2006 Dongjak English Camp

Dongjak District Office of Education

Written by
John Berisford Paul Lawley-Jones Paul O’Farrell Ruth Olsen Anna Thomas Reuben Wackerle Corey Williams

Nice to meet you!
At the end of this day I will know: how to introduce myself. useful classroom English. all my classmates’ names. interesting things about my classmates.

Day 1: Nice to Meet You! Task 1

●Introduce yourself to the students and tell them some things about you. ● Prepare a half sheet of paper for each student in the class. They will use this to
design a name card that will be attached to their desk. (Or you can hang them around the room). Encourage the students to have very unique designs.

●Have each student stand up and introduce him/ herself to the whole class.

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Let’s introduce ourselves and say hello to your classmates.

Task 1

Hobby

Food

Entertainer

Sport

Animal

Toy

Think of your favorite Hobby, Food, Entertainer, Sport, Animal, and Toy.

In the middle of the paper, write your name and the 6 favorite things around your name.

Stand up and tell everyone your name and your 6 favorite things.

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Day 1: Nice to Meet You! Task 2

●Go over the camp and classroom English. Make sure they know how to say each
statement or question.

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Task 2

Close your books.

Open your books.

Help each other.

Put away your books.

Raise your hand.

Sit down

Take out your books.

Work in groups.

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Let’s go over some Korean and English Questions!

1. 질문이 있습니다. 2. 실례합니다. 3. 기다려 주세요. 4. 질문을 이해하지 못했어요. 5. 영어로 ______은 무엇입니까? 6. ____은 무슨 의미입니까? 7. 이 낱말의 철자는 어떻게 쓰나요? 8. 도와 주십시오. 9. 이 단어는 어떻게 발음합니까?

I have a question. Excuse me. Wait a moment, please. I don't understand the question. What is ________ in English? What does _______ mean? How do you spell this word? Please help me. How do you pronounce this word?

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Day 1: Nice to Meet You! Task 3

●The concentration game is designed for the students to practice each others’ names.
You can play it a few times.

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Task 3

• • • • • •

Make a big circle. Practice the “concentration” chant together, while clapping your hands. “Concentration, now beginning. Keep the rhythm, keep the rhythm going. Kate, Kate, David, David, Julia, Julia,...” Call out your name twice, then a classmate’s name twice. The person whose name was called out should say his/her name twice and a different classmate’s name. If someone calls your name and you don’t quickly respond, you are OUT. Last person is the winner.

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Day 1: Nice to Meet You! Task 4

●This game encourages students to guess something about a fellow student.
Extra Game

Here, the Korean teachers can help check to see if they are spelling their sentences correctly.

●If you have some time remaining, you can play “Traffic Jam” ●If there are 12 students, 3 students will be the same vehicle. Use car, boat, truck,
plane, or any other vehicle.

●Put 11 chairs in a circle and 1 in the middle. The student sitting in the middle will call
out a vehicle. Those students and the one in the middle will quickly move to a different chair. The 1 student who doesn’t get a seat in the outer circle is now in the middle. After a few times, you can call out traffic jam. That means all students get up and move to a new chair.

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Task 4
Here are the rules: 1. The teacher will give you 3 small pieces of paper. Write a secret on each paper. “I am really good at soccer” 2. Now, give the pieces of paper to the teacher.

3. Take three pieces of paper from the box. Be sure not to have your own.

4. Read the secret as a question to the whole class. “Who is really good at soccer?”

5. If someone thinks they know the answer, raise your hand and guess!!

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I know:

▢ ▢ ▢ ▢

my classmates’ names.

the classroom English.

some interesting things about my classmates.

how to introduce myself.

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Family and Self
At the end of this day I will: know what my new friends like, play, and eat. be able to introduce a new friend. be able to say the words for family be able to talk about my family.

Day 2 Lesson Plan Family and Self Class Session 1 Personal Information and Introductions Activity 1 Warm up: “Anything but Fine” (10 min) Students take turns answering the question “How are you?” Review alternate responses to, “I am fine. Thank you. And you?” Use face picture cards or gestures to practice. Students throw a ball and ask “How are you?” The student who catches the ball must answer, “I'm ____ “(OK, not bad, good, etc. . .), then asks, “How are you?” and throws the ball to a different student. Activity 2 Review Game: (Asking Personal Information) Find somebody who . . . BINGO (20 min) Review the language: Do you like _______? Do you play _______? Do you have _______? Do you eat________? Handout the Bingo card. Make students repeat the phrase on each box and check for understanding. To Play: Students walk around the room and ask other students about one box on the Bingo card. Example – Do you have 2 sisters? If the student answers yes, they sign the box. Bingo is achieved when all the boxes are signed. If you are using incentives/prizes, this is a good time to give a sticker, etc. to everybody for achieving Bingo. Activity 3 Practice Activity: Game - Changing places (20 min) Explain and practice the game language. Students repeat the target phrases: (check for understanding & explain) Friends who like _____ Friends who play _____ Friends in __________ (e. g. red, black, blue) Friends who are _____ (e.g. boys, girls) Check comprehension by having students stand up for several examples of each phrase. Teacher says, “Friends who like ice cream.” The students who like ice cream must stand up. Game: Put chairs (1 for each student) in a circle. Stand in the middle of the circle and use one of the target phrases such as “Friends who are girls” The girls must change seats. Find a seat for yourself. One student will be left standing who must then use a new phrase.

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BINGO - Find somebody who . . .
Example A: Do you like ice cream? B: Yes, I do. Do you ________? Do you ________? No, I don’t.

like ice cream Name:

like reading books Name:

like math Name:

like dogs Name:

like English Name:

have 2 sisters Name:

eat pizza Name:

eat bondegi Name:

eat hamburgers Name:

have 2 brothers Name:

play drums Name:

play baseball Name:

play tennis Name:

play piano Name:

play computer games Name:

Activity 4 Presentation: Introductions (Asking and answering basic questions about self.) (10 min) Two teachers (Native teacher and Korean teacher) model a basic introduction conversation. (“Hi! What's your name? Where are you from?”) Bring a few pictures and/or maps if possible to illustrate where you are from. Get a student or another teacher to stand up/come to the front for a third party introduction. (Oh. Hi Anna, This is Mira. She's from Seoul. Etc... .) Activity 5 Practice: (10 min) See handout with questions & answer prompts. Partners ask the questions and fill in the missing information. What is your name? This is _______ Where school do you go to? She/He goes to _______________. Where do you live? She/He lives in _____________. What do you like? She/He likes _________. What do you play? She/He plays___________. Activity 6 (As time allows) Students use the information from the handout to introduce a friend to the class. Call on pairs by turn to introduce one another. (Or get volunteers.)

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Activity 5
Interview your new friend:

Questions

?????

Answers This is __________.

What’s your name?
Hi! My name is Mira

She/He lives in ______________. Where do you live? What school do you go to? She/ He goes to ____________.

How old are you?

She/ He is _____________ years old.

What do you like? She/ He likes ________________.

What sport do you play?

She/He plays _______________.

Do you play music? What instrument?

She/ He plays _______________.

Lesson Plan Dongjak District 2006 Winter English Camp Page 19

Family and Self Class Session 2 Family
Activity 1 Warm up: Realia (10 min) Teachers bring a picture (or draw a picture) of their family. Use a large picture or pass the picture around for students to see. Tell about your family with basic sentences. Example: This is my sister. Her name is Lori. She likes cats. Prompt students with questions about the picture - Who is this? Activity 2 Review: (10 min) Use the pictures from Activity 2 in the student workbook or the family memory cards. Practice family vocabulary words with pictures. Add more or less vocabulary depending on the level of your students. Activity 3 Practice: Game – Memory (20 min) Put students in teams of four. Students turn picture cards face down on the table. By turns, students turn two cards over and say the vocabulary word. Example: Grandmother, Uncle When students get a match they can keep the pair. Play until all the cards are matched. Play again if students enjoy the game.

