Low to Intermediate Teaching Manual Exemplars and Lesson Plans

Table of Contents Introduction……………………………………………………………pg. 1 Low to Intermediate………………………………………………...pg.5 Conversation………………………………………………………….pg. 6 Vocabulary……………………………………………………………pg. 50 Listening………………………………………………………………..pg. 88 Pronunciation………………………………………………………....pg.91 Writing………………………………………………………………….pg.94 Review and Games…………………………………………………pg. 97 Index……………………………………………………………………pg.106 Handouts……………………………………………………………...pg.108

Welcome to the Gangwondo EPIK program. Whether you are a first time teacher or you have many years experience, whether you are new to Korea or have taught here many years, I am sure that your time here will be a rewarding experience. It’s important to take the initiative and get involved with your school and your community. Make an effort to learn some Korean and to learn some of the customs and you will find that not only will your time here be easier and more enjoyable but also the teachers in your school will come to have a greater respect for you. learning English. This Manual The exemplars and/or lesson plans in this manual were submitted by other EPIK teachers currently and/or previously employed in the program. These lesson plans were intended to provide new teachers with a guide to making their own lesson plans. Please read over the lesson plans in this manual and take Use the lesson plans in their entirety or take ideas Please, however, keep in mind the considerations from them what you will. Take an interest in your students and be an enthusiastic teacher and they too will become enthusiastic about

from each to make your own lessons that suit your own teaching style and/or the needs of your students. listed below. Team Teaching Team teaching is the preferred teaching methodology in Gangwondo. Team teaching is a collaborative teaching process where both the foreign native English speaking teacher and the local teachers participate equally in teaching. From preparing lessons and lesson materials, to teaching in the classroom, all teachers work together. When team teaching not only you but also your team teachers will be producing lessons and lesson plans according to the curriculum that you and your team teachers decide to use. Some EPIK teachers, however, are not in an environment conducive to team teaching. That is to say, the local teachers do not have the time or training to become actively involved in team teaching. In this case, you will have to take a greater responsibility in the preparation of lessons. Your co-teachers


may still have some preferred direction for you to follow with regard to your curriculum though. Please be flexible and consult with your co-teachers before planning your lessons. Making use of co-teachers Regardless of whether you are team teaching or working with a co-teacher, it is important to utilize this invaluable resource when designing your lessons. course, the involvement of your co-teachers in your lessons depends upon their level of English ability, but even teachers with little English ability can be of assistance. Plan your lessons so that you keep in mind what you will do, and what your co-teacher will do, at every step. Conversation focus Conversation should be the primary focus of your lessons. We are not here to replace the local English teachers, but to complement their teaching and their curriculum in addition to inspiring students to speak English. Vocabulary and grammar are covered in great detail by the curriculum provided to your students by their local English teachers. ability to freely converse in English. Our level of expertise comes from our By doing this in the classroom, students Or

can model our speaking ability, become accustomed to hearing spoken English from a native English speaker, and practice conversing spontaneously in English. This gives students more confidence in their speaking ability. Unfortunately, for many of you, you will find that the level of English ability in your students is not very high. So you will be faced with the problem of How is this done? The answer is simple. teaching conversation to students who lack the vocabulary and grammar skills to competently converse in English. You will have to be patient and innovative. Here is an example of an appropriate conversation lesson. First, it is good to

review some vocabulary that will be used in the course of your lesson at the beginning of class to refresh student’s memory. Perhaps a short simple game could be used. Simple grammar structures, which will be used in class, should It is best if those sentence patterns, if they have not also be reviewed. Finally, conversation lessons should revolve around a few simple sentence patterns. been taught before, are clearly written on your handout or on the whiteboard


for quick and easy reference.

It is also a good idea to encourage your high

level students to be more creative in their responses, and to not restrict themselves to your sentence patterns. Your sentence patterns should be a guide and not a rule of law. Your lesson should also have activities that allow students to converse, not only with you, but also with each other. Many teachers do not do this, for fear that students will just speak Korean while not under close scrutiny from the English teacher. While this is often true in the beginning, given enough practice and encouragement, it can be done successfully. Undoubtedly, your lessons will overlap. It is impossible only to teach conversation without teaching vocabulary or grammar or pronunciation, but your primary focus should be on conversation. American English American English is the preferred English to be taught to students in the EPIK program. What is American English? Well, to most native English speakers the concept of American English is difficult to grasp. Isn’t all English the same? While that is true for the most part, there are some subtle differences. The most obvious difference is in spelling. If you are from Britain or a British Commonwealth country, such as Australia or Canada, you should be aware that some words are spelled differently. color is spelled ‘color’ not ‘colour’. For example, in American English Be aware of this so as not to confuse

students who have already learned vocabulary using the American spelling. Cultural exchange As foreign teachers of English, we have more to teach than just English. Students, particularly Korean students, are very curious about other cultures. Please feel free to incorporate some lessons about culture into your classroom. This is often a good time to utilize some of the multimedia facilities in your school. Pictures, video and powerpoint presentations are a good way to Holidays are also a good opportunity for cultural teach lessons on culture since most students will want to see first hand what it is you are talking about. exchange; however, keep in mind that a large percentage of people in Korea are Christians, and so lessons on Christmas, for example, may be redundant.


All English classroom There are many different perspectives on how one should teach English with regard to the amount of the local language that should be used in the classroom. Your local teachers will likely teach with direct Korean translation, and will give instruction in Korean. You, with the assistance of your coteachers, will have to decide how you will approach this. teachers choose to use only English in their classrooms. explanation. Most foreign New vocabulary is

then taught using pictures, actions, or previously learned vocabulary for This forces students to listen to the teacher and to make an A effort to understand, but can cause students to feel uncomfortable or disoriented and confused, at least until they become accustomed to it. second consideration is how much you will allow students to speak Korean. Some teachers allow their students to speak to each other in Korean, while other teachers do not. Student interests Students learn faster when they take an interest in what they are learning. Students gain more confidence and feel more comfortable when discussing subjects which they are knowledgeable and passionate about. Students also learn more when they know that their teacher has taken an interest in their lives. It is a good idea, at the beginning of the school year, to take a survey of students’ interests so that you can incorporate those topics into your curriculum. Behavior Management Before you walk into your first class, you should have a system in place to deal with misbehavior. Many foreign teachers overlook this problem with disastrous results. Quite often the local teacher will handle behavior problems in your class if you do not; however, if your co-teacher is a poor disciplinarian, then it is your class that will suffer. It is a good idea to discuss this subject with your coteachers before your first class so that you can develop a system of behavior management that complements the system used in most classes. Whatever system you choose, don’t underestimate the value of positive reinforcement. If your students are doing a good job and behaving well, praise them for it. This can do wonders for stemming misbehavior before it starts. Again, the choice is yours.


Low to Intermediate
The following is a guide to understanding the categories of ‘Low to Intermediate’ Low to Intermediate students are a broad group, encompassing both beginner students to students just beginning to converse. Students are generally in elementary school or first and second year middle school. Students may know from very little vocabulary to most basic vocabulary in most topic areas. Students can listen and comprehend some only basic Students instruction when spoken slowly. Students have difficulty engaging in conversation that is not rehearsed or when no dialogue is provided. may or may not be able to read or write English.




Lesson Plan Instructors: Christopher “2Jjang in Jang-ho” Linton, Won “ET” Tae-sik Student Level/Grade: Beginner to advanced Lesson Title: PENGUIN Class Aims/Goals: Listening comprehension, intonation, simple sentences Length of Lesson: Single lesson; 30 minutes Steps & Activities: Pre-Activity/Preparation/Materials Teacher must prepare various easy dialogues. PENGUIN is substituted for one of the words in the dialogue. It should be a word explicit in the dialogue and used a few times. Short empty dialogue frames that students will fill out in their own time. The two teachers should make sure they are familiar with the dialogues so that they can be delivered as naturally, fluently as possible.

Activity/Lesson Write PENGUIN in large commanding letters on the board. Explain that PENGUIN is a substitute word that the students must guess. A partner teacher’s help may be needed but any teacher can illustrate this easily without any Korean being spoken. Using feelings to do this is especially effective (I am so PENGUIN!) The 2 teachers will begin an animated bus stop conversation. I always use weather to begin with. The dialogue can look like this: A: Good day, sir B: Yes, a very good day. A: The PENGUIN is beautiful. B: Yes, I love this PENGUIN. Today is a perfect spring day. A: What will the PENGUIN be tomorrow? B: Perfect, of course. Of course, students get a kick out of hearing, “I love this PENGUIN” and it sucks them in. When a student knows the answer they raise their hand and are severely penalized for shouting out the answer (think leeches).


The dialogues can be as challenging as is appropriate and throwing in some common idioms will spice things up for higher levels. Of course, students must be encouraged to do these dialogues too. Groups of 2 can be given dialogues and a few minutes must be given to them to read the dialogues and understand them. Special attention must be given to the pronunciation and intonation in these cases. The teachers must coach the groups through their acting. Small stickers can be given to the groups who are most animated and who have the best intonation. The two teachers have the opportunity to illustrate and have the groups follow. Post-Activity/Review Groups can be given blank dialogue sheets that they must fill in. Some students have more difficulty than others. I have found it helpful to make a space at the top of the dialogue where students write the substituted word. Then, they can build from there. Otherwise, some students get stuck on how to begin.


Lesson Plan Instructors: Native English Teacher –Ms Staton Korean English Teacher –Mr Jung Student Level/Grade: Elementary Lesson Title: Let’s Learn the Days of the Week Class Aims/Goals: To teach the days of the week with the corresponding number for that day; Sentence Structure. Length of Lesson: 40 minutes; single Steps & Activities: Pre-Activity/Preparation/Materials Chalkboard, multicolored chalk, paper and pencils Teacher will write the days of the week on the board with a square beside each day to write the number that corresponds with it. Activity/Lesson Introduce the days of the week and their number in the week: example: (Sunday will be 1, Saturday is 7 etc.) The teacher will say and spell each day with the students several times. The students will then say each day of the week as a list. The teacher will explain the beginning and the end of the week using numbers for each day as she/he gives a complete sentence, It is Tuesday. Today is Tuesday. The teacher will give a number and ask the student what day is it. The teacher will repeat this questioning until all students have answered at least once. They will use the model from the teacher: It is…….Today is………. The teacher will point to the day and number on the board and ask the students to write a complete sentence to the question,: What day is today? The students will write: It is Tuesday. Today is Tuesday. The teacher will point to each day of the week and the students will write two sentences for each day of the week. The students will recite the days of the week and spell each one from the




Lesson Plan Instructors: Native English Teacher – William Crothers Korean English Teacher – Miss Yu Student Level/Grade: Grade 6 (primary school) Lesson Title: What Was the Thief Wearing? Class Aims/Goals: Learn to describe clothing students wear Length of Lesson: single/multi 40 minutes Steps & Activities: Pre-Activity/Preparation/Materials Ask the students: "what am I wearing?" Go over the clothing that I am wearing: pants, sweater, t-shirt, socks, slippers Show PowerPoint for clothing (Thief.ppt on http://epikforum.org). you know what this is." “Hand up if

Then go back to what I am wearing: brown pants; white t-shirt; brown and black slippers; blue, white and black sweater. Show PowerPoint for colors (Powerpoint01a.ppt on http://epikforum.org). Have students repeat the colors. Activity/Lesson Have students describe a partner, like they are on a clothing infomercial (demonstrate at the front with one student – demonstrate being the model and being the speaker) - pointing when they say what their partner is wearing. Walk around and observe. Post-Activity/Review (this is actually the longest segment of the class) Show the students my ring. Say we need one detective. The detective will try to find who has the ring. The detective leaves the room.


Then one student is given the ring. The detective comes back in the room. The detective asks ten yes/no questions about what the person with the ring is wearing. Everyone must answer the questions. I am the detective first. After I go. I have everyone repeat: "He wears" and "She wears." Then I have them repeat "He wears blue?" with questioning and "She wears a blue jacket?" with questioning intonation. Then I pick a strong student to be the detective first. They leave the room with the co-teacher covering his/her ears. I hand the ring to one student. I have that student stand at the front and whisper what they are wearing. I tell the class: "do not look at him/her." Then the detective enters the class. Paper/rock/scissors amongst the students who want to be detective next determines who will play detective in the next game.


