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Contents

The Generality

1. Goals of Elementary English Curriculum ························································ 3


1.1 Characteristics ····································································································· 3
1.2 Goals ······················································································································· 4

2. Contents of Elementary English Curriculum ················································· 5


2.1 System of Contents ··························································································· 5
2.2 Achievement Standards by Grades/Levels ················································· 7

3. Teaching and Learning Methods ······································································ 12

4. Teaching Methods for Elementary Learners ················································ 14


4.1 Overview of Teaching Methods for Language Learning ····················· 14
4.2 Examples of Listening and Speaking Activities ···································· 16

5. Evaluation ················································································································· 17
5.1 Purposes of Assessment for English Learners ······································· 17
5.2 Principles of Korean Elementary English Evaluation ························· 18
5.3 Authentic Assessment ····················································································· 18

6. Composition Principles and Features of Textbook ······································ 21


6.1 Composition Principles and Features of Textbook ······························· 21
6.2 Details ·················································································································· 21

7. Co-teaching ··············································································································· 25
7.1 Definition ············································································································ 25
7.2 Co-teaching Approaches ················································································· 25
7.3 Co-teaching Steps ····························································································· 26
7.4 Roles for Co-teaching between KET and NSET ··································· 27
7.5 Co-teaching Lesson Plan (Example) ·························································· 32

8. The Yearly Plan of Teaching ············································································· 34


8.1 3rd Grade ··········································································································· 34
8.2 4th Grade ··········································································································· 36
8.3 5th Grade ··········································································································· 38
8.4 6th Grade ··········································································································· 42
Teaching Plan

1. Hello, I'm Minsu ····································································································· 49

2. What's This? ············································································································· 57

3. Happy Birthday! ····································································································· 65

4. Wash Your Hands ·································································································· 73

5. I Like Apples ··········································································································· 81

6. How Many Cows? ··································································································· 89

7. I Can Swim ·············································································································· 97

8. It's Snowing ············································································································ 105

Appendix

1. Communicative Functions and Sample Sentences ···································· 115

2. Vocabulary ·············································································································· 119

3. Useful Websites ···································································································· 123

4. Related Story Books ···························································································· 125

5. Hangul, the Korean Alphabet ·········································································· 130

6. Korean Folk Tales ······························································································· 132

7. Frequently Asked Questions ··········································································· 150

∎ References ·················································································································· 155


PART
The Generality
1. Goals of Elementary English Curriculum

2. Contents of Elementary English Curriculum

3. Teaching and Learning Methods

4. Teaching Methods for Elementary Learners

5. Evaluation

6. Composition Principles and Features of Textbook

7. Co-teaching

8. The Yearly Plan of Teaching


1 Goals of Elementary English Curriculum

1.1 Characteristics
Elementary English as a core subject raises students' ability to understand and express the basics
of the language as it is used in their daily lives. It is based on the four functions of language:
listening, speaking, reading and writing. The main focus is on listening and speaking. Reading
and writing are based on simple contents related to the former components.
When applying English teaching methodology, Elementary school students' characteristics should
be considered. First of all, elementary school students are full of curiosity, and their thoughts
and behaviors are strongly affected by their senses and experiences. Teaching methods should be
based on students' senses and experiences accordingly. Second, repetitive teaching is
recommended since they learn quickly but forget easily. Finally, they have short attention spans.
Various teaching methods and materials, therefore, such as multi-media should be used
appropriately.
Elementary English focuses on level-focused learning, reflecting students' different abilities.
Level-focused learning includes the basic course, which is applied to all students, and the
advanced/supplementary course. The advanced course offers additional task-based learning for
students who have reached the achievement standard of the basic course. The supplementary
course offers additional task-based learning to help students who didn't reach the achievement
standard of the basic course. In level-focused learning, therefore, students learn on their own
through tasks and activities.
At the elementary school level, it is important to maintain students' interest as well as to make
them familiar with and confident in English. This will be the foundation of improving their
communicative skills to further their English education. Although one of the aims of teaching
English is to help them develop their communicative skills, establishing a good personality is
also important. English education should help students to develop sound moral values and an
independent civil mentality. Also, it should encourage the students to have an understanding
attitude toward foreign cultures, international insight, a cooperative spirit and basic knowledge as
citizens of the world.

❙• 3 •❙
1.2 Goals
Students will learn how to acquire the basic communication ability that is necessary to
understand and use the basic English in their daily lives. In addition, they are able to take in
foreign cultures in a right way, develop Korean culture and find a way to introduce Korean
culture to the world.
⑴ Students will learn how to have confidence and interests in English, and acquire the basic
skills to communicative.
⑵ Students will learn how to have a conversation about their daily routines and general topics.
⑶ Students will learn how to understand various information about foreign culture and acquire
the ability to use it.
⑷ Through the understanding of foreign cultures, students are able to recognize Korean
culture in a new perspective and develop ethical values.

【Commentary】
Elementary school English is the starting point of the public English Education, so the goal
will be a part of the achievement of English education. Students will understand and use
English to build up the basic communication skills, take in other cultures properly, and
introduce Korean culture.