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Pictures of Family

Family

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Family Memory Cards

niece nephew parents family

daughter cousin mother pet

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aunt

grandparents

father

great-grandfather

children

sister

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son

grandfather

uncle

brother

great-grandmother

grandmother

Family and Self Class Session 2 Family
Activity 4 Practice: (30 min) Students draw a family tree using the template. Model a drawing using the template first. Activity 5 Speaking: Pair practice: Students explain their pictures with basic sentences. “This is my mother. Her name is _____. She likes_______.” etc. . .

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Day 2 Checklist
I can:

▢ ▢ ▢ ▢ ▢ ▢ ▢

ask what people like, e.g. “Do you like dogs?”

ask what people play, e.g. “Do you play baseball?”

change seats when my new friends say so, e.g. “Friends who are boys.”

ask questions about a new friend, e.g. “What school do you go to?”

introduce a new friend, e.g. “This is Mira. She goes to Hana Elementary School.”

say family words in English.

talk about my family, e.g. “This is my brother. He likes computer games.”

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Polite Requests
At the end of this day I will know: how to ask for a favor politely. how to make a request politely. more vocabulary words. more action verbs.

Day 3: Teacher’s Guide and Resources Morning Session Task 1

● Ask if they know what the question in the caption means.
will be practicing a dialogue using that question.

Let them know they

● Go over each picture as a class and see if they can match it to the correct letter ●Possible hard words to understand:
vacuum- 진공청소기로 청소하다 iron the clothes- 다림질하다 sweep the floor- 바닥을 쓸다 wash dishes- 설거지하다

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Day 3: Morning Class

Could you do me a favor?

Task 1
Try to match the actions with the pictures.

1

2

3

4

5

6

7

8

9

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10

11

12

13

14

15

A. feed the baby.

B. cook dinner

C. turn on the light

D. open the door

E. go to the market

F. feed the cat

G. go food shopping

H. feed the dog

I. iron the clothes

J. walk the dog.

K. turn off the light

L. shut the door.

M. wash the dishes

N. vacuum the carpet

O. sweep the floor

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Day 3: Teacher’s Guide and Resources Morning Session Task 2

●Practice the dialogue with the students. This may be a little hard for them.
Have them repeat after you as a whole class.

●You will need to prepare 4 sets of cards for the students to use. ●The first dialogue is for when they have a card to give. The second dialogue is
for when they don’t have a matching card to give.

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Task 2

Now let’s practice asking for help!
Have the card: A: Hello, could you do me a favor? A: Could you ______? A: Thank you very much. B: Sure, what do you need? B: Yes, no problem. B: Sure, anytime.

Don’t have the card: A: Hello, could you do me a favor? A: Could you _____? A: That’s okay, I will ask someone else. B: Sure, what do you need? B: Sorry, I’m busy right now. B: Okay. Bye for now.

Great Job! The teacher will give you a set of cards and explain the card game to you. Listen carefully!

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Day 3: Teacher’s Guide and Resources Morning Session Task 3

●This is a puzzle and a code game. ●The code game answers:

Here the students can find common words they just used in their card/ dialogue game. o I don’t understand the question. o Could you do me a favor? o Please, raise your hand.

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Task 3

Could you do me a favor?
K O O C L O T H E S L BABY COOK FLOOR SHOPPING VACUUM B E U T A E B H H C R M T N N K R O O G W O G E B R R H P U H I O A A A E O P E E W S L X M B N I O X T T H F I U Y N B A D R S U L S U G I T U Y A W T M Y C A D U K W M O D A W A L K X A I P R E E P V I K R K O Z P M I

CARPET DINNER LIGHT SHUT WALK

CLOTHES DOOR MARKET SWEEP WASH

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Secret Code:

1 A 16 P

2 B 17 Q

3 C 18 R

4 D 19 S

5 E 20 T

6 F 21 U

7 G 22 V

8 H 23 W

9 I 24 X

10 J 25 Y

11 K 26 Z

12 L 14 N

13 M 15 O

1.

9 4 15 14 20 21 14 4 5 6 18 19 20 1 14 4 17 21 5 19 20 9 15 14.

20 8 5

_______________________________________________________ 2. 3 15 21 12 4 6 1 22 15 18? 25 15 21 4 15 13 5 1

_______________________________________________________ 3. 4. 16 12 5 1 19 5 18 1 9 19 5 25 15 21 18 8 1 14

_______________________________________________________ Let’s try to make our own code! 1._________________________ 2.________________________ 3._________________________ 4._________________________

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Day 3: Teacher’s Guide and Resources Afternoon Session: Task 4

●This is a review game from the morning session. ●Divide the students into 2 teams.
I student comes up and will roll the dice.

●He/ She will either: act, draw, or draw with other hand. ●If their teams
doesn’t guess, the other team can.

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Afternoon Class:
Task 4
Mini Warm-Up Game • • • Divide the class into two groups. One person from each team takes a turn coming to the front of the board. You will roll the dice and do the following action. #1-2 #3-4 #5-6 Act what’s on the card Draw what’s on the card Draw using other hand 2 points 3 points 4 points

• • •

His team members will have 30 seconds to try to guess the action. If they can’t the other team can steal the points! The team with the most points is the winner!!

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Day 3: Teacher’s Guide and Resources Afternoon Session: Task 5

●This is similar to the morning session. This time, the students should know some,
if not most, of the words. (backpack, lunch box, notebook, briefcase, winter coat, jacket, coffee pot, tea pot, skateboard, cane, soccer ball, scarf, shopping bag, mittens, hand bag, suit case, winter hat, coffee cup, plate, unicycle)

●Ask the class as a whole if they know each word. ●Practice the dialogue with the students; having them repeat as a class after you.

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Task 5

Do you know what each item is?

1

2

3

4

5

6

7

8

9

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10

11

12

13

14

15

16

17

18

19

20

Did you learn some new words??
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OK, it’s time to practice our next conversation!

If you have a card: Person #1: Excuse me, may I take your ___________? Person #2: Yes, thank you. That’s very kind of you. Person #1: Don’t mention it. It’s my pleasure.

If you don’t have a card: Person #1: Excuse me, may I take your ___________? Person #2: No, thank you. That’s alright. Person #1: I understand. Maybe next time.

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Day 3: Teacher’s Guide and Resources Afternoon Session: Task 6
This is a review puzzle of the words they just learned.

Notes:
If you find yourself having too much spare time, they can play a “Memory Game” with the cards.

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Task 6

Try to unscramble the words and make a phrase at the bottom!

May I take your coat?

Did you get the answer?

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I know:

▢ ▢ ▢ ▢

how to ask for a favor politely.

how to make a request politely.

more vocabulary words.

more action words.

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Time, Days, Months and Seasons At the end of this day I will be able to: tell the time. talk about the days of the week. talk about the months of the year. list the four seasons and talk about my favorite one.

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PART A- Time

Can you tell the time?

What time is it right now?

What time is it?

It’s 3 o’clock → 3.00 It’s half past four→ 4.30 It’s quarter past two→ 2.15 It’s ten past five→ 5.10 It’s quarter to six→ 5.45 It’s ten to three→ 2.50 It’s twenty past one→1.20 It’s five to eight→ 7.55

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Day 4 –Time, Days, Months and Seasons Part A - Time Activity 1
This activity requires the teacher to first teach time to the hour. All the clock hands show time to the hour so make sure the students know how to ask the time and answer: ‘It’s five o’clock” etc… Also show the students which hand is the hour hand and which hand is the minute one. Students then fill in the time under the clocks.

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Activity 1
Write the correct time underneath each clock.

It's nine o'clock

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Day 4 –Time, Days, Months and Seasons Part A - Time Activity 2
This is a similar activity to the previous one but this time the students have to draw the clock hands on the clock face to the time shown underneath. This time it is not only times to the hour so students need to be taught how to say: half past, quarter to, twenty-five past, ten to etc. A good way to show them this is to draw a clock on the board and halve it. Show them that everything in the first half is ….past… and everything in the second half is …. to…… After they understand this, draw a line to quarter the clock so they understand a quarter past and a quarter to.