Lesson Plan Instructors: Native English Teacher – Laurie Malcolmson Korean English Teacher –Various. Student Level/Grade: First Grade Lesson Title: Prepositions of place Describing clothing Class Aims/Goals: Students to be able to say where someone is and what they are wearing. Length of Lesson: single/multi 45 minutes Steps & Activities: Pre-Activity/Preparation/Materials Materials. Items of clothing such as a cap, trousers,jacket,gloves and a sweater. A dialogue as per the following,,, Activity / Lesson. A) Where is Bob? B) He is standing next to John. He is wearing a red shirt. This is a dialogue provided in the first grade text book I am using. There is a picture provided with the dialogue. The items of clothing are then practiced by asking students, What is this? And What colour is it? Make sure they can answer freely. Then some students are given the clothes to put on. Then I ask other students Where is Da seul ? Where is Min gyu ? I do this for a few minutes, then get other students to ask the question. They should answer along the lines,,,He is sitting next to Jong hyun, he is wearing brown trousers. The last part of the lesson I go over parts of the school uniform. Then ask the question Where are you?



I am sitting next to Soo pyo, I am wearing a blue sweater.

Do this for a few minutes then get other students to ask the question. The students like this lesson as they can put my clothes on,they are usually too big and the other students think it is funny. Post-Activity/Review A couple of minutes asking

Where is _______? What is this? What colour is it ?


Lesson Plan Instructors: Native English Teacher – Nathan Busch Korean English Teacher – Kim In Sook Student Level/Grade: 3rd grade and/or intermediate group Lesson Title: Animal argument Class Aims/Goals: Students will be able to use comparative and superlative more freely in conversation than before. Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials: Print out some photos of between 4 (small class) and 10 (big class) animals. Make a list of those animals as well. Make a list of some things in the class room you intend to use. (10 things) Next to the name of the thing, write down 1 adjective to describe it. (ie, wall/white. Pencil/yellow) Activity/Lesson: Warmer: find things game. Adjectives from your room list to get students, individually, to find things that have property described by the adjective. Example, the adjective is “yellow” so the student just has to find something yellow. It does NOT have to be the pencil. However, when you make your list, it is better if you use adjectives that can only be ascribed to one noun in the class so that way students are faced with a bigger challenges insofar as finding the thing. 15 minutes. Presentation: 1) Hold up photos of animals. Get the students to say the name of each and write the name on the board as they say it. 2) Get students to say one adjective about each animal. As they say the adjective, write that adjective down next to whichever animal it pertains to. This may be difficult to



4) 5)

6) 7)

explain, so you’ll have to demonstrate with your co-teacher first. Pick 2 animals. Use the adjective given to one to compare it to another. Example: If the animal was whale, and the adjective was big and the other animal was sheep and the adjective was white, ask, “which animal is bigger?” and “which animal is more white?” This is how you teach comparative. Pick three animals. This time, it will be, “which animal is biggest?” and “which animal is most white?” Put students in groups of 3-5. Give one animal to each group. It is fun/funny to give girl groups animals like tiger or wolf and give boy groups animals like panda or sheep. Then tell each group they need to make an argument for why their animal is the best. The argument should be a speech in which each student in the group says at least 1 sentence about the animal. Co-teacher help needed to explain directions. Give 10 minutes to students to make sentences. Walk around the class and show students how they could write a sentence using superlative for their animal. Students go around the class saying their sentences. Students, working as complete groups, will make 1 sentence for why their animal is better than another using comparative. Example, panda is more cute than lion. By this time, hopefully, the students will just start talking/using comparative superlative on their own. If they are speaking freely, you can just relax the rules of the game and let them go.

Post-Activity/Review Next class, draw three of the animals. Get them to make comparative and superlative sentences comparing each. (5 minutes).


Lesson Plan Instructors: Native English Teacher – Korean English Teacher – Student Level/Grade: 3 Lesson Title: Directions Class Aims/Goals: By the end of the lesson students will be able to: • • Use new vocabulary appropriately to ask for and give directions Listen to a set of directions and then correctly identify the desired destination

• Practise interpersonal speaking using the new directions vocabulary Length of Lesson: single/multi This unit usually requires two lessons but this can be shortened or lengthened according to the ability of your class Steps & Activities: Pre-Activity/Preparation/Materials • • Handouts (*refer to Handout section) Map – The one in this sample was made specifically for my classes. For the first lesson I used 6 large maps (A3) that were laminated. Feel free to modify the map as required. (*refer to Handout section)

Asking for and Giving Directions 1. Small Talk Time 10 min Choose students to talk about “What places have you visited?” 2. Giving Direction 1 min Explain to students that you will do an activity about asking and giving directions 3. Give out ‘directions’ script 12 min Directions: (read and repeat) (Give explanations as you go) go straight walk for 3 blocks / walk to the end of the street at the first set of lights / after the second set of lights turn left / turn right the post ofiice is on the left-hand corner the airport is on your right the park is across from the airport


Read and repeat: ask for volunteers to say the expressions in English and Korean (points for team) 10-15 min 4. Listening to directions: Give out maps. ( 1 per group) Students must listen to my directions and try to guess where I’m going (points)

5. Sum up – Review new vocab Hang man (using directions) 7 min

Materials: Maps (35 small maps), directions II script

Directions II 1. Small talk time Choose students to answer small talk question “What country would you like to visit?” “Why?” 2. Directions revision: Teachers model conversation (Brad and Madonna) Read and repeat 3. Pair Activity: In pairs the students will take turns practising asking and giving directions. One person is pretending to be lost and must ask the other for directions to a ‘destination’ e.g. “Excuse me, can you tell me how to find the park?” “Sure. First…..” Take turns with the different roles 4. Volunteers to demonstrate conversation in front of the class (points) 5 min

10 min

10 min

10 min

5. Ask students to volunteer to help me by asking them “Excuse me 10 min can you tell me how to get to…?”

Post-Activity/Review Give them a small copy of the map with 4 sets of directions. They must then use the map and directions to find the destinations. Check at the next class.


Lesson Plan Instructors: Native English Teacher – Noah Hussin Korean English Teacher – 조평지 Student Level/Grade: Middle 1st Grade Lesson Title: Map it Out Class Aims/Goals: Thinking spatially in English, giving directions Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials “Blank” map with named roads, avenues, and 6 lettered blocks (not provided). A list of building locations Example : “The post office is on the northeast corner of block E” “The subway station is between the post office and the park” Activity/Lesson Divide the class into 6 groups. First, go over various relevant terms such as spatial prepositions, directions, and building names. Then, have the students create the map using the list of building locations. The map is of the classroom, with each desk cluster being a block and the aisles between the clusters being streets and avenues. I walk in the room, as a tourist and say that I want to do various things. The students then tell me what building I must go to and, using their maps, give me directions. It is very easy to keep their attention with this one, as it lends itself to comedy. For example, after being directed to the telephone booth, I grab the student’s hand and talk into it as if it were a telephone, having a conversation with my mother (after which I ask them to paraphrase the conversation). After buying and drinking milk, I yelled, “poison!” and fell to the ground, after which many students immediately shouted out “Hospital! Go to hospital!” You will find methods that work with your particular class.


Lesson Plan Instructors: Native English Teacher –Russell S. Josey Student Level/Grade: Middle School Lesson Title: Giving and Receiving Directions Class Aims/Goals: Vocabulary to help a student give and understand directional phrases Length of Lesson: 45 minutes Steps & Activities: Pre-Activity/Preparation/Materials A simply laid out map to teach the simpler terms of go straight, turn right etc (not provided). A more difficult map of Wonju City and area to teach the extended terms such as go through the intersection, go over the bridge, etc (not provided). The phrases can be listed in chalk on the board, or for visual clarity you may choose to use printed words and phrases. Explanations of the words and phrases are given if necessary. go straight/go back go through go __ meters/kilometers/

go over the bridge/go under the bridge go to the _____ (corner/lights/intersection/end of the street) go up the hill/go down the hill veer right/veer left Its behind/ Its in front of turn right/turn left across from/next to/beside. Etc.

Activity/Lesson A simple printed page utilizing the prepositions of location is used first. This refreshes what the students have probably learned in other English classes. The new phrases and expressions simply further the students understanding.


The easier of the two maps is used first. Questions used here are: “Excuse me!” “Could you tell me where is ________?” and “How do I get to ___________ please?” Tag is played with the students and questions and answers. Next the more difficult map of Wonju City is introduced This map then increases the students knowledge and confidence when giving directions. I usually list 3 or 4 well known places that a student can practice with his or her partner. Once again we play question tag, as A asks B and then B becomes A and so on. Make certain that you include enough locations to utilize most of the directional phrases. Post-Activity/Review To wrap up the class, and to help the students remember the phrases. I sometimes play a game of opposites with the phrases. Such as; It’s in front of/It’s in back of Go over the bridge/Go under the bridge Etc.


Lesson Plan Instructors: Native English Teacher – Lei Qian Korean English Teacher – Mr. Park Student Level/Grade: Beginner, Middle School Lesson Title: Direction Class Aims/Goals: By the end of the class the students should be able to understand and give simple directions. Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials Two maps, one for teaching and one for exercise (not provided) Activity/Lesson Mime left and right and straight and have students guess what it is. Tell them they will learn directions. 5 minutes Draw a map and tell them the boy is a foreigner in Korea and needs their help to find his girlfriend’s house. Have the students direct the boy to his girlfriend’s house, then to the restaurant and the movie theatre. Make sure you include what you want to teach them on the map. This might include “Turn/go right/left”, “go straight”, “turn around”, “At the traffic light/corner”, “Go up/down one block”, “On your right/left” “cross the road” and etc. depending on their level. When students get stuck help them out by teaching them these words. 15 minutes Give them a map and ask them to use the phrases taught to direct me to different places on the map. 15 minutes Have one student go outside the classroom, then hide an object in the


classroom (I used candy). Get the student to come back and ask the class to direct him/her to find the candy. You may also try blindfold if the classroom is relatively safe. Alternatively you can play pin the nose on Rudolf. 10 minutes Post-Activity/Review To review you can ask students to mime instructions such as “Turn right”, “Go straight” etc.


Lesson Plan Instructors: Native English Teacher – Korean English Teacher – Student Level/Grade: Middle School Grade 1 Lesson Title: Let’s Go Shopping Class Aims/Goals: By the end of the lesson the students will be able to: • Use new shopping vocabulary appropriately • Practise interpersonal speaking in a shopping context Length of Lesson: single/multi This lesson was done as one of a series of three lessons culminating in a ‘Market Day’ where the students made their own stalls and used the new vocabulary they had learned to buy and sell their own goods. However, this first lesson is a good starting point to use to develop your own lessons that will cater specifically to your classes needs. Steps & Activities: Pre-Activity/Preparation/Materials
Resources Shopping script sheet, words for game : laminate and cut out from the shopping script

(*refer to Handout section)

Lesson: Shopping I 1. Small talk time: Choose students to answer “What things do you like to buy?” Give points to groups for volunteers 2. Shopping : introduction Explain the new topic : shopping Give out shopping script “Let’s go shopping!” Explain the script and then read and repeat Get volunteers to read and translate into Korean (points) Get students to practise the script in pairs (tell them to choose their own goods and take turns being the shopper) 3. Role-play Get students to volunteer in pairs to do the script as a role-play 4. Guess what I’m buying! ‘Explain, Mime, Draw’ – each group has a turn. One member of 5-10 min

10 min

10 min 15 min


the group will come to the front. I will show them a word from the script (e.g. apple, orange, pineapple etc). They can choose to ‘explain’ ‘mime’ or ‘draw’ the word. Ex=3 points, mime = 2points, draw = 1 point The team gets the points if they can guess the shopping word within 2 minutes

Post-Activity/Review You can review the vocabulary again You can make a cloze activity for them to do as homework You can also get them to make market stalls and have the other students shop for their goods using the new vocabulary (This may take place after a couple of lessons on shopping)


Lesson Plan Instructors: Native English Teacher – lei Qian Korean English Teacher – Mr. Park Student Level/Grade: Beginner, Middle School Lesson Title: Greetings Class Aims/Goals: By the end of the class students should know some basic greetings and be able to communicate using them. Length of Lesson: single/multi Steps & Activities: Pre-Activity/Preparation/Materials A list of greetings to be taught (not included) Another copy cut up to strips to be used in the game (not included) An example of a substitution table How are you?/ How’s it going?/ How have you been? Pretty good. Not bad. Great. Not too good.

