EPIKmanual 2

Low to
Intermediate
Teaching Manual
Exemplars and
Lesson Plans
Table of Contents
Introduction……………………………………………………………pg. 1
Low to Intermediate………………………………………………...pg.5
Conversation………………………………………………………….pg. 6
Vocabulary……………………………………………………………pg. 50
Listening………………………………………………………………..pg. 88
Pronunciation………………………………………………………....pg.91
Writing………………………………………………………………….pg.94
Review and Games…………………………………………………pg. 97
Index……………………………………………………………………pg.106
Handouts……………………………………………………………...pg.108
Introduction
Welcome to the Gangwondo EPIK program. Whether you are a first time
teacher or you have many years experience, whether you are new to Korea
or have taught here many years, I am sure that your time here will be a
rewarding experience. It’s important to take the initiative and get involved
with your school and your community. Make an effort to learn some Korean
and to learn some of the customs and you will find that not only will your time
here be easier and more enjoyable but also the teachers in your school will
come to have a greater respect for you. Take an interest in your students
and be an enthusiastic teacher and they too will become enthusiastic about
learning English.
This Manual
The exemplars and/or lesson plans in this manual were submitted by other EPIK
teachers currently and/or previously employed in the program. These lesson
plans were intended to provide new teachers with a guide to making their
own lesson plans. Please read over the lesson plans in this manual and take
from them what you will. Use the lesson plans in their entirety or take ideas
from each to make your own lessons that suit your own teaching style and/or
the needs of your students. Please, however, keep in mind the considerations
listed below.
Team Teaching
Team teaching is the preferred teaching methodology in Gangwondo. Team
teaching is a collaborative teaching process where both the foreign native
English speaking teacher and the local teachers participate equally in
teaching. From preparing lessons and lesson materials, to teaching in the
classroom, all teachers work together. When team teaching not only you but
also your team teachers will be producing lessons and lesson plans according
to the curriculum that you and your team teachers decide to use.
Some EPIK teachers, however, are not in an environment conducive to team

teaching. That is to say, the local teachers do not have the time or training to
become actively involved in team teaching. In this case, you will have to
take a greater responsibility in the preparation of lessons. Your co-teachers
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may still have some preferred direction for you to follow with regard to your
curriculum though. Please be flexible and consult with your co-teachers
before planning your lessons.
Making use of co-teachers

Regardless of whether you are team teaching or working with a co-teacher, it
is important to utilize this invaluable resource when designing your lessons. Or
course, the involvement of your co-teachers in your lessons depends upon
their level of English ability, but even teachers with little English ability can be of
assistance. Plan your lessons so that you keep in mind what you will do, and
what your co-teacher will do, at every step.
Conversation focus
Conversation should be the primary focus of your lessons. We are not here to
replace the local English teachers, but to complement their teaching and their
curriculum in addition to inspiring students to speak English. Vocabulary and
grammar are covered in great detail by the curriculum provided to your
students by their local English teachers. Our level of expertise comes from our
ability to freely converse in English. By doing this in the classroom, students
can model our speaking ability, become accustomed to hearing spoken
English from a native English speaker, and practice conversing spontaneously
in English. This gives students more confidence in their speaking ability.
Unfortunately, for many of you, you will find that the level of English ability in
your students is not very high. So you will be faced with the problem of
teaching conversation to students who lack the vocabulary and grammar skills
to competently converse in English. How is this done? The answer is simple.
You will have to be patient and innovative.
Here is an example of an appropriate conversation lesson. First, it is good to

review some vocabulary that will be used in the course of your lesson at the
beginning of class to refresh student’s memory. Perhaps a short simple game
could be used. Simple grammar structures, which will be used in class, should
also be reviewed. Finally, conversation lessons should revolve around a few
simple sentence patterns. It is best if those sentence patterns, if they have not
been taught before, are clearly written on your handout or on the whiteboard
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for quick and easy reference. It is also a good idea to encourage your high
level students to be more creative in their responses, and to not restrict
themselves to your sentence patterns. Your sentence patterns should be a
guide and not a rule of law. Your lesson should also have activities that allow
students to converse, not only with you, but also with each other. Many
teachers do not do this, for fear that students will just speak Korean while not
under close scrutiny from the English teacher. While this is often true in the
beginning, given enough practice and encouragement, it can be done
successfully.
Undoubtedly, your lessons will overlap. It is impossible only to teach

conversation without teaching vocabulary or grammar or pronunciation, but
your primary focus should be on conversation.
American English
American English is the preferred English to be taught to students in the EPIK
program. What is American English? Well, to most native English speakers
the concept of American English is difficult to grasp. Isn’t all English the
same? While that is true for the most part, there are some subtle differences.
The most obvious difference is in spelling. If you are from Britain or a British
Commonwealth country, such as Australia or Canada, you should be aware
that some words are spelled differently. For example, in American English
color is spelled ‘color’ not ‘colour’. Be aware of this so as not to confuse
students who have already learned vocabulary using the American spelling.
Cultural exchange
As foreign teachers of English, we have more to teach than just English.
Students, particularly Korean students, are very curious about other cultures.
Please feel free to incorporate some lessons about culture into your classroom.
This is often a good time to utilize some of the multimedia facilities in your
school. Pictures, video and powerpoint presentations are a good way to
teach lessons on culture since most students will want to see first hand what it is
you are talking about. Holidays are also a good opportunity for cultural
exchange; however, keep in mind that a large percentage of people in Korea
are Christians, and so lessons on Christmas, for example, may be redundant.
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All English classroom
There are many different perspectives on how one should teach English with
regard to the amount of the local language that should be used in the
classroom. Your local teachers will likely teach with direct Korean translation,
and will give instruction in Korean. You, with the assistance of your co-
teachers, will have to decide how you will approach this. Most foreign
teachers choose to use only English in their classrooms. New vocabulary is
then taught using pictures, actions, or previously learned vocabulary for
explanation. This forces students to listen to the teacher and to make an
effort to understand, but can cause students to feel uncomfortable or
disoriented and confused, at least until they become accustomed to it. A
second consideration is how much you will allow students to speak Korean.
Some teachers allow their students to speak to each other in Korean, while
other teachers do not. Again, the choice is yours.
Student interests
Students learn faster when they take an interest in what they are learning.
Students gain more confidence and feel more comfortable when discussing
subjects which they are knowledgeable and passionate about. Students also
learn more when they know that their teacher has taken an interest in their
lives. It is a good idea, at the beginning of the school year, to take a survey
of students’ interests so that you can incorporate those topics into your
curriculum.
Behavior Management
Before you walk into your first class, you should have a system in place to deal
with misbehavior. Many foreign teachers overlook this problem with disastrous
results. Quite often the local teacher will handle behavior problems in your
class if you do not; however, if your co-teacher is a poor disciplinarian, then it is
your class that will suffer. It is a good idea to discuss this subject with your co-
teachers before your first class so that you can develop a system of behavior
management that complements the system used in most classes. Whatever
system you choose, don’t underestimate the value of positive reinforcement.
If your students are doing a good job and behaving well, praise them for it.
This can do wonders for stemming misbehavior before it starts.
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Low to Intermediate
The following is a guide to understanding the categories of ‘Low to

Intermediate’
Low to Intermediate students are a broad group, encompassing both

beginner students to students just beginning to converse. Students are
generally in elementary school or first and second year middle school.
Students may know from very little vocabulary to most basic vocabulary in
most topic areas. Students can listen and comprehend some only basic
instruction when spoken slowly. Students have difficulty engaging in
conversation that is not rehearsed or when no dialogue is provided. Students
may or may not be able to read or write English.
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Conversation
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Lesson Plan
Instructors: Christopher “2Jjang in Jang-ho” Linton, Won “ET” Tae-sik
Student Level/Grade: Beginner to advanced

Lesson Title: PENGUIN
Class Aims/Goals: Listening comprehension, intonation, simple sentences
Length of Lesson: Single lesson; 30 minutes
Steps & Activities:
Pre-Activity/Preparation/Materials
Teacher must prepare various easy dialogues. PENGUIN is substituted
for one of the words in the dialogue. It should be a word explicit in the
dialogue and used a few times.
Short empty dialogue frames that students will fill out in their own time.
The two teachers should make sure they are familiar with the dialogues so
that they can be delivered as naturally, fluently as possible.
Activity/Lesson
Write PENGUIN in large commanding letters on the board. Explain that
PENGUIN is a substitute word that the students must guess. A partner
teacher’s help may be needed but any teacher can illustrate this easily
without any Korean being spoken. Using feelings to do this is especially
effective (I am so PENGUIN!)
The 2 teachers will begin an animated bus stop conversation. I always
use weather to begin with. The dialogue can look like this:
A: Good day, sir B: Yes, a very good day.
A: The PENGUIN is beautiful. B: Yes, I love this PENGUIN. Today is a
perfect spring day.
A: What will the PENGUIN be tomorrow? B: Perfect, of course.
Of course, students get a kick out of hearing, “I love this PENGUIN” and it
sucks them in. When a student knows the answer they raise their hand
and are severely penalized for shouting out the answer (think leeches).
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The dialogues can be as challenging as is appropriate and throwing in
some common idioms will spice things up for higher levels.
Of course, students must be encouraged to do these dialogues too. Groups
of 2 can be given dialogues and a few minutes must be given to them to
read the dialogues and understand them. Special attention must be given
to the pronunciation and intonation in these cases. The teachers must
coach the groups through their acting. Small stickers can be given to the
groups who are most animated and who have the best intonation. The
two teachers have the opportunity to illustrate and have the groups follow.
Post-Activity/Review
Groups can be given blank dialogue sheets that they must fill in. Some
students have more difficulty than others. I have found it helpful to make
a space at the top of the dialogue where students write the substituted
word. Then, they can build from there. Otherwise, some students get
stuck on how to begin.
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Lesson Plan
Instructors: Native English Teacher –Ms Staton

Korean English Teacher –Mr Jung
Student Level/Grade: Elementary

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

Korean English Teacher – Miss Yu
Student Level/Grade: Grade 6 (primary school)

Lesson Title: What Was the Thief Wearing?
Class Aims/Goals: Learn to describe clothing students wear
Length of Lesson: single/multi 40 minutes
Steps & Activities:
Ask the students: "what am I wearing?"
Go over the clothing that I am wearing: pants, sweater, t-shirt, socks, slippers
Show PowerPoint for clothing (Thief.ppt on http://epikforum.org). “Hand up if

you know what this is."
Then go back to what I am wearing: brown pants; white t-shirt; brown and
black slippers; blue, white and black sweater.
Show PowerPoint for colors (Powerpoint01a.ppt on http://epikforum.org).

