PREFACENEW ENGLISH FOR KOREAN KIDS is an English course for
Korean elementary school students who study English as a second
language in Korea. This course is a tailor-made English learning
program especially for Korean kids. This program consists of three
separate books written by native English speakers and Korean
teachers who have taught English for a long time in Korean
elementary schools. It goes without saying that they have
participated in writing these books as the most outstanding experts
in the field of teaching English for Korean kids. As a matter of
fact, NEW ENGLISH FOR KOREAN KIDS has been developed as a kind of
workbook for TaLK (Teach and Learn in Korea) Scholars who teach
English for Korean elementary school students living in rural areas
in Korea. Therefore, these books contains many simple and short
base sentences and many more variation sentences derived from them.
These sentences in particular cover a variety of essential
expressions and basic vocabulary necessary for our Korean children
who learn English as a foreign language in Korea. NEW ENGLISH FOR
KOREAN KIDS is composed of three important sections; one general
instruction, twenty topics, and one phonics. General instruction
explains how to apply this course in actual teaching settings. Each
topic consists of three parts; overview, teacher's guide, and
worksheets for students. The contents of each topic are organized
into three levels; level 1 through level 3. Phonics deals with
recognizing and making sounds. TaLK Scholars are advised to make
the good use of NEW ENGLISH FOR KOREAN KIDS considering their
students' levels. With TaLK Scholars' creative and effective
teaching methods, this course will help our Korean elementary
school students develop their senses for reading, listening, and
speaking as well as improve their English communication skills.
This course can also be helpful for teachers who teach English in
any other after-school English education programs in Korea. I can
never thank you enough to all the authors, editors, and TaLK
Scholars who have devoted their time and energy to creating NEW
ENGLISH FOR KOREAN KIDS. February, 2010 TaLK Support Team
Director
Byeong-Tae Park
General Instruction
To the instructorsThis workbook is a teaching aid for TaLK
program. It includes the learning contents which need to be taught
in the after-school classes for elementary school students in the
rural areas of Korea. The TaLK program has been running for one and
a half year with no teaching aids. Although TaLK scholars have been
teaching elementary school students with commercial teaching aids
or worksheets they produced, they could not provide authentic
learning environment and could not serve as the best teaching aids
for students with different learning abilities. This workbook is
the product of diverse trials to resolve these problems and to
satisfy educational requirements. This workbook is intended to
promote efficient teaching considering the limited availability of
English education of the rural areas and to promote students'
interests in the extra curricular after-school classes. To induce
and keep the students' interest level high, authentic materials
from students' lives have been extracted and presented to enhance
internalization of the language through activities that require
cognitive thinking. To promote efficiency, key expressions that
have basic grammar patterns for elementary school students are
presented repeatedly in the workbook. For efficient teaching and
interesting lessons, this workbook was produced under the following
directions: First, authenticity is emphasized. The learning
contents consist of communicative materials and the practical words
and expressions which will come up frequently in students' daily
lives. Second, level-focused teaching and learning are pursued.
This workbook is organized with three levels for each topic and is
made to be applied to students in 1st to 6th grade students. Even
though level 1 is intended for the 1 and 2st nd
graders, level 2 for the 3
rd
and 4 graders, and level 3 for the 5 and
th
th
6th graders, the worksheets of different levels can be taught in
any grade classes according to students' English skills.
Level-focused teaching guides are presented in every Teacher's
Guide. Third, the approach based on thought groups is applied. The
communicative expressions are approached by thought groups, not by
words. The words and vocabulary are intended to be acquired in the
context by learning key expressions based on the thought groups,
and then the students' power of retention and application for the
expressions is pursued to be elevated by generating them in thought
groups. Fourth, topic based approach is pursued. Considering that
the learners are young and live in the rural areas, this workbook
consists of topics that are categorized by extracted concrete
communicative
1
Page
New English For Korean Kidsfunctions. The following shows the
general course of this workbook.
Emphasis on authenticity- emphasis on students' real lives -
emphasis on authentic input - real material centered
Level-focused- level-focused teaching activities - 3 stages by
level
Pattern sentence centered- emphasis on significant patterns -
sublating word centered - thought group centered
Topic based- teaching aid for after-school classes - topics from
categorizing functions - serial & parallel structure
This workbook is composed of 22 books: 1 general instruction, 20
topics, and 1 phonics book. The general instruction presents how to
apply the books to actual teaching. The phonics book has a serial
of stages from word awareness to reading words and phrases, and
deals with recognizing and making sounds. The 20 books of different
topics are composed of the overview, teacher's guide, and
worksheets for students. The overview gives a brief description and
points out the significance of each topic. The teacher's guide
describes the objectives and presents how to utilize the
worksheets. The worksheets for students are composed to utilize one
of the four basic language skills to master the basic sentence
patterns in an authentic context. The following table shows the
organization and content structure of this workbook.
LEVEL 1
Teacher's G uide Presenting by levels
W orksheets Constructing by levels Mostly 1 activity per page 20
minute worksheets -Content organization(11 activities) Speaking(1)
+ Listening(1) + Reading(1) + Writing(1) + G ame(2) + Story(1) +
Art project(1) + C ulture(1) + Differentiated activity(2) -Contents
of differentiated activities: rhythmic movement or play for level
1, work & play activity or subject-immersion for level 2, and
project type tasks or other supplementary activities for level
3
T O P I C LEVEL 3 LEVEL 2
Explaining by activities Content organization -Objectives: of
teachers and students -Key expressions -How to teach: level focused
guidance, examples, references (materials, books, web-sites,
etc.)
20 topics were extracted through categorization of concrete
communicative functions converted from
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2
General InstructionKorean expressions used by rural area
elementary school students in high frequency. Here, the frequencies
of Korean expressions are utilized as the criteria for designating
levels of this workbook according to their degree of complexity in
English expressions. The following table displays the steps taken
to design communicative functions and the topics for the
workbook.
1 To extract Korean expressions (sentences) used highly
frequently in students' lives by observation
2 To convert them into English key expressions and to extract
important communicative functions
3 To make important 4 To categorize them communicative into 20
topics, functions concrete and to name them and elaborate
appropriately (ex.talking about according to their times, asking
for contents times, or answering times)
This workbook is organized into 3 levels. The criteria to
determine the levels of key expressions are the range of life,
kinds of verbs and sentences, the tense, the sentence pattern, the
number of thought group, and the frequency of usage. However, these
criteria are applied as universal principles, not as strict rules
to organize this workbook. The below displays the criteria.
Criterion 1 : Range of life LEVEL 1 - Personal family life LEVEL
2 - School neighborhood life LEVEL 3 - Social national life
Criterion 2 : Kinds of verbs LEVEL 1 - Common verbs and 'be'
verbs LEVEL 2 - Including auxiliary verbs LEVEL 3 - Including
auxiliary verbs
Criterion 3 : Kinds of sentences LEVEL 1 - Declarative sentence,
YES/NO questions LEVEL 2 - Including WH-questions LEVEL 3 -
Including WH-Q with WH-phrases
Criterion 4 : The tense LEVEL 1 - Simple present, present
progressive form LEVEL 2 - Simple present, present progressive form
LEVEL 3 - Including the past and future tenses
Criterion 5 : Sentence pattern and TG LEVEL 1 - 3>1>2
sentence pattern/below 1 TG LEVEL 2 - 3>1>2 sentence
pattern/below 2 TG LEVEL 3 - 4, 5 pattern is possible/below 3~4
TG
Criterion 6 : Frequency of usage In TOPIC and FUNCTIONs,
expressions spoken in high frequency are used as (key) expressions
for lower levels
The worksheets in each level are usually composed of speaking,
listening, reading, writing, games, story, culture, art project,
and other differentiated activities. Each worksheet also has an
organization criterion. The next table describes the organization
criteria of each activity.
3
Page
New English For Korean KidsSPEAKING : Phrases, 1 TG : Sentences,
2 TGs : Sentences, above 2 TGs LISTENING : Phrases, 1 TG :
Sentences, 2 TGs : Sentences, above 2 TGs READ ING : Words,
pictures : Phrases, 1 TG : Sentences, above 2 TGs
W RITING : Alphabet, 1~2 syllabic words : Words : Above
phrases
G AME 1. Considering students' developmental stages 2.
Activities with spoken and written skills 3. Appropriate for
functions ART PROJECT 1. Considering students' developmental stages
2. Activities with spoken and written skills 3. Appropriate for
functions
STORY 1. Pattern type story 2. Below 4 TGs in a sentence : 6
sentences , word substitution : 10 sentences ,1 TG substitution :
15 sentences , 1 TG substitution CU LTU RE 1. Events relevant to
the month 2. Authentic contents 3. Comparing and understanding
cultures
D ifferentiated Activity 1. Supplementary activities 2. Various
activities : Rhythmic movement or play : Work & play activity
or subject-immersion : Project type tasks
20 Topics of this workbook are arranged by the time-series of
months. 2 topics are distributed from March to December according
to the relevance of learning contents and cultures to the
respective months. The sequence of language learning is also
reflected in arranging topics. Topics with expressions that are
available more frequently are posted to the earlier months. The
following presents the topic arrangement by the time-series of
months.