Activity/Lesson Start the lesson by saying a few greetings to the students and see how they respond. Elicit what they already know on the board. If they don’t know then teach them. Make sure you organize the board to include all the greetings you wish to teach. You might want to use a substitution table to make it easier to fit in everything. If you don’t know what a substitution table is see example. 15 minutes Divide students into pairs and ask them to practice saying these greetings. 5 minutes


Ask a few students to come up to the front and say these greetings in front of the whole class. This will make sure they actually practice rather than just talk in Korean. If you have space in your class you can also arrange them in circles and put one student in the centre. The student in the centre needs to go up to a student in the circle and exchange greetings. Then the new student will come to the centre and it keeps going until all students have a turn. You can monitor by going from circle to circle. 10 minutes Give each student a strip from the paper you prepared and ask them to find their partner. For example if one student has the strip “How have you been?” He or she needs to find the partner who has the strip “I have been OK.” They are not allowed to show each other the strip of paper, so they must talk to each other to find out what they have and if it is a match. 15 minutes Post-Activity/Review You can either review by asking the whole group to respond to your greetings or you can pick individual students in the class to respond. The student you picked then has to pick a second student and greet him/her. You can do this for about 5-10 minutes


Lesson Plan Instructors: Native English Teacher – Henrietta Veenstra Korean English Teacher – Chai Che Bum Student Level/Grade: Grade 1, upper Lesson Title: My day Class Aims/Goals: build vocabulary, recognizing past tense Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials print out sheet with different activities on it (*refer to Handout section), need 4-6 sets, depending on size of class and how big you want the teams to be. Start class going over basic greetings, discuss weather. Ask students to list different things they do during the day. Add more things to the list, wake up, eat breakfast, shower etc. Can be simplified to adjust to student’s level. Activity/Lesson: Write out ‘My Day’ paragraph on the board. I got up at 7:30. I washed my face. I ate eggs for breakfast. I went to school at 8:30. I stayed at school from 8:30 until 4:30. After school I went for a run and exercised. I ate rice and kimchi for dinner. I met friends and played games and sang songs. I went to bed at 11:30. Read over this with the students then erase the underlined words and have them fill them in based on what they do in a day. Then have students read it to the class. I had some volunteer and then picked some others.


Post-Activity/Review Divide students into groups of 5. Hand out the pictures you printed off earlier. Explain that you will say a name of an activity and the students must bring the correct picture up to you. The team that brings the right picture up first gets a point. Do this a few times and then let different students read off the words. The team with the most points wins.


Lesson Plan Instructors: Native English Teacher – Richard Nicholas Korean English Teacher – Middle School: Grades 1-3 Clothes Shopping Build clothing related vocabulary. Build functional exponents e.g. I’m looking for… Single (45 Minutes) Lesson Handout (1 per student) (*refer to Handout section) Clothes flashcards (1 set per every 7 or 8 students) From: http://www.mes-english.com/flashcards/clothes.php Whiteboard/Blackboard TEACHING PLAN ACTIVITY 1: VOCABULARY INTRODUCTION (5 – 10 MINS) a. Go through each vocabulary as a class chant. e.g. Teacher: Students: Teacher: Students: It’s a hat. It’s a hat. What is it? It’s a hat.

Level/Grade: Lesson Title: Class Aims/Goals: Length of Lesson: Materials:

b. Ask students to match and write the correct word underneath each picture. ACTIVITY 2: SINGULAR OR PLURAL (5 – 10 MINS) a. Ask the students to work in pairs. b. Pairs decide which items are singular or plural. b. Divide the class in two. c. Teacher holds up a flashcard. d. 1st group of students ask “What is it?” or “What are they?” e. 2nd group of students answer.


f. Alternate student roles. ACTIVITY 3: UNCOVER (5 – 10 MINS) a. Ask “What is it?” Or “What are they” then slowly reveal a flashcard. b. Students answer. First correct answer wins the flashcard. c. Repeat twice as an example. d. Divide students into teams of 7 or 8. e. Identify 1 student as the teacher and give them 1 set of flashcards. f. In teams, the teacher asks “What is it?” or “What are they?” and reveals. g. Students answer. Fastest wins the flashcard. ACTIVITY 4(A): CONVERSATION (5 MINS) a. Conversation listen and repeat. b. Substitution drills for “I’m looking for … … IMPORTANT: If students struggle with longer sentences try “chaining” e.g. Teacher: Students: Teacher: Students: How would you? How would you? How would you like to pay? How would you like to pay?

ACTIVITY 4(B): PAIR PRACTICE a. Demonstrate the “Look, Cover and Speak” technique to students. b. Look at the text. Cover the text. Say the sentence. d. Ask students to practice the conversation in pairs. ACTIVITY 5: ADJACENCY LISTENING TASK (5 MINS) a. Teacher reads a shopping question. b. Students listen and then pick the correct answer on the handout. Question # 1 2 3 4 5 Question OK. That’s $40. How would you like to pay? OK. How about these ones? OK. What size would you like? Can I help you? OK. What colour would you like?


ACTIVITY 6: THINK OF A CLOTHES STORE (OPTIONAL EXTENSION) a. Ask the students to think of 5 clothes stores in your city. APPLICATION: CHRISTMAS SHOPPING ROLEPLAY (10 MINS) a. Students write a shopping list. They must use the items practiced. b. Ask the strongest students to be stores in your City (1 for every 4 students). c. Give each store a mixture of flashcards. d. Tell the remaining students that they must try to buy the items on their list. e. Tell the shop assistants that the customers must use full sentences. f. Students complete the Role-Play. g. Feedback.


Lesson Plan Instructors: Native English Teacher – Amy Bennison Korean English Teacher – Seok, Youn Ji Student Level/Grade: 5th /6th Lesson Title: ‘The Supermarket’ Class Aims/Goals: • Students to develop supermarket related vocabulary • Students to use the sentence ‘How much is …..?’ • Students to revise numbers Length of Lesson: single (40 mins) Steps & Activities Pre-Activity/Preparation/Materials Pre-Activity: Previous lessons covering numbers, money, food vocabulary etc. Materials: Flashcards, fake money, items for activity 1 (chocolate, fruit, notepad, pencil etc.), shopping lists, fake food, signs, candy, shopping baskets. Activity/Lesson Steps Introduction T/S Activities Greetings and introductions State aims of lesson Introduce vocabulary: money and food Introduce question form: ‘How much is…?’ ‘The Price Is Right’ Students must guess the price of the object. Teacher asks ‘How much is the……?’ Students guess and the teacher says if the price is higher or lower. The student who guesses right keeps the item. Time 5 mins

Step 1

5 mins

Activity 1

10 mins


Step 2

Introduce vocabulary: food groups Introduce question form: ‘Please can I have…?’ If higher level introduce ‘That’s…..’ and ‘Here’s your change.’ 5 students play the role of shopper and 5 students play the role of shopkeeper. The shoppers have a list of foods to buy. They must go round to each shopkeeper to buy what they need. The shopkeeper can choose the price of the goods. The shoppers can bargain to get a lower price. The winning shopkeeper is the one with the most money. The winning shopper is the one with the most money left after buying all the items. Recap the key phrases as a group.

5 mins

Activity 2

10 mins


5 mins

Post-Activity/Review Follow up lessons using same phrases e.g. ‘The Restaurant’.


Lesson Plan Instructors: Native English Teacher – Matt Cook Korean English Teacher – Student Level/Grade: Upper Elementary (4th – 6th grade) and Lower Middle School (1st – 2nd grade) Lesson Title: Going Shopping Class Aims/Goals: The goal is to teach language commonly used for shopping, so that students can ask for, find the price of, and purchase everyday food and clothing items. Length of Lesson single/multi: Single class (40-45 minutes) Steps & Activities: Pre-Activity/Preparation/Materials The teacher starts a discussion about their student’s favorite food or favorite clothing brand name. The teacher should ask questions to students about which supermarkets and department stores they and their families like to shop at. It could also be interesting to ask students how much different items cost in Korea like shoes or pizza, for example. Then, students use paper to draw, cut out, and color different clothes and food items like blouses, socks, cans of soup, hamburgers, etc. The teacher should limit the number of items the students have to make, like two food items and two clothes items, in order to have time to complete the lesson. The teacher should take note of which items most students are making so they can get an idea of what vocabulary they need to teach. Activity/Lesson When students have completed making their clothes and food items, the teacher should review the vocabulary for the things that the students made. The teacher can write or ask students to write the names of each item on the board. Now, the teacher must write on the board the basic sentences used to ask for, find the price of, and purchase items in


a store. The teacher should make sure the students know how to correctly pronounce and use these phrases. Post-Activity/Review The students should prepare for a role-play. Every student must write the name of each item they have made on the back of the item. This is to prevent confusion during the role-play in case the student has forgotten the vocabulary. Next, the class is divided into two groups, a supermarket and a department store. One student is chosen as the shopkeeper for the supermarket and one student for the department store. The shopkeepers collect all of the items that the students have made and display them on a table. One at a time, students come and ask for, find the price for, and purchase different items.


Lesson Plan Instructors: Native English Teacher – Noah Hussin Korean English Teacher – 조평지 Student Level/Grade: Middle 1st Grade Lesson Title: Frosty The Snowman Class Aims/Goals: Listening comprehension, holiday fun Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials Copy of “Frosty The Snowman” lyrics for each student Activity/Lesson First, teach the students the song including any new words that are necessary. After practicing it a few times, open up the “Frosty the Snowman” cartoon, which can be found for free on google video. After each 5 minutes of the video, pause it to ask questions about the story and to ask the students to give advice for the characters or to make predictions about what will happen next. As always, points or candy for participation makes for a much more attentive, active class. Periodically, portions of the song are sung in the cartoon. At these times, the students can refer to their lyric sheet and sing along. It also helps to give points to the group who sings the loudest, otherwise many students just mumble it under their breath.


Lesson Plan Instructors: Native English Teacher – Korean English Teacher – Student Level/Grade: Elementary/Middle/High – lesson may be modified to suit different age and ability Lesson Title: Getting to Know you! Class Aims/Goals: • • • Students will get to know each other’s interests by surveying classmates Students will learn to use Do you have…Do you like…Did you like… through questioning

Students will learn to ask and answer questions appropriately using correct language and structure Length of Lesson: single/multi: Single lesson. Length of lesson will vary depending on class numbers and number of questions each student is given. Steps & Activities: Pre-Activity/Preparation/Materials Materials – Survey sheet – one for every student (*refer to Handout section), tennis ball Pre-Activity – • There are many different ways to ask questions. In this particular activity students ask questions in these forms Do you have…Do you like…Did you go… (you can have others depending on the ability of your students). All the questions need to be read through and discussed making sure all students understand what the questions mean as well as what kind of answer they need to elicit. •



Students will move around the classroom surveying classmates. Students are to question and answer in appropriate structures. ie. Do you have a brother? No I don’t have a brother Do you like pizza? Yes, I like pizza If a student answers no, ask another question until a YES answer is given, then move to another student. When a YES is given, write the name of the student in the corresponding space given. Continue activity till the survey is complete or time is up.

Post-Activity/Review • Review sentence structure again. It is likely that even with the pre-activity students will make similar mistakes again and again when answering their questions. Ask students if they learnt anything new or interesting about a classmate Have students sit in a circle facing each other and hand one student a tennis ball. Students are to direct their question to one person and then throw the ball to them. The person receiving the ball has to answer the question and then continue the activity. ie. a) Do you like ice-cream? (throw the ball) b) (person catching the ball) No, I don’t like ice-cream. Do you have a pet dog? (throw the ball) etc…

• •


Lesson Plan Instructors: Native English Teacher – Pat Copeman Student Level/Grade: Middle school all grades Lesson Title: Speak Like a Pirate Day – September 19 Class Aims/Goals: giving directions, learn Pirate English, writing exercise, dialogue roleplay, have fun. Length of Lesson: multi Steps & Activities: Pre-Activity/Preparation/Materials The five ‘A’s of Pirate Speak: http://www.youtube.com/watch?v=2cKCkbWDGwE Basic instruction in how to Speak Pirate: http://loadingreadyrun.com/videos/view/49/How+to+Talk+like+a+Pirate Lesson in swaggering: http://www.youtube.com/watch?v=byQPKf7-PvA&mode=related&search= Buccaneer’s mask to cut out and colour: http://www.pheemcfaddell.com/coloring/halloween/ColoringPirateMask1.ht ml Pirate songs made into one MP3 http://ishtarandromeda.libsyn.com/index.php?post_year=2006&post_month =09&post_day=12 Pirate shanty for children http://www.youtube.com/watch?v=AM1NUGlo2ww&mode=related&search= eyepatch, blindfold, posters, basket, handball (or cup and marble), attachments –How to be speakin’ Pirate-Like, wordsearch, song (*refer to


Handout section) Activity/Lesson Vocabulary and Pirate Behaviour • • • • • • • Review different Englishes with students, British, Canadian, New Zealand, South African, Australian, American. Pirate theme and elicit vocabulary from students. Play videos ‘A’s, instructions, and swaggering. review vocabulary from How to Be Speakin’ Pirate-Like and drill. Pirate wordsearch. Teach Children’s Pirate Shanty. Play video Pirate Shanty for kids. Have students write Pirate dialogue and role-play.