Have students repeat the colors.
Activity/Lesson
Have students describe a partner, like they are on a clothing infomercial
(demonstrate at the front with one student – demonstrate being the model and
being the speaker) - pointing when they say what their partner is wearing.
Walk around and observe.
Post-Activity/Review (this is actually the longest segment of the class)

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

determines who will play detective in the next game.
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Lesson Plan
Instructors: Native English Teacher – Laurie Malcolmson

Korean English Teacher –Various.
Student Level/Grade: First Grade

Lesson Title: Prepositions of place Describing clothing
Class Aims/Goals: Students to be able to say where someone is and what
they are wearing.
Steps & Activities:
Materials. Items of clothing such as a cap, trousers,jacket,gloves
and a sweater.
A dialogue as per the following,,,
Activity / Lesson.
A) Where is Bob?
B) He is standing next to John.
He is wearing a red shirt.
This is a dialogue provided in the first grade text book I am using.
There is a picture provided with the dialogue.
The items of clothing are then practiced by asking students, What is

this? And What colour is it? Make sure they can answer freely.
Then some students are given the clothes to put on.
Then I ask other students Where is Da seul ? Where is Min gyu ?
I do this for a few minutes, then get other students to ask the question.
They should answer along the lines,,,He is sitting next to Jong hyun,
he is wearing brown trousers.
The last part of the lesson I go over parts of the school uniform.
Then ask the question Where are you?
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Answer I am sitting next to Soo pyo, I am wearing a blue sweater.
Do this for a few minutes then get other students to ask the question.
The students like this lesson as they can put my clothes on,they are
usually too big and the other students think it is funny.
A couple of minutes asking Where is _______?
What is this?
What colour is it ?
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Lesson Plan
Instructors: Native English Teacher – Nathan Busch

Korean English Teacher – Kim In Sook
Student Level/Grade: 3rd grade and/or intermediate group

Lesson Title: Animal argument
Class Aims/Goals: Students will be able to use comparative and superlative
more freely in conversation than before.
Length of Lesson: single
Steps & Activities:
Pre-Activity/Preparation/Materials:
Print out some photos of between 4 (small class) and 10 (big class)
animals. Make a list of those animals as well. Make a list of some
things in the class room you intend to use. (10 things) Next to the
name of the thing, write down 1 adjective to describe it. (ie, wall/white.
Pencil/yellow)
Activity/Lesson:
Warmer: find things game. Adjectives from your room list to get
students, individually, to find things that have property described by the
adjective. Example, the adjective is “yellow” so the student just has to
find something yellow. It does NOT have to be the pencil. However,
when you make your list, it is better if you use adjectives that can only
be ascribed to one noun in the class so that way students are faced
with a bigger challenges insofar as finding the thing. 15 minutes.
Presentation:
1) Hold up photos of animals. Get the students to say the
name of each and write the name on the board as they say
it.
2) Get students to say one adjective about each animal. As
they say the adjective, write that adjective down next to
whichever animal it pertains to. This may be difficult to
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explain, so you’ll have to demonstrate with your co-teacher
first.
3) Pick 2 animals. Use the adjective given to one to compare
it to another. Example: If the animal was whale, and the
adjective was big and the other animal was sheep and the
adjective was white, ask, “which animal is bigger?” and
“which animal is more white?” This is how you teach
comparative.
4) Pick three animals. This time, it will be, “which animal is
biggest?” and “which animal is most white?”
5) Put students in groups of 3-5. Give one animal to each
group. It is fun/funny to give girl groups animals like tiger or
wolf and give boy groups animals like panda or sheep.
Then tell each group they need to make an argument for
why their animal is the best. The argument should be a
speech in which each student in the group says at least 1
sentence about the animal. Co-teacher help needed to
explain directions. Give 10 minutes to students to make
sentences. Walk around the class and show students how
they could write a sentence using superlative for their animal.
6) Students go around the class saying their sentences.
7) Students, working as complete groups, will make 1 sentence
for why their animal is better than another using comparative.
Example, panda is more cute than lion. By this time,
hopefully, the students will just start talking/using
comparative superlative on their own. If they are speaking
freely, you can just relax the rules of the game and let them
go.
Next class, draw three of the animals. Get them to make comparative and
superlative sentences comparing each. (5 minutes).
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Lesson Plan
Instructors: Native English Teacher –

Korean English Teacher –
Student Level/Grade: 3
Lesson Title: Directions
Class Aims/Goals: By the end of the lesson students will be able to:
• Use new vocabulary appropriately to ask for and give directions
• Listen to a set of directions and then correctly identify the desired
destination
• Practise interpersonal speaking using the new directions vocabulary
Length of Lesson: single/multi This unit usually requires two lessons but this
can be shortened or lengthened according to the ability of your class
Steps & Activities:
• Handouts (*refer to Handout section)
• Map – The one in this sample was made specifically for my classes.
For the first lesson I used 6 large maps (A3) that were laminated.
Feel free to modify the map as required. (*refer to Handout section)
Activity/Lesson
Asking for and Giving Directions

1. Small Talk Time 10 min
Choose students to talk about “What places have you visited?”
2. Giving Direction 1 min
Explain to students that you will do an activity about asking and
giving directions
3. Give out ‘directions’ script 12 min
Directions: (read and repeat) (Give explanations as you go)
go straight
walk for 3 blocks / walk to the end of the street
at the first set of lights / after the second set of lights
turn left / turn right
the post ofiice is on the left-hand corner
the airport is on your right
the park is across from the airport
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Read and repeat: ask for volunteers to say the expressions in
English and Korean (points for team)
4. Listening to directions: 10-15 min

Give out maps. ( 1 per group)
Students must listen to my directions and try to guess where I’m
going (points)
5. Sum up – Review new vocab 7 min
Hang man (using directions)
Materials:
Maps (35 small maps), directions II script
Activity/Lesson
Directions II
1. Small talk time 5 min
Choose students to answer small talk question “What country
would you like to visit?” “Why?”
2. Directions revision: 10 min
Teachers model conversation (Brad and Madonna)
Read and repeat
3. Pair Activity: 10 min
In pairs the students will take turns practising asking and giving
directions. One person is pretending to be lost and must ask the
other for directions to a ‘destination’
e.g. “Excuse me, can you tell me how to find the park?” “Sure.
First…..”
Take turns with the different roles
4. Volunteers to demonstrate conversation in front of the class 10 min
(points)
5. Ask students to volunteer to help me by asking them “Excuse me 10 min

can you tell me how to get to…?”
Give them a small copy of the map with 4 sets of directions. They must then
use the map and directions to find the destinations. Check at the next class.
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Lesson Plan
Instructors: Native English Teacher – Noah Hussin

Korean English Teacher – 조평지
Student Level/Grade: Middle 1st Grade

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

Lesson Title: Giving and Receiving Directions
Class Aims/Goals: Vocabulary to help a student give and understand
directional phrases
Length of Lesson: 45 minutes
Steps & Activities:
A simply laid out map to teach the simpler terms of go straight, turn right
etc (not provided).
A more difficult map of Wonju City and area to teach the extended terms
such as go through the intersection, go over the bridge, etc (not provided).
The phrases can be listed in chalk on the board, or for visual clarity you
may choose to use printed words and phrases.
Explanations of the words and phrases are given if necessary.
go straight/go back go through go __ meters/kilometers/
go over the bridge/go under the bridge
go to the _____ (corner/lights/intersection/end of the street)
go up the hill/go down the hill turn right/turn left
veer right/veer left across from/next to/beside.
Its behind/ Its in front of Etc.
Activity/Lesson
A simple printed page utilizing the prepositions of location is used first. This
refreshes what the students have probably learned in other English classes.
The new phrases and expressions simply further the students
understanding.
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The easier of the two maps is used first.
Questions used here are: “Excuse me!” “Could you tell me where is
________?” and “How do I get to ___________ please?”
Tag is played with the students and questions and answers.
Next the more difficult map of Wonju City is introduced

This map then increases the students knowledge and confidence when
giving directions. I usually list 3 or 4 well known places that a student can
practice with his or her partner.
Once again we play question tag, as A asks B and then B becomes A and
so on.
Make certain that you include enough locations to utilize most of the
directional phrases.
To wrap up the class, and to help the students remember the phrases. I
sometimes play a game of opposites with the phrases. Such as;
It’s in front of/It’s in back of
Go over the bridge/Go under the bridge
Etc.
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Lesson Plan
Instructors: Native English Teacher – Lei Qian

Korean English Teacher – Mr. Park
Student Level/Grade: Beginner, Middle School

Lesson Title: Direction
Class Aims/Goals: By the end of the class the students should be able to
understand and give simple directions.
Steps & Activities:
Two maps, one for teaching and one for exercise (not provided)
Activity/Lesson
Mime left and right and straight and have students guess what it is. Tell
them they will learn directions. 5 minutes
Draw a map and tell them the boy is a foreigner in Korea and needs their
help to find his girlfriend’s house. Have the students direct the boy to his
girlfriend’s house, then to the restaurant and the movie theatre. Make sure
you include what you want to teach them on the map. This might include
“Turn/go right/left”, “go straight”, “turn around”, “At the traffic light/corner”,
“Go up/down one block”, “On your right/left” “cross the road” and etc.
depending on their level. When students get stuck help them out by
teaching them these words.
15 minutes
Give them a map and ask them to use the phrases taught to direct me to
different places on the map. 15 minutes
Have one student go outside the classroom, then hide an object in the
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classroom (I used candy). Get the student to come back and ask the class
to direct him/her to find the candy. You may also try blindfold if the
classroom is relatively safe. Alternatively you can play pin the nose on
Rudolf. 10 minutes
To review you can ask students to mime instructions such as “Turn right”,
“Go straight” etc.
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Lesson Plan

Student Level/Grade: Middle School Grade 1

Lesson Title: Let’s Go Shopping
Class Aims/Goals: By the end of the lesson the students will be able to:
• Use new shopping vocabulary appropriately
• Practise interpersonal speaking in a shopping context
Length of Lesson: single/multi This lesson was done as one of a series of
three lessons culminating in a ‘Market Day’ where the students made their own
stalls and used the new vocabulary they had learned to buy and sell their own
goods. However, this first lesson is a good starting point to use to develop your
own lessons that will cater specifically to your classes needs.
Steps & Activities:
Resources
Shopping script sheet, words for game : laminate and cut out from the shopping script
(*refer to Handout section)
Activity/Lesson
Lesson: Shopping I
1. Small talk time: 5-10 min
Choose students to answer “What things do you like to buy?”
Give points to groups for volunteers
2. Shopping : introduction 10 min
Explain the new topic : shopping
Give out shopping script “Let’s go shopping!”
Explain the script and then read and repeat
Get volunteers to read and translate into Korean (points)
Get students to practise the script in pairs (tell them to choose
their own goods and take turns being the shopper)
3. Role-play 10 min
Get students to volunteer in pairs to do the script as a role-play
4. Guess what I’m buying! 15 min
‘Explain, Mime, Draw’ – each group has a turn. One member of
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the group will come to the front. I will show them a word from
the script (e.g. apple, orange, pineapple etc).
They can choose to ‘explain’ ‘mime’ or ‘draw’ the word. Ex=3
points, mime = 2points, draw = 1 point
The team gets the points if they can guess the shopping word
within 2 minutes
You can review the vocabulary again
You can make a cloze activity for them to do as homework
You can also get them to make market stalls and have the other students shop
for their goods using the new vocabulary (This may take place after a couple of
lessons on shopping)
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Lesson Plan
Instructors: Native English Teacher – lei Qian

Korean English Teacher – Mr. Park
Student Level/Grade: Beginner, Middle School

Lesson Title: Greetings
Class Aims/Goals: By the end of the class students should know some basic
greetings and be able to communicate using them.
Length of Lesson: single/multi
Steps & Activities:
A list of greetings to be taught (not included)

Another copy cut up to strips to be used in the game (not included)
An example of a substitution table
How are you?/ Pretty good.