❙• 4 •❙
2 Contents of Elementary English Curriculum

2.1 System of Contents

Language Skills
Students will gradually learn how to build up their ability covering four functions of language
: listening, speaking, reading and writing.

Language skills Spoken Language Written Language

Receptive skills Listening Reading

Productive skills Speaking Writing

【Commentary】
Spoken language is introduced earlier than written language. Listening is introduced earlier
than speaking, and reading is introduced earlier than writing. After some time, these four
functions will be integrated systematically.

Communicative Activities
Communicative Activities are composed of spoken language and written language.

Scope Contents
- For spoken language activities, refer to [Appendix 1] 'Communicative
Spoken Language functions and example sentences'.
Activities - Choose and use 'Communicative functions and examples' to achieve each
grade/step level.
Written Language
- For written language activities, refer to [Appendix 1].
Activities

【Commentary】
For spoken language activities, you have to introduce some activities that achieve each
❙• 5 •❙
grade/step level centering around [Appendix 1] 'Communicative functions and example
sentences'. For written language activities, refer to [Appendix 1] 'Communicative functions
and example sentences'.

Language Components
For authentic activities, refer to components, culture, language, vocabulary and the length of
single sentences.

Scope Contents
- Activities to motivate students to learn English while considering student
interest, necessity, and cognitive level
- Appropriate contents consider theme, situation, etc.
Topics
- Appropriate contents to accomplish each grade/step level
- Appropriate contents for interaction
- Appropriate contents for advanced and development learning
- The way of living and language culture for communication
Culture - Appropriate language and nonverbal expressions of Western cultures
- Cultural difference between Western and Korean cultures
- Listening and speaking should be the main focus of learning. Reading and writing will
only assist.
Language - Natural acquisition of language and authentic communication
- Basic expressions used in daily lives will be taught more frequently
- Consider student cognitive level
- New vocabulary for each grade
3rd Grade: 80 〜 120 words 4th Grade: 80 〜 120 words
Vocabulary
5th Grade: 90 〜 130 words 6th Grade: 90 〜 130 words
(Within 450 words, 30 Korean words are permitted)
The length of - 3rd, 4th Grade: less than 7 words in a sentence
single - 5th, 6th Grade: less than 9 words in a sentence
sentences (The cases using 'And, Or, But' are exceptional)

【Commentary】
The teacher motivates students to learn English considering student interest, necessity, and
cognitive level. The teacher introduces cultural differences between Western and Korean
cultures, and uses simple communicative functions in spoken words.
❙• 6 •❙
2.2 Achievement Standards by Grades/Levels
3rd Grade

Skills Levels Standards


Students are able to
① distinguish English sound, stress, rhythm, and intonation
② know the meaning of words
③ respond after listening to simple directions and commands in one
sentence
Basic
④ understand simple dialogues about themselves, family members,
Listening
and schools
⑤ enjoy singing short and easy chants and songs
⑥ understand directions for easy and simple games and activities
⑦ understand daily expressions
⑧ listen to words and know the relationship among words
Advanced
⑨ listen to a sentence and to match it to the right picture
Students are able to
① speak with proper stress, rhythm, and intonation
② say words for familiar objects around them
③ say a word or a sentence about objects or pictures
Basic ④ have easy and short conversations about themselves, family
members, and school
Speaking
⑤ repeat short and easy chants and songs
⑥ participate in easy and simple games and activities
⑦ use daily expressions such as greetings
⑧ say sentences about objects or pictures
Advanced ⑨ have short conversations about themselves, family members, and
schools

【Commentary】
'Achievement standards' is the new concept of the 7th National Curriculum. Up until the 6th
National Curriculum, the contents included different materials according to each grade.
Achievement standards are based on a concept which includes contents and objectives. They
are also divided into a basic level and an advanced level. The basic level contains basic
objectives for all students to achieve while the advanced level contains higher objectives for
students who have achieved the basic goals.
❙• 7 •❙
4th Grade

Skills Levels Standards

Students are able to


① understand short conversations about their daily lives
② understand brief explanations about things and people
③ respond after listening to simple directions and commands with
one or two sentences
Basic
④ do simple tasks after listening to easy and simple explanations
Listening ⑤ find out when and where the conversations take place after
listening to simple dialogues
⑥ find key words after listening to simple dialogues about daily lives
⑦ understand simple stories of role-plays

⑧ briefly understand the purpose of simple dialogues


Advanced
⑨ distinguish the meanings of two sentences after listening to them

Students are able to


① have easy and simple conversations about daily lives
② ask and answer questions about things and people around them
Basic ③ express sentences about directions and commands
Speaking ④ ask for help when they are in need
⑤ chant and sing songs
⑥ speak and act out in role-plays

⑦ have conversations with proper gestures and expressions


Advanced
⑧ say what they need by using objects and pictures

Students are able to


① read and distinguish capital and lower case letters
Basic ② read easy and simple words
Reading ③ understand meanings of simple words with pictures, real objects,
and actions

④ have an interest in written words around them


Advanced
⑤ practice using alphabet letters on a computer keyboard

【Commentary】
Achievement standards for the 4th grade are built on the achievement standards for the 3rd
grade. Therefore, for teaching the 4th graders, teachers can teach the contents of the 3rd
grade's standards or reorganize the contents in the 4th grade. The written language is
introduced first in the grade 4, but it is limited to recognizing capital and lower case letters
and reading simple words. In the advanced level, teachers can help students speak naturally
by using nonverbal elements such as expressions, gestures, and so on.