Writing Pirate Postcards • • • Provide sample of a pirattitude postcard. Have students write their own pirate postcards and decorate the other side in pirate style, use damp teabag to ‘age’ the postcard. Have students read out postcards or post them on the walls.

Create Treasure Maps and Give Directions • • Handout Treasure Map to each team. Have students decorate their map and plan the route to their buried treasure. Have a contest between teams to find the treasures. Make a copy of the maps (or put on the overhead), have each team describe (in Pirate Speak) to the other teams how to get to the treasure – go forward, go back, turn right, turn left, go up, go down, go around, go across, climb up, etc. Teams who follow directions correctly get the treasure.

Landlubbers Walk the Plank • • Each team picks a student to be the landlubber and wear the blindfold and one to be the pirate wearing the eyepatch. The pirate has to direct the blindfolded student to drop the ball into the basket (marble into the cup) by giving directions (in Pirate Speak).


Post-Activity/Review • • Elicit the difference between Pirate English and other Englishes. Discuss why the one-eyed pirate had so much trouble telling the landlubber where to drop the ball. (depth perception) Should you be worried in a fight with a one-eyed pirate?


Lesson Plan Instructors: Native English Teacher – Rani George Korean English Teacher –Pak Jeong Suk Student Level/Grade: 1-3 Lesson Title: Guess the Animal or Insect. Class Aims/Goals: Learn animal body parts and abilities Practice structures Do I have…? Yes, you do./ No, you don’t. Can I …? Yes, you can./No, you can’t. Am I a/an…? Yes, you are./No, you aren’t. Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials None Activity/Lesson 1. Write down the name of 10 animals or insects on the board. For example, bird, monkey, snail, fish, bee or fly, crocodile, spider, elephant, frog and snake. 2. Use the names of the animals to elicit or teach the following expressions about their body parts and actions. Write this list on the board. Body parts: wings, legs, feathers, scales, gills, a tail, a shell, a trunk, fur, a beak Actions: swim, fly, jump, slither, crawl, walk 3. Give everyone a sheet of paper and a pencil. Ask them to write the names of the animals from the board on the sheet. Tell • •


them to leave space below each animal for notes. Ask the students to decide which body parts and actions go with which each animal. The students can compare their lists in pairs. Alternatively, you can elicit each animal’s body parts and actions as a class. For example, A crocodile: legs, scales, a tail, crawl, swim. 4. Write the sentences on the board: Do I have…? Yes, you do./ No, you don’t. Can I …? Yes, you can./No, you can’t. Am I a/an…? Yes, you are./No, you aren’t. 5. Give one student a blank piece of paper or sticker and ask him or her to write one of the animals from the board on the paper. Let the other students see the word. Do not look at what they write. Ask him or her to stick it on your back. Use the sentence structures to guess what the animal is. For example, ‘Do I have wings?’ ‘Can I swim?’ Let them answer, ‘Yes, you do.’ ‘No, you can’t.’ You can repeat more examples with or without the paper until the students seem clear about the game and new vocabulary. Let different students come to the front of the class and try to guess an animal. 6. Now, the whole class can play the game individually. Let each student find a partner and give each student a piece of paper. Ask them to write 2 or 3 animals on the paper without letting anyone see it. Then, they can stick or pin the paper to the back of their partner. Tell the students to guess their animal by going around the room and asking one person only one question each about their body parts and actions. When the student has guessed all their animals, they can check the sticker. 7. Follow-up Activities: Pick one animal and describe it using the following expressions: ‘I have…’ ‘I can…’. For example, ‘I have wings, feathers, and I can fly. Who am I?’ Let the class guess what animal you are. The students can also try


this in pairs. To make it more challenging, you can choose other animals not on the list.


Lesson Plan

Instructors: Native English Teacher – Jeff Mah Korean English Teacher – Kim Il Hee Student Level/Grade: Basic, middle school 1st grade Lesson Title: Talking About Your Family Class Aims/Goals: to provide the student with a basic understanding of 'family' vocabulary and the relationships that exist amonst the family members. The goal is also to help conversation skills by way of role play. Length of Lesson: 30 min. Steps & Activities:


Pre-Activity/Preparation/ Materials



3. Post-Activity/Review

-greeting -teacher to student conversation

-analyze family tree -none -conversation role play -personalizing the lesson to each student -conversation with other class members

Pre-Activity/Preparation/Materials -teacher to student conversation -go around classroom asking each student how many siblings they have. -hand out paper to each student (*refer to Handout section) Activity/Lesson -analyze family tree -identify the relationships on the family tree and fill in the blanks

to the questions. ex. James is Orlando's ______. -review the family relationships that exist on the family tree and have the class repeat the words. ex. niece, nephew, grandfather...etc. -conversation role play -pair up the students in the class and let them practice the conversation. -personalizing the lesson to each student -Tell each student to write down as many family members as they can for 2 minutes on a piece of paper. -conversation with other class members -have the student seek out other students and exchange questions with one another. Questions such as:
• • • • •

who is ___? what does___do? where does____live? where does_____go to school/university? how often do you see_____?

Post-Activity/Review -none.


Lesson Plan Instructors: Native English Teacher – Andrew Regan Korean English Teacher –Ahn Mi Mo Student Level/Grade: Middle school second grade Lesson Title: What do I do? Class Aims/Goals: Most students at the middle school level already know English words for common jobs such as doctor, police officer, fire fighter etc. My goal in this lesson was to expand their job related vocabulary to include other jobs that are also quite common. It is also a good opportunity to have the students practice forming questions using the “Do you _________________?” format. Length of Lesson: I completed this lesson in one class. However it could easily be lengthened to two classes depending on how much detail the instructor chooses to include. Steps & Activities: Pre-Activity/Preparation/Material Print the worksheet and make copies for the students (*refer to the Handout section) Have your co-teacher help you to match the jobs(in English) to the Korean names for the jobs. Keep this completed version as a reference for yourself. Make sure your co-teacher understands all of the questions at the bottom of the worksheet. Activity/Lesson From my experience, the activity in this lesson works better with the students in teams of 4-6 members(I usually put the students into teams at the beginning of class to get all the chair and desk shuffling over with). First of all, go over the job names on the worksheet placing emphasis on pronunciation. Next, give the students about 5 minutes to work within their groups at matching the English job names to the Korean names.


During this time it helps to walk around the class giving hints to teams who seem to be stumped. After the students have had a chance to match the ones they know, go through each of the jobs again. This time encourage the students to call out the matching Korean job names. If you come to a job that nobody knows try acting out the job to see if the students can guess it. As a last resort, have you co-teacher translate the word.
******IMPORTANT throughout the matching activity, the Korean teacher should be monitoring the class to make sure the students are calling out the correct job names in Korean.*******************

When the matching is finished, go over the questions at the bottom of the worksheet. Do your best to make sure the students understand what each question means. Once again it is important for the co-teacher to be involved. Finally, have the students carry out guessing activity related to the worksheet. It’s pretty simple. One team secretly chooses a job and the other teams ask the questions from the bottom of the worksheet to try and guess the secret job. You can change the rules of this activity to suit your needs. Post-Activity/Review Try to leave yourself a few minutes at the end of the class to go over the jobs one last time. Have the students repeat the English words after you and call out the Korean words immediately after.




Lesson Plan Instructors: Native English Teacher – Korean English Teacher – Student Level/Grade: Middle School Lesson Title: Weather Class Aims/Goals: Students will learn vocabulary pertaining to the weather. Fluency in speaking and listening Length of Lesson: single/multi Steps & Activities: Pre-Activity/Preparation/Materials Laminated papers for marking answers Overhead markers Tissue paper and a cup of water to clean papers Power Point with weather vocabulary http://epikforum.org) Flashcards



Activity/Lesson 1. Greeting and the date A. Good morning/afternoon class and reply B. Say and have students repeat the date C. “Hello. How are you?” to a few students to elicit a different response than “Fine, thank you and you?” 2. “What is the weather like today?” “How do you like the weather?” What is the weather like in the winter?” Elicit responses! “Today we are going to learn about the weather and how to talk about it!" 3. Review vocabulary list on the board or on power point. Autumn (Fall) Clear (no clouds, rain) Fine Cloudy (in the sky) Foggy (in town) Drizzling (lightly raining) Rainy Humid Hurricane Typhoon Tornado (wind, no rain) Lightning Thunder (sound) Snowstorm (a lot of snow) Snowy


Spring Summer Sunny Thunderstorm Winter Windy Cool (a little cold) Warm (a little hot) Hot Cold Heavy storm (a lot of snow, rain) Forecast (on TV, explain) Temperature 30 degrees Celsius 30 degrees Fahrenheit Thermometer 4. Introduce Weather game! 5. Students will then be split into teams of four where they will be given tasks to complete in English or questions to answer in English. Points will be awarded for correct answers. Conclusion: If time, brainstorm different ways to say goodbye.


Lesson Plan Instructors: Native English Teacher – Korean English Teacher – Student Level/Grade: 5th, maybe 4th Grade Elementary School, depending on level of their English understanding. Lesson Title: Farm Animals Wordsearch / Colours / Days / Months / English Alphabet / English Sentences filling in the blanks Group Exercise. Class Aims/Goals: To teach farm animals, double check they know English Alphabet, days, months and also to see if they can tackle some filling in the blanks to some English sentences. In addition to this, students can also see and hear both the correct spellings and pronunciation of these words when reviewing the whole exercise with them. Furthermore, enhancing, improving their group/team working capabilities. Also hoping that in each team, more English able students help and communicate to those that are not so strong in English. Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials Firstly arrange everybody into teams of preferably four. Hopefully with the help from the co-teacher you can arrange the teams into equal, fair English capabilities. Good idea to discuss this with your co-teacher prior to the lesson. Next, hand out the worksheet to each child (not included). Activity/Lesson Before starting explain slowly and carefully the instructions to each part, maybe with the help of your co-teacher as well. After explanation you can write on the board that they only have around 10mins to complete as much as they can. (this point depends on how much the lesson in your Elementary School is; if 40mins around 10mins, if 45mins around 10-15mins, if 50mins around 15-20mins) Also you can judge how much more time you will allow the students during the exercise on


looking how much the students have progressed with the handout. Always try an aim to allow a good 15mins or so for the overall review, evaluation of the handout to the students. The students can now begin When the students are working on the part one wordsearch, you may want to explain that words can be found diagonally as well. This is up to your discretion. Furthermore, when you feel you want to give them only 5mins left you may want to indicate this on the board. Equally the same with a 1min left warning. In addition to this, if there is only 5mins left and you see students still tackling the first parts of the handout, you may want to encourage tackling other latter parts of the worksheet to allow them to try other parts of the handout before running out of time. Post-Activity/Review When you want to stop time, ensure everybody’s attention is now on you. Now slowly go through each exercise in turn with the children. The first part the animal’s wordsearch, say slowly, followed by the children each animal in English. Then get the children to say each animal in Korean. Afterwards write on the board that in fact the animals are further special as they are indeed Farm Animals. The second part the jumbled colours. Write each colour on the board followed by you saying the colour, then the children saying each colour in turn firstly in English then in Korean. The third part, write the days and months in full on the board, with you again saying them in English first out loud, followed by the children.


The fourth part, write the full English Alphabet on the board and ask for the children to say the alphabet afterwards. You can then say the alphabet afterwards to demonstrate right pronunciation to the children as well. The fifth part, filling in the blanks to the sentences. Write each word that was blanked in each sentence on the board then ask the students to say each sentence out loud firstly in English then in Korean. Before that you can say the sentence out in English first to demonstrate correct pronunciation. During going through each part, it is up to your discretion how many times you want students to either repeat words in English or Korean. Also whist going through the sections it will hopefully be obvious judging on responses and understanding from the children how much engagement and aid is required from the co-teacher. When finished completely explaining the whole thing, inform the students that the handout is for them to keep, as not only a good guide for the future, to the basic English Alphabet, days, months but also Farm Animals, colours and some basic facts, English sentences.


