about more popular sports in Korea and the U. z Have students draw lines to connect the sports to the country they are popular in. z Have students say the differences between popular sports in Korea and the U.S.A.Teacher's Guide How to teach z Show the pictures of sports Koreans and Americans like the most.

.Sports-Speaking Let's speak A. . B. . . . LEVEL 1 8 ※ 나는 어떤 sports를 좋아하는지 말해볼까요? 1) 2) 3) 4) 5) . Chant. . I play what! what! what! I play I play what! what! what! what! I play . B : I play basketball. . A : I play soccer. . Look and Say. I play what! I play I play what! what! I play .

Sports-Listening Let's listen A. Listen and write. Listen and circle. 9 LEVEL 1 . B.

Sports-Reading Let's read A. soccer aseball basketbal b dminton ping-pong t nnis wimming skating LEVEL 1 10 ※ I like . Point and read. I like . Read and find. . ⓐ soccer ( ⓑ badminton ( ⓒ ping-pong ( ⓓ swimming ( ⓔ skating ( ⓕ baseball ( ) ) ) ) ④ ⑤ ⑥ ) ) ① ② ③ B.

Find and circle. soccer ※ 다음을 적절히 끊어(/) 읽어봅시다.Sports-Writing Let's write A. Trace and write. swimming. Do/youlikeswimming? 11 LEVEL 1 . socc base bad sketball B. badminton. s b b e g a a f s s d b k w m t a i i a t m n z i ing ing n i o o g n n c l g k c l c s e g o l r m t s skating.

☹ ☹ ☹ ☹ ☹ ☹ ☹ ☹ LEVEL 1 12 ☹ ☹ ☹ ☹ ☹ ☹ ☹ ☹ ※ ① ②①③④ ⑤⑥⑦③④⑧⑤⑥②②. Circle Yes or No. Ask and circle Yes or No.Sports-Game 1 Survey 1. I don't. A : I like soccer. A : Do you like soccer? B : Yes. / No. 2. . I do.

BINGO ✄ soccer baseball basketball badminton ping-pong tennis swimming skating 13 LEVEL 1 .Sports-Game 2 Bingo A : Do you like soccer? B : Yes. I don't. I do. / No.

White bear! White bear! Do you like baseball? No. ✄ LEVEL 1 14 . White bear! White bear! Do you like swimming? Yes. I like swimming. I don't. I do. I don't.Sports-Story Do you like soccer? White bear! White bear! Do you like soccer? No.

공을 이용하지 않는 운동은 No. I like soccer. I like badminton. I do. Point and say. I do. [Do you like ?] 15 LEVEL 1 .Sports-Chant Let's chant A. )? )? ※ 다음 중 공을 이용하는 운동은 Yes. I don't. soccer baseball basketball badminton ping-pong B. I like ( ( )! ( )! ( No.로 대답해봅시다. ( )! ( )! ( Yes. I don't. Chant. I like ( )! Do you like ( ). Baseball! Baseball! Baseball! Do you like baseball? No. I do. tennis swimming skating Soccer! Soccer! Soccer! Do you like soccer? Yes. I don't. )! Do you like ( ).

[Do you like ?] .로 대답해봅시다. I do.Sports-Role play Let's role play A. I don't. Match and say. ✄ Glue Glue Glue Glue B. S로 시작하면 No. LEVEL 1 16 ※ 다음 중 B로 시작하면 Yes. Paste and say.

Sports-Art project My sports book ✄ 17 LEVEL 1 .

Sports-Culture A sports world ● soccer baseball basketball badminton skiing skating swimming tennis ● ● ● Americans ● ● ● ● Koreans ● ● LEVEL 1 18 .

friends to play sports z To be able to suggest to their friends to play sports z Suggesting to play sports z Let's play soccer. z [B] Have students suggest to their friends to play a sport. [B] Have students check the sports they like to play in the worksheet on the left side." z [Supplementary] Have students practice the expressions to make and accept suggestions with their friends. I can't play soccer. I can. Reading : Let's read z To have students read the expressions Teacher to suggest to play sports and to find Listening : Let's listen z To have students know the sports their friends can play z To be able to know the sports their friends can play z Identifying the sports my friends can play z Can you play soccer? Key Expressions z Yes. B : Sounds good. z Have students compare their charts with each other. A : Let's play soccer. z Sorry. I can't. How to teach z [A] Ask students the names of the sports in the pictures. I can't. z No. B : Hello! Sumi. Suggest to their friends to play each sport and check the sports their friends like to play on the right side. B : Hello! John. Sorry. 19 LEVEL 2 . I can't. I can't. B : Sounds good. Objectives Students Functions Key Expressions z Sounds good. I can't. References z Make big copies of the pictures of sports to show the students or to put on the board. A : Let's play soccer. How about baseball?) z [Supplementary] Have students check the pictures of sports their friends like to play again. I can't. I can. B : Sorry.LEVEL 2 SPORTS How to teach [A] Have students listen to the dialogs and connect the dialog Teacher Speaking : Let's speak z To have students suggest to their picture with the correct sport picture. z Dialog 2 A : Hello! Tom. Key Expressions z Sounds good. the corresponding pictures Objectives z To be able to read the expressions to Students suggest to play sports and find the corresponding pictures Teacher Objectives Students Functions z Reading sports the suggestions of playing Functions z Let's play soccer. I have a piano lesson. z Have students circle the picture of the sport their friends like to play in the chart and write their names. A : Let's play basketball. Level focused z [Advanced] Have students use more expressions like "Sorry. I can't. Level focused z [Advanced] Have students use more expressions. z Sorry. z Have students use additional sports to invite their friends to play together. (ex. z Introduce key expressions using the sports in the pictures. z Have students practice the expressions in pairs. / No. References z Dialog 1 A : Hello! Mike. A : Can you play soccer? B : Yes.

Key Expressions z Sounds good. glues Functions Students Writing : Let's write How to teach z Have students pair up for the game. The first student puts a paper clip at the center of the spinner and holds it with the tip of a pencil. z Have students use additional sports in the expressions to suggest to play sports. I can't. The first student flicks the clip and makes a suggestion to play the sport the clip points to. z The teacher can have students write more words in their notebooks. After each person has taken 5 turns. add up the scores and write the total. z Have students cut the pictures and paste them under the matching expressions. z Materials : scissors. z Have the students write their names in the score board. z [Supplementary] pictures. Objectives Have students read the expressions to Teacher Game 1 : The spinner game z To have students make suggestions to play sports z To be able to make suggestions to play sports z Suggesting playing sports z Let's play soccer. z [B] Have students find the words in the words puzzle. z [Supplementary] Have students write the names of sports again and practice writing them many times. This is their score. Level focused z [Advanced] Have students read the expressions to suggest to play sports written on the board or on the paper.Sports How to teach [A] Have students read each expression and find the right picture. References z The teacher can make more incomplete sentences. suggest to play sports again and practice reading without the References z Make big copies of the pictures of sports to show the students or to put on the board. Each pair should decide who goes first. If they can say the expressions correctly. Teacher z To have students write the expressions to suggest to play sports z To be able to write the expressions suggest to play sports z Writing sports z Let's play soccer. z The teacher also can have students make their own incomplete sentences for their partner to complete. the suggestions to Objectives Students Functions Key Expressions Level focused How to teach z [A] Have students trace the sentences and complete the sentences. z Make more copies of the pictures of sports and have students use them. [B] Have students complete the dialogs and read them. z [Advanced] Have students use more pictures or names of sports they like. z [Supplementary] Have students practice making suggestions to play sports. Level focused z [Advanced] Have students write the expressions to suggest to play sports and the two responses. pencils LEVEL 2 20 . z Sorry. z Materials : clips. they can write the of playing number written in the space in the score board. The student with the higher score wins. References z Make a big copy of the spinner to use in class. z Explain how to play the game.

→ P. I have a piano lesson. z Materials : scissors. → E. z Have the students cut and paste the picture of sports star in the right picture. → S. z The student who takes 3 spaces first wins the game. → G. z The student can write his or her name in the space his clip points to. copy more pictures of sports and have students use them. z Tell the story while pointing at the flash cards to help them understand the story better. I can't. → F. have them stand in order and tell the story. → O. z Have students sit closely and have them know it's time for a story. I can. (ex. → A. References z Make a big copy of the game board to put on the board. → Y. z If it is possible. z Show sports flash cards or put them on the board. z After listening 1 or 2 times. Level focused z [Advanced] Have students use more expressions in the games. Level focused z [Advanced] Have students add more to the story or make a new story. z Say the expression to suggest to play the sport the clip points to. References z It is a good idea to have students do a role play with the story. He or she loses a turn if the clip points to the 'bomb' space or if the space is already taken by the other student. You should check carefully the different end of the lines. Sorry. z Materials : clips or coins z How to solve the quiz : codes of the quiz show each locations of letters. Here are answers for the quiz.Teacher's Guide Game 2 : Flip the finger game Story : Can you play soccer? Teacher z To have students suggest their friends to play sports Teacher z To have students ask and answer about playing sports with a story z To be able to ask and answer about playing sports with a story Objectives Students Objectives Students z To be able to suggest their friends to play sports Functions z Suggesting my friends of playing sports Functions z Asking and answering about the sports the sports stars can play z Can you play soccer? z Let's play soccer. How to teach How to teach z Put a clip on 'START' and flip the clip with your finger. Task 1 : Making a shopping list Objectives Teacher z To have students recognize and say the items for sports ∴ Let's play golf. Key Expressions z Sounds good. encourage students to speak out the story in pairs. Key Expressions z Yes. z Sorry. glues ( → L. 21 LEVEL 2 . I can't. z [Supplementary] After giving a sport flash card to each student. Have students find letters in 'clues for the quiz' box at first. I can't. z No. and have students practice the expressions to make suggestions to play sports and the responses. z It is a good idea to change the names of sports and sports stars in the story.) z [Supplementary] Have students play the game again and practice the expressions. z Have students talk about the sports star in the left space.) → T.

z Have students practice the expressions to suggest to play sports and respond with their die. back=+1) Level focused z [Advanced] Have students make lists of items for more sports. z Have students make pairs or groups and play the game. I can't. z [Supplementary] Have students make lists of items for sports again and practice the expressions. Functions Key Expressions z Sounds good. z Sorry. make more boards or change the pictures of sports and have students play again. he or she loses a turn. References z Make a big copy of the game board to put on the board. Key Expressions z Sounds good. z Sorry.Sports z The students who flip the coin must say the suggesting Students z To be able to recognize and say the items for sports z Recognizing and saying the items for sports z We need a bat. scissors. The student reaches the destination first is the winner. How to teach z Have students think about the list of items for sports. How to teach z Show students the game board and tell them how to play the game. he or she lose a turn. z Have students show and share their lists. Functions Key Expressions Level focused z [Advanced] Have students add more names or pictures of sports to the game board. My father is sick. z Make a big copy of the list of items for sports to show the students or to put on the board. z Materials : coins(front=+2. Teacher z To have students suggest their friends to play sports doing board games z To be able to suggest their friends to play sports doing board games z Suggesting my friends of playing sports z Let's play soccer. If his or her suggestion or response is not correct.". I can't. / Sorry. z [Supplementary] Have students play the game again and practice the expressions. Level focused z [Advanced] Have students use more expressions like "Let's play soccer this afternoon. z If it is possible. z Have students paste the pictures of sports they like on the faces of the die. If the student lands on the 'boom'. Art project : Making a dice References z The teacher could have students make and do role plays with the list of items for sports. Objectives Students How to teach z Have students cut out the die along the outline. expression and response correctly according to the picture he or she moved to. I can't." LEVEL 2 22 . I can't. and "Sorry. z Have students cut and paste or draw the pictures of items for the sports. z Have students use dictionaries if they want to. glues Students Teacher z To have students make a die and practice the expressions of suggestion and the responses Objectives z To be able to make a die and practice the expressions of suggestion and the responses z Making a die of and saying the and Task 2 : Board game Functions expressions responding suggesting z Let's play soccer. z Materials : colored pencils.

z Materials : a world map. z Have students talk about the different sports popular in Japan and China. How to teach z Show the pictures of popular sports in Japan and China. References z Make a big die to show the students. z Chinese people like ping-pong.Teacher's Guide z [Supplementary] Have students practice the expressions to suggest to play sports and respond with their die again. z Have students know and say the names of the sports. pictures of the sports 23 LEVEL 2 . z Materials : scissors or craft knives. z [Supplementary] Have students know and talk about the different popular sports in Japan and China again and practice the expressions. References z Make a big copy of the worksheet to show the students or to put on the board. glues Culture : A sports world z To have students understand that the Teacher popular sports in Japan and China are different Objectives z To Students be able to understand that the popular sports in Japan and China are different Functions z Comparing popular sports in different countries Key Expressions z Japanese people like baseball. Level focused z [Advanced] Have students find and talk about other popular sports in Japan and China.

Sports-Speaking Let's speak A. A : Let's play soccer. I can't. play basketball Let's . B : Sounds good. Suggest and circle. LEVEL 2 24 ※ Unscramble. . B. Look and say. A : Let's play soccer. B : Sorry.

※ 다음 표정에 알맞게 대답을 해 봅시다. Listen and match. [ Can you play soccer?] [ ] 25 LEVEL 2 . • 1) • • • 2) • a • B. Listen and check.Sports-Listening Let's listen A.