❙• 8 •❙
5th Grade

Skills Levels Standards

Students are able to


① understand simple expressions about people and things around them
② do tasks after listening to easy explanations
③ understand situations after listening to simple dialogues
Basic
④ understand topics of simple dialogues after listening to them
Listening ⑤ understand simple sentences about past events after listening to
them
⑥ understand basic dialogues on the phone after listening to them

⑦ understand the situation and the purpose of a conversation after


Advanced listening to simple expressions
⑧ understand the details after listening to explanations about a picture

Students are able to


① have simple and appropriate conversations about specific situations
② talk about daily routines
Basic ③ ask and give orders with two or three sentences
④ say the details after listening to simple words
Speaking
⑤ talk briefly about past events
⑥ have a basic conversation on the phone

⑦ use idiomatic expressions relating to their daily lives according to


Advanced situations.
⑧ briefly express their feelings about past events

Students are able to


① understand the meaning of simple words
Basic
② read simple words
Reading
③ read words which they have listened to

④ understand the relationship between sound and spelling


Advanced
⑤ type the alphabet properly on a computer keyboard

Students are able to


① distinguish and write capital and lowercase letters
Basic
② memorize and copy some words which they learned verbally
Writing
③ write some words related to pictures or real things

④ listen to some words and write them


Advanced
⑤ type words on a computer keyboard

❙• 9 •❙
【Commentary】
The introduction of writing is a feature of the achievement standards for the 5th grade. In
speaking, a basic conversation on the phone is presented as the achievement standard. In
writing, the achievement standards of the elementary level are writing words, capital and
lowercase letters. In reading, students are able to understand meanings of some words and
read them out. In listening, teachers have students do tasks after listening to commands or
explanations. Listening in the past tense and understanding it are also included.

6th Grade

Skills Levels Standards

Students are able to


① listen to easy and simple expressions about daily lives and
understand the intention and the purpose of what is said
② listen and understand the main ideas of simple dialogues
③ listen to simple expressions and understand the details
Basic
④ listen to simple expressions and understand what will happen in the
Listening future
⑤ listen and understand simple dialogues about asking for reasons
⑥ listen and understand simple expressions about comparing things
⑦ understand a simple telephone conversation

⑧ listen to simple expressions and know the order of what happened


Advanced
⑨ listen to simple expressions and know if they're true or false

Students are able to


① listen to simple expressions about daily lives and ask and answer
questions about them
② express their opinions about ordinary topics in daily lives
③ listen to simple dialogues and state the topic is
Basic
④ listen to simple expressions and point out the details
Speaking ⑤ ask and answer briefly about what happened and what will happen,
etc.
⑥ ask and answer questions about the facts
⑦ make a simple telephone conversation

⑧ describe the various events of the pictures or cartoons in the right


Advanced order
⑨ compare things with simple expressions

❙• 10 •❙
Skills Levels Standards

Students are able to


① understand the meaning of simple words or phrases
Basic ② read simple phrases or sentences which they learned verbally
Reading ③ read simple sentences
④ read a short and simple story about daily lives

⑤ read a simple story about daily lives and know if it is true or false
Advanced
⑥ find the same sentences which they have listened to

Students are able to


① write simple words
Basic ② write phrases or sentences which they learned verbally
Writing ③ write upper/lower case letters and punctuation marks (period, question
mark, etc.) correctly

④ describe realia or a phrase in one sentence referring to the sample


Advanced
⑤ write simple birthday invitation cards or Thank-you cards, etc.

【Commentary】
Listening is essential for understanding simple everyday conversations. One of the important
goals of speaking is to improve students' ability to ask and answer some questions or
anticipate the future. Eventually, the goal of reading is to read and understand short and
easy writings about daily lives. Writing has its focus on writing sentences that the students
already have practiced verbally. Also, the ability to punctuate correctly is included in the
achievement standard of writing.