3 March
4 April
5 May
6 June
7 July
Phone Etiquette 8 August
Likes & dislikes Motions 9 September
Sports Fam ily 10 October
Tim e Shopping 11 November
Jobs Location 12 D ecember
Shapes The world
Weather School days
Food Directions
Life stories People & life
Calendar Reason
Each topic has 6 important and general communicative functions.
Each important and general communicative function is differentiated
into several concrete communicative functions respectively. The
concrete communicative functions are the basis of determining
objectives of each activity. Those
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4
General Instructionconcrete communicative functions are not
presented here because they are presented in the contents of each
topic. The following table shows the important and general
communicative functions of each topic.
PhoneM A R C HUnderstanding numbers of 0 through 30 Counting
things with numbers 1~30 Asking for & telling a phone number
Making a phone call Asking a friend to do some work together over
the phone z Sending and receiving an SMS z z z z z z z z z z
EtiquetteGreeting people Introducing yourself & friends to
other people Exchanging personal information Understanding table
manners Finding differences of etiquette between nations z
Understanding other countries' etiquette
Likes & dislikesA P R I Lz Naming what you like z Naming
what you dislike z Asking & answering likes & dislikes
using yes/no questions z Asking & answering likes &
dislikes using wh-questions z Naming your hobby z Asking for &
telling hobbies z z z z z z
MotionsNaming words of motions Following imperatives to make a
motion Giving imperatives to make a motion Telling your current
activities Asking & answering current activities Asking &
answering the abilities of movement
SportsM A Yz z z z z z Naming sports Saying prohibition Asking
help for injuries Inviting friends to play a sport Asking &
answering sports someone likes Asking for & telling personal
talents about sports
Familyz z z z z z Naming family relationships Introducing your
family to other people Telling the ages of family members Asking
for the ages of family members Describing the information of family
members Asking for & telling the information of family
members
TimeJ U N EUnderstanding numbers about time Asking for &
telling time Apologizing for leaving at the moment Making an
appointment Asking & answering when someone does activities z
Asking & answering when something was done z z z z z z z z z z
z
ShoppingOffering to go shopping Understanding different
currencies Asking for & offering help Asking for & telling
the price of item Talking about items to Purchase Giving &
receiving gift bought
5
Page
New English For Korean KidsJobsJ U L YNaming jobs Naming
personal talents Telling jobs of your family members Asking for
& telling people's jobs Asking for & telling personal
talents related to jobs z Talking about the jobs you want to be in
the future z z z z z z z z z z z
LocationUnderstanding the prepositions of location Locating
objects as instructed Describing the location of objects Describing
the location of buildings Asking for & telling the location of
objects Asking for & telling the location of buildings
ShapesA U G U S Tz z z z z z Naming shapes & colors Drawing
& coloring shapes & things Describing shapes & colors
of objects Understanding plurals with shapes Comparing things
Asking & answering comparison
The worldz z z z z z Naming countries, oceans & continents
Asking for & telling nationalities Asking for & telling the
country you want to visit Asking for & telling a nation's
characteristic Telling the country you want to visit with reasons
Sending & receiving an e-mail of introducing countries
S E P T E M B E R
Weatherz z z z z z Naming weathers & feelings Expressing
your feeling Expressing the weather using an exclamation Asking for
& telling weathers Asking for & telling feelings Asking for
& telling favorite seasons z z z z z z
School daysNaming objects in the classroom & school Asking
for & telling the possession of objects Asking & answering
about objects Naming subjects Asking for & telling favorite
subjects Talking about your class timetable
FoodO C T O B E Rz Naming meals & food z Asking &
answering about food using yes/no questions z Asking &
answering about food for meals using wh-question z Discussing the
menu z Making food as instructed z Inviting & sharing food z z
z z z z
DirectionsUnderstanding prepositions of place Naming buildings
Giving directions Asking for directions Asking how to get to
destinations Naming modes of transportation
Life storiesN O V E M B E Rz Telling your daily schedule in
series of time z Asking for & telling what time someone does
the work at z Telling a personal past experience z Asking for &
telling what someone experienced z Telling your plan to do some
work z Asking for & telling when someone will act the plan
People & lifez Naming animals & plants z Naming parts of
people's body z Describing the characteristics of animals &
plants z Describing people's appearances z Comparing the
characteristics of animals & plants z Asking for & telling
people's appearances
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6
General Instruction
CalendarD E C E M B E Rz Naming 7 days of the week & 12
months z Understanding ordinal numbers 1st~31st z Understanding
dating z Asking for & telling the day of the week z Asking for
& telling the date z Talking about special days & giving
celebrations
Reasonz Telling things you like or not with reasons z Telling
activities you want to do or not with reasons z Asking for &
telling reasons z Requesting permission z Permitting or refusing
requests with reasons z Talking about the past events with
reasons
Even though this workbook is sequenced by the month and the
level, the syllabus can be reorganized by teacher's teaching
intention during the planning stage, which means that the lessons
may be reorganized considering the English learning environment and
English skills of the students. Reorganization is carried out
through changing of teaching time, adding new contents or altering
the contents of worksheets. It is also possible to teach 1 to 3
worksheets in one class depending on the teacher's plan or
students' learning pace even though each worksheet is designed for
a 20 minute class. In teacher's guides, each activity has a chart
with the name of the activity, objectives, communicative functions,
and key expressions. Each activity also has a guide on how to
teach, level focused teaching, and references below the chart.
First, the title and the type of the activity is presented in a box
likeTask : Telling my schedule for summer vacation
. Objectives are divided into teacher's objectives and students'
objectives of the lesson. Teacher's objectives are stated in terms
of the pattern grammar and language skills that teachers should
teach and students' objectives in terms of the results of
linguistic behavior that learners should achieve. This means that
teachers should teach students to utilize those pattern grammar
Teacher Objectives Students Functions
z To have students utilize the auxiliary verb 'will' meaning the
future action z To present the plans for the coming summer vacation
to his/her friends z Asking and answering about plans for the
summer vacation z What will you do during ~ ? z I will go to my
uncle's. z I am going to learn how to play the piano.
Key Expressions
proficiently and to have sound communicative skills.
Communicative functions and key expressions are the linguistic
elements for students to learn during the class. All the activities
they preform should result in having students achieve the
objectives.How to teach
presents how to teach each activity step by step,
Level focused
suggests how to
teach students with different levels of English, and
References
provides supplementary texts,
teaching materials, books, and web-sites that are needed during
the lesson.
7
Page
New English For Korean KidsQuizzes can be found at the bottom of
the worksheets. The quizzes are intended to work as a kind of
formative evaluation to check whether students recognize the key
expressions or not. That is, they are presented to have students
review what they learned and use key expressions one more time
after the class. Therefore, it is desirable for teachers to
encourage students to do the quizzes and giving guidance on how to
answer the quizzes. The classes are not restricted indoors. If it
is considered to be more effective, the teachers are welcomed to
plan and have a lesson outside of a classroom where students can
move, think, and communicate actively.
Page
8
CONTENTSBook 1General Instruction 3 - Phone 3 - Etiquette 4 -
Likes & Dislikes 4 - Motions 5 - Sports 5 - Family 6 - Time
NEW ENGLISH FOR KOREAN KIDS
Book 2General Instruction 6 - Shopping 7 - Jobs 7 - Location 8 -
Shapes 8 - The World 9 - Weather 9 - School Days 10 - Food
Book 3General Instruction 10 - Direction 11 - Life Story 11 -
People & Life 12 - Calendar 12 - Reason Phonics
Book 3General Instruction 10 - Direction 1) Level 13 2) Level 2
18 3) Level 3 33 11 - Life Stories 1) Level 13 2) Level 2 18 3)
Level 3 33 11 - People&Life 1) Level 13 2) Level 2 18 3) Level
3 33 12 - Calendar 1) Level 13 2) Level 2 18 3) Level 3 33 12 -
Reason 1) Level 13 2) Level 2 18 3) Level 3 33 Phonics 1) Level 11
2) Level 21
DIRECTIONSIn this chapter, students will learn basic vocabulary
used in relation to directions to have conversations with others.
For students to be able to use these expression fluently, they
should have key expressions like "Where is the postoffice?", "How
can I get to the hospital?", and "This is a bus stop." presented in
a meaningful way. They should also have chances to use these
expressions in real life situations. The teacher should give
authenticity by using language materials related to students' lives
and he/she should give level-focused teaching by using level
appropriate language materials and methodologies. The best way for
the students to learn how to give someone directions or talk about
different modes of transportation is to practice. Therefore, in
this unit, the students will do many pair and group activities to
practice the expressions.