How’s it going?/ Not bad.
How have you been? Great.
Not too good.
Activity/Lesson
Start the lesson by saying a few greetings to the students and see how
they respond. Elicit what they already know on the board. If they don’t
know then teach them. Make sure you organize the board to include all the
greetings you wish to teach. You might want to use a substitution table to
make it easier to fit in everything. If you don’t know what a substitution
table is see example. 15 minutes
Divide students into pairs and ask them to practice saying these greetings.
5 minutes
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Ask a few students to come up to the front and say these greetings in front
of the whole class. This will make sure they actually practice rather than
just talk in Korean. If you have space in your class you can also arrange
them in circles and put one student in the centre. The student in the centre
needs to go up to a student in the circle and exchange greetings. Then the
new student will come to the centre and it keeps going until all students
have a turn. You can monitor by going from circle to circle. 10 minutes
Give each student a strip from the paper you prepared and ask them to find
their partner. For example if one student has the strip “How have you
been?” He or she needs to find the partner who has the strip “I have been
OK.” They are not allowed to show each other the strip of paper, so they
must talk to each other to find out what they have and if it is a match. 15
minutes
You can either review by asking the whole group to respond to your
greetings or you can pick individual students in the class to respond. The
student you picked then has to pick a second student and greet him/her.
You can do this for about 5-10 minutes
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Lesson Plan
Instructors: Native English Teacher – Henrietta Veenstra

Korean English Teacher – Chai Che Bum
Student Level/Grade: Grade 1, upper

Lesson Title: My day
Class Aims/Goals: build vocabulary, recognizing past tense
Steps & Activities:
Pre-Activity/Preparation/Materials print out sheet with different activities

on it (*refer to Handout section), need 4-6 sets, depending on size of class
and how big you want the teams to be.
Start class going over basic greetings, discuss weather. Ask students to
list different things they do during the day. Add more things to the list,
wake up, eat breakfast, shower etc. Can be simplified to adjust to
student’s level.
Activity/Lesson: Write out ‘My Day’ paragraph on the board.
I got up at 7:30.
I washed my face.
I ate eggs for breakfast.
I went to school at 8:30.
I stayed at school from 8:30 until 4:30.
After school I went for a run and exercised.
I ate rice and kimchi for dinner.
I met friends and played games and sang songs.
I went to bed at 11:30.
Read over this with the students then erase the underlined words and have
them fill them in based on what they do in a day. Then have students read it
to the class. I had some volunteer and then picked some others.
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Divide students into groups of 5. Hand out the pictures you printed off
earlier. Explain that you will say a name of an activity and the students
must bring the correct picture up to you. The team that brings the right
picture up first gets a point. Do this a few times and then let different
students read off the words. The team with the most points wins.
29
Lesson Plan
Instructors: Native English Teacher – Richard Nicholas

Level/Grade: Middle School: Grades 1-3

Lesson Title: Clothes Shopping
Class Aims/Goals: Build clothing related vocabulary.
Build functional exponents e.g. I’m looking for…
Length of Lesson: Single (45 Minutes)
Materials: Lesson Handout (1 per student) (*refer to Handout

section)
Clothes flashcards (1 set per every 7 or 8 students)
From:
http://www.mes-english.com/flashcards/clothes.php
Whiteboard/Blackboard
TEACHING PLAN
ACTIVITY 1: VOCABULARY INTRODUCTION (5 – 10 MINS)
a. Go through each vocabulary as a class chant. e.g.
Teacher: It’s a hat.

Students: It’s a hat.
Teacher: What is it?
Students: It’s a hat.
b. Ask students to match and write the correct word underneath each picture.
ACTIVITY 2: SINGULAR OR PLURAL (5 – 10 MINS)

a. Ask the students to work in pairs.
b. Pairs decide which items are singular or plural.
b. Divide the class in two.
c. Teacher holds up a flashcard.
d. 1st group of students ask “What is it?” or “What are they?”
e. 2nd group of students answer.
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f. Alternate student roles.
ACTIVITY 3: UNCOVER (5 – 10 MINS)

a. Ask “What is it?” Or “What are they” then slowly reveal a flashcard.
b. Students answer. First correct answer wins the flashcard.
c. Repeat twice as an example.
d. Divide students into teams of 7 or 8.
e. Identify 1 student as the teacher and give them 1 set of flashcards.
f. In teams, the teacher asks “What is it?” or “What are they?” and reveals.
g. Students answer. Fastest wins the flashcard.
ACTIVITY 4(A): CONVERSATION (5 MINS)

a. Conversation listen and repeat.
b. Substitution drills for “I’m looking for … …
IMPORTANT: If students struggle with longer sentences try “chaining” e.g.
Teacher: How would you?

Students: How would you?
Teacher: How would you like to pay?
Students: How would you like to pay?
ACTIVITY 4(B): PAIR PRACTICE

a. Demonstrate the “Look, Cover and Speak” technique to students.
b. Look at the text. Cover the text. Say the sentence.
d. Ask students to practice the conversation in pairs.
ACTIVITY 5: ADJACENCY LISTENING TASK (5 MINS)

a. Teacher reads a shopping question.
b. Students listen and then pick the correct answer on the handout.
Question # Question
1 OK. That’s $40. How would you like to pay?
2 OK. How about these ones?
3 OK. What size would you like?
4 Can I help you?
5 OK. What colour would you like?
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ACTIVITY 6: THINK OF A CLOTHES STORE (OPTIONAL EXTENSION)
a. Ask the students to think of 5 clothes stores in your city.
APPLICATION: CHRISTMAS SHOPPING ROLEPLAY (10 MINS)

a. Students write a shopping list. They must use the items practiced.
b. Ask the strongest students to be stores in your City (1 for every 4 students).
c. Give each store a mixture of flashcards.
d. Tell the remaining students that they must try to buy the items on their list.
e. Tell the shop assistants that the customers must use full sentences.
f. Students complete the Role-Play.
g. Feedback.
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Lesson Plan
Instructors: Native English Teacher – Amy Bennison

Korean English Teacher – Seok, Youn Ji
Student Level/Grade: 5th /6th

Lesson Title: ‘The Supermarket’
Class Aims/Goals:
• Students to develop supermarket related vocabulary
• Students to use the sentence ‘How much is …..?’
• Students to revise numbers
Length of Lesson: single (40 mins)
Steps & Activities
Pre-Activity: Previous lessons covering numbers, money, food vocabulary

etc.
Materials: Flashcards, fake money, items for activity 1 (chocolate, fruit,
notepad, pencil etc.), shopping lists, fake food, signs, candy, shopping
baskets.
Activity/Lesson
Steps T/S Activities Time
Greetings and introductions

Introduction 5 mins
State aims of lesson
Introduce vocabulary: money and food

Step 1 Introduce question form: ‘How much 5 mins
is…?’
‘The Price Is Right’
Students must guess the price of the object.
Teacher asks ‘How much is the……?’
Activity 1 10 mins
Students guess and the teacher says if the
price is higher or lower. The student who
guesses right keeps the item.
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Introduce vocabulary: food groups
Introduce question form: ‘Please can I
Step 2 have…?’ 5 mins
If higher level introduce ‘That’s…..’ and
‘Here’s your change.’
5 students play the role of shopper and 5

students play the role of shopkeeper.
The shoppers have a list of foods to buy.
They must go round to each shopkeeper
to buy what they need.
The shopkeeper can choose the price of
the goods.
Activity 2 10 mins
The shoppers can bargain to get a lower
price.
The winning shopkeeper is the one with
the most money.
The winning shopper is the one with the
most money left after buying all the
items.
Conclusion Recap the key phrases as a group. 5 mins
Follow up lessons using same phrases e.g. ‘The Restaurant’.
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Lesson Plan
Instructors: Native English Teacher – Matt Cook

Student Level/Grade: Upper Elementary (4th – 6th grade) and Lower Middle
School (1st – 2nd grade)
Lesson Title: Going Shopping
Class Aims/Goals: The goal is to teach language commonly used for
shopping, so that students can ask for, find the price of, and purchase
everyday food and clothing items.
Length of Lesson single/multi: Single class (40-45 minutes)
Steps & Activities:
The teacher starts a discussion about their student’s favorite food or
favorite clothing brand name. The teacher should ask questions to
students about which supermarkets and department stores they and
their families like to shop at. It could also be interesting to ask students
how much different items cost in Korea like shoes or pizza, for example.
Then, students use paper to draw, cut out, and color different clothes
and food items like blouses, socks, cans of soup, hamburgers, etc.
The teacher should limit the number of items the students have to make,
like two food items and two clothes items, in order to have time to
complete the lesson. The teacher should take note of which items
most students are making so they can get an idea of what vocabulary
they need to teach.
Activity/Lesson
When students have completed making their clothes and food items, the
teacher should review the vocabulary for the things that the students
made. The teacher can write or ask students to write the names of
each item on the board. Now, the teacher must write on the board the
basic sentences used to ask for, find the price of, and purchase items in
35
a store. The teacher should make sure the students know how to
correctly pronounce and use these phrases.
The students should prepare for a role-play. Every student must write
the name of each item they have made on the back of the item. This is
to prevent confusion during the role-play in case the student has
forgotten the vocabulary. Next, the class is divided into two groups, a
supermarket and a department store. One student is chosen as the
shopkeeper for the supermarket and one student for the department
store. The shopkeepers collect all of the items that the students have
made and display them on a table. One at a time, students come and
ask for, find the price for, and purchase different items.
36
Lesson Plan
Instructors: Native English Teacher – Noah Hussin

Korean English Teacher – 조평지
Student Level/Grade: Middle 1st Grade

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

Student Level/Grade: Elementary/Middle/High – lesson may be modified to

suit different age and ability
Lesson Title: Getting to Know you!
Class Aims/Goals:
• Students will get to know each other’s interests by surveying
classmates
• Students will learn to use Do you have…Do you like…Did you
like… through questioning
• Students will learn to ask and answer questions appropriately
using correct language and structure
Length of Lesson: single/multi: Single lesson. Length of lesson will vary
depending on class numbers and number of questions each student is given.
Steps & Activities:
Materials –
• Survey sheet – one for every student (*refer to Handout section),
tennis ball
Pre-Activity –
• There are many different ways to ask questions. In this particular
activity students ask questions in these forms -
Do you have…Do you like…Did you go… (you can have others
depending on the ability of your students). All the questions need
to be read through and discussed making sure all students
understand what the questions mean as well as what kind of
answer they need to elicit.
Activity/Lesson
38
• Students will move around the classroom surveying classmates.
Students are to question and answer in appropriate structures.
ie. Do you have a brother? No I don’t have a brother
Do you like pizza? Yes, I like pizza
If a student answers no, ask another question until a YES
answer is given, then move to another student. When a YES is
given, write the name of the student in the corresponding space
given. Continue activity till the survey is complete or time is up.
• Review sentence structure again. It is likely that even with the

pre-activity students will make similar mistakes again and again
when answering their questions.
• Ask students if they learnt anything new or interesting about a
classmate
• Have students sit in a circle facing each other and hand one
student a tennis ball. Students are to direct their question to one
person and then throw the ball to them. The person receiving the
ball has to answer the question and then continue the activity.
ie. a) Do you like ice-cream? (throw the ball)
b) (person catching the ball) No, I don’t like ice-cream. Do
you
have a pet dog? (throw the ball) etc…
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Lesson Plan
Instructors: Native English Teacher – Pat Copeman
Student Level/Grade: Middle school all grades

Lesson Title: Speak Like a Pirate Day – September 19
Class Aims/Goals: giving directions, learn Pirate English, writing
exercise, dialogue roleplay, have fun.
Length of Lesson: multi
Steps & Activities:
The five ‘A’s of Pirate Speak:

http://www.youtube.com/watch?v=2cKCkbWDGwE
Basic instruction in how to Speak Pirate:

http://loadingreadyrun.com/videos/view/49/How+to+Talk+like+a+Pirate
Lesson in swaggering:
http://www.youtube.com/watch?v=byQPKf7-PvA&mode=related&search=
Buccaneer’s mask to cut out and colour:

http://www.pheemcfaddell.com/coloring/halloween/ColoringPirateMask1.ht
ml
Pirate songs made into one MP3

http://ishtarandromeda.libsyn.com/index.php?post_year=2006&post_month
=09&post_day=12
Pirate shanty for children

http://www.youtube.com/watch?v=AM1NUGlo2ww&mode=related&search=
eyepatch, blindfold, posters, basket, handball (or cup and marble),

attachments –How to be speakin’ Pirate-Like, wordsearch, song (*refer to
40
Handout section)
Activity/Lesson
Vocabulary and Pirate Behaviour

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

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

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

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

• Discuss why the one-eyed pirate had so much trouble telling the
landlubber where to drop the ball. (depth perception) Should you be
worried in a fight with a one-eyed pirate?
42
Lesson Plan
Instructors: Native English Teacher – Rani George