❙• 11 •❙
3 Teaching and Learning Methods

Teaching and Learning Methods


⑴ Get the students stimulated and motivated with songs and chants in a lesson.
⑵ Conduct activity-oriented lessons with role-play and games.
⑶ Try to promote individual and cooperative learning depending on students' level.
⑷ Adapt various teaching methods appropriate to learning objectives and contents.
⑸ Devise teaching methods and materials for supplementary and advanced learning.
⑹ Offer various advanced/supplementary materials to make student-oriented lessons with
individual, pair or group work.
⑺ Supplementary learning encourages systematic individual/small group teaching, while
advanced learning stresses self-directed learning.
⑻ Recognize contents of supplementary learning to meet students' levels, so students can
participate in communication activities positively and with confidence.
⑼ Afford a lot of opportunities for students to have interest and a sense of achievement by
using diverse audio-visual aids and multi-media.
⑽ In the early stages of speaking/writing teaching, emphasize conveying the meaning. Then
gradually shift the focus to fluency.
⑾ In the early stages of teaching speech, avoid the instant correction of students' errors when
it comes to mutual understanding.
⑿ Introduce English speaking culture in proper situation to enable natural culture acquisition.
⒀ Be careful in teaching the linguistic difference between English and Korean.

【Commentary】
Considering the developmental stage of elementary school students, various activities, the use
of media, and diverse forms of group work are recommended. The most ideal
teaching-learning method is individualized teaching, but it is rarely possible due to the
problem in securing teachers, etc. In developed countries, however, making up small groups
within the same class according to the students' ability and differentiated teaching is
possible; this is the core of a level-focused curriculum.

❙• 12 •❙
The advanced and supplementary differentiated English class is operated as elementary
course and subordinate course. The supplementary course is for students who could not
reach the basic achievement standards so they could practice additional basic task-based
learning. The advanced course is to enable enriched learning; this does not mean the
extension of content, but the emphasis on fluency and accuracy of the basic course.
The advanced and supplementary differentiated curriculum can be put into action by teachers
who determine the appropriate time to initiate it. It may be managed by the class or units.
The class can be divided into three groups of basic, supplementary and advanced or just
supplementary and advanced group, etc.
The grouping criteria can be established according to the teacher's judgement, students'
preferences or the results of evaluation. Above all, the teacher's judgement is the most
important. The goal of differentiated curriculum is to enable every student to get the same
quality of education by finding and resolving the deficiency factors promptly. The teacher
should pay special attention to the students in need of the supplementary course.
It is suggested that the advanced course be self-directed learning. In contrast, the
supplementary course requires the teacher's direct teaching which invigorates systematic
make-up class by doing individual or small group activities. It is necessary for teachers to
stress the reorganization of supplementary contents and learning activities, which can help
students build up self-confidence in English.

❙• 13 •❙
4 Teaching Methods for Elementary Learners

4.1 Overview of Teaching Methods for Language Learning


Natural Approach
▪ The essence of language is meaning. Vocabulary, not grammar, is the heart of the language.
▪ Designed to give beginners and intermediate learners basic communicative skills.
▪ Based on a selection of communicative activities and topics derived from learners' needs.
▪ Activities allowing comprehensible input, about things in the here-and-now.
▪ Learners should try to involve themselves in activities involving meaningful communication.
▪ The teacher is the primary source of comprehensible input and must choose a rich mixture of
classroom activities.
▪ Materials come from realia rather than textbooks.
▪ The importance of a positive, low-stress climate.

Total Physical Response


▪ Comprehension before production is implemented through carrying out commands.
▪ Teach oral proficiency to produce learners who can communicate uninhibitedly and
intelligibly with native speakers.
▪ Sentence-based syllabus with grammatical and lexical criteria being primary, but focus on
meaning, not form.
▪ Imperative drills to elicit physical actions.
▪ No basic text; materials and media have an important role later.
▪ Initially, voice, actions and gestures are sufficient.
▪ The teacher is like the director of a stage play with students as actors.

Presentation, Practice, and Production (PPP)


▪ Most often referred to as PPP, which stands for Presentation, Practice, and Production.
▪ The teacher introduces a situation and the language is then presented.
▪ The students practice the language using accurate reproduction techniques such as choral
repetition or individual repetition.
▪ The students, using the new language, make sentences of their own, and this is referred to as
production.
❙• 14 •❙
Communicative Language Teaching (CLT)
▪ Language is a system for the expression of meaning; its primary function is interaction and
communication.
▪ Carrying out meaningful tasks and using language which is meaningful to the learner.
▪ Objectives will reflect the needs of the learner.
▪ Syllabus will include some/ all of the following: structures, functions, notions, themes.
▪ Engage learners in communication, involve processes such as information sharing, negotiation
of meaning and interaction.
▪ The teacher is the facilitator of the communication process, participants' tasks, and texts.
▪ The primary role of task-based materials is to promote communicative language use.
▪ Learners negotiate their thoughts by giving as well as taking.

Task-based Approach
▪ A perspective within a CLT framework and a special form of technique.
▪ Put the tasks at the center of one's methodological focus.
▪ In the tasks there are some communication problems to solve and students are given the
essential information to accomplish the tasks.
▪ Students have to use as many expressions as they can deliver the meaning.
▪ The teacher needs to divide the class into small groups and have each student play an active
part in their group.
▪ The more responsibility that students take, the more learning will take place.