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Activity 2
Draw the hands on the clock to show the correct time.

8.00

6.15

4.30

2.00

3.15

5.45

7.50

1.20

11.15

6.05

3.35

9.10

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Day 4 –Time, Days, Months and Seasons Part A - Time Activity 3
This memory game needs to be prepared beforehand. The clocks and written times need to be photocopied and cut (make enough copies for groups of 4 to have one set each). It may be a good idea to familiarise the students with the times on the cards first by going through them all with the whole class first and discussing the different ways of telling the time.

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Activity 3
It’s time to play a memory game! In groups of four place the cards upside down so you cannot see the writing. Take turns choosing two cards to turn up. When you have turned one up, try to find the matching card that says the same time. For example these two cards match:

twenty to seven 6:40

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Day 4 –Time, Days, Months and Seasons Part A - Time Activity 4
Students play this game in groups of four. Student A rolls the dice. The other students must ask Student A : “What time is it?” Student A must then say out loud the time shown on the clock he or she lands on. If the student makes a mistake, he or she misses a turn the next time around. The first student to reach the end wins. This may go very quickly in groups of four so it could be played in pairs as well to ensure everyone gets to practice saying the time out loud.

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Activity 4
Now, let’s see what you have learnt by playing a time board game. In groups of four, play the board game. You must ask the student who is rolling the dice: “What time is it?” That student must answer correctly: “It’s 2 O’clock” etc… If a student answers incorrectly, he or she misses a turn. Remember to speak nice and loudly!

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Day 4 –Time, Days, Months and Seasons Part A - Time Activity 5
Brainstorm on the board daily activities such as brushing teeth, eating lunch, watching T.V, going to bed etc… Ask what time they do these things and then students write in the table 6 things they do most days and the times they do them from. When students have finished, use this opportunity to go over the question: “What time do you …..?” before their next task which involves them asking their classmates what time their classmates do things. The students write the name of the student at the top and then the time in the box below. After they have finished, you could play a guessing game. Students have to guess who goes to bed at 9 o’ clock, who eats dinner at 6 o’clock etc.

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Activity 5
Write down 6 things you do every day and the times you do them at.

What I do
I wake up 6:00 am

From
6.10 am

To

Now interview your friends and write their answers in the columns below.

A: What time do you get up?
B: I get up at seven o’clock.

Name→ Daily activity ↓ go to school

have lunch

eat dinner

watch T.V.

go to bed

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Day 4 –Time, Days, Months and Seasons Part B- Days, Months, and Seasons Activity 1
Elicit all the days of the week from the students and put them in a random order on the board. The students have to then write the days of the week from Monday to Sunday in the correct order in the table in their books. Ask students what their favorite day is and why. Another possible game to play is a kind of team game. The students make 2 teams but remain seated. Beforehand, put up signs with the days of the weeks written on them in various parts of the classroom. 2 students come to the front and the students must ask you: Teacher, what day is your favorite day? Or Teacher, What day do you play tennis? etc. You answer and whichever day you say, the 2 students must run to where that day in the classroom is. The student who touches it first gets one point for their team.

Activity 2
This is a days of the week Twister game involving lots of physical movement. It is played in pairs. 1. The days of the week cards below need to be photocopied. Only one set is needed between two students. The students can then cut out the cards. 2. Students stand up and spread the cards in a circle around them. 3. Student A asks “what day is it today?” 4. Student B answers “it’s Monday.” (or Tuesday/Wednesday etc..) 5. Student A then places one hand or foot on the Monday card. 6. The game continues like twister with student B continuing to say what day it is to make it as hard as possible until Student A falls over. Then it is Student B’s turn to try placing hands and feet on the cards. 7. A good rule to have is that you cannot move the right hand or left foot etc twice in a row, both hands and feet should be on the cards before you can move a hand or foot again. 8. After the first round, get the students to spread the cards wider to make it more challenging.

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PART B- Days, Months, Seasons

What day is it today? It’s Wednesday. What day is your favorite day? My favorite day is Tuesday.

Activity 1
Put the days of the week in order by writing them in the numbered boxes. 1. 2. 3. 4. 5. 6. 7.

Tuesday

Sunday

Friday

Thursday

Saturday

Monday

Activity 2
Days of the week twister game. Choose a partner. You will need to practice asking and answering this question to play the game:

• What day is it today? • It’s Monday/Tuesday/Wednesday/Thursday/Friday etc.
Your teacher will now explain to you how to play this game. Are you are feeling flexible and ready to move about?

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Day 4 –Time, Days, Months and Seasons Part B- Days, Months, and Seasons Activity 3
Try to elicit the different months of the year by asking when various students’ birthdays are. Students then must unscramble the 12 months of the year in the table. If students have difficulty with this activity there are plenty of hints in the following activities.

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Activity 3
How many months are there in one year? What are the different months of the year called? Unscramble the words below to find out.

YNAARJU UASTUG TBORECO BUYRFEAR LUYJ ALIPR RBMEDECE CHAMR YAM EETEMSBRP NEMVOREB JNEU

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Day 4 –Time, Days, Months and Seasons Part B- Days, Months, and Seasons Activity 4
The students must fill in the missing words in the poem using the pictures to help them. The poem is below in its entirety. The poem should lead to a discussion on months and seasons as a precursor to the next activity. January brings the snow, Makes our feet and fingers glow. February brings the rain, Thaws the frozen lake again. March brings breezes loud and shrill, Stirs the dancing daffodil. April brings the primrose sweet, Scatters daisies at our feet. May brings flocks of pretty lambs, Skipping by their fleecy mams. June brings tulips, lilies, roses, Fills the children's hands with posies. Hot July brings cooling showers, Apricots and pretty flowers. August brings the cobs of corn, Then the harvest home is borne. Warm September brings the fruits, Sportsmen then begin to shoot. Fresh October brings the pheasant, Then to gather nuts is pleasant. Dull November brings the blast, The leaves are moving fast. Chill December brings the sleet, Blazing fire and holiday treat.

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Activity 4
What are the months of the year like? Fill in the missing words in the poem to find out. Use the pictures to help you.

January brings the ___________ F M A y brings the __________

. Makes our feet and fingers glow. . Thaws the frozen lake again.

h brings breezes loud and shrill, stirs the dancing daffodil. l brings the primrose sweet, scatters daisies at our _______ .

M

brings flocks of pretty_______

, skipping by their fleecy moms.

J e brings tulips, lilies,_________ posies.

. Fills the children's hands with

Hot J A

y brings cooling showers, ___________

.and pretty flowers.

t brings the cobs of corn, then the harvest home is borne. r brings the fruits, then begin to shoot. r brings the pheasant, then to gather nuts is pleasant.

Warm S Fresh O

Dull N

r brings the blast, the ________

are moving fast.

Chill D

r brings the sleet, Blazing _______

and holiday treat.

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Day 4 –Time, Days, Months and Seasons Part B- Days, Months, and Seasons
Activity 5
Since students love to talk about Korea’s four seasons, ask them which months they think make up each season in Korea. Students then match the months to the season by drawing a line. Also ask students if they know the other name for ‘fall’ because ‘autumn’ sometimes appears in this chapter. Also during this activity try to discuss with students what happens in various seasons and what you can do in various seasons as a lead in to the next activity.

Activity 6
Brainstorm on the board each season or get students to work in groups to write as many words relating to a season as possible. Students must then answer the questions about each season.

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Activity 5
Draw a line to show which months belong to each season in Korea.

March August May January November July September February December June October November

• spring • summer • fall • winter

Activity 6
Answer the questions about the seasons below:

What do you wear in winter?

What can you do in summer?

What holiday is in autumn?

What’s the weather like in spring?