Lesson Plan Instructors: Native English Teacher – Susie Rowe Korean English Teacher – Lee Bong Sun Student Level/Grade: Beginner / Elementary Lesson Title: Animals Class Aims/Goals: Animal vocabulary and simple sentence structure practise. Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials Suggested Materials: PowerPoint slideshow, flash cards, song lyrics handout (Old MacDonald had a farm)(not included) Preparation: Collect photos of different animals and make a PowerPoint or some flash cards. Pre-Activity: Commence the lesson with a greeting then ask each student “How are you?” Next ask “What did we do last lesson?” Spend a couple of minutes on the previous lesson’s vocabulary or target sentences. Activity/Lesson Announce the lesson topic of animals. Ask, “Do you have a pet?” Go to your flash cards or PowerPoint and elicit the animal name. Mime the animal or make the animal noise and encourage the students to do the same. Repeat for all of your animals. A good sample of animals to use is; ant, bear, bird, camel, cat, cow, dog, eagle, elephant, fish, frog, kangaroo, lion, monkey, mouse, panda, pig, lion, shark, snake, turtle and wolf. Group the students into four to six students, move their desks so they have a “house”. Knock on a desk, think of an animal and act it out. Say “I’m a ____”. If I’m scary, eg. “I’m a lion” then the students say “no, you can’t come in”. If “I’m a bird” then they say “yes, come in”. You should act out the animal, eg. Fly around the house, peck them on the


head, make bird noises. Visit each house once, then choose a student to be the mystery animal. Post-Activity/Review Sing, “Old MacDonald had a farm”, again encourage the actions and elicit the matching noises for the animals (eg. Cow’s moo, pigs oink). To finish the lesson ask each student “What’s your favourite animal?”


Lesson Plan Instructors: Native English Teacher - Sunny S. Suh Korean English Teacher – Jin Ja Kim Student Level/Grade: Middle School, 1st grade Lesson Title: Old MacDonald had a Farm Class Aims/Goals: Teach students animal farm animal names What the animals do for us How animal sounds in other language Length of Lesson: one class session Steps & Activities: Pre-Activity/Preparation/Materials - prepare CD player, worksheet, “Old MacDonald Song” (not included) - bingo game paper (not included) and prizes(candies or chocolate) - writing material for students, drawing papers and crayons Activity/Lesson - Identify different animals on the farm and what they do, especially for us: cow-gives milk and meat (beef), pig-pork, chicken-eggs and meat, dogs-guard and can drive animals away. Other animals on the farm can be cat, mice, chicks - Animal’s sound is English (how animal sound is expressed in other countries, in US, dogs say bow-wow, cats-meow, chicken-cock-adoodle-doo, pigs-oink oink, ducks-quack quack, and cow-moo. - Write animal names and things on the farm in the worksheet - Teach “Old MacDonald had a Farm” song - “Old MacDonald had a Farm, EIEIO, and on his farm he had a pig EIEIO, with a oink here and oink there, here oink, there oink, everywhere oink oink, Old MacDonald had a Farm EIEIO” - Sing with different animals: cow, dog, chick - Put students in groups of 10 and they can choose animal representing group and have a competition to see who sings best. Give points to the best team and prize


- Learn names of other things and insects on the farm. Barn is a house for animals; need truck and tractors on the farm. There are also grasshoppers, bees, spiders, flies, ants, worms, butterflies, and moths. Also, tell difference between rooster and hen. Post-Activity/Review - What am I” game. I live in a web, what am I? I make honey, what am I? I live underground in many numbers, what am I? I have no legs or arms, I have long body, what am I? Other people and animals don’t like me because I bother them, I fly and I am small, what am I? I am green in color, I like to hop, I have no voice, what am I? I am big car, I can carry many things, I can be very helpful on a farm, what am I? I am a house for the animals, what am I? - Pronunciation exercise: worm and warm, moth and moss, fly and fry, tree and three, for and pore, light and right.


Lesson Plan Instructors: Native English Teacher – (Mark Felgate) Korean English Teacher – Student Level/Grade: Elementary Lesson Title: Parts of the body Class Aims/Goals: To increase awareness of body parts Length of Lesson: single/multi 40 minutes Steps & Activities: Pre-Activity/Preparation/Materials a) Page 4 “The New Oxford Picture Dictionary” – The Human Body (not included). b) words and music for song at http://www.geocities.com/EnchantedForest/Cottage/3192/ Activity/Lesson A. B. introduce the topic for today’s lesson.. Point to the easy parts of the body to begin with, eg. Hair, eyes, nose, ear(s), hand(s) etc. and elicit correct pronunciation from students. Now choose parts which students may find more difficult. Point to chin, shoulders, neck, back, fingers, thumbs, chest, elbow, knee(s), foot (feet), toes and elicit correct pronunciation from the students. Those words that students find difficult, write on the board. C. Point to different parts for a second time, one easy part, followed by a difficult part, to see how many students are able to remember (obviously letting students view those difficult words on the board). D. Clean the board, so that none of the difficult words remain visible on the board. Explain that students are going to work in pairs. Get the co-teacher and yourself to demonstrate how the activity will work. One student will look at his photocopy, and point to, say his chin, but without saying the word chin, and tries to elicit this


from the second student. The second student must not look at his photocopy. If the second student cannot remember the word, he says he can’t remember, and the first student gives him the answer. After a few more times like this, students change roles, so that the second student now looks at his photocopy, but the first student doesn’t. E. Ask students to turn over their photocopies, containing words to song. Explain that we are now going to sing a song together called “Head and shoulders knees and toes”. Read slowly through the song first of all, a line at a time, getting SS to repeat each line after you. Explain that we will be doing actions to go along with the song. Most students know the idea of the song already, if not all the words. On the first time of singing through the song, go quite slowly. On the second time, go a bit faster, and then see if any students can keep up with you on a fast third version. Most students found it hilarious when I did it really fast with them, as they were unable to keep up with the actions and the words. F. Explain to the students that we are now going to play a game. Write “stand up” on the board.” Some students will follow your written instructions. Now motion to students that they must not stand up. Now write “Simon says” in front of “stand up” on the board, and motion to students that they can now stand up. Similarly, write “sit down” on the board, but motion to students that they must remain standing. Finally write “Simon Says” in front of “sit down” on the board, and motion that students can now sit down. At this point, a lot of students fully understood the idea of the game without any intervention by the co-teacher, and those students that didn’t understand promptly had the instructions explained to them by those students who did understand the game. Explain with one example that if I say “stand up” and some students stand up, then those who stand up, are dead and have to go to the back of the class and sit out the rest of the game. Now you can start the game. G. To make the game relevant to the lesson, ask the students to touch their nose, toes, elbows etc. interspersed with “Simon says”. To


make it really amusing for the students, get them to stand in pairs and ask them to touch their friend’s nose, their friend’s toes etc. Post-Activity/Review I did a game of hangman to remind students of some of the difficult words from today’s lesson eg elbow, chin etc. However, if you choose all the words from the Human Body photocopy, you’ll find that the students will try to match the numbers of letters on the board with those words on the photocopy that contain the same number of letters. So what I did was to include difficult words that students have encountered in previous lessons, with just a couple of body parts. Additionally, if there is time, you could maybe include the song “If you’re happy and you know it, clap your hands” also to be found at http://www.geocities.com/EnchantedForest/Cottage/3192/


Lesson Plan Instructors: Native English Teacher – William Crothers Korean English Teacher – Mr. Kong Student Level/Grade: Grade 4 (primary school) Lesson Title: Big Nose, Small Nose Class Aims/Goals: Reinforced vocabulary: parts of face. and “small” to describe parts of the face. Length of Lesson: single/multi 40 minutes Steps & Activities: Pre-Activity/Preparation/Materials Bring cheap candy, the PowerPoint and a couple of hundred very small pieces of paper to class. (Faces.ppt on http://epikforum.org) In the previous lesson, the students have been taught parts of the face. To begin this lesson, I show a PowerPoint identifying several parts of the face with the word written at the bottom of each slide. The students repeat the part of the face after I say it. Then we get to the section in the PowerPoint where there are arrows pointing to the parts of the face without the word written at the bottom. Students can shout out what the arrow is pointing to. Then I say the word and the whole class repeats. Afterwards, I ask specific students who may have been a little quiet or who appeared to not be paying very close attention to identify the parts of the face that I point to. Activity/Lesson The next thing I do is announce: “Today we will draw faces!” I go through the PowerPoint of the cartoon faces very quickly, saying, “Big hair, small hair, big eyes, small eyes, etc.” Then say, “Let’s do that again. Repeat after me.” Have the students repeat each phrase after I say it. Moving onto the next slides, I ask the students “What can you see?”

New: using “big”


I turn off the big screen in the class and the students draw the face that I describe. “Small eyes, small nose, etc.” I then walk around the classroom to see what they have drawn and say “oohs” and “awws.” I then turn the big screen back on and ask “Whose looks like this?” I then say, we’ll do it again. Students each get another small piece of paper off my desk (exercise is good). The students draw what I describe (monitor off again). I collect the papers, then call them all up to the big screen (monitor back on), and ask “Which one is most like this? Which one is best?” I offer more compliments, the students laugh, and I with some feedback from the students I offer a candy to the drawing I select. The next time the students draw, after reading to them what to draw (monitor off), I ask students to tell me one part of the face that they drew (ie. Small nose). I ask seven students and each student must tell me a different part of the face. I then ask for a volunteer. That student comes up and looks at the picture of the next cartoon face and describes it to the class just as I had before. After finishing, the student points to students and they have to say one part of the face that they drew. If they identify something he/she said, then they say “yes,” if not, he/she says “no.” I give the student who described the face a candy. I then ask for two student volunteers and they do the same thing, alternating turns describing a part of the face. The students show their drawing to the students around them when they finish. Post-Activity/Review Next is Simon Says using the parts of the face. Begin by making it easy for the students. Say “Simon Says” for each part of the face taught, touching that part of the face when giving the instructions. After each part of the face


has been touched, start trying to fool some students. If students are very good, begin to call for students to touch two parts of the face at once. My students really liked it when I introduced “feet” as well - they’d grab their foot and stand on one leg (looks like a dance move). Candy is awarded to the winner.


Lesson Plan Instructors: Native English Teacher – Sunny Suh Korean English Teacher – Jin Ja Kim Student Level/Grade: Middle School, 1st grade Lesson Title: Dates and Days Class Aims/Goals: to know the months of the Year to be able to say dates and days to know important Korean dates and holidays Length of Lesson: one class session Steps & Activities: Pre-Activity/Preparation/Materials Prepare 2007 calendar Ask students “What’s today’s date?” Activity/Lesson Explain difference between dates and days. Learn or review months How to say dates, for example: “January first, two thousand seven, Monday. Learn or review “first, second, third…….twentieth, twenty-first…. Ask “when is your birthday?” Have the entire respond with “ her/his birthday is ____.” Know famous dates: Jan. first- New year’s day, Feb. 14th –Valentine’s day, Feb.18th –lunar new year(explain what lunar means) Apr. fool’s day, May 5th – children’s day, May 8th-parents’ day, May 15th –teacher’s day, June 25th –Korean War Memorial day, July 17th –Constitution Day, Aug.15th – Korean Independence Day, Sept.25th –Korean Thanksgiving Day in 2007, Dec. 25th –Christmas. Explain terms: constitution, independence, and memorial. Post-Activity/Review: Bingo Game – Write in months and few easy famous dates like New Year’s Day, Christmas, Children’s Day, April fool’s day


- Question for bingo game: When is New Year’s Day? When is Valentine’s Day? When is April fool’s day? When is Children’s day? When is Parent’s day? When is Teacher’s day? When is Korean War Memorial day? When is Constitutional day? When is Korean Independence day? When is American Independence day? When is Foundation day? When is Korean Thanksgiving day in 2007? When is Halloween day? When is Lunar New Year’s day in 2007? When is Christmas? When is your Birthday? When is my Birthday? When is your school’s birthday?