ContentsActivitiesSpeaking Listening Reading
Functionsz Naming buildings in a sentence z recognizing the
building names and writing numbers in order z Reading sentences
about buildings z Writing various types of transportation z
Listening to and understanding direction z Saying transportations
in a sentence z Reading and understanding the story
Key Expressionsz This is a school. z What is it? / It's a
school. z This is a bank. z What is it? / It's a bus. z Go up /
down/ left/ right. z It is a train. z Is she here in the
restaurant? z This is a school. z I see a bus. z This is the magic
bus.
L E V E L 1
Writing Game 1 Game 2 Story
Art project 1 z Saying the different buildings in a sentence Art
project 2 z Saying the different types of transportation in a
sentence Art project 3 z Giving a name to the bus that you made
Culture Speaking Listening Reading
z Recognizing the difference in traffic direction between Korea
and England z It's on the left side. z Reading a sentence and
matching with proper picture z Understanding the transportations
and writing the numbers in order z Understanding directions z
Writing and saying the directions z Asking and answering the
buildings z Recognizing the transportations z Reading and
understanding the story z I want to buy some milk. This is a
supermarket. z What is it?/ It's a boat. z How can I get to the
Bul-Guk temple? z Go straight and turn left. z Where is
Gyeongbokgung? z Go straight and turn left. z What is this? / It is
a school. z What is this? / It is a school. z There's a shoe store!
z A tree is behind the house. z What is this? / It is a hospital. z
The fire station is next to the clinic. z What's this? This is a
double-decker. z How can I get to the park? z Go straight and turn
right at the corner. z Where is the bank? z How can I get to the
bank? z Go straight and turn right at the corner. z How can I get
to the bank? z Go straight and turn right at the corner. z Where is
the school? z Go straight and turn right at the bookstore. z How
can I get to hospital? z Go straight and turn left at the bank. z
How can I get to the market? z Go straight and turn right at the
corner. z Can you tell me how to get to the library, please? z Walk
that way and turn right. z How can I get to the zoo? z You can go
there on foot. z How can I get there? z You can go there by car. z
How can I get to the Eiffel Tower? z Go straight and turn
right.
L E V E L 2
Writing Game 1 Game 2 Story
Art project 1 z Listening to and understanding the locational
expressions Art project 2 z Asking and answering buildings on your
map Writing 2 Culture Speaking 1 Listening Reading 1 z
Understanding locational expressions z Recognizing transportations
in each country z Asking and answering the directions z Recognizing
the places on the map z Reading the description and finding places
on a map z Completing the map by drawing the buildings z Writing
sentences about directions z Asking and answering where the
building is z Telling where the building is located z Reading and
understanding the story z Saying how to get to a destination on the
map z Reading the description and finding how to get to
destinations z Saying how to get to a place on your map z Saying
directions how to get to the places
L E V E L 3
Writing Game 1 Game 2 Story Specking 2 Reading 2 Art project
Culture
LEVEL
1 DIRECTIONSHow to teachz Put the picture cards on the board. z
Before reading the script, show the pictures to the students and
have them repeat the words after the teacher. z Read the script to
the students. Have students listen carefully and write numbers
beside the pictures in the order as they hear the names of the
buildings. z Check their answers.Teacher z To have students say the
names of different kinds of buildings
Speaking : Let's speak
Objectives
z To be able to say and learn the Students names of different
buildings in a sentence
Functions
z Naming buildings in a sentence
Key Expressions
z This is a school.
Level focusedz Do listen and repeat exercise many times with the
expressions with different school names. z Repeat many times until
the students can fluently say the expressions.
How to teachz Show students the pictures and have them repeat
the words after the teacher. z Have students speak to their partner
about the buildings in the picture. z Have students say the
sentence to their partner while only looking at one letter. z The
students will speak to the whole class using the expression, "This
is a ______." z Check if each student is saying the expression
correctly.
Referencesz Materials : picture cards
Reading : Let's readz To have students look at pictures of
Teacher buildings and draw a line to the correct sentence
Level focusedz Say as many building names as possible in a
sentence. z Try to make the students comfortable with the
expression, "This is a _____." z Use materials like picture cards
when practicing the expression with the building
names.FunctionsObjectives
Students
z To be able to read building names and draw a line to the
proper picturez Reading sentences about buildings
Referencesz Materials : picture cards, flash cards
Key Expressions
z This is a bank.
How to teachListening : Let's listenz To TeacherObjectives
z Review the names of the buildings in the pictures. z Have the
students repeat the sentences on the right after the teacher. z
Have the students read the sentences by themselves. z Draw lines to
connect the pictures with the corresponding sentences. z Check
their answers.
have
students
listen
to
and
understand sentences with the names of different kinds of
buildings
z To be able to listen to the names of Students different kinds
of buildings and to write down the numbers
Functions
z Recognizing the building names and writing numbers in
order
Level focusedz Read the sentences clearly to the students and
have them repeat after the teacher. z Give time for the students to
read the sentences out loud. z Praise students for their excellent
works.
Key Expressions
z What is it? / It's a school.
3
LEVEL 1
Directions
How to teachReferencesz Materials : picture cards
z Explain right and left with your hands and other body parts
like eyes, arms and legs. z Explain up and down. z Explain what "Go
left/ right/ up/ down." means and how to use
Writing : Let's writez To have students write the different
types of transportation in a sentence
the expressions. z Explain and demonstrate how to play the game.
z A student comes out. The rest of the class explain to the
TeacherObjectives
student where the tail spot is by saying, "Go left/ right/ up/
down." The student with a blindfold should listen carefully to
his/her friends' instruction and find the tail spot and pin the
tail on it.
Students
z To be able to write the different types of transportation in a
sentence
Functions
z Writing various types of transportation
Level focusedz Before playing this game, make sure students
understand the expressions and how to use them clearly. z The main
focus is to teach giving and understanding directions. The students
must learn the words in the sentence and repeat them many
times.
Key Expressions
z What is it? z It's a bus.
How to teachz Introduce the 6 transportation vehicles to the
students. z Have the students listen and repeat "It's a/an
_______.", with different transportation vehicles, after the
teacher. z Point out and explain why the sentence for airplane uses
a different article, 'an'. z Do a demonstration of how to write a
sentence on the board. z Write the sentence slowly and very
clearly. z Have students write the sentences. z Read the sentences
with the students.
Referencesz Materials : animal picture, tail materials
Game 2 : Bingoz To have students understand and say the basic
transportation words
Teacher
Level focusedz The writing order must be demonstrated first on
the board.
Objectives
Students
z To be able to say the transportation words in a sentence
correctly
Referencesz Materials : transportation cards
Functions
z Saying transportations in a sentence
Key Expressions
z It's a train.
Game 1 : "Pin it" gamez To have students say left, right, up,
down
How to teachz Give a demonstration of how to play bingo. z
Review the "This is a
Teacher
." expression with the
Objectives
transportations. z Have students cut the cards and arrange them
like a 3 by 3 bingo table.to and understanding
Students
z To be able to say left, right, up, downz Listening directionz
Go left/ right/ up/ down.
z Have students ask the teacher, "What is it?" in unison. z
Teacher answers, "It's a train.",
Functions
for
example.
Then
the
students turn their train card upside down.Key Expressions
z Have them shout "Bingo!" when they make a line. z Rearrange
the cards and play again. The teacher can invite a student to come
to the front and play the teacher's role. Bingo
LEVEL 1
4
Teacher's Guide
also can be played in pairs or groups. Also, the teacher can
change the number of lines to be made or have students make shapes.
(T shape, X shape, H shape, etc.)
Art project 1 : This is a schoolz To Teacher Objectives Students
have students in a say different and
Level focusedz Focus on having the students say the word in
English rather than focusing on playing the bingo game. z When
working in pairs, help them speak in sentences, not only words.
Functions
building
names
sentence
color the pictures z To be able to say different building names
in a sentence and color the pictures z Saying the different
buildings in a sentence z This is a school.
Referencesz Materials : scissors
Key Expressions
Story : My city kittyz To have students listen to the story and
understand it z To be able to listen to the story and write the
missing words z Reading and understanding the story
How to teachz First, show building cards and say their names in
sentences: "This is a school." z Have the students listen and
repeat after the teacher. z Have the students color the pictures on
the worksheet and say the sentences. z The teacher walk around the
classroom and ask "What's this?" to individual students and have
them answer.
Teacher Objectives Students
Functions
Level focusedKey Expressions z Is she here in the restaurant? z
It is important for the students to learn how to say the various
building names in sentences. Have the students speak in sentences,
not only words.
How to teachz Tell the students it's story time. z Read the
story in a lively tone. z Have the students repeat the story after
the teacher line by line. Point out how the majority of the story
is repeated in each part. Have students listen carefully and say
easy parts with the teacher. For example, the students can say
"(Meow, meow) Here kitty, kitty!" everytime it comes up. z Read the
story one more time. z Say "my city kitty" in a fun manner and have
students repeat it many times. Functions z Saying the different
types of transportations in sentences z I see a bus. Objectives
Students z To be able to understand and say about transportation
Teacher z To have students understand about transportation
Art project 2 : I see a bus
Level focusedz First, introduce the story's plot simply. z Your
voice must be loud and your actions exaggerated. Also, use motions
to help students guess what the story is about. z Read the
important expressions aloud. Key Expressions
How to teachz Introduce the new types of vehicles with picture
cards. z With the picture cards, introduce the new expression, "I
see a .". Say the expression for each picture and have the students
repeat after the teacher.