Korean English Teacher –Pak Jeong Suk
Student Level/Grade: 1-3

Lesson Title: Guess the Animal or Insect.
Class Aims/Goals:
• Learn animal body parts and abilities
• Practice structures
Do I have…? Yes, you do./ No, you don’t.
Can I …? Yes, you can./No, you can’t.
Am I a/an…? Yes, you are./No, you aren’t.
Steps & Activities:
None
Activity/Lesson
1. Write down the name of 10 animals or insects on the board. For

example, bird, monkey, snail, fish, bee or fly, crocodile, spider,
elephant, frog and snake.
2. Use the names of the animals to elicit or teach the following

expressions about their body parts and actions.
Write this list on the board.
Body parts: wings, legs, feathers, scales, gills, a tail, a shell, a

trunk, fur, a beak
Actions: swim, fly, jump, slither, crawl, walk
3. Give everyone a sheet of paper and a pencil. Ask them to write

the names of the animals from the board on the sheet. Tell
43
them to leave space below each animal for notes. Ask the
students to decide which body parts and actions go with which
each animal. The students can compare their lists in pairs.
Alternatively, you can elicit each animal’s body parts and
actions as a class. For example, A crocodile: legs, scales, a tail,
crawl, swim.
4. Write the sentences on the board:

Do I have…? Yes, you do./ No, you don’t.
Can I …? Yes, you can./No, you can’t.
Am I a/an…? Yes, you are./No, you aren’t.
5. Give one student a blank piece of paper or sticker and ask him
or her to write one of the animals from the board on the paper.
Let the other students see the word. Do not look at what they
write. Ask him or her to stick it on your back. Use the sentence
structures to guess what the animal is. For example, ‘Do I have
wings?’ ‘Can I swim?’ Let them answer, ‘Yes, you do.’ ‘No, you
can’t.’ You can repeat more examples with or without the paper
until the students seem clear about the game and new
vocabulary. Let different students come to the front of the class
and try to guess an animal.
6. Now, the whole class can play the game individually. Let each
student find a partner and give each student a piece of paper.
Ask them to write 2 or 3 animals on the paper without letting
anyone see it. Then, they can stick or pin the paper to the back
of their partner. Tell the students to guess their animal by going
around the room and asking one person only one question
each about their body parts and actions. When the student has
guessed all their animals, they can check the sticker.
7. Follow-up Activities: Pick one animal and describe it using

the following expressions: ‘I have…’ ‘I can…’. For example,
‘I have wings, feathers, and I can fly. Who am I?’ Let the
class guess what animal you are. The students can also try
44
this in pairs. To make it more challenging, you can choose
other animals not on the list.
45
Lesson Plan
Instructors: Native English Teacher – Jeff Mah

Korean English Teacher – Kim Il Hee
Student Level/Grade: Basic, middle school 1st grade

Lesson Title: Talking About Your Family
Class Aims/Goals: to provide the student with a basic understanding of
'family' vocabulary and the relationships that exist amonst the family members.
The goal is also to help conversation skills by way of role play.
Length of Lesson: 30 min.
Steps & Activities:
1. Pre-Activity/Preparation/ 2. Activity/Lesson 3. Post-Activity/Review

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

-go around classroom asking each student how many siblings
they have.
-hand out paper to each student (*refer to Handout
section)
Activity/Lesson
-analyze family tree

-identify the relationships on the family tree and fill in the blanks
46
to the questions.
ex. James is Orlando's ______.
-review the family relationships that exist on the family tree and have
the class repeat the words.
ex. niece, nephew, grandfather...etc.
-conversation role play
-pair up the students in the class and let them practice the
conversation.
-personalizing the lesson to each student
-Tell each student to write down as many family members as
they can
for 2 minutes on a piece of paper.
-conversation with other class members
-have the student seek out other students and exchange
questions
with one another. Questions such as:
• who is ___?
• what does___do?
• where does____live?
• where does_____go to school/university?
• how often do you see_____?
-none.
47
Lesson Plan
Instructors: Native English Teacher – Andrew Regan

Korean English Teacher –Ahn Mi Mo
Student Level/Grade: Middle school second grade

Lesson Title: What do I do?
Class Aims/Goals:
Most students at the middle school level already know English words for
common jobs such as doctor, police officer, fire fighter etc. My goal in this
lesson was to expand their job related vocabulary to include other jobs that are
also quite common. It is also a good opportunity to have the students practice
forming questions using the “Do you _________________?” format.
Length of Lesson:
I completed this lesson in one class. However it could easily be lengthened to
two classes depending on how much detail the instructor chooses to include.
Steps & Activities:
Pre-Activity/Preparation/Material
Print the worksheet and make copies for the students (*refer to the
Handout section)
Have your co-teacher help you to match the jobs(in English) to the Korean
names for the jobs. Keep this completed version as a reference for
yourself.
Make sure your co-teacher understands all of the questions at the bottom
of the worksheet.
Activity/Lesson
From my experience, the activity in this lesson works better with the
students in teams of 4-6 members(I usually put the students into teams at
the beginning of class to get all the chair and desk shuffling over with).
First of all, go over the job names on the worksheet placing emphasis on
pronunciation. Next, give the students about 5 minutes to work within
their groups at matching the English job names to the Korean names.
48
During this time it helps to walk around the class giving hints to teams who
seem to be stumped.
After the students have had a chance to match the ones they know, go
through each of the jobs again. This time encourage the students to call
out the matching Korean job names. If you come to a job that nobody
knows try acting out the job to see if the students can guess it. As a last
resort, have you co-teacher translate the word.
******IMPORTANT throughout the matching activity, the Korean teacher should be
monitoring the class to make sure the students are calling out the correct job
names in Korean.*******************
When the matching is finished, go over the questions at the bottom of the
worksheet. Do your best to make sure the students understand what
each question means. Once again it is important for the co-teacher to be
involved.
Finally, have the students carry out guessing activity related to the
worksheet. It’s pretty simple. One team secretly chooses a job and the
other teams ask the questions from the bottom of the worksheet to try and
guess the secret job. You can change the rules of this activity to suit your
needs.
Try to leave yourself a few minutes at the end of the class to go over the
jobs one last time. Have the students repeat the English words after you
and call out the Korean words immediately after.
49
Vocabulary
50
Lesson Plan


Lesson Title: Weather
Class Aims/Goals: Students will learn vocabulary pertaining to the weather.
Fluency in speaking and listening
Steps & Activities:
Laminated papers for marking answers
Overhead markers
Tissue paper and a cup of water to clean papers
Power Point with weather vocabulary (Weather.ppt on
http://epikforum.org)
Flashcards
Activity/Lesson
1. Greeting and the date
A. Good morning/afternoon class and reply
B. Say and have students repeat the date
C. “Hello. How are you?” to a few students to elicit a different response
than “Fine, thank you and you?”
2. “What is the weather like today?” “How do you like the weather?” What
is the weather like in the winter?” Elicit responses! “Today we are going to
learn about the weather and how to talk about it!"
3. Review vocabulary list on the board or on power point.
Autumn (Fall) Clear (no clouds, rain) Fine
Cloudy (in the sky) Foggy (in town) Drizzling (lightly raining)
Rainy Humid Hurricane
Typhoon Tornado (wind, no rain) Lightning
Thunder (sound) Snowstorm (a lot of snow) Snowy
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Spring Summer Sunny
Thunderstorm Winter Windy
Cool (a little cold) Warm (a little hot) Hot
Cold Heavy storm (a lot of snow, rain) Forecast (on TV,
explain)
Temperature 30 degrees Celsius 30 degrees Fahrenheit
Thermometer
4. Introduce Weather game!
5. Students will then be split into teams of four where they will be given tasks to
complete in English or questions to answer in English. Points will be awarded
for correct answers.
Conclusion:
If time, brainstorm different ways to say goodbye.
52
Lesson Plan

Student Level/Grade: 5th, maybe 4th Grade Elementary School, depending on

level of their English understanding.
Lesson Title: Farm Animals Wordsearch / Colours / Days / Months / English
Alphabet / English Sentences filling in the blanks Group Exercise.
Class Aims/Goals: To teach farm animals, double check they know English
Alphabet, days, months and also to see if they can tackle some filling in the
blanks to some English sentences. In addition to this, students can also see
and hear both the correct spellings and pronunciation of these words when
reviewing the whole exercise with them. Furthermore, enhancing, improving
their group/team working capabilities. Also hoping that in each team, more
English able students help and communicate to those that are not so strong in
English.
Steps & Activities:
Firstly arrange everybody into teams of preferably four. Hopefully with
the help from the co-teacher you can arrange the teams into equal, fair
English capabilities. Good idea to discuss this with your co-teacher
prior to the lesson. Next, hand out the worksheet to each child (not
included).
Activity/Lesson
Before starting explain slowly and carefully the instructions to each part,
maybe with the help of your co-teacher as well. After explanation you
can write on the board that they only have around 10mins to complete
as much as they can. (this point depends on how much the lesson in
your Elementary School is; if 40mins around 10mins, if 45mins around
10-15mins, if 50mins around 15-20mins) Also you can judge how
much more time you will allow the students during the exercise on
53
looking how much the students have progressed with the handout.
Always try an aim to allow a good 15mins or so for the overall review,
evaluation of the handout to the students.
The students can now begin
When the students are working on the part one wordsearch, you may
want to explain that words can be found diagonally as well. This is up
to your discretion.
Furthermore, when you feel you want to give them only 5mins left you
may want to indicate this on the board. Equally the same with a 1min
left warning.
In addition to this, if there is only 5mins left and you see students still
tackling the first parts of the handout, you may want to encourage
tackling other latter parts of the worksheet to allow them to try other
parts of the handout before running out of time.
When you want to stop time, ensure everybody’s attention is now on

you. Now slowly go through each exercise in turn with the children.
The first part the animal’s wordsearch, say slowly, followed by the
children each animal in English. Then get the children to say each
animal in Korean. Afterwards write on the board that in fact the
animals are further special as they are indeed Farm Animals.
The second part the jumbled colours. Write each colour on the board
followed by you saying the colour, then the children saying each colour
in turn firstly in English then in Korean.
The third part, write the days and months in full on the board, with you
again saying them in English first out loud, followed by the children.
54
The fourth part, write the full English Alphabet on the board and ask for
the children to say the alphabet afterwards. You can then say the
alphabet afterwards to demonstrate right pronunciation to the children
as well.
The fifth part, filling in the blanks to the sentences. Write each word
that was blanked in each sentence on the board then ask the students
to say each sentence out loud firstly in English then in Korean. Before
that you can say the sentence out in English first to demonstrate correct
pronunciation.
During going through each part, it is up to your discretion how many

times you want students to either repeat words in English or Korean.
Also whist going through the sections it will hopefully be obvious
judging on responses and understanding from the children how much
engagement and aid is required from the co-teacher.
When finished completely explaining the whole thing, inform the

students that the handout is for them to keep, as not only a good guide
for the future, to the basic English Alphabet, days, months but also
Farm Animals, colours and some basic facts, English sentences.
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Lesson Plan
Instructors: Native English Teacher – Susie Rowe

Korean English Teacher – Lee Bong Sun
Student Level/Grade: Beginner / Elementary

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

Korean English Teacher – Jin Ja Kim
Student Level/Grade: Middle School, 1st grade

