New English For Korean Kids

PREFACE
NEW ENGLISH FOR KOREAN KIDS is an English course for Korean elementary school students who study English as a second language in Korea. This course is a tailor-made English learning program especially for Korean kids. This program consists of three separate books written by native English speakers and Korean teachers who have taught English for a long time in Korean elementary schools. It goes without saying that they have participated in writing these books as the most outstanding experts in the field of teaching English for Korean kids. As a matter of fact, NEW ENGLISH FOR KOREAN KIDS has been developed as a kind of workbook for TaLK (Teach and Learn in Korea) Scholars who teach English for Korean elementary school students living in rural areas in Korea. Therefore, these books contains many simple and short base sentences and many more variation sentences derived from them. These sentences in particular cover a variety of essential expressions and basic vocabulary necessary for our Korean children who learn English as a foreign language in Korea. NEW ENGLISH FOR KOREAN KIDS is composed of three important sections; one general instruction, twenty topics, and one phonics. General instruction explains how to apply this course in actual teaching settings. Each topic consists of three parts; overview, teacher's guide, and worksheets for students. The contents of each topic are organized into three levels; level 1 through level 3. Phonics deals with recognizing and making sounds. TaLK Scholars are advised to make the good use of NEW ENGLISH FOR KOREAN KIDS considering their students' levels. With TaLK Scholars' creative and effective teaching methods, this course will help our Korean elementary school students develop their senses for reading, listening, and speaking as well as improve their English communication skills. This course can also be helpful for teachers who teach English in any other after-school English education programs in Korea. I can never thank you enough to all the authors, editors, and TaLK Scholars who have devoted their time and energy to creating NEW ENGLISH FOR KOREAN KIDS. February, 2010 TaLK Support Team Director
Byeong-Tae Park
General Instruction
To the instructors
This workbook is a teaching aid for TaLK program. It includes the learning contents which need to be taught in the after-school classes for elementary school students in the rural areas of Korea. The TaLK program has been running for one and a half year with no teaching aids. Although TaLK scholars have been teaching elementary school students with commercial teaching aids or worksheets they produced, they could not provide authentic learning environment and could not serve as the best teaching aids for students with different learning abilities. This workbook is the product of diverse trials to resolve these problems and to satisfy educational requirements. This workbook is intended to promote efficient teaching considering the limited availability of English education of the rural areas and to promote students' interests in the extra curricular after-school classes. To induce and keep the students' interest level high, authentic materials from students' lives have been extracted and presented to enhance internalization of the language through activities that require cognitive thinking. To promote efficiency, key expressions that have basic grammar patterns for elementary school students are presented repeatedly in the workbook. For efficient teaching and interesting lessons, this workbook was produced under the following directions: First, authenticity is emphasized. The learning contents consist of communicative materials and the practical words and expressions which will come up frequently in students' daily lives. Second, level-focused teaching and learning are pursued. This workbook is organized with three levels for each topic and is made to be applied to students in 1st to 6th grade students. Even though level 1 is intended for the 1 and 2
st nd
graders, level 2 for the 3
rd
and 4 graders, and level 3 for the 5 and
th
th
6th graders, the worksheets of different levels can be taught in any grade classes according to students' English skills. Level-focused teaching guides are presented in every Teacher's Guide. Third, the approach based on thought groups is applied. The communicative expressions are approached by thought groups, not by words. The words and vocabulary are intended to be acquired in the context by learning key expressions based on the thought groups, and then the students' power of retention and application for the expressions is pursued to be elevated by generating them in thought groups. Fourth, topic based approach is pursued. Considering that the learners are young and live in the rural areas, this workbook consists of topics that are categorized by extracted concrete communicative
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New English For Korean Kids

functions. The following shows the general course of this workbook.
Emphasis on authenticity
- emphasis on students' real lives - emphasis on authentic input - real material centered
Level-focused
- level-focused teaching activities - 3 stages by level
Pattern sentence centered

- emphasis on significant patterns - sublating word centered - thought group centered
Topic based
- teaching aid for after-school classes - topics from categorizing functions - serial & parallel structure
This workbook is composed of 22 books: 1 general instruction, 20 topics, and 1 phonics book. The general instruction presents how to apply the books to actual teaching. The phonics book has a serial of stages from word awareness to reading words and phrases, and deals with recognizing and making sounds. The 20 books of different topics are composed of the overview, teacher's guide, and worksheets for students. The overview gives a brief description and points out the significance of each topic. The teacher's guide describes the objectives and presents how to utilize the worksheets. The worksheets for students are composed to utilize one of the four basic language skills to master the basic sentence patterns in an authentic context. The following table shows the organization and content structure of this workbook.
LEVEL 1
Teacher's G uide
Presenting by levels
W orksheets
Constructing by levels Mostly 1 activity per page 20 minute worksheets -Content organization(11 activities) Speaking(1) + Listening(1) + Reading(1) + Writing(1) + G ame(2) + Story(1) + Art project(1) + C ulture(1) + Differentiated activity(2) -Contents of differentiated activities: rhythmic movement or play for level 1, work & play activity or subject-immersion for level 2, and project type tasks or other supplementary activities for level 3
T O P I C LEVEL 3 LEVEL 2
Explaining by activities Content organization -Objectives: of teachers and students -Key expressions -How to teach: level focused guidance, examples, references (materials, books, web-sites, etc.)
20 topics were extracted through categorization of concrete communicative functions converted from
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General Instruction
Korean expressions used by rural area elementary school students in high frequency. Here, the frequencies of Korean expressions are utilized as the criteria for designating levels of this workbook according to their degree of complexity in English expressions. The following table displays the steps taken to design communicative functions and the topics for the workbook.
1 To extract Korean expressions (sentences) used highly frequently in students' lives by observation
2 To convert them into English key expressions and to extract important communicative functions
3 To make important 4 To categorize them communicative into 20 topics, functions concrete and to name them and elaborate appropriately (ex.talking about according to their times, asking for contents times, or answering times)
This workbook is organized into 3 levels. The criteria to determine the levels of key expressions are the range of life, kinds of verbs and sentences, the tense, the sentence pattern, the number of thought group, and the frequency of usage. However, these criteria are applied as universal principles, not as strict rules to organize this workbook. The below displays the criteria.
Criterion 1 : Range of life LEVEL 1 - Personal family life LEVEL 2 - School neighborhood life LEVEL 3 - Social national life
Criterion 2 : Kinds of verbs LEVEL 1 - Common verbs and 'be' verbs LEVEL 2 - Including auxiliary verbs LEVEL 3 - Including auxiliary verbs
Criterion 3 : Kinds of sentences LEVEL 1 - Declarative sentence, YES/NO questions LEVEL 2 - Including WH-questions LEVEL 3 - Including WH-Q with WH-phrases
Criterion 4 : The tense LEVEL 1 - Simple present, present progressive form LEVEL 2 - Simple present, present progressive form LEVEL 3 - Including the past and future tenses
Criterion 5 : Sentence pattern and TG LEVEL 1 - 3>1>2 sentence pattern/below 1 TG LEVEL 2 - 3>1>2 sentence pattern/below 2 TG LEVEL 3 - 4, 5 pattern is possible/below 3~4 TG
Criterion 6 : Frequency of usage In TOPIC and FUNCTIONs, expressions spoken in high frequency are used as (key) expressions for lower levels
The worksheets in each level are usually composed of speaking, listening, reading, writing, games, story, culture, art project, and other differentiated activities. Each worksheet also has an organization criterion. The next table describes the organization criteria of each activity.
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SPEAKING : Phrases, 1 TG : Sentences, 2 TGs : Sentences, above 2 TGs LISTENING : Phrases, 1 TG : Sentences, 2 TGs : Sentences, above 2 TGs READ ING : Words, pictures : Phrases, 1 TG : Sentences, above 2 TGs
W RITING : Alphabet, 1~2 syllabic words : Words : Above phrases
G AME 1. Considering students' developmental stages 2. Activities with spoken and written skills 3. Appropriate for functions ART PROJECT 1. Considering students' developmental stages 2. Activities with spoken and written skills 3. Appropriate for functions
STORY 1. Pattern type story 2. Below 4 TGs in a sentence : 6 sentences , word substitution : 10 sentences ,1 TG substitution : 15 sentences , 1 TG substitution CU LTU RE 1. Events relevant to the month 2. Authentic contents 3. Comparing and understanding cultures
D ifferentiated Activity 1. Supplementary activities 2. Various activities : Rhythmic movement or play : Work & play activity or subject-immersion : Project type tasks
20 Topics of this workbook are arranged by the time-series of months. 2 topics are distributed from March to December according to the relevance of learning contents and cultures to the respective months. The sequence of language learning is also reflected in arranging topics. Topics with expressions that are available more frequently are posted to the earlier months. The following presents the topic arrangement by the time-series of months.
3 March

4 April

5 May

6 June

7 July

Phone Etiquette 8 August
Likes & dislikes Motions 9 September
Sports Fam ily 10 October
Tim e Shopping 11 November
Jobs Location 12 D ecember
Shapes The world
Weather School days
Food Directions
Life stories People & life
Calendar Reason
Each topic has 6 important and general communicative functions. Each important and general communicative function is differentiated into several concrete communicative functions respectively. The concrete communicative functions are the basis of determining objectives of each activity. Those
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General Instruction
concrete communicative functions are not presented here because they are presented in the contents of each topic. The following table shows the important and general communicative functions of each topic.
Phone
M A R C H
Understanding numbers of 0 through 30 Counting things with numbers 1~30 Asking for & telling a phone number Making a phone call Asking a friend to do some work together over the phone z Sending and receiving an SMS z z z z z z z z z z
Etiquette
Greeting people Introducing yourself & friends to other people Exchanging personal information Understanding table manners Finding differences of etiquette between nations z Understanding other countries' etiquette
Likes & dislikes

A P R I L
z Naming what you like z Naming what you dislike z Asking & answering likes & dislikes using yes/no questions z Asking & answering likes & dislikes using wh-questions z Naming your hobby z Asking for & telling hobbies z z z z z z
Motions
Naming words of motions Following imperatives to make a motion Giving imperatives to make a motion Telling your current activities Asking & answering current activities Asking & answering the abilities of movement
Sports
M A Y
z z z z z z Naming sports Saying prohibition Asking help for injuries Inviting friends to play a sport Asking & answering sports someone likes Asking for & telling personal talents about sports
Family
z z z z z z Naming family relationships Introducing your family to other people Telling the ages of family members Asking for the ages of family members Describing the information of family members Asking for & telling the information of family members
Time
J U N E
Understanding numbers about time Asking for & telling time Apologizing for leaving at the moment Making an appointment Asking & answering when someone does activities z Asking & answering when something was done z z z z z z z z z z z
Shopping
Offering to go shopping Understanding different currencies Asking for & offering help Asking for & telling the price of item Talking about items to Purchase Giving & receiving gift bought
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Jobs
J U L Y
Naming jobs Naming personal talents Telling jobs of your family members Asking for & telling people's jobs Asking for & telling personal talents related to jobs z Talking about the jobs you want to be in the future z z z z z z z z z z z
Location
Understanding the prepositions of location Locating objects as instructed Describing the location of objects Describing the location of buildings Asking for & telling the location of objects Asking for & telling the location of buildings
Shapes
A U G U S T
z z z z z z Naming shapes & colors Drawing & coloring shapes & things Describing shapes & colors of objects Understanding plurals with shapes Comparing things Asking & answering comparison
The world
z z z z z z Naming countries, oceans & continents Asking for & telling nationalities Asking for & telling the country you want to visit Asking for & telling a nation's characteristic Telling the country you want to visit with reasons Sending & receiving an e-mail of introducing countries
S E P T E M B E R
Weather
z z z z z z Naming weathers & feelings Expressing your feeling Expressing the weather using an exclamation Asking for & telling weathers Asking for & telling feelings Asking for & telling favorite seasons z z z z z z
School days
Naming objects in the classroom & school Asking for & telling the possession of objects Asking & answering about objects Naming subjects Asking for & telling favorite subjects Talking about your class timetable
Food
O C T O B E R
z Naming meals & food z Asking & answering about food using yes/no questions z Asking & answering about food for meals using wh-question z Discussing the menu z Making food as instructed z Inviting & sharing food z z z z z z
Directions
Understanding prepositions of place Naming buildings Giving directions Asking for directions Asking how to get to destinations Naming modes of transportation
Life stories
N O V E M B E R
z Telling your daily schedule in series of time z Asking for & telling what time someone does the work at z Telling a personal past experience z Asking for & telling what someone experienced z Telling your plan to do some work z Asking for & telling when someone will act the plan
People & life

z Naming animals & plants z Naming parts of people's body z Describing the characteristics of animals & plants z Describing people's appearances z Comparing the characteristics of animals & plants z Asking for & telling people's appearances
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General Instruction
Calendar
D E C E M B E R
z Naming 7 days of the week & 12 months z Understanding ordinal numbers 1st~31st z Understanding dating z Asking for & telling the day of the week z Asking for & telling the date z Talking about special days & giving celebrations
Reason
z Telling things you like or not with reasons z Telling activities you want to do or not with reasons z Asking for & telling reasons z Requesting permission z Permitting or refusing requests with reasons z Talking about the past events with reasons
Even though this workbook is sequenced by the month and the level, the syllabus can be reorganized by teacher's teaching intention during the planning stage, which means that the lessons may be reorganized considering the English learning environment and English skills of the students. Reorganization is carried out through changing of teaching time, adding new contents or altering the contents of worksheets. It is also possible to teach 1 to 3 worksheets in one class depending on the teacher's plan or students' learning pace even though each worksheet is designed for a 20 minute class. In teacher's guides, each activity has a chart with the name of the activity, objectives, communicative functions, and key expressions. Each activity also has a guide on how to teach, level focused teaching, and references below the chart. First, the title and the type of the activity is presented in a box like
Task : Telling my schedule for summer vacation
. Objectives are divided into teacher's objectives and students' objectives of the lesson. Teacher's objectives are stated in terms of the pattern grammar and language skills that teachers should teach and students' objectives in terms of the results of linguistic behavior that learners should achieve. This means that teachers should teach students to utilize those pattern grammar
Teacher Objectives Students Functions
z To have students utilize the auxiliary verb 'will' meaning the future action z To present the plans for the coming summer vacation to his/her friends z Asking and answering about plans for the summer vacation z What will you do during ~ ? z I will go to my uncle's. z I am going to learn how to play the piano.
Key Expressions
proficiently and to have sound communicative skills. Communicative functions and key expressions are the linguistic elements for students to learn during the class. All the activities they preform should result in having students achieve the objectives.
How to teach
presents how to teach each activity step by step,
Level focused
suggests how to
teach students with different levels of English, and
References
provides supplementary texts,
teaching materials, books, and web-sites that are needed during the lesson.
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Quizzes can be found at the bottom of the worksheets. The quizzes are intended to work as a kind of formative evaluation to check whether students recognize the key expressions or not. That is, they are presented to have students review what they learned and use key expressions one more time after the class. Therefore, it is desirable for teachers to encourage students to do the quizzes and giving guidance on how to answer the quizzes. The classes are not restricted indoors. If it is considered to be more effective, the teachers are welcomed to plan and have a lesson outside of a classroom where students can move, think, and communicate actively.
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CONTENTS
Book 1
General Instruction 3 - Phone 3 - Etiquette 4 - Likes & Dislikes 4 - Motions 5 - Sports 5 - Family 6 - Time
NEW ENGLISH FOR KOREAN KIDS
Book 2
General Instruction 6 - Shopping 7 - Jobs 7 - Location 8 - Shapes 8 - The World 9 - Weather 9 - School Days 10 - Food
Book 3
General Instruction 10 - Direction 11 - Life Story 11 - People & Life 12 - Calendar 12 - Reason Phonics
Book 1
General Instruction 3 - Phone 1) Level 1 3 2) Level 2 19 3) Level 3 36 3 - Etiquette 1) Level 1 3 2) Level 2 19 3) Level 3 35 4 - Likes & Dislikes 1) Level 1 3 2) Level 2 18 3) Level 3 33 4 - Motions 1) Level 1 3 2) Level 2 18 3) Level 3 34 5 - Sports 1) Level 1 3 2) Level 2 19 3) Level 3 35 5 - Family 1) Level 1 3 2) Level 2 19 3) Level 3 35 6 - Time 1) Level 1 3 2) Level 2 18 3) Level 3 34
PHONE
In this chapter, students will learn basic vocabulary used in telephone conversations. For students to be able to use these expression fluently, the key expressions, such as "Hello, this is Mina.", "Can I speak to Minsu?", and "How's it going?", should be presented in a meaningful way. The students should be given opportunities to use these expressions in real life situations. In Level 1, students will start by learning the numbers 1-10 as well as how to say which number they like. They will later learn how to use the basic numbers to say phone numbers through chants, songs, and games. In Level 2, students will learn the numbers 11-30. Afterwards they will incorporate these numbers by asking for and giving a phone number to a friend. Through practice, the students will be able to fluently answer the phone, ask for a phone number, and have a short discussion on the phone. To aid this process, the students will compare the basic English phone expressions to the basic Korean expressions. In Level 3, students will start by learning simple terms used when answering the phone. They will have fun learning emoticons and symbols that can be used in text messages. To practice, students will have to make phone calls to friends asking them to do something together. They will also have to translate messages written with symbols and emoticons into English. The teacher should give authenticity by using language materials related with students' lives and he/she should give level-focused teaching by using level appropriate languages and methodologies. The best way for the students to learn how to give someone a phone number or to have a phone conversation is to practice. Therefore, in this unit, the students will do many pair and group activities to practice the expressions.
Contents
Activities
Speaking Listening Reading Arabic numerals z Reading the numbers 0~9 (on a phone) z Writing the Alphabet A-M in English z Speaking both Arabic numerals and English numbers z Speaking and writing my friends' phone numbers z Recognizing the missing numbers z Expressing the numbers in the song into rhythmic movements z Chanting and naming the phone numbers z Writing the numbers in English z Telling my phone number to my friends z Comparing numerals of different countries z Counting the numbers 11~30 z Writing the numbers(11~30) I listen to into Arabic numerals z Reading the cardinals 1~30 z Writing the numbers 11~20 in English z Counting things with numbers 11~30 z Asking and answering friends' phone numbers z Writing the phone numbers I hear z Understanding the simple telephone conversation z Writing the numbers 21~30 in English z Saying new phrases for the telephone conversation z Describing the cartoon about the telephone conversation z Comparing basic expressions for telephone conversation used between English and Korean z Asking of doing something together z Recognizing what my friend wants to do together z Reading phrases and rearranging them into a story z Completing the conversation z z Game 2 Story Task 1 Task 2 Art Project Culture z z z z z z
Functions
z Counting and saying which numbers you like between 0-10 z Listening to and writing the numbers (0~10) what I hear into
Key Expressions
z I like (the number) 3./ 0. 1, 2, ......, 9, 10 z 0. 1, 2, ......, 9, 10 z (It's) 9./ (The number is) 9. z A, B, C, D....................M z Zero, one, two, three, four, ......., nine z My(Your) phone number is 555-4002. z (The number is) 5. z Zero, one, two, three, four, ......., ten z (My phone number is) 010-234-9857. I like my phone number. I like that phone number. z My phone number is O one O - one O O four. z 0, 1, 2, ......, 9, 10 z Eleven, twelve, thirteen, .........., twenty-nine, thirty z 11, 12, 13, ........, 29, 30 z (It's) 23. / (The number is) 23. z Eleven, twelve, thirteen, .........., nineteen, twenty z Eleven, twelve, thirteen, .........., twenty-nine, thirty z What's your phone number? My phone number is 555-4002. z Hello, This is Ji-ho./ Can I speak to Mi-na?/ Is this 010-234-9085?/ I'll check again. z Twenty-one, twenty-two, ........., twenty-nine, thirty z Hello, Can I speak to Min-su?/ This is Mi-na./ Is this 234-9085?/ How are you?/ Not bad. z Hello, this is Su-min./ Can I speak to Na-mi?/ Is this 010-234-9085?/ Yes, speaking./ How's it going?/ Not bad. z Hello./ This is Mina./ Can I speak to Minsu?/ Yes, speaking. z Hello, This is Anna./ Let's go to the movies. z How's it going?/ Let's go to the restaurant. z Hi, is Bill there?/ Are you looking for Bill senior or Bill junior? I'll tell him you called./ I'm so glad to reach you. z What is Min-su's telephone number?/ His number is
L E V E L 1
Writing Game 1 Game 2 Story Song Chant Art Project Culture Speaking Listening Reading
L E V E L 2
Writing Game 1 Game 2 Story Writing 2 Role play Art Project Culture Speaking Listening Reading Writing Game 1
L E V E L 3
762-0986./ May I ask who's calling?/ Can I leave a message? Understanding the appropriate expressions about the telephone z This is Mina./ Yes, speaking./ Hold on./ How's it going?/ Let's conversation go swimming. Designing and writing the emoticons and the symbols available during the simple telephone conversation z (love), UR(your), C(see), I am -,.-(I am blue), ....... Reading the emoticons and the symbols Decoding the emoticons and the symbols by comparing with z #(number), @(at), &(and), (love), UR(your), C(see), I am two stories -,.-(I am blue), ....... z Hello, this is Gwon-woo./ Can I speak to Ji-young?/ Is this Practicing a telephone conversation 010-234-9085?/ Yes, speaking. Let's play baseball./ I will Making a phone call and asking to do some work together call you later. Sending and receiving an SMS using the emoticons and the z I'll C U later. I U etc. symbols z The first rule is turning my phone off in the movies, not Understanding cell phone etiquettes talking too loudly./ It's rude to my friends. etc. z b4, 18r, Gr8, H8, 2day, 2nite, NE1, QT, LOL, BRB, ASAP etc.
z Understanding common text slangs and shorthands
LEVEL
1 PHONE
z To be able and to listen write to numbers the
Students
Speaking : Let's speak

Functions
Teacher
(0-10)
down
corresponding Arabic numerals z Listening to and writing the numbers (0-10) I hear into Arabic numerals z 0, 1, 2, ......, 9, 10
z To have students state which numbers they like between 0-10 z To be able to say the numbers 0-10 and to say which numbers they like z Counting and saying which numbers you like between 0-10
z I like (the number) 3.
Key Expressions
Objectives
Students
How to teach
z Prepare flash cards of the numbers 1-10 and place them on the board. z Point to and say the numbers, and have the students repeat after the teacher. z Call out the numbers in a random order. They must write the Arabic numerals next to the number words.
Functions
Key Expressions
z 0, 1, 2, ......, 9, 10
How to teach
z Have the students sit or stand around. z Teach the students how to say the numbers 0-10. z Show the students objects and have them count them out aloud. z Teach the students the phrase 'I like' and have them think of which numbers they like. z Have the students write down the number they like. They need to tell the number to their friends in the group. "I like 9."
Level focused
z Make the activity a lottery game. Students must write down a sequence of five numbers. Put the number cards faced down on the desk. Randomly turn over five different number cards. The student with the closest guess to the teacher's pick wins the game. z [Supplementary] Provide students with number cards. They can hold up the number card that matches what the teacher calls out.
Level focused
z One student closes his or her eyes. A partner then writes a number on the back of that student's hand. The student must guess the number by saying "I like 3." z [Advanced] All students stand up. The students must think of a number they like. When the teacher starts the timer, the students must tell each other which number they like and get into groups with the students who like the same number. When each student is in a group, stop the timer. improve the time. Try again to
References
z Materials : number cards z The teacher can prepare bigger number cards that the students can use easily. z The teacher can assign the numbers to each students. When the students stand in a row in order, it helps the students recognize the numbers and sounds easily.
References
z Materials : objects that students can count aloud, a stopwatch z You can change the word 'like' to an icon() if the students find it difficult to understand.
R e a d in g : Let's read
Teacher
z To have the students read the numbers on a phone number pad z To be able to read the numbers on a
Objectives
L is t e n in g : Let's listen
Functions z To have the students listen to numbers Objectives Teacher 0-10 and be able to write them down as Arabic numerals
Students
phone
number
pad
and
match
the
numbers to the number words z Reading the numbers 0~9 (on a phone)
z (It's) 9. z (The number is) 9.
Key Expressions
LEVEL 1
Phone
How to teach
z Draw a picture of a phone number pad on the board. z Point to and say the numbers on the buttons, and have the students repeat after the teacher. z Ask for volunteers to come to the board. z When the teacher calls a number, the students must race to point to the correct number on the number pad. z Have students match the number words to the numbers on the telephone dial. z Teach students the phrases, "It's 9." and "The number is 9." z In groups, have one student point to a number on the worksheet. The other students must respond with "It's 9." or "The number is 9."
writing correctly.
Level focused
z Have two students come to the front. Call out the alphabets and have them write them. The first one to finish with the correct writing gets a point for his or her team. z [Supplementary] Give students a worksheet with different alphabets in a light font. Have the students trace the letters before writing them by themselves.
References
z Alphabet songs (phonics) : http://www.suksuk.co.kr/kidland/study/study_view.php?number=4 16&code=18<br z You can also use alphabet pictures on the sheet as cards to play a game or practice.
Level focused
z [Advanced] Draw a dial pad of a phone on the board. Point to a number and have the students read the number aloud. Next,
point to two numbers consecutively and have the students say both numbers in order. Continue to add on one number until the students can no longer keep up. z Use an old phone as an example. Pass it around and let children practice pushing the number keys, saying the numbers aloud as they do. Objectives
Students Teacher
Game 1 : Phone Sudoku
z To have students say the numbers out loud and recognize missing numbers z To be able to pronounce numbers
References
z Materials : an old phone Functions
correctly and realize which numbers are missing z Speaking both Arabic numerals and
English numbers z Zero, one, two three, four, ......., nine
Key Expressions
W r i t i n g : Let's write
How to teach
Teacher
z To
have
students
to
write
out
the
alphabets A-M
z Have students read aloud the numbers that are already written on the puzzle. z Explain that each row of numbers must equal the same total and that both Arabic numerals and English numbers must be
Objectives
Students z To be able to write A-M
Functions
z Writing the alphabets A-M in English z A, B, C, D....................M
written. z Walk around the classroom and make sure the students are
Key Expressions
performing the task correctly.
How to teach
z Write A-M on the board. z Have each student write along in the air. z Have the students draw and write the alphabet letters. z Walk around the classroom to make sure the children are
Level focused
z Change the level of difficulty of the puzzle by leaving more blank spaces or changing the numbers.
References
LEVEL 1
Teacher's Guide
z Materials : big Sudoku puzzle flash cards, scissors z You can cut off the number and word cards and attach it to the blanks.
How to teach
z Put up number cards on the board with both the Arabic numerals and English spelling on them.
Game 2 : Phone number hunt
z Have the students gather around so that they are close to the teacher. z Tell the story, making sure the children are listening carefully.
z To have students share their phone

Teacher
z Ask the students to repeat words that they heard and phrases that they did not understand. z Teach new phrases and then the story again. z After the second time, see if the children can guess what the answers are.
numbers and be able to write their friends' numbers
Objectives
Students
z To be able to say and write telephone numbers
Functions
z Speaking and writing my friends' phone numbers
Level focused
z [Advanced] Have students get in pairs and change the numbers in the story. For example, eight could be friends with
Key Expressions
z My/Your phone number is 555-4002.
seven and nine. The other student must guess which number the first student is talking about. z Create a rhythm clapping your hands and tapping your knees
How to teach
z Have students repeat the phrase "My phone number is 555-4002."
and say the story as a chant. Have the students chant along.
References
z Materials : big number cards on the board z You can change the story according to the students' levels. If they know the answer, have them say it and press the number on the number pad at the same time.
z Have students write their own number in the box in the middle. z When you tell them to start, have the children find five friends and give them their phone number using the phrase practiced earlier. z The first student to finish the worksheet correctly and sit down is the winner.
Level focused
z Write example phone numbers on the board and have the students practice by repeating after you or reading by themselves.
Song : Ten little Indian boys
Teacher
z To
have
students
practice
saying
numbers with other words
Objectives
Students
z To be able to sing numbers and words together without making mistakes
Story : The missing number
Functions
z Expressing the numbers in the song into rhythmic movements
z To have students listen and understand

Teacher
Key Expressions
z zero, one, two, three, four, ......, ten
the
number
story
and
discover
the
Objectives
Students
missing number
z To be able to listen to the story and write in the missing number

z Recognizing the missing numbers
z (The number is) 5.
How to teach
z Play the song once and have the students listen. z Have the students repeat after you line by line. z Create a slow rhythm and have the students chant the lyrics. z Have all the students sing along with the music.
Functions
Key Expressions
LEVEL 1
Phone
Level focused
z [Advanced] Assign a number to each student. When you sing that number, they must stand up or if they are standing, sit down. For example, if a student is one, when 'one little indian' is sung, that student must stand up. When it is sung again, the student must sit down.
Art project : Get your friend's number

z To
Teacher
have
students
practice
telling
numbers to friends and writing them down
Objectives
Students
z To be able to design a phone and get friends' phone numbers

z Writing the numbers in English z Telling my phone number to my friends
z My phone number is O one O - one O
References
z Materials : Ten little Indian boys song, Indian puppets z Internet website : Youtube.com, bogglesworldesl.com
Functions
Key Expressions
O four.
Chant : I like the phone number
How to teach
z In the top section, have the students be creative and draw a cell phone. z Below the picture, have them create a number for the phone. z Next, have the students find ten other friends and ask their phone numbers. z After the children write ten other students' names and numbers, they can sit down.
Teacher
z To have students become comfortable saying cell phone numbers
Objectives
Students
z To be able to learn how to say cell phone numbers in a rhythm
Functions
z Chanting and naming the phone numbers
z (My phone number is) 010-234-9857. Key Expressions
Level focused
z [Advanced] wins. Obtaining friends' phone numbers can be a competition. The first student to get ten names and numbers z [Supplementary] An alternative option is to make a phone book with friends' numbers.
z I like my phone number. z I like that phone number.
How to teach
z Teach the students the new key expressions. z Have them listen to the teacher and do the chant. As you say the phone numbers, have the children point to the numbers on the dial pad in their worksheets. z Have the students repeat each line of the chant. z Create a rhythm by tapping your legs and clapping your hands. z Do the chant along with the students, making sure that everyone is participating.
References
z Materials : paper, colored pencils
Culture : Comparing country numerals
Level focused
z Do the chant together. When the line 'the phone number is' comes up, have one student make up a different phone number. Each student should have a turn changing the number while the chant is still continuing.
Objectives
Students
Teacher
z To have students learn numerals from different countries
z To be able to compare number systems from different countries
Functions
z Comparing countries
numerals
of
different
Key Expressions
z 0, 1, 2, ......., 9, 10
LEVEL 1
Teacher's Guide
How to teach
z Go through the numbers three times for each set and have students repeat and point to each number on the sheet. z Next, call out different numbers and have students point to the correct number. (ex. Roman numeral 5, Arabic number 9, Chinese number 2, etc).
Level focused
z Turn it into a bingo. z Have students draw a 3 by 3 grid and fill in different numbers from different sets. z Call out different numbers and students mark off the numbers on their paper. Try and choose different patterns (T bingo, H bingo, X bingo, etc.)
References
z Materials : paper, colored pencils z You can cut the worksheets by country numerals and use it for games.
LEVEL 1
Phone-Speaking
LET'S SPEAK
ZERO
SIX
ONE
SEVEN
TWO
EIGHT
THREE
NINE
FOUR
TEN
I LIKE
FIVE
LEVEL 1
=?
Phone-Listening
LET'S LISTEN
A. WHAT NUMBER DO YOU LIKE? I LIKE ________.
ZERO ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN
?
LEVEL 1
Phone-Reading
LET'S READ
A. PHONE DIALING
ONE
TWO
THREE
FOUR
FIVE
SIX
SEVEN
EIGHT
IT'S
NINE
ZERO
THE NUMBER IS .
LEVEL 1
10
412369# .
Phone-Writing
LET'S WRITE
A A A A A B B B B B C C C C C D D D D D E E E E E F F F F F G G G G G H H H H H I I I I I J J J J J K K K K K L L L L L M M M M
11
LEVEL 1
Phone-Game 1
PHONE SUDOKU
PLAY 1 PLAY 2
8 HT THR
4 OUR
5 ON FI
9 NIN
7 SIX S V N TWO
10
ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN
ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN
LEVEL 1
12
Phone-Game 2
PHONE NUMBER HUNT

NAME NAME NAME
NA-MI
PHONE NUMBER
PHONE NUMBER
PHONE NUMBER
555 - 4002
MY PHONE NUMBER IS .
NAME
NAME
NAME
PHONE NUMBER
PHONE NUMBER
PHONE NUMBER
Mission Possible! , .
13
LEVEL 1
Phone-Story
THE MISSING NUMBER

0 1 2 3 4
IS IS IS IS IS
ZERO. ONE. TWO. THREE. FOUR.
5 IS FIVE. 6 IS SIX. 7 IS SEVEN. 8 IS EIGHT. 9 IS NINE. 10 IS TEN.
LIKES FOUR. FOUR IS MY FRIEND. LIKES SIX. SIX IS MY FRIEND, TOO. I AM BETWEEN 4 AND 6. WHO AM I ?
PRESS THE DIAL!
LIKES SEVEN. SEVEN IS MY FRIEND. LIKES NINE. NINE IS MY FRIEND, TOO. I AM BETWEEN 7 AND 9. WHO AM I ?
LEVEL 1 14
Phone-Song
TEN LITTLE INDIAN BOYS

A. SING TOGETHER WITH MOTIONS.
ONE LITTLE, TWO LITTLE, THREE LITTLE INDIANS FOUR LITTLE, FIVE LITTLE, SIX LITTLE INDIANS SEVEN LITTLE, EIGHT LITTLE, NINE LITTLE INDIANS TEN LITTLE INDIAN BOYS
TEN LITTLE, NINE LITTLE, EIGHT LITTLE INDIANS SEVEN LITTLE, SIX LITTLE, FIVE LITTLE INDIANS FOUR LITTLE, THREE LITTLE, TWO LITTLE INDIANS ONE LITTLE INDIAN BOY AND ZERO
15
LEVEL 1
Phone-Chant
I LIKE THE PHONE NUMBER
NE
TWO
THREE
FOUR
FIVE
SIX
SEVEN
IGHT
INE
ZERO
MY PHONE NUMBER IS 010-234-9857. I LIKE MY PHONE NUMBER. I LIKE THAT PHONE NUMBER. YOUR PHONE NUMBER IS 011-2843-7569. I LIKE YOUR PHONE NUMBER. I LIKE THAT PHONE NUMBER.
LEVEL 1
16
Phone-Art project
GET YOUR FRIEND'S NUMBERS