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Day 4 –Time, Days, Months and Seasons Part B- Days, Months, and Seasons Activity 7
Students must write the name of the season above each apple tree. They can also colour in the tree in appropriate colours for each seasonal change the apple tree goes through.

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Activity 7

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Day 4 –Time, Days, Months and Seasons Part B- Days, Months, and Seasons Activity 8
As a final activity, in pairs, students make a poster on coloured paper about their favorite season. The important thing is to make sure they write at least 5 things on the poster in English. Things like:

• • •

In spring the flowers come out In winter there is lots of snow In Autumn the leaves are orange and red etc.

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Activity 8
Seasonal Posters

What is your favorite season?

In pairs make a poster of your favorite season. You must write at least 5 things relating to your favorite season on the poster. Afterwards, you can tell the class all about your poster and why it is your favorite season.

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Day 4 Checklist
I can:

▢ ▢ ▢ ▢ ▢ ▢ ▢

tell the time to the hour, e.g. “ It's 9 o'clock”.

tell different times, e.g. “It's quarter past two”, “it's twenty-five to six”.

list and describe different daily activities and say at what time I do them, e.g. “I brush my teeth at 7 o'clock , I have dinner at half past six”.

write and say the days of the week and what day it is today, e.g. “Today is Monday”

write and say the months of the year.

write and say the four seasons.

talk about which months are in which seasons and what changes in nature there are in different seasons, e.g. “January is in winter and it is very cold”.

talk about my favourite season and why it is my favourite season, e.g. “Spring is my favourite season because the birds sing and the flowers bloom”.

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Shopping
At the end of the day, I will be able to:
understand a story about a shopping penguin. read, say, and write the names of products. place products in different types of stores. talk with people in stores.

Day 5 - Shopping
Materials: 1. Shopping Day Story PowerPoint, 2. Shopping Section of the Textbook, 3. 30 large product cards, 4. tape, 5. Stores and Products PowerPoint, 6. 4 sets of Small Product Cards for Go Fish/Role Play, 7. Model Dialog, 8. Shopping Dialog PowerPoint

Session One
45 minutes 1. Tell the students to turn to the first page of the shopping section in their textbook (Day 5). With the co-teacher’s assistance, review the objectives for the day with the students. 2. Then have students look at the picture of the penguin on the second page of the shopping section of the text. If a computer and projector are available, open the Shopping Day Story PowerPoint. 3. Ask students to identify vocabulary in the picture. Write the vocabulary words on the board and have the students write them on the picture. Potential vocabulary words include: penguin, Rara, backpack, store, fish market, seller, shopkeeper, buyer, shopper, fish, shopping cart, and shopping. 4. Let the students know that a fish market is one type of store or place to buy products. Ask them to identify other types of stores where they like to shop. You could make a list of these on the board, or have students draw a picture of their favorite store and share it with the class. 5. Tell the students that the story is a true story about a real penguin named Rara. Read the story to the students one time. Have them look at the pictures as you read. Remember to point to the pictures as you read. 6. Next, read the story again. This time have the students look at the words to the story as you read. 7. Finally, have the students practice reading the story to you. Afterwards, direct them to the real picture of Rara in the text or on the PowerPoint. 8. Have the students begin tasks three through seven in the textbook. Complete the pronunciation task together. The other tasks can be completed either individually or in groups. Be sure to check student answers after they complete each task before moving on to subsequent tasks.

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Shopping Day

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Day 5 - Shopping Session One
25 minutes • Divide the students into five groups with four students in each group. Give each group 6 randomly selected Large Product Cards. Have each group come up to the board, sort their product cards into groups, and tape them to the board. Afterwards, have students identify and name each of the groups. • Introduce the actual groupings of the products and the stores in which you can find them. The Stores and Products PowerPoint contains all the products under their respective store names. As you are organizing the products, have students write the names of the products along with their accompanying articles in the table under task eight in the text. After organizing each group, have the students practice saying the names of the products aloud. • If there is any extra time, you could have the students make a list of ten random items. Then you could also make a list of twenty-five random items. Read your list aloud. If students hear a word that they have written, they can place a check next to it. The first person to check all ten words yells “bingo” and receives a prize.

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Task 8
Stores and Products
Produce Market Butcher Bakery Electronics Store Clothing Store

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Day 5 - Shopping Session Two
40 minutes 1. Introduce the students to the concept of buyer and seller. In particular, the language used when a buyer approaches the seller. Buyers: Do you have _____ ________? Sellers: Yes, here you are. OR No, I’m sorry. I don’t have any. The co-teacher could help you model this language using some of the product cards. The language is also modeled on the Shopping Dialog PowerPoint. 2. Play a game of Go Fish using the target language. Make two copies of the small product cards. Two copies are necessary to create matching pairs for one Go Fish deck. Cut out the cards and glue them to some cardboard before class. You’ll need to create four decks. 3. To play the game, divide the students into four groups of five students. Give each group a deck of cards. The students must mix up the cards before playing. One student will deal five cards to each student in the group. The remaining fifteen cards will be placed in the middle of the group. The person to the left of the dealer starts first. They are the buyer and will use the buyer’s language. They can ask any player they choose for a particular product card which they also hold. The people they ask respond using the seller’s language. If a buyer receives a “no” answer, he or she must draw one product card from the deck in the middle. If the buyer makes a product match, then he or she must show the match to everyone and place it face up in front of him or herself. The buyer may continue collecting matches until he or she receives a “no” answer. The winner of the game is the one who collects the most matches. The game continues until all the cards are matched. You will want to provide a simple demonstration of the game with the help of your co-teacher. Allow the students to play the game multiple times within the allotted time.

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Task 9
a, an 1. Seller: May I help you? 2. Buyer: Yes, I am looking for ____ _____________. 3. Seller: Here _____ _____. 4. Buyer: How much _____ _____? 5. Seller: _______ twenty dollars. 6. Buyer: Okay, I’ll buy______. a pair of, some • Seller: May I help you? • • • • • Buyer: Yes, I am looking for ______ _________. Seller: Here ______ _______. Buyer: How much ______ _______? Seller: ________ one dollar. Buyer: Okay, I’ll buy ________.

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Day 5 - Shopping Session Two
30 minutes 1. Introduce students to the language used when the seller approaches the buyer. Seller: May I help you? Buyer: Yes, I am looking for __ ______. Seller: Here ____ ____. Buyer: How much ____ _____? Seller: ______ twenty dollars. Buyer: Okay, I’ll buy _____. This will give students an opportunity to hear and use relevant shopping language and also practice using singular and plural forms. You can use the Model Dialog Script and some product cards to demonstrate the use of the target language with the coteacher. The Shopping Dialog PowerPoint also has examples of the language and is a great way to review the dialog with the students after it has been demonstrated with the co-teacher. 2. After completing the demonstrations and reviewing the language with the students, have the students complete task nine in their text. Then review the answers with the class. 3. Next, direct the students to the shopping list on under task ten in their text. Practice saying the twenty products on the list as a class. Then have the students circle eight random products on the list. 4. Mix together the Small Product Cards from two decks of Go Fish. Divide the students into two even groups. Designate one group as sellers and the other as buyers. Give eight random product cards to each seller. Have the sellers approach the buyers and use the target language: Seller: May I help you? Buyer: Yes, I am looking for ____ _____. Seller: Here ____ ____. OR I’m sorry. I don’t have any. The sellers must try to give away all their cards to the willing buyers while using the language. Buyers cannot accept anything that is not circled on their list. After completing the game once, have the buyers and sellers switch roles and play again. Collect the cards and redistribute them to the new sellers, and have the new buyers use their shopping lists. 5. After completing the role play, guide students in completing the Day 5 checklist at the end of the shopping section of their text. If there is any extra time, you could play another game of bingo with the students using the product vocabulary.