A : B : Sounds good. B에서 그림의 모양이 다른 활동을 찾아 써 봅시다. Read. I can't. baseball. A : B : Sorry. A : Let's play ________ . A : basketball. I can't. B : Sorry. LEVEL 2 26 ※ 다음 중 위의 문제 A.Sports-Reading Let's read A. Let's play pingpong. A : Let's play ________ . . Let's play tennis. cut and paste. Let's play badminton. Let's play basketball. B. . A : B : Sounds good. Let's play baseball. Let's play soccer. I can't. B : Sounds good. Let's play s . Complete and read. . B : Sorry.

basketbal Let's play . B. o u d s n s e a g r t 27 LEVEL 2 . Let's play . Trace and write. basketball. baseball. . soccer. Find and circle. . soccer. volleyball ※ Unscramble. g o l f g o l v d b a o b a s l a s o l s k c e e e c y b t e b a b r a l a k l l l s l f l n b l. golf.Sports-Writing Let's write A.

B : Sounds good./ Sorry. 1 5 6 0 3 Boom! 0 4 2 Name A.15.1.( Times ) ) 1 2 3 4 5 Total LEVEL 2 28 ※ 19.14 ' 20 .18.Sports-Game 1 The spinner game A : Let's play soccer.25 9 3.( B. I can't.18.

Sports-Game 2 Flip the finger game A : Let's play soccer. I can't./ Sorry. Y E F ☹ G L ☹ T A ☹ ☹ S P START ☹ ☹ ☹ O ※Clues for the quiz! → ※ →L → →E . 29 LEVEL 2 ' . B : Sounds good.

Sports-Story Can you play soccer? Ji Sung Park! Ji Sung Park! Let's play soccer. I can play badminton. Seri Park! Seri Park! Let's play golf. I can. I can't play golf. Can you play soccer? Yes. I can play soccer. I can. ✄ LEVEL 2 30 . I can't. Can you play badminton? Yes. Yong Dae Lee! Yong Dae Lee! Let's play badminton. Can you play golf? No.

Paste List Draw Sports soccer baseball ✄ soccer ball shoes glove baseball basketball skates racket bat 31 LEVEL 2 . B : Sounds good.Sports-Task 1 Making a shopping list A : Let's play soccer. B : Let's go shopping. A : We need a soccer ball.

. B : Sounds good. Let's play g____. Start! ☺ ☹ ☺ -2 ☺ ☺ ☺ ☹ ☺ ☺ ☺ ☺ ☺ ☹ LEVEL 2 32 ※ 말판에서 한 번씩 등장한 운동을 찾아 제안하는 말을 써 봅시다. Let's play t______. I can't.Sports-Task 2 Board game A : Let's play soccer./ Sorry.

B : Sounds good. 1 2 3 5 6 · 4 ✄ 33 LEVEL 2 ./ Sorry. I can't.Sports-Art project Making the dice A : Let's play soccer.

Sports-Culture A Sports world ● soccer baseball basketball badminton skiing skating ping-pong tennis ● ● ● Japanese ● ● ● ● Chinese ● ● LEVEL 2 34 ※ Which sports do Koreans like? .

badminton. (ex. How to teach z [A] Ask students about the pictures of sports and personal talents. z [B] Have students ask and answer about the sports they like and their personal talents in sports while pointing at the sports pictures and the personal talents pictures. throw very well.LEVEL 3 SPORTS Listening : Let's listen z To have and students their personal listen talents and in Speaking : Let's speak z To have students ask and answer about Teacher the sports their friends like and their personal talents in sports Objectives Teacher understand the sports their friends like sports Objectives z To be able to ask and answer about the Students z To be able to listen and understand Students sports their friends like and their the sports their friends like and their personal talents in sports personal talents in sports z Asking and answering about the sports Functions my friends like and their personal Functions z Listening sports my to and friends recognizing like and the their talents in sports personal talents in sports z What sport do you like? Key Expressions z I like soccer. swim very well. z Have students make pairs and decide the order of asking.) z [Supplementary] Have students review how to ask and answer about the sports they like and their personal talents in sports. and choose the right pictures again. and practice the expressions. A : What sports do you like? B : I like basketball.) z [Supplementary] Have students listen to the expressions about the sports their friends like and their personal talents in sports. A : Why do you like basketball? B : Because I can jump high. z Dialog 2 35 LEVEL 3 . z Introduce more sports and personal talents to the students. z Have students choose a sports card and a talent card. (ex. z Introduce key expressions using the pictures on the worksheet. z Because I can run fast. z Why do you like soccer? z Why do you like soccer? z Because I can run fast. References z Make big copies of the sports pictures to show the students or to put on the board. I like basketball because I can run fast and jump high. Level focused z [Advanced] Have students listen to more expressions about the sports their friends like and their personal talents in sports. swimming) How to teach z [A] Have students listen to the dialogs and choose the right pictures. Level focused z [Advanced] Have students use more expressions according to their levels. References z Dialog 1 A : What sport do you like? B : I like basketball. I like basketball because I can run fast and jump high.) z Have students practice the expressions in pairs. z What sport do you like? Key Expressions z I like soccer. z Materials : scissors. and choose the right pictures. glues A : Why do you like basketball? B : Because I can jump high. z Have students ask and answer about the sports their friends like and their personal talents in sports. z [B] Have students play games using sports pictures and personal talent pictures. (ex. and choose right pictures. (ex. and ask and answer about the sports their partners like and their personal talents in sports according to the cards. baseball.

Students to talk about the sports they like and their personal talents in sports z To be able to write the expressions to talk about the sports they like and their personal talents in sports Reading : Let's read z Writing the expressions of talking about Functions the sports I like and my personal talents in sports z To have students read and recognize Teacher Key Expressions z I like soccer. Game 1 : Ladder game personal talents and expressions. expressions to ask and answer about the sports their friends like and their personal talents in sports z Reading and recognizing the expressions Functions of asking and answering like about and the their Level focused z [Advanced] Have students use more expressions like "Let me introduce a sports star to you. z Materials : pictures of sports stars Level focused z [Advanced] Have students use more pictures of sports." z [Supplementary] Have students practice writing the expressions to talk about the sports they like and their personal talents in sports. z Why do you like soccer? z Because I can run fast. the expressions to ask and answer about the sports their friends like and their personal talents in sports Objectives z To be able to read and recognize the Students How to teach z Have students find the words in the word search and complete the sentences. z Have students write an introduction of a sports star and paste the picture of the sports star. LEVEL 3 36 . sports their friends personal talents in sports z What sport do you like? Key Expressions z I like soccer. z [Supplementary] Have students practice reading the expressions to ask and answer about the sports their friends like and their personal talents in sports. Functions friends like and their personal talents in sports z Identifying the sports my friends like and their personal talents in sports z What sports do you like? Writing : Let's write Key Expressions Objectives Teacher z To have students write the expressions z I like soccer. z [B] Have students complete each expression and read the dialog.Sports A : What sport do you like? B : I like soccer. z Because I can run fast. z Have students make their own incomplete sentences. A : Why do you like soccer? B : Because I can run fast. and introductions of sports stars. References z The teacher can make more incomplete sentences on the board and have the students complete them.". Objectives Teacher z To have students identify the sports their friends like and their personal talents in sports z To be able to identify the sports their Students References z Make big copies of the sports pictures and the sentences to show the students or to put on the board. z Why do you like soccer? z Because I can run fast. How to teach z [A] Have students read each sentence and write the letters of right pictures for each sentence. and "Because he can run fast and jump high.

z Have students say "bingo"' when they finish marking all the pictures with circles. and have the students practice the expressions to ask and answer about the sports their friends like and their Key Expressions How to teach z Have students cut and paste the pictures of sports and the personal talents in sports in the bingo chart. z Materials : scissors. encourage students to speak out the story in pairs. z Show the sports flash cards and the personal talents flash cards. of sports they like and more personal talents in sports. z After listening 1 or 2 times. personal talents in sports. z Play the ladder game in pairs. z Make more copies of the bingo tables for the students to use. line them up in the order of the story. groups or as a whole class. Level focused z [Advanced] Have students add more to the story or make a new story. z Tell the story while pointing at the flash cards to help students understand the story better. z Why do you like soccer? z Because I can run fast. References Level focused z [Advanced] Have students use names of more sports they like and more personal talents in sports. Why do you like soccer? Because I can run fast. and find out what sports their friends like and their personal talents in sports. z Asking and answering about the sports Functions my friends like and their personal talents in sports Objectives Students z What sport do you like? Key Expressions z I like soccer. z Have students ask and find out what sports their friends like and their personal talents in sports.Teacher's Guide z [Advanced] Have students make more bingo tables. glues References z Make a big copy of the worksheet to show the students or to put on the board. and have them Level focused 37 LEVEL 3 . write the names How to teach z Have students identify the sports their friends like and their personal talents in sports by playing a ladder game. z [Supplementary] Give a flash card related to the story to each student. z [Supplementary] Have students identify the sports their friends like and their personal talents in sports again. z Make big copies of the bingo table and the pictures of sports and personal talents in sports to show the students or to put on the board. Story : Why do you like soccer? z To have students ask and answer about Teacher the sports their friends like and their personal talents in sports with a story Objectives Game 2 : Bingo Students z To be able to ask and answer about the sports their friends like and their personal talents in sports with a story Teacher z To have students identify what sports their friends like and their personal talents in sports z To be able to identify what sports their friends like and their personal talents in sports z Identifying what sports my friends like and their personal talents in sports z z z z What sports do you like? I like soccer. and practice the expressions. z Make more copies of sports pictures and the pictures of personal talents. z [Supplementary] Have students practice asking what sports their friends like and their personal talents in sports. Functions How to teach z Have students sit closely and let them know it's time for a story.

Level focused How to teach z Have students make the letters of introduction of sports stars. The chart will eventually look like a bar graph. z Why do you like soccer? z Because I can run fast.Sports tell the story." z [Supplementary] Have students write the letters of introduction of other sports stars and practice the expressions. z [Supplementary] Have students survey the sports their friends like and their personal talents in sports again. z Have students return to their seats when they complete their surveys. z It is a good idea to change the names of sports stars. glues References z Have students make and do a role play with their letters of introduction of sports stars. z Materials : scissors. z To have students survey and identify References z Have students make role plays with the story. References z Make big copies of the survey chart and the pictures to show the students or to put on the board. z Have students move around the classroom and survey the sports their friends like and their personal talents in sports. z Have students use a dictionary if they need to. and the personal talents in sports. glues Teacher Art project : My sports park z To have students talk about the sports they like and their personal talents in sports z To be able to talk about the sports they like and their personal talents in sports z Talking about the sports I like and my Objectives Students Task 2 : Survey Functions LEVEL 3 38 . Because I can run fast. z Have students present their charts. I like soccer. and practice the expressions used in the survey. z [Advanced] Have students survey more sports their friends like and other personal talents in sports." and "I can run fast and jump high. Level focused z [Advanced] Have students use more expressions like "My name is Ji Sung Park. z Have extra copies of survey charts and pictures for the students. sports. Objectives Teacher the sports their friends like and their personal talents in sports z To be able to survey and identify the Students sports their friends like and their personal talents in sports z Surveying and identifying the sports my Task 1 : My sports stars Functions friends like and their personal talents in sports z What sport do you like? Teacher z To have students write the expressions to talk about the sports their friends like and their personal talents in sports z To be able to write the expressions to talk about the sports their friends like and their personal talents in sports Key Expressions z I like soccer. z Materials : scissors. z Have students show and share their letters of introduction of sports stars. Objectives Students How to teach z Have students cut and paste the pictures of sports and the personal talents in sports at the bottom of the charts. talent. z Have students draw circle on top of the pictures everytime they find a friend who likes each sport or who have each athletic Functions z Writing the expressions of talking about the sports my friends like and their personal talents in sports Key Expressions z z z z Hello! I'm Ji Sung Park.

Teacher's Guide personal talents in sports z z z z This is a sports park. and make and decorate their sports parks. z Have students know and say the names of the sports. References z If it is possible. 39 LEVEL 3 . z Have students present their sports parks to their friends. and practice the expressions. z Have students write the expressions to talk about the sports they like and the personal talents they have in sports. z Materials : scissors. Key Expressions How to teach z Have students cut and paste the pictures of sports in the boxes." z [Supplementary] Have students use dictionaries to write the expressions and practice the expressions. I like soccer. Because I can run fast. z Materials : a world map." and "Because I can run fast and jump high. Key Expressions How to teach z Show the pictures of the popular sports in Canada and England. z Have students talk about the different sports popular in Canada and England. Level focused z [Advanced] Have students find and talk about more popular sports in Canada and England. z English people like soccer. References z Make a big copy of the worksheet to show the students or to put on the board. pictures of the sports Level focused z [Advanced] Have students write more expressions like "This is my wonderful sports park. glues. This is a soccer field. colored pencils Culture : A sports world z To have students understand that the Teacher popular sports in Canada and England are different Objectives z To Students be able to understand that the popular sports in Canada and England are different Functions z Comparing popular sports in different countries z Canadians like skating. copy more pictures of sports and have students use them. z [Supplementary] Have students know and talk about the different sports popular in Canada and England again.

B. Play the card game. Why do you like soccer? Because I can run fast.Sports-Speaking Let's speak A. Look and say. A B A B : : : : What sport do you like? I like soccer. ✄ LEVEL 3 40 .

A : What sport do you like? B : I like .Sports-Listening Let's listen A. Listen and check(✔). Listen and point. A : Why do you like baseball? B : Because I can . [ What/sportsdoyoulike?] 41 LEVEL 3 . ※ 적절히 끊어(/) 읽어 봅시다. B.

Complete and read. A : Why do you like soccer? A : Why do you like baseball? A : Why do you like basketball? B : Because I can __________ . ( □ I can ski very well. A : What sport B : I like soccer. ? A: B: do you like? baseball. LEVEL 3 42 ※ Unscramble. B : Because _______________ . Read and find. ( ▽ I can dance very well. do like ? you Why baseball . ☆ I can run fast. ( a b c d e f B. B : Because I can __________ .Sports-Reading Let's read A. A: B : I like ? . ( ) ) ) ○ I can jump high. ( ◎ I can throw very well. ( ) ) ) △ I can swim very well.