A. DRAW YOUR CELLULAR PHONE.
MY PHONE NUMBER IS O
FRIENDS' PHONE NUMBERS

NAME PHONE NUMBER NAME PHONE NUMBER
17
LEVEL 1
Phone-Culture
COMPARING NUMERALS!
ARABIC KOREAN ENGLISH ROMAN CHINESE 1 2 3 4 5 6 7 8 9 10 ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN
LEVEL 1
18
3 . A B C T E N F G S I X H I J K S E V E N G T
LEVEL
2 PHONE
L is t e n in g : L e t 's lis t e n
Teacher
z To have students learn numbers 11-30

Teacher
z To have students listen to numbers and to be able to write them down as Arabic numerals z To be able to listen to the numbers and write the corresponding Arabic numerals z Writing the numbers(11-30) I listen to into Arabic numerals
Objectives
Students
z To be able to say numbers 11-30 aloud
Objectives
Students
Functions
z Counting the numbers 11-30 z Eleven, twelve, thirteen, ......., twenty nine, thirty Key Expressions Functions
Key Expressions
z 11, 12, 13, ......., 29, 30
How to teach
z Have the students make number cards and place them on the board. z Have the students repeat after the teacher while pointing to each number. z Next, mix up the order of the numbers and have the students say them aloud. z Take a card away while the students close their eyes. The students have to try to figure out which number is missing. z Pass out the worksheets and have the students study the numbers. z Have students make groups of 2~4. z One student chooses a number from 11-30. z Another student guesses and the first student says 'up' or 'down' to hint that the number is higher or lower. z The student who guesses the right number gets one point and gets to choose the next number. z Call out the numbers(11-30) in a random order. z Put number cards on the board. z Have students make groups of 4~6 and stand in a line. z Take the first students in each line out to the hall and tell them a sequence of numbers. (ex. 13, 22, 30) z They must whisper the numbers to the next person in line, and they, in turn, must whisper them to the next person. z The last person in the line runs to the front of the room and grabs the three numbers from the board. z The first to grab the three correct numbers gets a point for their team. z Rearrange the order of student standing in the lines. They must write the Arabic numerals next to the number words.
How to teach
Level focused
z Assign each student a number. Start a stopwatch. When the teacher says "Start.", have the students tell each other their numbers and try to line up in numerical order. When they are finished, stop the watch. Go down the line and have them say their number aloud. Try the game again so they have a chance to improve their time.
Level focused
z [Advanced] Pass out paper and colored pencils. Say a sentence, such as "I see 13 pencils." The students must draw 13 pencils on their paper. Talk about numbers in relation to any vocabulary the students may know. z [Supplementary] Provide students with number cards. They hold up the number that matches what the teacher says.
References
z Materials : number cards, a stopwatch z The students can color the numbers on the sheet.
References
z Materials : number cards, paper, colored pencils z When the students finish the work, let them cut the word cards from the sheet and have fun with a bingo or other kinds of activities.
19
LEVEL 2
Phone
R e a d in g : L e t 's r e a d
W r it in g : L e t 's w r it e
Teacher
z To
have
students
read
the
cardinal
Teacher
numbers on a calendar z To be able to read the numbers 1-30 on a calendar Objectives
z To
have
students
write
the
words
Objectives
Students
11-20 in English
Students z To be able to write 11-20 in English
Functions
z Reading the cardinal 1-30
Functions
z Writing the numbers 11-20 in English
Key Expressions
z (It's) 23. z (The number is) 23. Key Expressions
z Eleven, twelve, thirteen, ......., nineteen, twenty
How to teach
z Have the students point to the numbers as you read them. z Show the students a large calendar. Point to the days at random and have them say the cardinal numbers. z Divide the class into groups. z S1 from each group chooses a day. z The other students need to try to guess which cardinal number S1 is thinking about by saying "It's 15." or "The number is 15." S1 needs to hint the group members by saying "up" or "down". z The student who guesses correctly gets a point and gets to choose the next number. z In the same groups, have the students play Baskin Robbins 31, except change the highest number to 30. z Students can say one, two, or three consecutive numbers. ex) S1 says 1, 2. S2 says 3, 4, 5. S3 says 6. S4 says 7, 8, 9. z The person who says 30 is out.
How to teach
z Spell out each number from 11-20 on the board. z Have each student write along the teacher in the air. z Refer back to worksheets one and two which had number words for review. z On the worksheet with the Arabic numerals, have the students write the numbers in words. z Walk around the class to make sure the children are writing correctly. z Have them write each word three times. z Split the class into groups. z Bring old newspapers and magazines to class. z Hand them out to the students, along with a piece of blank paper, scissors, and glue. z The students need to look through the magazines and newspapers for English letters, cut them out, and spell out the numbers, eleven to twenty with them. z Have the students glue the words to the blank piece of paper, forming a collage. z Give the most creative group a reward.
Level focused
z [Advanced] When saying the days in the calendar activity, use the English names. z Each group gets five dice. One person rolls all five and then counts up the total (maximum 30). z Whoever rolls the highest number gets a point.
Level focused
z Have two students come to the front. Call out a number and have them write the number in English. The first one to finish with the correct spelling gets a point for his or her team. z [Supplementary] Give students a worksheet with numbers spelled in a light font. Have the students trace the words before writing them by themselves.
References
z Materials : a large calendar, 5 dice z Useful website : http://www.timeanddate.com/calendar
References
z Materials : paper, scissors, glue, magazines, newspapers
LEVEL 2
20
Teacher's Guide
Game
Number scramble counting game
and
Game 2 : Pass the ball game
Teacher
z To have students practice speaking and writing numbers Objectives
Teacher
z To have students ask for their friends' numbers and say their own numbers z To be able to tell other students their
Objectives
Students
z To
be
able
to
recognize
scrambled
Students
number words and count objects
phone numbers and to listen and write theirs z Asking and answering friends' phone
Functions
z Counting things with numbers 11-30
Functions
numbers z Writing the phone numbers I hear
Key Expressions
z Eleven, twelve, thirteen, ......., twenty nine, thirty Key Expressions
z What's your phone number? z My phone number is 555-4002.
How to teach
z Give them time to work on the word scramble while drawing a counting diagram on the board. z Write a number on the board next to one of the words, like bear(13). z Ask the students, "How many bears do you see?" z The students respond in unison, "I see 13!"
How to teach
z Give a ball to one of the students. z Play some music or have the students do an English chant that they have learned. z When you stop the music, all the students must ask the student holding the ball, "What's your phone number?". z The student who has the ball replies, "My phone number is 555-4002." z Start the music again and play for several minutes. z The worksheet has ten blank spaces for friends' phone numbers. z When the teacher says "Go!", have all the children race to complete the sheet. z They need to ask "What's your phone number?", write their friend's number down, and write the student's name next to the number. z The first to complete the worksheet while only speaking English gets a prize.
Level focused
z Have students help you make the diagram. Ask them for suggestions for foods or animals. z You can make the activity a guessing game by writing a number but hiding it behind a piece of paper. z Give the students hints by saying 'up' or 'down'. z Bring in pictures of large groups of objects. Ask them, "How many do you see?" and have the students search the picture and try to find the correct number.
References
z Materials : pictures for an object search, number cards z You can create any diagram you wish using vocabulary the students know. For example, the subject could be animals, food, actions, or school objects.
Level focused
z [Advanced] Have the students ask several questions when obtaining their friends' phone numbers. For example, they can ask "What's your name?" or "How are you?". z Do a phone number chant. Create a rhythm and have the children ask "What's your phone number?". With the rhythm, one student needs to respond like, "My phone number is 555-4002." Go around and give all students a chance to respond.
References
z Materials : CD or internet site for classroom English songs
21
LEVEL 2
Phone
Story : Phone conversation
W r it in g 2 : Let's write the numbers 21-30

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

Teacher
z To
have
students
practice and
writing reading
telephone
conversations
Objectives
Students
them out loud z To be able to create a comic strip using telephone expressions z Describing the cartoon telephone conversation z Hello, this is Su-min. z Can I speak to Na-mi? z Is this 010-234-9085? z Yes, speaking. z How's it going? z Not bad. about the
z To be able to learn how to have a conversation on the phone

Students
Functions
z Saying new phrases for the telephone conversation z z z z z Hello, Can I speak to Min-su? This is Mi-na. Is this 234-9085? How are you? Not bad. Functions
Key Expressions
Key Expressions
How to teach
z Read the role play out aloud to the students, using puppets for the three different parts. z Ask the students to repeat some words or phrases they heard. z Read the role play line by line, having the students repeat after the teacher. z Divide the class into groups of three and then divide the parts between those three students. z Have the groups practice the lines. Walk around the classroom and check their progress and pronunciation. z After several minutes, take volunteers to present in front of the class.
How to teach
z Review the key expressions from the role play by getting some volunteers and performing the role play again. z Have the students make a comic strip using the same phone expressions. z Have the students get into groups and then describe their comics to their friends.
Level focused
z Encourage creativity. The characters could be superheroes talking on the phone because somebody needs to be rescued.
Level focused
z Change the people's names in the role play. For example, Mi-na could become the singer Rain. z Have the students decide which activity they will be doing. Instead of going to the movies, the children could be doing homework or going skating.
References
z
Materials : blank comic strips, colored pencils, an example comic strip
References
z Materials : puppets, telephones, props for the role play
23
LEVEL 2
Phone
Culture : Yes, speaking
References
z Materials : phrase cards, two telephones
z To
Teacher
have by
students
understand Korean
the with
language English
comparing
Objectives
Students
z To be able to fully understand the meaning of English phone expressions
z Comparing Functions telephone
basic
expressions used
for
conversation
between
English and Korean z Hello. Key Expressions z This is Mina. z Can I speak to Minsu? z Yes, speaking.
How to teach
z Compare the Korean phrases to the English phrases. z Say the Korean phrases as a dialog, and then do the same with the English phrases. z Write the Korean phrase on the board and have the class shout out the English phrase and vice versa. z Make cards with the phrases on them, both English and Korean. z Each student receives one card. z When the teacher says "Start.", all children must try to find the other student with the matching phrases. For example, if a student has the card "Hello", he/she must find a student with " ." They are now partners. z When the groups are formed, they battle with rock-paper-scissors. Whoever loses must give their cards to the winners and join their group.
Level focused
z [Advanced] Do a role play activity. One student speaks in Korean, one student is the translator, and one responds in English. So the first student who only speaks Korean might say "." The translator will say "Hello." and then the other person might say "Hello." back to them. Then the translator will say ".", translating for the student who only speaks Korean. The person who speaks Korean will then say another phrase, which will be translated, responded to, and then translated again.
LEVEL 2
24
Phone-Speaking
Let's speak
11 12 13 14 15 16 17 18 19 20
ELEVEN TWELVE THIRTEEN FOURTEEN FIFTEEN SIXTEEN SEVENTEEN EIGHTEEN NINETEEN TWENTY
21 22 23 24 25 26 27 28 29 30
TWENTY ONE TWENTY TWO TWENTY THREE TWENTY FOUR TWENTY FIVE TWENTY SIX TWENTY SEVEN TWENTY EIGHT TWENTY NINE THIRTY
. [2NE1] = ?
25
LEVEL 2
Phone-Listening
Let's listen
A. Write the numbers you hear.
ELEVEN TWELVE THIRTEEN FOURTEEN FIFTEEN SIXTEEN SEVENTEEN EIGHTEEN NINETEEN TWENTY
LEVEL 2
26
TWENTY ONE TWENTY TWO TWENTY THREE TWENTY FOUR TWENTY FIVE TWENTY SIX TWENTY SEVEN TWENTY EIGHT TWENTY NINE
THIRTY
A=1, B=2, C=3 5,12,5,22,5,14 ?
Phone-Reading
Let's read
A. Calendar study
It's ___________. The number is __________.
4X4 .
27
LEVEL 2
Phone-Writing
Let's write
11 12 13 14 15 16 17 18 19 20
LEVEL 2
28
ELEVEN TWELVE THIRTEEN
NINETEEN TWENTY
?
Phone-Game 1
Number scramble and counting game

scrambled word e e n t s x i s v e e n n t e e w e n t t y n n n t e e e i e e e i g h t n h t i t r y h t i r e e t n unscrambled word number
Q & A
Q : How many A : I see
do you see? .
C o u n t i n g
bear( duck( ) ) cat( )
Animals lion( )
cow( )
pig( ) monkey( )
dog( )
unscramble ?
29
LEVEL 2
Phone-Game 2
Pass the ball game

Mi-na : (passing the ball) What's your phone number? Min-su : My phone number is 555-4002. (passing the ball) What's your phone number?
What's your phone number?
: My phone number is : My phone number is : My phone number is : My phone number is : My phone number is : My phone number is : My phone number is : My phone number is : My phone number is : My phone number is
. . . . . . . . . .
LEVEL 2
30
'phone' .
phone
num ber
Phone-Story
Phone conversation
Story 1)
Ji-ho : Hello. This is Ji-ho. Can I speak to Mi-na? Stranger : She is not here. Maybe, you called the wrong number. Ji-ho : Is this 010-234-9085? Stranger : No, this is 010-234-9088. Ji-ho : Oh, I'm sorry. I'll check again. Have a nice day. Stranger : That's ok. Have a nice day, too.
Story 2) Ji-ho : Hello. This is Ji-ho. Can I speak to Mi-na? Mi-na : Yes, speaking. Ji-ho : Oh, Mi-na. How's it going? Mi-na : I'm good. And you? Ji-ho : I'm well. Would you like to see a movie with me ? Mi-na : That sounds good. Id like to go to the movies. Let's go!
(/)
[Can/IspeaktoMina?]
31
LEVEL 2
Phone-Writing 2
Let's write the numbers 21-30 21 22 23 24 25 26 27 28 29 30

LEVEL 2 32
TWENTY ONE TWENTY TWO
T E TY NI TH
tweny for . .
Phone-Role play
Phone dialog
Mrs.Kim Mi-na Mrs.Kim Mi-na Mrs.Kim
: Hello. : Hello. This is Mi-na. Is this 234-9085?
: Right. : Can I speak to Min-su? : Oh, Mi-na. Hold on. ...
Min-su Mi-na Min-su Mi-na
: Hello. This is Min-su speaking. : Hi, this is Mi-na. How are you? : Not bad. : Can you go to see a movie with me? It starts at 7:00.
Min-su Mi-na Min-su
: Sure. Where do you want to meet? : At the subway station. : O.K. See you there. Bye.
[=0, =1, =2...] . [ ]
33
LEVEL 2
Phone-Art project
Let's make a cartoon!

A. Use the key expressions and draw a cartoon about the telephone conversation. Hello. This is ~. Can I speak to ~? Is this 010-234-9085? Yes, speaking. How's it going? Not bad. .......
:
key expressions
LEVEL 2
34
[Teny evn]
Phone-Culture
Yes, speaking. Korean English
HELLO.
This is Mina.
Can I speak to Minsu?
, .
Yes, speaking.
Hold on, please.
35
LEVEL 2
LEVEL
3 PHONE
L is t e n in g : L e t 's lis t e n
z To
Teacher
have
students
learn
some
new
Teacher
z To have students write a conversation and present it in class
phrases used in a phone conversation and practice them out loud

Objectives
Objectives
Students
z To be able to use new phone phrases in speech

z Asking of doing something together
Functions
Students
z To
be
able
to
write
phone
conversation and read it to the class
Functions
z Recognizing what my friend wants to do together
Key Expressions
z Hello, this is Anna.

z Let's go to the movies.
Key Expressions
z How's it going? z Let's go to the restaurant.
How to teach
z Read the dialog to the class. z Have the students repeat any phrases they may have heard and then write down the key expressions on the board. z After the students have repeated the expressions several times, read the phone conversation again. z Create picture cards pertaining to 'let's', such as "Let's go swimming." Have the students repeat each phrase. z Randomly pass out five game cards with the phrases on them to each student. z The students want to try to collect five of the same card. S1 says, "Hello, this is Ji-young. Let's play soccer." to S2. If S2 has the matching card, he/she gives it to S1. Then S2 says the same phrase, but with a different activity, to S3. If S3 has the card. he or she gives it to S2. The student with the most cards at the end wins the game.
How to teach
z Go over some key expressions from the dialog and the key words in the box. z Read the dialog to the students, preferably with hand puppets. z Have the students repeat after the teacher line by line. z Now, have the students look at the dialog. Read the dialog and have the students fill in the blanks using the key words. Pause and give them enough time to write for each blank. z Check the answers with the students. Write the answers on the board for the students to see. z Have the students practice the dialog in pairs.
Level focused
z Play a line whispering game. Write the key expressions from the dialog on the board. Take the first student from each line into the hall and tell them a phrase, such as "That sounds great." The students go back into the room and whisper the phrase to the next person in line, who whispers it to the next. When the last person hears the phrase, have him or her run to the front of the class and slap the correct sentence and say the expression loudly. The first line to say the answer correctly gets a point. Change the line order after each round.
Level focused
z [Supplementary] Go around the entire class from row to row. Have each student say. "This is .", saying their names, and "Let's .". To make it more difficult, tell the students they cannot say the phrase already said by another student. z Pass two old phones around the class while music is playing. When you stop the music, whoever is holding the phones must stand up. One student says, "Hello, this is ." and the other The first student responds by saying "Hello, this is ." student then makes a suggestion, such as "Let's go swimming." The second student says "Sorry, I can't." or "Sounds good." Start the music again and stop it on two new students.
References
z Materials : vocabulary cards z Answers : Can I speak, calling, How's it going, let's go
References
z Materials : picture cards, game cards, phones, music
LEVEL 3
36
Teacher's Guide
Reading : Let's read
Writing 1 : Let's write
z To have students read important phrases

Teacher
z To have students learn to write words

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

calling, This is, leave, call, code, 053, 842-4576
Objectives
Students
Teacher
z To have students learn emoticons and symbols used in a message

z To be able to understand the meaning of certain emoticons and symbols
z Designing and writing the emoticons and the symbols available during the simple telephone conversation z Reading the emoticons and the symbols
Game 1 : Phone crossword puzzle

Functions
Teacher
z To have students practice reading and writing conversational English
Objectives
Students
z To
be
able
to
practice
the
words
learned prior by doing an activity
Key Expressions
z z z z
(love) UR(your) C(see) I am -,.-(I am blue.)
Functions
z Understanding the appropriate expressions about the telephone conversation
How to teach
z Write an emoticon or a symbol on the board. Have the students guess what it means, and afterwards write the translation next to it. z Present a slideshow of conversations using emoticons. z Have the students, in groups, try to translate the dialog correctly. z Give a point to each group with correct translation. z Read the message written on the phone and its translation
z This is Mina.
z Yes, speaking.
Key Expressions
z Hold on. z How's it going? z Let's go swimming.
How to teach
z Review phrases learned in earlier lessons by presenting pictures with blank word bubbles. z Have the students guess what is being said before revealing the phrase. z Have students fill write the answers in the puzzle using the clues. z After each student is finished, pass out a list of phrases and have each student choose six of them. z They must design their own crossword, using the completed one as an example. z Have the students exchange puzzles and solve each other's puzzles.
from the worksheet. z Have the students use the emoticons and symbols studied at the beginning of the class and those written at the bottom of the worksheet to design two messages of their own. (If the students know some that are not on the list, they are welcomed to use them.) z Trade worksheets with a partner and have the partner translate the emoticons into English words.
Level focused
z Students form groups. Each group must design an emoticon conversation. They pass their conversation to another group who must translate the conversation into English on a separate
Level focused
z Make a competition out of the puzzle. Whoever makes a puzzle (done correctly) that no one can solve gets a prize.
piece of paper. Then each group passes the English version to a different group, who must write the message in emoticons and symbols. Continue exchanging until each group receives their original conversation. Compare how different the original is from the version that the rest of the class has made. z Write an English word or phrase on the board. Have students write the matching emoticon or symbol in their notebook. After all the words have been written, ask for volunteers to come up and write the answer next to the English words. Make it a competition to see who can get the most correct.
References
z Materials : pictures with conversation bubbles, copies of a list of phrases, blank paper, markers z A correct answer : This, speaking, Hello, Hold, going, go
LEVEL 3
38
Teacher's Guide
References
z Materials : emoticon slideshow, notebooks
z Materials : phones z A correct answer : blue, love, Are you, you, you, at, you, and, at, your, See you at, at, See you
Story : Decoding emoticons
Task 1 : Make a conversation
Teacher
z To have students read the dialog with emoticons and understand its meaning z To be able to read a dialog with Objectives
Students Teacher
z To have students write a conversation and present it in class z To be able to write a phone
Objectives
Students
emoticons, comprehend, and translate it z Decoding the emoticons and the Functions
conversation and read it to the class z Practicing a telephone conversation z Making a phone call and asking to do some work together
Functions
symbols by comparing with two dialogs z z z z z z z #(number) @(at) &(and) (love) UR(your) C(see) I am -,.-(I am blue)
z Hello, this is Gwon-woo. z Can I speak to Ji-young? Key Expressions z Is this 010-234-9085? z Yes, speaking. z Let's play baseball. z I will call you later.
Key Expressions
How to teach
z Read the dialog to the students. z Have the students look at the dialog and tell you which emoticons are used. Write these on the board. z Give them several minutes to fill in the blanks at the bottom half of the page with the translated English words. z After everyone has written down the words, ask for volunteers to read the changed sentences aloud. z Now, read the entire story out loud again but with a partner for the second part or using hand puppets. z When students hear a word that is an emoticon they must stand up. When they hear another one, they must sit down again. Have them continue this until the story is finished.
How to teach
z Review useful phrases used in a phone conversation. In groups have students write down as many phrases as they can remember. Have them say them out loud. Write what students say on the board. Reward the group that says the most correct phrases. z Have every student find a partner. z Using the phrases listed on the board and the ones on the worksheet, have students write a conversation in pairs. z Walk around and check their work, answering any questions they have. z When they are finished writing out the conversation, have them practice the dialog for several minutes. z Ask for volunteers to come to the front of the class and perform their dialog. Provide props for them.
Level focused
z [Advanced] Have students practice the dialog with a partner. Find two students to read the story in front of the class. Give them phones as props. z [Supplementary] Split up the story, sentence by sentence. Line up the sentence with the emoticon with the sentence with the blanks, and have each student work on translating only that pair of sentences. When everyone is finished with one sentence, move on to translating the next.
Level focused
z Make a sentence limit based on skill level. For example, if the students are low level, you can say that they only need to write four sentences. If they are advanced, you can make the limit higher, for example, eight sentences. z [Supplementary] Write the phrases and their Korean translation next to them on the board. This will give the students a better understanding of how to put together the conversation.
References
39
LEVEL 3
Phone
References
z Materials : notebooks, colored pencils
References
z Materials : emoticon cards, papers
Task 2 : Sending and receiving a text message
Art project : Cell phone etiquette
Teacher
z To have students become comfortable sending a text message to a friend
Teacher
z To have students talk about behaviors relating to cell phones
Objectives
Students
Objectives
z To be able to write a text message to a classmate
Students
z To be able to learn about cell phone etiquette vocabulary
Functions
z Sending and receiving an SMS using the emoticons and the symbols
Functions
z Understanding cell phone etiquettes
Key Expressions
z I'll CU later. z I U.
z The first rule is turning my phone off Key Expressions
in the movies.
z Not talking too loudly z It's rude to my friends.
How to teach
z Review emoticons and symbols by playing a card snatching game. Have each student find a partner, and then give each pair a set of cards with emoticon phrases on them. Call out a phrase, and the student who snatches the card with the matching emoticons and says the phrase first gets a point. z Have students write a message using emoticons and symbols in the lefthand box. z When finished, have each student exchange papers with their partner and then write a response to what their partner wrote in the righthand box. z Walk around the classroom, making sure that students are on task and helping those with questions. z Give students the chance to share their messages with the rest of the class.
How to teach
z Ask students if they know what the word 'etiquette' means. Explain it and write a definition on the board. z Have a discussion about good manners and rude behaviors related to cell phone usage and other daily activities. z Have students think of 3 good cell phone rules independently. z Walk around the room and help students with grammar and ideas. z When students are finished, have them go around the room and ask three of their friends what their rules are. Have them record their friends' rules on their worksheet. z Have students present their rules to the class, write them on the board, and have a discussion.
Level focused
z Set a sentence limit depending on students' levels. If they are at a low level, have them only write two or three sentences. If they are at a higher level, make the sentence limit higher. z [Advanced] Play a line game. One student starts with a piece of paper at the front of the line. When you say "Start.", the first student writes a text message to the next student in line. The next student writes a response and hands it to the next student, who writes a response and passes it to the next. When everyone in the line has written an SMS, have them stand up. Look at their writing. If the responses are good, give the first team to finish a point.
Level focused
z [Supplementary] Have them work in groups to come up with three rules and have one recorder.
References
z Materials : blank notebook paper z You can give various situation for students to come up with the rules easily.
LEVEL 3
40
Teacher's Guide
Culture : Text slang
Teacher
z To have students learn common text message styles and acronyms
Objectives
Students
z To be able to write and understand text message slang and shorthands
Functions
z Understanding common text slangs and shorthands z b4, 18r, Gr8, H8, 2day, 2nite, NE1, QT, LOL, BRB, ASAP
Key Expressions
How to teach
z Ask students if they use any shorthands when they text their friends. Write them on the board. z Give some examples of English text shorthands and write them on the board. (tmrw = tomorrow, grt = great, 4 = for, etc.) z Have students try and do the left column and guess what the symbols are shortened from. When they are done, go over the English words, and then what they mean in Korean. z Have students circle what they think the acronyms stand for. Go over the correct answers and then discuss what they mean in Korean.
Level focused
z Set a time limit and see who can get the most right answers in a short amount of time. If students are at a higher level, see if they can guess the acronyms without the three choices. z [Supplementary] Have them work in groups or pairs to try and guess.
References
z Materials : cellular phones z If the students have their own cellular phone, they can try to send text messages to the teacher. z A correct answer : [Left] 1. before 2. later 3. great 4. height 5. today 6. tonight 7. anyone 8. cutie 9. Thanks 10. Are 11. You 12. Your 13. [Right] 1. A 2. C 3. A 4. B 5. A 6. C
41
LEVEL 3
Phone-Speaking
Let's speak
A. Listen and repeat the phone conversation.
Anna(Sara's sister) : Hello. Alex : Hi, Sara. Anna : Who's this? Alex : It's Alex. Anna : Oh, hi, Alex. ( and I'll ( Alex : Hi, Sara. (L ) is Anna. (H ) a minute ) Sara. Sara, it's for you! ) to the movies Friday night. ) Friday
Sara : I'll be right there...Alex? Hi! Sara : I'm really sorry, but I can't ( night. How about Saturday? Alex : Sure. Why don't I (p Alex : Great. See you. Bye. ) at 7:00? Sara : That sounds great. See you Saturday.
------------------------ Fold line --------------------------
Key words!
LEVEL 3
42
z Let's go z make it z Hold on
z pick you up z This z get
Unscramble.
to the Let's go movies.
Phone-Listening
Let's listen
A. Listen to the dialog and fill in the blanks with the key words.
Bora : Hello. Hanna : Hi, ____ __ _____ to Bora, please? Bora : Who's _____? Hanna : This is Hanna. Bora : Hi, Hanna. ___________? Hanna : Fine. How about you? Bora : Pretty good. Hanna : Bora, ________ to a restaurant. Bora : That sounds great. When? Hanna : Is Friday O.K.? I can pick you up at 7:00. Bora : O.K. See you soon.
Key words!
z let's go z Can z speak
z How's it going z calling z I
ee o'clock.
43
LEVEL 3
Phone-Reading
Let's read
A. Arrange the sentences in order. Read the conversation.
Julie : Uh...Bill junior. Bill : I'm sorry. Are you looking for Bill senior or Bill junior? Julie : Hello? Hi, is Bill there? Bill : Oh, this is his father, Bill senior. Bill's out right now. I'll tell him you called. Julie : Thanks. Bye~. Julie : Oh, Bill, I am so glad to reach you. This is Lisa. Bill : This is Bill speaking.
Write sentence numbers.

(3) ( ) (6) ( ) ( ) (4) ( )
LEVEL 3
44
(/) .
[I/am sogladtoreachyou.]
Phone-Writing
Let's write
A. Complete the conversation for leaving a message.
Julie: I'm going to ( ) Min-su to invite him.
Tony: I think he might not be home.
Julie: I don't think so. What is Min-su's ( Tony: The area code is zero two, and his number is _________________. Julie: Hi, ( ) Min-su ( )? )? ) his friend, Julie. )?
Voice: I'm sorry. Min-su is not here right now. May I ask ( who's Julie: Oh, uh... (
Do you know when he'll be back? Voice: Sorry, I don't know. ( Can I a message? )
Julie: Yes. Can you have him ______ Julie? My (area ) is ____________, and phone number is _________________. Thank you.
3,1,14 9 12,5,1,22,5 1 13,5,19,19,1,7,5 ?
45
LEVEL 3
Phone-Game 1
Phone crossword puzzle

__________ is Mina. Yes, _________. ___________. This is Jane. ________ on. How's it _________ ? Let's ____ swimming.
LEVEL 3
46
Phone-Game 2
Using emoticons
A. Design emoticons!
lol, GJ Minsu. CU L8er. Hahaha, Good job Minsu. See you later.
B. Read emoticons!
love UR your C see THX Thanks I dunno I don't know. I am ,. I am blue.
s p e a k in g h e llo h o ld
47
LEVEL 3
Phone-Story
Decoding emoticons
A. Compare two dialogs and fill in the blanks. Dialog with emoticons

Jane Alex Jane Alex Jane Alex Jane Alex Jane Alex Jane Alex
: : : : : : : : : : : :
Hi, Alex. Hi, Jane. How's it going? I'm ,.... Why? What's up? I my doll. But I lost it yesterday. RU OK? Where do U think U lost it? Maybe @ the water park. Hmm, do U want a new doll? Yes. Let's go shopping & see a movie @ the theater. Today is UR day. Great. CU @ 5:00 @ the shopping mall gate 4. Yes, CU then.
Normal dialog
Jane : Hi, Alex. Alex :
i, Jane. How's it going? )... ? t it yesterday. ) th nk ( ) lost it?
Jane : I'm (
Alex : Why? What's u Jane : I ( Alex : (
) my doll. But I lo ) OK? Where do ( ) the water park. ) want a
Jane : Maybe, ( Alex : Hmm, do ( Jane : Yes.
ew doll?
Alex : Let's go shoppin
( ) ( ) then.
) see a m ) 5:00 (
vie (
) the theater.
Today is (
Jane : Great. ( Alex : Yes, (
) day. )( )( ) the shopping mall gate 4.
LEVEL 3
48
. [Let's
.]
Phone-Task 1
Make a conversation
A. Make a phone call to your partner using the key expressions.
key expressions
Hello, this is ~. Can I speak to ~? Is this 010-234-9085?
Yes, speaking. How's it going? I will call you later.
I'll c
you
49
LEVEL 3
Phone-Task 2
Sending and receiving a text message

A. Let's send and receive a text message.
Example
I'll CU later.(I'll see you later.) I U.(I love you.)
LEVEL 3
50
Find a sentence. [abfgzteI'llseeyoulaterhellenovey]
Phone-Art project
Cell phone etiquette