Lesson Plan Instructors: Native English Teacher – Matt Cook Korean English Teacher – Student Level/Grade: Upper Elementary (4th – 6th grade) Lesson Title: What People Wear Class Aims/Goals: Students will learn the vocabulary of clothes and be able to use that vocabulary when describing what people wear and are wearing. Length of Lesson single/multi: Single class (40 minutes) Steps & Activities: Pre-Activity/Preparation/Materials The teacher shows the students a fashion magazine, catalog, or department store advertisement. The teacher then asks the students which styles and different articles of clothing they like and don’t like. The teacher should give very specific questions like, “Do you like the color of this skirt?” or “Which of these sweaters is your favorite?” In this way, the new vocabulary can be introduced in a very natural way with pictures to aid understanding. Activity/Lesson The teacher distributes and reviews an organized worksheet with 10-15 clothes vocabulary and simple clip-art style pictures of the clothes for reinforcement of the words meanings (not included). The teacher then writes on the board the basic sentence forms used to explain what people wear and are wearing. For example, the teacher can write: Girls wear …………… (skirts, dresses, etc.) and they can also write: Boys wear ……… (suits, neckties, etc.). The teacher should also write: He/She is wearing …………… (a white shirt and blue jeans). The teacher has to make sure the students can form these sentences correctly using the new clothes vocabulary they have learned. Post-Activity/Review The students break off into pairs and ask their partners what they are


wearing. The students answer each other orally and write down what their partner is wearing in complete sentences. The students then give presentations to the class about their partner’s clothes using the sentence they learned, “He/She is wearing ……………...”


Lesson Plan Instructors: Native English Teacher – Adam Skory Korean English Teacher – Student Level/Grade: Fourth grade elementary Lesson Title: What time is it? Class Aims/Goals: To practice asking for and telling the time Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials There are two optional materials needed: - an easily adjusted analog clock for demonstrating times (many classrooms already have prop clocks for exactly this). - up to three dice, preferably the bigger, colorful kind. Activity/Lesson I. Start the lesson with usual greetings

a. Going from student to student, ask how they are and if they are tired, and ask what time they went to sleep yesterday, and what time they got up today. Allow students to help each other answer. Don't worry about small mistakes. b. Ask the more advanced students extra questions, such as “how many hours did you sleep last night” and “what time do you usually got to bed/wake up” if they don't know “usually” try “everyday” to explain, failing that allow the co-teacher to translate. II. Draw an analog clock on the board (or use a real prop clock if available): a. Give some example times, making it clear that one says


"o'clock" on the hour, and not otherwise. b. Many students will find this very easy, but all with have trouble remembering bigger, non-round numbers. Show many different times and have students call out the time. Correct any mistakes and have the class practice as a whole, in unison, as many times as necessary. c. After that, practice greetings depending on the time. Show them times and ask them if they should say "good morning/afternoon/evening/night." Work with the co-teacher to make sure they understand the word for each time of day by drawing a 24-hour time-line. Next make sure they know that during both evening and night, "good evening" should be used for hellos, and "good night" should ONLY be used for goodbyes. This especially will very likely require some explanation from the co-teacher. III. Play the "What Time Is It?" game - this is best if you have dice a. room. b. Have the students all stand against one wall Have the students clear the desks from the back half of the

c. Have them practice saying "what time is it, [name]?" a few times. Make sure everyone is saying it. For now [name] should be your name. d. Show by demonstration that they must walk as many steps towards the other wall as the number of hours you say, plus one fraction of a step for any minutes (e.g. two and one-half steps for '2:30'). When they count their steps they must count in English! e. Stand at the other wall, with your back to the students, and have them shout, in unison "what time is is, [name]?" and respond with a time ("it's...") so they must walk towards you. Repeat until they are sufficiently close and the next time respond with "it's dinner time!" and turn around and try to tag as many students as possible before they get back to the wall.


f. The students you tagged now stand with you at your wall, facing away form the other students. Choose one of the students you tagged, and give them the three dice. Have them roll the dice in a line, the sum of the first two will tell them what hour to say, and the last one corresponds to tens of minutes. From my experience the students catch on right away with a just a few examples. Make sure they say "it's [time]" rather than just "[time]". g. Repeat the game, and let different students roll the dice. Make sure the other students use the correct name when asking the time. Try to keep the students from looking back. When you think it's "dinner time" just interrupt before the student with the dice rolls. h. The game is theoretically over when all the students are tagged, with the last one tagged 'the winner', but I've never had enough time to finish. Post-Activity/Review Without fail the bell rings and the students beg to keep playing the game. Future lessons can and should be used to review and expand upon this material.


Lesson Plan Instructors: Native English Teacher – Peter Lamp Korean English Teacher – Student Level/Grade: middle school, grade one Lesson Title: You Got Me Feelin’ Emotions Class Aims/Goals: familiarize students with various emotions and what causes them Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials Prepare photos of various emotions Show the students the photos, and have them guess what they are List on the board as many emotions as the students can name Activity/Lesson Create a character profile Ask for a girl’s name, age, nationality, race, likes, dislikes On the board, write Monday through Friday and give the fictitious girl a different emotion for every day. Ask the students why, and have them write out the reasons for the emotion on each day Post-Activity/Review Have the students read their explanations to the rest of the class


Lesson Plan Instructors: Native English Teacher – Amy Bennison Korean English Teacher – Huh, Su Ki Student Level/Grade: 5th Lesson Title: ‘My Hobby’ Class Aims/Goals: • To introduce students to correct verbs for activities • Students to develop sports vocabulary • Students to be introduced to the verbs: to go, to do and to play • To introduce students to the sentence “Would you like to..?” Length of Lesson: single lesson (40 mins) Steps & Activities: Task 1: ‘Back To The Board’ Task 2: Written exercise (writing words in correct column). Task 3: ‘Hangman’ Pre-Activity/Preparation/Materials Pre-Activity: Previous lesson based on sports vocabulary. Materials: Flashcards, chalkboard, pens, paper, worksheets Activity/Lesson Steps Procedures Greetings

Teacher-Student Activities Greetings and introductions Reviewing Recap of previous lesson.


Reviewing Stating the aims Motivation The topic is ‘hobbies’. Stating the aims of the lesson “Do you means?” know what hobby 5 mins

Teacher or student to explain the meaning of hobby.

Task 1


“How many hobbies can you name?” Students list hobbies. Teacher makes spider diagram Use flashcards to introduce vocabulary. Students to repeat. Game: ‘Back to Board’. Teacher holds flashcard behind a student’s head and the other students must help them guess what it is using actions.

10 mins

Task 2


Teacher to introduce the verbs: play and go. Explain when to use these.

While writing Post-writing

Write the activities in the correct column. Feedback. Draw column on the board ask students to write an activity in the correct column. Demonstrate question form using grid on board. “Would you like to play/go..?” Hangman. Students must give correct verb.

Task 3

Post-Activity/Review Possible follow up lesson using question form: “Would you like to play/go..?”


Lesson Plan Instructors: Native English Teacher – Deana Clapp Korean English Teacher – Student Level/Grade: High Beginner - Advanced Lesson Title: Commands: Simon Says Class Aims/Goals: Listening; Understanding commands Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials Make a list of the commands you will give to students! (You should have MANY because it is hard to tell how fast students will go through them. I usually have twenty – thirty. You will also repeat commands often to try to ‘catch’ the students.) Activity/Lesson Write the name of the game, ‘Simon Says’ on the board and explain that it is a listening game. Also explain that it will help them practice command sentences. (You can lead a short discussion or refresher on what a ‘command’ is and write some examples on the board OR have a handout prepared.) Explain the rules: 1. You will give commands, and students will follow them ONLY if you say, “Simon says . . .” FOR EXAMPLE: “Touch your head.” (Students do not touch their heads.) “Simon says, ‘Touch your head’.” (Students touch their heads.) 2. If a student acts/does not act at the correct time, she/he is OUT.


3. The last student wins, because she/he followed the most commands correctly. Tell students that after the game, they will have to remember X amount of command sentences from the game and write them down. PLAY SIMON SAYS! (You can play several times, offering a game or two in which students volunteer to be Simon and give the commands.) Post-Activity/Review Have students write X amount of command sentences that they remember from the game. (time limit: approx. 5~7 min.) Call on students randomly to tell one of their commands OR make each student tell a command(s). (You can also act out the commands as the students say them for good association.)


Lesson Plan Instructors: Native English Teacher – Mark Felgate Korean English Teacher – Student Level/Grade: Middle School Lesson Title: Occupations and shops Class Aims/Goals: to increase awareness of different occupations Length of Lesson: single/multi: 45 minutes Steps & Activities: Pre-Activity/Preparation/Materials i. Page 84 The New Oxford Picture Dictionary” Occupations” (not included) ii. List of questions for game (not included). Activity/Lesson A. Introduce the topic of today’s lesson. B. Get students talking and showing an interest in shopping. Who likes shopping? What do you like buying when you go shopping? Who likes buying clothes? What kind of shop can you buy clothes in? Who likes shopping for shoes? Where do you go if you want to buy shoes? Explain to students that nowadays in larger cities you can buy a lot of things from supermarkets. However we are not interested in talking about these today, instead we want to concentrate on specialized shops. Now introduce some slightly more difficult shops. Where do you go to buy medicine? Where do you go if you want to have your hair cut? C. Distribute photocopy of page 84 of “The New Oxford Picture Dictionary” – Occupations. Explain to students that the words at the bottom of the page are the people who work in these different shops. Maybe ask the students a couple of questions as examples like, who works in a pharmacy/ a bakery etc to make sure they get the idea. Then ask students: What can you buy in a bakery? What does a mechanic do? Etc. This is also a good time


to introduce words like beef, pork, lamb when it comes to talking about the butcher. D. Get students to turn over their photocopies. Ask Students if they can remember the names of any of the shops in the picture. As they try to remember each shop, get them to give the name of the professional who works in each shop, and what you can buy or have done in these shops. E. If there is enough time, you could maybe get students to look at photocopies again so as to practice opposite, next to, between, on the corner eg where is the pharmacy etc.? Post-Activity/Review To review today’s new vocabulary and to use other occupational vocabulary, I played the following game. I displayed a number of questions on the TV screen, which Students could ask me, in order to guess what my new job for today was. I explained that I could answer only “yes, no, or sometimes”. Once a student has successfully guessed my new occupation, that student then takes over, stands up, chooses a new occupation, and again all remaining students ask him questions from the list to guess his occupation.. After a while, if the level of the students is quite good, you can remove the list of questions, and see if students can ask the same or similar questions without prompts.


Lesson Plan Instructors: Native English Teacher – Marsha Maxwell Korean English Teacher – None Student Level/Grade: Elementary School Lesson Title: Seasons Class Aims/Goals: Vocabulary builder, spelling Length of Lesson: multi Steps & Activities: Pre-Activity/Preparation/Materials Draw representations of the four seasons on the white board- Winter, Spring, Summer, Fall. Include at least 10 images both passive and active including proper clothing/ accessories worn during that season for each season. (Winter examples : snow, skiing and coat) Need either individual white boards for the kids or pieces of plain paper, a white board and pens. Activity/Lesson Introduce each image. Have children repeat, draw and/or mimic the gesture for the active representation. After all have been introduced. Randomly select a child to “model” the activity or display their image. Example: “Tommy show me skiing?” or “Kim what does a snow man look like?” Post-Activity/Review Younger grades: Select students as mannequins to make sure class has learned the proper names/pronunciation of images “Class is Suzy wearing a coat?” Upper grades: Split class into teams and have a representative of each team come to the board. Call out a word and have them write it on the white board. Relay style: if no correct answers, “Next!”, is called and another team member runs up to attempt the word for a point


Lesson Plan Instructors: Native English Teacher – Chris Williams Korean English Teacher – Mrs. Go Student Level/Grade: 1-3 (Middle School) Lesson Title: Sports Day! Class Aims/Goals: To introduce both new and familiar sports in an effort to get the students to describe what they see and the sport itself, vocabulary, spelling, and personal expression using English Length of Lesson: 90 minutes (2 classes) Steps & Activities: Pre-Activity/Preparation/Materials – You will need I. a computer attached to a TV or projector II. the PowerPoint (Sports.ppt on http://epikforum.org) III. some blank paper for the students to use in groups (or miniature whiteboards if you have them at your disposal) Make sure to become familiar with how the PowerPoint lesson moves with each mouse click (or change it move however you would like) Activity/Lesson Break the students into 4-6 groups (depending on class size) I. With each new sport introduced, the groups are asked to name and describe the things they see (water, a boat, a snowboard, snow, etc.) II. The teacher then asks the students for specific themes (things made out of wood, colored objects, long things, short things, etc.) III. The group paper or whiteboard is passed from one student to the next with each new sport, but all the students help the one student who writes You can also quiz the students on the spelling of the different sports before they are shown on the screen because a picture of the sport


comes up before the name. At the end of each sport, you can also ask the students if they think that the sport is dangerous and, if so, why. Post-Activity/Review After all of the sports have been introduced and described, you can then play a game with each of the groups by describing a sport and then quizzing them on which sport is being talked about. I. This sport is performed with a boat on a river and uses paddles. Answer: Rafting II. This sport uses a sail attached to a surfboard. Answer: Windsurfing For the answers, each group must write their answer on their group whiteboard, or, alternatively, you could have them race up to the chalkboard and write the answer there. III. The first team to write the correct answer gets the points for the round. You can be strict or lenient on spelling (I’m strict, as my students had a lot of difficulty with Scuba Diving, but they know it now)