He likes soccer. Because he can jump high. Find and write. Because e r u n f v f a s t e h i g h r b b s b y a e o a w s c c s e e a c k l b u e e l a s r t j l e k b u l o s a m f w n l p l i k e q u h m g r B.Sports-Writing Let's write A. I like Because I can basketball. Introduce a sports star. 43 LEVEL 3 . ※ I like because I can high. Because he can run fast. This is Ji Sung Park.

R U N F C H X B P D E G A S I T O LEVEL 3 44 ※ 사다리가 지나오면서 말이 되는 것을 찾아 읽고 빈 칸에 들어갈 운동 종목을 써 봅시다. : Why do you like soccer? : Because I can run fast.. .. I like ______ because I can ..Sports-Game 1 Ladder game A B A B : What sport do you like? : I like soccer.

Why do you like soccer? Because I can run fast.Sports-Game 2 Bingo A B A B : : : : What sport do you like? I like soccer. BINGO ✄ soccer baseball badminton basketball run fast jump high run fast jump high 45 LEVEL 3 .

ark! What sport d I like socce Why do you like soccer? Because I can run fas Yong Dae Lee! Yong Dae Lee! What sport do you like? I like badminton. . Why do you like badminton? Because I can jump high.Sports-Story Why do you like soccer? ☺ ☺ ☺ ☺ Ji ung Park! Ji Sung you like? . What do you like? . LEVEL 3 46 ※ 문제를 찾아 자신의 생각대로 대답해 봅시다.

Sports-Task 1 My sports stars Hello! I'm I like . ____________________________ . Hello! I'm I like . Because I can _______________ . . Hello! . Because I can _______________ . ✄ 47 LEVEL 3 . _______________ swim very well. . . Hello! . .

Sports-Task 2 Survey A : What sport do you like? B : I like soccer. 10 9 8 7 6 5 4 3 2 1 수 특 기 ✄ LEVEL 3 48 . 10 9 8 7 6 5 4 3 2 1 수 운 동 A : Why do you like soccer? B : Because I can run fast.

Sports-Art project My sports park ✄ 49 LEVEL 3 .

Sports-Culture A sports world ● soccer baseball basketball badminton skiing skating ping-pong tennis ● ● ● Canadians ● ● ● ● English ● ● LEVEL 3 50 ※ 다음을 적절히 끊어(/) 읽어 봅시다. [Canadians/likeskating.] .

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grandma. students will learn more words about family members(father. Students have many chances to talk about their family members everyday. jobs. and hobbies.FAMILY Life is all about human relationships and family is the closest relationship students have. mom. grandpa. . In Level 3. students will study how to describe their family members including their ages.).). Also. they will learn how to introduce their family members to others. grandfather. etc. In Level 2. In Level 1. etc. students will learn about the words for family members(dad. grandmother. This topic will help to enhance students' understanding about family members and build healthy relationship with them. mother. aunt. They will also learn how to ask and answer about the ages of the family members.

Listening z Understanding the expressions of family members' ages z How old are you? I'm 7 years old.Contents Activities Speaking Functions z Introducing family members to my family Key Expressions z This is my family. members' ages Writing 2 Role play z Identifying and writing the vocabulary of family members z Introducing family members to others through a role play z grandfather. Her hobby is cooking. L E V E L 2 Writing z Writing numbers from 30 through 90 z Writing the phrases about telling the family members' ages z This is my mother. L E V E L 1 Reading z Reading the words for family members z This is my brother. aunt z I'm her father. She is 39 years old. brother. She is cooking for me. z This is my father. dad. She is seven years old. grandma. Reading z Understanding the expressions of describing family members z This is my sister. baby z Introducing family members to my friends using finger puppets z This is my mom. grandpa. etc. Art project z Telling my dream family members in detail z She is a housewife. z How old is he/she? He/she is 16 years old. z This is my mother. my. Reading z Reading the expressions of asking and answering the ages of family members z How old is your father ? My father is 40 years old. Song Role play z Introducing family members by singing a song z daddy. mom. brother. brother. Writing z Writing correct missing letters of the words for the family z This is my dad. Speaking z Describing family members z This is my father. z This is my father. His/her hobby is cooking. Culture z Understanding how other countries count ages z How old is he/she? / He/She is 40 years old. He is 38 years old. dad. Culture Speaking z Understanding differences between ‘I’ and ‘We’ z Asking and answering the ages of the family members z I. z I will cook for you. Writing z Writing the information of family members z My mother is 51 years old. . mother. mother. He is a doctor. grandpa. How old is your grandfather? Story z Understanding the expressions of asking and answering family z How old is he/she? He/she is 40 years old. sister. mother. Role play z Describing my family members to others z How old is he/she?/ He/She is 40 years old. She is a teacher. mommy. Story z Understanding the expressions describing family members z How old is he/she?/ He/She is 40 years old. z I will wash the dishes. we. father. brother. Listening z Understanding the expressions of introducing family members z This is my dad. Listening z Identifying who is describing in the dialog z He/she is 47 years old. This is my dad. Nice to meet you. mom. sister. our z How old are you? / I'm 10 years old. Game 2 z Understanding the words about family members z This is my dad. Culture z Comparing Parents' day between different countries through giving thanks to parents z This is my mother. grandma. members Game 1 z Introducing family members to my family z This is my older/younger sister. z This is my father. z How old is he/she? / He/She is 40 years old. Game 1 z Asking and answering family members' ages Game 2 z Asking and answering the ages of family members z My grandfather is 66 years old. She is 45 years old. Nice to meet you. z I will shine shoes for you. Story z Understanding the expressions of introducing family members z This is my sister. Task z Writing the sentences of their family z He is 40 years old. z This is my mother./ He is sleeping. I'm 39 years old. too. z He is a farmer. grandmother. L E V E L 3 z How old is your father? Game 1 z Asking and answering the information of family members z What does your father do? Game 2 z Asking and answering about family members z What is your father's hobby? z This is my mother. sister. She is a teacher. grandfather. Art project z Introducing family members to my friends with a family tree z This is my brother./ He/She is a nurse. Art project z Introducing family members to others using a family book z This is my father.

so check to see if the students have pasted the correct pictures. 2. Teacher Speaking : Let's speak z To have the students introduce their family members z To be able to introduce their family members z Introducing my family members z This is my family. This is Mina's family. brother ) z Have the students understand using the expression "This is . She is 38 years old. . : a family tree diagram. She is 36 years old. 3. T : Her name is Mina. z Students should fill in the blanks on the family tree with the appropriate age for each family member. z [B] Have the students cut out all 5 family member picture cards. He is 13 years old. z Get the students to practice the expressions : "This is my. This is my brother. 4.LEVEL 1 FAMILY Listening : Let's listen z To have the students understand the words for family members z To be able to understand the expressions about family members z Understanding the expressions of introducing family members z This is my dad. dad mom brother R e a d in g : Let's read z To have the students read the words for family members z To be able to read the words for Teacher sister grandpa grandma Objectives Students 3 LEVEL 1 . I am 10 years old. She is 15 years old. He is 40 years old.. ( mom." is to introduce someone. z Have the students learn the words for family members. This is my mom. Level focused Level focused z [Advanced] Students can use the expression "Who is he?" or “Who is she?" to ask a friend's family members. z Students should listen to the dialog and paste the pictures of each family member mentioned in the box. This is my dad. She is 8 years old. This is my dad. z Only three family members will be mentioned." z [Advanced] Have the students write the expressions and References z Materials : colored pencils. Teacher Objectives Students Objectives Students Functions Key Expressions Functions Key Expressions How to teach z Have students look at the picture on the worksheet. [B] 1. I'm Minsu.. This is my sister. 3. z Have the students draw or attach a picture of their family. This is my sister. z Students should practice introducing their family members using the picture. This is my mom.) References z Materials scissors z Script [A] 1. z This is my dad. glue z Family picture cards(The teachers can enlarge the pictures below and use them. Mina is introducing her family. 2. How to teach z [A] Have the students listen to the dialog. sister. family picture cards." / "He/She is vocabularies.

" and not only the word "dad" while writing the letters. sister How to teach z Have the students take turns to roll the die and then move their markers accordingly. z Then. have the students say the words for family members. ex) This is my grandpa. Level focused z [Advanced] Have the students read the words in sentences. References z Make big copies of the family member pictures and show them or put them on the board. z This is my older/younger sister. 'th' has one sound. z The students should either follow the directions found on the space. References z The teachers can enlarge the tracing exercise below and have the students practice writing. in the word brother.Family family members Functions Key Expressions z Reading the words for family members z This is my brother. z Students should say the whole sentence. grandma."This is my dad. z grandpa. How to teach z Have students repeat the words after the teacher while pointing at the pictures. markers(Copy and use the pictures below. or use the vocabulary found on the space to complete sentence . Teacher Objectives Students Functions Writing : Let's write z To Teacher Key Expressions the students missing recognize letters of and the have write correct Objectives Students words for family members z To be able to write correct missing letters of the words for family members z Writing missing letters of the words for family members z This is my dad. For example.) Glue Glue Level focused z Have the students recognize the sound of each letter for each word. z [Supplementary] The teacher should write the missing letters on the board and have the students sound out each letter. How to teach z First. LEVEL 1 4 . z Have the students read each word. z [Supplementary] Have the students practice reading the words many times. Game 1 : Snake dice board game z To have the students introduce their family members to my friends z To be able to introduce their family members to my friends z Introducing family members to my friends z This is my dad. dad. brother. References z Materials : dice. mom. "This is my dad." say a Functions Key Expressions Level focused z Practice the vocabulary used in the game. have the students write correct missing letters in the boxes.

References z Materials : clips Song . z Read the story again and have the students point to the pictures.The finger family z To have the students understand the Teacher expressions to introduce family Objectives Story : This is my family Teacher Students members z To be able to use the expressions to introduce family members z Introducing family members by singing a song z daddy. z [Supplementary] Have the students introduce their family members and practice the expressions with the teacher. This is my dad. I'd like to introduce my family to you. I love my family. This is my brother. She is playing the piano. She's cooking. mommy. he/she can get the score on the space. baby z To have the students understand the story about Minsu's family z To be able to understand the story about Minsu's family z Understanding the expressions of Functions Key Expressions Objectives Students Functions Key Expressions introducing family members z This is my sister. . dad. References z Script (The teacher read the script with gestures.) Hello! I am Minsu. He's driving a car. This is my grandpa. ex) My grandpa is reading a book. z Have the students perform the song. How to teach z Demonstrate the song practice the expressions and vocabulary used." expression." z [Advanced] Students can say what the family members are How to teach z Have the students pair up. the students can move their fingers. z Use the picture cards to make finger puppets so that when they sing about each family member. He's reading a book. Today. Key Expressions z grandpa. grandma. sister. brother. Level focused z [Advanced] Have the students write the sentences on the board. z If the student says the sentence correctly. z Have the students point to each family member as each family member's name is mentioned. mom. He's playing computer games. How to teach z Read the story aloud to students. / My dad is driving a car. This is my sister. 5 LEVEL 1 . z Have the students listen to the song . sister z Ask the students the following questions. z Whoever gets the highest score wins the game. This is my mom. Teacher Objectives Students Functions Level focused z Have the students understand the expression. "This is doing.make sure they know the melody. z Have them introduce their family members using the "This is my mom. What is Minsu's mom doing? What is Minsu's brother doing? Does Minsu have a sister? Does Minsu love his family? z The answer can be in either Korean or in English. brother.Teacher's Guide Game 2 : The spinner game z To have the students introduce their family members to others z To be able to introduce their family members to others z Understanding the words about family members z This is my dad. Have the students flick the clips on the picture chart.

titles(dad. z [Supplementary] Have the students talk about differences between Korean and western cultures. z Have the students draw their family tree and fill it in with the Role play : Let's role play z To have the students understand and use Teacher correct information . our Objectives Students Level focused z [Advanced] Have the students make a story and do a role play using the expressions.". z [Supplementary] Have the students practice the expressions. we. etc. How to teach z Cut and glue the pictures to make finger puppets.names. Functions Key Expressions How to teach z Explain the use of 'my' and 'our' in western culture. too. etc. "This is my brother.Family Level focused z [Supplementary] Split the students into groups and assign a family member to each student. z Have the students pretend to be the members of the family. have the students introduce their family members." while Koreans usually say.". students introduce use the family have the to expressions members Level focused z [Advanced] Have the students find and talk about more cultural differences between Korea and western countries. "Nice to meet you. glue. . z Then. References z Materials : finger puppets. Level focused z [Supplementary] Students can introduce their family members to one another in pairs. pictures. "This is my mom. "This is our dad. z Students take a role using the finger puppets. Functions Key Expressions z Introducing family members to my friends with a family tree z This is my brother. and so on. scissors Key Expressions z Nice to meet you.". z Nice to meet you. Functions References z Materials : colored pencils. Objectives Students z To be able to use the expressions to introduce family members LEVEL 1 6 . scissors. with the teacher. z Also have the students write expressions used earlier ." even References z Materials : glue.". brother). "This is my aunt."." the expressions to introduce family Objectives Students members z To be able to understand and use the expressions to introduce family members z Introducing family members to my friends using finger puppets z This is my mom. "This is my sister. Culture : I & We Teacher z To have the students understand the different culture about family z To be able to understand differences between 'I' and 'we' z Understanding differences between 'I' and 'we' z I. z Have the students understand how western family culture compares with Korean family culture."This is my mom. my.People from western culture usually introduce their family members like "This is my dad. glue How to teach z Students should make a family tree similar to that in the listening activity. scissors Art project : Family tree z To Teacher when the speaker is an only child. z Have the students find the cultural differences between 'I' and 'we'.

in Korea. my friend. For example. my father. my country.". "Our bank is the number one bank in Korea. my house. "This is our house. In western countries. 7 LEVEL 1 . "This is our father.". I like my friend.Teacher's Guide References <Example script> Family Usually Westerners say 'my' instead of 'our'. 'our'. sons or daughters who are not married live with their parents. I love my country. But in Korea. It shows that an individual is more important than a group." Another cultural difference is independence. But. we usually use the word. Most of the school do not have school uniforms. people usually find their own homes when they become adults. For example.