Role-play
▪ The main frameworks of role-play are the situations, roles and useful expressions.
▪ Students need to fully understand the situation, their own roles, and other friends' roles.
▪ The teacher should give a supplementary explanation about the demonstration.
▪ Students will be interested in the role of imaginary people and actively participate in that
activity through which they can gain a more accurate understanding of language functions.
▪ What is most important is that all students who join in role-play and the students observing
it should fully understand the entire situation.
▪ For effective role-play the teacher should have the professional understanding and application
skills to make role-play interesting and meaningful for the class.

❙• 15 •❙
Song/Chant
▪ Songs and chants give students with little confidence in a foreign language a lot of interest
and motivation at the beginning of the lesson.
▪ Song and chant with real English phrases allow students to practice intonation, rhythm, and
pronunciation of the language naturally and pleasantly.
▪ It can be useful in reducing boredom and stress, and it is fun for students.
▪ Students can memorize English expressions they need to learn easily through songs or chants.
▪ Teachers should decide when to present songs or chants to students and how to lead the
activities before English class in an organized way.

4.2 Examples of Listening and Speaking Activities


Fly swatter
One student in each group comes up to the front of the class. After listening to what the
teacher says, he/she quickly hits the right card on the board with a fly swatter or toy hammer.

Listen and snatch


Students put some cards on the desk and snatch the picture or word card that matches what the
teacher says. This activity can be done in pairs or groups. The student who gets the most cards wins.

Listen and say numbers


The teacher numbers cards on the board, describes one card and has a student say the right
number matching the card. Names of colors or previous learned words can be used instead of
numbers.

Hot potato
Students sit in a circle singing along or chanting while passing a bag full of picture or word
cards. When the teacher says 'stop!', the student holding the bag takes out a card and says the
word or sentence on the card.

On the head
The leader of each team comes to the front of the class and the teacher picks out one card and
puts it on the student's head. He or she has to guess the card on his/her head.

Memorize and speak


The teacher shows some disarranged cards for a short moment to the students and then covers
the cards. Students then say what they remember.
❙• 16 •❙
5 Evaluation

5.1 Purposes of Assessment for English Learners


Since Korean Elementary English Education commenced in 1997 for the first time in the history
of Korean English Education, it has been emphasized that quantitative evaluation should be
avoided while processed-centered formative evaluation is preferred. What should be made clear is
that with this new emphasis in place, it does not mean that you do not have to evaluate
students' performance. Rather, it means that teachers should recognize and apply plenty of
alternative evaluations such as authentic assessment, formative assessment and performance
assessment in order to make the testing time meaningful and communicative, setting aside
traditional forms of assessment including the multiple choice test. In fact, the relation between
assessment and instruction can be described as an inseparable cause and effect. Furthermore, it is
well known that the outcome of evaluation decides the content and policies of education.
However, it cannot be denied that a myriad of language testing has poor quality and harmful
effects on teaching and learning. Here, it is worth trying to make changes in evaluation for
young language learners as a native English teacher. First, take a look at the purposes of
assessment which are the following (O'Malley and Pierce, 1996):

▪ Screening and identification: to identify students eligible for special language and/or content
area support programs
▪ Placement: to determine the language proficiency and content area competencies of students in
order to recommend an appropriate educational program
▪ Reclassification or exit: to determine if a student has gained the language skills and content
area competencies needed to benefit from instruction in grade-level classrooms (i.e., from all
English programs not specifically designed to address the needs of English Language Learning
students)
▪ Monitoring student progress: to review students' language and content area learning in classrooms
▪ Program evaluation: to determine the effects of national or local instructional programs
▪ Accountability: to guarantee that students attain expected educational goals or standards

❙• 17 •❙
5.2 Principles of Korean Elementary English Evaluation
▪ Evaluation in elementary schools is not focused on results, but on creating an environment in
which students are motivated to study.
▪ Quantitative evaluation should be avoided because what matters here is to eliminate students'
psychological barriers to learning.
▪ The teacher observes and reports students' participation and communicative ability during the
activities such as games, role-play, etc.
▪ English teaching is centered on spoken language, and evaluation is done through observation
of the students' language-using ability, task-performance, etc.
▪ Advanced/supplementary groups are formed naturally within the atmosphere of open education.

5.3 Authentic Assessment


Definition
The term authentic assessment is used to describe the multiple forms of assessment that reflect
student learning, achievement, motivation, and attitudes on instructionally relevant classroom
activities. Examples of authentic assessment contain performance assessment, journals, participation
in the classroom activities, portfolios, and student self-assessment. Because elementary English is
centered on spoken language, students' spoken language abilities will be tested through
meaningful communicative activities. In case of a big class size, organizing students into small
groups can help the evaluation.