Lesson Title: Old MacDonald had a Farm
Class Aims/Goals: Teach students animal farm animal names
What the animals do for us
How animal sounds in other language
Length of Lesson: one class session
Steps & Activities:
- prepare CD player, worksheet, “Old MacDonald Song” (not included)
- bingo game paper (not included) and prizes(candies or chocolate)
- writing material for students, drawing papers and crayons
Activity/Lesson
- Identify different animals on the farm and what they do, especially for
us: cow-gives milk and meat (beef), pig-pork, chicken-eggs and meat,
dogs-guard and can drive animals away. Other animals on the farm can
be cat, mice, chicks
- Animal’s sound is English (how animal sound is expressed in other
countries, in US, dogs say bow-wow, cats-meow, chicken-cock-a-
doodle-doo, pigs-oink oink, ducks-quack quack, and cow-moo.
- Write animal names and things on the farm in the worksheet
- Teach “Old MacDonald had a Farm” song
- “Old MacDonald had a Farm, EIEIO, and on his farm he had a pig
EIEIO, with a oink here and oink there, here oink, there oink,
everywhere oink oink, Old MacDonald had a Farm EIEIO”
- Sing with different animals: cow, dog, chick
- Put students in groups of 10 and they can choose animal representing
group and have a competition to see who sings best. Give points to the
best team and prize
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- Learn names of other things and insects on the farm. Barn is a house
for animals; need truck and tractors on the farm. There are also
grasshoppers, bees, spiders, flies, ants, worms, butterflies, and moths.
Also, tell difference between rooster and hen.
- What am I” game.
I live in a web, what am I?
I make honey, what am I?
I live underground in many numbers, what am I?
I have no legs or arms, I have long body, what am I?
Other people and animals don’t like me because I bother them, I fly
and I am small, what am I?
I am green in color, I like to hop, I have no voice, what am I?
I am big car, I can carry many things, I can be very helpful on a farm,
what am I?
I am a house for the animals, what am I?
- Pronunciation exercise: worm and warm, moth and moss, fly and fry,
tree and three, for and pore, light and right.
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Lesson Plan
Instructors: Native English Teacher – (Mark Felgate)

Student Level/Grade: Elementary

Lesson Title: Parts of the body
Class Aims/Goals: To increase awareness of body parts
Steps & Activities:
a) Page 4 “The New Oxford Picture Dictionary” – The Human Body
(not included).
b) words and music for song at
http://www.geocities.com/EnchantedForest/Cottage/3192/
Activity/Lesson
A. introduce the topic for today’s lesson..

B. Point to the easy parts of the body to begin with, eg. Hair, eyes,
nose, ear(s), hand(s) etc. and elicit correct pronunciation from
students. Now choose parts which students may find more
difficult. Point to chin, shoulders, neck, back, fingers, thumbs,
chest, elbow, knee(s), foot (feet), toes and elicit correct
pronunciation from the students. Those words that students find
difficult, write on the board.
C. Point to different parts for a second time, one easy part, followed
by a difficult part, to see how many students are able to remember
(obviously letting students view those difficult words on the board).
D. Clean the board, so that none of the difficult words remain visible
on the board. Explain that students are going to work in pairs.
Get the co-teacher and yourself to demonstrate how the activity
will work. One student will look at his photocopy, and point to, say
his chin, but without saying the word chin, and tries to elicit this
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from the second student. The second student must not look at his
photocopy. If the second student cannot remember the word, he
says he can’t remember, and the first student gives him the answer.
After a few more times like this, students change roles, so that the
second student now looks at his photocopy, but the first student
doesn’t.
E. Ask students to turn over their photocopies, containing words to
song. Explain that we are now going to sing a song together
called “Head and shoulders knees and toes”. Read slowly
through the song first of all, a line at a time, getting SS to repeat
each line after you. Explain that we will be doing actions to go
along with the song. Most students know the idea of the song
already, if not all the words. On the first time of singing through
the song, go quite slowly. On the second time, go a bit faster, and
then see if any students can keep up with you on a fast third
version. Most students found it hilarious when I did it really fast
with them, as they were unable to keep up with the actions and the
words.
F. Explain to the students that we are now going to play a game.
Write “stand up” on the board.” Some students will follow your
written instructions. Now motion to students that they must not
stand up. Now write “Simon says” in front of “stand up” on the
board, and motion to students that they can now stand up.
Similarly, write “sit down” on the board, but motion to students that
they must remain standing. Finally write “Simon Says” in front of
“sit down” on the board, and motion that students can now sit down.
At this point, a lot of students fully understood the idea of the game
without any intervention by the co-teacher, and those students that
didn’t understand promptly had the instructions explained to them
by those students who did understand the game. Explain with
one example that if I say “stand up” and some students stand up,
then those who stand up, are dead and have to go to the back of
the class and sit out the rest of the game. Now you can start the
game.
G. To make the game relevant to the lesson, ask the students to touch
their nose, toes, elbows etc. interspersed with “Simon says”. To
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make it really amusing for the students, get them to stand in pairs
and ask them to touch their friend’s nose, their friend’s toes etc.
I did a game of hangman to remind students of some of the difficult words from
today’s lesson eg elbow, chin etc. However, if you choose all the words from
the Human Body photocopy, you’ll find that the students will try to match the
numbers of letters on the board with those words on the photocopy that
contain the same number of letters. So what I did was to include difficult
words that students have encountered in previous lessons, with just a couple
of body parts.
Additionally, if there is time, you could maybe include the song “If you’re happy
and you know it, clap your hands” also to be found at
http://www.geocities.com/EnchantedForest/Cottage/3192/
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Lesson Plan
Instructors: Native English Teacher – William Crothers

Korean English Teacher – Mr. Kong
Student Level/Grade: Grade 4 (primary school)

Lesson Title: Big Nose, Small Nose
Class Aims/Goals: Reinforced vocabulary: parts of face. New: using “big”
and “small” to describe parts of the face.
Steps & Activities:
Bring cheap candy, the PowerPoint and a couple of hundred very small
pieces of paper to class. (Faces.ppt on http://epikforum.org)
In the previous lesson, the students have been taught parts of the face.
To begin this lesson, I show a PowerPoint identifying several parts of the
face with the word written at the bottom of each slide. The students
repeat the part of the face after I say it. Then we get to the section in the
PowerPoint where there are arrows pointing to the parts of the face without
the word written at the bottom. Students can shout out what the arrow is
pointing to. Then I say the word and the whole class repeats.
Afterwards, I ask specific students who may have been a little quiet or who
appeared to not be paying very close attention to identify the parts of the
face that I point to.
Activity/Lesson
The next thing I do is announce: “Today we will draw faces!”
I go through the PowerPoint of the cartoon faces very quickly, saying, “Big
hair, small hair, big eyes, small eyes, etc.”
Then say, “Let’s do that again. Repeat after me.”
Have the students repeat each phrase after I say it.
Moving onto the next slides, I ask the students “What can you see?”
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I turn off the big screen in the class and the students draw the face that I
describe. “Small eyes, small nose, etc.” I then walk around the classroom
to see what they have drawn and say “oohs” and “awws.”
I then turn the big screen back on and ask “Whose looks like this?”
I then say, we’ll do it again. Students each get another small piece of paper
off my desk (exercise is good).
The students draw what I describe (monitor off again). I collect the papers,
then call them all up to the big screen (monitor back on), and ask “Which one
is most like this? Which one is best?” I offer more compliments, the
students laugh, and I with some feedback from the students I offer a candy to
the drawing I select.
The next time the students draw, after reading to them what to draw (monitor
off), I ask students to tell me one part of the face that they drew (ie. Small
nose). I ask seven students and each student must tell me a different part
of the face.
I then ask for a volunteer. That student comes up and looks at the picture of
the next cartoon face and describes it to the class just as I had before. After
finishing, the student points to students and they have to say one part of the
face that they drew. If they identify something he/she said, then they say
“yes,” if not, he/she says “no.” I give the student who described the face a
candy.
I then ask for two student volunteers and they do the same thing, alternating
turns describing a part of the face. The students show their drawing to the
students around them when they finish.
Next is Simon Says using the parts of the face. Begin by making it easy for
the students. Say “Simon Says” for each part of the face taught, touching
that part of the face when giving the instructions. After each part of the face
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has been touched, start trying to fool some students. If students are very
good, begin to call for students to touch two parts of the face at once. My
students really liked it when I introduced “feet” as well - they’d grab their foot
and stand on one leg (looks like a dance move). Candy is awarded to the
winner.
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Lesson Plan
Instructors: Native English Teacher – Sunny Suh

Korean English Teacher – Jin Ja Kim
Student Level/Grade: Middle School, 1st grade

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

famous dates like New Year’s Day, Christmas, Children’s Day, April fool’s
day
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- Question for bingo game:
- When is New Year’s Day?
- When is Valentine’s Day?
- When is April fool’s day?
- When is Children’s day?
- When is Parent’s day?
- When is Teacher’s day?
- When is Korean War Memorial day?
- When is Constitutional day?
- When is Korean Independence day?
- When is American Independence day?
- When is Foundation day?
- When is Korean Thanksgiving day in 2007?
- When is Halloween day?
- When is Lunar New Year’s day in 2007?
- When is Christmas?
- When is your Birthday?
- When is my Birthday?
- When is your school’s birthday?
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Lesson Plan
Instructors: Native English Teacher – Matt Cook

Student Level/Grade: Upper Elementary (4th – 6th grade)

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

Student Level/Grade: Fourth grade elementary

Lesson Title: What time is it?
Class Aims/Goals: To practice asking for and telling the time
Steps & Activities:
There are two optional materials needed:
- an easily adjusted analog clock for demonstrating times (many
classrooms already have prop clocks for exactly this).
- up to three dice, preferably the bigger, colorful kind.
Activity/Lesson
I. Start the lesson with usual greetings
a. Going from student to student, ask how they are and if they are
tired, and ask what time they went to sleep yesterday, and what time they got
up today. Allow students to help each other answer. Don't worry about small
mistakes.
b. Ask the more advanced students extra questions, such as “how

many hours did you sleep last night” and “what time do you usually got to
bed/wake up” if they don't know “usually” try “everyday” to explain, failing that
allow the co-teacher to translate.
II. Draw an analog clock on the board (or use a real prop clock if
available):
a. Give some example times, making it clear that one says
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"o'clock" on the hour, and not otherwise.
b. Many students will find this very easy, but all with have trouble
remembering bigger, non-round numbers. Show many different times and have
students call out the time. Correct any mistakes and have the class practice as
a whole, in unison, as many times as necessary.
c. After that, practice greetings depending on the time. Show them

times and ask them if they should say "good morning/afternoon/evening/night."
Work with the co-teacher to make sure they understand the word for each time
of day by drawing a 24-hour time-line. Next make sure they know that during
both evening and night, "good evening" should be used for hellos, and "good
night" should ONLY be used for goodbyes. This especially will very likely
require some explanation from the co-teacher.
III. Play the "What Time Is It?" game - this is best if you have dice
a. Have the students clear the desks from the back half of the
room.
b. Have the students all stand against one wall
c. Have them practice saying "what time is it, [name]?" a few times.
Make sure everyone is saying it. For now [name] should be your name.
d. Show by demonstration that they must walk as many steps

towards the other wall as the number of hours you say, plus one fraction of a
step for any minutes (e.g. two and one-half steps for '2:30'). When they count
their steps they must count in English!
e. Stand at the other wall, with your back to the students, and have
them shout, in unison "what time is is, [name]?" and respond with a time
("it's...") so they must walk towards you. Repeat until they are sufficiently close
and the next time respond with "it's dinner time!" and turn around and try to tag
as many students as possible before they get back to the wall.
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f. The students you tagged now stand with you at your wall, facing
away form the other students. Choose one of the students you tagged, and
give them the three dice. Have them roll the dice in a line, the sum of the first
two will tell them what hour to say, and the last one corresponds to tens of
minutes. From my experience the students catch on right away with a just a
few examples. Make sure they say "it's [time]" rather than just "[time]".
g. Repeat the game, and let different students roll the dice. Make sure
the other students use the correct name when asking the time. Try to keep the
students from looking back. When you think it's "dinner time" just interrupt
before the student with the dice rolls.
h. The game is theoretically over when all the students are tagged,
with the last one tagged 'the winner', but I've never had enough time to finish.
Without fail the bell rings and the students beg to keep playing the
game. Future lessons can and should be used to review and expand upon this
material.
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Lesson Plan
Instructors: Native English Teacher – Peter Lamp

Student Level/Grade: middle school, grade one

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

Korean English Teacher – Huh, Su Ki
Student Level/Grade: 5th

Lesson Title: ‘My Hobby’
Class Aims/Goals:
• To introduce students to correct verbs for activities
• Students to develop sports vocabulary
• Students to be introduced to the verbs: to go, to do and to play
• To introduce students to the sentence “Would you like to..?”
Length of Lesson: single lesson (40 mins)
Steps & Activities:

Task 1: ‘Back To The Board’
Task 2: Written exercise (writing words in correct column).
Task 3: ‘Hangman’
Pre-Activity: Previous lesson based on sports vocabulary.
Materials: Flashcards, chalkboard, pens, paper, worksheets
Activity/Lesson
Steps Procedures Teacher-Student Activities Time
Greetings and introductions
Greetings
Reviewing
Recap of previous lesson.