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Task 10

Shopping List
some doughnuts an Mp3 player a pair of pants some carrots some rolls an Xbox some panties some pork chops a pie some DVDs a pair of socks a pair of glasses a notebook computer some cookies a coat a camera some grapes a cake some headphones a T-shirt

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Day 5 Checklist
I can:

▢ ▢ ▢ ▢ ▢ ▢

understand the penguin story.

read the names of products.

say the names of products.

write the names of products.

place products in different stores.

talk with people in stores.

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Food And Health
At the end of this day I will be able to: talk about food I like/dislike. talk about healthy/unhealthy food. describe parts of the body. tell someone if I am sick and help someone who is sick.

Food and Health. Morning Session Introduction
Warm students up by asking general questions about food, what they had for breakfast, what food they love, what food they hate etc. Maybe do a brainstorming crossword on the board like starting off with a phrase like “Delicious Food” and the kids have to link in other food related words into the phrase in a crossword manner.

Task 1
Students have to place the words into the correct category. After, get the kids to add as many extra words into each category as they can.

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PART 1 - Food
Introduction
1. 2. 3. 4. 5. 6. 7. What are your favourite foods? Do you like fruit? What is your favourite fruit? Do you eat fruit everyday? Do you like vegetables? What are your favourite vegetables? Do you eat vegetables everyday? What meat do you like? What do you drink everyday?

Task 1
• Are these fruits, vegetables, drinks or meats? Water Apple Lettuce Potato Strawberry Pineapple Fish Tea Milk Pork Pear Beef Cabbage Chicken Onion Soda

FRUIT

VEGETABLES

DRINKS

MEAT

1. What is junk food? 2. How often do you eat junk food? 3. Is it good or bad for you?

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Food and Health. Morning Session Task 2
Try to elicit “Junk Food” by telling them that yesterday you had a pizza for breakfast, burger for lunch, ramyen as a snack and choco pies for dinner!Students then right down as many junk foods as they can think off and put them together with their own words from Task 1 into the Venn diagram.

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Task 2
Write down as many kinds of junk food as you can.

Junk Food

Now, fill in the circles below with the food from Task 1 and Task 2.Are they good for your health, bad for your health or OK in small amounts?

Healthy

O.K in Small Amounts

Unhealthy

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Food and Health. Morning Session TASK 3
Elicit the word “pyramid.” Students may already know about food pyramids but refresh their memories. Ask them if they think candy should be at the top or bottom (you can probably guess their answer!) Tell them that this has to be a healthy food pyramid and they must put junk food at the top and healthy food at the bottom – their Venn diagrams should help them. Optional Add On: Students can do pyramids to reflect a healthy day – things they should spend the most time doing should be at the bottom and things they should spend the least time doing, at the top.

TASK 4
This is a simple unscrambling game and can be turned into a race or relay game if you wish. Optional Add On: You can play a game of Pictionary or charades using words that have popped up in the lesson.

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TASK 3
1. What is a pyramid? This is a Food Pyramid. 2. Write the healthy foods at the bottom and the unhealthy foodS at the top.

TASK 4
Unscramble these words to find the names of some foods.

• • • •

h i t e a s p t g: spaghetti o t o p a t: ___________ r o t a r c: ____________ a z i z p: _____________

5. n c h i k e c: ___________ 6. b e g a b a c: __________ 7. e l o c a c h o t: ________ 8. n o c u c o t: ___________

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Food and Health. Morning Session TASK 5
Go through the questions that the students must ask in order to find the answers from their friends. Then, the students must guess what they think their friends answers will be and write T or F in the correct column. Pair up and then the students must ask their partner the questions and write T/F. Check the answers together. Students get 1 point for every answer that they guessed correctly. The student with the most points is the winner.

TASK 6
If you have time, there is a simple wordsearch puzzle to finish part 1. Optional Add on: Word Relay. Divide the kids into four mixed teams. Line up in front of the board. Give them a word to start, for example. “Dinner,” the first kids must rush to the board and write a food related word starting with “r” (the last letter of dinner), for example “restaurant.” Next kid runs up and writes “tomato” and so on. The team with the most words after 2 minutes is the winner.

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TASK 5
Before you ask your friend, guess what their answers might be! True (T) or False (F). • • • • • • • • • • My friend drinks milk everyday. My friend ate BBQ this week. My friend eats fruit everyday. My friend likes Chinese food. My friend has eaten dog meat. My friend likes to eat bread. My friend has breakfast everyday. My friend loves carrots. My friend eats chocolate everyday. My friend likes pizza. I Guess T/F My Friend T/F

TASK 6
R F L G R K R N T O F U I J W P E A W D R R O C J M D N R P S M S A E E N O O G O I C E H M K L T G U S P F C R E P Q M L A I E A R M S F A D P V L G S A T R B U O C E R E A L T M W H A M B U R G E R R Q Z Q S N N N E A O T A M O T Z D R T B O W L C D S G N T E R U X F V W I O B S C A E T R R Q W E Y T U N A E P R A R X V Z B J G N S L O K F L Q M M R Y L V C P G A I N P I L G U I C W V B P E N O O I C N V Z B O L R Y I K O X T O L X K O F W Y Y

BOWL DESSERT KNIFE PEANUT SALAD WAITER

CABBAGE CARROT FORK GARLIC MENU NAPKIN PEPPER PLATE SPOON TEA WATERMELON

CEREAL COFFEE GLASS HAMBURGER ONION ORDER RESTAURANT TOASTTOFU TOMATO

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Food and Health. Afternoon Session TASK 1
Firstly, use an outgoing student (or teacher) to use as your body model. Pointing to different body parts get the kids to call out any body parts they know. Help them with any new vocabulary. Then divide the class into mixed teams. Line them up in front of the board. Have the cut out body parts (below) piled up beside each team. When you say go, the first student on each team has to turn over the card, race to the board and draw that body part. When they have finished they return to the back of their team line. Then the next student turns the next card and does the same. The first team to finish the body are the winners. You can award a prize to the team with the neatest picture to discourage sloppy work! (It also helps to draw a couple of horizontal guide lines on the board to help them with scale).

TASK 2
This is simple revision of body parts. Write the body part next to the pictures.

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PART 2 – Parts of the Body
1. What parts of the body do you know? 2. Where are your knees? 3. Where are your toes?

TASK 1
Work with the friends on your team. Line up in front of the board. Teacher will call out a part of the body. You must run to the front of the board and draw it. The first team to finish the body wins but there is a prize for the best picture so draw carefully!

TASK 2
Now, write the parts of the body beside the picture.

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Food and Health. Afternoon Session TASK 3
A little reading comprehension based on a boy hurting his leg. Kids fill the gaps. Optional Add On: You can get the kids to act out the story or write dialogue for it.

TASK 4
This is an optional activity where students create compound words using “Ache.” A simple and short game but it might open their minds to word linking, vocabulary building and brain storming.

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TASK 3
Read the story and put the correct words in the gap. On Friday, Steven was playing ___________ ____ . There was ______

on the ground. Steven fell and he hurt his

_________

. His mother took him to ____________

.

The __________

was very nice and gave Steven

_________

. The ___________

looked at him and said

“It is broken!” Steven had to stay in there for three days. But his ___________ visited him everyday so he was not bored!

TASK 4
How many illnesses can you make with the word “ache”?

ACHE

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Food and Health. Afternoon Session TASK 5
With the help of teacher, the students write down as many illnesses and complaints that they can think of. They then have to match the problem on the left with the solution on the right. Optional Add On: Select a kid to call out a problem and another to call out the advice or solution.

TASK 6
This is an extension of Task 5, to allow the kids some controlled practice of what they have learned. Divide the class into doctors and patients. Cut out the doctor patients cards (below) and distribute them to the class. Kids have 2 minutes to remember their sentence after which the teacher collects their card. Now students must find their match by mingling and speaking their sentence. You can repeat this game by swapping doctors and patients and playing again. Repeat as necessary!

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TASK 5
1. Who/what is a patient? 2. Think of as many illnesses as you can and write them below.