Referencesz Materials : picture cards
5
LEVEL 1
Directions
z Explain, just like 'airplane' in the previous lesson,
'ambulance' needs to be said with 'an', not 'a'. z Explain that 'a'
and 'an' means 1 and vehicles or objects more than 1 can be said
with the number before the name of the object. "I see two cars." z
Explain that color of an object or a vehicle can be added before
the name of the object or the vehicle to describe it. "I see two
red cars." z Read the sentences in the box with the students. Have
the students color the vehicles in the picture according to the
sentences. z Walk around the classroom and ask individual students,
"What do you see?" and have them answer the question.
z Help the students prepare what to say to introduce their bus
to the class.
Referencesz Materials : scissors, glues
Culture : Left or right?z To Teacher Objectives have students
understand the
different traffic direction in Korea and England z To be able to
understand the
Level focusedz It is important for the students to learn how to
say various transportation names in sentences. Have them practice
many times until they can say the expressions fluently.
Functions
Students
different traffic direction in Korea and England z Recognizing
the different traffic
direction in Korea and England z It's on the left side.
Referencesz Materials : colored pens, scissors, glues, thick
papers
Key Expressions
z A car runs on the right side in Korea.
How to teachArt project 3 : This is the magic busz To have
students color, cut out the bus, and say what it is in a sentence z
To be able to color, cut out the bus, and say what it is in a
sentence z Giving a name to the bus that you made z This is the
magic bus. z Show pictures of moving cars in Korea and England.
Then have them guess the difference between the two pictures. z Ask
the students, "Where is the car?", point at one picture. Teacher
Objectives Students Guide the students to answer, "It's on the
right/left side." z Explain that vehicles run on the right side of
the road in Korea, but run on the left side in England. z Also
explain in other countries, like Australia, New Zealand, Hong Kong,
Singapore, India, Thailand, and Japan, cars run on the right side
of the road. Functions Key Expressions z Explain that it is just a
cultural difference. Perhaps use the example of the difference
between a left-handed person and right-handed person.
How to teachz Present the worksheet and say, "This is a bus." z
Explain that they can color and decorate the bus however they like.
They can make it a special bus, like a magic bus. z Have the
students color the bus and the four tires. z Have the students cut
the paper along the solid line. z Have the students fold the body
along the dotted folding line. z Glue the wheels on the bus. z Have
students come to the front of the classroom and present their bus
to the class.
Level focusedz If possible, read an article about RHT countries
and LHT countries. z If the teacher has experienced a similar
cultural difference in Korea, share that experience with the
students.
Referencesz Interesting facts and information about LHT
countries and RHT countries.
http://en.wikipedia.org/wiki/Right-_and_left-hand_traffic
Level focusedz Make sure the students can say the sentence,
"This is a bus." fluently.
LEVEL 1
6
Directions-Speaking
Let's speakThis is a _________.
school
hos pital
zoo
post offic e
ch urch
bank
l ibrary
park
museum
This is a .
7
LEVEL 1
Directions-Listening
Let's listenA. Listen and write numbers. What is it? It's a
______.
LEVEL 1
8
What is it? It's a h
.
Directions-Reading
Let's readA. Read and match. This is a _________.
Th is is a bank.
This is a scho ol .
This is a p ark.
This i s a post
office.
This is a hospital.
What's this? This is a .
9
LEVEL 1
Directions-Writing
Let's writeA. Write the sentences. What is it?airplane
It's an airplane.
boat
bus
bicycle
ship
taxi
LEVEL 1
10
a=1, b=2... What's this? This is a (2)(15)(1)(20).
Directions-Game 1
"Pin it" gameGo ______.
1. A student's friends let him/ her know where to put the pin by
saying, "Go left/ right/ up/ down."
2. The student listens and finds where the tail spot is.
3. Practice the sentences "Go left/ right/ up/ down."
. up
left down right
11
LEVEL 1
Directions-Game 2
BingoA. Cut out the cards and play bingo. It's a ______.
LEVEL 1
12
Directions-Story
My city kittyA. Let's read the story. Is she here in the
restaurant? Here, kitty, kitty!
My curious kitty likes the city. She hangs around downtown all
day. Is she here in the music store? (Meow, meow) Here, kitty,
kitty!
My (
) kitty likes the city. ) all day.
She hangs around (
Is she here in the grocery store? (Meow, meow) ( ), kitty,
kitty!
My curious kitty likes ( She (
). ) all day.
Is she here in the restaurant? (Meow, meow) Here, kitty,
kitty!
.meow meow This is a c__. bow wow This is a d__. quack quack
This is a d__.
13 LEVEL 1
Directions-Art project 1
This is a schoolA. Color and say the sentence. This is a
_______.
bank
library
school
hospital
church
bookstore
LEVEL 1
14
.
Directions-Art project 2
I see a busA. Say the sentence and color the vehicles. I see ___
_______.
I see tw o red I see a green I see a w hite I see a yellow I see
a blue I see a black .
. . . . .
?
I see
wheels.
15
LEVEL 1
Directions-Art project 3
This is the magic busA. Let's make a bus.paste
paste
paste
paste
paste
paste
paste
paste
paste
BUSpaste paste
LEVEL 1
16
Directions-Culture
Left or right?A. Let's read and talk about this article. It's on
the _____ side.
Which direction do cars run? Circle it.
Country Korea England
Cars right or left right or left
Why does this car run on the left side? Because this car is in
England. A car runs on the left side in England.
Why
does
this
car
run on the right side? Because this car is in Korea. A car runs
on the right side in Korea.
A car runs on the side in _ _ _ _ _.
17
LEVEL 1
LEVEL
2 DIRECTIONSKey Expressions z What is it? It's a boat.
Speaking : Let's speak
How to teachz To have students look at pictures of Teacher
Objectives Students buildings, read sentences, and match them z To
be able to read the names of different kinds of buildings and to
match them to pictures Functions Key Expressions z Reading a
sentence and matching it with a picture z I want to buy some milk.
This is a supermarket. z Have students understand each type of
transportation and have them repeat. z Put the picture cards on the
board. z Go over the different types of transportations with the
students. z Read the sentences to the students. z Students have to
write the numbers of the transportations beside the sentences. z
Check their answers.
Level focused
How to teachz Talk about the pictures on the right. z Practice
the names of the pictures with the students. z Read the sentences
on the left. z Have the students repeat the sentences on the left
after the teacher. z Have the students read the sentences by
themselves. z Draw lines to match the sentences to the pictures. z
Check their answers. z Praise students' works. Objectives Teacher z
To have students read the dialog and understand it z To be able to
read the dialog and understand directions z Understanding
directions z How Key Expressions can I get to the Bul-Guk
Referencesz Materials : pictures of various types of
transportations
Reading : Let's read
Level focusedz With the pictures, talk about what people do in
the buildings. z Read the sentences clearly to the students and
have them repeat after the teacher. z Give time for the students to
read the sentences aloud. z The teacher will say the questions and
the students have to answer. Functions
Students
temple? z Go straight and turn left.
Referencesz Materials : picture cards
How to teachz Show a picture of Bul-Guk temple. z Teach the key
expressions to the students. Explain about "Go straight." and "Turn
left/right." z Read the dialog to the students. Read it for the
second time and have the students repeat after the teacher line by
line. z Have the students answer the question. z To have students
listen and z Check the answer with the students. z Have students
practice reading the dialog in pairs.
Listening : Let's listen
Teacher Objectives Students
understand about different types of transportations z To be able
to listen and understand about different types of
transportations
Level focusedz Have the students practice reading the dialog
many times.
Functions
z Understanding the transportations and writing the numbers in
order
LEVEL 2
18
Teacher's Guide
Referencesz Materials : colored pencils, pictures of Bul-Guk
temple
How to teachz Go over the key expressions and the building names
on the game board. z Divide the students into pairs and give a dice
to each pair. z Show a demonstration of how to play the game. z
Have the students play the game several times.students write and
give
Writing : Let's writez To have
TeacherObjectives
directions
Level focusedz The teacher should monitor students' activities
and correct any mistakes. z Make sure the students are speaking in
sentences, not only in words.
Students
z To
be
able
to
write
and
give
directions
Functions
z Writing and giving directions
Key Expressions
z Where is Gyeongbokgung?
z Go straight and turn left.
Referencesz Materials : dice with only 1, 2, and 3
How to teachz Review the different directions. z Review the key
expressions. z Give students a few minutes to look at the pictures
and think about the answers. z Look at the pictures together and
say the answers together. z Encourage the students to refer to the
previous worksheets to write the missing words in the blanks. z
Check the answers. z Read the sentences with the students many
times.StudentsObjectives
Game 2 : Transportation puzzle
Teacher
z To have students search for words and connect them
z To be able to search for words and connect them
Level focusedz Practice reading after finishing the writing
activity.