.Family-Speaking Let's speak ★○ ♥♣ ♠ T h is i s my family. <My family picture> LEVEL 1 8 ※ ★○♥♣ ♥♣ my dad.

B. She is years old. I am years old. He is years old. Listen and paste.Family-Listening Let's listen A. Listen and write. my sister. I'm Minsu. This is my mom. 9 LEVEL 1 . dad mom brother Cut and paste sister sister ※ 다음 중 위 가족이 아닌 사람을 찾아봅시다. This is my dad. Minsu She is years old.

◎. . This is my ☆.Family-Reading Let's read This is my brother. ○. grandpa☆ grandma dad★ mom sister○ me brother◎ LEVEL 1 10 ※ 다음 기호가 나타내는 가족을 찾아 소개해 보세요. ★.

◈로 만들 수 있는 가족 단어는? 11 LEVEL 1 . br◈ther . 남동생 (brother) 언니. Fill in the blanks.♡. 누나.Family-Writing Let's write A. rand a gr nd a da m m ro Word bank her si ter 할아버지 (grandpa) 아버지 (dad) 어머니 (mom) 오빠. 형. 여동생 (sister) 할머니 (grandma) ※ grand♡a.

younger sister older sister LEVEL 1 12 ※ 위 말판에서 sister 와 는 각각 몇 번 나오나요? .Family-Game 1 Snake dice board game T s my .

Family-Game 2 The spinner game This is my mom. sister 1 brother 1 3 grandma 4 uncle 2 4 5 5 mom sister grandpa dad Score Board 구분 A B 1 2 3 4 5 Total ※ 말판의 각 사람의 점수를 모두 더하면 얼마인가요? 13 LEVEL 1 .

Family-Story This is my family I am Minsu. This is my . T my grandpa. LEVEL 1 14 ※ 누구일까요? 소개해 보세요. I love my family. . This is my d . . my brother.

where are you? 누구인지 노래해 보세요. Here I am. Daddy Finger. Where are you? Here I am. 15 LEVEL 1 . How do you do? ※ finger finger.Family-Song The finger family Daddy Finger.

Let's talk about your family.Family-Role play Let's role play A. . ❶grandpa ❷grandma ❸dad ❹mom ❺me ❻sister LEVEL 1 16 ※ This is my ♥♧♥.

FAMILY-Art project Family tree Minsu 17 LEVEL 1 .

What is ◈? .Family-Culture I & We I my We our LEVEL 1 18 ※ - She is ◈y ◈other.

Level focused z [Advanced] Have the students listen to more expressions related to family members' ages.LEVEL 2 FAMILY How to teach z [A] Teach the numbers to the students. "How old are you?". z [B] Tell the students how old each family member is. Reading : Let's read z To Teacher have the students read the expressions to ask and answer the ages of family members z To be able to read the expressions to Objectives References z Materials : family picture cards. Objectives Students z To be able to understand the expressions of family members' ages Functions z Understanding the expressions of family members' ages Key Expressions z How old are you? z I'm 7 years old. B: He's 31 years old. z [Supplementary] Students can ask each other. z Have students make a sentence and read it aloud. z Students should listen carefully for the age of each family member. A: How old is your sister? B: She's 27 years old. z Have the students complete and practice the dialog with the family members' ages with a partner. B: She's 10 years old. z Students should follow each animal's 'ladder' down to each animal's age by taking the nearest available horizontal 'rung'. "How old is he/she?". z Have the students listen to the dialog once more. 2. Objectives Students Functions z How old are you? Key Expressions z I'm 10 years old. z How old is he/she? z He/She is 10 years old. Then have the students understand the expressions about family members' ages. z Have them fill in the blanks with each family member's ages. z Have the students listen and point to the numbers that they Teacher Speaking : Let's speak z To have the students ask and answer the ages of the family members z To be able to ask and answer the ages of the family members z Asking and answering the ages of the family members hear. A: How old are you? 4. B: I'm 7 years old. z Have students practice the expressions with the animals' ages with a partner. A: How old is your brother? B: He's 15 years old. z [Supplementary] Have the students listen to and review numbers and family words. z Have the students 'go down' the ladder from a phrase from the top to its matching phrase at the bottom.. References Dialog script 1. A: How old is your father? 5. Level focused 19 LEVEL 2 . z Materials : colored pens Level focused z [Advanced] Students can ask each other about their family members. number cards Students ask and answer the ages of family Functions members z Reading the expressions of asking and Key Expressions answering the ages of family members z How old is your father? L is t e n in g : Let's listen z To understand the expressions of family members' ages z My father is 40 years old. How to teach z [A] Have the students connect each animal with its age. A: How old is your mother? 3. z [B] Have the students listen to the dialog and connect the pictures with correct numbers. Teacher How to teach z Read each phrase about asking and answering the ages of family members.

colored pencils LEVEL 2 20 . z [Supplementary] Have the students ask and answer the family members' ages again. z [B] Have the students complete the sentences using the pictures as a guide. z Have the students say the ages in the picture his or her coin lands on using "He/She is 16 years old. students can practice reading the numbers and the words for family members. the student with the most number of spaces wins the game. The winner goes first. z The students should match each number with the z When a student's die or coin lands on a space already taken by another. they can get that space and write his or her name on it. z Have students trace the words. grandmother. How to teach z [A] Some students may have difficulty in pronouncing or understanding large numbers. z [Supplementary] Have the students practice the numbers between 20 and 90 many times. References z The teacher enlarge and make copies of the tracing exercise below and have students practice writing. copy the My land game board in a larger size. So have the students repeat the numbers after the teacher. Level focused z [Advanced] Have the students use more expressions related to family members' ages. z When all the spaces are taken. Level focused z [Advanced] Students can write about their own family using sentences like those used in B." z If the student says the sentence correctly. z Have the students place a coin or a die on the "HERE" space and flick it on to the picture chart. Writing : Let's write z To have the students write numbers Teacher Teacher Objectives Students between 30 and 90 z To have the students understand and write the expressions to tell the ages z To be able to write numbers between Functions Key Expressions Objectives Students 30 and 90 z To be able to write the expressions to tell the ages z Writing numbers from 30 through 90 How to teach z Have the students do rock-scissors-paper. father. References z The answers Game 1 : My land game z To have the students ask and answer family members' ages z To be able to express family members' ages z Asking and answering family members' ages z How old is he/she? z He/she is 16 years old. corresponding number words. he or she loses a turn. etc. Key Expressions z grandfather.Family z Through the repeated practice of asking and answering ages. dice). Functions z Writing the phrases about telling the family members' ages z This is my mother. References z If it is possible. z Materials : coins(erasers. mother.

) Key Expressions Functions How to teach Story : The tree and the children z To have the students understand the Objectives Teacher z [A] Have the students search for the words about family members. z [B] Students should follow each character's path and fill in the blanks with their ages. mother. students can practice using expressions to ask and answer the ages of family members. z Have the students practice asking and answering the ages of family members with their cards. story and the ages of the family members Students z To be able to understand the story and Level focused 21 LEVEL 2 ." "How old is your grandfather?" S2 : "He is 66 years old. Functions Key Expressions How to teach z Each student should have a card. mom. aunt References z Materials : scissors. they can exchange their information only with affirmative sentences. Objectives Students Teacher z To have the students write the question and answer words related to expressions about family members z To be able to identify and write the words related to family members z Identifying and writing the vocabulary about family members z grandpa. z [Supplementary] If asking questions is too difficult. z To have the students ask and answer the ages of family members z To be able to ask and answer the ages of family members z Asking and answering the ages of family members z My grandfather is 66 years old. too. Level focused z [Advanced] Students can introduce new vocabulary into the story. z All students walk around with their cards and ask questions to others. z [Supplementary] Students can act out the story in groups.Teacher's Guide ask and answer the ages of the family Game 2 : Find the same card Functions Teacher members z Understanding the expressions of asking and answering family members' ages z How old is he/she? z He/She is 40 years old. z Review and ask questions about the dialog from the story. z Have the students play the game several times with different cards. Writing 2 : Let's write Level focused z Through the game. z Have the students listen to the story once more." z When students find the same card as their own. cards(The teacher should make copies of the worksheet. S1 : "My grandfather is 66 years old. brother. z How old is your grandfather? Key Expressions Objectives Students How to teach z [A] Act out the story for the students. and give a piece to each student. z [B] Have the students write the words found in the word search. cut each sheet into four pieces. they get one point. References z The teacher can make a big story book by enlarging the worksheet. z Have the students practice the dialog.

"What is he doing?". "How old is he?". z Then introduce their family to other students. I'm 39 years old. z The teacher can enlarge and use the pictures below. z [Supplementary] Have the students practice the expressions related to their family members with the teacher. z Students present their role play. T : "Who is he?". the teacher should ask the following questions to the rest of the class. scissors or craft knives z Directions for making a book References z Materials : costumes for their roles(optional) LEVEL 2 22 . z [Supplementary] Students can use the expressions in the box. Level focused z [Advanced] Have the students include more expressions such as hobbies and preferences. z Have the students practice their roles with their group about their family. References z Materials : colored pencils. z Each student in the group has a role as a family member. z She is 45 years old. members. Key Expressions z I'm a father. Level focused z [Advanced] Students can use various expressions while introducing themselves as family members. etc. References z The answers Art project : Family book Teacher z To have the students write about their family members Role play : Let's role play z To Teacher Objectives Students z To be able to write about family members z Introducing family members to others using a family book have the students introduce themselves with the expressions related to family Objectives Students Functions able to say the expressions z To be related to family Key Expressions Functions z Introducing family members to others through a role play z This is my father.Family z [Advanced] Have the students add more words for family members on the worksheet. z Have the students glue their family members' photos and write How to teach z Have the students make a group of four or five. z After each group's role play. z [Supplementary] Write the words to be found on the board for the students to refer to. How to teach z Have the students bring their family members' photos.

a newly born baby is 1 day old. z [A] Have the students draw themselves in the box and fill in Cut a slit starting at the folded edge. How to teach z In Korea. you should see a slit in the center. z Students can count their age in Korean way and the western way. z In western countries.(The thick line on the worksheet. Koreans take the 10 months as a fetus into account. Students Functions Key Expressions Fold the paper in half. When you open the paper. References z Materials : colored pencils.Teacher's Guide Culture : Counting ages z To have the students understand how other countries count ages z To be able to understand how other countries count ages z Understanding how other countries count ages z How old is he/she? z He/She is 1 year old. Push the sections all the way together and fold the front over.) the blanks. then fold in half one more time in the opposite direction. crayons Fold the paper lengthwise again. Level focused z Have students understand the different ways of counting ages. Teacher Objectives Fold the paper in half widthwise. Hold the two ends of the paper and push your hands together to spread out. cut half way up to the first crease line. 23 LEVEL 2 . a newly born baby is 1 year old.

Look and speak. o 15 B. B : He/She is LEVEL 2 24 ※ 나이 + 내 나이 = ? . A : 20 31 13 18 is he/she? years old.Family-Speaking Let's speak A. Write and say. A : H B : I'm are you? years old.

LEVEL 2 . sister의 나이를 영어로 말해봅시다. 1 11 21 31 2 12 22 32 3 13 23 33 4 14 24 34 5 15 25 35 6 16 26 36 7 17 27 37 8 18 28 38 9 19 29 39 10 20 30 40 B. Listen and answer. 31 7 15 10 27 25 ※ 나의 brother. Listen and say.Family-Listening Let's listen A.

37 13 years old. is he? is she? is your father? 65 years old. 8 15 23 15 12 4 is my mother? 문장을 해석해서 답해요. years old.. ..LEVEL 2 Family-Reading 26 Let's read How old How old is My mother My grandfather is How old He is ※ a=1. b=2.

. 9 How old is she? She is n years . Let's write. 27 LEVEL 2 . Match and trace. fifty thirty sixty forty ninety eighty 40 This is m He is f years . . 20 30 50 40 70 60 80 90 twenty seventy B. 70 △ 40 = 30 암호를 풀고 영어로 말해보세요.Family-Writing Let's write A. 12 This is He . ※ 20 □ 40 = 60.

. is ( ) years old. 12 76 16 11 69 29 5 38 41 HERE LEVEL 2 28 ※ is ( ) years old.Family-Game 1 My land game A : How old is he/she? B : He/She is 16 years old.

Family-Game 2 Find the same card My family My family 63 years old 66 years old 63 years old 42 years old 37 years old 9 years old 37 years old 9 years old 16 years old My family My family 63 years old 66 years old 63 years old 42 years old 37 years old 9 years old 35 years old 11 years old 16 years old ※ Who is the oldest? or or ? 29 LEVEL 2 .

Let's read the story. LEVEL 2 30 ※ The big tree has a (son. I have a son. . Follow the paths and tell the story. daughter. How old are you? I'm 40 years old. brother. He is my son. Dad! B. are you? Do you have a family? Yes. dad). sister. I'm 10 years old.Family-Story The tree and the children A. He is fifteen.

Family-Writing 2

Let's write
A. Word search

a o g w v b n m c

v o r a r g o k b

g r a n d p a r

z q n p p m o o

x n d a d k k o t

c g m q w p c t h

v i a e x k z h e

b t d f a t h e r

n u a f u q y r q

m o s d n o p y b

a s i s t e r n

s z e i d r y i

g m

m u

B. Let's write.

1. 4. 7.

2. 5. 8.

3. 6. 9.
31

※ mothertqsistergrandmambcbrothercpu - 가족이 몇 명 있나요?