Lesson Plan Instructors: Native English Teacher – Joe Macoretta Korean English Teacher –Young Hee Lee Student Level/Grade: 4 (elementary) Lesson Title: Time Class Aims/Goals: to be comfortable with the different ways of hearing and telling time Length of Lesson: single/multi 40 minutes Steps & Activities: Pre-Activity/Preparation/Materials Draw clock on the board…what is that? Vocab: clock/minute hand/hour hand Go over main speech *8:01/8:02/8:03/8:10 *What time is it? *It’s ___________ (standar use…example: it’s twelve fifteen) *It’s a quarter (past/after)_________/ It’s 15 (past/after)_________ *It’s a quarter to__________/ It’s 15 to___________ *It’s a half past _________/ it’s 30 to____________ Activity/Lesson *Draw different times on the clock and have them tell you what time it is using all possible ways *Handout with pictures of different times and have them draw the correct time on the clock *Split into teams and have them race by drawing the time on a clock on the board that you call out Post-Activity/Review *Ask them what time it is before durring and after class multiple times *Ask questions like when is lunch?/When is school over?/When do you go to bed?/etc.


Lesson Plan Instructors: Native English Teacher – Jeff Martin Korean English Teacher – 이은미 Student Level/Grade: Middle School Lesson Title: Directions and Command Verbs Class Aims/Goals: Reward the students for communicating with simple commands. Teach students that English can be used with other topics like Math. Watching the teacher do silly stuff when commanded by the student, rewards the students for speaking English. Length of Lesson: Partial class period. It combines well with other lessons and can be used as a filler. Pre-Activity/Preparation/Materials Using command verbs by themselves as a fun activity in a previous class can be helpful but not entirely necessary. Announcing the topic the week before can be helpful. List direction words, list command verbs, draw a diagram showing 90 degrees and draw a diagram showing the compass points. A sponge removed from a sponge eraser can be used to teach the command verb “duck”. Determine the approximate compass directions for your classroom. Activity/Lesson Ask the students for command verbs. Write a couple on the board. Pretend to throw something at a student and tell the student to duck. Demonstrate the ducking action. Have the student throw something soft at you, e.g. eraser sponge, and duck while yelling the word “duck”. Common command verbs: Walk, write, spin, turn, sit, stand, stay, wave, sing. Take the opportunity to teach the verb “face” and compare it to the noun “face”. Give commands to students and help them understand the commands. Start with stand and sit. Have the students give other students commands. Have the students give you commands. Teach directions. Review “right” and “left” by commanding your students. Try to


confuse them and catch them raising the wrong hand. Use the verb “turn” to demonstrate “turn right” and “turn left”. Command individual students to sit, stand, turn left and turn right. They should know 90 degrees from math class. Draw a vertical and horizontal axis and then label an arc with 90 degrees. Use 90 degrees and then 180 degrees. Make sure they turn the correct direction with 180 degrees. (The students seem to like the math tie in because it is familiar to them.) Use the verb “face” with the compass directions. Draw a compass diagram on the chalkboard and indicate verbally the direction of each wall of the room. If your classroom is at an angle assume it is square with the compass points and refer to each wall as North, South, East or West for simplicity. Demonstrate “Face East”, “Face North” etc. Command a student to face each direction. Progress through more complex commands. Have students give each other commands. Have the students give you commands. If a student says sit then sit on a student’s desk. Post-Activity/Review Run through the verbs and directions quickly as a class. Command individual students as a review.


Lesson Plan Instructors: Native English Teacher – Nathan Busch Korean English Teacher – In Sook, Kim Student Level/Grade: Middle School. 1,2, or 3 Lesson Title: Verb Madness Class Aims/Goals: Students will learn some new verbs and know how to use them in every day speech. Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials: For each grade level, consult with Korean teacher to find out some verbs they have not been taught yet. Known vocab seems to vary from school to school and class to class. Then, make a list of 25 action verbs they have not yet been taught for each grade level (obviously, grade 3 will have more difficult and obscure words than grade 1). Make a flash card with each word in English on one side and a drawing on the back of that verb being done. Also, make a list of verbs they should already know. Activity/Lesson A. Warmer: Charades. Start by asking the students, “what am I doing?” Then, walk across the class. They should say, “walking”. Then give the chalk to one of the students randomly so he/she can do it. You can use the list of words they already know. 15 minutes. B. Presentation: Teaching new vocab. Write each new verb on the board. You can use the flash cards, or ask your co-teacher to simply say it in Korean (personally, I prefer not to have the coteacher give the Korean meaning unless it is absolutely necessary.) Use the flash cards to go over the words 2 or 3 times. They probably won’t remember them all after only two viewings. 15 minutes.


C. Don’t game. Draw a picture of a cigarette with a circle/cross through it. Ask, “what does it mean?” They say, “Don’t smoke”. Then, using the new words’ list you just taught them, get each student to draw a verb one of the new verbs as a ‘Don’t ____’ … It can get pretty funny if you taught them verbs such as “marry” or “stare”. 15 minutes. Post-Activity/Review. The next time you see these students, you can drill them by drawing don’t game symbols of the verbs they learned to review.




Lesson Plan Instructors: Native English Teacher – Korean English Teacher – Student Level/Grade: All Levels Lesson Title: Where is it? (Prepositions) Class Aims/Goals: Students will follow commands using prepositional phrases Length of Lesson: Single Steps & Activities: Pre-Activity/Preparation/Materials Handout (*refer to Handout section) The teacher introduces prepositions by explaining that these words often indicate a direction or location in space. Referring to a list of prepositions, the teacher calls out a command for students to perform. For example, the teacher says, "under the desk" and the students drop under their desk; the teacher says "on top of the desk" and students sit on top of their desk; the teacher says "next to the desk" and students stand next to their desk; the teacher says "around the desk" and the students wrap their arms around their desk; the teacher says "through the desk" and the students crouch with their arm sticking up through the area between the seat and their desk, etc. (10 minutes) Activity/Lesson The teacher explains to the student that they will draw a picture according to the commands given by the teacher. The first square is used as a demonstration. The teacher calls up a student at a time to draw while following a command. For example, the teacher says, “draw a three stars in the top right corner” or “in the middle of the square, draw two tall trees”. The teacher will call upon several students to complete the task. (10 minutes) The students then do the same for the second square. However, the teacher does not call students up to lead by example. He/She instead uses


the second square as an oral to listening assessment. The students will know to follow the commands and draw. (10-15 minutes) Post-Activity/Review The teacher will take a few minutes to check over students work. Checking to see that commands of prepositional placement was followed. Furthermore, the teacher reviews by referring to a list of prepositions, the teacher calls out a command for students to perform. (10 minutes)




Lesson Plan Instructors: Native English Teacher – Seamus O’Ryan Korean English Teacher –Hyo-Suk Student Level/Grade: Middle School 1 Lesson Title: Pronunciation Practice Class Aims/Goals: To introduce a pronunciation activity that can be used as a component for other classes, and to practice some of the difficult sounds for Korean children to pronounce. Length of Lesson: single, but segments will be used in future classes Steps & Activities: Pre-Activity/Preparation/Materials Work sheet: Work sheet containing pairs of English words that are similar except the targeted sound (*refer to Handout section) Website research: Find appropriate website to demonstrate the sound and the mouth shape for sound pronunciation (http://www.soundsofenglish.org/pronunciation/oi.htm works) Review with co-teacher: It is important to review the pronunciation of the words with your co-teacher, for some words there are significant regional differences in English pronunciation and it is important to have confidence in detecting errors with the students. Activity/Lesson Procedure: Students are broken into groups of 4-6 for this activity A reward system is in place the group that gains the most points gets a reward at the end of class( I use candy) 1. Icebreaker: Class is started with a series of short conversation questions. Questions used today are How are you? And What’s the Weather like? Original answers are rewarded points for their group. No student is allowed to answer the same question twice. 2. Pronunciation activity: Students must individually say one of the word pairs.( each student in the group must say one of the five word pairs in the set, each pair in the set must be said at sometime for each


group) Each mispronunciation of a word costs the group a point. I start with 5 points, give multiple second chances to pronounce the words correctly and re-demonstrate individually The set of pairs needs to be demonstrated before the groups are tested. Go through with the class the entire set three times. Then give them practice time where you wander around and help them pronounce the words. Repeat the entire set or any difficult words on demand. One set of pronunciation pairs can be used as part of a lesson successfully after accomplishing this lesson. I used three sets for this class but one class was very eager and finished early. An overtime activity would be to have a volunteer from each group read all of the pairs in the set and award points if this is accomplished Post-Activity/Review: Review over any trouble spots with the pronunciation. Use any unexpected difficulties to plan future pronunciation practice. Review over any difficult groups or classes.




Lesson Plan Instructors: Native English Teacher – Korean English Teacher – Student Level/Grade: Middle School Lesson Title: Schedules Class Aims/Goals: To improve speaking and pronunciation To improve writing skills Length of Lesson: single/multi 3-5 classes depending on class size and level Steps & Activities: Pre-Activity/Preparation/Materials A-0 paper • • • • Cut these in half lengthwise so you will have one half for each group of students. Colorful decorations Pencil crayons Glue sticks

Activity/Lesson • Split students into groups…size depends on level of class… i. High level: 2 or 3/group ii. Middle level: 4 or 5/group iii. Low level: 6 or 7/group Show examples of what a daily routine might look like either on the chalkboard or on a PowerPoint. Brainstorm a couple of days together on the chalkboard. Give handout to students and assign days to students within their groups so that all days are covered.

Class 1 • • • •

Students fill out their assigned days and then design a picture for presentation. Students can do a theme picture or all individual ones. You and co-teacher are checking work. Class 2 and 3


• • • • • Class 4 •

Show students available materials and go over how they may ask to borrow them. Students are given a blank half of A-0 paper. I have students fold the paper into sevenths. Students decide as a group if they will do a theme or individual pictures. Students draw pictures and insert their routines into the design. Circulate as students work Presentations Students present their banners and read them to the class.

(*examples available in the Handout section)


Review and Games


Lesson Plan Instructors: Native English Teacher – Clariza Co Korean English Teacher – Son Hyekyong Student Level/Grade: 3rd Grade Middle School Lesson Title: Who Am I? / Hangman Class Aims/Goals: Practice writing and verbal skills Length of Lesson: single/multi: Single 45 Minutes Steps & Activities: Pre-Activity/Preparation/Materials Write the word “occupation” on the board and have student guess what it means Give 3 easy examples: Occupation is “President” I’m the leader of the country I represent for the whole nation I decide if we should go to war or not I can only rule for 4-6 years The people voted for me Occupation is “Hair Stylist” I’m a very artistic person I can change a look of a person I can make her look good or bad My best friend is the scissor I cut lots and lots of hair Occupation is “ Mailman” My work deals with things from all over the world I have to go through thousands and thousands of papers I collect and deliver packages I come to your home everyday to deliver good and bad news I work no matter if it’s sunny, rainy, or snowing Activity/Lesson


Explain the rules of the game: One person per group will pick an occupation from a hat They are to write 5 sentences describing the occupation they’ve picked Then each group will take turn reading their sentences The other groups listening will then have to guess what job it is If they only know the occupation in Korean, then play hangman to find out the English equivalent to the word If a group guess it after only 2 clues: 30 pts, 3 clues: 25 pts, 4 clues: 20 pts, and 5 clues: 15 pts If a group guesses what the occupation is but only in Korean, they only get half the point. The other half will be given to the group that can guess the English word i. Then students proceed with the game ii. The game will end only if all the occupations have been used or the ending bell goes off


Lesson Plan Instructors: Native English Teacher – Clariza Co Korean English Teacher – Kim Hyungmae Student Level/Grade: 1st Grade Middle School Lesson Title: Hot Seat Class Aims/Goals: Review vocabulary words and practice words they’ve learned before Length of Lesson: single/multi : Single 45 minutes Steps & Activities: Pre-Activity/Preparation/Materials Pass out handout of the listed words Read each words for pronunciation exercise Let students volunteer to read all the words – if the student makes less than 3 mistakes -> I give them a sticker After reading the words, I let them tell me the meaning in Korean Then I supply the English meaning and they tell me the corresponding English word Activity/Lesson Divide the kids into equal amount of groups Have the group pick a leader who is good with vocabulary words Then the leader will do rock, scissor, and paper to see who goes first Whichever team goes first, a person from that group will pick a paper which will have different categories of words and the game starts We play the game until all the categories have been covered which usually last until the end of the class period


Lesson Plan Instructors: Native English Teacher – Peter Klein Korean English Teacher – Seok, In Sook and Min, Ji Young Student Level/Grade: Middle and High School Lesson Title: Competitive Spelling Bee Class Aims/Goals: • • • • To aid in pronunciation and vocabulary retention. The use of a game lightens the learning atmosphere and possibly promotes learning. Since game play requires participation, every student works individually and as a group, so none can lapse into disinterest for extended periods.