Let's think of 3 cell phone etiquettes. Then draw a sign that displays the rule you think is the most important. Compare the students' rules. Examples of good cell phone etiquette include: turning your phone off in the movies, not talking too loudly, texting while driving, etc.
Rule 1
Rule 2
Rule 3
Friends' names
Rule 1
Rule 2
Rule 3
51
LEVEL 3
Phone-Culture
Text slang
A. Try to guess what word the text slangs represent and guess what sentence the letters stand for.
1. b4: ______________ 2. l8r:______________ 3. Gr8:_____________ 4. H8:_____________ 5. 2day:_________ 6. 2nite:_________ 7. NE1:__________ 8. QT:___________ 9. Thx:__________ 10. R:___________ 11. U:___________ 12. UR:__________ 13. <3:__________
1. LOL A. laugh out l ud B. lots of love C. ove of laughs 2. BRB A. barely breathing B. Burp! C. be right back 3. ASAP A. as soon as p0ssible B. am s opping as planned C. as soon as placed 4. BTW A. buy the watch B. by the way C. best time winner 5. IDK A. I on't know B. it doesn't kill C. I'm done k 6. GTG A. good timing B. get the gold C. got to go ocking
LEVEL 3
52
.] (
.)
ETIQUETTE
Students should be encouraged to say greetings in many different ways so they can express them naturally. Good manner is very important for peoples relationship, so make sure students understand saying "Thank you." and "I'm sorry." is important. If students understand these etiquette expressions well, teachers can introduce more expressions, such as, "That's O.K." and "Please." In this topic, students will learn basic greetings, such as "Hi." and "Hello.", and how to introduce oneself to others. Also students will learn basic etiquette expressions such as "I'm sorry." and "Thank you." In addition, students will learn new alphabets from N to Z and review A to M. When students learn new alphabets, provide many examples of them in various materials like magazines, newspapers, catalogs, and labels.
Contents
Activities
Speaking Listening Reading z Listening to expressions and
Functions
z Saying hello to my friends saying the greeting and apologizing
Key Expressions
z Hi. Hello. I'm Mina. Good bye. z Hi. Hello. Good bye. I'm sorry. z N,O,P,Q,R,S,T,U,V,W,X,Y,Z z N,O,P,Q,R,S,T,U,V,W,X,Y,Z z Hi. Hello. I'm Mina. Nice to meet you. z Hi. Hello. Good bye. I'm Mina. I'm sorry. z N is walking with O. z O is walking with P. z Hi. Hello. I'm Mina. z Hi. Hello. Good bye. I'm sorry. Thank you. z N,O,P,Q,R,S,T,U,V,W,X,Y,Z z Hi. Hello. Good bye. z I'm Mina. What's your name? How are you? Fine, thank you. z My name is Mina. I"m 10. I'm 10 years old. z Good morning. Good afternoon. Good evening. Good bye. z My name is Mina. What's your name? How are you? z Good morning. Good afternoon. Good evening. Good bye. Hi. I'm Mina. What's your name? z Good morning. Good afternoon. Good evening. Good bye. z This is my friend, Mina. z How are you? z I'm very well/ fine/ not bad/not so good. After you. Please. I'm sorry. It's O.K. No, thank you. Hi. my name is Mina. What's your name? Good afternoon. I'm Jamin. HI. Hello. Good morning. Good bye. Thank you.
z Reading the alphabets from N to Z z Writing the alphabets from N to Z z Saying my name and greeting friends. z Recognizing mimes and saying the right expressions z Recognizing and saying the alphabets in order z Understanding and saying simple greetings to my friends z Recognizing and saying greetings z Writing the alphabets from N to Z and saying them z Comparing greeting gestures of Korea and western countries z Asking and answering names and how we are z Listening to and writing my friends' names and ages z Reading simple greetings z Writing simple greetings z Listening to and whispering greetings z Asking and writing my friends' names and how they are
L E V E L 1
Writing Game 1 Game 2 Story Drawing Speaking 2 Art project Culture Speaking Listening Reading
L E V E L 2
Writing Game 1 Game 2 Story Role play Chant Art project Culture Speaking Listening Reading
z Looking at the pictures about manners and saying them z appropriately z z Saying hello to friends with finger puppets z z z Chanting the greetings or manners we made z z Saying different greetings of the world with gestures z Understanding table manners z Asking and answering my friends' favorite sports z Listening to and identifying the correct dialog z Reading and understanding different greetings in the world z Identifying the national flag and name of each country z Understanding 'Mr.', 'Miss', 'Mrs.', 'Ms.' z Distinguishing polite and impolite expressions z Listening to the story and understanding the western culture z Recognizing different greeting gestures z Distinguishing and writing the proper greetings
z Hi. Hello. (Gonichiwa. Bonjour. Nihaoma.) z Yes, please. z No, thank you. I'm full. z What's your favorite sport? My favorite sport is soccer. z What's your favorite sport? She is from New York. z People shake hands. People bow. z China. America., Korea, Japan, Canada, Spain z 'Mr.', 'Miss', 'Mrs.', 'Ms.' z How are you? z Do you have any brothers or sisters? z We don't take off our shoes in the house. z elbow bump, handshake, hug z How's your family? How do you do? How's it going? France, Brazil, Germany, Mexico,
L E V E L 3
Writing Game 1 Game 2 Story Task Writing 2 Art project Culture
z Writing about myself including name, nationality, age, hobby z My name is Mina. I'm from Daegu. I'm 13 years old. I like to and so on play soccer. z Identifying the right nicknames of some English names z uncle, aunt
LEVEL
1 ETIQUETTE
How to teach
z Divide students into 2 or 3 groups and make them stand in
Teacher

z To have students say basic greetings to their friends z To be able to say one's name and know
Students
line. z Show some pictures that refer to "Hi.", "Hello.", and "good bye." and have students repeat after the teacher. z Put the picture cards on the board. z Explain that when the teacher whispers the expression to the first students of each line, they have to whisper to the next students. z Have the last student of each line come to the front and pick up the correct picture card and shout what he/she heard. Give a point to the first team. z Have the first student of each line go to the back of the line and repeat the game. z Make sure students understand that saying "Hi.", "I'm sorry.", and "Good bye." is a very important basic etiquette.
Objectives
how to say "Hi.", "Hello.", and "Good bye."
Functions
z Saying hello to my friends z Hi. Hello.
Key Expressions
z I'm Mina. z Good bye.
How to teach
z Have students sit or stand around. z Show them how to say "Hi" or "Hello" while waving a hand. z Have students repeat after the teacher. z Give a sponge ball to student A saying, "Hi. I'm (teacher's name)." and have A say "Hi, I'm ____." to student B while passing the ball. z Check that each student is saying the correct expression to the next person. z Have students understand that "Hi." and "Hello." has the same meaning. z Use things like a sponge ball, a doll, or a toy microphone.
Level focused
z [Advanced] Prepare pictures of some famous people for children. Add "I'm ____." to the whispering game. z [Supplementary] Prepare several pictures that show "Hi.", "Hello.", "Good bye." or "I'm sorry." clearly.
References
z Materials : situational pictures or photos (ex. situations that require to say "Hi.", "Hello.", "Good bye." or "I'm sorry."
Level focused
z [Supplementary] Only teach "Hi.", "Hello.", "Good bye." and "I'm Mina." z To have students read alphabets from N to Z z To be able to read alphabets from N to Z and match them. z Reading the alphabets from N to Z z N, O, P, Q, R, S, T, U, V, W, X, Y, Z
References
z Materials : a sponge ball Objectives
Teacher
Students
z To have students listen to and say the greeting and apologizing expressions z To be able to listen to and say the greeting and apologizing expressions z Listening to and saying the greeting and apologizing expressions z Hi. Hello. Key Expressions z Good bye. z I'm sorry.
Functions Key Expressions
Teacher
Objectives
Students
How to teach
z Have students read alphabets from N to Z and match them. z Have students prepare newspapers, magazines, catalogs, and labels as well as several pairs of scissors. z Ask the class to cut out all the capital letters from them. Ask students to divide the letters by what they know and don't know. Display an alphabet chart or flash cards for reference.
Functions
LEVEL 1
Etiquette
z When each student has finished finding and cutting uppercase letters, have students practice them many times in various ways. z Hand out different alphabet flash cards to each student and let them put it on their body. Have them walk around and make a line in alphabetical order. z Present many examples to distinguish certain alphabets from other alphabets. z Have students distinguish among upper and lowercase letters.
Game 1 : Saying
Hi.
Hello.
Teacher
z To have students say their name and greet each other z To be able to say their name and greet each other z Saying my name and greeting friends z Hi. Hello.
Objectives
Students
Functions
References
z Materials : alphabet flash cards, newspapers, magazines, catalogs, labels, scissors, index cards, paper, glue z internet site for flash cards http://www.kizclub.com, http://www.abcteach.com
Key Expressions
z I'm Mina. z Nice to meet you.
How to teach
z Have students make a big circle and walk in a circle, holding hands while listening to the "Hello." song. z When a teacher says a number such as 3, students have to
Writing : Let's write
make groups of 3. z Have students say their names and greet each other. z Students who can't gather by the number are out.
Teacher
z To have students write alphabets from N to Z z To be able to write alphabets from N to Z
z Play several times if the students can do well. z Let students who are out join the group later so nobody feels disappointed.
Objectives
Students
Level focused
Functions z Writing the alphabets from N to Z z N, O, P, Q, R, S, T, U, V, W, X, Y, Z z [Advanced] Before playing this game, make sure students clearly know what to say. z [Supplementary] While singing the "Hello" song, have students pass around a sponge ball until the teacher says "Stop". The student who has the ball at the moment has to say their name and greet others.
Key Expressions
How to teach
z Prepare alphabet flash cards or write from N to Z on the board so students can see them. z Have students trace alphabets with their finger in the air or on their palms along the teacher several times. z Have them write the letters on the worksheet. z Help them trace and write alphabets properly.
References
z Materials : "Hello" song, sponge ball
Game 2 : Look and guess
Level focused
z [Advanced] Have students experience various ways of writing alphabets such as writing in the air, on the palm, in the sand, on the partner's back, and on the wall, and with colored pens or watercolors, etc. z [Supplementary] Have students write the letters in right order. Functions Objectives
Students Teacher
z To have students look at some motions, and guess and say what they are z To be able to look at each other's motions and say what they are z Recognizing mimes and saying the right expressions z Hi., Hello. Good bye.
References
z Materials : alphabet flash cards, colored pens, watercolors, etc
Key Expressions
z I'm Mina. z I'm sorry.
LEVEL 1
Teacher's Guide
How to teach
z Have a student come to the front and mouth an expression with no sound, with the teacher's help. z Have the class look at the student's mouth carefully and guess what he/she is saying. z Have the students raise their hands if they know the answer. z Have the students guess what the teacher or the student is miming or mouthing.
Teacher
References
z Materials : big alphabet flash cards (A4 size)
Drawing : Draw and say hello

z To have students understand and say simple greetings to their friends
z To be able to understand and say
Level focused
z [Advanced] Have students practice key expressions before doing this activity. z [Supplementary] Encourage volunteer students to act out or open their mouth big so the other students can guess more easily.
Objectives
Students
simple greetings to their friends
Functions
z Understanding
and
saying
simple
greetings to my friends
z Hi. Hello. z I'm Mina.
Key Expressions
Story : Trip of the alphabets
How to teach
Teacher
z To have students recognize and say the alphabets in order
z Show students some character pictures such as Lisa, Mina, Minsu or someone they can recognize easily. z Have them practice greeting with the pictures saying, "Hi.", "Hello." and so on. The teacher takes the role of the characters in the pictures. z Handout papers and colored pens to the students. z Have them draw their faces in the circle or attach their pictures there. z Have them introduce themselves and say hello to their partners.
Objectives
Students
z To be able to recognize and say the alphabets in order
Functions
z Recognizing and saying the alphabets in order
Key Expressions
z N is walking with O. z O is walking with P.
How to teach
z Have students sit closely and let them know it's time for storytelling. z Put alphabet flash cards on the board and have students practice reading the alphabets in order. z While telling the story, point to each alphabet flash card so they can understand easily. z After listening once or twice, encourage the students to speak out the story with the teacher. z <class activity> Give one alphabet flash card to each student and have them line up in order. Have them tell the story. z <pair activity> Have the students tell the story to their partner looking at the worksheet.
Level focused
z [Advanced] Have the students tell additional things about themselves when introducing themselves. z [Supplementary] Have the students say hello to the teacher and practice how to say their name.
Speaking 2 : Let's speak

z To
Teacher
have have
students them say
understand the
basic
etiquette expressions are important and to expressions correctly
Objectives
Level focused
z [Advanced] Let the students make a story with the alphabet from A to Z. z [Supplementary] It is a good idea to tell the story in a tune so the students can hum.
Functions
Students
z To be able to do a simple role play and say the expressions correctly
z Recognizing and saying greetings
LEVEL 1
Etiquette
z [Supplementary] Key Expressions z Hi., Hello. z Good bye. I'm sorry. Thank you.
To
some
students
who
are
having
difficulties in writing alphabets, give alphabet prints so they can just cut and glue.
References How to teach

z Show students a scene such as meeting friends on the way to school. z Ask the students which is better, saying nothing or saying hello. Encourage the students to say greetings because they are very important. z Show the students another scene such as borrowing a friend's pencil. z Have the students think what to say in each case. Explain that saying those words is being polite and if you don't say them, people are not happy. z Have the students think of other situations and do a role play. Fold the paper in half widthwise. z Materials : B4 sized papers, scissors, colored pens, glues z Directions for making a book
Level focused
z [Supplementary] Practice listening and repeating after the teacher in proper situations so students can understand words easily. z Explain that if they don't say any words such as "Hi.", "I'm sorry.", and "Thank you.", the partner will feel very bad. Fold the paper in half the opposite direction and fold in half one more time.
A rt project : M aking an mini-book

z To have students
alphabet
Teacher
read
and
write Cut a slit starting at the folded edge, in half way up to the first crease line.(The thick line on the worksheet.)
alphabets from N to Z z To be able by to make reading an and alphabet writing
Objectives
Students
mini-book alphabets
Functions
z Writing the alphabets from N to Z and saying them z N, O, P, Q, R, S, T, U, V, W, X, Y, Z When you open the paper, you can see a slit in the center.
Key Expressions
How to teach
z Hand out a sheet of B4 to each student and show them how to make a mini-book. z Have the students write alphabets in order in the mini-book. Fold the paper lengthwise again.
Level focused
z [Advanced] Give the students enough time to color because they usually like coloring very much.
LEVEL 1
Teacher's Guide
Hold the two ends of the paper and push your hands together to spread out.
Push the sections all the way together and fold the front over.
Culture : Cultural differences

z To
Teacher
have
students
understand
that
greeting styles in Korean culture and western culture are different
Objectives
Students
z To be able to say "Hello." and "Good bye." in Korean and western way
Functions
z Comparing greeting gestures of Korea and western countries
Key Expressions
z Hi. Hello. Good bye.
How to teach
z Have the students look at some pictures that show Korean greeting style such as a bow, and western greeting style such as a handshake or a hug. z Have the students find out what's different between greeting styles of Korean and western cultures.
Level focused
z [Advanced] Have the students find out various ways of greeting around the world and act each greeting. z [Supplementary] gesture greetings. so that Have they the can students follow the teacher's different understand several
References
z Materials : pictures to show Korean greeting ways and western greeting ways
LEVEL 1
Etiquette-Speaking
LETS SPEAK
HI.
HI.
GOOD BYE.
GOOD BYE.
HELLO.
GOOD BYE.
LEVEL 1
. [ 8 5 12 12 15 ! 8 9 ! Good !]
Etiquette-Listening
LET'S LISTEN
A. WHISPERING GAME.
. [
LEVEL 1
Etiquette-Reading
LET'S READ
LEVEL 1
10
[N P Q S U V X Y ]
Etiquette-Writing
LET'S WRITE N P R T V X Z O Q S U W Y K
11
LEVEL 1
Etiquette-Game 1
SAYING "HI.", "HELLO."
HI, I'M JIHOON. NICE TO MEET YOU.
HELLO, I'M MINA. NICE TO MEET YOU.
LEVEL 1
12
L L O H E
Etiquette-Game 2
LOOK AND GUESS
13
LEVEL 1
Etiquette-Story
TRIP OF THE ALPHABETS

N IS WALKING. O IS WALKING WITH N. P IS WALKING WITH O. Q IS WALKING WITH P. R IS WALKING WITH Q. S IS WALKING WITH R. T IS WALKING WITH S. U IS WALKING WITH T. V IS WALKING WITH U. W IS WALKING WITH V. X IS WALKING WITH W. Y IS WALKING WITH X. Z IS WALKING WITH Y.
LET'S GO
V W
END
LEVEL 1
14
Q P , S U , , ?
Etiquette-Drawing
DRAW AND SAY HELLO
LISA
MINA
MINSU
JULIE
TONY
THOMAS
HELLO, I'M
13, 9, 14, 1 ? .
15
LEVEL 1
Etiquette-Speaking 2
LET'S SPEAK
A. WHEN ARE YOU HAPPY?
... ... ... ... ...
HI. HELLO. GOOD BYE. I'M SORRY. THANK YOU.
LEVEL 1
16
[I 'M S R Y . ]
Etiquette-Art project
MAKING AN ALPHABET MINI-BOOK
17
LEVEL 1
Etiquette-Culture
CULTURAL DIFFERENCES
KOREA
WESTERN COUNTRIES
LEVEL 1
18
LEVEL
2 ETIQUETTE
names and ages

Functions
z Listening to and writing my friends' names and ages

z My name is Mina.
Teacher
z To have students say the basic greeting expressions to others
Key Expressions
z I'm 10. I'm 10 years old.
Objectives
Students
z To be able to say and ask names, and to ask "How are you?" and answer properly
How to teach
z Have the students say their names and ages to each other. z There are many ways to say names to each other, including saying names while passing a sponge ball to each other. can be done standing or sitting. z Have the students listen to others and write down their names and ages in their notebooks or on the board. z Prepare several pictures that display "Hi.", "Hello.", "Good bye" or "I'm sorry" clearly. This
Functions
z Asking and answering names and how we are
z I'm Mina. What's your name? Key Expressions
z How are you? z Fine, thank you.
How to teach
z Have the students fill in the blanks. z Create a dialog consisting of 6 sentences. z Explain enough so the students understand well. z Have the students repeat after the teacher. z Have the students talk with their partner. z While walking around the class, check up on the dialog.
Level focused
z [Advanced] Have the students think about someone, like celebrities or family members, and say their names and ages. z [Supplementary] Have the students say greetings to each student while introducing themselves.
Level focused
z [Advanced] Have the students say, for the fifth and sixth bubbles, "Nice talking to you." Have the students understand that there are various answers for "How are you?" and we are learning the basics. Have the students ask "And you?" to their partner and know that it is a good etiquette. z [Supplementary] Have the students say easy expressions like, "How are you?" and "I'm fine."
References
z Materials : sponge ball
Teacher
z To have students read simple greetings
Objectives
References
z dialog ex) A Hello, I'm Jinho. What's your name?
Functions
Students z To be able to read simple greetings
z Reading simple greetings
B Hi, my name is Sumi.
z Good morning. Good afternoon. Good Key Expressions evening. Good bye. z My name is Mina. What's your name? z How are you?
A How are you, Sumi? B I'm fine, and you? A I'm fine, too. Thanks. B Bye~.
How to teach
Listening : Let's listen
z To have students listen to their friends' names and ages
z Show three pictures of morning, afternoon, and evening to the students. Explain what they are and do repeating drills. Then read the sentences to the students and ask them to repeat after the teacher, first slowly and then at a normal speed. z Have the students know there are 3 different greetings during a day. Explain that their meanings are the same but used at different times during the day.
Teacher
Objectives
Students z To be able to understand their friends'
19
LEVEL 2
Etiquette
z <Slapping game> Put the greeting picture cards on the chalkboard and put the sentences apart. Divide the class into 2 groups. Show a picture to one student from each group and slap the appropriate sentence and read it out aloud. The student who does it faster gets one point.
Have the students try to relate the alphabets and their sounds. z [Supplementary] Have the students who don't know the alphabets well write alphabets first.
References
z Materials : colored pens, pencils
Level focused
z [Advanced] If the students can read "Good morning.", "Good afternoon.", "Good evening.", and "Good bye." well, have them read more such as, "My name is Mina. What's your name?" and "How are you?" Help the students say the sentences correctly. z [Supplementary] After repeating several times, have the
Game 1 : Whispering game

z To have students listen to and whisper greetings z To be able to listen to and whisper greetings z Listening to and whispering greetings z Good morning. Good afternoon. Good Key Expressions evening. Good Bye. z This is my friend, Mina.
Teacher
students read those sentences one by one so the teacher can know who is having difficulty in reading.
Objectives
Students
References
z Materials : notebook or something to write on, pencil, greeting picture cards, greeting sentences
Functions
How to teach
z Have the students sit down in a line for the whispering game. z Make lines of 5 to 6 students. z Put up the pictures about greetings on the wall. z Have the first student in each line come to the teacher and have them know what to whisper. z Explain how to play the whispering game. z When the teacher says, "Start.", the first students whisper to the next students. z The last students of each line come to the front, choose the right picture and say what he/she heard loudly.
Teacher
z To have students write simple greetings
Objectives
Students z To be able to write simple greetings
Functions
z Writing simple greetings z Good morning. Good afternoon. Good
Key Expressions
evening. Good Bye. z Hi. I am Mina. What's your name?
How to teach
z Have the students read the greetings first. z Have the students review writing alphabets if necessary. z Put the sentences that the students are going to learn on the board. z Have the students read and trace those sentences one by one with the teacher's guide. z Have the students write simple greetings. z Let the students color at first so they can get interested in writing. z Help the students learn how to write their own names.
Level focused
z [Advanced] Teachers can choose the whispering words depending on the level of the student. Teachers can use basic greeting words and students' names or ages. z [Supplementary] Before playing this game, let the students know they have to whisper and not speak loudly.
References
z Materials : greeting pictures, student name card
Level focused
z [Advanced] Have the students experience various ways to write such as, writing in the air or on the partner's back.
Game 2 : Survey
Objectives Teacher z To have students ask and write their
LEVEL 2
20
Teacher's Guide
friends' names and how they are

Students
z Show a role play with different situations. z The teacher can make a full story with all the pictures and tell the students.
z To be able to ask and write their friends' names and how they are z Asking and writing my friends' names and how they are z Hi. I'm Mina. What's your name? z I'm Jamin.
Functions
Level focused
z Have the students know what the expressions mean and when to use them, or have them do a role play according to the students' level.
Key Expressions
z How are you? z I'm very well/ fine/ not bad/ not so good.
References
z situations
How to teach
z Show the students different feelings, such as, very well/ fine/ not bad/ not so good with facial expressions. z Have the students understand what very well/ fine/ not bad/ not so good mean. z Draw the facial expressions in the empty circles. z Have the students know how to play the game. Play this game as a class. Present the dialog to the students. Hi. I'm Mina. What's your name? I'm Jamin. How are you? I'm very well/ fine/ not bad/ not so good. Bye~.
manner expressions others z when you
situations z when you go through a door with
After you.
wait
until
others
go
Please.
through the door first z when you want to eat more, you can say it to your mother z when you accidently hit your friend z when you break a friend's toy z when you drink all of your friend's water after P.E. class. z when you get a birthday present
I'm sorry. / It's Okay.
Thank you.
z when you borrow a pencil z when you get someone's help z when your friend gets you some milk z when you don't want to eat mom's cake any more z when you don't want more food at the restaurant z when you don't need someone's help
Level focused
z [Advanced] If the teacher wants to make this game more difficult, have the students write the names in English. No, thank you.
Story : At the restaurant

z script
Teacher
z To have students talk about appropriate manners z To be able to talk about appropriate manners z Looking at the pictures about manners and saying them appropriately z After you.
One day, Jadon and his family went to a restaurant to have a lunch. Jadon was very hungry. He wanted to enter the restaurant first. Then his mother said, "After you, Jadon." Jadon said, "Thank you, mom." They ate a lot of food. Jadon wanted more Kimchi. He said "Kimchi, please." His mom gave him more Kimchi. Jadon hit his sister and she cried. He said, "I'm sorry." and she said, "It's O.K." After crying, she got hungry. She said, "More spaghetti, please." She got more spaghetti. When her mother asked if she wants more spaghetti, she
Objectives
Students
Functions
Key Expressions
z Please. z I'm sorry. It's O.K. z No, thank you.
How to teach
z Have the students look at the enlarged pictures on the TV. z Have the students guess what is happening in the pictures and think about polite expressions for each situation.
said, "No, thank you."
21
LEVEL 2
Etiquette
Role play : Finger puppets

z To have students make finger puppets and do a role play z To be able to make finger puppets and say hello to friends with them. z Saying puppets z Hi, my name is Mina. What's your Key Expressions name? z Good afternoon. I'm Jamin. hello to friends with finger
z Have the students make groups of 4 and make a chant. They don't have to write it all down.
Teacher
References
z chant ex) (tune : Are you sleeping?) Hello, hello. Hello, hello. Good afternoon, good afternoon. My name is Kim Mina. What's your name, friend? Thank you, bye. Thank you, bye. Good morning, good morning. After you~. After you~. Thank you. Thank you. Thank you, Thank you. Thank you. Thank you. Good bye. Good bye.
Objectives
Students
Functions
How to teach
z Have the students cut a finger puppet out. Have them draw a face and write a name. z Have them talk to their partner with the finger puppet. z The students may take long to draw the puppets. Encourage them to draw quickly.
Art project : Greetings in the world

z To have students recognize different greetings in the world z To be able to match the proper greeting
Students
Level focused
z [Advanced] When the students finish doing a role play with their partner, they can make another finger puppet of mom, a famous singer, or a friend, for example. z [Supplementary] Have the students talk to more students than just their partner. Functions Objectives
Teacher
with the country names and practice them z Saying different greetings of the world with gestures z Hi. Hello. z (Gonichiwa., Bonjour., Nihaoma.)
Chant : Make a chant

z To
Teacher
Key Expressions
have
students expressions
understand and have
simple them
greeting chant
How to teach
z Have the students understand that greeting styles in different countries may differ. z Have the students match proper greetings with country names. z Have the students practice the greetings with their partner.
Objectives
Students z To be able to make a greeting chant
Functions
z Chanting the greetings or manners we made
Level focused
Key Expressions z Hi. Hello. z Good morning. Good bye. Thank you. z [Advanced] After matching and practicing, they can play a game like "Which country has this kind of greeting?"
How to teach
z Have the students remember simple greetings and manner expressions that they learned. z Put up the pictures and sentences that they learned on the chalkboard and review. z Give some example of chants to the students.
References
z Materials : greetings picture
Culture : Table manner quiz
LEVEL 2
22
Teacher's Guide
z To have students understand what is

Teacher
polite and what is not polite at the table z To be able to mark 'O' or 'X' for the table manner quiz z Understanding table manners z Yes, please. z No, thank you. I'm full.
Objectives
Students
How to teach
z Have the students look at the pictures on table manners and talk about them. z Have the students mark 'O' for appropriate table manners and 'X' for inappropriate manners. z Have the students recognize that table manners can be different in different countries.
Level focused
z [Advanced] After this activity, have the students practice good table manners.
References
z Materials : some food, cup, plate, chewing gum, phone z quiz script talking on cell phones chewing with your mouth closed burping talking with your mouth full reaching over someone's plate for something always saying "Thank you." when you've been served anything
23
LEVEL 2
Etiquette-Speaking
Let's speak
Hello, I'm Jinho. What's your name?
LEVEL 2
24
. [8,15,23
1,18,5
25,15,21 ?]
Etiquette-Listening
Let's listen
A. Write your friends' names and ages.
n a m e : M in a a g e : 10 ? nam e : age : ? nam e : age :
nam e : age : ? nam e : age : ? nam e : age :
Unscramble.
am
10
years
old.
25
LEVEL 2
Etiquette-Reading
Let's read
Hi. / Hello. ood morning. God afternoon. Goo evening. My nae s Mina. What's your ame? How ae you? Good bye.
Good morning.
Good afternoon.
Good evening.
LEVEL 2
26
Good bye.
]
? [
Etiquette-Writing
Let's write
Hi. I am Mina. What's your name? Good morning. Good afternoon. Good evening. Good bye.
. [Good
27 LEVEL 2
Etiquette-Game 1
Whispering game
Hi. / Hello. Good morning. Good afternoon. Good evening. This is my friend, Mina. How are you? Thank you. Good bye.
Good morning
Good afternoon.
Good evening.
LEVEL 2
28
Good bye.
Etiquette-Game 2
Survey
A. Ask and answer friends' names and how they are doing.
feeling name
Very well
Fine
Not bad
Not so good
Mina
. [How are you doing?] [
29
LEVEL 2
Etiquette-Story
At the restaurant
After you.
Please.
I'm sorry.
It's O.K.
No, thank you.
LEVEL 2
30
Etiquette-Role play
Finger puppets
A. Say hello to your friends with finger puppets.
Glue
Glue
31
LEVEL 2
Etiquette-Chant
Make a chant
A. Let's chant and make our own chant. Tune : (Are you sleeping?)
Examples
Hello, hello. Hello, hello. Good afternoon, good afternoon. My name is Kim Mina. What's your name, friend? Thank you, bye. Thank you, bye. Good- morning, good- morning. After you~, After you~. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Good bye, good bye.
LEVEL 2
32
Unscramble.
HN Y T A K O U
Etiquette-Art project
Greetings in the world

A. Draw a line and practice each greeting.
China
Japan
the U.S.A.
France
Korea
. [
33
LEVEL 2
Etiquette-Culture
Table manner quiz

A. Check O or X.
LEVEL 2
34
(/) .
[No/thankyou.Iamfull.]
LEVEL
3 ETIQUETTE
Key Expressions z What's your favorite sport? z She is from New York.
Teacher
z To have students ask and answer their friends' favorite sports z To be able to ask and answer their friends' favorite sports z Asking and answering favorite sports z What's your favorite sport? z My favorite sport is soccer. my friends'
How to teach
z Show the pictures or hand them out. z Have them listen carefully so they can answer the O, X quiz. z Let them listen to the dialog. z After listening, have them mark O or X under each picture.
Objectives
Students
Functions
Level focused
Key Expressions z [Advanced] Have the students make more questions. z [Supplementary] Explain the dialog thoroughly so they can answer the questions well.
How to teach
z Show the students flash cards and have them say the words. z Have the students repeat after the teacher. (I like _____.) z Have them know some examples of personal information such as hobby, sports, food, and colors. z Have the students practice by asking the teacher. Make sure they speak in sentences. z Have the students understand that asking someone's age is not appropriate. z Use things such as a sponge ball to pass around while practicing the expressions.
References
z Materials : O, X sticks z Listening script 1) Teacher : Jinho, this is Ann. She's from New York. Jinho : Hi, Ann. I'm Jinho. Nice to meet you. Ann : Nice to meet you, too. 2) girl : Hi, what's your name? boy : Hi, my name is Jinho. 3) girl : What's your favorite sport? boy : My favorite sport is basketball. I like Michael Jordan very much. 4) Teacher : She likes basketball very much. How about you, Jinho? Jinho : My favorite sport is badminton.
Level focused
z [Advanced] Have the students make a role play skit. z [Supplementary] Have the students say, "I like _____." Make sure not to practice words only.
References
z Materials : flash cards (nations, sports, food, etc,), a sponge ball
z To have students read and learn about

Teacher
different
ways
to
greet
people
in
Objectives
different countries z To be able to read about different greetings around the world z Reading and understanding different

z To have students identify the correct dialog
Students
Teacher
Functions
greetings in the world z People shake hands. z People bow.
Objectives
Students z To be able to identify the correct dialog
Key Expressions
Functions
z Listening to and identifying the correct dialog
How to teach
35
LEVEL 3
Etiquette
z Put the country name cards and picture cards on the board. z Have the students know some key expressions such as 'shake hands', 'bow', 'palms together', 'slap palms', and 'clasp both hands'. z Have them listen and repeat, and do the motions, too. z Have the students practice with each other.
Objectives
Students
Game 1 : Matching game
Teacher
z To have students know the proper titles for men and women
z To be able to match the right title with the right picture
Level focused
z [Advanced] Have the students read in the worksheet and try to find out what it means and do as it is instructed. z [Supplementary] Have the students say and follow very basic greetings such as 'shaking hands' or 'bowing'.
Functions
z Understanding 'Mr.', 'Miss', 'Mrs.', 'Ms.'
Key Expressions
z 'Mr.', 'Miss', 'Mrs.', 'Ms.'
References
z Materials : country name cards, picture cards
How to teach
z Give them 5-10 minutes to try the questions. z Check the answers.
z Have them understand that these titles are important so we need to use them properly.
Teacher
z To have students write names of the countries
Level focused
z [Advanced] Have the students make other examples with celebrities and teachers. ex: Mr. Kang (Kang Ho-dong) z [Supplementary] Have the students practice the titles with the teacher. Show them many pictures of famous people to practice.
Objectives
Students
z To be able to unscramble the names of the countries and match them with the right flags
Functions
z Identifying the national flag of each country
References
Key Expressions z China. America, Korea, France, Brazil, Germany, Mexico, Japan, Canada, Spain
z Materials : pictures of famous people
How to teach
z Show the students several national flags on TV or use flash cards. z Have the students try the questions. z After 5 to 10 minutes, check the answers as a class.
Objectives
Teacher
Game 2 : O, X game
z To have students distinguish polite and impolite questions
Level focused
z [Advanced] Have the students write sentences, "This is
Functions
Students
z To be able to understand polite and impolite questions
Germany." with different country names.
z Distinguishing expressions
polite
and
impolite
References
z Materials : flash cards(national flags, greetings)
Key Expressions z How are you? z Do you have any brothers or sisters?
LEVEL 3
36
Teacher's Guide
How to teach
z Explain that there are some impolite personal questions to ask in western culture. z Explain the questions on the worksheet. z Help them if they find it too difficult. z Have the students check with the teacher.
watch when visiting someone's house. z [Supplementary] Have the students listen and repeat after the teacher.
References
z Materials : a picture of western style house, A4 size name cards to hang on students' neck z script Peter : This Thursday is Thanksgiving Day. Jinho : Thanksgiving Day? Peter : Yes, would you like to come to my house? Jinho : Yes, I'd love to. - Peter's house Peter : Welcome! Come in! Jinho : Thanks. (He tries to take off his shoes.) Peter : Oh, don't take off your shoes. We don't take off our shoes in the house. Jinho : Oh, I see. (They sit in the table.) Peter's mom : Would you like to try this steak?
Level focused
z [Advanced] Have the students think why some questions are not appropriate in western culture. z [Supplementary] Encourage the students to act out or follow the teacher's speech and motion.
References
z Materials : pencils
Story : Visiting Peter's house
Jinho : I'd love to. It looks delicious.
z To have students listen to the story

Teacher
about visiting a western style house and understand it z To be able to listen to the story and understand western etiquette Objectives
Teacher
Task : Matching greeting pictures
Objectives
Students
z To have students match different kinds of greetings with the pictures z To be able to match different kinds of greetings with the pictures
Functions
z Listening to the story and understanding the western culture
the students
Key Expressions
z We don't take off our shoes in the house.
Functions
z Recognizing different greeting gestures
Key Expressions
z elbow bump, handshake, hug
How to teach
z Have the students sit closely and let them know it's time for storytelling. z Prepare and put up a western style house picture on the chalkboard. Let the students know it is Peter's house. z Tell the students the story about Jinho's visit to Peter's house. z After listening 1 or 2 times, encourage the students to speak out the story with the teacher.
How to teach
z Put flash cards (elbow bump, handshake, fist bump, hug, kissing hand) on the chalkboard. z Have students know what they mean and let them follow the teacher's gestures. z Have the students match the greetings with the pictures. z Check the answers with the students.
Level focused
z [Advanced] Have the students think about other etiquettes to
Level focused
z [Advanced] Have the students do a role play about when and
37
LEVEL 3
Etiquette
how to use those gesture. z [Supplementary] Have the students follow the gestures of the teacher and say greetings.
Students
th e m s e lv e s
z To be able to write about themselves and introduce themselves to their friends
References
z Materials : colored pens, greeting flash cards
Functions z Writing about myself including name, nationality, age, hobby and so on
z My name is Mina .
Key Expressions
I'm from Daegu .
I'm 13 years old. I like to play soccer.
z To have students understand appropriate

Teacher
How to teach
z Write some example sentences on the chalkboard. z Have the students fill in the blanks. z After finishing, have the students read about themselves to others.
greetings for different situations and write them correctly
Objectives
Students
z To be able to read greeting sentences and write them in the proper boxes
Level focused
Functions z Distinguishing and writing the proper greetings
z [Advanced] Hand out a sheet of colored B4 to each student and let the students make a mini-book.
Key Expressions
z How's your family?, How do you do?, How's it going?
References
z Materials : colored pens
How to teach
z Show the students sentence cards or write the sentences on the chalkboard. z Have the students practice these sentences and guess what those sentences mean. z Give the students 5 to 10 minutes to try the questions. z Check the answers with the students.
Objectives
Teacher
Culture : Match correctly and read
z To have students understand nicknames of some common names
Level focused
z [Advanced] Have the students do a role play about certain situations using proper greetings. z [Supplementary] Teach the students simple sentences such as "How's your family?", "How do you do?", and "How's it going?"
Functions
z To be able to say English nicknames

Students
and match them with the full names correctly
z Identifying the right nicknames of some English names
References
z Materials : worksheet
Key Expressions
z uncle, aunt
How to teach
Art project : About myself
Objectives Teacher
z Have the students repeat the full names after the teacher. z Have them repeat and know the nicknames.
w rite about
z To
have
s tu d e n ts
LEVEL 3
38
Teacher's Guide
Level focused
z [Advanced] Have the students try by themselves first and then check with the teacher. z [Supplementary] Have the students understand that uncle and aunt can be nicknames used to call people that are close to them.
References
z Materials : worksheets
39
LEVEL 3
Etiquette-Speaking
Let's speak
What's your favorite sport? My favorite sport is soccer.
LEVEL 3
40
What's your favorite
? My favorite
is
Etiquette-Listening
Let's listen
A. 'O, X' Quiz.
I like soccer very much.