BackacheStomach-ache

Headache

Broken leg

1. Now match the patient’s illness with the doctor’s answer.

• • • • • • • •

I cut my finger.

A. You need some throat candy.

I broke my leg.

B. Have a warm drink.

I’ve a headache.

C. Here is a tissue.

I’ve a toothache.

D. You should rest in a quiet room.

I have a cold.

E. Don’t touch me!

I have a cough.

F. Go to the hospital.

I have pink eye.

G. You need a band aid.

I have a runny nose.

H. You should go to the dentist.

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Food and Health. Afternoon Session TASK 7.
This is a type of “Battleship Game. Firstly kids must place the given words into the grid. They can write up/down/forward/back or diagonal. THEY MUST NOT LET ANYONE SEE WHERE THEY WRITE THE WORDS! Divide the kids into pairs. Kids now take turns in trying to guess where their partners given words are written. If they guess a square that a letter is written in, they get an extra guess. For Example - Student A: “B 7?” Student B: “Hit! That is letter T” Student A: “B 8?” Student B: “Hit! That is letter H” Student A: “Is the word Teeth?” Student B: “No! Now it is my turn; K 6?” In the above example the answer was probably Thumb or Throat. Optional Add On: I have used this game successfully with good elementary students but if you think it is too difficult for your class you could also replace it with a simple word search game whereby the kids write in the given words, then fill in the blanks before exchanging their text book with another student who then searches for the given words.

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TASK 6
Now you will take turns being doctors and patients. Your teacher will give you a card. Patients; remember the sentence and find the doctor who can help you. Doctors; find the patients you can help.

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TASK 7
You are going to play Battleship with your friends. You may right the words in any direction. Remember! Do not let your friends see where you have written the words! Where are your friend’s words? Guess! 1 A B C D E F G H I J K L M N O Throat Knee Elbow Toe Thumb Cough Doctor Hospital Nurse Bleed Ache Dentist Earache Tissue Pain Teeth 2 3 4 5 6 7 8 9 10 11 12 13 14 15

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Day 6
I can:

▢ ▢ ▢ ▢ ▢ ▢

list 10 different fruits and vegetables.

talk about food I like and dislike.

talk about the difference between junk food and healthy food.

list many parts of my body

tell someone if I feel ill.

give advice to someone who is sick.

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Directions
At the end of this day I will be able to: describe where a place is. give directions to a place. say what happens at a place. recommend a restaurant.

Day 7: Asking for and giving directions.
The exercises should be followed in order as each one builds on the one before.

A. Warm-up (group activities)
Places (mindmap) -- Elicit the meaning of “Man-made” from the Ss and from that get them to deduce the meaning of “Natural”. Get the Korean teacher to explain if this doesn’t work. The Ss complete the mind-map with as many places as they can think of.

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Places
In your group, add places to the mindmap.

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Day 7: Asking for and giving directions.
A. Warm-up (group activities)
Relative clauses – Where -- Ss discuss what goes on at each place and fill in the sentence.

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Relative Clauses – Where
A ________ is a place where _____________ A bakery is a place where people bake bread, cakes, and donuts. A factory A museum A department store A park A prison A hospital A garden A travel agency A casino A gas station A nightclub A library A barracks A laboratory

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Day 7: Asking for and giving directions.
A. Warm-up (group activities)
A Place Where – Ss think of places in Korea to visit and describe them as in exercise 2. They can present them to the class.

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A Place Where

an island a lake near

a small town an area of

a city in a street in

a mountain near a store near

Write down eight interesting places to visit in your country: (1) (2) (3) (4) (5) (6) (7) (8) After you write down the name of the place write down what kind of place it is and then write down what is special about the place: Jongdongjin is a small town on the East Coast where you can see a beautiful sunrise. Wolmido is an area of Incheon where students go on dates.

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Day 7: Asking for and giving directions.
A. Warm-up (group activities)
Location and movement & direction words -- The words have been divided into “Location” and “Movement & direction words” for simplicity. The students will probably know many of the locational type, but not so many of the directional type. Teach any of the words that they miss that are essential to finishing the tasks.

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Location & movement and direction words
Location words
(Loc)

Movement & direction words
(Dir)

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Day 7: Asking for and giving directions.
A. Warm-up (group activities)
Giving Directions – Worksheet 1 & 2 – Use these worksheets to start the Ss using the specific language points.

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There are many ways to give directions. One common way to give directions is to give the name of the street and then some building nearby. Below are some examples. Fill in the name of the building that they are talking about:

Street Information It’s on 2nd Avenue It’s on Elm Street It’s on the corner of 2nd and Elm

Nearby Buildings next to the bank between the pharmacy and the shoe store across from the cafe

Floor Information (Option) X on the second floor X

Possible Buildings?

Practice the following conversation with a partner using the substitutions in the box: A: Do you know where I can get a cup of coffee? B: Sure. You could try the Starry Café. A: Where’s that? B: It’s on 2nd Avenue across from the pharmacy. A: Thanks. B: No problem
get some hiking boots get some cat food buy some milk work out buy some pants grab a hamburger get some aspirin see a movie buy a book mail a letter buy some CDs get a bite to eat

Choose five stores and on another piece of paper write down 2 ways to describe the location for each of the five stores you choose.

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Cloze Activities
Put the words in the box into the blank spaces below: across your corner down exit far front how left looking lost miss moment next off on take to transfer way where

Directions by Street Name and Nearby Landmarks: A: You look _________________. Can I help? B: Yeah. I’m __________________ for the Caprice Theater. Do you know ______________ it is? A: It’s on the _________________ of Elm Street and 22nd Avenue. It’s ______________ to the Art Gallery. You can’t _________________ it. Directions by Subway or Bus: A: Excuse me. Can I trouble you for a _____________? B: Sure. What’s wrong? A: I’m lost. Do you know _________ to get ________ the Stadium? B: The easiest _________ to get there is probably by subway. Just ___________ the Central Line to Broadway Station. ______________ to the Green Line and Get __________ at Harbour Station. If you go out ___________ number four it should be right in ____________ of you. Directions by Foot or Car: A: Can I get to the Harlton Hotel from here _____________ foot? B: Sure. It’s not that ______________. Just go ______________ 4th Avenue to Main Street. Turn ______________ on Main. It should be on ______________ right. It’s _______________ from the park.

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Day 7: Asking for and giving directions.
B. Practice (pair activities)
Location – Asking & Answering – Drill the sentences briefly and then get the Ss to practice with a partner (put stronger Ss with weaker ones if possible). Use the “Map of Downtown” to practice with. As an extension, use different things in the classroom, or the vicinity, to practice. Directions -Asking – Drill the additional items as much as necessary and make sure that the Ss understand that it doesn’t matter how they mix the phrases. For both of the above exercises make sure that they use the “Places” and “Location and movement & direction words” worksheets with this worksheet. The “(loc)” item in the answers refers to the words in the “Location words” column of the “Location and movement & direction words” worksheet. The “(place)” item refers to places either from the “Places” work sheet or any others that they can think of.

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Location – Asking & Answering
“Where am I?”
Where is/am/are (person)? (Person) is/am/are (loc) (place).

“Where is it?”
Where is ①/②? It is (loc) (place).

Practice time ...

Directions -Asking
“How do I get there?”
How can I get to {① / ②}? Could you tell me ① / ②}? I want to know ① / ②}.

This is not a question!

Practice time ...

① = the nearest (place) ② = the (place)

 = how to get to  = the way to

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Map of Downtown
Mark the locations of the restaurants that your partner recommends on the map:

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Day 7: Asking for and giving directions.
B. Practice (pair activities)
Giving Directions Worksheets – Hand out one pair of worksheets first (it doesn’t matter which) to all pairs. Ss practice with partners using either the language points on the worksheets or other words that they know. If the pair finishes before others they can come and get another worksheet. These worksheets will also prepare the Ss for the presentation stage.