Types of authentic assessment


▪ Performance assessment consists of any form of assessment in which the student constructs a
response verbally or in writing. O'Malley and Pierce(1996) said that "students' response may
be elicited by the teacher in formal or informal assessment contexts or may be observed
during classroom instructional or non-instructional settings." Therefore, for this assessment
students need to accomplish complex and significant tasks. Some examples are oral reports,
writing samples, individual and group projects, exhibition and demonstration.
▪ Portfolio assessment is a systematic collection of student work that is analyzed to show
progress over time with regard to instructional objectives(Valencia 1991). For example, a
portfolio can have book reviews, essays, drawings, word puzzles, teacher and student
comments on progress. The record of student work pieces will show the growth of learning
over time.
▪ Student self-assessment is the most essential in terms of authentic assessment because it
promotes direct involvement in learning and cognitive competence with a great deal of
❙• 18 •❙
motivation and attitude toward learning.
▪ Other types are oral interviews, story or text retelling, writing samples, projects/exhibitions,
experiments/demonstrations, teacher's observations, etc.

Authentic assessment samples


▪ Self-assessment for an Oral Report

Name Date

Check the box that best describes your oral report. Add comments.

Activity Always Sometimes Rarely Comments

I practiced what I have


learned from the lesson

I spoke clearly.

I used gestures to help


express meanings.
I answered my peers'
questions.

▪ Self-assessment of Participation in Groups

Name Date

How often did you do the following things in your group today?
Put a check in the box that best describes your response and add comments.
Task Always Sometimes Rarely Comments

I listened to others in
my group.

I asked for information.

I agreed/disagreed.

I answered my peers'
questions.

I helped my group
members.

❙• 19 •❙
▪ Holistic Oral Language Scoring Rubric Sample

Lesson 9. How was Your Vacation? Date September 9th

Goals: Students will be able to talk about what they did on the weekend using the simple
past tense.

Rating Description

▪ Understands what the teacher is asking about without difficulty


▪ Speaks fluently
A ▪ Uses varied vocabulary
▪ Uses a variety of structures accurately
▪ Uses the simple past tense accurately

▪ Understands what the teacher is asking at a slower pace; requires repetition


▪ Speaks with occasional hesitation
B ▪ Uses learned vocabulary
▪ Uses structures accurately
▪ Uses the simple past tense relatively correctly

▪ Does not understand well what the teacher is asking


▪ Speaks with a lot of hesitation
C
▪ Uses limited vocabulary
▪ Does not use the simple past tense

▪ Understands little or no English


D ▪ Repeats few words
▪ Does not use the simple past tense

Student's name Grade

Comments

❙• 20 •❙
6 Composition Principles and Features of Textbook

6.1 Composition Principles and Features of Textbook

Period
Period 1 Period 2 Period 3 Period 4
Grade
Look and Listen⑴ Look and Listen⑵ Look and Speak Role-Play
Listen and Repeat⑴ Listen and Repeat⑵ Let's Sing Review
3rd
Grade Let's Play⑴ Let's Chant Let's Play⑶
Let's Play⑵

Look and Listen⑴ Look and Listen⑵ Look and Speak Role-Play
Listen and Repeat⑴ Listen and Repeat⑵ Let's Sing Review
4th
Grade Let's Play⑴ Let's Chant Let's Read
Let's Play⑵ Let's Play⑶

Look and Listen Look and Speak Let's Read Role-Play/Activity


Listen and Repeat⑴ Listen and Repeat⑵ Let's Write Review
5th
Grade Let's Play⑴ Let's Sing/Chant Let's Play⑶
Let's Play⑵

Look and Listen Look and Speak Let's Sing/Chant Role-Play/Activity


Listen and Repeat⑴ Listen and Repeat⑵ Let's Write Review
6th
Grade Let's Play⑴ Let's Read Let's Play⑶
Let's Play⑵

6.2 Details
Look and Listen
Listening is an important part of elementary English especially in the early stage of learning,
because it offers students the language input that they will learn. 'Look and Listen' takes such a
role. The teacher can help students to understand more easily by using pictures and listening to
the CD-ROM title. Teach the students not to listen to all of the words in 'Look and Listen', but
to recognize situations and their context first so that they understand the overall content of the
dialogue.
❙• 21 •❙
Listen and Repeat
This offers the foundation not only for becoming more familiar with pronunciation or intonation,
but also for listening more carefully by speaking it. It can be difficult for young students to
repeat exactly what they heard for the first time. For that reason, accuracy is not emphasized in
the beginning stages. Let students repeat the native speaker's pronunciation naturally. If the
sentence is too long, help the students to practice by using backward build-up or chunking.

Let's Play
The curriculum is focused on learning English through games and activities. Since students tend
to have short attention span and be full of curiosity, games and activities are designed in almost
every class so that students can learn English in a natural and interesting way.

▪ Let's play⑴: This usually focuses on listening rather than speaking because a new language is
presented in the first period. It's difficult for them to speak the language at this time, so the
activity or game focuses on listening to familiarize students with the new language before
they start to speak it.

▪ Let's play⑵: Since students became familiar with the new language through activities or
games in period 1, they're probably ready to practice speaking. So 'Let's play⑵' is designed
as a controlled practice, which allows students to practice speaking under the control of the
teacher.