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

meaning of hobby.
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Task 1 Speaking “How many hobbies can you 10 mins
name?” Students list hobbies.
Teacher makes spider
diagram
Use flashcards to introduce

vocabulary. Students to
repeat.
Game: ‘Back to Board’.

Teacher holds flashcard
behind a student’s head and
the other students must help
them guess what it is using
actions.
Task 2 Pre-writing Teacher to introduce the

verbs: play and go.
Explain when to use these.
While Write the activities in the

writing correct column.
Post-writing Feedback.
Draw column on the board
ask students to write an
activity in the correct column.
Task 3 Demonstrate question form

using grid on board.
“Would you like to play/go..?”
Hangman. Students must
give correct verb.
Possible follow up lesson using question form: “Would you like to

play/go..?”
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Lesson Plan
Instructors: Native English Teacher – Deana Clapp

Student Level/Grade: High Beginner - Advanced

Lesson Title: Commands: Simon Says
Class Aims/Goals: Listening; Understanding commands
Steps & Activities:
Make a list of the commands you will give to students!

(You should have MANY because it is hard to tell how fast students will go
through them. I usually have twenty – thirty. You will also repeat
commands often to try to ‘catch’ the students.)
Activity/Lesson
Write the name of the game, ‘Simon Says’ on the board and explain that it
is a listening game.
Also explain that it will help them practice command sentences. (You can
lead a short discussion or refresher on what a ‘command’ is and write
some examples on the board OR have a handout prepared.)
Explain the rules:

1. You will give commands, and students will follow them ONLY if you say,
“Simon says . . .”
FOR EXAMPLE:
“Touch your head.” (Students do not touch their heads.)
“Simon says, ‘Touch your head’.” (Students touch their heads.)
2. If a student acts/does not act at the correct time, she/he is OUT.
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3. The last student wins, because she/he followed the most commands
correctly.
Tell students that after the game, they will have to remember X amount of
command sentences from the game and write them down.
PLAY SIMON SAYS! (You can play several times, offering a game or two
in which students volunteer to be Simon and give the commands.)
Have students write X amount of command sentences that they remember

from the game. (time limit: approx. 5~7 min.)
Call on students randomly to tell one of their commands OR make each

student tell a command(s). (You can also act out the commands as the
students say them for good association.)
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Lesson Plan
Instructors: Native English Teacher – Mark Felgate


Lesson Title: Occupations and shops
Class Aims/Goals: to increase awareness of different occupations
Length of Lesson: single/multi: 45 minutes
Steps & Activities:
i. Page 84 The New Oxford Picture Dictionary” Occupations”
(not included)
ii. List of questions for game (not included).
Activity/Lesson
A. Introduce the topic of today’s lesson.
B. Get students talking and showing an interest in shopping. Who
likes shopping? What do you like buying when you go shopping?
Who likes buying clothes? What kind of shop can you buy clothes
in? Who likes shopping for shoes? Where do you go if you want
to buy shoes? Explain to students that nowadays in larger cities
you can buy a lot of things from supermarkets. However we are
not interested in talking about these today, instead we want to
concentrate on specialized shops. Now introduce some slightly
more difficult shops. Where do you go to buy medicine? Where
do you go if you want to have your hair cut?
C. Distribute photocopy of page 84 of “The New Oxford Picture
Dictionary” – Occupations. Explain to students that the words at
the bottom of the page are the people who work in these different
shops. Maybe ask the students a couple of questions as
examples like, who works in a pharmacy/ a bakery etc to make sure
they get the idea. Then ask students: What can you buy in a
bakery? What does a mechanic do? Etc. This is also a good time
78
to introduce words like beef, pork, lamb when it comes to talking
about the butcher.
D. Get students to turn over their photocopies. Ask Students if they
can remember the names of any of the shops in the picture. As
they try to remember each shop, get them to give the name of the
professional who works in each shop, and what you can buy or
have done in these shops.
E. If there is enough time, you could maybe get students to look at
photocopies again so as to practice opposite, next to, between, on
the corner eg where is the pharmacy etc.?
To review today’s new vocabulary and to use other occupational vocabulary,
I played the following game. I displayed a number of questions on the TV
screen, which Students could ask me, in order to guess what my new job
for today was. I explained that I could answer only “yes, no, or
sometimes”. Once a student has successfully guessed my new
occupation, that student then takes over, stands up, chooses a new
occupation, and again all remaining students ask him questions from the
list to guess his occupation.. After a while, if the level of the students is
quite good, you can remove the list of questions, and see if students can
ask the same or similar questions without prompts.
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Lesson Plan
Instructors: Native English Teacher – Marsha Maxwell

Korean English Teacher – None
Student Level/Grade: Elementary School

Lesson Title: Seasons
Class Aims/Goals: Vocabulary builder, spelling
Length of Lesson: multi
Steps & Activities:
Draw representations of the four seasons on the white board- Winter,
Spring, Summer, Fall. Include at least 10 images both passive and active
including proper clothing/ accessories worn during that season for each
season. (Winter examples : snow, skiing and coat) Need either individual
white boards for the kids or pieces of plain paper, a white board and pens.
Activity/Lesson
Introduce each image. Have children repeat, draw and/or mimic the
gesture for the active representation. After all have been introduced.
Randomly select a child to “model” the activity or display their image.
Example: “Tommy show me skiing?” or “Kim what does a snow man look
like?”
Younger grades: Select students as mannequins to make sure class has
learned the proper names/pronunciation of images “Class is Suzy wearing
a coat?” Upper grades: Split class into teams and have a representative of
each team come to the board. Call out a word and have them write it on
the white board. Relay style: if no correct answers, “Next!”, is called and
another team member runs up to attempt the word for a point
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Lesson Plan
Instructors: Native English Teacher – Chris Williams

Korean English Teacher – Mrs. Go
Student Level/Grade: 1-3 (Middle School)

Lesson Title: Sports Day!
Class Aims/Goals: To introduce both new and familiar sports in an effort to
get the students to describe what they see and the sport itself, vocabulary,
spelling, and personal expression using English
Length of Lesson: 90 minutes (2 classes)
Steps & Activities:
Pre-Activity/Preparation/Materials –
You will need
I. a computer attached to a TV or projector
II. the PowerPoint (Sports.ppt on http://epikforum.org)
III. some blank paper for the students to use in groups (or
miniature whiteboards if you have them at your disposal)
Make sure to become familiar with how the PowerPoint lesson moves
with each mouse click (or change it move however you would like)
Activity/Lesson
Break the students into 4-6 groups (depending on class size)
I. With each new sport introduced, the groups are asked to
name and describe the things they see (water, a boat, a
snowboard, snow, etc.)
II. The teacher then asks the students for specific themes
(things made out of wood, colored objects, long things,
short things, etc.)
III. The group paper or whiteboard is passed from one student
to the next with each new sport, but all the students help
the one student who writes
You can also quiz the students on the spelling of the different sports
before they are shown on the screen because a picture of the sport
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comes up before the name.
At the end of each sport, you can also ask the students if they think that
the sport is dangerous and, if so, why.
After all of the sports have been introduced and described, you can
then play a game with each of the groups by describing a sport and
then quizzing them on which sport is being talked about.
I. This sport is performed with a boat on a river and uses
paddles. Answer: Rafting
II. This sport uses a sail attached to a surfboard. Answer:
Windsurfing
For the answers, each group must write their answer on their group
whiteboard, or, alternatively, you could have them race up to the
chalkboard and write the answer there.
III. The first team to write the correct answer gets the points
for the round.
You can be strict or lenient on spelling (I’m strict, as my students had a lot
of difficulty with Scuba Diving, but they know it now)
82
Lesson Plan
Instructors: Native English Teacher – Joe Macoretta

Korean English Teacher –Young Hee Lee
Student Level/Grade: 4 (elementary)

Lesson Title: Time
Class Aims/Goals: to be comfortable with the different ways of hearing and
telling time
Steps & Activities:
Draw clock on the board…what is that?
Vocab: clock/minute hand/hour hand
Go over main speech
*8:01/8:02/8:03/8:10
*What time is it?
*It’s ___________ (standar use…example: it’s twelve fifteen)
*It’s a quarter (past/after)_________/ It’s 15 (past/after)_________
*It’s a quarter to__________/ It’s 15 to___________
*It’s a half past _________/ it’s 30 to____________
Activity/Lesson
*Draw different times on the clock and have them tell you what time it is
using all possible ways
*Handout with pictures of different times and have them draw the correct
time on the clock
*Split into teams and have them race by drawing the time on a clock on the
board that you call out
*Ask them what time it is before durring and after class multiple times
*Ask questions like when is lunch?/When is school over?/When do you go
to bed?/etc.
83
Lesson Plan
Instructors: Native English Teacher – Jeff Martin

Korean English Teacher – 이은미

Lesson Title: Directions and Command Verbs
Class Aims/Goals: Reward the students for communicating with simple
commands. Teach students that English can be used with other topics like
Math. Watching the teacher do silly stuff when commanded by the student,
rewards the students for speaking English.
Length of Lesson: Partial class period. It combines well with other lessons
and can be used as a filler.
Using command verbs by themselves as a fun activity in a previous class can
be helpful but not entirely necessary. Announcing the topic the week before
can be helpful. List direction words, list command verbs, draw a diagram
showing 90 degrees and draw a diagram showing the compass points. A
sponge removed from a sponge eraser can be used to teach the command
verb “duck”. Determine the approximate compass directions for your classroom.
Activity/Lesson
Ask the students for command verbs. Write a couple on the board. Pretend to
throw something at a student and tell the student to duck. Demonstrate the
ducking action. Have the student throw something soft at you, e.g. eraser
sponge, and duck while yelling the word “duck”.
Common command verbs: Walk, write, spin, turn, sit, stand, stay, wave, sing.
Take the opportunity to teach the verb “face” and compare it to the noun “face”.
Give commands to students and help them understand the commands. Start
with stand and sit. Have the students give other students commands. Have the
students give you commands.
Teach directions. Review “right” and “left” by commanding your students. Try to
84
confuse them and catch them raising the wrong hand.
Use the verb “turn” to demonstrate “turn right” and “turn left”. Command
individual students to sit, stand, turn left and turn right. They should know 90
degrees from math class. Draw a vertical and horizontal axis and then label an
arc with 90 degrees. Use 90 degrees and then 180 degrees. Make sure they
turn the correct direction with 180 degrees. (The students seem to like the
math tie in because it is familiar to them.)
Use the verb “face” with the compass directions. Draw a compass diagram on
the chalkboard and indicate verbally the direction of each wall of the room. If
your classroom is at an angle assume it is square with the compass points and
refer to each wall as North, South, East or West for simplicity. Demonstrate
“Face East”, “Face North” etc. Command a student to face each direction.
Progress through more complex commands. Have students give each other
commands. Have the students give you commands. If a student says sit then
sit on a student’s desk.
Run through the verbs and directions quickly as a class. Command individual
students as a review.
85
Lesson Plan
Instructors: Native English Teacher – Nathan Busch