LEVEL 2

Family-Role play

Let's role play

I'm a father. I'm ( I'm a mother. I'm ( I'm a daughter. I'm ( I'm a son. I'm (

) years old. ) years old. ) years old. ) years old. ) years old.

I'm the youngest daughter. I'm (

LEVEL 2

32

그림 속 3명을 소개해 보세요.

Family-Art project

Family book

33

LEVEL 2

Family-Culture

Counting ages
<In Korea> The baby is 1 year old. <In America> The baby is 1 day old.

A. How old are you?

<In Korea> I am ( ) years old.

<In America> I am ( ) years old.

LEVEL 2

34

※ 한국 나이 10살 = 미국 나이 (

)살

LEVEL

3 FAMILY
z To fill in the blanks, students can use the words in the word bank at the bottom of worksheet. z Students should listen to the dialog twice to write the z To have the students introduce their
Teacher

Speaking : Let's speak

numbers and words.

family

members'

ages,

hobbies

and

Objectives
Students

jobs to other students z To be able to introduce their family's ages, hobbies and jobs z Describing family members z This is my father.

Level focused
z [Advanced] Students can write the words about family members, their ages, jobs, and hobbies.

Functions

References
1. This is my mother. She is 38 years old. She cooks for my family.

Key Expressions

z He/She is a nurse. z He/She is 47 years old.

How to teach
z Have the students practice the expressions to introduce family members in groups. z Have the students bring their family members' photo or pictures. z Show the pictures to other students and introduce family members' ages, hobbies and jobs.

2. This is my sister. She is 8 years old. She likes candy. 3. This is my uncle. His hobby is singing. He is 31 years old. 4. This is my father. He is a doctor. He is 42 years old. 5. This is my grandfather. He is 67 years old. His hobby is reading. 6. This is my father. He is a teacher. He is 40 years old.

Level focused
z [Advanced] Have the students use more expressions according to their level. z [Supplementary] Repeat the same expressions to family.

Reading : Let's read

References
z Materials : photos, pictures, glue, scissors
Teacher

z To Objectives
Students

have

the about to

students family read the

read

the

sentences

members' sentences of

information z To be able

Listening : Let's listen
Functions
Teacher

about family members' information z Understanding the expressions describing family members z This is my sister. z She is seven years old.

z To have the students identify who is described in the dialog z To be able to identify who is described in the dialog z Identifying who dialog z This is my father. z He is a farmer. He is 38 years old. is described in the Key Expressions

Objectives
Students

Functions Key Expressions

How to teach
z [A] Students should read the sentences aloud in pairs. z Then have the students match each box of sentences with the correct pictures. z [B] Have the students read the script.

How to teach
z Have the students listen to each dialog and write the correct number in each box. z After numbering the pictures, students should fill in the blanks.

z Check students' pronunciation.

Level focused
z [Supplementary] Change the script in [B] to introduce one of their own family members.

35

LEVEL 3

Family

z How old is your father?

References
z The answer

Key Expressions

z What does your father do? z What is your father's hobby?

How to teach
z First, Have the students choose one of their family members and write his or her age, job, and hobby. z Next, all students should walk around with their worksheets and do a survey about their friends' families. S1 : "I'll introduce my father to you." S2 : "How old is he?" "What is his job?" "What is his hobby?" z After the survey, students can share the results with other students. "Mina's mother is 40 years old and she is a teacher." z Students can ask and answer other things besides age, job and z To
Teacher

Writing : Let's write
have the students write about

hobby.

family members who they want to introduce z To be able to write about their family members z Writing members z My mother is 51 years old. z His/Her hobby is cooking. the information of family

Objectives
Students

Level focused
z [Advanced] Students can ask for and give additional information about family members.

Functions Key Expressions

References
z Make sure students don't directly ask about a family member. z Rather, have them wait until their partner introduces a family member, and then ask questions.

How to teach
z [A] Have the students look at the script and understand everything about Jisung's family. z [B] Then, have the students write about their family members' ages, hobbies, and jobs.

Game 2 : Dice game
z To have the students ask and answer questions about family members z To be able to ask and answer questions about family members z Asking and answering questions about family members z This is my mother. She is a teacher. z How old is he/she? z He/She is 40 years old.

Level focused
z Give students an opportunity to describe their family members. Objectives

Teacher Students

References
z Materials : colored pens, crayons

Functions

Key Expressions

Game 1 : Survey
z To have the students ask and answer questions about family members z To be able to ask and answer questions about family members z Asking and answering the information of family members

How to teach
z Have the students work in pairs. z Make two dice. (Cut and make from the worksheet.) z Use the expressions such as, "This is my ", "How old is he/she?", and "He/She is is a . " . He is a years old." . He .

Teacher

Objectives
Students

Functions

z One student rolls a family die saying, "This is my

LEVEL 3

36

Teacher's Guide

z The other student rolls the age die saying, "How old is he/she?" z The first student answers the age according to the number the age die says.

This is my family. We live together. We fight sometimes but mostly we have fun. I think my family is special. This is my dad. He is 49 years officer. Sometimes we go to visit dad comes home from the police play catch with me. But sometimes old. He is a police him at work. When station, he likes to he is too tired.

Level focused
z [Advanced] Have the students change the hobbies and/or ages of the family members. z [Supplementary] Practice the expressions to check the students' understanding.

This is my mom. She is 43 years old. She takes care of all of us. She keeps our house nice and neat. She makes sure we have clean clothes to wear. When we're sick, she sits up with us all night, even if she's sleepy. When I hurt myself, she always makes me feel better. This is my sister. She is 7 years old. She's not so bad. When I don't have anything to do, I play with her. We have a good time, but sometimes she breaks my toys. I think my sister likes me a lot because she always wants to tag along with me. This is my baby brother. He is 2 years old. He's cute, but he's not very fun. I have to be quiet when he sleeps. And sometimes he cries at night and wakes me up. Then I get scared. Sometimes mom lets me hold my brother. He's really soft. I like it when he smiles at me. I'm 12 years old. My hobby is playing soccer. I help my dad's work in the yard. I set the table for mom, and I help her fold all of the clean clothes. I try not to make my sister cry too much. This is my family. Each one of us is different, but we love each other very much. I think that's what a family is all about.

References
z Materials : scissors, glue, dice(The teacher can enlarge the two dice on the worksheet and make copies.)

Story : Make your own story
z To have the students understand

Teacher

family members' characters z To be able to understand family

Objectives
Students

members' characters z Understanding the expressions describing the information of family members z This is my father.

Functions

[Question] 1. What does my father do? 2. How old is my mother? 3. How old is my baby brother? 4. What is my hobby? 5. How old am I?

Key Expressions

z He is 40 years old. z Her hobby is cooking. z He is a doctor.

How to teach
z Have the students guess what's happening in the story and what the characters are saying. z Students should listen carefully and answer the teacher's questions.

6. How many people are there in my family?

Task : Family mobile

Level focused
z [Advanced] After listening to the story, have the students make their own story about their own family. Students can present their family stories. z [Supplementary] Give students chances to read and understand the key expressions. Functions
Students Teacher

z To have the students make a family mobile using the sentences about their family z To be able to make a family mobile using the sentences about their family z Writing the sentences about their family z She is my mother. She is 39 years old. Key Expressions z She is a housewife and her hobby is cooking. Objectives

References
z Script

37

LEVEL 3

Key Expressions z He is sleeping. z Students can show their mobile to other students and introduce their family with their mobile. Functions z Describing my family members to others Key Expressions z This is my mother. Sora : How old is your grandfather? Hanguk : He is 80 years old. z [Advanced] Have the students use more creative and varied sentences when they describe their dream family. a father. Hanguk : Yes. a grandmother. Sora : How old is your mother? Hanguk : She is 42 years old. z Have the students hang the four pieces of paper on a stick like the picture on the worksheet."What is his/her hobby?" References z Materials : costumes z Role play script (an example) References z Materials : celebrity pictures.Hanguk's family Functions Students family members z Telling my dream family members in z To have the students understand and use the expressions about informations about family members Objectives z To be able to understand and use the Students expressions about informations about family members Teacher detail z This is my father. etc. ex) "How old is she?". z The person in the picture can be one of your family members. She is cooking for me. Sora : Thank you." "Kim. "Jang. How to teach z [A] Have the students watch the role play. How to teach z Have the students prepare a few pictures of celebrities. He is watching TV in the living room. Level focused z [Advanced] Add more phrases . too. strings. colored pencils. z Have students perform the role play. Hanguk : Welcome to my house. z [B] Assign roles to the students and have them practice the role play.Family How to teach z Have the students cut the worksheet into four pieces and draw their family members in each box. She is cooking for me in the kitchen. scissors. Sora : How old is your father? Hanguk : He is 42 years old. Tae-hee" is my wife. scotch tape Art project : Your dream family z To have the students introduce their dream family members z To be able to introduce their dream Teacher Objectives Role Play . scissors LEVEL 3 38 . z Ask questions about the script to check the students' understanding. colored pens. She is 39 years old. Level focused z Have the students write the sentences about their family by making a mobile. "How old is Sora's grandfather?". I have a grandfather. Sora : How old is your brother? Hanguk : He is 7 years old. z This is my mother. a mother and a brother. z Students make their own story with the picture of their dream family. z Students should paste each picture in each room." Level focused z Give students a chance to make funny situations with celebrities' pictures. References z Materials : construction papers. z She is a housewife. sticks. Dong-gun" is my uncle. glue. Sora : How old is your grandmother? Hanguk : She is 77 years old. z Have the students write the sentences about their family on the back of the paper. You have a large family.

Level focused z For slower students. Key Expressions z I will wash the dishes. Teacher Objectives Students Functions How to teach z Explain how the western countries have separate Mother's and Father's day while Korea has a Parents' day. z Give more examples of what they can do for their parents. z I will cook for you.Let's make a coupon book z To have the students understand how Parents' day are different between countries z To be able to understand differences between the Parents' day of countries z Comparing Parents' day between different countries through giving thanks to parents z I will shine shoes for you. z Have the students make a coupon book. References z Materials : scissors. z Tell the students to fill in their coupon book with things that they can/want to do for their parents on Parents' day. z Students can add more coupons. colored pencils 39 LEVEL 3 .Teacher's Guide Culture . allow them to write in both Korean and English.

grandfather/teacher/ reading books/64 mother/ /cooking/40 brother/student/riding a bike/10 sister/student/dancing/17 sister/student/playing the piano/8 father/ / /42 LEVEL 3 40 ※ Her hobby is ing. . A: What is her hobby? B: Her hobby is cooking. A: How old is she? B: She is 40 years old. A: Who is this? B: She is my mother.Family-Speaking Let's speak A: Who is this? B: He is my grandfather. A: How old is he? B: He is 64 years old. A: What does he do? B: He is a teacher.

Heis67yearsold. teacher. singer. grandmother. [This/ismygrandfather.Family-Listening Let's listen A. Number the pictures and fill in the blanks. grandfather. His hobby is . father. dancing ※ 적절히 끊고(/) 읽어 봅시다. riding a bike. reading. mother word bank sister. farmer playing badminton. He is a . She is years old. This is my . doctor. brother. This is my . nurse singing.] 41 LEVEL 3 . This is my .

B. • • • • • • • • 42 forty two years old. He is a He is fisherman. . This is my sister. I have two brothers. Read and match. She is seven years old. This is my father. seven She years is old. He likes to play I love him very much. He is seventy years old.Family-Reading Let's read A. Let's read. They love me very much. soccer with me. A : Do you have brothers? B : Yes. LEVEL 3 42 ※ Unscramble. This is my grandfather. This is my father and mother.

My father is 56 years old. Hi. This is Jisung's family. Her hobby is cooking and watching television. He is a middle school student. I love my family. He is tall. She is very pretty. My sister is 9 years old. my name is Park Ji Sung. His hobby is hiking. ------------------------------------------------------------------------------------ B. My brother is 14 years old. I have a father. brother and sister.Family-Writing Let's write A. This is my family ※ 위에 나오는 숫자를 모두 더하면 얼마인가요? 43 LEVEL 3 . My mother is 48 years old. mother.

[abkcookitspteacherirsingerkea] .Family-Game 1 Survey My job: age: hobby: Friend Family job Information age hobby LEVEL 3 44 ※ 다음 알파벳 속에서 직업에 해당하는 단어를 3개 찾아 ○표 하세요.

가장 적은 나이는? . He is a A : This is my B : How old is he/she? years old. A : He/She is . LEVEL 3 45 ※ 가장 많은 나이 .Family-Game 2 Dice game .

. ..Family-Story Make your own story Name: Birthday: Age: Hobby: Job: Name: Birthday: Age: Hobby: Job: Name: Birthday: Age: Hobby: Job: Name: Birthday: Age: Hobby: Job: Name: Birthday: Age: Hobby: Job: Name: Birthday: Age: Hobby: Job: LEVEL 3 46 ※ Guess and introduce! [ ] She is.

Family-Task Family mobile 47 LEVEL 3 .

LEVEL 3 48 ※ 한복을 입고 있는 사람들만 한 번 더 소개해 봅시다.Family-Role play Hanguk's family A.. [This is.] . B. Use the characters and do a role play.. Listen to the story.

Paste your dream family on the picture.Family-Art project Your dream family A.] 49 LEVEL 3 . ※ 적절히 끊어(/) 읽어 봅시다. [She/iscookingforme.

LEVEL 3 50 . I will make the beds for you. I will cook for you. I will do the dishes.Family-Culture Let's make a coupon book To: To: Parents' day Coupon Parents' day Coupon To: To: Parents' day Coupon Parents' day Coupon To: To: Parents' day Coupon Parents' day Coupon I will shine your shoes.

.