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Sheet A
Language Points Giving Street Names It’s on Pine Street It’s on 2nd Avenue. It’s on the corner of 2nd and Pine. Giving Nearby Landmarks It’s across from the bank. It’s next to the park. It’s opposite the library. Ask your partner where you can do the following: buy some steaks. see a movie order some sushi rent a bike pick up a bathing suit get some aspirin purchase some software Fill in the name of the buildings that belong in the blanks: (1) Ming’s Dynasty (2) Hungry Burger (3) (4) Elegant Shoes (5) (6) Starlight Videos (7) (8) Mike’s Bowling Alley (9) (10) Monet Cafe (11) (12) Ace Music CDs (13) (14) Mark’s Supermarket (15)

Use this map to give your partner suggestions and directions.

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Sheet B
Language Points Giving Street Names It’s on Pine Street It’s on 2nd Avenue. It’s on the corner of 2nd and Pine. Giving Nearby Landmarks It’s across from the bank. It’s next to the park. It’s opposite the library. Ask your partner where you can do the following: rent a DVD go bowling grab a burger buy some shoes pick up some milk find a music CD go for a cup of coffee Fill in the name of the buildings that belong in the blanks: (1) Ming’s Dynasty (2) (3) Bedwell Theater (4) (5) Beaches Swimwear (6) (7) Niko Bikes (8) (9) Albert’s Pharmacy (10) (11) Future Computers (12) (13) A and A meats (14) (15) Edo Sushi Use this map to give your partner suggestions and directions.

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Sheet A
Language Points Go Down Go down Pine Street to Broadway. Turn Turn right on Broadway. Turn left on Pine Street. It’s on It’s on your right. It’s on your left. Ask your partner how to get to the following places:

Central Park
Lu’s Italian Restaurant Speed Athletics Bilbo’s Jewellery Shop The Galaxy Theater Delmore Travel
Fill in the name of the buildings that belong in the blanks: (1) Star Hotel (2) (3) The Starry Café (4) (5) Hez Department

Store

(6) (7) (8) (9) (10) (11) (12) (13) Use this map to give your partner directions.

Sauron’s Bookstore The Aquarium Museum of History Superior Supermarket

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Sheet B
Language Points Go Down Go down Pine Street to Broadway. Turn Turn right on Broadway. Turn left on Pine Street. It’s on It’s on your right. It’s on your left. Ask your partner how to get to the following places:

Sauron’s Bookstore The Aquarium Superior Supermarket Museum of History The Starry Café Hez Department Store
Fill in the name of the buildings that belong in the blanks: (1) Star Hotel (2) The Galaxy Theater (3) (4) Central Park (5) (6) Lu’s Italian Restaurant (7) (8) Delmore Travel (9) (10) Bilbo’s Jewellery Shop (11) (12) Speed Athletics (13) Use this map to give your partner directions.

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Day 7: Asking for and giving directions.
C. Presentation (class activity)
Going for a bite – Go over the language needed if necessary, especially the new phrases, e.g. “I was wondering if you’d like ...”, “What did you have in mind?”, “... in the mood for ...”. “ ... wouldn’t mind ... “, “ ... could go for ... “. The class is divided into two groups: callers and receivers. Callers get a Partner B Activity Sheet plus a map of the Map of Downtown. Receivers get a Partner A Activity Sheet plus a Restaurant Guide. Callers 'call' the receivers and ask them out to dinner. The receivers suggest a restaurant and give directions on how to get there. Callers record the location on the map and the restaurant details on their activity sheet. As a challenge, have the receivers face away from the callers (callers tap them on the back and say, "Ring! Ring!, Ring! Ring!'')

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Partner A: Other students will call you up and ask you to go for dinner. Use the restaurant guide to suggest a restaurant to them. Name Type of Expression Restaurant Used (Underline it)

Conversation: Going Out to Dinner
Amanda calls Jeff on the phone to ask him out for dinner.
A: Hello. B: Hi, Jeff. It’s Amanda. A: Hi, Amanda. What’s up? B: Well, I was wondering if you’d like to go for a bite? get something to eat have dinner A: Sure. What did you have in mind? B: I’m in the mood for Italian. feel like A: I wouldn’t mind Italian. could go for I know a really good place downtown. B: What’s the name of it? A: Mario’s. They have the best pasta in town. tastiest hottest B: Where is it? A: It’s on Oak Street next to the hospital. on 1st Avenue next to the department store. on the corner of Pine and Second. B: Oak Street next to the hospital. I think I can find that. A: What time do you want meet? B: Why don’t we meet at 6 o’clock? A: Six o’clock it is then. See you there.

Amanda

Italian

go for a bite get something to eat have dinner go for a bite get something to eat have dinner go for a bite get something to eat have dinner go for a bite get something to eat have dinner go for a bite get something to eat have dinner go for a bite get something to eat have dinner go for a bite get something to eat have dinner go for a bite get something to eat have dinner

Use this map to give directions to your partner. “It’s on Oak Street next to the hospital.”

Expressions for ‘I want’ in the mood for feel like could go for wouldn’t mind Expressions for Giving directions It’s on Oak Street next to the hospital It’s on 3rd Avenue across from the park

It’s on the corner of 2nd between the post office and Pine. and the law courts

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Conversation: Going Out to Dinner
Amanda calls Jeff on the phone to ask him out for dinner.
A: Hello. B: Hi, Jeff. It’s Amanda. A: Hi, Amanda. What’s up? B: Well, I was wondering if you’d like to go for a bite? get something to eat have dinner A: Sure. What did you have in mind? B: I’m in the mood for Italian. feel like A: I wouldn’t mind Italian. could go for I know a really good place downtown. B: What’s the name of it? A: Mario’s. They have the best pasta in town. tastiest hottest B: Where’s it located? A: It’s on Oak Street next to the hospital. on 1st Avenue next to the department store. on the corner of Pine and Second. B: Oak Street next to the hospital. I think I can find that. A: What time do you want meet? B: Why don’t we meet at 6 o’clock? A: Six o’clock it is then. See you there.

Partner B: Call up other students and ask them to go for a bite. The other students will recommend restaurants. Record the information and mark the restaurants on you map. Name Restaurant Reason Recommended
Jeff Mario’s Pasta Best pasta in town

Use the following choices for choosing a restaurant and cross them out once you’ve used them: Italian, Chinese, Japanese, Vietnamese, Greek, Seafood, Mexican, Korean, Indian. Expressions for saying ‘I want’ I’m in the mood for I feel like I wouldn’t mind I could go for Expressions for Giving directions It’s on Oak Street next to the hospital It’s on 3rd Avenue It’s on the corner of 2nd and Pine. across from the park between the post office and the law courts

Your partner wil l you give you directions to mark on your map. “It’s on Oak Street next to the hospital.”

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Your guide to the best restaurants in the downtown area!

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Day 7 Checklist
I can:

▢ ▢ ▢ ▢ ▢ ▢ ▢ ▢

name different places, e.g. fire station, park.

say what happens at places, e.g. “A bakery is a place where people bake bread.”

describe places to visit in Korea, e.g. “Sorak Mountain is a mountain on the east coast where people go hiking.”

ask where places are, e.g. “Where is the bank?”

say where places are, e.g. “The bank is next to the fire station.”

ask for directions, e.g. “How do I get to the bank?”

give directions, e.g. “Go along the road, turn left, it’s on your left next to the fire station.”

suggest a type of food and recommend a restaurant, e.g. “I feel like Italian.”, “Mario’s. It has the best pasta in town.”

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Jobs & Occupations
At the end of this day I will be able to: talk about different jobss. say what I want to be. say why I want to do a job. ask someone what they want to be.

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Introduction
Classroom discussion 1. What job would you like to have when you grow up? 2. What kind of job does your mother / father have? 3. What are some jobs that pay a lot of money? 4. What are some jobs that are very easy? 5. What are some jobs that are dangerous?