She likes basketball very much.
What's your favorite sport?
Unscramble.
very
like
I much. soccer
41
LEVEL 3
Etiquette-Reading
Let's read
A. Read greetings around the world.
Country Korea Japan India Indonesia The Philippines Sri Lanka Thailand Turkey Malaysia Tibet Hong Kong Russia Kenya Belgium
A bow with hand two hands. Bow with palms on thighs, P eels together. Greetings down or a handshake with one or
lms together as though praying and bow. s peace.
Say "selamat" which mea A limp handshake.
Place palms together under chin and bow. Place palms together, elbows down, and bow slightly. The higher your hands are, the greater respect you have for the other person. Clasp both hands in a handshake and hug on both sides while saying "merhada", which means "Greetings". Both hands touch the other person's hands, then are brought bac to your own chest.
Some tribes stick out their tongue at the other person. Clasp hands at throat level and no . Shake hands firmly and then hug. Two or three kisses on alternating cheeks. Some tribes gently slap palms and grip the other's cupped fingers. Thre kisses on alternating cheeks.
LEVEL 3 42
In the western culture, people
Etiquette-Writing
Let's write
A. Unscramble the name of the country and match it to the flag.
ah C n i m a ic r e A a n S ip e o raK n e raF c r iB z la yn re m aG o iM x e c ap J n a aan d C a __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ ___________________
Word Bank
Japan Spain Brazil China Canada Korea France Mexico America Germany
(/) .
[This/isMexico.ThisisGermany.]
43
LEVEL 3
Etiquette-Game 1
Matching game
Examples
LEVEL 3
44
M is s M s M r M r s
Etiquette-Game 2
O, X game
A. Which is O.K. or not O.K. for small talk?
weather, family, hometown, weight, hobby, marriage, job, blood type, news, horoscope, age, school
Not O.K. in western culture O.K. in western culture
[Draw a face.]
How much do you weigh?
45
LEVEL 3
Etiquette-Story
Visiting Peter's house

We don't take off our shoes in the house.
Jinho
Peter
LEVEL 3
46
We don't take off our
in the house.
Etiquette-Task
Matching greeting pictures
47
LEVEL 3
Etiquette-Writing 2
Let's write
A. Match and write the sentences.
When do you meet for the first time?
When do you haven't met in a long time and meet again?
When do you say good bye?
When do you meet someone you know?
When do you say hello to your family?
LEVEL 3
48
Nonsence quiz! ?
abaababaabbbbabaabbaabbbbaaabbababbaaabbbaabbb....
Etiquette-Task
About myself
My picture here!
About myself
Hi, my name is __________. I am from _______. I am ______ years old. I like ____________________.
(/) .
[I/liketoplaysoccer.]
49
LEVEL 3
Etiquette-Culture
Match correctly and read

name nickname
LEVEL 3
50
][
LIKES&DISLIKES
In this topic, students will be able to state what they like and dislike and ask what others like and dislike. Students will be able to see or hear about an object and tell their preferences, and hear a question and answer appropriately. This will be done through games, artworks, songs, and group activities. In this chapter, before the students study about likes and dislikes, they will learn about the alphabets from a to m. This will also be done through various activities and a song so that the students can enjoy the learning experience. Through this chapter, students will be able to learn about different cultures by answering questions about their favorite and least favorite foreign food and about what they think about different cultures' table manners.
Contents
Activities
Speaking Listening Reading z z z z
Functions
z Presenting what I like and what I do not like z Listening to the likes and dislikes and recognizing them z z Understanding an article and answering some questions z z Telling my likes and dislikes z Presenting what I like or dislike through happy/sad face z activities z
Key Expressions
z I like/I don't like bags. I/You like bags. I/You don't like bags. I like/I don't like bags. He/She likes//He/She doesn't like bags. I like/I don't like bags. He/She likes//He/She doesn't like bags.. I like/I don't like bags. You like/You don't like bags.
L E V E L 1
Writing Game 1 Game 2 Story Task 1 Task 2 Art project Culture Speaking Listening Reading
z Telling what I like or dislike through happy/sad face activities z I like/I don't like bags. z Reading aloud and understanding the given story z Recognizing and discerning what her/his likes or dislikes z I like corns. / Dogs like corns. z He/She likes pens. / He/She doesn't like cake.
z Identifying small letters of the alphabet z a, b, c, d, e, f, g, h, I, j, k, l, m z Identifying letters of the alphabet by singing the alphabet song z Expressing my likes or dislikes through making a play pizza z Understanding the expressions for giving compliments z I like/I don't like pizza. z I like your T-shirt!
z Asking and answering about my likes and dislikes using yes/no z I like/don't like to dance. questions z Do you like to dance? - Yes, I do. / No, I don't. z Listening to dialogs and answering some questions z Understanding the article of likes and dislikes z Do you like to dance? z Yes, I do./No, I don't. z I like/I don't like to dance.
L E V E L 2
Writing Game 1 Game 2 Story Task 1 Task 2 Art project Culture Speaking Listening Reading
z Writing the expression of likes and dislikes by filling in the z I like/I don't like to dance. blanks z Do you like to dance? - Yes, I do./No, I don't. z Asking and answering about I like to do through happy/sad z I like/don't like to dance. faces game z Do you like to dance? - Yes, I do./No, I don't. z Asking and answering about my likes & dislikes using yes/no z Do you like to dance? questions - Yes, I do./No, I don't, but I like to read. z I like dogs. z Reading and understanding the given story z Dogs like to dance. z Asking and answering about my likes and dislikes using yes/no z Do you like to dance? questions - Yes, I do./No, I don't, but I like to sing. z Presenting my likes and dislikes in the house z I like to watch TV in the living room. z Does he/she like to watch TV in the living room? -Yes, he/she does./No, he/she doesn't. z Do you like to dance? - Yes, I do./No, I don't, but I like to sing.
z Asking and answering about my likes and dislikes
z Understanding the differences among various nations by using z Many Americans like to eat hamburgers. the expression "we like to do......." z Asking and answering about my hobby z Listening to and understanding hobbies z Listening to and recognizing she likes z Writing the subjects we like z Asking and answering about our likes and dislikes z Identifying how to ask my friend's likes z Reading and understanding the given story z Understanding the story and identifying what the animals like z What's your hobby? My hobby is playing the piano. z What's your hobby? My hobby is playing soccer. z What kind of school subjects does she like? -She likes English. z She likes art and music./I like Korean, but I don't like music. z What kind of animals do you like? -I like horses and birds. z What kind of movies do you like? z What's your hobby? My hobby is listening to music. z Dogs like pictures on the wall. z Do dogs like pictures on the wall? -Yes, they do./ No, they don't. z What's your hobby?
L E V E L 3
Writing Game Task 1 Story Task 2 Task 3 Art project Culture
z Asking and answering about my hobby and friends' hobbies
z My hobby is reading. z Do you like ham on your sandwich? - Yes, I do./No, I don't. z Asking and answering about my likes and dislikes through z What kind of sandwiches do you like? making sandwiches - I like ham and egg sandwiches. z Understanding the different food and table manners among z What do they like to eat? nations z Americans like to eat pepperoni pizza.
LEVEL
1 LIKES&DISLIKES
z Have the students point to themselves when they say, "I like z ____." and complete the incomplete faces as a happy or a sad face.
Teacher

z To have students learn the expressions for likes and dislikes
z Have the students point to their partners or other classmates when they say, "You like ____." and complete the face as a happy or a sad face. z Have them repeat what the teacher says. Then, have them answer aloud according to the given face pictures. Also, have them draw their own facial expression and say it aloud.
Objectives
Students
z To be able to present their likes and dislikes to their friends
Functions
z Presenting what I like and what I do not like
Key Expressions
z I like/I don't like bags.
Level focused
z [Supplementary] ___." First, have students only focus on the expression, "I like___." Then, have them practice "I don't like
How to teach
z Put the pictures similar to those in students' book on the board. z When the teacher talks about a picture on the board, the students should point to that picture in their books. If the teacher has students point to the happy face, the students should point to it in their book, stand up, and say, "I like _____." The same applies when students dislike something.

z To have students learn about
Teacher
expressions for likes and dislikes
Objectives
Students

z Understanding an article and answering some questions
Level focused
z [Advanced] Have students point the objects in the classroom and say if they like or dislike them, "I like ____." or "I don't like _____." z [Supplementary] Have students work in pairs. First, the teacher should have the students practice, "I like ____." Then, the teacher should have the students practice, "I don't like ____."
Functions
Key Expressions

z He/She likes//He/She doesn't like bags.
How to teach
z [A] Have students listen to "I like ____!, "I don't like ____!"

several times from the teacher first. z Have them read the passage with the teacher. z Have them read the passage with their partners. z [B] After reading aloud, have the students answer the
Teacher
Objectives
Students
questions.

z Listening to the likes and dislikes and recognizing them
Level focused
z [Advanced] Have students make their own chart about what they like or don't like. z [Supplementary] sentences. First, have students only focus on the positive sentences. Then, have them practice the negative
Functions
Key Expressions
z I/You like bags.
z I/You don't like bags.
How to teach
z Have students listen to the teacher's reading. And then have the students draw happy or sad faces according to what the teacher said.
LEVEL 1
Likes&Dislikes
z At the end, have students draw what they like or don't like

z To have students learn the for likes and dislikes expressions
and then have them draw a happy or sad face.
Teacher
References
z The teacher needs to prepare the cards shown below.
Objectives
Students
A. 1)
I like bags.
Functions
z Telling my likes and dislikes
2)
I
I
.
.
I don't like t-shirts.

I like pizza.
Key Expressions
z I like/I don't like bags. z He/She likes//He/She doesn't like bags.
3)
4)
I
You
.
.
I don't like cheese.

You like dogs.
B. 1)
How to teach
2)
z [A] First, have students trace the sentences. Then, have them look at each picture and draw a line to connect it with the appropriate sentence. z [B] Have students trace the sentences and draw their own faces. Then have the students match the pictures with the sentences.
You
You like tea.
3)
You
You don't like cake.
4)
You
You like cats.
Level focused
z [Advanced] Have some students trace some sentences that the teacher writes on the board. z [Supplementary] Have the Give every student a chance to trace some sentences in front of the class. students speak some of the sentences that they traced aloud to the class.
Game 2 : Happy or sad faces 2

Teacher
z To
have
students
understand
the
Objectives
Students
z To
be
able
to
understand
the
expressions for likes or dislikes
Functions
z Telling what I like or dislike through happy/sad face activities
Game 1 : Happy or sad faces 1

z To have students learn that for likes and dislikes expressions
Key Expressions
Teacher
How to teach
z Have students cut a 5cm circle out of paper. Ask them to draw a happy face on one side and a sad face on the other side. z There are two suggestible ways to play this game. z One way is to divide the class into two groups: A and B. Then, all the students have to hold up the cannot get a point. if the teacher
Objectives
Students
z To be able to present their likes or dislikes to their friends

z Presenting what I like or dislike through happy/sad face activities
Functions
Key Expressions
z You like/You don't like bags.
says, "I like bags." If any student misses, his or her group
How to teach
z Have students work in groups of four. z Have the students select one leader from each group. z Have the leader in each group has a certain card which has the answer, like: I
If the teacher says, " I don't like bags.", .
all the students have to hold up the
z The other way to play this game also needs the class divided into two groups: A and B. Have the students select one leader from each group. Then, have them decide which group goes first by having the two leaders do rock-paper-scissors. Have
. .
z When the leader shows the card, the student in a group who says like, "I don't like cake." first, will get a chance to complete the given face picture and get one point.
one group lead by saying a sentence about one of the pictures illustrated in their books, like "I like bags." Have the other group respond by holding up their happy or sad face signs.
LEVEL 1
Teacher's Guide
Continue with the remaining phrases while alternating between groups.
the students should point to that picture in their books. When the teacher points to a picture of bag and the happy girl face, the students should say, "She likes bags." The teacher can draw a happy face on the bag picture. When the teacher points to the picture of Kimbab and the sad girl face, the students can say, "She doesn't like Kimbab." z Have students repeat with other phrases. z Then the teacher only says words, like "bags". The students should say in a sentence like, "She likes bags." z Repeat with other words.
References
z Materials : scissors, a sheet of thick paper
Story : I like pizza!

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

z To have students understand the
References
Objectives
Students
expression of compliment
z To be able to present their compliments to their friends
Functions
In Alphabet Land A. Hello! My name is a. What's your name? My name is b. What's your name? ... My name is m. What's your name?
z Understanding the expressions for giving compliments
Key Expressions
z I like your T-shirt.
How to teach
z Have students read the dialog and do a role play. Have them understand the different expressions to giving a compliment in English and in Korean. z Have students practice with their partners with the objects
Art project : Let's make pizza!

around them.
Level focused
z [Advanced] Have students practice the whole dialog with their partners. z [Supplementary] Have students practice the key sentence "I like your t-shirt!".
Teacher
Objectives
Students
Functions
z Expressing my likes or dislikes through making a play pizza

z I like/I don't like pizza.
References
J: Good morning, Sujin! S:Good morning, Junho! J:Is this your new _____ ? S: Yes, it is. J: I like your t-shirt! S: Thank you. J: You're welcome.
Key Expressions
How to teach
z Have students make pizza with play dough. Have them make it with what they want to have and what they don't want to have on the pizza. After the activity, have them talk about their pizza.
Level focused
z [Advanced] Have students speak in complete sentences when they talk about what kind of pizza they made. z [Supplementary] Have students practice the key sentences "I like pizza." and "I don't like pizza."
References
z Materials : play-dough
LEVEL 1
Likes&Dislikes-Speaking
Let's speak
A. Listen, point and say.
[ .]
I like
LEVEL 1
Likes&Dislikes-Listening
Let's listen
A. Listen, draw and say. I like bags. I don't like bags. You like bags. You don't like bags.
I like ______.
______ dogs.
______ pictures.
______ t-shirts.
You don't like _____.
_______ cake.
You like _____.
I don't like _____.
LEVEL 1
[ .]
I like dogs. / I like bags.
Likes&Dislikes-Reading
Let's read
A. Read and answer.
I like ......!
I like
You like
I don't like ......!

. But I don't like .
. But you don't like . He likes music. But he doesn't like magic. She likes . But she doesn't like .
B. After reading, 1. Circle what I like.

a. b. c.
2. Circle what she doesn't like.

a. b. c.
3. Choose the correct answer.

1) I don't like ______.
a. dogs. b. pictures. c. bags.
2) He likes _______.
a. cups. b. bags. c. music.
[ .] I like cheese.
LEVEL 1
Likes&Dislikes-Writing
A. Match and trace.

I like cheese.
Let's write
I don't like cheese.
He likes bags.
He doesn't like bags.
She likes shoes.
She doesn't like shoes.
B. Draw, match and trace.

dogs. dogs.
bananas.
bananas.
[ 0 .]
LEVEL 1
10
Likes&Dislikes-Game 1
Happy or sad faces 1

A. Listen and draw. I/You like =
Questions I I I I You You You You I
I/You don't like =

Who gets a point? Name : Name : Name : Name : Name : Name : Name : Name : Name :
I (like / don't like) pizza. 11
LEVEL 1
Happy or sad faces 2

A. Listen and show.
LEVEL 1
12
'
like apples.
Likes&Dislikes-Story
I like
A. Read.
I like
!
. .
. Dogs don't like
I like tomatoes. Monkeys don't like I like . Pigs don't like cheese.
I like onions. Cats don't like onions. I like pineapples. Elephants don't like .
B. After reading, choose the correct answer.

1. I like __________ and __________. a. corns b. c. d. cheese
2. Dogs __________ and cats ___________. a. don't like cheese c. don't like onions b. don't like corns d. like tomatoes
[ .]
9 12, 9, 11, 5
13
LEVEL 1
Likes&Dislikes-Task 1
Speaking
A. Say.
pens
He likes pens.
He doesn't like pens.
She likes cake.
She doesn't like cake.
LEVEL 1
14
l k e i
In alphabet land
A. Listen and say.
Hello! My name is
b.
What's your name?
My name is
g.
What's your name?
My name is
k.
What's your name?
B. Sing the alphabet song.

a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p q, r, s, t, u, v w, x, y and z. Teacher, teacher, look at me. Now I know my abc's.
A a
D d
G g
H f .
15
LEVEL 1
Likes&Dislikes-Art project
Let's make pizza!
LEVEL 1
16
Likes&Dislikes-Culture
I like your T-shirt!

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

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

z To have students present what they like and dislike z To be able to present their likes and dislikes to their friends z Understanding the article of likes and dislikes z I like/don't like to dance.
Teacher
Objectives
Students
LEVEL 2
18
Teacher's Guide
How to teach
z [A] First, have students listen to the teacher say, "We like _____!" and "We don't like _____!"phrases and repeat after the teacher. z [B] Have students read the questions and answers aloud with the teacher first and then have the students ask and answer the questions with their partners. z After reading the questions aloud, have students answer the given questions. z [C] Have students write either "Yes, I do. or "No, I don't."
Game 1 : Tic tac toe

z To have students present what they like and dislike to do z To be able to present their likes and dislikes to their friends z Asking and answering about I like to do through happy/sad faces game z I like/I don't like to dance. z Do you like to dance? z Yes, I do./No, I don't.
Teacher
Objectives
Students
Functions
Key Expressions
Level focused
z [Advanced] Have students present more about what they like and what they dislike to do. z [Supplementary] Have students review past lessons.
How to teach
z The teacher should put students in pairs. One student is "X" and the other is "O" The student who is "X" will go first. That student can point to any spot. The other student will ask, "Do you like to _____?" If the spot has a smiley face on it, the student who is "X" should answer with "Yes, I like to _____." If he gets it wrong, he does not get to put the "X" in the space. The two students will take turns until one student gets three in a row. Whoever gets three spaces in a row first gets one point.
References
I like to dance. I like to listen to music. I like to play the piano. I like to watch TV (with my family). I like to read novels. I like to sing.
Level focused
z [Advanced] Have students create and play their own version of the Tic tac toe game. z [Supplementary] Have the students pair up with another student so they can play the tic tac toe game with other
Teacher

z To have students present what they like and dislike z To be able to present their likes and dislikes to their friends z Writing the expression of likes and
students.
Objectives
Students
Game 2 : Pass the card

z To have students present what they like and dislike z To be able to present their likes and dislikes to their friends z Asking and answering about my likes & dislikes using yes/no questions z Do you like to dance? z Yes, I do./No, I don't, but I like to read.
Functions
dislikes by filling in the blanks z I like/I don't like to dance.

Teacher
Key Expressions
z Do you like to dance? z Yes, I do./No, I don't.
Objectives
Students
How to teach
z Have students fill in the blanks with the help of the clues. Then have them write their own dialog. z Have students write sentences focusing on likes and dislikes.
How to teach Level focused

z [Advanced] Have students write more sentences about what they like and dislike to do. z [Supplementary] Have students read aloud some of the sentences that they wrote. z First divide the class into two groups. The teacher writes a question like, "Do you like to sing?" on a piece of paper. Then the teacher passes the folded paper to a student. Have the student open the note and read it with his/her own answer like
19
LEVEL 2
Likes&Dislikes
"Yes, I do./No, I don't. I like to dance." Then have that student pass the note to another student. The students work in groups of five. Have every student take a chance to open and read it with their own answer. z After the activity, ask students what their friends said like, "Does she like to sing?"
Key Expressions
Functions
z Asking and answering about my likes and dislikes using yes/no questions
z Do you like to dance?
z Yes, I do./No, I don't, but I like to sing.
Level focused
z [Advanced] Have students create their own cards to use so that the game can be played again. z [Supplementary] Have students practice the sentences, like, "Does he/she like to dance?"
How to teach
z First have students draw a happy face or a sad face on the board. Have students say things they like or dislike to do, ex)
to dance.
z Have students point to the happy face and have students who like to dance stand up and say, "I like to dance." Have the students point to the sad face and those who don't like to
dance stand up and say, "I don't like to dance." Repeat with
other phrases.
Story : We like to dance
Level focused
Teacher
z To have students present what they like and dislike
z [Advanced] Have students point to objects in the classroom and say things they like or dislike like, "I like ____," or "I don't like _____." z [Supplementary] Have students work in pairs. First, the teacher should have the students practice, "I like ____." Then, the teacher should have the students practice, "I don't like ____."
Objectives
Students

z Reading and understanding the given story z I like dogs.
Functions
Key Expressions
z Dogs like to dance.
How to teach
z [A] Have the students listen to the teacher telling the story. Have the students then repeat the story line by line. The students will listen and repeat what the teacher says. z [B] After reading, have the students answer the questions.
Task 2 : In the house

Teacher
z To have students present what they like to do and don't like to do
Objectives
Students

z Presenting my likes and dislikes in the house z I like to watch TV in the living room.
Level focused
z [Advanced] Have students point to objects in the classroom and say things they like or dislike like, "I like ____." or "I don't like _____." z [Supplementary] Have students work in pairs. First, the teacher should have the students practice, "I like ____." Then, the teacher should have the students practice, "I don't like ____."
Functions
Key Expressions
z Does he/she like to watch TV in the
living room?
-Yes, he/she does./No, he/she doesn't.
How to teach
z First, have students match what they like and don't like to do with the room in the house. z After they are done, have students present it to their
Task 1 : Asking and answering

z To have students learn about
classmates so they can talk about what they like and don't like to do.
Teacher
Objectives
Students
Level focused
z [Advanced] Have students read what they like and don't like to do aloud in front of the class.
z To be able to present their likes or dislikes to their friends
LEVEL 2
20
Teacher's Guide
z [Supplementary] Have students practice the sentences without the adverb phrases, like: "Does he/she like to dance?" and "I like to watch TV, but I don't like to read."
Culture : We like to do......!

z To
Teacher
References
z Materials: rulers, colored pens, etc. A. In the living room, I like to watch TV, but I don't like to read. B. Does she like to dance in the living room? Yes, she does. No, she doesn't, but she likes to study in the living room. Functions Objectives
have
students
understand
what
people from different countries like to do z To be able to understand what people from different countries like to do z Understanding the differences among various nations by using the expression "we like to do......."
Students
Key Expressions
z Many Americans like to eat hamburgers.
Level focused
Art project : Let's make a puppet
z To have students present what they like and dislike to do z To be able to present their likes and dislikes to their friends z Asking and answering about my likes and dislikes z Do you like to dance? z Yes, I do./No, I don't, but I like to sing. Many Many like to eat like to watch like to dance the like to do (or . . and . . . z [Advanced] Have students write a few sentences about Korean culture so that the foreign teacher can know more about
Teacher
Korea. z [Supplementary] Have students tell a few things about some Korean culture so that the foreign teacher can know more about Korea.
Objectives
Students
References
How to teach
z The teacher explains how to make a puppet with the pictures. After making the puppet, have students work in pairs and talk about what they like to do and what they don't like to do.
Many Many Many Many
) like to eat .
like to eat
Level focused
z [Advanced] Have students use complete sentences when they talk about what they like to do. z [Supplementary] Have students practice the key sentences, "Do you like to____?", "Yes, I do.", and "No, I don't. I like _____."
References
21
LEVEL 2
Let's speak
A. Ask, answer and design. Do you like to dance? Yes, I do. No, I don't, but I like ________.
LEVEL 2
22 I like
to sing
to dance
Let's listen
A. Listen and check.
1. Check what she likes to do.
1.
Sujin
a.
b.
2. Check what he doesn't like to do.
2.
James
a.
b.
B. Ask and draw.
Do you like......?
No, I don't. =
Yes, I do. =
Name
Do you like to
23
LEVEL 2
Let's read
A. Read and answer.
We like ......!
We don't like......!
I like to dance. She likes to read novels. He likes to listen to music. You don't like to study English. She doesn't like to sing. He doesn't like to play the piano.
B. After reading, 1. Answer the question.

Does she like to sing? a. Yes, she does. b. Yes, he does. c. No, she doesn't.
2. Write the question.

Q: ________________? A: Yes, he does.
C. Answer about you.

Do you like to read novels? _____________ ______________
I like to watch TV.
LEVEL 2
24
Circle True or False.
Let's write
A. Choose and write.
I do / she doesn't / he does / to play the piano She likes to dance / to sing
D
Do you like _____________?
Yes, ____________. Does she like _____________? No, __________, but ____________.
B. Write sentences with likes and doesn't like. 1. She likes flowers. 2. _________________ 3. _________________ 4. He doesn't like spiders. 5. __________________
25
LEVEL 2
Tic tac toe

A. Draw and play the tic tac toe game.
[Draw and check.]
Do you like to play the piano?

- Yes, I do. - No, I don't.
LEVEL 2
26
A. Pass around the card.
Pass the card!
Do you like ____________? Yes, I do. / No, I don't, but I like _______.
B. After the activity, ask and answer about what they like and they don't like.
Does she like to study English? Yes, she does. No, she doesn't, but she likes to sing. Does he like to study English? Yes, he does. No, he doesn't, but he likes to sing.
Do he like to listen to music?
27
LEVEL 2
We like to dance!
A. Read.
I like dogs. Dogs like to dance. You like monkeys. Monkeys like to dance. She likes pigs. Pigs like to dance. He likes cats. Cats like to dance. We like elephants. Elephants like to dance.
B. After reading, fill in the blanks.

1. I like ____________. 2. ___ _______ cats. 3. Pigs _____ _______.
LEVEL 2
28
Asking & answering

A. Make happy or sad faces and answer the questions. 1. Do you like to dance? Yes, I do. No, I don't, but I like to sing.
a.
b.
c.
d.
2. Does she like to study English? Yes, she does. No, she doesn't, but she likes to listen to music.
a.
b.
c.
d.
3. Does ____ like to study English? Yes, ___ does. No, ___ doesn't, but ___ likes to listen to music.
a.
b.
c.
d.
Do you like to 19, 9, 14, 7 ?
29
LEVEL 2
In the house
A. Match and say.
In the living room, I like to watch TV, but I don't like to read.
B. Talk about what your friends' likes & dislikes. Does she like to dance in the living room?
Yes, she does. No, she doesn't, but she likes to study in the living room.
LEVEL 2
30
dance
Does like to
she
in the living room?
Let's make a puppet!
Do you like to dance?
Yes. I do. Yes, to dance. No. I I like don't, but I like to sing.
31
LEVEL 2
We like to do......!
A. Talk about what people from different places like to do. Then fill in the blanks with the nations' flags and pictures.
Many _______ like to eat _______ pizza and ________. Many _______ like to watch ______ games. Many _______ like to dance the ______. Many _______ like to do _______ Many _______ like to eat _______. Many ________ like to eat __________.
LEVEL 2
32
LEVEL
3 LIKES&DISLIKES
References
A.
Teacher

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

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

z To have students present what they like and dislike z To be able to present what they like and don't like to their friends z Identifying how to ask my friend's likes z What kind of movies do you like?
Game : Board game
Teacher
z To have students present what they like z To be able to present what they like to their friends z Asking and answering about our likes and dislikes z What kind of animals do you like? -I like horses and birds.
How to teach
z [A] Have students guess what the pictures are about and find the right questions for each picture. z [B] Have students work in pairs and answer each question.
Objectives
Students
Functions
Level focused
z [Supplementary] Give each student a chance to listen to and answer a question from the teacher.
Key Expressions
LEVEL 3
34
Teacher's Guide
References
What kind of movies do you like? What kind of TV shows do you like? What kind of sports do you like? What kind of dance do you like?
How to teach
z Have students listen to the script below. z After listening to the story "What do you like?", the students color the animals and objects from the story and match the animals with the things they like.
Level focused
z [Supplementary] Review some of the previous lessons.
Story : What's your hobby?
References
Teacher
z To have students present and understand the story
<What do you like?> Dogs like pictures on the wall, but bears don't like cups on the table. Giraffes like shoes in the box, but kangaroos don't like apples on the table.
Objectives
Students
z To be able to present their hobbies in the story

z Reading story
z What's your hobby? My hobby is
Functions
and
understanding
the
given
Task 3 : Survey
Key Expressions
listening to music.
Teacher
z To have students ask and answer about their hobbies
How to teach
z [A] First, have students listen to the sentences and then have them read the sentences several times. z Have the students read the sentences aloud with their partners. z [B] Have the students answer the questions.
Objectives
Students
z To be able to ask and answer about my and friends' hobby

z Asking and answering about my hobby and friends' hobbies
Functions
Level focused
z [Advanced] Have the students speak some sentences in front of the class with a partner. Try and give most every student a chance to speak with a partner.
Key Expressions
z What's your hobby? z My hobby is reading.
How to teach
z [A] Have students work in pairs or groups. Have them ask questions to their partners like, "What's your hobby?" When
Task 2 : Color and match

the partner answers, write his or her name under the right picture in the table. z [B] Have students make their own chart. Have them cut out pictures and make put up on the sheet. When they are finished, have them show and introduce the chart to their classmates.
Teacher
Objectives
Students
z To be able to understand the story and present it to their friends
Functions
z Understanding the story and identifying what the animals like
Level focused
z [Supplementary] Give each student a try to listen to and answer a question from the teacher.
z Dogs like pictures on the wall. Key Expressions z Do dogs like pictures on the wall? z Yes, they do./ No, they don't.
35
LEVEL 3
Likes&Dislikes
z Americans never talk when they have food in their mouths.
Art project : Let's make a sandwich

z To have students present what they like and dislike z To be able to present what they like and dislike to their friends z Asking and answering about my likes and dislikes through making sandwiches z Do you like ham on your sandwich? Key Expressions z Yes, I do./No, I don't. z What kind of sandwiches do you like? z I like ham and egg sandwiches.
z It is impolite to make noise when chewing (This is called "smacking."). z Americans don't share dishes like Koreans. If you want to try something somebody else is eating, you must ask. When the other person put some of the food on your plate, you try it from your plate. z When Americans are snacking, they usually don't offer any of the snack to others. You will have to ask to try some of the snacks the person has. Then, they would usually give you some of that snack.
Teacher
Objectives
Students
Functions
Level focused
z [Supplementary] Have students focus on understanding the key expressions.
How to teach
z Have students prepare their own sandwiches. Then have them talk about their favorite sandwiches.
Level focused
z [Supplementary] positive sentences. First, have students have only focus on the sentences. Then, them practice negative
Culture : Food and table manner

z To
Teacher
have
students food
understand between
the the
different
cultures
Objectives
Students
Korean and western culture z To be able to understand the differences between people from different culture z Understanding the different food and
Functions
table manners among nations z What do they like to eat? z Americans like to eat pepperoni pizza.
Key Expressions
How to teach
z Breakfast: Coffee, eggs, bacon, sausage, pancakes, grits. Lunch/ Dinner: Usually, Americans eat some kind of meat (for both meals) with some vegetables. Plus, Americans will always eat bread (instead of rice) and drink water with their meals (Dinner is usually a meal with the family, while lunch is usually an individual thing unless other plans are made). z In America, most people eat some form of meat in every meal. In England, during the middle of the day, people will take time out of work and studies to have tea. z In America, juniors do not have to wait until the seniors eat first.
LEVEL 3
36
Let's speak
A. Ask and answer. Whats your hobby ? My hobby is playing the piano. Whats your hobby ? My hobby is playing baseball.
My hobby is
37
LEVEL 3
Let's listen
A. Listen and number.
Whats your hobby ? My hobby is playing the soccer.
B. Listen and point.
A : What's your hobby? B : My hobby is reading books.
LEVEL 3
38
Let's read
A. Read. I like my teacher & I like English!
My name is Sue. I'm in the sixth grade of elementary school. I like to go to school because I can meet my friends. I like my homeroom teacher, Ms. Kim. I like her class. She teaches English. I like English.
B. After reading, choose the correct answer.

1. What does Sue like? a. She likes to go to the park. c. She likes Ms. Kim. b. She likes math. d. She likes her mom.
2. What kind of school subject does she like? a. science b. art c. Korean d. English
C. Answer about yourself and your friend.

1. What kind of school subjects do you like? _____________________and __________. 2. What kind of school subjects does he/she like? _____________________and___________.
Unscramble
like
go
school
to
to
39
LEVEL 3
Let's write
A. Find the subjects they like. Write sentences.
1. She likes art. 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________
B. Write about yourself and your friend.

My name is ______________________ I like __________________ _______________________ Ilike to ________________ _______________________ My friend's name is _______________________ He/she likes ____________ _______________________ He/she likes to __________ _______________________
LEVEL 3
40
zxcKoreanpoiartqwehistoryty
Likes&Dislikes-Game
Board game
1. Color and play the board game.
Answer the question.
23,8,1,20
11,9,14,4
15,6
6,15,15,4
4,15
25,15,21
12,9,11,5 ?
41 LEVEL 3
Finding the questions

A. Look and find the questions. What kind of......?
B. After finding the questions, ask and answer the questions.
LEVEL 3
42
[ .] What kaind of mObie do yoU lik?
What's your hobby?