▪ Let's play⑶: Students listened to the target language and practiced it a lot in period 1 and 2,
so 'Let's play⑶' offers them an opportunity to use it in a more natural context. In this
activity or game, teachers have to try to guide or help students to use the language
communicatively rather than trying to control them.

Look and Speak


Usually, a reason to speak is needed first in order to practice speaking. In this stage, two or
more pictures are presented to give students an idea of how to initiate a conversation by
themselves. Let students take the opportunity to speak in real situations by looking at the
pictures that contain the main expressions and functions of that lesson. The situations presented
should be similar to the situations that students experienced before or ones they could guess
easily.

❙• 22 •❙
Let's Read
In the 5th grade, students are required to read and understand basic vocabulary, and also become
familiar with literal English language which they will learn by doing various activities based on
the content of the lesson. In the 6th grade, students are required to read and understand
vocabulary and simple structure sentences. First, help students understand the meaning of words
and sentences through pictures before practice. Then, they learn to read further through various
activities and games.

Let's Write
Teaching to write starts in the 5th grade, with writing the alphabet and simple words learned
verbally. Use pictures and cue cards as much as you can, and it can help students to feel at
ease in developing writing skills naturally. Writing is reflected by the contents of listening and
reading. It allows students to relieve stress and feel at ease. Don't make the students memorize
or write words or sentences they have learned over and over in the beginning stages. It could
make them lose interest in writing.

Let's Sing/Chant
Songs or chants can be an interesting tools for language teaching and learning. Students are
interested in activities by speaking along with rhythm. They learn the target language by
verbalizing the key words or expressions repeatedly. While singing songs interests students
because it has a certain melody, so does chanting as it has rhythm. First, try to be familiar with
the song or chant by listening to the CD-ROM title, then try it out with the students. If you
use hand motions or rhythmical movements, students will find it more interesting. Also, teachers
can make a natural communicative situation by singing songs or chanting in groups.

Role-play
By doing role-plays, students take on a role and act according to a given situation which is
closely related to the context of the target language. Role-play is not intended to present or
teach new expressions, but to offer a different activity that can lead to the further understanding
of words and expressions they've already learned. Through role-playing, the students can practice
language in a way it's used in real-life. First, look at the whole situation: how they will act, and
the dialogue they'll be using so that they can be familiar enough with it before beginning
role-play. It is also not good for students to only memorize only their own roles but to act in
awareness of the entire context.

❙• 23 •❙
Activity
It presents some activities for students to use all four skills (listening, speaking, reading, and
writing), with which to accomplish the ultimate goals of the lesson. Make sure the students have
truly understood when they are doing listening, reading, speaking and writing activities. It will
help students improve their overall communicative ability. First, the teacher should help the
students to identify the task they will be engaged in, and the goals that they should accomplish.
Then the teacher points to a specific student and checks whether the student truly understood or
not. Teach the students to focus on not only accuracy but also fluency while doing the activity.

Review
Nearing the end of the lesson, 'Let's Review' gives an opportunity to review the entire contents
of that lesson and some activities which strengthen the students' learning, when it is necessary.
In this stage, teachers make sure all the students have truly understood what they were taught in
the unit. Teachers should try not to make students feel like they are being tested. Help students
to review the target language through pair work or group activities.

❙• 24 •❙
7 Co-teaching

7.1 Definition
Co-teaching is defined as an instructional delivery approach in which general and special
educators share responsibility for planning, delivery and evaluation of instructional techniques for
a group of students; general and special educators work in a coactive and coordinated fashion,
which involves the joint teaching of academically and behaviorally heterogeneous groups of
students in integrated settings. (Bauwens & Hourcade, 1991; Friend & Cook, 1992). Co-teaching
in English class is aimed at developing students' communicative ability through collaborative
teaching between a Native Speaking English Teacher and a Korean English Teacher. In this
sense, co-teaching in Korean English class is regarded as interactive teaching in which both
teachers work together with unified aim and with shared responsibility for the lesson and the
students.

7.2 Co-teaching Approaches


Here are some approaches which can be adapted in an English class in Korea. (Kwon, 2004)
Shadow Teaching
Native Speaking English Teacher (NSET) teaches the detailed contents and the Korean English
Teacher (KET) helps students who have difficulty understanding.

One Teach, One Assist


NSET leads the lesson and KET monitors students' responses and teaches them individually. It's
desirable for KET to teach English in English.

Complementary Teaching
KET teaches specific contents, e.g., grammar, vocabulary, reading, etc., and NSET teaches the
learning abilities such as pronunciation, conversation, or listening or the academic survival skills.

Station Teaching
NSET and KET divide the contents and students. Each teacher teaches different content to one
group and here, the different content is called a 'station'. When the first station is finished, the
groups are switched, and each teacher repeats the instructions for the other group.

❙• 25 •❙
Team Teaching
In team teaching, both teachers are responsible for designing a lesson plan, collaborating in
teaching, and evaluating students and contents.

Support Teaching
KET teaches the specific contents and NSET develops supplementary and detailed learning
activities and conducts the lesson for students.