Functions
z Recognizing the transportations
Referencesz Materials : colored pencils
Key Expressions
z What is this? z It's a truck.
How to teachz Review the key expressions and the transportation
words with
Game 1 : Board game
the students. z Have students find the words in the puzzle,
color them and connect them to the words on the left.
Teacher
z To have students play the game and say different building
namesz To be able to play the game and say different building
names
z Check the answers together. z Have the students make their own
puzzle. z Have them switch the puzzle with a partner and find each
others' words.
ObjectivesStudents
Functions
z Asking buildings
and
answering
about
the
Level focusedz For advanced students, have the students make
puzzles with the names of the buildings as well as the
transportaion words.
Key Expressions
z What's this? It's a school.
References
19
LEVEL 2
Directions
z Materials : picture cardsKey Expressions
locatioanl expressions
z A tree is behind the bench.
Story : Shopping downtown
How to teachz Teach the 4 prepositions introduced on the
worksheet. Explain with objects in the classroom. z When
explaining, use expressions with the prepositions, like "A pencil
is behind the book." z Look at the example passage and the example
picture with the students. Explain the prepositions again with
them. z Read the script to the students. Read it slowly, giving
enough time for the students to draw the picture. z Have the
students compare their pictures with each other. z Have a volunteer
come to the front and give directions to the class. z Have students
do the activity in groups-one student gives instructions and others
draw.
TeacherObjectives
z To have students listen to the story and write the missing
words
Students
z To be able to listen to the story and write the missing
words
Functions
z Reading and understanding the story
Key Expressions
z I love to go to downtown. z There's a shoe store.
How to teachz Have students sit close by and let them know it's
time for storytelling. z Read the story in a lively tone. z Point
out that a big portion of the story is repeated in each paragraph.
Have students practice saying those sentences after the teacher. z
Read the story one more time. z Encourage the students to read the
repeated parts everytime they come up.
Level focusedz Make sure students understand the prepositions
clearly. z The picture can be very simple and sketched. Don't spend
too much time coloring the pictures.
Art project 2 : Make my village
Level focusedz [class activityRead aloud and repeat after the
teacher. z [pair activity] Have students tell their partner the
story on the worksheet. z Your voice must be loud and your actions
exaggerated. z It is a good idea to tell the story with a
rhythm.FunctionsObjectives
Teacher
z To have students make a village and introduce it
Students
z To be able to make a village and introduce it
z Asking and answering about buildings on your map
Referencesz Materials : pictures of downtown, a clothes store,
an ice cream store, a shoe store, clothes, ice creams, and shoesKey
Expressions
z What is this? z It's a school.
How to teachArt project 1 : Draw a picturez To have students say
"right, left, top, bottom, center."
z Have students cut out the pictures of buildings. z Have the
students glue them on the map as they want. z Have the students
write the building names or color them. z Have them ask and answer
about building names with a partner.
Teacher
Objectives
StudentsFunctions
z To be able to say "right, left, top, bottom, center."z
Listening to and understanding
Level focusedz Prepare other building pictures.
LEVEL 2
20
Teacher's Guide
z The teacher may make a blank map not only with straight roads
but also with curved roads or a river. z They can draw other
buildings that are not on the worksheet.Functions z Recognizing
transportation between
from different countries
different countries
Writing 2 : Let's writez To have students read and say where
TeacherObjectives
Key Expressions
z What's this? z It's a double-decker.
How to teachz Present a world map on TV. z Represent the
countries and their unique transportations in each continent. z
Introduce pictures of various kinds of transportation. Read the
names of the transportation and have them repeat after the teacher.
z Practice the key expressions with different vehicles with the
students. z Then have the students draw pictures of them on their
worksheets. z Have students practice the dialogs in pairs.
the buildings are z To have students understand the prepositions
for places
z To be able to read and say where Students the buildings are z
To be able to understand prepositions for places
Functions
z Understanding locational expressions
Key Expressions
z The fire station is next to the clinic.
How to teachz Show students pictures of buildings and have them
repeat after the teacher to review the names. z Have the students
repeat the prepositions after the teacher. Confirm their
understanding by placing two objects in relation to each other and
asking what the appropriate preposition is. z Have students look at
the pictures and fill in the blanks with prepositions. z Check the
answers with the students.
Level focusedz Show pictures of various transportation vehicles
to enhance students' understanding. z Feel free to introduce other
types of transportation in class.
Referencesz Materials : pictures of various transportation
methods
Level focusedz Read the sentences with the students many times.
z Use different objects to explain the prepositions for places to
the students.
Referencesz Materials : picture cards
Culture
:
Various
types
of
transportationz To have students understand different Teacher
types of transportation from different countriesStudents z To be
able to understand, read, and say different types of
transportation
Objectives
21
LEVEL 2
Directions-Speaking
Let's speakA. Find the place. This is a _________.1. I like
music class. I want to see my teacher.
2. I like butterflies. I want to buy a book about butterflies.
3. My brother is crying. I want to buy some milk. 4. I want to buy
shoes. But I don't have money. 5. It's Sunday. I want to pray. 6.
Today's Jenny's birthday. I want to buy flowers. 7. I'm sick. I
want to see a doctor.
LEVEL 2 22
Here is a restaurant. What do you want to do? Say to your
teacher.
Directions-Listening
Let's listenA. Listen and write numbers. What is it?1
It's a/an ______2 3
4
5
6
7
I have big sails. I move by wind. I'm fast and big. I fly in the
sky. I look like a bike. But I'm faster than the bike. I'm
dangerous.I am the larger boat carrying people and cargo. I live in
the sea.
I need the railroad to move. I'm fast and long. I carry many
people to their school or work place. I only have room for 4~5
people.
It's a 20.18.1.9.14. What number is its picture?
23
LEVEL 2
Directions-Reading
Let's readHow can I get to the _____? Go ____ and ____.
May I help you? I'm looking for Bul-Guk temple. How can I get to
the Bul-Guk temple? Go straight and turn left at the corner. Oh,
thank you so much. Have a nice trip!
Where is the Bul-Guk temple? Write the numbers in the order of
how to go the Bul-Guk temple.
LEVEL 2
24
(/) .
[How/canIgettothemuseum?]
Directions-Writing
Let's writeA. Complete the sentences below. Where is _____? Go
____ and ____.
.
g
, t
25
LEVEL 2
Directions-Game 1
Board gameWhat is this? It's a ______.
START HOSPITAL BOOK STORE
miss a turn
HOUSE
FLOWER SHOP
FINISH- 3LIBRARY SUPERMARKET
SCHOOL
BANK
This game is for two players. You will play with dice showing
only 1, 2, and 3. When you reach a space, say the place's name
in
miss a turn
a sentence.
+ 2PLAYGROUND
CHURCH
LEVEL 2
26
Directions-Game 2
Transportation puzzleA. Search for the words, color, and
match.What is this? It's a _____.
truck taxi
g t a q f d n b s
t a i v a o c i t
b l n r t j p a c a
u s h p r k t r y x
s h s l a c r s c i
b i u a i b u b l c
i p n n o c z i
f l e a k e
u o u t y g
e q y p j y r r k
bicycle
w d
b w a v m
subway airplane train car bus ship boat
e w h
x m x
27
LEVEL 2
Directions-Story
Shopping downtownA. Read the story and talk about it with
classmates. There's a ___ store. Let's get ____.I love to go to
downtown. There are so many things to see. Daddy, there's a clothes
store! Let's get some clothes for me! I love to go to downtown.
There are so many things to see. Mommy, there's an ice cream store!
( ) ice cream for me! I love to go to downtown. There are so many
things to see. Grandmother, there's a shoe store! ( ) shoes for
me!
LEVEL 2
28
There is a
store. Let's get some
s for me.
Directions-Art project 1
Draw a pictureA. Let's draw following the directions. ____ is
behind the ______.
Example A tree is behind the bench. A cow is next to the bench.
A house is in front of the mountain. There are a bench and a tree
near the house.
. in front of
29
LEVEL 2
Directions-Art project 2
Make my villageA. Cut out the pictures. Make your village.
What is this?
It's a ____.
LEVEL 2
30
Directions-Writing 2
Let's writeA. Complete the sentences below.next to in front of
across from between behind
1. The fire station is next to the clinic.
2. The museum is a the parking lot.
3. The PC room is in the library.
4. T he post office is n
the clinic.
5. The police station is the gas station.
b
6. The hotel is n the hospital.
7. The bus station is in the hospital.
8. The clinic is b
the
grocery store and the post office.
The parking lot is the fire station and the police station.
31
LEVEL 2
Directions-Culture
Various types of transportationWhat's this? It's a
______.Country Transportation Picture
Vietnam
rickshaw
England double-decker
Italy
gondola three-wheeled taxi
Thailand
What is this? This is a _______. Where can I see it? You can see
it in _______.