Korean English Teacher – In Sook, Kim
Student Level/Grade: Middle School. 1,2, or 3

Lesson Title: Verb Madness
Class Aims/Goals: Students will learn some new verbs and know how to use
them in every day speech.
Steps & Activities:
Pre-Activity/Preparation/Materials:
For each grade level, consult with Korean teacher to find out some verbs
they have not been taught yet. Known vocab seems to vary from school
to school and class to class. Then, make a list of 25 action verbs they
have not yet been taught for each grade level (obviously, grade 3 will have
more difficult and obscure words than grade 1). Make a flash card with
each word in English on one side and a drawing on the back of that verb
being done. Also, make a list of verbs they should already know.
Activity/Lesson
A. Warmer: Charades. Start by asking the students, “what am I

doing?” Then, walk across the class. They should say, “walking”.
Then give the chalk to one of the students randomly so he/she can
do it. You can use the list of words they already know. 15 minutes.
B. Presentation: Teaching new vocab. Write each new verb on the
board. You can use the flash cards, or ask your co-teacher to
simply say it in Korean (personally, I prefer not to have the co-
teacher give the Korean meaning unless it is absolutely necessary.)
Use the flash cards to go over the words 2 or 3 times. They
probably won’t remember them all after only two viewings. 15
minutes.
86
C. Don’t game. Draw a picture of a cigarette with a circle/cross
through it. Ask, “what does it mean?” They say, “Don’t smoke”.
Then, using the new words’ list you just taught them, get each
student to draw a verb one of the new verbs as a ‘Don’t ____’ … It
can get pretty funny if you taught them verbs such as “marry” or
“stare”. 15 minutes.
Post-Activity/Review.
The next time you see these students, you can drill them by drawing don’t
game symbols of the verbs they learned to review.
87
Listening
88
Lesson Plan

Student Level/Grade: All Levels

Lesson Title: Where is it? (Prepositions)
Class Aims/Goals: Students will follow commands using prepositional
phrases
Length of Lesson: Single
Steps & Activities:
Handout (*refer to Handout section)
The teacher introduces prepositions by explaining that these words often
indicate a direction or location in space. Referring to a list of prepositions,
the teacher calls out a command for students to perform. For example, the
teacher says, "under the desk" and the students drop under their desk; the
teacher says "on top of the desk" and students sit on top of their desk; the
teacher says "next to the desk" and students stand next to their desk; the
teacher says "around the desk" and the students wrap their arms around
their desk; the teacher says "through the desk" and the students crouch
with their arm sticking up through the area between the seat and their desk,
etc. (10 minutes)
Activity/Lesson
The teacher explains to the student that they will draw a picture according
to the commands given by the teacher. The first square is used as a
demonstration. The teacher calls up a student at a time to draw while
following a command. For example, the teacher says, “draw a three stars in
the top right corner” or “in the middle of the square, draw two tall trees”.
The teacher will call upon several students to complete the task. (10
minutes)
The students then do the same for the second square. However, the
teacher does not call students up to lead by example. He/She instead uses
89
the second square as an oral to listening assessment. The students will
know to follow the commands and draw.
(10-15 minutes)
The teacher will take a few minutes to check over students work. Checking
to see that commands of prepositional placement was followed.
Furthermore, the teacher reviews by referring to a list of prepositions, the
teacher calls out a command for students to perform. (10 minutes)
90
Pronunciation
91
Lesson Plan
Instructors: Native English Teacher – Seamus O’Ryan

Korean English Teacher –Hyo-Suk
Student Level/Grade: Middle School 1

Lesson Title: Pronunciation Practice
Class Aims/Goals: To introduce a pronunciation activity that can be used as a
component for other classes, and to practice some of the difficult sounds for
Korean children to pronounce.
Length of Lesson: single, but segments will be used in future classes
Steps & Activities:
Work sheet: Work sheet containing pairs of English words that are similar
except the targeted sound (*refer to Handout section)
Website research: Find appropriate website to demonstrate the sound and
the mouth shape for sound pronunciation
(http://www.soundsofenglish.org/pronunciation/oi.htm works)
Review with co-teacher: It is important to review the pronunciation of the
words with your co-teacher, for some words there are significant regional
differences in English pronunciation and it is important to have confidence
in detecting errors with the students.
Activity/Lesson
Procedure: Students are broken into groups of 4-6 for this activity
A reward system is in place the group that gains the most points
gets a reward at the end of class( I use candy)
1. Icebreaker: Class is started with a series of short
conversation questions. Questions used today are How are you? And
What’s the Weather like? Original answers are rewarded points for their
group. No student is allowed to answer the same question twice.
2. Pronunciation activity: Students must individually say one of
the word pairs.( each student in the group must say one of the five word
pairs in the set, each pair in the set must be said at sometime for each
92
group) Each mispronunciation of a word costs the group a point. I start with
5 points, give multiple second chances to pronounce the words correctly
and re-demonstrate individually
The set of pairs needs to be demonstrated before the groups
are tested. Go through with the class the entire set three times. Then give
them practice time where you wander around and help them pronounce the
words. Repeat the entire set or any difficult words on demand.
One set of pronunciation pairs can be used as part of a lesson
successfully after accomplishing this lesson. I used three sets for this class
but one class was very eager and finished early. An overtime activity would
be to have a volunteer from each group read all of the pairs in the set and
award points if this is accomplished
Post-Activity/Review:
Review over any trouble spots with the pronunciation. Use any unexpected
difficulties to plan future pronunciation practice. Review over any difficult
groups or classes.
93
Writing
94
Lesson Plan


Lesson Title: Schedules
Class Aims/Goals: To improve speaking and pronunciation
To improve writing skills
3-5 classes depending on class size and level
Steps & Activities:
A-0 paper
• Cut these in half lengthwise so you will have one half for each group
of students.
• Colorful decorations
• Pencil crayons
• Glue sticks
Activity/Lesson
• Split students into groups…size depends on level of class…
i. High level: 2 or 3/group
ii. Middle level: 4 or 5/group
iii. Low level: 6 or 7/group
Class 1
• Show examples of what a daily routine might look like either on the
chalkboard or on a PowerPoint.
• Brainstorm a couple of days together on the chalkboard.
• Give handout to students and assign days to students within their
groups so that all days are covered.
• Students fill out their assigned days and then design a picture for
presentation. Students can do a theme picture or all individual
ones. You and co-teacher are checking work.
Class 2 and 3
95
• Show students available materials and go over how they may ask to
borrow them.
• Students are given a blank half of A-0 paper. I have students fold
the paper into sevenths.
• Students decide as a group if they will do a theme or individual
pictures.
• Students draw pictures and insert their routines into the design.
• Circulate as students work
Class 4
• Presentations
Students present their banners and read them to the class.
(*examples available in the Handout section)
96
Review
and Games
97
Lesson Plan
Instructors: Native English Teacher – Clariza Co

Korean English Teacher – Son Hyekyong
Student Level/Grade: 3rd Grade Middle School

Lesson Title: Who Am I? / Hangman
Class Aims/Goals: Practice writing and verbal skills
Length of Lesson: single/multi: Single 45 Minutes
Steps & Activities:
Write the word “occupation” on the board and have student guess
what it means
Give 3 easy examples:
Occupation is “President”
I’m the leader of the country
I represent for the whole nation
I decide if we should go to war or not
I can only rule for 4-6 years
The people voted for me
Occupation is “Hair Stylist”
I’m a very artistic person
I can change a look of a person
I can make her look good or bad
My best friend is the scissor
I cut lots and lots of hair
Occupation is “ Mailman”
My work deals with things from all over the world
I have to go through thousands and thousands of papers
I collect and deliver packages
I come to your home everyday to deliver good and bad
news
I work no matter if it’s sunny, rainy, or snowing
Activity/Lesson
98
Explain the rules of the game:
One person per group will pick an occupation from a hat
They are to write 5 sentences describing the occupation they’ve
picked
Then each group will take turn reading their sentences
The other groups listening will then have to guess what job it is
If they only know the occupation in Korean, then play hangman
to find out the English equivalent to the word
If a group guess it after only 2 clues: 30 pts, 3 clues: 25 pts, 4
clues: 20 pts, and 5 clues: 15 pts
If a group guesses what the occupation is but only in Korean,
they only get half the point. The other half will be given to the
group that can guess the English word
i. Then students proceed with the game
ii. The game will end only if all the occupations have been used or the
ending bell goes off
99
Lesson Plan
Instructors: Native English Teacher – Clariza Co

Korean English Teacher – Kim Hyungmae
Student Level/Grade: 1st Grade Middle School

Lesson Title: Hot Seat
Class Aims/Goals: Review vocabulary words and practice words they’ve
learned before
Length of Lesson: single/multi : Single 45 minutes
Steps & Activities:
Pass out handout of the listed words
Read each words for pronunciation exercise
Let students volunteer to read all the words – if the student makes
less than 3 mistakes -> I give them a sticker
After reading the words, I let them tell me the meaning in Korean
Then I supply the English meaning and they tell me the
corresponding English word
Activity/Lesson
Divide the kids into equal amount of groups
Have the group pick a leader who is good with vocabulary words
Then the leader will do rock, scissor, and paper to see who goes
first
Whichever team goes first, a person from that group will pick a
paper which will have different categories of words and the game
starts
We play the game until all the categories have been covered which
usually last until the end of the class period
100
Lesson Plan
Instructors: Native English Teacher – Peter Klein

Korean English Teacher – Seok, In Sook and Min, Ji Young
Student Level/Grade: Middle and High School

Lesson Title: Competitive Spelling Bee
Class Aims/Goals:
• To aid in pronunciation and vocabulary retention.
• The use of a game lightens the learning atmosphere and possibly
promotes learning.
• Since game play requires participation, every student works individually
and as a group, so none can lapse into disinterest for extended periods.
• Using each possible sense of all five in learning will lead to better
retention.
Length of Lesson: Multiple
Steps & Activities:
• The teacher will compile a vocabulary list from a picture dictionary.
Sight recognition of the list will help students understand the items as
tangible and not only academic.
Activity/Lesson
• Before showing the pictures and vocabulary to the students the teacher
will require each student to phonically sound them out and
pronounce them as the game progresses.
• The students will be divided into two or three groups. Each group or
team will have a space on the board. Every student, in turn, will be
given one of the vocabulary words and asked to sound it out correctly
and spell it on the board under their designated team location. This is
the tactile sense that helps translate into memory.
• Each correct answer is tallied for their respective team and the team
with the most correct answers wins.
101
• Each incorrect answer will be met with help for a solution, but will not
accumulate points.
• If the teacher is able prizes can be awarded.
• A picture vocabulary sheet of the covered words will be distributed
among the students for memorization.
The teacher will prepare a “fill in the blank” exam and will compile the pictures
used and provide blanks for the students to fill in. Each answer will be given
proper weight on a 100 point system.
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 0-59%
102
Lesson Plan
Instructors: Native English Teacher – Benny Park

Korean English Teacher – N/A

Lesson Title: "Pictionary"
Class Aims/Goals: "Vocabulary reinforcement or introduction"
Length of Lesson: 30-35 min
Steps & Activities:
Pre-Activity/Preparation/Materials: Dictionary per team. Vocabulary word

list. Please make sure you know your students English level or choose
words that are relevant to their own age and level. Trying using vocabulary
from their normal English class. You best accomplish this by asking your co-
teacher or looking into the school's English textbook.
Activity/Lesson: Divide the class into three or four teams. In turn, a

member from each team comes to the board. Give the student a vocabulary
word either in writing, or for students that can't read, just whisper it in their
ear. Then the student has 1 minute to draw the word you gave them. If your
student is unfamiliar with the word, he/she must look into the dictionary for
the meaning. They must try to understand the new vocab word. Next, that
persons team shouts out guesses. You have to make sure that the kids don't
cheat and tell their teammates the word in their native language! Then, if
after 1 minute the team can't guess the word, the person stops drawing, and
the other teams, each get one guess.
Post-Activity/Review: This is a vocabulary review game. This game can

reinforce vocabulary you taught previously or it can reinforce English vocab
taught by your Korean Co-teacher. Have FUN!! Be Vannah White!!!!
103
Lesson Plan
Instructors: Native English Teacher – Mark Hoffe