A. Read.
Little girl! Little girl! What's your hobby? My hobby is reading books. Little boy! Little boy! What's your hobby? My hobby is playing badminton. Beautiful lady! Beautiful lady! What's your hobby? My hobby is listening to music. Handsome man! Handsome man! What's your hobby? My hobby is playing baseball.
B. Choose the right picture.

1. What's the little girl's hobby? a. b.
c. 2. What's the little boy's hobby? a.
d.
b.
c.
d.
[Draw
your hobby.]
Playing badminton.
43
LEVEL 3
Color and match

A. Color the animals and things in the story. Then match the animals with things they like.
DE
DE
LEVEL 3
44
Survey
A. Ask and answer. Whats your hobby ? My hobby is playing soccer.
name
B. Make your own chart. Whats your hobby ? My hobby is swimming.
[Guessing Quiz] Find the right picture and say the sentence.
My hobby is
45 LEVEL 3
Let's make a sandwich!

What kind of sandwiches do you want to make for lunch? Do you like ham on your sandwich? What kind of sandwiches do you like?
LEVEL 3
46
.[
Food & Table manner

A. What do they like to eat?
Koreans like to eat spicy Dukkpogi. Americans like to eat pepperoni pizza.
B. Table manners
47
LEVEL 3
MOTIONS
In this topic, students will learn the basic concepts of motions such as imperatives and current activities. In Level 1, students will learn about motion words(ex. run, jump, walk, stand up, etc.). Also, they will give and follow imperative instructions.(ex. Jump!, Don't run., Open the door., etc.) In addition, students will study new alphabets from n to z and review from a to m. Motions is a very good topic for 1st and 2nd graders because they like to move their body. Teachers can introduce many imperative expressions with motions to the students. In Level 2, students will learn additional motion words. They will also study how to ask and answer about abilities to move through various activities. In Level 3, students will learn more motion words and phrases. In addition, they will study how to talk about their current activities, and how to ask and answer about another person's current activities. Teachers can use many pictures for this topic. Especially, photos of students and teachers will be very good materials.
Contents
Activities
Speaking Listening Reading
Functions
z Speaking and following imperatives to make motions z Recognizing and following imperatives z Reading the motion words z Writing the alphabets from n to z z Reading the alphabets from a to z z Giving and following imperatives to play the board game z Understanding imperatives and doing a role play z Speaking and following imperatives z Giving and following imperatives z Listening and writing imperative words z Understanding Easter z Asking and answering the abilities of movement z Recognizing the expressions about the abilities of movement z Understanding the sentence structure and the meaning z z z z z Walk., Run., the window., z Walk., Run., the window.,
Key Expressions
Stop,, Close Stop,, Close Don't, Sit down., Stand up., Jump., Open the door. Don't, Sit down., Stand up., Jump., Open the door.
z close, open, walk, stop, up, down z n~z z a~z z Walk, Stop, Stand up, Sit down, (Don't) jump, (Don't) run, (Don't) close the door, Open the window z (Don't) Sit down z Walk, Close z Walk, Close Jump, Run, Stop, Stand up, Sit down, Open the window, the door. Jump, Run, Stop, Stand up, Sit down, Open the window, the door.
L E V E L 1
Writing Game 1 Game 2 Story Song Game 3 Art project Culture Speaking Listening Reading
z Jump, Don't run z Easter, egg, hunt, rabbit z Can you swim? z Yes, I can. I can swim./ No I can't. I can't swim. z Tony can skate. Lisa can't ski. Can you swim? I can't draw. Can you jump? Yes, I can. / No, I can't. Can you play the piano? Yes, I can. / No, I can't. Can you sing? Yes, I can sing. / No, I can't sing. A kangaroo can jump. And I can jump, too.
L E V E L 2
Writing Game 1 Game 2 Story
z z Recognizing the structure of the sentences about the abilities z of movement z z Asking and answering about the abilities of movement z z Asking and answering about the abilities of movement z Understanding a story about the abilities of movement and z writing the phrases z
Art project 1 z Speaking and writing the abilities of movement Survey z Asking and answering about the abilities of movement
z My robot can run. z Can you run? z Yes, I can run. / No, I can't run. z It can fly. z I can lie. z What are you doing? I am cooking. z What is Dan doing? He is washing. z What is my father doing? z He is cleaning. z What is mother doing? z She is making pizza.. z What is she doing? z She is watching TV. z What are they doing? z They are eating. z What is he doing? z He is sleeping. z What is Bill doing? Is he singing? z Yes, he is singing. / No, he isn't singing. z What is she doing? z She is running. z I'm riding a bike. z Good luck, Come here, etc.
Art project 2 z Reading the sentences about the abilities of movement Culture Speaking Listening Reading z Comparing April Fools' Day between different countries z Talking about one's current activities z Recognizing the expressions of current activities z Recognizing and writing the current activities z Recognizing and writing the current activities z Reading and writing about current activities z Asking and answering about current activities z Listening to and understanding the story of current activities z Asking and answering about current activities z Asking and answering about current activities z Writing and speaking current activities z Comparing the gestures between different countries
L E V E L 3
Writing Game1 Game2 Story Game3 Task Art project Culture
LEVEL
1 MOTIONS
z Say the sentences and have the students repeat with motions. z Have students practice the dialog with the teacher and their partners.
Teacher

z To have students speak the expressions of imperatives z To be able to speak imperatives and play the 'Simon says' game z Speaking and following imperatives and make motions z Walk, Run, Jump, Stop, Don't. Key Expressions z Sit down. Stand up. z Open the window, Close the door.
z Have students do a short role play. z [B] Have students listen and check the correct pictures.
Objectives
Students
Level focused
z [Advanced] Do a role play with a short dialog. z [Supplementary] If the students don't understand after listening once, have students listen again and again. Practice with pictures and motions several times.
Functions

z [A] Say the presented imperatives with motions. z Have students listen and repeat the imperatives with motions. z Show the picture cards and have the students answer with motions. z Have one student make motions, and others answer in English. z [B] Have the students play the 'Simon Says' game. z Explain the rules of the game. Use the expressions studied in the lesson. z When the students get better, make it more difficult by motioning "Stop." while saying "Walk.", for example. z Look and listen. Stop! Don't run. Walk! z Listen and check. 1. Stand up. 2. Open the window. 3. Jump!
Level focused
z [Advanced] Give them the teacher's role in activities. z [Supplementary] Repeat the same imperatives one at a time. Reduce the number of pictures, practice with easy motions. Functions Key Expressions Objectives
Students Teacher
z To
have
students
read
some
motion
words z To be able to match the pictures and the motion words z Reading the motion words z open, close, walk, stop, up, down
References
z Materials : situational pictures or photos to show the students

Teacher
How to teach
z [A] Have students look at the picture cards and say the students understand and the follow words themselves. z Show them a word card and read the word to them. z Have students repeat after the teacher. z [B] Have students match the pictures with the words and glue the pictures.
z To z To
have be
Objectives
Students
expressions of imperatives able to listen imperatives z Recognizing and following imperatives z Walk, Jump, Run, Stop, Don't run.
Functions
Key Expressions
z Sit down, Stand up. z Open the window, Close the door.
Level focused
z Give the students many chances to see the motions and repeat the words. If the words are exposed to the students, they can read well. For example, when you make some picture cards, put the word next to the picture. Decorate classroom walls with some words and pictures, etc.
How to teach
z [A] Have students listen to the dialog.
LEVEL 1
Motions
z When you read the words, teach phonics. Students have been learning alphabets, so they already know the sounds of the alphabets. Key Expressions z a~z
References
z Materials : word cards, picture cards, glues, scissors
How to teach
z Have students review(read aloud with the teacher) the alphabets a~z with the alphabet cards. z Game: Have some students come up to the board. The teacher attaches the alphabet cards on the board and says an alphabet. Students run and snatch the alphabet card from the board. z [A] Have students draw lines from a to z and color the picture. z [B] Have students find and circle the lowercase a~z. z The student who says, "Finished!" first wins.

z To have students write lowercase from n to z z To be able to write from n to z and
Students
Teacher
Objectives
learn about some words that begin with a letter between n and z
Level focused
z [Advanced] Have students do a dictation on the upper and lower case alphabets. z [Supplementary] Have students make the alphabets in various ways. (Make alphabets with straw, macaroni, woolen yarn, color the alphabets, etc.)
z Writing the alphabets from n to z z n~z
How to teach
z Show the picture cards on the worksheet and repeat the words and alphabets. z Attach alphabet flash cards from n to z on the board. z Have students write the alphabets with their fingers in the air several times. z Have the students write the alphabets on the worksheet. z Game: Write an alphabet on the students' backs, then the students say the alphabet.
Teacher
References
z Materials : alphabet cards from A(a) to Z(z)
Game 2 : Board game

z To have students give and follow
imperatives z To be able to give and follow
Level focused
z Have students follow the order in writing. z Have students experience writing alphabets in various ways. ex) Places: writing in the air, on the palm, in the sand, on the back, on the wall, etc. Tools: colored pens, crayons, branches, etc.
Objectives
Students
imperatives z Giving and following imperatives to play the board game z Walk, Stop, Stand up, Sit down, Open
Functions
Key Expressions
the window. z (Don't) jump. (Don't) run. (Don't) close the door.
References
z Materials : alphabet cards, picture cards
How to teach
z Have students review imperative words and sentences with the
Game 1 : Alphabet games

Teacher
pictures. z Play the 'Simon says' game once before the board game. z Make groups of 4. Give the dice to each group. A student rolls the dice and gives an imperative instruction to other group members. They have to follow the instruction. z The student who arrives at FINISH first wins.
z To have students read alphabets in order z To be able to distinguish alphabets and draw lines from a to z z Reading the alphabets from a to z
Objectives
Students
Functions
LEVEL 1
Teacher's Guide
Level focused
z [Supplementary] Play the game with the teacher(teacher vs students) or in teams(team vs team). z During the game, teachers have to check their activity.
z Open the door., Close the door.
How to teach
z Have students listen to the 'Teddy bear' song. z Have students repeat the song line by line. z Have students make motions. z Have students present their song and dance with the 'Teddy bear' song. z Time permitting, have students trace the hollow words.
References
z Materials : picture cards, dice
Story : Open the door

Teacher
Level focused
z [Advanced] Change the imperatives. z [Supplementary] Repeat the song and motions many times.
z To have students understand imperatives

z To be able to understand the story and perform a short role play
z Understanding imperatives and doing a role play
Objectives
Students
References
z Materials : the 'Teddy bear' song, a teddy bear mask.
Functions
Key Expressions
z (Don't) sit down.
Game 3 : Let's play
How to teach
z Have students guess what's happening in the story and what the characters are saying. z The teacher reads aloud to students in different voices(the girl's and the mom's). z Use big pictures. z Give the students different parts like mother, child and father. In a role play, the students can change some words.
Teacher
z To
have
students
give
and
follow
Objectives
Students
imperatives
z To be able to play a game, giving and following imperatives

z Giving and following imperatives
Functions
z Walk., Jump., Run., Stop. Key Expressions z Stand up., Sit down. z Open the window., Close the door.
Level focused
z [Advanced] Give students chances to make their own dialog. z [Supplementary] Read the story to the students many times.
How to teach
z [A] Have students make a line. z The first student gives an imperative to the second student. The second student has to do the motion. Keep doing this until the last student. z Have students make 2 lines. The first student of each line starts the game. The team that reaches the last student first wins.
References
z Materials : headbands for the role play, picture cards
Song : Let's sing

Teacher
z [B] Make groups of 4~5. Cut the cards on the sheet and put them faced down on the desk.
have students give and follow
z To
z One student picks up a card and puts it above his/her head. After that, the student guesses the card and says the answer. If it is right, the other students say 'Yes' and the student gets 1 point. But if it is wrong, the other students say 'No' and the student doesn't get any points.
Objectives
Students
imperatives
z To be able to sing the 'Teddy bear' song and make appropriate motions
Functions
z Speaking and following imperatives
Key Expressions
z run, walk, jump, stop z Stand up., Sit down.
Level focused
LEVEL 1
Motions
z [Advanced] Teachers can change the games to make it more challenging. For example, in the 'Chain drill' game, students can use the picture cards. One student picks up a card and gives an imperative to the next student. At that time, the next student cannot see the card.
Teacher
Culture : Easter
z To have students understand Easter
Objectives
Students z To be able to understand Easter
References
z Materials : picture cards, scissors
Functions
z Understanding Easter
Key Expressions
z Easter, egg, hunt, rabbit
How to teach
Art project : Make a mini-book
z To have students understand imperatives with a mini-book
z Explain about Easter's origin, period, and what people do on Easter. z [A] Have students decorate(draw, color, cut and paste colored papers) the eggs in the book. z Students can also draw some eggs on another piece of paper. z [B] Have students cut the eggs and hide them in the classroom. z Have students find the eggs. The student who finds the most wins.
Teacher
Objectives
Students
z To
be
able
to
listen and
and
write a
imperative mini-book
expressions
make
Functions
Key Expressions
z Listening and writing imperative words

z Jump, Don't run.
Level focused
How to teach
z Have students cut and fold the sheet and make a mini-book. z Have students write the missing letter and imperatives when the teacher says the imperative words. z Have students color the pictures and glue their own photos in the blank faces. z On the last page of the mini-book, have students draw any pictures of motions that they already learned.
z Do not make the explanation about Easter difficult and long. Easy explanation is good for 1st and 2nd graders.
References
z Materials : scissors, glue, colored papers, Easter pictures
Level focused
z Give students enough time to make a mini-book. Please understand the individuality of 1st and 2nd grade students. z To students who have difficulties in writing alphabets and words, give an alphabet print-out so they can just cut and glue.
References
z Materials : colored pens, students' own photos
LEVEL 1
A. Speak out.
1 2
Let's speak
3
Motions-Speaking
Walk.
5 6
Run.
Stop.
7
Don't.
Sit down.
8
Stand up.
9
Jump.
Open the window. B. Play the 'Simon says' game.

Simon says, !
Close the door.
B ? .
7 LEVEL 1
Motions-Listening
A. Look and listen.
Let's listen
B. Listen and check(). 1.
2.
3.
LEVEL 1
(stand up / run)
(sit down / open the window)
Let's read
A. Match.
Motions-Reading
close
B. Cut and glue.
open
walk
stop
up
glue
down
glue glue
glue
-------------------------------------------------------- cut---
c lo s e d o w n s t o p
LEVEL 1
Motions-Writing
Let's write
A. Trace and write.
ine
range
ig
ueen
abbit
un
iger
m brella
iolin
indow
LEVEL 1
10
Q q
-ray
R r X x
o- o
ipper
Y z .
Alphabet games
A. Connect the letters in order.
Motions-Game 1
B. Find and circle the small alphabets.
m p j u
r n u
11
LEVEL 1
Motions-Game 2
Board game
A. Roll the dice and do the motions.
START
FINISH
-2
- 2: go back 2 spaces.
LEVEL 1
12
19, 20, 15, 16
Open the door

A. Story time.
Motions-Story
Sit down?
Don't sit down!
Jump?
Don't
un?
Don't run!
Open the Yes, open the door! door?
( jump / sit down )
( sit down / walk )
13
LEVEL 1
Motions-Song
A. Sing.
Let's sing
Teddy bear
Teddy bear, Teddy bear, run Teddy bear, Teddy bear, walk Teddy bear, Teddy bear, jump Teddy bear, Teddy bear,
. . . now.
Teddy bear, Teddy bear, stand up! Teddy bear, Teddy bear, sit down! Teddy bear, Teddy bear, open the door! Teddy bear, Teddy bear, close the door! B. Sing and do.
LEVEL 1
14
Close your book. ( ) Open your book.( )
Let's play
A. Play the 'Chain drill' game.
Jump! Run! Walk!
Motions-Game 3
Open the window!
Stop!
B. Play the 'On my head' game. Jump? No! No! No! No!
Cut the cards and play the game.
the window close
15 LEVEL 1
Motions-Art project
Make a mini-book
cut ----- fold
1 2 3
Don't
LEVEL 1
16
4, 15, 14, ' 20
run!
E as te r
A. Make an Easter egg.
Motions-Culture
B. Easter egg hunt.
17
LEVEL 1
LEVEL
2 MOTIONS
word processor(ex. Microsoft Word).
Teacher

z To have students talk about the abilities to move z To be able to ask and answer about the abilities of movement z Asking and answering the abilities of movement z Can you swim? Key Expressions z Yes, I can. I can swim./ No I can't. I can't swim. Key Expressions Functions Objectives
Students Teacher

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

z To have the students read the sentences about the abilities of movement z To be able to read the sentences about the abilities of movement z Understanding the sentence structure and the meaning z Can you swim? z I can't draw.
Functions
Teacher
Key Expressions
Objectives
Students
How to teach
z [A] Show the picture cards and have students speak about the pictures. (ex. Can you jump? Yes, I can.) z Present the sentence cards with the blanks. (ex. Can you __? Yes, _______. No, ______.) z Have students guess and write on the lines and answer the
How to teach
z [A] Have students look at the pictures and speak about them using "I can ___.". z Have students read the sentences. (ex. Can you swim?) z Have students match the pictures and the sentences. ex. - Can you swim?
questions by circling a sentence. z In the fourth box, students can draw pictures of themselves and write asking and answering sentences. z [B] Have the students read the words and sentences in the chart. z Have the students write asking sentences on the lines, under the chart. z Have the students write answering sentences in the chart.
z Teachers can have the students answer the question. Students need to answer honestly. If one student can swim, he/she needs to check() in the check() in the using "I can ___.". z Have students read the sentence cards. z After cutting the sentences, paste them under the corresponding pictures. z Look at the pictures and circle 'can' or 'can't'. box. box. If he/she can't swim,
Level focused
z Teachers will give an opportunity to each student to check if their answer is right. z Although the main activity is writing, the teacher will also give an opportunity for the students to say the words over and over.
z [B] Have students look at the pictures and speak about them
References
z Materials : sentence cards with blanks, big pictures (on the board or TV)
Level focused
z Don't just read the sentences but also practice speaking with the pictures many times. [Advanced] Speaking practice with their partners. [Supplementary] Speaking practice with the teacher. z For recognizing the structure of the sentences about the abilities of movement, present 'can' and 'can't' with different colors.
Game 1 : Bingo
Objectives Teacher z To have students ask and answer about the abilities of movement
19
LEVEL 2
Motions
Students
z To be able to ask and answer about the abilities of movement
pictures. z Attach some picture cards on the board. A student from each team comes to the front. z When a teacher asks "Can you ski?", students run and touch the ski card saying, "Yes, I can ski." z <Card snatching game> Make groups of 2~4. z Use 1 set of cards for each group. z When the teacher says, "Can you jump?", students snatch the jump card saying, "Yes, I can jump." Then the student brings the card. The group that gathers more cards wins the game. z Some students can play the teacher's role. z [B] Make groups of 4~5. Collect the cards from everyone in each group and shuffle them. z Each student picks 4 cards from the deck. The other cards are faced upside down on the desk. z One student puts down a card(ex. a swimming card) and says, "Can you swim?" z If a student has a swimming card, he/she places it down saying, "Yes, I can. I can swim." Anyone who doesn't have a swimming card say, "No, I can't. I can't swim." and they should pick up an extra card from the pile as a penalty. z The student who discards all the cards first wins the game.
Functions
z Asking and answering about the abilities of movement
Key Expressions
z Can you play the piano?
z Yes, I can. / No, I can't.
How to teach
z Have the students review(speak aloud with the teacher) asking and answering about the abilities with the pictures. z Have students cut the cards and pick 9 cards(exclude the yellow face cards). Put the 9 cards in the bingo box randomly. z The teacher picks one student and has the student ask the teacher "Can you ___?" z The teacher puts the yellow face cards in a box or a pocket, and picks one card. If the card is a smile card, say "Yes, I can." If the card is a crying card, say "No, I can't." z If the teacher says "Yes, I can.", the students can the card upside down. z When a student makes 3 lines first, he/she is the winner. z After playing the game with the teacher, students can play this game again with their groups or partners.
Level focused
Level focused
z [Advanced] Instead of using cards, student can write full sentences.
z [Advanced] Instead of picture cards, play the game with sentence cards. z [Supplementary] Decrease the number of cards. z During the game, teachers must monitor the students' activities.
References
z Materials : picture cards z Instead of picking up the yellow face cards you can use the dice. Attach the cards on each face of the dice. Or you can assign faces to the numbers, 'yes' to 1, 2, 3 and 'no' to 4, 5, 6, for example.
References
z Materials : For advanced learners, prepare blank cards to write sentences, picture cards
Story : I can
Game 2 : Card game
Teacher
Teacher
z To have students understand the story about the abilities of movement
z To have students ask and answer about the abilities of movement
Objectives
Students
z To be able to understand about the abilities of movement
Objectives
Students
z To be able to ask and answer about the abilities of movement

z Asking and answering about the abilities of movement
z Can you sing?
Functions
Key Expressions
z Understanding a story about the abilities of movement and writing the phrases
z A kangaroo can jump.
Functions
Key Expressions
z And I can jump, too.
z Yes, I can sing. / No, I can't sing.
How to teach
How to teach
z [A] Have students review the key expressions with the
z Have students look at the pictures and have them say what they can do.
LEVEL 2
20
Teacher's Guide
z Tell the story to students. z Ask some questions to the students, check their answers. z Have the students listen to the story one more time. z Have the students fill in the boxes. z After filling in the boxes, let them make the title of the story. z The yellow boxes are hints for making the title. The answer is "I can."
References
z Materials : scissors, colored papers, scotch tape
Survey : My friends can...

z To have the students ask and answer about the abilities of movement z To be able to ask and answer about the abilities of movement z Asking and answering about the abilities of movement z Can you run? z Yes, I can. I can run. can't run. / No, I can't. I
Level focused
z [Advanced] Have students write all the sentences of the story. z [Supplementary] Let students have many chances to read and say the sentences. Functions Objectives
Teacher
Students
References
z Materials : moving pictures(http://www.kizclub.com/storytime/Ic an/Ican1.html) It's a little bit different from the worksheet. z Script A kangaroo can jump. And I can jump, too. A polar bear can swim. And I can swim, too. A parrot can talk. And I can talk, too. A dog can run. And I can run, too. A tortoise can walk. And I can walk, too. A bird can fly. But I can't fly!
Key Expressions
How to teach
z Before doing the survey, have the students practice key expressions with the pictures. z Have students draw 2 more pictures or write motion words in the 2 blank spaces. z All the students stand up and go around the classroom with a worksheet. z One student, A, asks "Can you run?" to another student, B. z If student B can run, he/she can say "Yes, I can. I can run." But if student B can't run, he/she can say, "No, I can't. I can't
Art project 1 : My robot can...

z To have students speak the abilities of movement z To be able to speak the abilities of movement z Speaking and movement writing the abilities of
run." z Student A writes student B's name and 'Yes' or 'No' beside the running picture. z After the survey, students can talk about the results.
Teacher
Objectives
Students
Level focused
z [Advanced] Write sentences in the 2 blank spaces. z According to the students' level, the teacher can increase or decrease the number of words. z During the game, the teacher has to monitor the students' activities.
z My robot can run.
How to teach
z Before the activity, have students practice key expressions with the pictures. (The teacher asks and students answer. Or students can ask and answer among themselves.) z Make a robot. z On the robot's body, write some motion words. z Have students introduce their robots using 'can' and 'can't'.
References
z Materials : picture cards, chart(to attach on the board or to show on TV)
Art project 2 : Make an animal chart
Level focused
z [Advanced] Have students write sentences instead of words. Objectives Teacher z To have the students read the sentences about the abilities of movement
21
LEVEL 2
Motions
z To be able to read the sentences about

Students
Level focused
z Do not make the explanation too long or too difficult.
the abilities of movement sand make an animal chart
Functions
z Reading the sentences about the abilities of movement
References
z About April Fools' Day. (http://en.wikipedia.org/wiki/April_Fool's_Day) z Materials : pictures about April Fools' Day
Key Expressions
z It can fly.
How to teach
z Have students read the sentences and write the correct letters in the boxes. z Have students copy animal pictures onto the chart. (ex. eagle 'It can fly.' box) z Have students add more animals to the chart. They can draw and attach other animal pictures in appropriate boxes. z After completing the chart, the students can present their charts. (ex. An eagle can fly. A butterfly can fly, too.)
Level focused
z [Advanced] Use an additional chart with more boxes. (ex. It can scream. It can jump., etc.) The teacher can have the student come up with ideas for the new boxes.
References
z Materials : pens, pencils, crayons, animal pictures, glues
Culture : April Fools' Day

z To have students understand about April Fools' Day
Teacher
Objectives
Students
z To be able to understand about April Fools' Day

z Comparing April Fools' different countries
z I can lie.
Functions
Key Expressions
Day
between
How to teach
z The teacher asks students about "(Manujeol: Korean April Fools' Day)". Students tell the teacher about Korean April Fools' Day. z The teacher explains about the origin of April Fools' Day, what they do on the day, etc. z Play an April Fools' Day game with the students. For example, pick one student secretly. The student lies, but the others don't know that. The other students need to find who is lying.
LEVEL 2
22
Motions-Speaking
A. Look and speak.
Cn yo ___?
Let's speak
es, I cn. / , I cn't.
B. Play a 'clap chant' game. dance run

1) T: (clap, clap) Rabbit, Rabbit. S: (clap, clap) I can run. 2) T: (clap, clap) Rabbit, Rabbit. (clap, clap) Can you run? S: (clap, clap) Yes, I can. (clap, clap) I can run.
.
fly swim
23 LEVEL 2
Motions-Listening
A. Listen and match.
Let's listen can
Tony
can't
Lisa
B. Listen and mark O or X.
fly
bird fish
sing
swim
LEVEL 2
24
I can't fly.
Motions-Reading
A. Match, read and answer. (Answer

Let's read
the question with a check() )
Can you swim? Can you play soccer? Can you fly? Can you sing?
B. Cut and paste. Then circle 'can' or 'can't'.
paste
paste
paste
Can
paste
ski? Yes, I can.
No, I can't.
you
25
LEVEL 2
Motions-Writing
Let's write
A. Write and circle. 1. 2.
3.
4.
B. Complete the chart.

Can 1. 2. 3. 4. you... ... fly? ... swim? ... sing and dance? ... yes no
1. 3.
2. 4. 26
[Circle and say.]
LEVEL 2
I can
ride a bike
ski
Motions-Game 1
Bingo
------------------------------------------------------------ cut---
27
LEVEL 2
Motions-Game 2
Card game
A. Play a snatching game. (Use the cards from Game 1.) Teacher: Cn yo _______? Students: (Snatch the card and say) es, I cn ______.
B. Play a card game. (Use the cards from Game 1.) A: Cn yo __________? B: (I have the card.) es, I cn. I can ______. (I don't have the card.) , I cn't. I can't _______.
LEVEL 2
28
Answer the question. 3, 1, 14
25, 15, 21 4, 1, 14, 3, 5 ?
Motions-Story
A. Listen, match and write.
jump walk run swim fly talk
A kangaroo . A polar bear . A parrot . A dog . A tortoise . A bird . can't .

Let's make a title of the story with the hints( ).
29 LEVEL 2
Motions-Art project 1
My robot can...
A. Make a robot.
You need:
scissors
colored papers scotch tape
1. Draw some shapes.
2. Cut out the shapes.
3.
Make a robot.
4. W rite what the robot can do.
B. Play.
My robot can walk. My robot can't walk. It can swim.
LEVEL 2
30
[ .] my robOt cen play thE biano.
Motions-Survey
My friends can...
Name Can you __?
Mina Yes No Yes No Yes No
[example]
A: Can you run? B: Yes, I can. I ____ ____. / No, I can't. I can't ______.
[/ .]Canyouplaysoccer?Yes,Ican.Icanplaysoccer.
31 LEVEL 2
Motions-Art Project 2
Make an animal chart

You need:
A. Copy these animals onto the chart.
a pen
a pencil
an ostrich
an lligator
crayons
a olphin
It an fly. It c n walk.
an eagle
t can un very fast.
It ca swim v ry fast.
B. Add more animals to your chart.
LEVEL 2
32
__ _______ ________.
Motions-Culture
April Fools' Day

A. What is April Fools' Day?
B. When is April Fools' Day?
C. What can you do on April Fools' Day?
33
LEVEL 2
LEVEL
3 MOTIONS
Students

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

z To have students read and recognize the
Teacher
How to teach
z Show the picture cards and have the students say some sentences about the pictures. z Present the sentence cards(with the blanks). z Have students guess and write in the blanks.
structure activities
of
sentences
about
current
Objectives
Students
z To be able to read and circle the right words z Recognizing and writing sentences about current activities z What is my father doing? z He is cleaning.
Level focused
z Give an opportunity to each student to check if their answer is right. z Although the main activity is writing, the teacher will also give an opportunity for the students to repeat the words many times. z [Advanced] Give them a chance to write in full sentences.
Functions
Key Expressions
How to teach
z Have students look at the picture and speak about what they are doing. z Have students find the right words or phrases and circle. z Have the students draw lines to connect the sentences with the pictures. z Read the sentences with the students.
References
z Materials : sentence cards with blanks, big pictures (on the board or TV)
Game 1 : Code game

Teacher
Level focused
z Present the picture cards and sentence cards on the board or on TV. z Have the students read the words or sentences. z Teacher can show the word (of the sentence) cards and have them read. Then attach the card on the board. z Students can do a role play(introducing what their family members are doing). Key Expressions Functions Objectives
Students
z To have students read and write about current activities z To be able to solve the codes and match them to the pictures z Reading activities z What is she doing? z She is watching TV. and writing about current
References
z Materials : word (of the sentences) cards, big pictures (on the board or TV)
How to teach
z Have students review(read aloud with the teacher) asking and answering with the alphabet cards. z Look at the code pictures and alphabets. z Solve the code and write the sentences.

Teacher
z Match asking pictures and answering sentences. z The student who solves all the codes first wins the game.
z To have students recognize the sentence structure z To be able to recognizing and writing about current activities z Recognizing and writing about current activities z What is mother doing? z She is making pizza.
Objectives
Students
Level focused
z [Advanced] Make or solve another code with friends or the teacher. z [Supplementary] Look at the pictures and speak about them.
References
z Materials : picture cards to attach on the board
35
LEVEL 3
Motions
z Have students guess what's happening in the story and what
Game 2 : My land game

z To have students ask and answer about current activities z To be able to ask and answer about current activities z Asking activities z What are they doing? z They are eating. and answering about current
they are saying. z Show the story once more with sound. z Have students answer the questions.
Teacher
Objectives
Students
Level focused
z [Advanced] Watch with subtitles and without sound. Do a short role play with the prepared script or their own script. z [Supplementary] Let students have a chance to speak in sentences. Make the script easy and short.

z Have students review the current activity sentences with the pictures. z Have students write the sentences under the pictures. z Make groups of 3~4. z In each group, put one student's eraser on the start point. z One student flicks the eraser and reads the sentence under the picture. z If his or her answer is right, it's his/her land. Mark the land. z The student who gathers the most land is the winner. z Materials : moving pictures(http://www.youtube.com/watch?v=m cVi24WiAMw) z Changed Script : It's not the same with the moving pictures. Sumin's mother: (on the phone) Hello. Harry: Is Sumin there? Sumin's mother: Yes. Harry: What is he doing? Sumin's mother: He is sleeping. Harry: Oh, O.K. Suzy's father: (on the phone) Hello.
Level focused
z [Supplementary] Play the game with the teacher. z During the game, teachers have to monitor the students' activities.
Harry: Is Suzy home? Suzy's father: Yes, she is here. Harry: What is she doing? Suzy's father: She is eating dinner. Harry: O.K. Thanks anyway.
References
z Materials : the game board
Lon's mother: (at the door) Hi, Harry. Harry: Hi. Can Lon come out? Lon's mother: No, he is busy. Harry: What is he doing? Lon's mother: He is reading and writing.
Story : What are you doing?

Teacher
Harry: Oh, I see. Thank you. Harry: (at the door) Is Lisa here? Lisa's brother: No, she is at the swimming pool. She is jumping and swimming. Harry: Oh, really! Sumin, Suzy, Lon, Lisa: (at the door) Is Harry here? Harry's sister: No, he is playing baseball over there. Sumin, Suzy, Lon, Lisa : What is he doing? Harry's sister: He is throwing. He is hitting. He is running and catching.
z To have students understand the story of current activities z To be able to understand the story of current activities z Listening to and understanding the story of current activities z What is he doing? z He is sleeping.
Objectives
Students
Functions
Key Expressions
How to teach
z [Do not use moving pictures.] Tell the story with your voice and change scripts. z [Use moving pictures.] Show the story without sound.
LEVEL 3
36
Teacher's Guide
z Have students read the 4 words in the box and write 1 more
Game 3 : Battle ship

z To have students ask and answer about current activities z To be able to ask and answer about current activities z Asking activities z What is Bill doing? Is he singing? z Yes, he is singing. / No, he isn't singing. and answering about current
motion word on the line. z Have students draw pictures about the words. (eat, read, swim, cook, ___) and write names(Nami, Peter, Ann, Bill and Ted, ___) beside the pictures. z This game is for 2 students but each student can't see the other's picture. z One student, A, asks "What is Peter doing?", then the other student, B, looks at his/her picture and answers, "He is cooking." Then student A writes "He is cooking." under 'My Friend's Picture'.
Teacher
Objectives
Students
Functions
Key Expressions
Level focused How to teach

z Before the game, make students practice key expressions with pictures. (Teacher asks, students answer. Or ask and answer among students.) z Draw in 2 of each boat in your ocean. (6 ships total) z Attack enemy ships by calling a square. (ex. What is Bill doing? Is he singing?) z If the answer is correct, mark O(successful attack) on the enemy's ocean, and if the answer is wrong, mark X(failed attack) on the enemy's ocean. z The student to sink all the enemy ships first is the winner. z According to the students' levels, teachers can increase or decrease the number of words. z During the game, the teacher has to monitor students' activities.
References
z Materials : picture board and chart to attach on the board or to show on TV
Art project : Make a book
Level focused
z [Supplementary] Decrease the number of pictures. Do a demo game so students can understand the game. Objectives
Students Teacher
z To have students write and speak about current activities z To be able to write and speak about current activities through book making z Writing activities z I'm riding a bike. and speaking about current
References
z Materials : picture cards to attach on the board z How to play 'battle ship'. (http://en.wikipedia.org/wiki/Battleship_game) Functions Key Expressions
How to teach
Task : Information gap activity
z To have students draw, ask and answer about current activities z To be able to draw, write, ask, and answer about current activities z Asking activities z What is she doing? z She is running. and answering about current z Have students cut and fold the sheet and make a book. z Have students prepare some motion pictures. z Have students cut the pictures and attach them on the book. z Have students write down current activity sentences under the pictures. z When the book is completed, students introduce what they are doing using the book.
Teacher
Objectives
Students
Functions
Level focused
z [Advanced] Also use other pictures like those of friends, family members or pictures from magazines. Then the students can use 'he', 'she', 'they' instead of 'I'. The students can also
Key Expressions
How to teach
write questions for the sentences.
37
LEVEL 3
Motions
References
z Materials : pictures. scissors, glues
Culture : Gesture - Body language

z To have students understand gestures between different countries z To be able to understand gestures
Teacher
Objectives
Students
between different countries z Comparing the different countries gestures between
z Good luck., Come here.
How to teach
z Show gestures to students and let them guess what they mean. z Write down their guesses and check their answers. z Compare the gestures between Korean and western culture. Draw a picture of a gesture and write what it means in Korea. z Play charades with the gestures that they studied. This is a kind of gesture game. One student shows a gesture and then the other students say what the gesture means. z The teacher can divide the class in two. One student from each group comes to the front and shows a gesture. z Or one student shows a gesture and another student must say the right answer. He/she shows another gesture. Repeat until one of the teams wins.
Level focused
z Keep the explanation short and accurate. Show them gestures with your body.
References
z Materials : picture cards
LEVEL 3
38
Motions-Speaking
Let's speak
A. Look and speak. A: What are you doing? B: I'm cleaning. A: What ___ __ doing? B: We're dancing. A: What ___ he/she doing? B: He/She is cooking. A: ____ ___ ____ _____? B: They're playing basketball.
clean
cook
dance
do one's homework
eat chocolate
ride a bike
play basketball play the piano
B. Play mime game.