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In Level 3. In this topic. students will learn to ask and answer questions about the time using 1 o'clock through 12 o'clock. In Level 1. students will have chances to talk about their lives. what time they get up and go to school. and what they did on the weekend. They will practice the basic expressions about the time through various activities. after learning how to talk about time in English. students will relate the expressions about time to their daily lives by asking and answering about each other's schedules. In Level 2. .TIME Telling the time is an expression used in daily life in a very high frequency. students will use the time expressions with minutes as well as hours but the minutes will be limited to increments of ten according to their level. for example.

z Sounds good. Listening z Recognizing the time z What time is it ? / It's 7 (o'clock). Game 2 z Asking and answering the time z What time is it? / It's 3 (o'clock). Task 2 z Understanding the expressions related to a schedule z I play computer games everyday. z Let's meet at 7:30. z What time do you go to school? z I go to school at 8:30. . Listening z Recognizing and understanding the expressions about time z z z z What time do you play computer games? I play computer games at 6:30.cheating Korea z vinyl bag . three. Game 2 z Making an appointment related to time z Let's meet at 7:30.. I can't.. Speaking z Asking and answering when someone does activities z Asking and answering when something was done z When do/did you play soccer? z I play/played soccer after schoo/last Monday.plastic bag . z What time is it ? It's twelve thirty.. Listening z Listening to and understanding the time z What time is it ? It's 2:10. L E V E L 2 Writing Game 1 z Listening and writing the times in words z Asking and answering the time z one.m. Art Project z Understanding the expressions related to time z I go to school everyday. z Come on. / Sorry. Reading z Reading and saying the time z What time is it ? It's eight ten. z That's a good idea.Contents Activities Speaking Functions z Asking and answering the time Key Expressions z What time is it ? / It's 2 (o'clock). let's go! z What time is it? / It's 2 (o'clock). Song Speaking 2 z Asking and answering the time through singing z Asking and answering the time z What time is it? / It's 8 (o'clock). Speaking z Asking and answering the time z What time is it ? It's six twenty.. two. Chant z Saying the expressions about the time z What time is it ? It's twelve thirty. What time did you study English? I studied English yesterday. Art Project Culture z Talking about the time z Understanding time differences between nations. / Sorry. Story z Understanding the story of telling the time z What time is it / It's 12 (o'clock). Story Speaking 2 z Understanding a story about a daily life z Making an appointment z I have breakfast at six forty. Did you go to school on Monday? When did you go to school? I played soccer on Monday. . Reading z Identifying and understanding the expressions about time L E V E L 3 z When do you go to church? z I go to school at 8:30 everyday. Game Story z Identifying the missing words or phrases and complete the z expressions about time z z z Understanding and completing the story related to time z I went shopping yesterday. z What time is it? / It's 8 (o'clock). z I watch TV from 1:00~5:00. I can't. Task 1 z Asking and answering when my friends do activities z When do you play soccer? z I play soccer after school. It's z What time is it? It's seven. Reading z Reading the time from 1 to 12 o'clock z What time is it? / It's eleven o'clock. L E V E L 1 Writing Game 1 z Writing the words related to the time z Asking and answering the time z time. Culture z Understanding there are some incorrect English words used in z cunning . z It's 7 a. Task 3 z Asking about my friends' dream schedule z What time/When do you watch TV? z I watch TV from 11:00~1:00/everyday. Art Project Culture z Telling the time schedule z Understanding two ways of telling the time z I get up at 7:30. z What time is it in Seoul ? / It's 12:00 o'clock in Seoul. Writing z Writing the past tense of verbs.

“What time is it?". Have them answer. number flash cards. B : It's 8 o'clock. z Read the script in a mixed up order. References z Materials : model clocks. Level focused z [Advanced] Have the students write out sentences to match the clock faces. A: Teacher B: Student B : It's 7 o'clock. Practice saying the numbers with flash cards. Level focused z [Advanced] Have the students make the time they heard with their body. B : It's 5 o'clock. z [Supplementary] Have the students listen again and practice the sentences. and "It's 2 o'clock. picture cards (The below could be enlarged and used in class or made into flash cards. How to teach z Have the students listen to the teacher's questions and answer the time looking at each picture.LEVEL Teacher's Guide + Time 1 TIME Speaking : Let's speak Teacher Listening : Let's listen z To have students understand expressions about time z To be able to understand expressions about time z Recognizing the time z What time is it? z It's 7 (o'clock). Have students listen to the dialogs and write numbers below each picture. z To have students ask and answer the time Objectives Students Teacher Objectives Students z To be able to ask and answer the time Functions Key Expressions z Asking and answering the time z What time is it? z It's 2 (o'clock)."." z Teach numbers from 1 to 12.) 1) A : What time is it? 2) A : What time is it? 3) A : What time is it? 4) A : What time is it? 5) A : What time is it? 6) A : What time is it? 7) A : What time is it? 8) A : What time is it? Reading : Let's read z To have students read the time and match it to the sentence z To be able to read the time and match it to the sentence z Reading the time from 1 to 12 o'clock z What time is it ? z It's eleven o'clock. Functions Key Expressions How to teach z Practice and repeat the expressions. References z Listen and answer. B : It's 10 o'clock. B : It's 1 o'clock. Teacher Objectives Students Functions Key Expressions 3 LEVEL 1 . B : It's 4 o'clock. B : It's 3 o'clock. z [Supplementary] Have the students practice numbers many times through games. z Check their answers. B : It's 11 o'clock. z [B] Have students choose a time and draw the clock. Have them complete the sentence according to their drawing. z [A] Use the clock pictures below and ask students what time it is. "It's 2. for example. z Have the students to practice the expressions in pairs with the clock pictures.

z After 6 rounds. Have them check the beginning sound of the numbers. z Have students take turns to roll the dice and record their numbers in the score boards. z Have students ask and answer what time it is in pairs. they should use a dice. for example. Have students match them to the times. Have them read the numbers. the sum of the two numbers. How to teach z Have students make and walk around in a circle while singing. Teacher Objectives Students Game 2 : Dice game z To have students ask and answer Functions Key Expressions Teacher Objectives Students questions about the time z To be able to ask and answer questions about the time z Asking and answering the time z What time is it? z It's 3 (o'clock). References z Materials : toy clocks." with Level focused z [Supplementary] Practice the expressions in pairs. Game 1 : Pairing game z To have students understand numbers 1~12 Teacher Objectives Students z To be able to understand numbers 1~12 Functions Key Expressions z Asking and answering the time z What time is it? z It's seven. z Student A of each groups asks. Let those students join the circle again after a couple of rounds. clock flash cards Level focused z [Supplementary] If students have a problem counting numbers. have them add up the numbers for each student. "It's o'clock. z Have students ask and answer questions about the time in pairs. clock flash cards(from Speaking) Writing : Let's write z To have students write the words about time z To be able to write the words about time z Writing the words related to the time z time. It's Level focused z [Advanced] Invite a student to play the teacher's role. have the students unscramble the letters in the laptop picture and write the word. z Then. z The teacher answers. Help students write properly on the lines.". Teach about phonics in activity B. The student with the higher total wins the game.Time How to teach z [A] Have students read the time aloud: "It's ___ o'clock. z [B] Have students read the time and say what time it is. References z Materials : toy clocks. Have them write the word 3 more times on the lines. z Student B rolls two dice and answers. "It's 7. Functions Key Expressions How to teach z Have students make teams of 2. z Students who cannot make a group are out. z Have students ask "What time is it?" loudly when the teacher pauses the music. Level focused z [Supplementary] Check if the students can count 1 through 12. z [B] Have students complete the sentences to match the times on the clock." z Have students read the sentences and phrases. How to teach z [A] Have students trace the words. "What time is it?". Then the students should make groups of 7. LEVEL 1 4 .

let's go! It's time for bed. Have students repeat the key expressions after the teacher. Let's go! Come on. It's time for lunch. It's nine o'clock. 5 LEVEL 1 . : You have to come home at 12 o'clock. have students practice asking and answering the times with the clock faces in pairs. : I'm sorry. z Have students paste the clock faces under the correct times. What time is it? It's nine o'clock. Level focused Level focused z [Supplementary] After activity B. It's time to clean up. Show pictures related to the key expressions. Let's go! : What time is it? Oh. Story : Cinderella's time z To have students listen to the story and understand z To be able to listen to a story and Teacher Objectives Students understand the expressions about telling the time z Understanding the story of telling the Song : What time is it? z To have students ask and answer the time with a song z To be able to ask and answer the time with a song z Asking and answering the time through Functions Teacher Key Expressions time z What time is it? Objectives Students z It's 12 (o'clock). Read the story changing voices for different characters to enhance students' understanding. z Have the students match the pictures with the correct sentences. Have them sing the song with the new lines. let's go! How to teach z Have students listen to the “What time is it?" song twice. References References z Materials : glues.Carolyn Graham Volume 2. Let's go! Come on.32 1. Let's go! 3. What time is it? It's eight o'clock. Functions How to teach z [A] Read the story with the script below to the students. It's eight o'clock.Teacher's Guide References z Materials : dice : What time is it? : It's 12 o'clock. it's 7 o'clock. let's go! It's time for lunch. : What time is it? : It's 8 o'clock. P. What time is it? It's twelve o'clock. z Come on. z [B] Have the students cut out the clock faces. z Have students practice the expressions by repeating after the teacher. z Have students sing the whole song. Let's go! Come on. scissors z Script z Let's chant/Let's sing . let's go! It's time for school. Bye. Let's go! 2. It's twelve o'clock. z [Advanced] Have the students change the activity and time to make new lines. It's time for school. It's time for bed. Key Expressions singing z What time is it? / It's 8 (o'clock).

scissors. z Explain about a. and showing pictures about the cities. student A writes the time in his/her map. "It's _____ o'clock. z Have students share and check their answers with their partners. differences z To be able to understand time Functions differences z Understanding time differences between How to teach z Have students do the activity in groups. z Have students paste the hands to the clock face to display the time of their choice. and the other map B. Art project : Making a clock z To have students understand the time in London. and p. Introduce the cities on the map by showing where they are on a world map. have students also say an expression about time. glues Speaking 2 : A body clock z To have students ask and answer Teacher Objectives Students questions about the time z To be able to ask and answer questions Culture : What time is it in Seoul? z To have students understand time about the time Teacher Functions z Asking and answering the time Objectives Students Key Expressions z What time is it? z It's 2 (o'clock). References z Materials : a world map. "What time is it?" z The rest of the groups guesses and answers. "It's 3 o'clock Level focused z [Advanced] Have student include minutes when showing a time with their body.m. Objectives Students z To be able to ask and answer the time Functions Key Expressions z Talking about the time z What time is it? z It's 8 (o'clock). How to teach z Have students color and cut out the clock and the hands. "What time is it in London?". Have one student in each group have map A. Level focused z [Supplementary] The teacher can be A and students can be B. It's time to go to bed. z Have students present their works to the class and say what time it is on the clock. References LEVEL 1 6 . telling them in which countries they are. How to teach z Have students do this information gap activity in pairs. pictures about the cities Level focused z [Advanced] When presenting their works. z Have students take turns to ask the times and fill in the Teacher blanks." Then.m. z Have a student in each group show a time with his/her body and ask. z Cut the worksheets in half before the class." Key Expressions countries z What time is it in Seoul? z It's 12:00 o'clock in Seoul.Time z Materials : colored pencils. z Present the new expressions to the students. ex) It's time for lunch. The student with map B answers. z The student with map A asks his/her partner.

What time is it? It's o'clock. ※ 알맞은 숫자를 써 넣고 시간을 말해 봅시다.Time-Speaking Let's speak A. B. Speak and draw. 7 LEVEL 1 . Speak the time.

Time-Listening Let's listen LEVEL 1 8 ※위 그림에 나타나지 않은 시간은? ①It's three o'clock. ②It's six o'clock. .

What ■ ime ■ ■ ■ ■ ■ ■ ■ It's eleven. 4.Time-Reading Let's read A. Read the time and check the beginning sound. A : What time is it ? B : It's ( ) o'clock. B. e i 3. 2. It's t elve. 9 It's LEVEL 1 . is it ? It's f ur. 1. Read and match. m n t k ※지금은 몇 시 입니까? p f O'clock.

C=레. L=미. What t___ is it? It's ___ o'clock. . T=파. Trace and write. Complete the sentences.Time-Writing Let's write A. ※[O=도. R=라. time time time m t i e B. H=시] LEVEL 1 10 It's 파시라ee 도‘레미도미솔. K=솔. What ____ is it? ____ seven o'clock.

Time-Game 1 Pairing game Three! Seven! Twelve! Nine! ※ Unscramble. twelve o'clock. It's 11 LEVEL 1 .

2 3 4 5 6 Total LEVEL 1 12 ※ 가 숨어 있는 곳의 숫자로 시각을 말해볼까요? What time is it? .Time-Game 2 Dice game Score Board 1 A B A : What time is it ? B : It's o'clock. 2 3 4 5 6 Total Score Board 1 A B A : What time is it ? B : It's o'clock.

Time-Story Cinderella's time A. It's five o'clock. Match and read. It's ten o'clock. Paste Paste Paste Paste ※신데렐라는 몇 시에 돌아가야 하나요? t o' . ▪ ▪ : It's 8 o'clock. B. Read and paste. ▪ ▪ It's 7 o'clock. It's eight o'clock. It's three o'clock. 13 LEVEL 1 . ▪ ▪ : It's 12 o'clock.

le t's g o ! W h at tim e is it? 12 : 00 C om e on. let's g o! W h at tim e is it? 9 : 00 C o m e o n . Let's sing.Time-Song What time is it? A. W h at tim e is it? 8 : 00 C o m e o n . le t's g o ! LEVEL 1 14 ※활동지에 나타난 시각을 위에서부터 차례대로 1.3번이라고 할 때. 1번+2번-3번은 몇 시? .2.

twelve(12) ※ W☆♤♡ ♡♧◎◇에 들어갈 표현을 써 봅시다. seven(7). nine(9). eleven(11). six(6). five(5) ten(10) o'clock. W 15 LEVEL 1 . two(2). eight(8).Time-Speaking 2 A body clock A : W☆♤♡ B : It's one(1). three(3). ♡♧◎◇ is it ? four(4).