Korean English Teacher – An Sang-im
Student Level/Grade: Any Level (Middle School)

Lesson Title: Game Day
Class Aims/Goals: To get students making sentences in a fun environment.
Steps & Activities:
a) You need chalk, a chalkboard and energy.
b) This lesson is for those days when you only have a few classes, or for
the classes you will have after final exams, when the students are
finished with their books and have, at best, short attention spans. This
is a reality of teaching in Korean schools. So have fun with this one.
Make teams, award points, and give out candy. It’s up to you.
Activity/Lesson (Fifteen minutes per game)

a) Play “Add-Ons”. Write a short sentence on the board and get the
teams to raise their hands and add one word at a time to make a
new sentence. They must say the whole sentence with the new
word added to it to get a point. Here are some good starters:
Monsters sing.
Robots run.
Boys eat.
Girls play.
b) Play “Alphabet Soup”. Write a letter on the board and get teams to
make a sentence using words that begin with that letter. If you give
them the letter “M”, the sentence “My monkey made me a meal” will
earn five points. The first team to write a sentence wins.
c) Play “Hang-Man”. There is a twist. The team that guesses the word
has to use it in a sentence to get any points. The students love this
classic.
104
Give out the prizes and chat.
105
Index
actions – 43, 60, 76, 84, 86
animals – 15, 43, 53, 56, 58
body – 43, 60, 63
brainstorm – 74
buildings – 17, 19, 20, 22
calendar – 9, 66
categories – 43, 74
clothing – 11, 13, 30, 35, 68
colors – 11
comparatives/superlatives – 15
dialogue – 7, 17, 24, 30
directions – 17, 19, 20, 22
family – 46
feelings – 73
food – 24, 33, 35
game – 7, 11, 15, 17, 20, 22, 24, 26, 28, 30, 33, 40, 43, 48, 51, 56, 58, 60, 63,
66, 70, 74, 76, 78, 81, 86, 92, 98, 100, 102, 103, 104
greetings – 26
106
handout – 17, 24, 28, 30, 38, 40, 46, 48, 53, 89, 92
holiday – 66
jobs/occupations – 48, 78, 98
money – 33
past tense – 28
powerpoint – 11, 51, 63, 81
prepositions – 13, 17, 19, 20, 89
presentation – 17, 28
role play – 30, 33, 35
seasons – 80
shopping – 24, 30, 33, 35
song – 56, 58, 60
sports/hobbies – 74, 81
survey – 38
theme – 40
time – 70, 83
weather - 51
107
Handouts
108
Directions Script I
Asking for directions:

“Excuse me, can you tell me how to find the bank ?”
“Excuse me, can you tell me where the school is ?”
“Excuse me, can you show me how to get to the train station ?”
Giving directions:
go straight
Asking for directions:

“Excuse me, can you tell me how to find the bank ?”
“Excuse me, can you tell me where the school is ?”
“Excuse me, can you show me how to get to the train station ?”
Giving directions:
go straight
Directions, pg.17
109
Directions Script II
Directions II
Brad Pitt : “Excuse me, can you show me

how to get to the airport?”
Madonna: “Sure. Go straight, at the second set of

lights turn right, walk to the end of the street, it’s
on the right.”
Brad Pitt: “Thanks a lot”
Madonna: “No problem”
Directions II
Brad Pitt : “Excuse me, can you show me

how to get to the airport?”
Madonna: “Sure. Go straight, at the second set of

lights turn right, walk to the end of the street, it’s
on the right.”
Brad Pitt: “Thanks a lot”
Madonna: “No problem”
110
Directions, pg.17
111
Directions, pg.17
Let’s Go Shopping III
Sally: “Excuse me, how much are the apples?”
Shop Assistant: “They’re $5 (five dollars) each. How many would you like?”
Sally: “Hmmm… I’ll take 10 please.”
Shop Assistant: “Ok, that’s $50 (fifty dollars) please.”
Sally: “ Here you are”
Shop Assistant: “Thank you. Have a nice day!”
Apples Bananas Oranges

Grapes
Pears Peaches Persimmons

Pineapples
Tomatoes Carrots Pumpkins Cabbages
112
Let’s Go Shopping, pg.24
113
114
My Day, pg.28
115
CLOTHES SHOPPING
ACTIVITY 1: VOCABULARY INTRODUCTION

A T-shirt A sweater Pants A shirt
Jeans A skirt Shoes Sneakers
Shorts A hat A dress Gloves
ACTIVITY 2: SINGULAR OR PLURAL

It’s a ……………… They’re ……………
116
ACTIVITY 3: CONVERSATION
Can I help you? Yeah, I’m looking for a T-shirt
please.
OK. What size would you like? Hmm…… Medium please.
OK. What colour would you like? Hmm…… Blue please.
OK. How about this one? It’s great. I’ll take it!
OK. That’s $25. How would you like to With cash please. Here you go.
pay?
ACTIVITY 4: LISTENING
ANSWER QUESTION #
Yeah, I’m looking for some jeans please.
Hmm…… Small please.
Hmm…… Dark blue please.
By credit card please.
They’re great. I’ll take them.
ACTIVITY 5: THINK OF A CLOTHES STORE

Clothes Store
APPLICATION: LET’S GO SHOPPING

Name Gift
Clothes Shopping, pg.30
117
Classroom Survey - Do you, Did you
Go around the room and ask your classmates some questions.

Write their name in the boxes below.
Asking questions…
Do you HAVE…(present) Do you LIKE… (present) Did you GO…(past)
have a brother?
have a sister?
have a pet dog?
have a pet cat?
play soccer?
like Harry Potter?
go to the beach during
the summer holidays?
have a bike?
like Park Ji Song?
play an instrument?
go to the movies during
the holidays?
like to sing?
like pizza?
like to swim?
have a cell phone?
like to dance?
like chocolate?
like mathematics?
like reading?
like English?
Getting to know you, pg.38
118
119
120
121
122
123
124
• A Children's Pirate Shanty
by Mark "Cap'n Slappy" Summers
(can be sung to the tune of Monty Python's "I'm a Lumberjack and I'm OK" - or
make up your own!)
Chorus
I'm a pirate! That I be!
I sail me ship upon the sea!
I stay up late - till half past three!
And that's a peg below me knee!
Yo Ho, my friends I have a tale

of treasure, plunder, sea and sail
my story's bigger than a whale
it gets so deep, ye'll have to bail.
Chorus
I like to fish, I like to fight

I like to stay up half the night
When I say "starboard" ye go right!
Me ma, she says, "Ye look a fright!"
Chorus
I've got no hand but that's me hook!

I pillage stuff but I'm no crook.
Me booty's in this chest I took.
They'll write about me in a book!
125
Chorus
And that's all there is to this song.

I hope it hasn't been too long.
A pirate's life might just be wrong
So grow up nice and big and strong!
Chorus
126
Speak like a Pirate Day, pg. 40
127
Family Tree:
Patrick (Doris)
|
Anne (Henry)
|
|
|-------------------------------------------------------------------------------- |
| | |
| | |
Susan (Tom) James (Jackie) William
| |
| |
|---------------------------| |---------------------------|
| | | |
Orlando Lizzy Bobby Richard
Questions:
1) Jame's is Orlando's______.
2) Anne is Bobby's________.
3) Bobby is Lizzy's _______.
4) Richard is Susan's______.
5) Lizzy is William's______.
6) Patrick is Richard's_____.
Talking about your family, pg.46
128
What do I do?, pg.48
129
Rate/Late
Led/Red
Light/Right
Lug/Rug
Lot/Rot
Art/Alt
Fort/Colt
Hurt/Assault
Pert/Welt
Flirt/Hilt
Work/Yolk
Walk/Arc
Perk/Elk
Hulk/Murk
Milk/Irk
Pronunciation practice, pg. 92
130
Examples for Schedules, pg.92
131
Monday
Morning
6:30-
wake up Walk to school Go to class
Get dressed Meet friends Study
Eat breakfast Have a snack! Have a snack
Wash my face Go to homeroom Go to class
Afternoon
12:00-
Eat Lunch Go to class Go to the Library
Go to class Meet with friends Go to the PC Bang
Study Go to Hakwan Play computer games
Go to class Study Go home
Evening
6:00-
Eat Dinner Have a snack Brush my teeth
Meet with friends Study Watch T. V.
Study Take a shower Go to bed
Go home Put on P. J.’s
Watch T.V. Have a snack
132
Schedules, pg.92
133
Where is it?
NAME: _____________
Below Behind Beside Above on top of

Over Under Next to In front of Around
In After Near On Inside Through
Right Left Bottom In the middle corner
1. Copy the picture on the board as you listen to the teacher!
2. Listen! Draw a picture for what you hear!
134
Where is it? (Prepositions), pg.89
135

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Low to

Review and Games…………………………………………………pg. 97

Some EPIK teachers, however, are not in an environment conducive to team

Making use of co-teachers

Here is an example of an appropriate conversation lesson. First, it is good to

Undoubtedly, your lessons will overlap. It is impossible only to teach

The following is a guide to understanding the categories of ‘Low to

Low to Intermediate students are a broad group, encompassing both

Instructors: Christopher “2Jjang in Jang-ho” Linton, Won “ET” Tae-sik

Student Level/Grade: Beginner to advanced

Steps & Activities:

Instructors: Native English Teacher –Ms Staton

Student Level/Grade: Elementary

Steps & Activities:

Instructors: Native English Teacher – William Crothers

Student Level/Grade: Grade 6 (primary school)

Steps & Activities:

Show PowerPoint for clothing (Thief.ppt on http://epikforum.org). “Hand up if

Show PowerPoint for colors (Powerpoint01a.ppt on http://epikforum.org).

Post-Activity/Review (this is actually the longest segment of the class)

I am the detective first.

Paper/rock/scissors amongst the students who want to be detective next

Instructors: Native English Teacher – Laurie Malcolmson

Student Level/Grade: First Grade

Steps & Activities:

The items of clothing are then practiced by asking students, What is

Instructors: Native English Teacher – Nathan Busch

Student Level/Grade: 3rd grade and/or intermediate group

Steps & Activities:

Instructors: Native English Teacher –

Steps & Activities:

Asking for and Giving Directions

4. Listening to directions: 10-15 min

5. Ask students to volunteer to help me by asking them “Excuse me 10 min

Instructors: Native English Teacher – Noah Hussin

Student Level/Grade: Middle 1st Grade

Steps & Activities:

Instructors: Native English Teacher –Russell S. Josey

Student Level/Grade: Middle School

Steps & Activities:

go over the bridge/go under the bridge

go to the _____ (corner/lights/intersection/end of the street)

go up the hill/go down the hill turn right/turn left

veer right/veer left across from/next to/beside.

Its behind/ Its in front of Etc.

Next the more difficult map of Wonju City is introduced

Instructors: Native English Teacher – Lei Qian

Student Level/Grade: Beginner, Middle School

Steps & Activities:

Instructors: Native English Teacher –

Student Level/Grade: Middle School Grade 1

Steps & Activities:

Instructors: Native English Teacher – lei Qian

Student Level/Grade: Beginner, Middle School

Steps & Activities:

A list of greetings to be taught (not included)

An example of a substitution table

How are you?/ Pretty good.

Instructors: Native English Teacher – Henrietta Veenstra

Student Level/Grade: Grade 1, upper

Steps & Activities:

Pre-Activity/Preparation/Materials print out sheet with different activities