Using each possible sense of all five in learning will lead to better retention. Length of Lesson: Multiple Steps & Activities: Pre-Activity/Preparation/Materials • The teacher will compile a vocabulary list from a picture dictionary. Sight recognition of the list will help students understand the items as tangible and not only academic.

Activity/Lesson • Before showing the pictures and vocabulary to the students the teacher will require each student to phonically sound them out and pronounce them as the game progresses. The students will be divided into two or three groups. Each group or team will have a space on the board. Every student, in turn, will be given one of the vocabulary words and asked to sound it out correctly and spell it on the board under their designated team location. This is the tactile sense that helps translate into memory. Each correct answer is tallied for their respective team and the team with the most correct answers wins.


• • •

Each incorrect answer will be met with help for a solution, but will not accumulate points. If the teacher is able prizes can be awarded. A picture vocabulary sheet of the covered words will be distributed among the students for memorization.

Post-Activity/Review The teacher will prepare a “fill in the blank” exam and will compile the pictures used and provide blanks for the students to fill in. Each answer will be given proper weight on a 100 point system. A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = 0-59%


Lesson Plan Instructors: Native English Teacher – Benny Park Korean English Teacher – N/A Student Level/Grade: Middle School Lesson Title: "Pictionary" Class Aims/Goals: "Vocabulary reinforcement or introduction" Length of Lesson: 30-35 min Steps & Activities: Pre-Activity/Preparation/Materials: Dictionary per team. Vocabulary word list. Please make sure you know your students English level or choose words that are relevant to their own age and level. Trying using vocabulary from their normal English class. You best accomplish this by asking your coteacher or looking into the school's English textbook. Activity/Lesson: Divide the class into three or four teams. In turn, a member from each team comes to the board. Give the student a vocabulary word either in writing, or for students that can't read, just whisper it in their ear. Then the student has 1 minute to draw the word you gave them. If your student is unfamiliar with the word, he/she must look into the dictionary for the meaning. They must try to understand the new vocab word. Next, that persons team shouts out guesses. You have to make sure that the kids don't cheat and tell their teammates the word in their native language! Then, if after 1 minute the team can't guess the word, the person stops drawing, and the other teams, each get one guess. Post-Activity/Review: This is a vocabulary review game. This game can reinforce vocabulary you taught previously or it can reinforce English vocab taught by your Korean Co-teacher. Have FUN!! Be Vannah White!!!!


Lesson Plan Instructors: Native English Teacher – Mark Hoffe Korean English Teacher – An Sang-im Student Level/Grade: Any Level (Middle School) Lesson Title: Game Day Class Aims/Goals: To get students making sentences in a fun environment. Length of Lesson: single Steps & Activities: Pre-Activity/Preparation/Materials a) You need chalk, a chalkboard and energy. b) This lesson is for those days when you only have a few classes, or for the classes you will have after final exams, when the students are finished with their books and have, at best, short attention spans. This is a reality of teaching in Korean schools. So have fun with this one. Make teams, award points, and give out candy. It’s up to you. Activity/Lesson (Fifteen minutes per game) a) Play “Add-Ons”. Write a short sentence on the board and get the teams to raise their hands and add one word at a time to make a new sentence. They must say the whole sentence with the new word added to it to get a point. Here are some good starters: Monsters sing. Robots run. Boys eat. Girls play. b) Play “Alphabet Soup”. Write a letter on the board and get teams to make a sentence using words that begin with that letter. If you give them the letter “M”, the sentence “My monkey made me a meal” will earn five points. The first team to write a sentence wins. c) Play “Hang-Man”. There is a twist. The team that guesses the word has to use it in a sentence to get any points. The students love this classic.


Post-Activity/Review Give out the prizes and chat.


Index actions – 43, 60, 76, 84, 86 animals – 15, 43, 53, 56, 58 body – 43, 60, 63 brainstorm – 74 buildings – 17, 19, 20, 22 calendar – 9, 66 categories – 43, 74 clothing – 11, 13, 30, 35, 68 colors – 11 comparatives/superlatives – 15 dialogue – 7, 17, 24, 30 directions – 17, 19, 20, 22 family – 46 feelings – 73 food – 24, 33, 35 game – 7, 11, 15, 17, 20, 22, 24, 26, 28, 30, 33, 40, 43, 48, 51, 56, 58, 60, 63, 66, 70, 74, 76, 78, 81, 86, 92, 98, 100, 102, 103, 104 greetings – 26


handout – 17, 24, 28, 30, 38, 40, 46, 48, 53, 89, 92 holiday – 66 jobs/occupations – 48, 78, 98 money – 33 past tense – 28 powerpoint – 11, 51, 63, 81 prepositions – 13, 17, 19, 20, 89 presentation – 17, 28 role play – 30, 33, 35 seasons – 80 shopping – 24, 30, 33, 35 song – 56, 58, 60 sports/hobbies – 74, 81 survey – 38 theme – 40 time – 70, 83 weather - 51




Directions Script I

Asking for directions: “Excuse me, can you tell me how to find the bank ?” “Excuse me, can you tell me where the school is ?” “Excuse me, can you show me how to get to the train station ?” Giving directions: go straight walk for 3 blocks / walk to the end of the street at the first set of lights / after the second set of lights turn left / turn right the post ofiice is on the left-hand corner the airport is on your right the park is across from the airport Asking for directions: “Excuse me, can you tell me how to find the bank ?” “Excuse me, can you tell me where the school is ?” “Excuse me, can you show me how to get to the train station ?” Giving directions: go straight walk for 3 blocks / walk to the end of the street at the first set of lights / after the second set of lights turn left / turn right the post ofiice is on the left-hand corner the airport is on your right the park is across from the airport

Directions, pg.17


Directions Script II
Directions II

Brad Pitt : “Excuse me, can you show me how to get to the airport?” Madonna: “Sure. Go straight, at the second set of lights turn right, walk to the end of the street, it’s on the right.” Brad Pitt: “Thanks a lot” Madonna: “No problem”

Directions II

Brad Pitt : “Excuse me, can you show me how to get to the airport?” Madonna: “Sure. Go straight, at the second set of lights turn right, walk to the end of the street, it’s on the right.” Brad Pitt: “Thanks a lot” Madonna: “No problem”


Directions, pg.17


Directions, pg.17
Let’s Go Shopping III Sally: “Excuse me, how much are the apples?” Shop Assistant: “They’re $5 (five dollars) each. How many would you like?” Sally: “Hmmm… I’ll take 10 please.” Shop Assistant: “Ok, that’s $50 (fifty dollars) please.” Sally: “ Here you are” Shop Assistant: “Thank you. Have a nice day!”

Apples Grapes



Pears Pineapples








Let’s Go Shopping, pg.24



My Day, pg.28


CLOTHES SHOPPING ACTIVITY 1: VOCABULARY INTRODUCTION A T-shirt A sweater Pants Jeans Shorts A skirt A hat Shoes A dress

A shirt Sneakers Gloves


They’re ……………


ACTIVITY 3: CONVERSATION Can I help you? OK. What size would you like? OK. What colour would you like? OK. How about this one? pay? ACTIVITY 4: LISTENING ANSWER

Yeah, I’m looking for a T-shirt please. Hmm…… Medium please. Hmm…… Blue please. It’s great. I’ll take it!

OK. That’s $25. How would you like to With cash please. Here you go.


Yeah, I’m looking for some jeans please. Hmm…… Small please. Hmm…… Dark blue please. By credit card please. They’re great. I’ll take them. ACTIVITY 5: THINK OF A CLOTHES STORE Clothes Store



Clothes Shopping, pg.30


Classroom Survey - Do you, Did you Go around the room and ask your classmates some questions. Write their name in the boxes below. Asking questions… Do you HAVE…(present) have a brother? have a sister? have a pet dog? have a pet cat? play soccer? like Harry Potter? go to the beach during the summer holidays? have a bike? like Park Ji Song? play an instrument? go to the movies during the holidays? like to sing? like pizza? like to swim? have a cell phone? like to dance? like chocolate? like mathematics? like reading? like English? Do you LIKE… (present) Did you GO…(past)

Getting to know you, pg.38








A Children's Pirate Shanty by Mark "Cap'n Slappy" Summers (can be sung to the tune of Monty Python's "I'm a Lumberjack and I'm OK" - or make up your own!)

Chorus I'm a pirate! That I be! I sail me ship upon the sea! I stay up late - till half past three! And that's a peg below me knee! Yo Ho, my friends I have a tale of treasure, plunder, sea and sail my story's bigger than a whale it gets so deep, ye'll have to bail. Chorus I'm a pirate! That I be! I sail me ship upon the sea! I stay up late - till half past three! And that's a peg below me knee! I like to fish, I like to fight I like to stay up half the night When I say "starboard" ye go right! Me ma, she says, "Ye look a fright!" Chorus I'm a pirate! That I be! I sail me ship upon the sea! I stay up late - till half past three! And that's a peg below me knee! I've got no hand but that's me hook! I pillage stuff but I'm no crook. Me booty's in this chest I took. They'll write about me in a book!


Chorus I'm a pirate! That I be! I sail me ship upon the sea! I stay up late - till half past three! And that's a peg below me knee! And that's all there is to this song. I hope it hasn't been too long. A pirate's life might just be wrong So grow up nice and big and strong! Chorus I'm a pirate! That I be! I sail me ship upon the sea! I stay up late - till half past three! And that's a peg below me knee!


Speak like a Pirate Day, pg. 40


Family Tree: Patrick (Doris) | Anne (Henry) | | |-------------------------------------------------------------------------------- | | | | | | | Susan (Tom) James (Jackie) William | | | | |---------------------------| |---------------------------| | | | | Orlando Lizzy Bobby Richard Questions: 1) 2) 3) 4) 5) 6) Jame's is Orlando's______. Anne is Bobby's________. Bobby is Lizzy's _______. Richard is Susan's______. Lizzy is William's______. Patrick is Richard's_____.

Talking about your family, pg.46


What do I do?, pg.48


Rate/Late Led/Red Light/Right Lug/Rug Lot/Rot

Art/Alt Fort/Colt Hurt/Assault Pert/Welt Flirt/Hilt

Work/Yolk Walk/Arc Perk/Elk Hulk/Murk Milk/Irk
Pronunciation practice, pg. 92


Examples for Schedules, pg.92


6:30wake up Get dressed Eat breakfast Wash my face Walk to school Go to class Meet friends Study

Have a snack! Have a snack Go to homeroom Go to class


12:00Eat Lunch Go to class Study Go to class Go to class Go to the Library Go to the PC Bang

Meet with friends

Go to Hakwan Play computer games Study Go home


6:00Eat Dinner Meet with friends Study Go home Watch T.V. Have a snack Brush my teeth Study Watch T. V. Take a shower Go to bed Put on P. J.’s Have a snack


Schedules, pg.92


Where is it?

NAME: _____________

Below Behind Beside Above on top of Over Under Next to In front of Around In After Near On Inside Through Right Left Bottom In the middle corner

1. Copy the picture on the board as you listen to the teacher!

2. Listen! Draw a picture for what you hear!


Where is it? (Prepositions), pg.89