20 o'clock.9.Time-Art project Making a clock A : What time is it? B : It's o'clock. 5.8.7. LEVEL 1 16 ※It's .

[What/timeisitinCairo?It'sfiveo'clock.Time-Culture What time is it in Seoul? A ( ):( ) am <London> 12:00 pm <Seoul> 10:00 am <New York> 05:00 am <Cairo> ( ):( ) pm <Sydney> B 03:00 am <London> 12:00 pm <Seoul> ( ):( ) am <Cairo> 01:00 pm <Sydney> ( ):( ) am <New York> ※다음을 적절히 끊어(/) 읽어보세요.] 17 LEVEL 1 .

❸ It's 5 : 40. Level focused z [Supplementary] Do activities and play games to have students practice saying and understanding the times." according to the clock. Practice the numbers many times. Teacher Speaking : Let's speak z To have Objectives Students expressions about time z To be able to understand expressions about time z Asking and answering the time z What time is it? z It's six-twenty. 1) A : What time is it? 2) A : What time is it? 3) A : What time is it? 4) A : What time is it? 5) A : What time is it? 6) A : What time is it? 7) A : What time is it? 8) A : What time is it? B : It's six twenty. have students check their answers by asking References A: Student 1 B: Student 2 B : B : It's seven o'clock.Number 4 Mom : Chanho. z Have students practice asking and answering the times in pairs. "What time is it?". 30. I'm late. Student A follows the line and answers. Level focused z [Supplementary] If students have difficulty saying the numbers without hesitation.Number 2 Mom : Chanho. z Have students look at the pictures and practice saying the times by repeating after the teacher. . mom? Mom : It's seven o'clock. ❹ It's 9 : 10. Have them listen to the times and write the them under the correct pictures. B : It's eight ten. B : It's nine fifty. ❶ It's 7 : 20. B : It's five twenty. Chanho : What time is it. Chanho : What time is it mom? Mom : It's ten o'clock. Objectives Students z To be able to read times Teacher Reading : Let's read z To have students read times Functions z Reading and saying the time by the 10 minutes z What time is it? z It's eight ten. z After listening.Number 3 Chanho : Oops! It's 8:30. and 50. 40. Chanho : Sorry. mom.Number 1 Mom : Chanho. z [B] Have students listen to the times and draw them on the clock. . I should go to school.LEVEL 2 TIME How to teach students understand the the z [A] Have students listen to 4 dialogs. B : It's seven forty. z Have students take turns to choose a number and say the Functions Key Expressions LEVEL 2 18 . Objectives Students How to teach z Have students work in pairs. Student B asks. . 20. B : It's two fifty. Listening : Let's listen Key Expressions Teacher z To have students understand the time by listening to dialogs z To be able to understand the time by listening to dialogs z Listening to and understanding the time by the 10 minutes z What time is it? z It's 2:10. review the numbers with the students. z Teach the number 1~12 and 10. ❷ It's 12 : 30. it's time to go to bed. "It's eight ten. it's time for breakfast. and answering the times in pairs. it's time to get up. Functions Key Expressions How to teach z Introduce and teach the key expressions. It's eleven thirty. z Student A of each group chooses a number. .

Have them write in words. z [B] Read the script below to the students. A: What time is it? 3. z [Supplementary] Have students refer to a list of number words if they have difficulty in writing the numbers in words. A: What time is it? 5. "What time is it?" and student A answers. A: What time is it? 2. two. Level focused z [Advanced] Students may draw and write times like. 1. B: It's eleven o'clock. References z Listen and write. ⑤ What time is it? It's eight ten. not in numbers.Time time. B: It's ten o'clock B: It's three o'clock. and 8:55. z Make sure students are speaking in sentences. z Have students check their answers by asking and answering the times in pairs. B: It's two o'clock. Level focused z [Advanced] Have students write sentences for each time after the activity. three. 11. B: It's four o'clock. 10:25. z If A answers correctly. z Student A puts a coin on the "Coin" space and flicks the coin. Level focused z [Advanced] Have students listen and write times with minutes.37. Teacher Objectives Students Writing : Let's write z To have students write the times they hear in words z To be able to listen and write the times in words z Listening and writing the times in words Functions Key Expressions Teacher Objectives Students How to teach z Have students play the game in pairs. z The student who owns more lands wins the game. z Have students draw or write the time on the blank clocks and practice reading the time. he/she can write his/her name on the space. A: What time is it? B: It's nine o'clock. z If a student's coin lands on his/her partner's space. Student B asks. "It's ________. B: It's seven o'clock. A: What time is it? 8. A: What time is it? 4. Have each pair play with one game board and a coin. B: It's twelve o'clock.. ③ What time is it? It's ten o'clock. Functions Key Expressions z one. he/she loses a turn. References z Materials : coins 19 LEVEL 2 .. Game 1 : My land game z To have students ask and answer about the time z To be able to ask and answer about the time z Asking and answering the time z What time is it? z It's twelve thirty. A: What time is it? 7. A: What time is it? 6. ② What time is it? It's six forty. References ① What time is it? It's two thirty. How to teach z [A] Have students look at the pictures and complete the sentences with correct words. Have students listen to the dialogs and write the times in the blanks.". ④ What time is it? It's four thirty.

I can't.". I go home. I go home. If the card is different. Speaking 2 : Making an appointment z To have students ask and answer References z Materials : picture cards Objectives Teacher questions about making an appointment z To be able to ask and answer questions about making an appointment z Making an appointment z Let's meet at 7:30. B says. z Student A turns a card and says. z That's a good idea. If the friend has the same time on the card. I go out with my friends at ten o'clock. z Write a number of different times on the board. Level focused z [Advanced] Have students talk about their daily lives using key expressions with each other. They say "Let's meet at ( 7 : 30 ). Game 2 : Card game z To have students speak the simple z Ask some questions about the story to check students' understanding. On Monday. How to teach z Have students sit closely and let them know it's time for story telling. My daily life! Level focused z [Advanced] Have students make more cards with different times and play the game. I can't. student B turn a card. I get up at six fifteen. and then I go to bed at ten thirty. I have breakfast at six forty. "Sorry. They hold their hands and goes to another friend. z Sounds good. / Sorry. z Have students repeat some key expressions after the teacher. he/she answers "Sounds good." with the time on the card. Then at three thirty. z [Supplementary] Review the times with the pictures before the game. z [Supplementary] Show some pictures about the story to enhance students' understanding. Then. z Have students play the game in pairs. If the card is the same is A's card. "Let's meet at ______. / Sorry. I get up at nine o'clock. Functions Key Expressions References How to teach z Have students cut the 6 cards from the worksheet. I do my homework at four o'clock and at nine thirty." to the third student. I have breakfast at nine thirty.Teacher's Guide z Read the story in a lively tone using gestures. Have each pair spread 2 sets of cards faced down on their desk. I can't. z If the student has a different time. LEVEL 2 20 . "That's a good idea. At eight o'clock. I go to school at seven fifteen. z Have students go around the classroom and ask a friend. B says." and turn both cards faced down again. Have students choose and write a time in the brackets. "Let's meet at ( 7 : 30 )". Then at three thirty." and keeps the two cards. "Sorry. I listen to music. I daily life and tell about their lives to the others Functions Key Expressions z Understanding a story about a daily life z I have breakfast at six forty. I go to bed. he/she answers. Students Functions Story : My daily life Key Expressions Teacher z To have students understand someone's daily life z To be able to understand someone's Objectives Students How to teach z Have students cut the worksheet along the dotted line and use one card at a time. Teacher Objectives Students expressions about making an appointment z To be able to suggest an appointment and respond to it z Making an appointment related to time z Let's meet at 7:30. On Saturday. z The student with more cards at the end wins the game.

What time will we meet? S1 : Let's meet at 3:30 in the playground. or draw them. z Demonstrate the chant to the students. Key Expressions References z Materials : colored pencils. S2 : Sorry. z Have students repeat the activity time with the second card. Functions z [Supplementary] Have students draw pictures about their daily life instead of writing sentences. Functions Objectives Students Teacher Culture : Two ways to show the time z To have students understand the expressions about time z To be able to speak the time in two ways z Understanding two ways of telling the time z It's 7 a. z Have students show the time schedule to their friends and talk about it. Teacher Objectives Students Level focused z To be able to make their own chant using the expressions about the time z Saying the expressions about the time z What time is it? z It's twelve thirty. Objectives Students Functions Key Expressions How to teach z Review lessons. z Have students create and do actions with the chant. z Have students choose and draw or write the time in the table in two ways. z Have students draw and write their time schedule in the shape different daily activities learned in the previous Chant : Let's make a chant z To have students make their own chant using the expressions about the time on the worksheet. 21 LEVEL 2 . ex) S1 : Will you play soccer after class? S2 : That's a good idea. How about at 5 ? S1 : Sounds good. colored pens. z Have students say some of the new lines and write them on the board. I can't. Teacher Art project: Making a time schedule z To have students make their own time schedule z To be able to make a time schedule and tell it to their friends z Telling the time schedule z I get up at 7:30. scissors How to teach z Have students review the expressions about the time. Level focused z [Advanced] Have students use more expressions when making an appointment. z Have students repeat after the teacher line by line. the students will form a line and the longest line wins. in the box. Level focused z [Supplementary] Have students the times and chant. Chant with the new lines together. z Have students make new lines and write them.m. z [Advanced] Have students write sentences about daily activities on the time schedule. z By holding hands. Explain the difference to the students. Key Expressions References z Materials : castanets or chant bottles(made by students) How to teach z Have students understand there are two major ways to express the time.Time can't." and talks to another friend. I have a piano lesson.

LEVEL 2 22 .m.Teacher's Guide z Have students ask and answer the time in pairs. z [Advanced] Have students write the times in sentences. means 'Post Meridiem(=past noon)'. if it's in the afternoon. Level focused z When students express the time in the 24-hour clock. means 'Ante Meridiem(=before noon)' and p.m.m.m. In Latin. if it's before noon and use p. some students may have difficulty in expressing the numbers from 12 to 20. Then help students practice the numbers. References z Use a. z [Supplementary] Have students listen and repeat the two ways of telling times after the teacher. a.

Time-Speaking Let's speak A. < Dialog > Sumi : What time is it? Jinho : It's ten thirty. Ask what time it is. 1 7:00 2 6:20 3 4 2:50 5 9:50 6 8:10 7 5:20 8 7:40 ※다음 그림이 숨어 있는 부분을 찾아 몇 시인지 말해봅시다.[ ] 23 LEVEL 2 .

[It's e t .] . Listen and draw. 8 : 30 B.Time-Listening Let's listen A. Listen and write numbers. LEVEL 2 24 ※ 이 없는 그림을 찾아 몇 시인지 써봅시다.

] 25 LEVEL 2 .Time-Reading Let's read What time is it? It's . ① ② ③ ④ ⑤ 8 : 10 eight ten ten o'clock two thirty four thirty 6 : 40 six forty ※위에서 안경을 쓰고 있는 사람은 몇 시에 있나요? [It's s___ f_____.

3. It's _________ o'clock. 5. twelve ten eleven eight nine . It's _________ o'clock. B. 7. It's _________ o'clock. It's _________ o'clock. It's _________ o'clock. It's _________ o'clock. It's _________ o'clock.Time-Writing Let's write A. 1. It's _________ o'clock. It's _________ o'clock. 6. Listen and write. 2. It's _________ o'clock. 4. LEVEL 2 26 ※ 다음 숫자들을 순서에 맞게 재배열하세요. It's _________ o'clock. 8. It's _________ o'clock. Listen and write.

[It's □□□ o'clock. ※ 이 그림이 나온 숫자만큼 □시라고 써 봅시다.) 12:20 Coin A: What time is it ? B : It's .] 27 LEVEL 2 .Time-Game 1 My land game : : : Write your name on the space your coin has landed. (동전이 도착한 곳의 시간을 읽을 수 있으면 이름을 쓰세요.

∘ Sorry.Time-Game 2 Card game • Let's meet at ∘ That's a good idea. I can't. . LEVEL 2 28 ※위 그림에서 빨간색 시계는 몇 시 인가요? It's t . .

Then at three thirty. I get up at six fifte n. Making an appointment ※I watch TV at . I do my homework at four o'clock and a nine thirty. I go to bed. have breakfast at s x forty. I listen to music. I have breakfast at nine thirty. I go home. Then at t ree thirty. 29 LEVEL 2 . and then I go to bed at ten thirt . I I o to school at seven fifteen. I get up at nine o'clock. On Saturdays. At eight o'clock. I go home. I go out my friends at ith o'clock.Time-Story My daily life! On Mondays.

I can't. . Making an appointment . LEVEL 2 30 ※따라 써 봅시다.Sorry.Sounds good.Time-Speaking 2 Let's meet at ( : ). . . .Sorry.Sounds good. I can't.

25.22.18.20? It's 20.23. 31 LEVEL 2 .9.5 20.20.Time-Chant Let's make a chant! ● What time What time It's It's ○ is it? is it? ● (clap) (clap) twelve twelve ○ (clap) (clap) thirty.5.13.5 9. 4 4 ※What 20. thirty.12.19 9.9.8.

Time-Art project Making a time schedule LEVEL 2 32 .

[ ] 33 LEVEL 2 . clock 24-hour clock P.M. : P. : A.M. clock & 24-hour clock A.M.M.M.M. : ※다음을 거울에 비춰 읽어보세요./P.Time-Culture Two ways to show the time A./P.M.