LEVEL 2
32
LEVEL
3 DIRECTIONSthe places on the map
Speaking : Let's speakz To have students ask for and give
directions
FunctionsKey Expressions
z Listening to directions and finding the places on the mapz
Where is the bank?
TeacherObjectives
Students
z To be able to ask for and give directions
How to teachz Present the map on TV. z Go over the buildings on
the map. z Read the passage to the students. Have them listen and
write numbers beside the buildings they arrive at. z After doing
the activity, give directions including the street names. ex) "Go
straight and turn right on the Speed Way." z Check the students'
answers.
Functions
z Asking and answering the directions
Key Expressions
z How can I get to the park?
z Go straight and turn right.
How to teachz Show the map on TV. z Go over the buildings on the
map. z Introduce the key expressions to the students. z Read the
dialogs with the students. Have them repeat after the teacher line
by line. Explain any expressions students have difficulty with. z
Say which number, 1, 2, 3 or 4, the students should start from.
Then ask, "How can I get to the library?". Have the students
answer. z Invite volunteers to come to the front and do the
teacher's role. Have a student stand up and answer the question. z
Have students ask and answer in pairs.z To have students learn the
names of
Level focusedz Have the students practice giving and following
directions until they are fluent with them.
Referencesz Materials : picture cards
Reading : Let's read
Level focusedz Practice the expressions many times. z The
teacher may make a new map similar to the worksheet and create
similar dialogs.Objectives
Teacher
different kinds of buildings and find places on a mapz To be
able to read the names of
Students
different kinds of buildings and find places on a map
z Reading the description and finding
Referencesz Materials : map of drawn buildings and streets
Functions
places on a map z Completing the map by drawing the
buildings
Key Expressions
z How can I get to the bank? z Go straight and turn right.
Listening : Let's listen
How to teachz To have students listen to the names
TeacherObjectives
of different kinds of buildings in a sentence and find the
places on the map
z Present the map on TV. z Talk about the buildings. z Read the
dialog to the students. z Explain expressions like "across from"
and others they may not understand. z Have the students read the
dialogs and draw the buildings on
Students
z To be able to listen to the names of different kinds of
buildings and find
33
LEVEL 3
Directions
the map. z Check students' answers.
Game 1 : Let's give directions
Level focusedz When checking the answers, the teacher may sketch
the map on the board, have a student come to the board and draw the
building for each dialog.FunctionsObjectives
Teacher
z To have students ask and answer where a building is
located
Students
z To be able to ask and answer where a building is located
z Asking
and
answering
where
a
Referencesz Materials : a map with buildings and streets
building is
Key Expressions
z Where is the school?
z Go straight and turn right.
How to teachWriting : Let's writez Read the dialogs with the
students. z Have students walk around the classroom and talk to as
manyTeacher
z To have students write sentences about how to get to a certain
place
students as possible. Student A asks where the hospital is to
student B. If student B answers correctly, student A write B's name
under hospital. z After the activity, count how many times each
student's name is written for each building. Praise the students
whose names are written the most.
ObjectivesStudents
z To be able to write sentences about how to get to a certain
place
Functions
z Writing sentences about directions
Key Expressions
z How can I get to the church? z Go straight and turn right.
Level focusedz Make sure students understand how to play the
game clearly. z Walk around the classroom and make sure students
are saying the dialogs correctly.
How to teachz Review the key expressions with the students. z
For the first box, have students look at the questions and write
the missing letters. Then, have the students complete the sentence
for each word. z For the bottom box, have the students read the
questions, think about and write the answers. z Check their
answers.
Referencesz Materials : picture cards
Game 2 : Dice game
Level focusedz If majority of students have difficulty in
writing the sentences, the teacher can say the answers and have
them try to write the words or refer to previous worksheets to find
the words. z Although the main activity is writing, the teacher can
also have students speak and read the
expressions.FunctionsObjectives
Teacher
z To have students find directions and play the dice game
Students
z To be able to find directions and play the dice game
z Telling where the building is located
Referencesz Materials : picture cards
Key Expressions
z How can I get to the school?
z Go straight and turn right.
How to teach
LEVEL 3
34
Teacher's Guide
z Have students make the dice from page 2 of the worksheet. z
Explain how to play the board game. A final destination, the
hospital, for example, is chosen before starting the game. z Have
the students throw the dice and move their token in the direction
as the dice says. z The smile face on the dice means the token can
be moved 1 block in any direction. z While moving the token, the
students must say the direction they are moving aloud. z The
student who reaches the final destination must tell the class how
to get to the destination. If the student gives a correct
direction, he/she wins the game.
Level focusedz Have students read aloud and repeat after the
teacher.
Referencesz Materials : board of the written story z Answers :
how to get to, how to get to, Walk that way, turn left
Speaking 2 : Let's speakz To have students say how to get to a
destination z To be able to say how to get to a destination z
Saying how to get to a destination on the map z Can you tell me how
to get to the Key Expressions library, please? z Walk that way and
turn right.
Level focusedz Monitor the students' activities and help anyone
who has difficulties. Teacher Objectives Students
Referencesz Materials : dice
Functions
Story : How can I get to the market?z To have students listen to
and talk about the story z To be able to listen to and talk about
the story z Reading and understanding the story z Can you tell me
how to get to the Key Expressions market, please? z Walk that way
and turn left.
How to teachz Present the map on TV. z In pairs, designate A and
B for the dialog and have them practice the lines. z Explain how to
include street names in directions. z When they can have a
conversation fluently, have them take turn in giving and listening
to directions to get to different places.
Teacher Objectives Students
Functions
Level focused How to teachz Have the students sit close by and
let them know that it's time for storytelling. z Read the story to
the students. z Point out that some expressions are repeated many
times throughout the story. Have students practice saying the
expressions after the teacher. z Have the students write the
missing words in the boxes. z Read the story again. Have the
students say the expressions with the teacher. z Have students
guess what Calvin said to the clerk. Objectives Teacher z To have
students read building names and say how to get to the places z
Have students practice the dialog many times until they can have a
conversation fluently.
Referencesz Materials : maps
Reading 2 : Let's read
35
LEVEL 3
Directions
your mapStudents z To be able to read building names and say how
to get to the places
Key Expressions
z How can I get there? z You can go there by car.
Functions
z Reading the description and finding how to get to
destinations
How to teachz Have students sketch the outline of the map on a
piece of paper. z Have students draw different buildings on the
map. z The teacher asks individual students how to get to a place
on their map. Have the students give a direction. z Have students
go to the front of the class and introduce their maps to the class.
z Have the students practice asking and giving directions in pairs
with their maps.
Key Expressions
z How can I get to the zoo?
z You can go there on foot.
How to teachz Show the map on TV. z Talk about the buildings in
the Great Britain on the map. Show their pictures. z Explain what
the methods of transportation at the bottom right mean. z Have
students look at the map and the means of transportation on the
lines connecting the children and the buildings. z Have them draw
lines to connect the names of the buildings with the means of
transportation. z Check the answers.
Level focusedz Encourage students to draw many different kinds
of buildings, such as a post office, a bank, a fire station,
etc.
ReferencesLevel focusedz You may print out the paragraph below
the map and give it out to the students to read. z Put the map on
the board then one student at a time will come up to the front and
write the name of the building. z Once all the places 1-5 have been
located, read the paragraph again and have them check it again. z
The street names are important as well so make sure to point them
out and then move on. z Continue to have the students use the
building names on the map when they do activities in
pairs.FunctionsObjectives
z Materials : papers, colored pencils, rulers
Culture : How can I get to the Eiffel Tower?
Teacher
z To have students ask how to get to famous buildings and
answer
Students
z To be able to tell how to get to places
z Saying directions how to get to the places
Referencesz Materials : pictures of the famous buildings on the
mapKey Expressions
z How can I get to the Eiffel Tower? z Go straight and turn
right.
How to teachArt project : Draw a street mapz To have students
listen to and say directions in a sentence.
z Present the map on TV. z Talk about the buildings on the map.
z Show pictures of Paris, the Louvre Museum and the Eiffel Tower. z
Give directions on how to get to the places. z Have students listen
and draw the buildings on the map. z Discuss and show the answer on
TV. z Show the answers on the TV.
Teacher
Objectives
Students
z To be able to make a street map and say directions.z Saying
how to get to a place on
Functions
LEVEL 3
36
Teacher's Guide
z Show the students other famous buildings in other area.
Level focusedz Prepare pictures of the different places to show
the students. z If possible, make a big map on the floor. Then have
the students go to find the place by walking.
Referencesz Materials : pictures of Paris, the Louvre Museum and
the Eiffel Tower
37
LEVEL 3
Directions-Speaking
Let's speakA. Look at the picture and say the sentences.How can
I get to ____? Go ___ and ____.
From
How c an I get to the park?
Go straight and turn right at the second corner. How can I get
to the library? Go straight. It's between the hospital and the su
permarket.
From
From
How can I get to the church? Go straight. It's across from the
museum. How can I get to the post office?