You're running. What am I doing?
I'm
ing.
39
LEVEL 3
Motions-Listening
A. Listen and match. uncle
Let's listen
Dan father
B. Listen and number.
LEVEL 3
40
23, 8, 1, 20 9, 19
4, 15, 9, 14, 7?
___ __ _____ ___ _____.
Motions-Reading
Let's read
A. Read and circle. < W h at are m y fam ily m e m b e rs d o in g? >
my father
my grandfather
my sister
my brother
me
my mother
1. (What / Where) is my father doing? - He is (clean / cleaning). 2. What is my mother (do / doing)? - She (is doing / are doing) the dishes. 3. What (am / is) my grandfather doing? - (He is / She is) reading the newspaper. 4. What (am / are) I doing? - (I am / You are) eating breakfast. 5. My sister (is playing / are playing) with the toys. 6. My brother (is hula-hooping / are hula-hooping).
[Draw a face.]
I'm eating a candy.
41
LEVEL 3
Motions-Writing
A. Fill in the blanks.
Let's write
is mother doing?
She 1.
some pizza.(make)
What _____ Fred ______? He ____ ____ his homework.(do) 2. ______ _____ they ______? _____ ____ _______ hotdogs.(eat) 3. ______ are you ______? ________________________.(play) 4. ________________________? ________________________.(play)
LEVEL 3
42
He are ride a bike. ____
___
________
__
____.
Motions-Game 1
A. Solve the code and match.
a n b o c p d q e r f s g t
Code game
h u i v j w k x l y m z
What is she doing? . ____________________________. W hat are they doing? . ____________________________. What is he doing? . What are you doing? ____________________________. . ____________________________.
? _______________?
____________________________.
Let's make a code.
_________ __________________.
43
LEVEL 3
Motions-Game 2
My land game
H e is s le e p in g .
Bomb!
T h e y a r e e a t in g .
Bomb!
Bomb!
A: What __ __ doing? B: __ __ ___ing.
START
1. 2. 3. 4.
Write sentences under the pictures. Put your eraser on "START". Flick an eraser and say the sentence. If your answer is right, it's your land.
LEVEL 3
44
[Guessing Quiz]
Find the right picture and say the sentence.
Motions-Story
What are you doing?

A. Listen and answer 1. What is Sumin doing? He is sleeping. He is running. 2. What is Suzy doing? He is eating dinner. He is reading and writing.
3. Write what they are doing. What is Lon doing? ___________________________________. ___________________________________. What is Lisa doing? ___________________________________. What is Harry doing? ___________________________________. ___________________________________.
swim throw play baseball jump read hit write
T F
catch run
I'm playing soccer.
45
LEVEL 3
Motions-Game 3
Battle ship
Draw in 2 of each boat in your ocean. (6 ships total) Attack enemy ships by calling a square. (ex. Ben is playing computer games.) hit = mark O, miss = mark X Sink all the enemy ships to win.
1. aircraft carrier: fill up 5 boxes in a row horizontally or vertically. (not diagonally) ex) 2. destroyer : fill up 4 boxes in a row. ex) 3. submarine : fill up 2 boxes in a row. ex)
My Ocean
___ is playing computer games.
Bill
Mark
Kelly
Diane
Ben
Kate
___ ___ reading books.
___ is rid___ a bike.
___ ___ sing____.
___ is ________.
____________________.
____________________.
Enemy's Ocean Bill Mark Kelly Diane Ben Kate
A: What is Bill doing? Is he singing? B: Yes, he is singing.(O)

No, he isn't singing. (X)
LEVEL 3
46
[Rewrite]
Motions-Task
Information gap activity
Nami
eat
read
swim
cook
______
<example>
A: What is ____ doing? B: ____ is ____ing. Name Nami Peter Ann Bill and Ted M y Picture She run . M y Friend's Picture
[/ .] Whatisshedoing?Sheisplayingcomputergames.
47
LEVEL 3
Motions-Art Project
A. Make a book and introduce to your friends.
Make a book
LEVEL 3
48
Motions-Culture
Gesture
- Body language A. Comparing the gestures in different cultures.
Western Culture Good luck

( )
Korean Culture
Western Culture
Korean Culture
Good luck. I don't know. Come here. bad money O.K. I'm thinking now. _______________ _________________
B. Charades game(Gesture game). 49
LEVEL 3
SPORTS
Sports is a topic elementary students like very much. By learning English through familiar sports, students will have a lot of fun. Also, spring is a good season for sports. The teacher and students can go out and have an English class playing some sports in the field. In this topic, students will learn how to say names of different sports, to invite friends to play sports, to ask and answer about sports someone likes, and to ask and talk about personal talents in sports. They will also learn how to prohibit an action, and to ask for help when injured. To be able to use these expressions fluently, students should have meaningful presentations of the key expressions and the chances to practice using these expressions in real life situations.
Contents
Activities
Speaking
Functions
z Saying the sports I play z I play soccer.
Key Expressions
z Minsu plays soccer. I play soccer.
Listening
z Listening to and identifying what sports friends play
Reading
z Reading the names of sports
z I like soccer.
L E V E L 1
Writing
z Writing the names of sports
z soccer
Game 1
Game 2
z Identifying the sports my friends like

z Asking and answering about the sports my friends like
z I like soccer, do you like soccer? Yes, I do./ No, I don't.

z I like soccer, do you like soccer? Yes, I do./ No, I don't.
Story
z Talking about the sports my friends like
z Do you like soccer?
Yes, I do./ No, I don't.

Yes, I do./ No, I don't.
Chant
Role play Art project
Culture
z Speaking about the sports my friends like

z Prohibiting something and asking help for injuries z Speaking about the sports I do
z Comparing popular sports in different countries
z Do you like soccer?
z Don't do that. help me, please. z I play soccer.

z Koreans like soccer. Americans like baseball.
Speaking
z Suggesting playing sports
z Let's play soccer. Sounds good./ Sorry I can't.
Listening
z Identifying the sports my friends can do
z Can you play soccer? Yes, I can. / No, I can't.
Reading
z Reading the suggestions of playing sports
L E V E L 2
Writing
z Writing the suggestions of playing sports
z Let's play soccer.
Game 1
z Suggesting playing sports
Game 2
z Suggesting my friends of playing sports
Story
z Asking and answering about the sports the talented people can z Can you play soccer? Yes, I can. / No, I can't. do
Task 1
z Recognizing and saying the items for sports
z We need a bat.
Task 2
Art project
Culture
z Making a dice and saying the expressions of suggesting and z Let's play soccer. Sounds good./ Sorry I can't. responding
z Comparing popular sports in different countries z Japanese like baseball. Chinese like ping-pong.
Speaking
Listening
Reading
L E V E L 3
Writing
Game 1
Game 2
Story
Task 1
Task 2
Art project
z Asking and answering about the sports my friends like z Asking and answering about the personal talents in sports z Listening to and recognizing the sports my friends like and their personal talents in sports z Reading and recognizing the expressions of asking and answering about the sports their friends like and their personal talents in sports z Writing the expressions of talking about the sports I like and my personal talents in sports z Identifying the sports my friends like and their personal talents in sports z Identifying what sports my friends like and their personal talents in sports z Asking and answering about the sports my friends like and their personal talents in sports z Writing the expressions of talking about the sports my friends like and their personal talents in sports z Surveying and identifying the sports my friends like and their personal talents in sports z Talking about the sports I like and the personal talents in sports
z z z z
What sport do you like? I like soccer. Why do you like soccer? Because I can run fast. What sport do you like? I like soccer. Why do you like soccer? Because I can run fast.
z Wha sport do you like? I like soccer. z Why do you like soccer? Because I can run fast.
z I like soccer. Because I can run fast.
z z z z z z z z z z
What sport do you like? I like soccer. Why do you like soccer? Because I can What sport do you like? I like soccer. Why do you like soccer? Because I can What sport do you like? I like soccer. Why do you like soccer? Because I can Hello! I'm Ji Sung-Park. I like soccer because I can run fast. What sport do you like? I like soccer. Why do you like soccer? Because I can
run fast.
run fast.
run fast.
run fast.
z What sport do you like? I like soccer.
Culture
z Canadian like skating. English like soccer.
LEVEL
1 SPORTS
How to teach
z [A] Have students listen to the dialogs and write the name of each person under the picture of the sports he plays.
Teacher
z To have students say the sports they play
z [B] Have students listen to the dialogs about their friends and circle the pictures of sports their friends can play.
Objectives
Students
z To be able to say the sports they play
Level focused
z [Advanced] Have students use expressions like "Can you play soccer?", "Yes, I can./ No, I can't."
Functions
z Saying the sports I play
Key Expressions
z I play soccer.
z [Supplementary] Have students listen to the dialogs and try part [B]. A : I play soccer.
How to teach
z [A] Ask and answer about the names of the sports in the pictures. z Introduce key expressions using the pictures on the worksheet. z Have students practice saying what sports they can play in pairs. z Make sure they talk in sentences. z [B] Demonstrate and do the chant together.
B : I play baseball.
References
z Dialog
A : Minsu plays soccer. B : Tom plays baseball. C : Namsu plays badminton. D : Smith plays basketball.
Level focused
z [Advanced] Let students use more expressions. (ex. My father
plays baseball. My mother plays tennis.)

z To have students read the names of
z [Supplementary] Let students review saying the names of the sports.

Teacher
References
z Make big copies of the pictures to show the students or to put on the board. z The teacher can introduce additional sports.
Functions
Objectives
sports
and find right pictures in the
picture chart
z To be able to read the names of sports
Students
and find right pictures in the picture chart
z Reading the names of sports

z I like soccer.

z To have students know the names of
Teacher
Key Expressions
How to teach
[A] Have students read each word and write the numbers of the right pictures. [B] Have students point to each picture and read each word.
the sports and say what sports they play
Objectives
z To be able to know the names of the

Students
sports and to be able to say what sports they play
Level focused
identifying what
Functions
z Listening
to
and
z [Advanced] Have students look at the words and say them in a sentence. (ex. I like soccer.)
z [Supplementary] Have students practice reading the words many times.
sports friends play
Key Expressions
z Minsu plays soccer.

z I play soccer.
References
LEVEL 1
Sports
z Make big copies of the pictures with the names of the sports to show the students or to put on the board. z The teacher can add more sports.
sports they like or don't like. z Have students ask others about the sports they like. z Have students compare their tables with others when they finish number 2.
Level focused
z [Advanced] Have students make more tables, write the names of sports, and identify the sports their friends like.
Teacher
z To have students write the names of sports
z [Supplementary] Have students identify the sports their friends like again and practice the expressions.
Objectives
Students
z To be able to write the names of sports z Writing the names of sports z soccer, basketball, baseball
References
z Make a big copy of the table with the pictures of sports to show the students or to put on the board. z If necessary, make extra copies of the tables for the students.
How to teach
z [A] Have students trace the words and write the missing letters in the boxes. z [B] Have students find the words in the puzzle.
Game 2 : Bingo
z To have students ask and answer about the sports they like z To be able to ask and answer about the sports they like z Asking and answering about the sports my friends like z Do you like soccer? z Yes, I do. / No, I don't.
Teacher
Objectives
Students
Level focused
z [Advanced] Have students write the words in related expressions. (ex. I like soccer.) z [Supplementary] Have students write the words again and practice writing.
How to teach References

z The teacher can make more puzzles. z Students can write more words in their notebooks. z Have students cut the pictures and paste them in the chart. z Have students survey the sports their friends like. z Have students say "bingo" when they finish marking all the pictures with circles.
Game 1 : Survey
z To have students identify the sports their friends like z To be able to identify the sports their friends like z Identifying the sports my friends like z I like soccer. Key Expressions z Do you like soccer? z Yes, I do. / No, I don't.
Level focused
z [Advanced] Have students make more bingo tables, write the names of sports they like, and play more bingo. z [Supplementary] Have students survey the sports their friends like again and practice the expressions.
Teacher
Objectives
Students
Functions
References
z Make big copies of the bingo table and the sports pictures with their names in big writing to show the students or to put on the board. z Make extra copies of the bingo tables and the pictures of sports with names for the students to use. z Materials : scissors, glues
How to teach
z For number 1, have students circle yes or no to indicate the
LEVEL 1
Teacher's Guide
Story : Do you like soccer?

z To have students ask about the sports their friends like with a story and understand it
z Yes, I do. I like soccer. z No, I don't. I like badminton.
Teacher
How to teach
z Have students look and listen to the chant. z Have students repeat the chant part by part. z Have students chant with the teacher.
Objectives
z To be able to ask about the sports Students their friends like with a story and understand it z Talking about the sports my friends like z Do you like soccer? z Yes, I do/ No, I don't.
Level focused
z [Advanced] Let students make a new chant or change some parts of the chant. z [Supplementary] Let students chant again with motions and practice the chant.
How to teach
z Have students sit closely and let them know it's time for a story. z Show sports flash cards or put them on the board and have students practice the expressions in order. z Point to each sports flash card while telling the story to help students understand the story better. z After listening 1 or 2 times, encourage students to speak out the story in pairs. z Ask students to cut out the right pictures and paste them in the boxes.
References
z Make big pictures of the sports in the work sheet and do plastic coating on them and have students chant stamping on them.
Role play : Let's role play

z To have students understand and say the expressions to prohibit something and to ask for help z To be able to understand and say the expressions to prohibit something and to ask for help z Prohibiting something help for injuries z Don't do that. z Help me, please. z Sure. and asking for
Level focused
Objectives z [Advanced] Have students add more to the story or make a new story. z [Supplementary] Give a sports flash card to each student. Then have them line up in the order of the story and tell the story. Functions
Teacher
Students
References
z If it is possible, have students make a role play with the story. z The teacher can replace the names of sports in the story after some practice to make it more interesting. z It is a good idea to change the animal in the story. (ex. big elephant) z Materials : scissors, a paster
Key Expressions
How to teach
z [A] Show students scenes such as playing soccer on the road. z Have students think if it is appropriate or not. z Have students cut the pictures of sports in the boxes. z Have students say "Don't do that." in the situations of dangerous behaviors. z [B] Shows students scenes such as asking for help for injuries. z Have students ask for help and respond with each other with the expressions, "Help me, please.", "Sure." in the situations of asking for help for injuries and write helper's name.
Chant : Let's chant

z To have students talk about the sports their friends like z To be able to talk about the sports their friends like z Speaking about the sports my friends like z Do you like soccer?
Teacher
Objectives
Students
Level focused
z [Advanced] Have students make a story and do a role play using the expressions, "Don't do that.", "Help me, please.", and "Sure." z [Supplementary] Have students practice the expressions, "Don't do that.", "Help me, please.", and "Sure."
LEVEL 1
Sports
References
z Materials : scissors, glue
Art project : My sports book

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

Teacher
popular sports in Korea and the U.S.A. are different
Fold the paper in half widthwise.
Objectives z To
Students
be
able
to
understand
that
the
popular sports in Korea and the U.S.A. are different
Functions Fold the paper in half the opposite direction and fold in half one more time. Key Expressions
z Comparing popular sports in different countries z Koreans like soccer. z Americans like baseball.
LEVEL 1
Teacher's Guide
How to teach
z Show the pictures of sports Koreans and Americans like the most. z Have students say the differences between popular sports in Korea and the U.S.A. z Have students draw lines to connect the sports to the country they are popular in.
Level focused
z [Advanced] Have students find and talk about more popular sports in Korea and the U.S.A. z [Supplementary] Have students talk about the different sports that are popular in Korea and the U.S.A. again and practice the expressions.
References
z Make a big copy of the worksheet to show the students or to put on the board. z Materials : a world map, pictures of sports
LEVEL 1
Sports-Speaking
Let's speak
A. Look and Say.
A : I play soccer. B : I play basketball.
B. Chant.
I play what! I play I play what! what! I play
. , , , . , , . ,
I play what! what! what! I play I play what! what! what! what! I play
LEVEL 1
sports ? 1)
2)
3)
4)
5)
Sports-Listening
Let's listen
A. Listen and write.
B. Listen and circle.
LEVEL 1
Sports-Reading
Let's read
A. Read and find.
soccer ( badminton ( ping-pong ( swimming ( skating ( baseball ( ) ) ) ) ) )
B. Point and read. I like .
soccer
aseball
basketbal
b dminton
ping-pong
t nnis
wimming
skating
LEVEL 1
10
I like
Sports-Writing
Let's write
A. Trace and write.
socc
base
bad
sketball B. Find and circle.

s b b e g a a f s s d b k w m t a i i a t m n z i
ing
ing
n i o o
g n n c
l g k c
l c s e
g o l r
m t s
skating,
swimming,
badminton,
soccer
(/) .
Do/youlikeswimming?
11
LEVEL 1
Sports-Game 1
Survey
1. Circle Yes or No.
A : I like soccer.
2. Ask and circle Yes or No.

A : Do you like soccer? B : Yes, I do. / No, I don't.

LEVEL 1
12
Sports-Game 2
Bingo
A : Do you like soccer? B : Yes, I do. / No, I don't.
BINGO
soccer
baseball
basketball
badminton
ping-pong
tennis
swimming
skating 13
LEVEL 1
Sports-Story
Do you like soccer?

White bear! White bear! Do you like soccer? No, I don't. White bear! White bear! Do you like baseball? No, I don't. White bear! White bear! Do you like swimming? Yes, I do. I like swimming.
LEVEL 1
14
Sports-Chant
Let's chant
A. Point and say.
soccer
baseball
basketball
badminton
ping-pong B. Chant.
tennis
swimming
skating
Soccer! Soccer! Soccer! Do you like soccer? Yes, I do. I like soccer. Baseball! Baseball! Baseball! Do you like baseball? No, I don't. I like badminton. ( )! ( )! ( Yes, I do. I like ( ( )! ( )! ( No, I don't. I like ( )! Do you like ( ). )! Do you like ( ). )? )?
Yes, I do,
No, I don't. .
[Do
you like
?]
15 LEVEL 1
Sports-Role play
Let's role play

A. Paste and say.
Glue
Glue
Glue
Glue
B. Match and say.
LEVEL 1
16
B Yes, I do, S No, I don't. .
[Do
you like
?]
Sports-Art project
My sports book
17
LEVEL 1
Sports-Culture
A sports world
soccer baseball basketball badminton skiing skating swimming tennis
Americans
Koreans
LEVEL 1
18
LEVEL
2 SPORTS
How to teach
[A] Have students listen to the dialogs and connect the dialog
Teacher

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

z To have students read the expressions
Teacher
to
suggest to play sports and to find

z To have students know the sports their friends can play z To be able to know the sports their friends can play z Identifying the sports my friends can play z Can you play soccer? Key Expressions z Yes, I can. z No, I can't.
the corresponding pictures Objectives z To be able to read the expressions to

Students
suggest to play sports and find the corresponding pictures
Teacher
Objectives
Students
Functions
z Reading sports
the
suggestions
of
playing
Functions
z Let's play soccer. Key Expressions z Sounds good. z Sorry, I can't.
19
LEVEL 2
Sports
How to teach
[A] Have students read each expression and find the right picture. z Have students cut the pictures and paste them under the matching expressions. [B] Have students complete the dialogs and read them.
References
z The teacher can make more incomplete sentences. z The teacher can have students write more words in their notebooks. z The teacher also can have students make their own incomplete sentences for their partner to complete.
Level focused
z [Advanced] Have students read the expressions to suggest to play sports written on the board or on the paper. z [Supplementary] pictures. Objectives Have students read the expressions to
Teacher
Game 1 : The spinner game

z To have students make suggestions to play sports z To be able to make suggestions to play sports z Suggesting playing sports z Let's play soccer. Key Expressions z Sounds good. z Sorry, I can't.
suggest to play sports again and practice reading without the
References
z Make big copies of the pictures of sports to show the students or to put on the board. z Have students use additional sports in the expressions to suggest to play sports. z Materials : scissors, glues Functions
Students
How to teach
z Have students pair up for the game. z Explain how to play the game. Each pair should decide who goes first. The first student puts a paper clip at the center of the spinner and holds it with the tip of a pencil. The first student flicks the clip and makes a suggestion to play the sport the clip points to. z Have the students write their names in the score board. If they can say the expressions correctly, they can write the of playing number written in the space in the score board. This is their score. After each person has taken 5 turns, add up the scores and write the total. The student with the higher score wins.
Teacher
z To have students write the expressions to suggest to play sports z To be able to write the expressions suggest to play sports z Writing sports z Let's play soccer. the suggestions to
Objectives
Students
Functions
Key Expressions

z [A] Have students trace the sentences and complete the sentences. z [B] Have students find the words in the words puzzle. z [Advanced] Have students use more pictures or names of sports they like. z [Supplementary] Have students practice making suggestions to play sports.
Level focused
z [Advanced] Have students write the expressions to suggest to play sports and the two responses. z [Supplementary] Have students write the names of sports again and practice writing them many times.
References
z Make a big copy of the spinner to use in class. z Make more copies of the pictures of sports and have students use them. z Materials : clips, pencils
LEVEL 2
20
Teacher's Guide
Game 2 : Flip the finger game
Story : Can you play soccer?
Teacher
z To have students suggest their friends to play sports
Teacher
z To have students ask and answer about playing sports with a story
z To be able to ask and answer about playing sports with a story
Objectives
Students
Objectives
Students
z To be able to suggest their friends to play sports
Functions
Functions
z Asking and answering about the sports the sports stars can play
z Can you play soccer?
z Let's play soccer. Key Expressions z Sounds good. z Sorry, I can't.
Key Expressions
z Yes, I can. z No, I can't.
How to teach
How to teach
z Put a clip on 'START' and flip the clip with your finger. z Say the expression to suggest to play the sport the clip points to. z The student can write his or her name in the space his clip points to. He or she loses a turn if the clip points to the 'bomb' space or if the space is already taken by the other student. z The student who takes 3 spaces first wins the game.
z Have students sit closely and have them know it's time for a story. z Show sports flash cards or put them on the board, and have students practice the expressions to make suggestions to play sports and the responses. z Tell the story while pointing at the flash cards to help them understand the story better. z Have students talk about the sports star in the left space. z Have the students cut and paste the picture of sports star in the right picture. z After listening 1 or 2 times, encourage students to speak out the story in pairs.
Level focused
z [Advanced] Have students use more expressions in the games. (ex. Sorry, I can't. I have a piano lesson.) z [Supplementary] Have students play the game again and practice the expressions.
Level focused
z [Advanced] Have students add more to the story or make a new story. z [Supplementary] After giving a sport flash card to each student, have them stand in order and tell the story.
References
z Make a big copy of the game board to put on the board. z If it is possible, copy more pictures of sports and have students use them. z Materials : clips or coins z How to solve the quiz : codes of the quiz show each locations of letters. You should check carefully the different end of the lines. Have students find letters in 'clues for the quiz' box at first. Here are answers for the quiz.
References
z It is a good idea to have students do a role play with the story. z It is a good idea to change the names of sports and sports stars in the story. z Materials : scissors, glues
L, P, O,
E, A, F.)
T, Y,
S, G,
Task 1 : Making a shopping list
Objectives Teacher
z To have students recognize and say the items for sports
Let's play golf.
21
LEVEL 2
Sports
z The students who flip the coin must say the suggesting
Students
z To be able to recognize and say the items for sports z Recognizing and saying the items for sports z We need a bat.
expression and response correctly according to the picture he or she moved to. If his or her suggestion or response is not correct, he or she loses a turn. If the student lands on the 'boom', he or she lose a turn. The student reaches the destination first is the winner.
Functions
Key Expressions
Level focused
z [Advanced] Have students add more names or pictures of sports to the game board. z [Supplementary] Have students play the game again and practice the expressions.
How to teach
z Have students think about the list of items for sports. z Have students cut and paste or draw the pictures of items for the sports. z Have students use dictionaries if they want to. z Have students show and share their lists.
References
z Make a big copy of the game board to put on the board. z If it is possible, make more boards or change the pictures of sports and have students play again. z Materials : coins(front=+2, back=+1)
Level focused
z [Advanced] Have students make lists of items for more sports. z [Supplementary] Have students make lists of items for sports again and practice the expressions.
Art project : Making a dice
References
z The teacher could have students make and do role plays with the list of items for sports. z Make a big copy of the list of items for sports to show the students or to put on the board. z Materials : colored pencils, scissors, glues
Students Teacher
z To
have
students
make
die
and
practice the expressions of suggestion and the responses
Objectives z To be able to make a die and practice the expressions of suggestion and the responses z Making a die of and saying the and
Task 2 : Board game
Functions
expressions responding
suggesting
z Let's play soccer.

Teacher
z To have students suggest their friends to play sports doing board games z To be able to suggest their friends to play sports doing board games z Suggesting my friends of playing sports z Let's play soccer.
Key Expressions
z Sounds good. / Sorry, I can't. z Sorry, I can't.
Objectives
Students
How to teach
z Have students cut out the die along the outline. z Have students paste the pictures of sports they like on the faces of the die. z Have students practice the expressions to suggest to play sports and respond with their die.
Functions
Key Expressions
z Sounds good. z Sorry, I can't.
How to teach
z Show students the game board and tell them how to play the game. z Have students make pairs or groups and play the game.
Level focused
z [Advanced] Have students use more expressions like "Let's play soccer this afternoon.", and "Sorry, I can't. My father is sick."
LEVEL 2
22
Teacher's Guide
z [Supplementary] Have students practice the expressions to suggest to play sports and respond with their die again.
References
z Make a big die to show the students. z Materials : scissors or craft knives, glues

Teacher
popular sports in Japan and China are different
Objectives
z To
Students
be
able
to
understand
that
the
popular sports in Japan and China are different
Functions
Key Expressions
z Japanese people like baseball.
z Chinese people like ping-pong.
How to teach
z Show the pictures of popular sports in Japan and China. z Have students talk about the different sports popular in Japan and China. z Have students know and say the names of the sports.
Level focused
z [Advanced] Have students find and talk about other popular sports in Japan and China. z [Supplementary] Have students know and talk about the different popular sports in Japan and China again and practice the expressions.
References
z Make a big copy of the worksheet to show the students or to put on the board. z Materials : a world map, pictures of the sports
23
LEVEL 2
Sports-Speaking
Let's speak
A. Look and say.
A : Let's play soccer. B : Sounds good. A : Let's play soccer. B : Sorry, I can't.
B. Suggest and circle.
LEVEL 2
24
Unscramble.
play
basketball
Let's
Sports-Listening
Let's listen
A. Listen and match. 1)
2)
a
B. Listen and check.
. [
Can you play soccer?] [
25
LEVEL 2
Sports-Reading
Let's read
A. Read, cut and paste.
Let's play soccer. Let's play baseball. Let's play badminton.
Let's play basketball. Let's play pingpong.
Let's play tennis.
B. Complete and read.
A : Let's play ________ . B : Sounds good.
A : B : Sounds good.
baseball.
A : B : Sounds good.
A : Let's play ________ . B : Sorry, I can't.
A :
basketball.
A : B : Sorry, I can't.
B : Sorry, I can't.
LEVEL 2
26
A, B .
Let's play s
Sports-Writing
Let's write
A. Trace and write.
soccer.
Let's play
basketbal
Let's play
B. Find and circle.

g o l f g o l v d b a o b a s l a s o l s k c e e e c y b t e b a b r a l a k l l l s l f l n b
l.
baseball, golf, basketball, soccer, volleyball
Unscramble.
o u d s n s
e a g r t
27
LEVEL 2
Sports-Game 1
The spinner game

A : Let's play soccer. B : Sounds good./ Sorry, I can't.
1 5 6 0
3
Boom!
0 4 2
Name A- ( B- (
Times ) )
Total
LEVEL 2
28
19,15,18,18,25
3,1,14 ' 20
Sports-Game 2
Flip the finger game

Y E F
G L
T A

S P START
Clues for the quiz!
E
. 29 LEVEL 2
'
Sports-Story
Can you play soccer?

Ji Sung Park! Ji Sung Park! Let's play soccer. Can you play soccer? Yes, I can. I can play soccer. Yong Dae Lee! Yong Dae Lee! Let's play badminton. Can you play badminton? Yes, I can. I can play badminton. Seri Park! Seri Park! Let's play golf. Can you play golf? No, I can't. I can't play golf.
LEVEL 2
30
Sports-Task 1
Making a shopping list

A : Let's play soccer. B : Sounds good. A : We need a soccer ball. B : Let's go shopping.
Paste
List
Draw
Sports
soccer
baseball
soccer ball
shoes
glove
baseball
basketball
skates
racket
bat
31
LEVEL 2
Sports-Task 2
Board game
Start!
-2
LEVEL 2
32
Let's play g____. Let's play t______.
Sports-Art project
Making the dice

2 3 5
33
LEVEL 2
Sports-Culture
A Sports world
soccer baseball basketball badminton skiing skating ping-pong tennis
Japanese
Chinese
LEVEL 2
34
Which sports do Koreans like?
LEVEL
3 SPORTS
z To have and students their personal listen talents and in
z To have students ask and answer about

Teacher
the sports their friends like and their personal talents in sports
Objectives
Teacher
understand the sports their friends like sports
Objectives
z To be able to ask and answer about the

Students
z To be able to listen and understand

Students
sports
their
friends
like
and
their
the sports their friends like and their personal talents in sports
personal talents in sports

z Asking and answering about the sports Functions my friends like and their personal
Functions
z Listening sports my
to
and friends
recognizing like and
the their
talents in sports
personal talents in sports
z What sport do you like? Key Expressions z I like soccer.
z What sport do you like? Key Expressions z I like soccer.