References z Materials : big picture cards. Introduce how to answer the questions. z The teacher can change contexts of the dialog. Have students do a role play with a short dialog.). I go to school everyday. Focus on the difference between present tense and past tense. after school.(ex. time phrase cards(everyday. Make the dialogs more difficult. z Have students listen to the dialog.LEVEL 3 TIME Functions z Recognizing and understanding the expressions about time Speaking : Let's speak z To have students ask and answer when Teacher z What time do you play computer games? Key Expressions someone does activities and something was done z To be able to ask and answer when z I play computer games at 6:30. Focus on present tense. Level focused z [Advanced] Have the students use additional phrases or expressions. 1) A: What time do you play computer games? B: I play computer games at 6:30. 2) A: When did you study English? B: I studied English yesterday.(ex. 1) A: When do you go church? B: I go to church on Sundays. have them listen again. Objectives Students someone does activities and something was done z Asking and answering when someone How to teach z [A] Have students listen to the dialog and write numbers 1~4 beside each picture in the order they hear. z Introduce past tense expressions. z [B] Point out where 'today' is in the calendar. Functions does activities z Asking and answering when something was done Key Expressions z When do/did you play soccer? z I play/played soccer after school/last Monday. z [Supplementary] If the students don't understand the first time. z Introduce the asking expression with the pictures on the worksheet. 4) A: When did you go shopping? B: I went shopping yesterday. 3) A: What time did you play soccer? B: I played soccer at 5:00. How to teach z Have students speak what characters in each picture are doing.) z Have students practice the expressions with the teacher and friends. z Have the students circle the days from the dialog and draw lines to connect them with the correct pictures. z [Supplementary] Have the students use less phrases or expressions according to their levels. Level focused z [Advanced] Have the students write the phrases or sentences they hear. everyday. yesterday. When do you play soccer?) z Write or tell some phrases of time (ex. on Sundays. etc. etc) z Listen and match. Practice saying the activities in past tense with the pictures. z What time did you study English? z I studied English yesterday. Listening : Let's listen z To have students understand the Teacher expressions about time Objectives Students z To be able to listen and understand the expressions about time LEVEL 3 34 . on Sundays. References z Listen and write numbers. 2) A: When do you clean your room? B: I clean my room every Monday. 3) A: When did you ride a bike? B: I rode my bike last Thursday.

Functions z Writing past tenses of the verbs Key Expressions z What time do you go to school? z I go to school at 8:30. picture cards How to teach z Have the students speak the key expressions with the teacher.". z Have students walk around the classroom with the survey table. References z Materials : picture cards How to teach z [A] Have the students speak the expressions of time for each 35 LEVEL 3 . phrase cards. A writes B's answer. Then. z Explain a sentence always ends with a punctuation mark. References z Materials : picture cards. How to teach z [A] Have the students look at the pictures and speak the expressions about activities and time. Have them ask their friends whey they do the activities. Functions z Asking and answering when my friends do activities Key Expressions z When do you play soccer? z I play soccer after school. z Have students write the activities under each picture. z Have students read the sentences they made. "after school" under B's name on the "play soccer" row. z [Supplementary] Have students read the thought groups rather than the whole sentences. Writing : Let's write z To have students write past tenses of the verbs z Student A asks B. References z Materials : sentence cards. z [Supplementary] For activity A. z Have the students match the phrases to make complete expressions. phrase cards. "When do you play soccer?" Student B answers. z Have the students read the sentences and write the numbers of the pictures beside the sentences. Teacher Objectives Students z To be able to write past tenses of the verbs Level focused z [Supplementary] Have students ask 2~3 questions to each student. have the students write sentences instead of words. give scrambled past tense verbs for students to unscramble and write. z [B] Have the students read the phrases in the boxes.Time picture. Reading : Let's read z To have students read the expressions about time z Have students write the past tenses of the verbs in the boxes. word cards Task 1 : Survey z To have students ask and answer about when their friends do activities Teacher Objectives Students z To be able to survey when their friends do activities Level focused z [Advanced] Have students do more challenging activities such as arranging scrambled sentences. z [B] Have the students read the phrases. expressions about time Key Expressions z When do you go to church? z I go to school at 8:30 everyday. z Have the students rearrange the phrases and punctuations to write complete sentences. Teacher Objectives Students z To be able to read the expressions about time and match with the pictures Functions z Identifying and understanding the Level focused z [Advanced] For activity A. "I play soccer after school.

Objectives Students How to teach z Read the title and make the students guess about the story. Have them write at least 3. Have students repeat the story after the school line by line. z [Supplementary] Have the students practice key sentences with the teacher. Level focused z [Advanced] Have the students write the appropriate questions for each statement. Level focused z [Advanced] Have the students do a role play in groups. they can change some words and phrases. Have the students practice reading the References z Materials : picture cards. (ex. z Read the story to the students. z Have the students attach or draw some pictures and write the sentences. z Understanding the expressions related to a schedule z I play computer games everyday. Functions Key Expressions How to teach z Have students look at the sentences and write the correct words in the blanks and the boxes. z Have the students present their dream schedule to the class. When they do a role play. 7 1 w e n t o n 2 c l e a n 8 a t h 3 S t u e y u n 4 r i d e V a 5 p l a y Teacher Objectives d T 9 a 6 s o c c e r Students Functions Key Expressions How to teach z Have the students imagine what they want to do. play Story : When did you go to school? z To have students understand the short story about time z To be able to understand what the story Students computer games everyday) z Have the students write what they want to do. z I watch TV from 1:00~5:00.Teacher's Guide Game : Crossword puzzle z To have students write words and Functions z Understanding and completing the story related to time z Did you go to school on Monday? z When did you go to school? z I played soccer on Monday. z The student who solves the crossword puzzle first wins the game. z To be able to make and present their dream schedule. z [Supplementary] sentences. z Have the students write the phrases and the sentences in the blanks. hair bands for role play References z Answer Task 2 : Dream schedule z To have students make and speak about their dream schedule. Teacher Objectives is about z To be able to write the phrase and sentences Level focused LEVEL 3 36 . Teacher Key Expressions phrases about time z To be able to write words and phrases about time z Identifying the missing words or phrases and complete the expressions about time z I went shopping yesterday.

every evening) in the table.Time z [Advanced] Have the students write more sentences. z Have the students draw pictures or attach their own photos. How to teach Fold the paper lengthwise again. Jiho watches TV every evening. 37 LEVEL 3 . References z Materials : colored pencils.) Art project : Making a book z To have students write and speak about their schedule Teacher Objectives Students z To be able to speak and write sentences about schedule When you open the paper. Level focused z [Advanced] Have the students write the result in sentences. z Have the students present the result of the survey. Teacher References z Materials : colored pencils. glues z Directions for making a book Objectives Students z To be able to ask and answer about their dream schedule Functions z Asking about my friends' dream schedule z What time/When do you watch TV? Key Expressions z I watch TV from 11:00~1:00/everyday. z Have the students cut out the book along the outline.(The thick line on the worksheet. (ex. scissors.) Fold the paper in half the opposite direction and fold in half one more time. How to teach z Have the students survey their friends' dream schedules. in half way up to the first crease line. you can see a slit in the center. watch TV) and time(ex. z Have the students write their friends' names. write some example sentences on the board for the students to Task 3 : Share the dream schedule z To have students ask and answer about their dream schedule copy. dream schedule (ex. picture cards Level focused z [Supplementary] If students can't write in sentences. z Have students present their book to their friends. z [Supplementary] Have the student write some phrases instead of sentences. Fold the paper in half widthwise. z Have the students write the phrase and sentences on the lines under the pictures. References z Materials : colored pencils Cut a slit starting at the folded edge. Functions z Understanding the expressions related to time Key Expressions z I go to school everyday. photos.

LEVEL 3 38 . z Have the students guess what it is in English. Level focused z [Advanced] Have the students make some sentences with the English words.cheating z vinyl bag . z Have the students match Konglish words with the right English words. Functions Key Expressions How to teach z [A] Present a Konglish word to the students. Push the sections all the way together and fold the front over.. Culture : Konglish z To Teacher have students understand some common incorrect English words used in Korea z To be able to understand common Objectives Students incorrect English words used in Korea z Understanding there are some incorrect English words used in Korea z cunning .Teacher's Guide Hold the two ends of the paper and push your hands together to spread out. z [B] Have the students find more Konglish and correct them..plastic bag .

play soccer go to school go to church watch TV play computer games study English clean your/my room ※ Find the picture( go shopping ride a bike ) and make 2 question sentences. B: I you play soccer? soccer at 4:30.Time-Speaking Let's speak A: When do you play soccer? A: What time do you play soccer? B: I play soccer after school. B: I play soccer at 4:30. 39 LEVEL 3 . A: When B: I you play soccer? A: What time soccer Monday.

Sun Mon Tue Wed Thur Fri Sat yesterday today tomorrow LEVEL 3 40 ※거울에 비추어 읽어보세요. Listen and match. . B.Time-Listening Let's listen A. Listen and write numbers.

4. B.25. LEVEL 3 .5.8.16.5. I go to church on Sundays. I did my homework yesterday. Read and number. I played soccer after school.16.7 25.Time-Reading Let's read A.14.5. I watch TV in the evening. I go to school at 8:30 everyday.20 19.14. When did you • What time • • do you go to school? • go shopping? 41 9 23.9.1.15.20. Read and match.18. I cleaned my room last night.19.

I at 8:30 go to school do you go to school What time A: What time B: I ___________ at 8:30.Time-Writing Let's write A. play → clean → study → watch → go → ride → B. [W h e n / d o y o u g o s h o p p in g ? ] . Make sentences. Write the past verbs. ? When did you I cleaned my room clean your room on Wednesday A: ________________________ B: ________________________ I after school When did you play computer games played computer games A: ________________________ B: ________________________ LEVEL 3 42 ※적절히 끊어(/) 읽어 봅시다.

43 LEVEL 3 . Activities Name play soccer go to school ※□를 이용하여 짝과 함께 빙고를 해 봅시다.Time-Task 1 Survey A: When do you play soccer? B: I play soccer after school.

I _____ __ last night. I played ______ after lunch.Time-Game Crossword puzzle 1. played soccer I at yesterday. 6. I _____ English at 7:00. 2. I ____ shopping yesterday. LEVEL 3 44 ※Unscramble. I ____ computer games after school. I go to school __ 8:00. 6 . 7. 4. I ____ my room on Saturdays. 9. I go to church __ _______. 5. I ____ my bike everyday. 3. 8.

When did you go to school? Because it's summer vacation. ※ Circle True or False. _____________________. ______ go to school on Tuesday? No. ________________ on Wednesday? No. Fill in the blanks and make a story. I _________ on Tuesday.Time-Story When did you go to school? A. I go to church everyday. I didn't go to school. Did you go to school on Monday? No. I played soccer ________. T F 45 LEVEL 3 .

I played soccer ______. play with my friends. . LEVEL 3 46 ※밑줄에 들어갈 수 있는 말 3가지를 말해 보세요.Time-Task 2 Dream schedule Y ou can ch oose! play computer games. watch TV. study English. clean my room. watch movies. play soccer. go shopping. go to an amusement park. etc.

name dream schedule time ※[Correct the sentence.] I played computer games after school. Survey your friends' dream schedule. 47 LEVEL 3 .Time-Task 3 Share the dream schedule A.

Time-Art project Making a book LEVEL 3 48 .

arbeit(아르바이트) cunning(컨닝) super(수퍼) crepas(크레파스) vinyl bag(비닐봉투) handle(핸들) back mirror(백미러) hand phone(핸드폰) • • on sale • plastic bag • part-time job • steering wheel • rear view mirror • classical music • cheating • mobile phone(cellular phone) bargain sale(바겐세일) • • • classic music(클래식뮤직) • • • • • • • crayon • supermarket B. Match Konglish with the right English phrases. 49 LEVEL 3 . Find more Konglish and correct them.Time-Culture Konglish A.

Jong-no-gu. Jackson(진주교육대학교 강사) Kent C. Boydston(진주교육대학교 강사) Joe Kim(전 경남유곡초 2기 TaLK장학생) Garry Thorntone(대구구암초 EPIK 교사) 자문(Consulting) 손중선(대구교육대학교 교수) 이병천(한국교육과정평가원 박사) 검토(Examination) 오주연(남대구초등학교 교사) 이수진(대구매호초등학교 교사) 이미정(대구경운초등학교 교사) 김수민(대구화남초등학교 영어회화전문강사) 조원호(대구화원초등학교 교사) 이창훈(대구신암초등학교 교사) 황선경(대구진월초등학교 교사) 적용(Application) Shin Y oung Lee(인천양사초 3기 TaLK 장학생) Nancy Guerrero(대구다사초 3기 TaLK 장학생) Faline C Lee(전북김제검산초 3기 TaLK 장학생) Seungsun Park(전 경남용덕초 3기 TaLK 장학생) New English For Korean Kids For Teach and Learn in Korea (TaLK) Program Issued February 2010 Published By National Institute for International Education Address #43. I-hwa-jang-gil.기획(Planning) 박병태(T aLK지원팀장) 하은경(교육연구사) 집필(Writing) 김진도(대구칠성초등학교 교감) 김정삼(대구광역시교육연수원 교육연구사) 강혜영(경상남도교육연수원 교육연구사) 류창애(인천장도초등학교 교사) 박정원(대구왕선초등학교 교사) 백현희(경남의령용덕초등학교 교사) 임 영(전북김제검산초등학교 교사) 이광원(전북부안동초등학교 교사) 공영순(대구구암초등학교 교사) 이상문(대구용계초등학교 교사) 교정(Proofreading) Ji Won Shin(대구광역시교육청 EPIK 코디) Kyung Ho Park(대구화원초 2기 TaLK 장학생) Johnnie L. Seoul 110-810. Korea (Not for Sale) .

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