From
Go straight and turn left at the corner. It's next to the
tower.
LEVEL 3
38
How can I get to the ? Explain it to your partner.
Direction-Listening
Let's listenA. Listen and write numbers. Where is ______?
Smith Way
Pitt Street
pharmacy
post office
hotel
book store bank
Speed Waycity hall museum
Grant Roadapartment park bakery school
fire station
Sunrise Road
police station
39
LEVEL 3
Direction-Reading
Let's readA. Let's read the dialog and complete the map.How can
I get to the bank? It is across from the school. It is next to the
park. How can I get to the hospital? It is next to the bank. How
can I get to the post office? Go straight and turn right. It is on
your right side.
--------------------------------------------------------
cut---
LEVEL 3
40
Direction-Writing
Let's writeA. Write the missing letters and complete the
sentences. Write directions for the map.
How can I get to the church? Go ____ and ____. riht let stright
schol hspital curch bak() () () () () () ()
Turn ri_ht. le_t. Go str_ight. This is a a a a scho_l. h_spital.
c_urch. ba_k.
How can I get to the church? Go .
How can I get to the hospital? Go and turn .
How can I get to the school? Go and turn .
Unscramble.
Go
left
and
turn
straight
. 41
LEVEL 3
Direction-Game 1
Let's give directionsA. Write the name of the person who gave
correct directions.
Where is the _____? Go ____ and _______.
Name of the person who gave correct directions
hospital
bank
gas station
book store
school
church
: Excuse me, where is the bank ? : Go straight and turn right at
the bookstore. : Thank you. : Youre welcome.
LEVEL 3
42
Unscramble.
Go
t a s r i h g t
.
Directions-Game 2
Dice gameA. Practice making sentences.How can I get to _____? Go
___ and ____.HOW TO PLAY1. You can move 1 block in any direction.
2. When you move your token, say the direction aloud. 3. The
student who reaches the destination first should tell the class how
to get there. If the student gives a correct direction, he/she wins
the game.
S T A R T
43
LEVEL 3
Directions-Game 2
B. Make the dice and play the dice game.
Move 1 block.
Turn right.
Turn left.
Go straight 1 block.
Bang!!
Move back 1 block.
LEVEL 3
44
Direction-Story
How can I get to the market?Can you tell me how to get to _____?
Yes, _________.Calvin always forgets what he heard. One day,
Calvin's mom asked Calvin to buy 2 onions and 1 carrot. So he went
out of the house saying, "2 onions, 1 carrot, 2 onions, 1 carrot."
But he forgot how to get to the market. He asked someone walking on
the str eet.
"Can you tell me "Ok, thank you."
h
the market, please?"
"I'm sorry but I don't know how to get there." So Calvin asked
another person passing by. "Can you te ll me
g
the market, please?"
"Yes. Walk that way and turn left." "I'm sorry. Can you say that
again, please?" "Alright.
W
and
t
l
.The market
is near the post office." "Thank you very much.", Calvin said.
Calvin walked saying, "2 onions, 1 carrot, walk that way, turn
left, near the post office." When he got to the market, a dog ba
rked at him.
Calvin was so surprised, he forgot what he had to buy. In the
market, Calvin told the clerk,
"What will happen next?
"
Can you tell me how to get to the ?
45
LEVEL 3
Direction-Speaking 2
Let's speakA. Find the places on the map.Can you tell me how to
get to the ___, please?
You are here
Communication activityA: Excuse me. Can you tell me how to get
to the bank, please? B: Yes. Walk that way (to Lexington Avenue)
and turn right. A: I'm sorry. Can you say that again? B: Alright.
Walk that way (to Lexington Avenue) and turn right. The bank is
across from the parking lot. A: Okay. Thank you very much.
LEVEL 3
46
(/) .
[Can/yousaythatagain?]
Direction-Reading 2
Let's readA. Read the descriptions and find the way.How can I
get to the You can go there . ?
zoo Big Ben Tower Bridge Tower of London British Museum
by bike on foot by bus by ship by subway
(/) .
[How/canIgettothepostoffice?]
47
LEVEL 3
Direction-Art project
Draw a street mapA. Make a street map.How can I get to ______?
Go ______ and _________.
1. Draw the outline of the map.
2. Draw some buildings on the map.
3. The teacher asks how to get to some place. The student
answers the question.
LEVEL 3
48
Direction-Culture
How can I get to the Eiffel Tower?A. Let's read and talk about
the dialog.How can I get to the _____? Go _______ and _______. in
ParisT h e E iff el Tower
Louvre
How can I get to the Eiffel Tower? _________________________.
How can I get to the Louvre? __________________________.
Unscramble and read.
can I
get
Tower
How
to the
Eiffel
?
49
LEVEL 3
LIFE STORIESIn this chapter, students will learn basic
vocabulary used in relation to life stories to have conversations
with others. The students will learn to talk about their daily
activities with expressions like "What time do you get up?", "I get
up at 6:00.", "What are you going to do tomorrow?", "I'm going to
go to the library.", "What did you do yesterday?", and "I played
soccer with my friend.". The students will learn how to talk about
daily activities in relation to time, to ask and answer what time
someone does the activity, to talk about the activities done in the
past, and to talk about what they plan to do.
ContentsActivitiesSpeaking Listening Reading
Functionsz Saying the expressions about the daily activities
Key Expressionsz I get up at 6(o'clock).
z Recognizing and understanding expressions about basic daily z
I have breakfast at 7:30. activities z Understanding my friend's
daily activities z Writing and understanding my friend's daily
activities z Understanding and completing a story in the time
sequence z Asking and answering about the daily activities z
Understanding the story of Pink Pig's day z Identifying each
activity by completing the sentence z Asking and answering about
daily activities in a chant z I get up at 6(o'clock). z I get up at
6(o'clock). z I go home at 12:00. z I go to school at 8(o'clock). z
I play the computer game at 4. z I have breakfast at 7:00. z What
time do you get up? I get up at 6 (o'clock).
L E V E L 1
Writing Game 1 Game 2 Story Reading 2 Chant Art project Culture
Speaking Listening Reading
L E V E L 2
Writing Game 1 Game 2 Story Reading 2 Task Art project Culture
Speaking Listening Reading
z Understanding the daily activities through making my daily z I
brush my teeth at 7:30. routine z I go to bed at 10 P.M. People in
the U.S.A. have breakfast at z Identifying people in other
countries' daily routine that time. z What are you going to do
tomorrow? z Saying the expressions about the future z I'm going to
play table tennis. z What are you going to do tomorrow? z
Identifying the right future activities z I'm going to play table
tennis. z What are you going to do tomorrow? z Identifying and
reading the right future activities z I'm going to read books. z
What are you going to do tomorrow? z Identifying and completing the
sentences z I'm going to play table tennis. z What are you going to
do tomorrow? z Reading and saying the future activities z I'm going
to play baseball. z What are you going to do tomorrow? z Asking and
answering the future activities z I'm going to play soccer with my
friends. z Understanding a simple conversation of future activities
z Recognizing and reading future activities z Planning and saying
future activities z Talking about my vacation z Comparing vacations
between countries z Saying past activities z Recognizing past
activities z Identifying the right past activities z Understanding
and unscrambling past activities z Asking and answering about past
activities z Reading and completing past activities z Writing what
I did z Talking about past activities z Understanding and
completing past activities z Talking about what I did yesterday z
Reading and understanding a life story z I'm going to study
English. z I'm going to play soccer. z I'm going to study English.
z I'm going to play soccer. z I'm going to visit my aunt's. z I'm
going to play soccer. z I'm going to study English. z I am going to
Haeundae beach. z What did you do yesterday?/I played soccer with
my friends. z What did you do yesterday?/I played soccer with my
friends. z I played soccer./I went shopping. z I did my homework. z
What did you do yesterday?/I played soccer with my friends. z What
did you do yesterday?/I watched TV. z I played soccer./I went
shopping. z z z z z What did you do yesterday? I went to the zoo
with my family. What did you do last summer? I played soccer with
my friends. What did you do yesterday?
L E V E L 3
Writing Game 1 Game 2 Story Role play Writing 2 Art project
Culture
z I went to the zoo./I played basketball. z He was not good at
exercise./He enjoyed reading books. z He helps others by being a
doctor.
LEVEL
1 LIFE STORIESz Say the key expression for each picture. z Have
students fill in the correct time under each picture. z Check the
answers by having individual students say theTeacher
Speaking : Let's speakz To have students share their daily
activities z To be able to share their daily
expressions with correct time.
ObjectivesStudents
Level focusedz [Advanced] Practice the expressions about the
daily activities, changing the time.
activities z Saying the expressions about the
Functions Key Expressions
z [Supplementary]
Have
the
students
practice
the
daily
daily activities z I get up at 6(o'clock).
expressions looking at the flash cards. z Make sure that the
students understand the daily activities completely.