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

Teacher
Key Expressions
z I like soccer. z Because I can run fast.
the
expressions
to
ask
and
answer
about the sports their friends like and their personal talents in sports
Objectives z To be able to read and recognize the

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

Key Expressions Objectives Teacher z To have students write the expressions
z I like soccer. z Why do you like soccer? z Because I can run fast.
LEVEL 3
36
Teacher's Guide
z [Advanced] Have students make more bingo tables, write the names
How to teach
z Have students identify the sports their friends like and their personal talents in sports by playing a ladder game. z Play the ladder game in pairs, groups or as a whole class.
of sports they like and more personal talents in sports, and find out what sports their friends like and their personal talents in sports. z [Supplementary] Have students practice asking what sports their friends like and their personal talents in sports.
References Level focused

z [Advanced] Have students use names of more sports they like and more personal talents in sports. z [Supplementary] Have students identify the sports their friends like and their personal talents in sports again, and practice the expressions. z Make big copies of the bingo table and the pictures of sports and personal talents in sports to show the students or to put on the board. z Make more copies of the bingo tables for the students to use. z Materials : scissors, glues
References
z Make a big copy of the worksheet to show the students or to put on the board. z Make more copies of sports pictures and the pictures of personal talents.
Story : Why do you like soccer?
z To have students ask and answer about

Teacher
the sports their friends like and their personal talents in sports with a story
Objectives
Game 2 : Bingo
Students
z To be able to ask and answer about the sports their friends like and their personal talents in sports with a story
Teacher
z To have students identify what sports their friends like and their personal talents in sports z To be able to identify what sports their friends like and their personal talents in sports z Identifying what sports my friends like and their personal talents in sports z z z z What sports do you like? I like soccer. Why do you like soccer? Because I can run fast.
z Asking and answering about the sports Functions my friends like and their personal talents in sports
Objectives
Students
z What sport do you like? Key Expressions z I like soccer. z Why do you like soccer? z Because I can run fast.
Functions
How to teach
z Have students sit closely and let them know it's time for a story. z Show the sports flash cards and the personal talents flash cards, and have the students practice the expressions to ask and answer about the sports their friends like and their
Key Expressions
How to teach
z Have students cut and paste the pictures of sports and the personal talents in sports in the bingo chart. z Have students ask and find out what sports their friends like and their personal talents in sports. z Have students say "bingo"' when they finish marking all the pictures with circles.
personal talents in sports. z Tell the story while pointing at the flash cards to help students understand the story better. z After listening 1 or 2 times, encourage students to speak out the story in pairs.
Level focused
z [Advanced] Have students add more to the story or make a new story. z [Supplementary] Give a flash card related to the story to each student, line them up in the order of the story, and have them
Level focused
37
LEVEL 3
Sports
tell the story. z To have students survey and identify
References
z Have students make role plays with the story. z It is a good idea to change the names of sports stars, sports, and the personal talents in sports. Objectives
Teacher
the sports their friends like and their personal talents in sports z To be able to survey and identify the
Students
sports
their
friends
like
and
their
personal talents in sports z Surveying and identifying the sports my
Task 1 : My sports stars
Functions
friends like and their personal talents in sports z What sport do you like?
Teacher
z To have students write the expressions to talk about the sports their friends like and their personal talents in sports z To be able to write the expressions to talk about the sports their friends like and their personal talents in sports
Key Expressions
z I like soccer. z Why do you like soccer? z Because I can run fast.
Objectives
Students
How to teach
z Have students cut and paste the pictures of sports and the personal talents in sports at the bottom of the charts. z Have students move around the classroom and survey the sports their friends like and their personal talents in sports. z Have students draw circle on top of the pictures everytime they find a friend who likes each sport or who have each athletic
Functions
z Writing the expressions of talking about the sports my friends like and their personal talents in sports
Key Expressions
z z z z
Hello! I'm Ji Sung Park. I like soccer. Because I can run fast.
talent. The chart will eventually look like a bar graph. z Have students return to their seats when they complete their surveys. z Have students present their charts.

z Have students make the letters of introduction of sports stars. z Have students use a dictionary if they need to. z Have students show and share their letters of introduction of sports stars. z [Advanced] Have students survey more sports their friends like and other personal talents in sports. z [Supplementary] Have students survey the sports their friends like and their personal talents in sports again, and practice the expressions used in the survey.
Level focused
z [Advanced] Have students use more expressions like "My name is Ji Sung Park." and "I can run fast and jump high." z [Supplementary] Have students write the letters of introduction of other sports stars and practice the expressions.
References
z Make big copies of the survey chart and the pictures to show the students or to put on the board. z Have extra copies of survey charts and pictures for the students. z Materials : scissors, glues
References
z Have students make and do a role play with their letters of introduction of sports stars. z Materials : scissors, glues
Teacher
Art project : My sports park
z To have students talk about the sports they like and their personal talents in sports z To be able to talk about the sports they like and their personal talents in sports z Talking about the sports I like and my
Objectives
Students
Task 2 : Survey
Functions
LEVEL 3
38
Teacher's Guide
personal talents in sports z z z z This is a sports park. This is a soccer field. I like soccer. Because I can run fast.
Level focused
z [Advanced] Have students find and talk about more popular sports in Canada and England. z [Supplementary] Have students know and talk about the different sports popular in Canada and England again, and practice the expressions.
Key Expressions
How to teach
z Have students cut and paste the pictures of sports in the boxes, and make and decorate their sports parks. z Have students write the expressions to talk about the sports they like and the personal talents they have in sports. z Have students present their sports parks to their friends.
References
z Make a big copy of the worksheet to show the students or to put on the board. z Materials : a world map, pictures of the sports
Level focused
z [Advanced] Have students write more expressions like "This is my wonderful sports park." and "Because I can run fast and jump high." z [Supplementary] Have students use dictionaries to write the expressions and practice the expressions.
References
z If it is possible, copy more pictures of sports and have students use them. z Materials : scissors, glues, colored pencils

Teacher
popular sports in Canada and England are different
Objectives z To
Students
be
able
to
understand
that
the
popular sports in Canada and England are different
Functions
z Comparing popular sports in different countries z Canadians like skating. z English people like soccer.
Key Expressions
How to teach
z Show the pictures of the popular sports in Canada and England. z Have students talk about the different sports popular in Canada and England. z Have students know and say the names of the sports.
39
LEVEL 3
Sports-Speaking
Let's speak
A. Look and say.
A B A B : : : : What sport do you like? I like soccer. Why do you like soccer? Because I can run fast.
B. Play the card game.
LEVEL 3
40
Sports-Listening
Let's listen
A. Listen and check().
B. Listen and point.

A : What sport do you like? B : I like . A : Why do you like baseball? B : Because I can .
(/) .
What/sportsdoyoulike?] 41
LEVEL 3
Sports-Reading
Let's read
A. Read and find.
I can run fast. ( ) ) ) I can jump high. ( I can ski very well. ( I can dance very well. ( ) ) ) I can swim very well. ( I can throw very well. (
B. Complete and read.
A : What sport B : I like soccer.
A: B:
do you like? baseball.
A: B : I like
? .
A : Why do you like soccer? A : Why do you like baseball? A : Why do you like basketball? B : Because I can __________ . B : Because I can __________ . B : Because _______________ .
LEVEL 3
42
Unscramble.
do like
you
Why
baseball
Sports-Writing
Let's write
A. Find and write.
I like Because I can basketball. Because e
r u n f v
f a s t e
h i g h r
b b s b y
a e o a w
s c c s e
e a c k l
b u e e l
a s r t j
l e k b u
l o s a m
f w n l p
l i k e q
u h m g r
B. Introduce a sports star.
This is Ji Sung Park. He likes soccer. Because he can run fast. Because he can jump high.
I like
because I can
high. 43
LEVEL 3
Sports-Game 1
Ladder game
A B A B : What sport do you like? : I like soccer. : Why do you like soccer? : Because I can run fast.
N F
X B P D E G A S I T
LEVEL 3
44
I like ______ because I can ....
Sports-Game 2
Bingo
A B A B : : : : What sport do you like? I like soccer. Why do you like soccer? Because I can run fast.
BINGO
soccer
baseball
badminton
basketball
run fast
jump high
run fast
jump high
45
LEVEL 3
Sports-Story
Why do you like soccer?

Ji ung Park! Ji Sung you like? . . ark! What sport d I like socce
Why do you like soccer? Because I can run fas
Yong Dae Lee! Yong Dae Lee! What sport do you like? I like badminton. Why do you like badminton? Because I can jump high.
LEVEL 3 46
What
do you like?
Sports-Task 1
My sports stars
Hello! I'm I like . .
Hello! . . ____________________________ .
Because I can _______________ .
Hello! I'm I like . .
Hello! . . _______________ swim very well.
Because I can _______________ .
47
LEVEL 3
Sports-Task 2
Survey
A : What sport do you like? B : I like soccer.
10 9 8 7 6 5 4 3 2 1

A : Why do you like soccer? B : Because I can run fast.

10 9 8 7 6 5 4 3 2 1

LEVEL 3
48
Sports-Art project
My sports park
49
LEVEL 3
Sports-Culture
A sports world
soccer baseball basketball badminton skiing skating ping-pong tennis
Canadians
English
LEVEL 3
50
(/) .
[Canadians/likeskating.]
FAMILY
Life is all about human relationships and family is the closest relationship students have. Students have many chances to talk about their family members everyday. This topic will help to enhance students' understanding about family members and build healthy relationship with them. In Level 1, students will learn about the words for family members(dad, mom, grandma, grandpa, etc.). Also, they will learn how to introduce their family members to others. In Level 2, students will learn more words about family members(father, mother, grandfather, grandmother, aunt, etc.). They will also learn how to ask and answer about the ages of the family members. In Level 3, students will study how to describe their family members including their ages, jobs, and hobbies.
Contents
Activities
Speaking
Functions
z Introducing family members to my family
Key Expressions
z This is my family. This is my dad.
Listening
z Understanding the expressions of introducing family members
z This is my dad.
L E V E L 1
Reading
z Reading the words for family members
z This is my brother.
Writing
z Writing correct missing letters of the words for the family z This is my dad, grandpa, grandma, dad, mom, brother, sister. members
Game 1
z Introducing family members to my family
z This is my older/younger sister.
Game 2
z Understanding the words about family members
z This is my dad, grandpa, grandma, dad, mom, brother, sister.
Story
z Understanding the expressions of introducing family members
z This is my sister.
Song Role play
z Introducing family members by singing a song
z daddy, mommy, brother, sister, baby
z Introducing family members to my friends using finger puppets z This is my mom. Nice to meet you. Nice to meet you, too.
Art project
z Introducing family members to my friends with a family tree
z This is my brother.
Culture Speaking
z Understanding differences between I and We z Asking and answering the ages of the family members
z I, we, my, our z How old are you? / I'm 10 years old.
z How old is he/she? / He/She is 40 years old.
Listening
z Understanding the expressions of family members' ages
z How old are you? I'm 7 years old.
Reading
z Reading the expressions of asking and answering the ages of family members
z How old is your father ? My father is 40 years old.
L E V E L 2
Writing
z Writing numbers from 30 through 90 z Writing the phrases about telling the family members' ages
z This is my mother, grandfather, grandmother, father, mother,
etc. z How old is he/she? He/she is 16 years old.
Game 1
z Asking and answering family members' ages
Game 2
z Asking and answering the ages of family members
z My grandfather is 66 years old. How old is your grandfather?
Story
z Understanding the expressions of asking and answering family z How old is he/she? He/she is 40 years old. members' ages
Writing 2 Role play
z Identifying and writing the vocabulary of family members z Introducing family members to others through a role play
z grandfather, mother, brother, mother, aunt z I'm her father. I'm 39 years old.
Art project
z Introducing family members to others using a family book
z This is my father. She is 45 years old.
Culture
z Understanding how other countries count ages
z How old is he/she? / He/She is 40 years old.
Speaking
z Describing family members
z This is my father./ He/She is a nurse.
Listening
z Identifying who is describing in the dialog
z He/she is 47 years old. z This is my father.
z He is a farmer. He is 38 years old.
Reading
z Understanding the expressions of describing family members
z This is my sister. She is seven years old.
Writing
z Writing the information of family members
z My mother is 51 years old. His/her hobby is cooking.
L E V E L 3
z How old is your father? Game 1 z Asking and answering the information of family members
z What does your father do?
Game 2
z Asking and answering about family members
z What is your father's hobby? z This is my mother. She is a teacher.
Story
z Understanding the expressions describing family members
z How old is he/she?/ He/She is 40 years old. z This is my father. He is a doctor.
Task
z Writing the sentences of their family
z He is 40 years old. Her hobby is cooking. z This is my mother. She is a teacher.
Role play
z Describing my family members to others
z How old is he/she?/ He/She is 40 years old. z This is my mother. She is 39 years old.
Art project
z Telling my dream family members in detail
z She is a housewife. z This is my father./ He is sleeping.
Culture
z Comparing Parents' day between different countries through giving thanks to parents
z This is my mother. She is cooking for me. z I will shine shoes for you.
z I will wash the dishes.
z I will cook for you.
LEVEL
1 FAMILY
z To have the students understand the words for family members z To be able to understand the expressions about family members z Understanding the expressions of introducing family members z This is my dad.
Teacher

z To have the students introduce their family members z To be able to introduce their family members z Introducing my family members z This is my family. z This is my dad.
Teacher
Objectives
Students
Objectives
Students
How to teach
z Have students look at the picture on the worksheet. T : Her name is Mina. This is Mina's family. Mina is introducing her family. z Have the students learn the words for family members. This is my dad. ( mom, sister, brother ) z Have the students understand using the expression "This is ." is to introduce someone. z Have the students draw or attach a picture of their family. z Students should practice introducing their family members using the picture.
How to teach
z [A] Have the students listen to the dialog. z Students should fill in the blanks on the family tree with the appropriate age for each family member. z [B] Have the students cut out all 5 family member picture cards. z Students should listen to the dialog and paste the pictures of each family member mentioned in the box. z Only three family members will be mentioned, so check to see if the students have pasted the correct pictures.
Level focused Level focused

z [Advanced] Students can use the expression "Who is he?" or Who is she?" to ask a friend's family members. z Get the students to practice the expressions : "This is my..." / "He/She is vocabularies. ." z [Advanced] Have the students write the expressions and
References
z Materials : colored pencils, glue z Family picture cards(The teachers can enlarge the pictures below and use them.)
References
z Materials scissors z Script [A] 1. This is my dad. He is 40 years old. 2. This is my mom. She is 38 years old. 3. I'm Minsu. I am 10 years old. 4. This is my sister. She is 8 years old. [B] 1. This is my mom. She is 36 years old. 2. This is my sister. She is 15 years old. 3. This is my brother. He is 13 years old. : a family tree diagram, family picture cards,
dad
mom
brother
z To have the students read the words for family members z To be able to read the words for
Teacher
sister
grandpa
grandma
Objectives
Students
LEVEL 1
Family
family members Functions Key Expressions z Reading the words for family members z This is my brother.
References
z The teachers can enlarge the tracing exercise below and have the students practice writing.
How to teach
z Have students repeat the words after the teacher while pointing at the pictures. z Have the students read each word.
Level focused
z [Advanced] Have the students read the words in sentences. ex) This is my grandpa. z [Supplementary] Have the students practice reading the words many times.
Game 1 : Snake dice board game

z To have the students introduce their family members to my friends z To be able to introduce their family members to my friends z Introducing family members to my friends z This is my dad. z This is my older/younger sister.
References
z Make big copies of the family member pictures and show them or put them on the board.
Teacher
Objectives
Students
Functions

z To
Teacher
Key Expressions the students missing recognize letters of and the
have
write
correct
Objectives
Students
words for family members z To be able to write correct missing letters of the words for family members z Writing missing letters of the words for family members z This is my dad. z grandpa, grandma, dad, mom, brother, sister
How to teach
z Have the students take turns to roll the die and then move their markers accordingly. z The students should either follow the directions found on the space, or use the vocabulary found on the space to complete sentence - "This is my dad." say a
Functions
Key Expressions
Level focused
z Practice the vocabulary used in the game.
How to teach
z First, have the students say the words for family members. z Then, have the students write correct missing letters in the boxes. z Students should say the whole sentence, "This is my dad." and not only the word "dad" while writing the letters.
References
z Materials : dice, markers(Copy and use the pictures below.)
Glue
Glue
Level focused
z Have the students recognize the sound of each letter for each word. For example, in the word brother, 'th' has one sound. z [Supplementary] The teacher should write the missing letters on the board and have the students sound out each letter.
LEVEL 1
Teacher's Guide
Game 2 : The spinner game

z To have the students introduce their family members to others z To be able to introduce their family members to others z Understanding the words about family members z This is my dad. Key Expressions z grandpa, grandma, dad, mom, brother, sister
z Ask the students the following questions. What is Minsu's mom doing? What is Minsu's brother doing? Does Minsu have a sister? Does Minsu love his family? z The answer can be in either Korean or in English.
Teacher
Objectives
Students
Functions
Level focused
z Have the students understand the expression, "This is doing. ex) My grandpa is reading a book. / My dad is driving a car. ." z [Advanced] Students can say what the family members are
How to teach
z Have the students pair up. Have the students flick the clips on the picture chart. z Have them introduce their family members using the "This is my mom." expression. z If the student says the sentence correctly, he/she can get the score on the space. z Whoever gets the highest score wins the game.
References
z Script (The teacher read the script with gestures.) Hello! I am Minsu. Today, I'd like to introduce my family to you. This is my grandpa. He's reading a book. This is my dad. He's driving a car. This is my mom. She's cooking. This is my brother. He's playing computer games. This is my sister. She is playing the piano. I love my family.
Level focused
z [Advanced] Have the students write the sentences on the board. z [Supplementary] Have the students introduce their family members and practice the expressions with the teacher.
References
z Materials : clips
Song - The finger family

z To have the students understand the
Teacher
expressions
to
introduce
family
Objectives
Story : This is my family

Teacher
Students
members z To be able to use the expressions to introduce family members z Introducing family members by singing a song z daddy, mommy, brother, sister, baby
z To have the students understand the story about Minsu's family z To be able to understand the story about Minsu's family z Understanding the expressions of
Objectives
Students
introducing family members z This is my sister.
How to teach
z Demonstrate the song practice the expressions and vocabulary used. z Have the students listen to the song - make sure they know the melody. z Use the picture cards to make finger puppets so that when they sing about each family member, the students can move their fingers. z Have the students perform the song.
How to teach
z Read the story aloud to students. z Read the story again and have the students point to the pictures. z Have the students point to each family member as each family member's name is mentioned.
LEVEL 1
Family
Level focused
z [Supplementary] Split the students into groups and assign a family member to each student.
z Introducing
family
members
to
my
friends with a family tree z This is my brother.
References
z Materials : finger puppets, scissors, glue
How to teach
z Students should make a family tree similar to that in the listening activity. z Have the students draw their family tree and fill it in with the

z To have the students understand and use
Teacher
correct information - names, titles(dad, brother), pictures, etc. z Also have the students write expressions used earlier - "This is my mom."
the
expressions
to
introduce
family
Objectives
Students
members z To be able to understand and use the expressions to introduce family members z Introducing family members to my friends using finger puppets z This is my mom.
Level focused
z [Supplementary] Students can introduce their family members to one another in pairs.
Functions
References
z Materials : colored pencils, glue, scissors
Key Expressions
z Nice to meet you. z Nice to meet you, too.
How to teach
z Cut and glue the pictures to make finger puppets. z Have the students pretend to be the members of the family. z Students take a role using the finger puppets. z Then, have the students introduce their family members.
Culture :
I & We
Teacher
z To have the students understand the different culture about family z To be able to understand differences between 'I' and 'we' z Understanding differences between 'I' and 'we' z I, we, my, our
Objectives
Students
Level focused
z [Advanced] Have the students make a story and do a role play using the expressions, "This is my mom.", "Nice to meet you.", "This is my aunt.", and so on. z [Supplementary] Have the students practice the expressions, "This is my sister.", "This is my brother.", etc. with the teacher. Functions
Key Expressions
How to teach
z Explain the use of 'my' and 'our' in western culture. z Have the students find the cultural differences between 'I' and 'we'. z Have the students understand how western family culture compares with Korean family culture. - People from western culture usually introduce their family members like "This is my dad." while Koreans usually say, "This is our dad." even
References
z Materials : glue, scissors
Art project : Family tree

z To
Teacher
when the speaker is an only child. students introduce use the family
have
the to
expressions members
Level focused
z [Advanced] Have the students find and talk about more cultural differences between Korea and western countries. z [Supplementary] Have the students talk about differences between Korean and western cultures.
Objectives
Students
z To be able to use the expressions to introduce family members
LEVEL 1
Teacher's Guide
References
<Example script> Family Usually Westerners say 'my' instead of 'our'. For example, my country, my friend, my father, my house. I love my country, I like my friend. It shows that an individual is more important than a group. Most of the school do not have school uniforms. But in Korea, we usually use the word, 'our'. For example, "This is our father.", "This is our house.", "Our bank is the number one bank in Korea." Another cultural difference is independence. In western countries, people usually find their own homes when they become adults. But, in Korea, sons or daughters who are not married live with their parents.
LEVEL 1
Family-Speaking
Let's speak
T h is i s my family.
<My family picture>
LEVEL 1
my dad.
Family-Listening
Let's listen
This is my dad. He is years old. This is my mom. She is years old.
I'm Minsu. I am years old.
my sister.
Minsu
She is
years old.
B. Listen and paste.
dad
mom
brother
Cut and paste

sister sister
LEVEL 1
Family-Reading
Let's read
This is my brother.
grandpa
grandma
dad
mom
sister
me
brother
LEVEL 1
10
. This is my , , , .
Family-Writing
Let's write
A. Fill in the blanks.
rand
gr
nd
da
ro
Word bank
her
si
ter
(grandpa) (dad) (mom) , , (brother) , , (sister) (grandma)
granda, brther - , ?
11
LEVEL 1
Family-Game 1
Snake dice board game

T s
my
younger sister
older sister
LEVEL 1 12
sister
Family-Game 2
The spinner game

This is my mom.
sister 1 brother 1 3 grandma 4
uncle 2 4 5 5 mom sister
grandpa
dad
Score Board
A B 1 2 3 4 5 Total
13
LEVEL 1
Family-Story
This is my family
I am Minsu.
my grandpa.
This is my d
This is my
my brother.
I love my family.
LEVEL 1 14
? .
Family-Song
The finger family
Daddy Finger, Daddy Finger, Where are you? Here I am. Here I am. How do you do?
finger
finger, where are you? .
15
LEVEL 1
Family-Role play
Let's role play

A. Let's talk about your family.
grandpa
grandma
dad
mom
me
sister
LEVEL 1
16
This is my .
FAMILY-Art project
Family tree
Minsu
17
LEVEL 1
Family-Culture
I & We
I my
We our
LEVEL 1
18
She is y other. What is ?
LEVEL
2 FAMILY
How to teach
z [A] Teach the numbers to the students. z Have the students listen and point to the numbers that they
Teacher

z To have the students ask and answer the ages of the family members
z To be able to ask and answer the ages of the family members
z Asking and answering the ages of the family members
hear. z [B] Have the students listen to the dialog and connect the pictures with correct numbers. z Have the students listen to the dialog once more.
Objectives
Students
Functions
z How old are you? Key Expressions z I'm 10 years old.

z How old is he/she? z He/She is 10 years old.
Level focused
z [Advanced] Have the students listen to more expressions related to family members' ages. z [Supplementary] Have the students listen to and review numbers and family words. Then have the students understand the expressions about family members' ages.
How to teach
z [A] Have the students connect each animal with its age. z Students should follow each animal's 'ladder' down to each animal's age by taking the nearest available horizontal 'rung'. z Have students practice the expressions with the animals' ages with a partner. z [B] Tell the students how old each family member is. z Students should listen carefully for the age of each family member. z Have them fill in the blanks with each family member's ages. z Have the students complete and practice the dialog with the family members' ages with a partner.
References
Dialog script 1. A: How old is your brother? B: He's 15 years old. 2. A: How old is your mother? 3. A: How old are you? 4. A: How old is your father? 5. A: How old is your sister? B: She's 27 years old. B: I'm 7 years old.. B: He's 31 years old. B: She's 10 years old.
z Materials : colored pens
Level focused
z [Advanced] Students can ask each other about their family members, "How old is he/she?". z [Supplementary] Students can ask each other, "How old are you?".

z To
Teacher
have
the
students
read
the
expressions to ask and answer the ages of family members z To be able to read the expressions to
Objectives
References
z Materials : family picture cards, number cards
Students
ask
and
answer
the
ages
of
family
Functions
members z Reading the expressions of asking and
Key Expressions
answering the ages of family members z How old is your father?
z To understand the expressions of family members' ages
z My father is 40 years old.
Teacher
How to teach
z Read each phrase about asking and answering the ages of family members. z Have the students 'go down' the ladder from a phrase from the top to its matching phrase at the bottom. z Have students make a sentence and read it aloud.
Objectives
Students
z To
be
able
to
understand
the
expressions of family members' ages
Functions
z Understanding
the
expressions
of
family members' ages
Key Expressions
z How old are you? z I'm 7 years old.
Level focused
19
LEVEL 2
Family
z Through the repeated practice of asking and answering ages, students can practice reading the numbers and the words for family members.
References
z The teacher enlarge and make copies of the tracing exercise below and have students practice writing.
References
z The answers

z To have the students ask and answer family members' ages z To be able to express family members' ages z Asking and answering family members' ages z How old is he/she? z He/she is 16 years old.

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

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

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

z To have the students understand how other countries count ages z To be able to understand how other countries count ages z Understanding how other countries count ages z How old is he/she? z He/She is 1 year old.
Teacher
Objectives Fold the paper in half widthwise.

Students
Functions
Key Expressions Fold the paper in half, then fold in half one more time in the opposite direction.
How to teach
z In Korea, a newly born baby is 1 year old. Koreans take the 10 months as a fetus into account. z In western countries, a newly born baby is 1 day old. z [A] Have the students draw themselves in the box and fill in Cut a slit starting at the folded edge, cut half way up to the first crease line.(The thick line on the worksheet.) the blanks. z Students can count their age in Korean way and the western way.
Level focused
z Have students understand the different ways of counting ages.
When you open the paper, you should see a slit in the center.
References
z Materials : colored pencils, crayons
Fold the paper lengthwise again.
23
LEVEL 2
Family-Speaking
Let's speak
A. Look and speak. A : H B : I'm are you? years old.
o
15
B. Write and say. A :
20
31
13
18
is he/she? years old.
B : He/She is
LEVEL 2
24
+ = ?
Family-Listening
Let's listen
A. Listen and say. 1 11 21 31 2 12 22 32 3 13 23 33 4 14 24 34 5 15 25 35 6 16 26 36 7 17 27 37 8 18 28 38 9 19 29 39 10 20 30 40
B. Listen and answer.
31
15
10
27 25
brother, sister .
LEVEL 2
LEVEL 2 Family-Reading
26
Let's read
How old How old is
My mother
My grandfather is How old
He is
a=1, b=2... 8 15 23 15 12 4 is my mother? .
is he?
is she?
is
your father?
65 years old.
37 13 years old. years old.
Family-Writing
Let's write
A. Match and trace.
20 30 50
40 70
60
80 90
twenty seventy
B. Let's write.
fifty thirty
sixty forty
ninety eighty
40
This is m He is f years .
How old is she? She is n years .
12
This is He
. .
20 40 = 60, 70 40 = 30 .
27
LEVEL 2
Family-Game 1
My land game
A : How old is he/she? B : He/She is 16 years old.
12 76 16
11 69
29 5
38
41
HERE
LEVEL 2
28
is (
) years old.
is (
) years old.
Family-Game 2
Find the same card

My family My family
63 years old 66 years old 63 years old 42 years old 37 years old
9 years old
37 years old
9 years old
16 years old
My family
My family
63 years old 66 years old 63 years old 42 years old 37 years old
9 years old
35 years old
11 years old
16 years old
Who is the oldest?
or
or
29
LEVEL 2
Family-Story
The tree and the children

A. Let's read the story.
How old are you? I'm 40 years old. I'm 10 years old. are you?
Do you have a family?
Yes, I have a son.
He is my son. He is fifteen.
Dad!
B. Follow the paths and tell the story.
LEVEL 2
30
The big tree has a (son, daughter, sister, brother, dad).
Family-Writing 2
Let's write
A. Word search
a o g w v b n m c
v o r a r g o k b
g r a n d p a r
z q n p p m o o
x n d a d k k o t
c g m q w p c t h
v i a e x k z h e
b t d f a t h e r
n u a f u q y r q
m o s d n o p y b
a s i s t e r n
s z e i d r y i
g m
m u
B. Let's write.
1. 4. 7.
2. 5. 8.
3. 6. 9.
31
mothertqsistergrandmambcbrothercpu - ?
LEVEL 2
Family-Role play
Let's role play
I'm a father. I'm ( I'm a mother. I'm ( I'm a daughter. I'm ( I'm a son. I'm (
) years old. ) years old. ) years old. ) years old. ) years old.
I'm the youngest daughter. I'm (
LEVEL 2
32
3 .
Family-Art project
Family book
33
LEVEL 2
Family-Culture
Counting ages
<In Korea> The baby is 1 year old. <In America> The baby is 1 day old.
A. How old are you?
<In Korea> I am ( ) years old.
<In America> I am ( ) years old.
LEVEL 2
34
10 = (
LEVEL
3 FAMILY
z To fill in the blanks, students can use the words in the word bank at the bottom of worksheet. z Students should listen to the dialog twice to write the z To have the students introduce their
Teacher
numbers and words.
family
members'
ages,
hobbies
and
Objectives
Students
jobs to other students z To be able to introduce their family's ages, hobbies and jobs z Describing family members z This is my father.
Level focused
z [Advanced] Students can write the words about family members, their ages, jobs, and hobbies.
Functions
References
1. This is my mother. She is 38 years old. She cooks for my family.
Key Expressions
z He/She is a nurse. z He/She is 47 years old.
How to teach
z Have the students practice the expressions to introduce family members in groups. z Have the students bring their family members' photo or pictures. z Show the pictures to other students and introduce family members' ages, hobbies and jobs.
2. This is my sister. She is 8 years old. She likes candy. 3. This is my uncle. His hobby is singing. He is 31 years old. 4. This is my father. He is a doctor. He is 42 years old. 5. This is my grandfather. He is 67 years old. His hobby is reading. 6. This is my father. He is a teacher. He is 40 years old.
Level focused
z [Advanced] Have the students use more expressions according to their level. z [Supplementary] Repeat the same expressions to family.
References
z Materials : photos, pictures, glue, scissors
Teacher
z To Objectives
Students
have
the about to
students family read the
read
the
sentences
members' sentences of
information z To be able

Functions
Teacher
about family members' information z Understanding the expressions describing family members z This is my sister. z She is seven years old.
z To have the students identify who is described in the dialog z To be able to identify who is described in the dialog z Identifying who dialog z This is my father. z He is a farmer. He is 38 years old. is described in the Key Expressions
Objectives
Students
How to teach
z [A] Students should read the sentences aloud in pairs. z Then have the students match each box of sentences with the correct pictures. z [B] Have the students read the script.
How to teach
z Have the students listen to each dialog and write the correct number in each box. z After numbering the pictures, students should fill in the blanks.
z Check students' pronunciation.
Level focused
z [Supplementary] Change the script in [B] to introduce one of their own family members.
35
LEVEL 3
Family
z How old is your father?
References
z The answer
Key Expressions
z What does your father do? z What is your father's hobby?
How to teach
z First, Have the students choose one of their family members and write his or her age, job, and hobby. z Next, all students should walk around with their worksheets and do a survey about their friends' families. S1 : "I'll introduce my father to you." S2 : "How old is he?" "What is his job?" "What is his hobby?" z After the survey, students can share the results with other students. "Mina's mother is 40 years old and she is a teacher." z Students can ask and answer other things besides age, job and z To
Teacher

have the students write about
hobby.
family members who they want to introduce z To be able to write about their family members z Writing members z My mother is 51 years old. z His/Her hobby is cooking. the information of family
Objectives
Students
Level focused
z [Advanced] Students can ask for and give additional information about family members.
References
z Make sure students don't directly ask about a family member. z Rather, have them wait until their partner introduces a family member, and then ask questions.
How to teach
z [A] Have the students look at the script and understand everything about Jisung's family. z [B] Then, have the students write about their family members' ages, hobbies, and jobs.
Game 2 : Dice game

z To have the students ask and answer questions about family members z To be able to ask and answer questions about family members z Asking and answering questions about family members z This is my mother. She is a teacher. z How old is he/she? z He/She is 40 years old.
Level focused
z Give students an opportunity to describe their family members. Objectives
Teacher Students
References
z Materials : colored pens, crayons
Functions
Key Expressions
Game 1 : Survey
z To have the students ask and answer questions about family members z To be able to ask and answer questions about family members z Asking and answering the information of family members
How to teach
z Have the students work in pairs. z Make two dice. (Cut and make from the worksheet.) z Use the expressions such as, "This is my ", "How old is he/she?", and "He/She is is a . " . He is a years old." . He .
Teacher
Objectives
Students
Functions
z One student rolls a family die saying, "This is my
LEVEL 3
36
Teacher's Guide
z The other student rolls the age die saying, "How old is he/she?" z The first student answers the age according to the number the age die says.
This is my family. We live together. We fight sometimes but mostly we have fun. I think my family is special. This is my dad. He is 49 years officer. Sometimes we go to visit dad comes home from the police play catch with me. But sometimes old. He is a police him at work. When station, he likes to he is too tired.
Level focused
z [Advanced] Have the students change the hobbies and/or ages of the family members. z [Supplementary] Practice the expressions to check the students' understanding.
This is my mom. She is 43 years old. She takes care of all of us. She keeps our house nice and neat. She makes sure we have clean clothes to wear. When we're sick, she sits up with us all night, even if she's sleepy. When I hurt myself, she always makes me feel better. This is my sister. She is 7 years old. She's not so bad. When I don't have anything to do, I play with her. We have a good time, but sometimes she breaks my toys. I think my sister likes me a lot because she always wants to tag along with me. This is my baby brother. He is 2 years old. He's cute, but he's not very fun. I have to be quiet when he sleeps. And sometimes he cries at night and wakes me up. Then I get scared. Sometimes mom lets me hold my brother. He's really soft. I like it when he smiles at me. I'm 12 years old. My hobby is playing soccer. I help my dad's work in the yard. I set the table for mom, and I help her fold all of the clean clothes. I try not to make my sister cry too much. This is my family. Each one of us is different, but we love each other very much. I think that's what a family is all about.
References
z Materials : scissors, glue, dice(The teacher can enlarge the two dice on the worksheet and make copies.)
Story : Make your own story

z To have the students understand
Teacher
family members' characters z To be able to understand family
Objectives
Students
members' characters z Understanding the expressions describing the information of family members z This is my father.
Functions
[Question] 1. What does my father do? 2. How old is my mother? 3. How old is my baby brother? 4. What is my hobby? 5. How old am I?
Key Expressions
z He is 40 years old. z Her hobby is cooking. z He is a doctor.
How to teach
z Have the students guess what's happening in the story and what the characters are saying. z Students should listen carefully and answer the teacher's questions.
6. How many people are there in my family?
Task : Family mobile
Level focused
z [Advanced] After listening to the story, have the students make their own story about their own family. Students can present their family stories. z [Supplementary] Give students chances to read and understand the key expressions. Functions
Students Teacher
z To have the students make a family mobile using the sentences about their family z To be able to make a family mobile using the sentences about their family z Writing the sentences about their family z She is my mother. She is 39 years old. Key Expressions z She is a housewife and her hobby is cooking. Objectives
References
z Script
37
LEVEL 3
Family
How to teach
z Have the students cut the worksheet into four pieces and draw their family members in each box. z Have the students write the sentences about their family on the back of the paper. z Have the students hang the four pieces of paper on a stick like the picture on the worksheet. z Students can show their mobile to other students and introduce their family with their mobile.
Hanguk : Welcome to my house. Sora : Thank you. You have a large family. Hanguk : Yes, I have a grandfather, a grandmother, a father, a mother and a brother. Sora : How old is your grandfather? Hanguk : He is 80 years old. Sora : How old is your grandmother? Hanguk : She is 77 years old. Sora : How old is your father? Hanguk : He is 42 years old. Sora : How old is your mother? Hanguk : She is 42 years old, too. Sora : How old is your brother? Hanguk : He is 7 years old.
Level focused
z Have the students write the sentences about their family by making a mobile.
References
z Materials : construction papers, colored pencils, colored pens, scissors, strings, sticks, scotch tape
Art project : Your dream family

z To have the students introduce their dream family members z To be able to introduce their dream
Teacher
Objectives
Role Play
- Hanguk's family
Functions
Students
family members z Telling my dream family members in
z To have the students understand and use the expressions about informations about family members Objectives z To be able to understand and use the Students expressions about informations about family members
Teacher
detail z This is my father.
Key Expressions
z He is sleeping. z This is my mother. She is cooking for
me.
Functions
z Describing my family members to others
Key Expressions
z This is my mother. She is 39 years old.
How to teach
z Have the students prepare a few pictures of celebrities. z Students should paste each picture in each room. z The person in the picture can be one of your family members. z Students make their own story with the picture of their dream family.
z She is a housewife.
How to teach
z [A] Have the students watch the role play. z Ask questions about the script to check the students' understanding. ex) "How old is she?", "How old is Sora's grandfather?", etc. z [B] Assign roles to the students and have them practice the role play. z Have students perform the role play.
"Jang, Dong-gun" is my uncle. He is watching TV in the living room." "Kim, Tae-hee" is my wife. She is cooking for me in the kitchen."
Level focused
z Give students a chance to make funny situations with celebrities' pictures. z [Advanced] Have the students use more creative and varied sentences when they describe their dream family.
Level focused
z [Advanced] Add more phrases - "What is his/her hobby?"
References
z Materials : costumes z Role play script (an example)
References
z Materials : celebrity pictures, glue, scissors
LEVEL 3
38
Teacher's Guide
Culture - Let's make a coupon book

z To have the students understand how Parents' day are different between countries z To be able to understand differences between the Parents' day of countries z Comparing Parents' day between different countries through giving thanks to parents z I will shine shoes for you. Key Expressions z I will wash the dishes. z I will cook for you.
Teacher
Objectives
Students
Functions
How to teach
z Explain how the western countries have separate Mother's and Father's day while Korea has a Parents' day. z Have the students make a coupon book. z Tell the students to fill in their coupon book with things that they can/want to do for their parents on Parents' day. z Give more examples of what they can do for their parents.
Level focused
z For slower students, allow them to write in both Korean and English. z Students can add more coupons.
References
z Materials : scissors, colored pencils
39
LEVEL 3
Family-Speaking
Let's speak
A: Who is this? B: He is my grandfather. A: What does he do? B: He is a teacher. A: How old is he? B: He is 64 years old. A: Who is this? B: She is my mother. A: What is her hobby? B: Her hobby is cooking. A: How old is she? B: She is 40 years old.
grandfather/teacher/ reading books/64
mother/
/cooking/40
brother/student/riding a bike/10
sister/student/dancing/17
sister/student/playing the piano/8
father/
/42
LEVEL 3
40
Her hobby is
ing.
Family-Listening
Let's listen
A. Number the pictures and fill in the blanks.
This is my
He is a
She is
years old.
His hobby is
This is my
This is my
grandfather, grandmother, father, mother
word bank
sister, brother, teacher, doctor, singer, nurse singing, reading, riding a bike, farmer playing badminton, dancing
(/) . [This/ismygrandfather.Heis67yearsold.]
41
LEVEL 3
Family-Reading
Let's read
A. Read and match. A : Do you have brothers? B : Yes, I have two brothers. This is my father and mother. They love me very much. This is my sister. She is seven years old. This is my grandfather. He is seventy years old. B. Let's read. This is my father. He is a He is fisherman.
42 forty two years old.