Task 1
(Use words from the list)

Job vocabulary list: police officer, teacher, doctor, artist, chef, soldier, farmer, banker, nurse, firefighter, photographer, scientist, secretary, lawyer, pilot, carpenter

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Task 2

Doctor

Chef

Artist

Policeman

Waiter

Pilot

Teacher

Barber

Scientist

Carpenter

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Task 3

(1) Open your mouth. Close your mouth. Do you feel coldness? He/She is a _________________. (2) Freeze! Put your hands on your head. Thanks for your cooperation, You are under arrest! He/She is a ________________. (3) All stand up. Sit down. Clap your hands three times. Good job. He/She is a _________________. (4) Let’s sing together. Break! Louder! He/She is a _____________. (5) One, two, one , two. Yes, sir! I will try my best! He/She is a _____________

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Task 4

1) Make groups in the class 2) One person from each group looks at a secret word 3) Students must draw the picture for their team to guess 4) If the team guesses correctly, stand up and spell the word on the board 5) The fastest team to understand the picture, spell the word correctly, gets one point for their team

INTERVIEW ☞ Interview people in the class. Ask them what they want to be and why.
• Interview sheet ☺ B) I want to be a _____________________ ☺ B) Because I _________________________ A) What do you want to be? A) Why?

Name

What?

Why?

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Task 5

☞ Match the dreams with the reasons. Connect them with lines.
What do you want to be? Why?

I want to be a doctor I want to be a singer I want to be a pilot I want to be a police officer I want to be a teacher I want to be a chef I want to be a scientist

Because I love children Because I can protect people Because I can travel around the world Because I can help sick people Because I can sing well Because I can discover ways to cure diseases Because I can make delicious foods

☞ After finishing your work, practice the dialogues with your partner.

A: What do want to be?

you

B: I want to be a doctor.

A:Why?

B: Because I can help sick people.

A

B

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Game Time!
☞ Let’s play the slap game!
Make groups in the class. Put the job cards on the desks in front of you. Hands up! Slap the job card you hear the teacher call out. The student with the most cards is the winner!

Task 6

J Works at a bank $200 Put out fires $300 On TV or in movies $500

O Drives a bus $200 Teaches students $300 Grow vegetables $500

B Helps sick people $200 Serves food $300 Takes pictures $500 Fixes teeth $700 Typing answering phone $1000

S Moves to music $200 Flies airplane $300 Delivers mail $500 Army member $700 Court of law $1000

Makes and prepares f Uses microphone ood $700 Save people from the ocean $1000 $700 Uses tools $1000

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Task 7

1) Divide the class into two groups. 2) One person from each team takes turns coming up to the front. 3) Show a job picture or a word card to a student and have him/her mime the job. 4) His/Her team members try to guess the job. 5) The team that guesses the most correctly in the given time wins the game.

Team A

Team B

☞ Guess! What is my job?
Clues stethoscope marker, school grenade, gun brush ladder Job Clues pot, oven music, stage computer whistle scissors Job

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Task 8

F L F T U G K N D I O N U P N N

N A G Q E E E E U L M E L T G G

M J F L I C S W Q C Q T N S O M

E Z F S A A T D O S E Z C H P A

C L L P O L I C E Y B A R B E R

J D O N P M R H T O R A J G I T

O D O C E I M E K P R E F P R I

A E V C N V O F E N R M P E U S

L B I A T F M N W T Q L P R O T

E M U W N O T O V B S W P X E O

T E A C H E R F O O P O I X U L

P E F A R M E R E H D G L R I O

O R C M W R P P T A E I O B Z P

R O H I S C I E N T I S T E W L

C V T C A B Q E F Y D A T E N K

A O Q P C G F R N D T G V E L S

☞ Find the following hidden words:

police, pilot, scientist, carpenter, teacher, chef, farmer, doctor, barber, artist

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Task 9

Scramble 1 2 3 4 5 6 7 8 9 10 cteehar hcef ermraf tocdro brbera ittsinecs olitp iasrtt ireosld teerapncr

Answer

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Task 10

Across
4. A person in the army 7. A cook 9. A person who works in a hospital 12. A person who flies a plane 13. Someone who is in the movies 14. A person who uses a computer 15. A person who works in a restaurant

Down
1. A person who leads a country 2. People who catch robbers 3. A person who teaches 5. A person who helps sick people 6. A person who fixes teeth 8. Likes to paint and draw 10. Someone who builds things 11. This person cuts hair

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Task 11

☞ Unscramble each of the clue words. ☞ Take the letters that appear in boxes and unscramble them for the final message.

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Task 12

D I C R T Z A G E H I R

I E A G E A B A C E E F

L S N E F H R E O M S T

O H N T S T C U R Y R E

R E G N I S B A R R U B

V O M S A S F A E O N H

E U T V R C T L R T P Q

T S I T N E I C S C I J

E W P S R I K C J O L B

N D C C I J H N X D O U

G D E V M E D B A X T A

L S Z N F I I K I B H B

☞ FIND THE SECRET MESSAGE!

ARTIST DENTIST NURSE SECRETARY

BANKER DOCTOR PILOT SINGER

CHEF FARMER SCIENTIST TEACHER

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Day 8 Checklist
I can:

▢ ▢ ▢ ▢ ▢

name different jobs.

describe what people do in different jobs.

say what I want to be when I grow up.

explain why I want to do a job.

ask someone what they want to be and why.

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Appendix: Game cards & handouts

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Day 3 - Morning Session Cards

Feed the baby

Feed the cat

Feed the dog

Sweep the floor

Vacuum the carpet

Wash the dishes

Go to the market

Go food shopping

Shut the door

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Day 3: Morning session cards

Open the door

Turn on the light

Turn off the light

Iron the clothes

Walk the dog

Cook dinner

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Day 3: Afternoon Session Cards

backpack

lunchbox

notebook

briefcase

winter coat

jacket

coffee pot

tea pot

skateboard

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Day 3: Afternoon Session Cards

cane

soccer ball

scarf

shopping bag

mittens

hand bag

suitcase

winter hat

coffee cup

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Day 3: Afternoon Session Cards

plate

unicycle

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Day 4: Part A: Activity 3

ten to eight 7:50 twenty past seven 7:20 ten past seven 7:10 twenty-five to eight 7:35 twenty-five past seven 7:25 half past two 2:30
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five minutes to seven 6:55 half past four 4:30 half past twelve 12:30 half past eight 08:30 half past ten 10:30 half past one 01:30

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half past eleven 11:30 half past five 05:30 half past three 03:30

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Day 4: Part B: Activity 2

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

SUNDAY

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Day 5:Shopping Model Dialog Script
Seller: May I help you? Buyer: Yes, I am looking for a coat. Seller: Here it is. Buyer: How much is it? Seller: It’s twenty dollars. Buyer: Okay, I’ll buy it. Seller: May I help you? Buyer: Yes, I am looking for a coat. Seller: I’m sorry. I don’t have any. Seller: May I help you? Buyer: Yes, I am looking for some carrots. Seller: Here they are. Buyer: How much are they? Seller: They’re one dollar. Buyer: Okay, I’ll buy them.

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Day 6: Part 2: Task 1

HEAD HAIR NOSE MOUTH NECK SHOULDERS LEFT ARM RIGHT ARM LEFT LEG RIGHT LEG
Day 6: Part 2: Task 6
I BROKE MY ARM I BURNED MY FINGER I AM COLD I HAVE A HEADACHE I HAVE A TOOTACHE I’M GOING TO SNEEZE! I HAVE A BAD COUGH I ATE TOO MUCH FOOD I’M VERY TIRED I’M VERY THIRSTY

EARS EYES SIDES HANDS FEET

QUICK! GO TO HOSPITAL PUT IT UNDER COLD WATER YOU NEED A SWEATER GO TO A DARK, QUIET ROOM YOU NEED A DENTIST HERE IS A TISSUE PUT YOUR HAND OVER YOUR MOUTH YOU SHOULD GO FOR A WALK TAKE A REST YOU SHOULD DRINK SOME WATER

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