How to teachz Show students the flash cards depicting each daily
activity. z Teach the students how to say "I get up at 6
(o'clock).", changing the activities and times. z Have them listen
and repeat after the teacher. z Have students practice the
expressions many times. The teacher can say the expressions and
have students act. The teacher can play games with the
expressions.
Referencesz Materials : flash cards
Reading : Let's readz To have students read the sentences about
the daily activities z To be able to read the sentences about the
daily activities z Understanding activities z I get up at
6(o'clock). my friend's daily
Teacher
Objectives
Level focusedz [Supplementary] Teach "It's time to ." z Have
students practice the activities in pairs. ." and ''It's time for
Functions
Students
Key Expressions
Referencesz Materials : flash cards
How to teachz Read the sentences in the box. z Have students
fill in the blanks by reading the original
Listening : Let's listenz ToTeacher
sentences. z Have students match the sentences to related
pictures. students expressions listen about and basic z Have
students practice reading the sentences.
have
understand
ObjectivesStudents
daily activities z To be able to listen and understand
expressions activities z Recognizing and about understanding basic
daily about basic daily
Level focusedz [Advanced] Have students practice reading the
sentences in pairs. z [Supplementary] Read the key words and
phrases about the daily activities.(ex. get up, wash, school, home,
watch, bed)
Functions
expressions activities
Referencesz Materials : flash cards, sentence cards
Key Expressions
z I have breakfast at 7:30.
How to teachz Review the daily activities.
Writing : Let's write
3
LEVEL 1
Life stories
z Have students write the times in the blanks.Teacher
z To have students write the sentences about daily activities z
To be able to write the sentences about daily activities z Writing
and understanding my friend's daily activities z I get up at
6(o'clock).
z Tell them the story and check the answers. z Have students
tell the story to the class. z Ask students if they know who the
girl in the story is.
ObjectivesStudents
Level focusedz [Advanced] Have students do the activity
individually.
Functions
Key Expressions
Referencesz Materials : picture cards, scissors
How to teachz Show students the picture cards and have the
students the proper expressions. z Go over the activities in the
bottom box. z Have the students write the sentences. (ex. I go home
at 4 o'clock.). z Write the sentences on the board for the students
to see and check their answers. z Have the students practice
reading the sentences. Function Key Expressions ObjectivesStudents
Teacher
say
Game 2 : Dice game
z To have students ask and answer about the daily activities z
To be able to ask and answer about the daily activities z Asking
and answering about the daily activities z I go to school at
8(o'clock).
Level focusedz [Advanced] Have the students look at more
pictures and write sentences without providing them example
phrases. z [Supplementary] Have the students write the key words
and phrases about the daily activities. ex) study, watch, go, home,
have breakfast)
How to teachz Divide the class into groups of 2~4. z Go over the
pictures and activities on the game board. z Have the students take
turns to roll the dice. z When a student rolls the dice and lands
on a space, he/she must say the daily activity according to the
picture in his/her space. z The first student to reach "FINISH"
wins the game.
Referencesz Materials : word cards, picture cards
Game 1 : What's her story?
z Have students play the game many times.
Teacher
z To
have
students
understand
the
Level focusedz [Advanced] Have the students say why they chose
the times they said.
daily activities z To be able to use the expressions
ObjectivesStudents
about the daily activities and make a story
Referencesz Materials : dice
Functions Key Expressions
z Understanding and completing a story in the time sequence z I
go home at 12:00.
Story : Pink Pig's Day
How to teachz Have students make groups of 2~4 and cut the
pictures. z Have students put the pictures in order.
ObjectivesTeacher
z To have students read and understand a story about daily
routine
LEVEL 1
4
Teacher's Guide
Students
z To be able to read and understand a story about daily
routine
searches for others to search and write sentences with them.
Functions
z Understanding the story of Pink Pig's day
Referencesz Materials : colored pencils
Key Expressions
z I play computer games at 4 o'clock.
How to teachz Have the class sit close to the teacher. z Read
the story to the students. While reading the story, hold up the
flash cards to enhance students' understanding. z Practice the
expressions in the story with the flash cards. Show them a flash
card, say the time and have them say the expression with the time.
z Have the students say the expressions along the teacher when the
teacher reads the story one more time.
Chant : Let's chantz To have students become comfortable saying
the key expressions
Teacher
ObjectivesStudents
z To be able to say the daily activities with rhythmz Asking and
answering about daily
Functions
activities in a chant
Key Expressions
z What time do you get up?
Level focusedz [Class Activity] Hand out the worksheet to each
student and Have them understand the story correctly. z [Advanced]
Have the students make a story of their own about their daily
lives.
z I have breakfast at 7.
How to teachz [A] Have them listen to the teacher's chant. z
Have the students repeat each line of the chant. z Create a rhythm
by tapping your legs and clapping your hands. z Do the chant with
the students, making sure that everyone is participating. z [B]
Have the students make new lines for the chant. z Write students'
new lines on the board and chant with the new lines.
Referencesz Materials : daily activity flash cards
Reading 2 : Let's readz To have students fill in the blanks to
complete each sentencez To be able to find the words and complete
the sentences
Level focusedz [Advanced] Do the chant as a class but have
students take turns and say a line.
Teacher
ObjectivesStudents
Functions
z Identifying each activity by completing the sentencez I have
breakfast at 7 o'clock.
Art project : Making a daily routine bookz To have students
write about their daily activities.
Key Expressions
Teacher
Objectives
How to teachz Show the example. z Have students find the hidden
words. z Have students write the activities in the
blanks.Functions
Students
z To be able to write about their daily activities
z Understanding
the
daily
activities
through making my daily routine
Key Expressions
z I brush my teeth at 7:30.
Level focusedz [Advanced] Have the students write more sentences
about other activities. Also, have them create their own word
How to teachz Have students cut along the thick line.
5
LEVEL 1
Life stories
z Have
students
draw
the
pictures
about
their
own
daily
activities and write sentences. z Have students present their
book to their friends.
Level focusedz [Supplementary] If students can't write the
sentences which they want to express, they can write them in
Korean.
Referencesz Materials : colored pencils, scissors or craft
knifes
Culture : Time differencez To have students to learn about
Global Time Standards
TeacherObjectives
z To be able to understand that different Students areas of the
world are at different times
Functions
z Identifying people in other countries' daily routine
Key Expression
z I go to bed at 10 P.M. People in the
U.S.A. have breakfast at that time.
How to teachz Have the students read the names of the countries
on the map. z Have the students know what time it is in other
countries when the time in Korea is 10:00pm, z Have the students
compare the time differences. z Say the example for the time
difference. ex) I go to bed at 10 P.M. People in the U.S.A. and
have breakfast at that time.
Level focusedz [Advanced] Have the students make more examples
about time differences.
Referencesz Materials : a world map
LEVEL 1
6
Life stories-Speaking
Let's speak: I get up at 6(o'clock).
A. Say the expressions about daily activities.
I
at 6 o'clock.
7
LEVEL 1
Life stories-Listening
Let's listenA. Listen and fill in the blanks.
:
:
:
:
:
:
:
:
:
LEVEL 1
8
.
Life stories-Reading
Let's readA. Read and match.
I get up at 6 o'clock. I go to school at 8 o'clock. I have lunch
at 12 o'clock. I study at 2 o'clock.
I study at 2 o'clock.
I
at 6 o'clock.
I have lunch
12 o'clock.
I
8 o'clock.
.
9
LEVEL 1
Life stories-Writing
Let's writeA. Look at the pictures and complete the
sentences.
: I ___________ at 4 o'clock.
: I ___________ at 2 o'clock.
: I ___________ at 6 o'clock.
: _____________________.
study go home
, watch TV , have breakfast
,
U n s c r a m b le
LEVEL 1
10
I
wtcah
T V a t 6 o 'c lo c k .
Life stories-Game 1
What's her story?A. Cut and arrange in order.
I get up at
:
.
I clean my room at
:
. I get home at
:
.
I have breakfast at
:
.
I went to the party at
:
.
11
LEVEL 1
Life stories-Game 2
Dice gameA. Play the dice game.
.
LEVEL 1
12
x ls g e t u p y s k g o t o s c h o o la a b w a t c h T V z b
k
Life stories-Story
Pink Pig's Day: I get up at 6 o'clock.
I get up at 6 o'clock. I have breakfast at 7 o'clock. I go to
school at 8 o'clock. I study English at 10 o'clock. I have lunch at
12 o'clock. I go home at 2 o'clock. I play computer games at 4
o'clock. I have dinner at 6 o'clock. I write my diary at 8 o'clock.
I go to bed at 10 o'clock. Clock, clock. Pink Pig's busy life!
.
I
at 2 o'clock.
13
LEVEL 1
Life stories-Reading 2
Let's readA. Find the hidden words and write them in
sentences.
abnkbreakfastopledbreakfast
I have breakfast at 7 o'clock.
klwopluncqwelunchlunch
______________________ at 12:00.
sdinmertydinnerowldinner
______________________ at 6:00.LEVEL 1
14
n n d ie r
Life stories-Chant
Let's chantA. Let's chant together.
What time do y