soccer with me.
He likes to play
I love him very much.
LEVEL 3
42
Unscramble.
seven
She
years
is
old.
Family-Writing
Let's write
A. This is Jisung's family.
Hi, my name is Park Ji Sung. I have a father, mother, brother and sister. My father is 56 years old. His hobby is hiking. My mother is 48 years old. Her hobby is cooking and watching television. My brother is 14 years old. He is a middle school student. He is tall. My sister is 9 years old. She is very pretty. I love my family.
------------------------------------------------------------------------------------
B. This is my family
43
LEVEL 3
Family-Game 1
Survey
My
job: age: hobby:
Friend
Family
job
Information age
hobby
LEVEL 3
44
3 .
[abkcookitspteacherirsingerkea]
Family-Game 2
Dice game
. He is a A : This is my B : How old is he/she? years old. A : He/She is
LEVEL 3
45
- ?
Family-Story
Make your own story
Name: Birthday: Age: Hobby: Job:
LEVEL 3
46
Guess and introduce!
] She is...
Family-Task
Family mobile
47
LEVEL 3
Family-Role play
Hanguk's family
A. Listen to the story.
B. Use the characters and do a role play.
LEVEL 3
48
. [This
is...]
Family-Art project
Your dream family

A. Paste your dream family on the picture.
(/) .
[She/iscookingforme.]
49
LEVEL 3
Family-Culture
Let's make a coupon book

To:
To:
Parents' day Coupon
Parents' day Coupon
To:
To:
Parents' day Coupon
Parents' day Coupon
To:
To:
Parents' day Coupon
Parents' day Coupon
I will shine your shoes.
I will make the beds for you.
I will do the dishes.
I will cook for you.
LEVEL 3
50
TIME
Telling the time is an expression used in daily life in a very high frequency. In this topic, students will have chances to talk about their lives, for example, what time they get up and go to school, and what they did on the weekend, after learning how to talk about time in English. In Level 1, students will learn to ask and answer questions about the time using 1 o'clock through 12 o'clock. They will practice the basic expressions about the time through various activities. In Level 2, students will use the time expressions with minutes as well as hours but the minutes will be limited to increments of ten according to their level. In Level 3, students will relate the expressions about time to their daily lives by asking and answering about each other's schedules.
Contents
Activities
Speaking
Functions
z Asking and answering the time
Key Expressions
z What time is it ? / It's 2 (o'clock).
Listening
z Recognizing the time
z What time is it ? / It's 7 (o'clock).
Reading
z Reading the time from 1 to 12 o'clock
z What time is it? / It's eleven o'clock.
L E V E L 1
Writing Game 1
z Writing the words related to the time z Asking and answering the time
z time, It's z What time is it? It's seven.
Game 2
z What time is it? / It's 3 (o'clock).
Story
z Understanding the story of telling the time
z What time is it / It's 12 (o'clock).
Song
Speaking 2
z Asking and answering the time through singing

z What time is it? / It's 8 (o'clock). z Come on, let's go!

Art Project
Culture
z Talking about the time

z Understanding time differences between nations.

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

z To have students understand expressions about time z To be able to understand expressions about time z Recognizing the time z What time is it? z It's 7 (o'clock).
z To have students ask and answer the time Objectives

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

z To have students read the time and match it to the sentence z To be able to read the time and match it to the sentence z Reading the time from 1 to 12 o'clock z What time is it ? z It's eleven o'clock.
Teacher
Objectives
Students
LEVEL 1
Time
How to teach
z [A] Have students read the time aloud: "It's ___ o'clock." z Have students read the sentences and phrases. Have students match them to the times. z Have students ask and answer questions about the time in pairs. z [B] Have students read the time and say what time it is. Have them check the beginning sound of the numbers. z Have students ask and answer what time it is in pairs.
Game 1 : Pairing game

z To have students understand numbers 1~12
Teacher
Objectives
Students z To be able to understand numbers 1~12
z Asking and answering the time z What time is it? z It's seven.
Level focused
z [Supplementary] Check if the students can count 1 through 12. Have them read the numbers. Teach about phonics in activity B.
How to teach
z Have students make and walk around in a circle while singing. z Have students ask "What time is it?" loudly when the teacher pauses the music. z The teacher answers, "It's 7.", for example. Then the students should make groups of 7. z Students who cannot make a group are out. Let those students join the circle again after a couple of rounds.
References
z Materials : toy clocks, clock flash cards(from Speaking)

z To have students write the words about time z To be able to write the words about time z Writing the words related to the time z time, It's
Level focused
z [Advanced] Invite a student to play the teacher's role.
Teacher
Objectives
Students
Game 2 : Dice game

z To have students ask and answer
Teacher
Objectives
Students
questions about the time z To be able to ask and answer questions about the time z Asking and answering the time z What time is it? z It's 3 (o'clock).
How to teach
z [A] Have students trace the words. Have them write the word 3 more times on the lines. z Then, have the students unscramble the letters in the laptop picture and write the word. z [B] Have students complete the sentences to match the times on the clock.
How to teach
z Have students make teams of 2. z Student A of each groups asks, "What time is it?". z Student B rolls two dice and answers, "It's o'clock." with
Level focused
z [Supplementary] Practice the expressions in pairs. Help students write properly on the lines.
the sum of the two numbers. z Have students take turns to roll the dice and record their numbers in the score boards. z After 6 rounds, have them add up the numbers for each student. The student with the higher total wins the game.
References
z Materials : toy clocks, clock flash cards
Level focused
z [Supplementary] If students have a problem counting numbers, they should use a dice.
LEVEL 1
Teacher's Guide
References
z Materials : dice
: What time is it? : It's 12 o'clock. : I'm sorry. Bye.
Story : Cinderella's time

z To have students listen to the story and understand z To be able to listen to a story and
Teacher
Objectives
Students
understand the expressions about telling the time z Understanding the story of telling the
Song : What time is it?

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

Teacher
Objectives
Students
questions about the time z To be able to ask and answer questions
Culture : What time is it in Seoul?

z To have students understand time
about the time

Teacher
Functions
Objectives
Students
Key Expressions
z What time is it? z It's 2 (o'clock).
differences z To be able
to
understand
time
Functions
differences z Understanding time differences between
How to teach
z Have students do the activity in groups. z Have a student in each group show a time with his/her body and ask, "What time is it?" z The rest of the groups guesses and answers, "It's _____ o'clock."
Key Expressions
countries z What time is it in Seoul?
z It's 12:00 o'clock in Seoul.
How to teach
z Have students do this information gap activity in pairs. z Present the new expressions to the students. Introduce the cities on the map by showing where they are on a world map, telling them in which countries they are, and showing pictures about the cities. z Explain about a.m. and p.m. z Cut the worksheets in half before the class. Have one student in each group have map A, and the other map B. z The student with map A asks his/her partner, "What time is it in London?". The student with map B answers, "It's 3 o'clock
Level focused
z [Advanced] Have student include minutes when showing a time with their body.
Art project : Making a clock

z To have students understand the time
in London." Then, student A writes the time in his/her map.
z Have students take turns to ask the times and fill in the
Teacher
blanks. z Have students share and check their answers with their partners.
Objectives
Students z To be able to ask and answer the time
Functions
Key Expressions
z Talking about the time

z What time is it? z It's 8 (o'clock).
Level focused
z [Supplementary] The teacher can be A and students can be B.
How to teach
z Have students color and cut out the clock and the hands. z Have students paste the hands to the clock face to display the time of their choice. z Have students present their works to the class and say what time it is on the clock.
References
z Materials : a world map, pictures about the cities
Level focused
z [Advanced] When presenting their works, have students also say an expression about time. ex) It's time for lunch. It's time to go to bed.
References
LEVEL 1
Time-Speaking
Let's speak
A. Speak the time.
B. Speak and draw.
What time is it? It's o'clock.
LEVEL 1
Time-Listening
Let's listen
LEVEL 1
? It's three o'clock. It's six o'clock.
Time-Reading
Let's read
A. Read and match.
What
ime

It's eleven.
is it ?
It's f ur.
It's t elve.
B. Read the time and check the beginning sound.

A : What time is it ? B : It's ( ) o'clock.
1.
2.
e i
3. 4.
m n
t k
?
p f
O'clock. 9
It's
LEVEL 1
Time-Writing
Let's write
A. Trace and write.
time
time time
m t i e
B. Complete the sentences.
What t___ is it? It's ___ o'clock.
What ____ is it? ____ seven o'clock.
[O=, C=, L=, T=, K=, R=, H=]
LEVEL 1
10
It's ee .
Time-Game 1
Pairing game
Three! Seven!
Twelve! Nine!
Unscramble.
twelve
o'clock.
It's
11
LEVEL 1
Time-Game 2
Dice game
Score Board
1 A B A : What time is it ? B : It's o'clock. 2 3 4 5 6
Total
Score Board
1 A B A : What time is it ? B : It's o'clock. 2 3 4 5 6
Total
LEVEL 1
12
? What time is it?
Time-Story
Cinderella's time
A. Match and read.
: It's 8 o'clock.
: It's 12 o'clock.
It's 7 o'clock.
B. Read and paste.

It's ten o'clock. It's eight o'clock. It's five o'clock. It's three o'clock.
Paste
Paste
Paste
Paste
o'
. 13 LEVEL 1
Time-Song
What time is it?

A. Let's sing. W h at tim e is it?
8 : 00
C o m e o n , le t's g o !
W h at tim e is it?
12 : 00
C om e on, let's g o!
W h at tim e is it?
9 : 00
C o m e o n , le t's g o !
LEVEL 1
14
1,2,3 , 1+2-3 ?
Time-Speaking 2
A body clock
A : W B : It's
one(1), six(6), two(2), seven(7),
is it ?
four(4), nine(9), five(5) ten(10)
o'clock.
three(3), eight(8),
eleven(11),
twelve(12)
15
LEVEL 1
Time-Art project
Making a clock
A : What time is it? B : It's o'clock. 5,9,7,8,20 o'clock.
LEVEL 1
16
It's
Time-Culture
What time is it in Seoul?

A
( ):( ) am <London>
12:00 pm <Seoul>
10:00 am
<New York>
05:00 am <Cairo> ( ):( ) pm <Sydney>
03:00 am <London>
12:00 pm <Seoul> ( ):( ) am <Cairo> 01:00 pm <Sydney>
( ):( ) am
<New York>
(/) . [What/timeisitinCairo?It'sfiveo'clock.]
17
LEVEL 1
LEVEL
2 TIME
How to teach
students understand the the z [A] Have students listen to 4 dialogs. Have them listen to the times and write the them under the correct pictures. - Number 1 Mom : Chanho, it's time to get up. Chanho : What time is it, mom? Mom : It's seven o'clock. - Number 2 Mom : Chanho, it's time for breakfast.
Teacher

z To have
Objectives
Students
expressions about time z To be able to understand expressions about time z Asking and answering the time z What time is it? z It's six-twenty.
How to teach
z Introduce and teach the key expressions. z Teach the number 1~12 and 10, 20, 30, 40, and 50. Practice the numbers many times. z Have students look at the pictures and practice saying the times by repeating after the teacher. z Have students practice asking and answering the times in pairs.
Chanho : Sorry, mom. I'm late. - Number 3 Chanho : Oops! It's 8:30. I should go to school. - Number 4 Mom : Chanho, it's time to go to bed. Chanho : What time is it mom? Mom : It's ten o'clock. z [B] Have students listen to the times and draw them on the clock. It's 7 : 20. It's 5 : 40. It's 12 : 30. It's 9 : 10.
Level focused
z [Supplementary] Do activities and play games to have students practice saying and understanding the times.
z After listening, have students check their answers by asking
References
A: Student 1 B: Student 2 B : B : It's seven o'clock. It's eleven thirty.
and answering the times in pairs.
Level focused
z [Supplementary] If students have difficulty saying the numbers without hesitation, review the numbers with the students.
1) A : What time is it? 2) A : What time is it? 3) A : What time is it? 4) A : What time is it? 5) A : What time is it? 6) A : What time is it? 7) A : What time is it? 8) A : What time is it?
B : It's six twenty. B : It's two fifty. B : It's nine fifty. B : It's eight ten. B : It's five twenty. B : It's seven forty. Objectives
Students z To be able to read times Teacher
z To have students read times
Functions
z Reading and saying the time by the 10 minutes z What time is it? z It's eight ten.

Key Expressions
Teacher
z To have students understand the time by listening to dialogs z To be able to understand the time by listening to dialogs z Listening to and understanding the time by the 10 minutes z What time is it? z It's 2:10.
Objectives
Students
How to teach
z Have students work in pairs. z Student A of each group chooses a number. Student B asks, "What time is it?". Student A follows the line and answers, "It's eight ten." according to the clock. z Have students take turns to choose a number and say the
LEVEL 2
18
Time
time. z Make sure students are speaking in sentences.
References
z Listen and write.
Level focused
z [Advanced] Have students write sentences for each time after the activity.
1. A: What time is it? 2. A: What time is it? 3. A: What time is it? 4. A: What time is it? 5. A: What time is it? 6. A: What time is it? 7. A: What time is it? 8. A: What time is it?
B: It's nine o'clock. B: It's ten o'clock B: It's three o'clock. B: It's eleven o'clock. B: It's twelve o'clock. B: It's seven o'clock. B: It's four o'clock. B: It's two o'clock.
References
What time is it? It's two thirty. What time is it? It's six forty. What time is it? It's ten o'clock. What time is it? It's four thirty. What time is it? It's eight ten.

z To have students ask and answer about the time z To be able to ask and answer about the time z Asking and answering the time z What time is it? z It's twelve thirty.
Teacher
Objectives
Students

z To have students write the times they hear in words z To be able to listen and write the times in words z Listening and writing the times in words
Functions
Key Expressions
Teacher
Objectives
Students
How to teach
z Have students play the game in pairs. Have each pair play with one game board and a coin. z Have students draw or write the time on the blank clocks and practice reading the time. z Student A puts a coin on the "Coin" space and flicks the coin. Student B asks, "What time is it?" and student A answers, "It's ________.".
Functions
Key Expressions
z one, two, three...
How to teach
z [A] Have students look at the pictures and complete the sentences with correct words. Have them write in words, not in numbers. z [B] Read the script below to the students. Have students listen to the dialogs and write the times in the blanks. z Have students check their answers by asking and answering the times in pairs.
z If A answers correctly, he/she can write his/her name on the space. z If a student's coin lands on his/her partner's space, he/she loses a turn. z The student who owns more lands wins the game.
Level focused
z [Advanced] Students may draw and write times like, 11;37, 10:25, and 8:55.
Level focused
z [Advanced] Have students listen and write times with minutes. z [Supplementary] Have students refer to a list of number words if they have difficulty in writing the numbers in words.
References
z Materials : coins
19
LEVEL 2
Teacher's Guide
z Read the story in a lively tone using gestures.
Game 2 : Card game

z To have students speak the simple
z Ask
some
questions
about
the
story
to
check
students'
understanding. z Have students repeat some key expressions after the teacher.
Teacher
Objectives
Students
expressions about making an appointment z To be able to suggest an appointment and respond to it z Making an appointment related to time z Let's meet at 7:30. z That's a good idea. / Sorry, I can't.
Level focused
z [Advanced] Have students talk about their daily lives using key expressions with each other. z [Supplementary] Show some pictures about the story to enhance students' understanding.

z Have students cut the 6 cards from the worksheet. z Have students play the game in pairs. Have each pair spread 2 sets of cards faced down on their desk. z Student A turns a card and says, "Let's meet at ______." with the time on the card. Then, student B turn a card. If the card is the same is A's card, B says, "That's a good idea." and keeps the two cards. If the card is different, B says, "Sorry, I can't." and turn both cards faced down again. z The student with more cards at the end wins the game. On Saturday, I get up at nine o'clock. I have breakfast at nine thirty. I go out with my friends at ten o'clock. Then at three thirty, I go home. At eight o'clock, I listen to music, and then I go to bed at ten thirty. On Monday, I get up at six fifteen. I have breakfast at six forty. I go to school at seven fifteen. Then at three thirty, I go home. I do my homework at four o'clock and at nine thirty, I go to bed. My daily life!
Level focused
z [Advanced] Have students make more cards with different times and play the game. z [Supplementary] Review the times with the pictures before the game.
Speaking 2 : Making an appointment

References
z Materials : picture cards Objectives
Teacher
questions about making an appointment z To be able to ask and answer questions about making an appointment z Making an appointment z Let's meet at 7:30. z Sounds good. / Sorry, I can't.
Students
Functions
Story : My daily life

Key Expressions
Teacher
z To have students understand someone's daily life z To be able to understand someone's
Objectives
Students
How to teach
z Have students cut the worksheet along the dotted line and use one card at a time. z Write a number of different times on the board. Have students choose and write a time in the brackets. z Have students go around the classroom and ask a friend, "Let's meet at ( 7 : 30 )". If the friend has the same time on the card, he/she answers "Sounds good.". They hold their hands and goes to another friend. They say "Let's meet at ( 7 : 30 )." to the third student. z If the student has a different time, he/she answers, "Sorry, I
daily life and tell about their lives to the others
z Understanding a story about a daily life z I have breakfast at six forty.
How to teach
z Have students sit closely and let them know it's time for story telling.
LEVEL 2
20
Time
can't." and talks to another friend. z By holding hands, the students will form a line and the longest line wins. z Have students repeat the activity time with the second card.
Teacher
Art project: Making a time schedule

z To have students make their own time schedule z To be able to make a time schedule and tell it to their friends z Telling the time schedule z I get up at 7:30.
Level focused
z [Advanced] Have students use more expressions when making an appointment. ex) S1 : Will you play soccer after class? S2 : That's a good idea. What time will we meet? S1 : Let's meet at 3:30 in the playground. S2 : Sorry, I can't. I have a piano lesson. How about at 5 ? S1 : Sounds good.
Objectives
Students
How to teach
z Review lessons. z Have students draw and write their time schedule in the shape different daily activities learned in the previous
Chant : Let's make a chant

z To have students make their own chant using the expressions about the time
on the worksheet. z Have students show the time schedule to their friends and talk about it.
Teacher
Objectives
Students
Level focused
z To be able to make their own chant using the expressions about the time z Saying the expressions about the time z What time is it? z It's twelve thirty. z [Advanced] Have students write sentences about daily activities on the time schedule.
Functions
z [Supplementary] Have students draw pictures about their daily life instead of writing sentences.
Key Expressions
References
z Materials : colored pencils, colored pens, scissors
How to teach
z Have students review the expressions about the time. z Demonstrate the chant to the students. z Have students repeat after the teacher line by line. z Have students make new lines and write them, or draw them, in the box. z Have students say some of the new lines and write them on the board. Chant with the new lines together. z Have students create and do actions with the chant. Functions Objectives
Students Teacher
Culture : Two ways to show the time

expressions about time z To be able to speak the time in two ways z Understanding two ways of telling the time z It's 7 a.m.
Level focused
z [Supplementary] Have students the times and chant. Key Expressions
References
z Materials : castanets or chant bottles(made by students)
How to teach
z Have students understand there are two major ways to express the time. Explain the difference to the students. z Have students choose and draw or write the time in the table in two ways.
21
LEVEL 2
Teacher's Guide
z Have students ask and answer the time in pairs.
Level focused
z When students express the time in the 24-hour clock, some students may have difficulty in expressing the numbers from 12 to 20. Then help students practice the numbers. z [Advanced] Have students write the times in sentences. z [Supplementary] Have students listen and repeat the two ways of telling times after the teacher.
References
z Use a.m. if it's before noon and use p.m. if it's in the afternoon. In Latin, a.m. means 'Ante Meridiem(=before noon)' and p.m. means 'Post Meridiem(=past noon)'.
LEVEL 2
22
Time-Speaking
Let's speak
A.
Ask what time it is. < Dialog > Sumi : What time is it? Jinho : It's ten thirty.
1 7:00
2 6:20
4 2:50
5 9:50
6 8:10
7 5:20
8 7:40
.[
23
LEVEL 2
Time-Listening
Let's listen
A. Listen and write numbers.
8 : 30
B. Listen and draw.
LEVEL 2
24
. [It's e
.]
Time-Reading
Let's read
What time is it? It's .
8 : 10
eight ten ten o'clock two thirty four thirty
6 : 40
six forty
[It's
s___ f_____.]
25
LEVEL 2
Time-Writing
Let's write
It's _________ o'clock. It's _________ o'clock.
It's _________ o'clock. It's _________ o'clock.

B. Listen and write. 1. It's _________ o'clock. 2. It's _________ o'clock. 3. It's _________ o'clock. 4. It's _________ o'clock. 5. It's _________ o'clock. 6. It's _________ o'clock. 7. It's _________ o'clock. 8. It's _________ o'clock.
LEVEL 2
26
twelve
ten
eleven
eight
nine
Time-Game 1
My land game
: :
Write your name on the space your coin has landed. ( .)
12:20
Coin
A: What time is it ? B : It's .
. [It's o'clock.]
27
LEVEL 2
Time-Game 2
Card game
Let's meet at That's a good idea. Sorry, I can't. .
LEVEL 2
28
It's t
Time-Story
My daily life!
On Mondays, I get up at six fifte n. have breakfast at s x forty. I I
o to school
at seven fifteen. Then at t ree thirty, I go home. I do my homework at four o'clock and a nine thirty, I go to bed. On Saturdays, I get up at nine o'clock. I have breakfast at nine thirty. I go out my friends at ith o'clock. Then at three thirty, I
go home. At eight o'clock, I listen to music, and then I go to bed at ten thirt .
Making an appointment
I watch TV at .
29
LEVEL 2
Time-Speaking 2
Let's meet at (
).
- Sounds good. - Sorry, I can't.
Making an appointment
- Sounds good. - Sorry, I can't.
LEVEL 2
30
Time-Chant
Let's make a chant!

What time What time It's It's is it? is it? (clap) (clap) twelve twelve (clap) (clap) thirty. thirty.
4 4
What 20,9,13,5 9,19 9,20?
It's 20,23,5,12,22,5 20,8,9,18,20,25.
31
LEVEL 2
Time-Art project
Making a time schedule
LEVEL 2
32
Time-Culture
Two ways to show the time

A.M./P.M. clock & 24-hour clock
A.M./P.M. clock
24-hour clock
P.M.
A.M.
P.M.
33
LEVEL 2
LEVEL
3 TIME
Functions z Recognizing and understanding the expressions about time

z To have students ask and answer when
Teacher
z What time do you play computer games? Key Expressions
someone does activities and something was done z To be able to ask and answer when
z I play computer games at 6:30.
z What time did you study English?

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

Teacher
expressions about time
Objectives
Students
z To be able to listen and understand the expressions about time
LEVEL 3
34
Time
picture.

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

z To have students write past tenses of the verbs
z Student A asks B, "When do you play soccer?" Student B
answers, "I play soccer after school.". Then, A writes B's
answer, "after school" under B's name on the "play soccer" row.
Teacher
Objectives
Students
z To be able to write past tenses of the verbs
Level focused
z [Supplementary] Have students ask 2~3 questions to each student.
Functions
z Writing past tenses of the verbs
Key Expressions
z What time do you go to school?
z I go to school at 8:30.
References
z Materials : picture cards
How to teach
z [A] Have the students speak the expressions of time for each
35
LEVEL 3
Teacher's Guide
Game : Crossword puzzle

z To have students write words and
Functions
z Understanding and completing the story related to time z Did you go to school on Monday? z When did you go to school? z I played soccer on Monday.
Teacher
Key Expressions
phrases about time z To be able to write words and phrases about time z Identifying the missing words or phrases and complete the expressions about time z I went shopping yesterday.
Objectives
Students
How to teach
z Read the title and make the students guess about the story. z Read the story to the students. Have students repeat the story after the school line by line. z Have the students write the phrases and the sentences in the blanks.
Functions
Key Expressions
How to teach
z Have students look at the sentences and write the correct words in the blanks and the boxes. z The student who solves the crossword puzzle first wins the game.
Level focused
z [Advanced] Have the students do a role play in groups. When they do a role play, they can change some words and phrases. z [Supplementary] Have the students practice key sentences with the teacher.
Level focused
z [Advanced] Have the students write the appropriate questions for each statement. z [Supplementary] sentences. Have the students practice reading the
References
z Materials : picture cards, hair bands for role play
References
z Answer
Task 2 : Dream schedule

z To have students make and speak about their dream schedule. z To be able to make and present their dream schedule. z Understanding the expressions related to a schedule z I play computer games everyday. z I watch TV from 1:00~5:00.
7 1 w e n t
n 2 c l e a n
3 S t u e y
4 r i d e V
5 p l a y
Teacher
Objectives
6 s o c c e r
Students
Functions
Key Expressions
How to teach
z Have the students imagine what they want to do. (ex. play
Story : When did you go to school?

z To have students understand the short story about time z To be able to understand what the story
Students
computer games everyday) z Have the students write what they want to do. Have them write at least 3. z Have the students attach or draw some pictures and write the sentences. z Have the students present their dream schedule to the class.
Teacher
Objectives
is about z To be able to write the phrase and sentences
Level focused
LEVEL 3
36
Time
z [Advanced] Have the students write more sentences. z [Supplementary] Have the student write some phrases instead of sentences.
z Have the students cut out the book along the outline. z Have the students draw pictures or attach their own photos. z Have the students write the phrase and sentences on the lines under the pictures. z Have students present their book to their friends.
References
z Materials : colored pencils, picture cards
Level focused
z [Supplementary] If students can't write in sentences, write some example sentences on the board for the students to
Task 3 : Share the dream schedule

z To have students ask and answer about their dream schedule
copy.
Teacher
References
z Materials : colored pencils, scissors, photos, glues z Directions for making a book
Objectives
Students
z To be able to ask and answer about their dream schedule
Functions
z Asking about my friends' dream schedule

z What time/When do you watch TV?
Key Expressions
z I watch TV from 11:00~1:00/everyday.
How to teach
z Have the students survey their friends' dream schedules. z Have the students write their friends' names, dream schedule (ex. watch TV) and time(ex. every evening) in the table. z Have the students present the result of the survey.
Fold the paper in half widthwise.
Level focused
z [Advanced] Have the students write the result in sentences. (ex. Jiho watches TV every evening.)
Fold the paper in half the opposite direction and fold in half one more time.
References
z Materials : colored pencils
Cut a slit starting at the folded edge, in half way up to the first crease line.(The thick line on the worksheet.)
Art project : Making a book

z To have students write and speak about their schedule
Teacher
Objectives
Students
z To be able to speak and write sentences about schedule

When you open the paper, you can see a slit in the center.
Functions
z Understanding the expressions related to time
Key Expressions
z I go to school everyday.
How to teach
Fold the paper lengthwise again.
37
LEVEL 3
Teacher's Guide
Culture : Konglish
z To
Teacher
have
students
understand
some
common incorrect English words used in Korea z To be able to understand common
Objectives
Students
incorrect English words used in Korea z Understanding there are some incorrect English words used in Korea z cunning - cheating z vinyl bag - plastic bag ...
Functions
Key Expressions
How to teach
z [A] Present a Konglish word to the students. z Have the students guess what it is in English. z Have the students match Konglish words with the right English words. z [B] Have the students find more Konglish and correct them.
Level focused
z [Advanced] Have the students make some sentences with the English words.
LEVEL 3
38
Time-Speaking
Let's speak
A: When do you play soccer? A: What time do you play soccer? B: I play soccer after school. B: I play soccer at 4:30. A: When B: I you play soccer? A: What time soccer Monday. B: I you play soccer? soccer at 4:30.
play soccer
go to school
go to church
watch TV
play computer games
study English
clean your/my room

Find the picture(
go shopping
ride a bike
) and make 2 question sentences.
39
LEVEL 3
Time-Listening
Let's listen
A. Listen and write numbers.
B. Listen and match.
Sun
Mon
Tue
Wed
Thur
Fri
Sat
yesterday
today
tomorrow
LEVEL 3
40
Time-Reading
Let's read
A. Read and number. I go to school at 8:30 everyday. I cleaned my room last night. I go to church on Sundays. I watch TV in the evening. I did my homework yesterday. I played soccer after school.
B. Read and match.
When did you What time
do you go to school? go shopping?

41
9 23,5,14,20 19,8,15,16,16,9,14,7 25,5,19,20,5,18,4,1,25.
LEVEL 3
Time-Writing
Let's write
A. Write the past verbs.
play
clean
study
watch
go
ride
B. Make sentences.
I at 8:30 go to school do you go to school What time
A: What time B: I ___________ at 8:30.
When did you I cleaned my room clean your room on Wednesday
A: ________________________ B: ________________________
I after school When did you play computer games played computer games
A: ________________________ B: ________________________
LEVEL 3
42
(/) .
[W h e n / d o y o u g o s h o p p in g ? ]
Time-Task 1
Survey
A: When do you play soccer? B: I play soccer after school.
Activities Name
play soccer
go to school
43
LEVEL 3
Time-Game
Crossword puzzle
1. I ____ shopping yesterday. 2. I ____ my room on Saturdays. 3. I _____ English at 7:00. 4. I ____ my bike everyday.
5. I ____ computer games after school. 6. I played ______ after lunch. 7. I go to church __ _______. 8. I _____ __ last night. 9. I go to school __ 8:00.
LEVEL 3
44
Unscramble.
played
soccer
at
yesterday.
Time-Story
When did you go to school?

A. Fill in the blanks and make a story. Did you go to school on Monday?
No, I played soccer ________.
______ go to school on Tuesday?
No, I _________ on Tuesday.
________________ on Wednesday?
No, _____________________.
When did you go to school?
Because it's summer vacation.

I go to church everyday.
I didn't go to school.
T F
45
LEVEL 3
Time-Task 2
Dream schedule
Y ou can ch oose!
play computer games, play with my friends, watch movies, play soccer, go to an amusement park, clean my room, watch TV, go shopping, study English, etc.
LEVEL 3
46
3 . I played soccer ______.
Time-Task 3
Share the dream schedule

A. Survey your friends' dream schedule. name dream schedule time
[Correct the sentence.]
I played computer games after school.
47
LEVEL 3
Time-Art project
Making a book
LEVEL 3
48
Time-Culture
Konglish
A. Match Konglish with the right English phrases. arbeit() cunning() super() crepas() vinyl bag() handle() back mirror() hand phone() on sale plastic bag part-time job steering wheel rear view mirror classical music cheating
mobile phone(cellular phone)
bargain sale()
classic music()
crayon supermarket
B. Find more Konglish and correct them.
49
LEVEL 3
(Planning) (T aLK) () (Writing) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) (Proofreading) Ji Won Shin( EPIK ) Kyung Ho Park( 2 TaLK ) Johnnie L. Jackson( ) Kent C. Boydston( ) Joe Kim( 2 TaLK) Garry Thorntone( EPIK )
(Consulting) ( ) ( ) (Examination) ( ) ( ) ( ) ( ) ( ) ( ) ( )
(Application) Shin Y oung Lee( 3 TaLK ) Nancy Guerrero( 3 TaLK ) Faline C Lee( 3 TaLK ) Seungsun Park( 3 TaLK )

For Teach and Learn in Korea (TaLK) Program Issued February 2010 Published By National Institute for International Education Address #43, I-hwa-jang-gil, Jong-no-gu, Seoul 110-810, Korea (Not for Sale)

New English For Korean Kids - Book 1 For Teach and Learn in Korea (TaLK) Program

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PREFACE

graders, level 2 for the 3

and 4 graders, and level 3 for the 5 and

Pattern sentence centered