7.3 Co-teaching Steps

Steps Discussion Details


▪ Analysis of the goals of unit plan or the curriculum over time
period
In a Unit
▪ Checking students' previous knowledge
▪ Instructional content and expectations for students
▪ Checking of the objectives in each period, vocabulary, language
functions
▪ Checking of textbook, teachers' guide, the content of CD-ROM titles
Planning ▪ Activities, time allotment, various interactions between students
and students, students and teachers, and teacher and teacher
In a Period ▪ Teaching method, collaboration styles, decision of teacher roles,
modelling activities
▪ Planning for space related to both students and teachers, noise
level and each educator's tolerance for it
▪ Assignment preparation
▪ Evaluation and grading preparation
▪ Learning objectives, time period, textbook, time allotment
▪ Collaboration styles
Lesson Plan ▪ Teaching and learning activities (Each teacher's role or activity
Preparations should be divided in the lesson plan)
▪ Evaluation plan
▪ Confirming teaching resource preparation
Resources
▪ Worksheets, searching for materials, copied handouts
Teaching Co-teaching
▪ Time allotment in teaching and learning
▪ Suitability of activities and resources
For
▪ Collaboration styles and the roles of teachers
Co-teaching
Evaluations ▪ Grouping
▪ Teacher talk and teaching method
▪ Students' participation
For Learners
▪ Students' achievement
Source: Woo. 2007.
❙• 26 •❙
7.4 Roles for Co-teaching between KET and NSET
Roles of Co-teachers by Steps

Steps Korean English Teacher Native Speaking English Teacher

▪ Lesson planning ▪ Assist for lesson planning

Pre-Class Korean English Teacher is responsible for designing and writing lesson plans,
shares ideas with Native Speaking English Teacher and understands cultural and
linguistic backgrounds.

▪ Review the last lesson


▪ Present the objectives ▪ Present the target language
▪ Explain the learning order ▪ Present the examples in real situation
▪ Monitor and control students' work ▪ Model an activity
▪ Model an activity ▪ Model pronunciation or expressions
▪ Give instructions for difficult expressions ▪ Explain cultural differences
In-Class ▪ Give instructions for students' questions ▪ Assist the other teacher in a game or
an activity

Korean English Teacher leads the lesson flow and Native Speaking English
Teacher assists the lesson in various ways (e.g., giving instructions, giving
examples, correcting pronunciation errors, explaining culture, etc.) at appropriate
times.

▪ Lesson analysis and reflection


▪ Establish the approaches of evaluation ▪ Develop evaluation rubrics and assist
and develop evaluation rubrics in evaluation
▪ Next lesson preview
After-Class

Both review the lesson together. Korean English Teacher chooses the specific
method of evaluation and then both teachers develop the evaluation rubric or
testing sheet. Native Speaking English Teacher assists in evaluation.

Source: Yun. 2007.

❙• 27 •❙
Roles of Co-teachers by Activity

Activity Korean English Teacher Native Speaking English Teacher

Daily Routine ▪ Greeting, weather, date

▪ Warm up before watching the


▪ Explain the video scene using the
CD-ROM title
silent function in the CD-ROM title
Look and Listen ▪ Write students' responses on the
▪ Lead the students to answer the
board
questions about what they heard
▪ Translate in Korean if necessary
▪ Decide today's key expressions
▪ Underline the chosen sentences
with students
▪ Teach the whole class to listen
Listen and Repeat ▪ Encourage students
and repeat → Teach in groups to
▪ Give scores to groups
listen and repeat

▪ Model the game or the activity ▪ Demonstrate the game or the activity
▪ Translate in Korean if necessary ▪ Model the game or the activity
Let's Play
▪ Encourage students ▪ Lead the game
▪ Give scores to groups ▪ Choose winners

▪ Explain the meaning of words or ▪ Read line by line


Let's Read
sentences ▪ Lead to read aloud

▪ Listen to the song after explaining ▪ Monitor and help in groups


the situation ▪ Read again if necessary
Let's Sing
▪ Use visuals on the board
Let's Chant
Both model the song or chant by taking roles. Sing or chant by taking
roles of teachers and students.

▪ Model reading
▪ Ask questions helping students'
▪ Translating in Korean if necessary
Let's Write comprehension
▪ Lead students to read aloud

Both teach writing in groups.

▪ Explain testing ▪ Ask questions helping students'


Review comprehension
Test ▪ Monitoring in groups ▪ Check answers

Both give compliments and encourage students.

▪ Sum up today's target expressions ▪ Say good bye with each student
Say Good-bye
by talking about today's lesson

Source: Teacher training program for co-teaching with NSET in elementary schools. SETI. 2005.

❙• 28 •❙
Roles of Co-teachers in Teaching a Unit
Period 1

Activity Korean English Teacher Native Speaking English Teacher


Warm up ▪ Greet the class
Review ▪ Review the last lesson
▪ Lead brainstorming on the topic
Look and Listen with a picture or a video scene
▪ Play the CD-ROM title
② Translate new words and ① Say words or sentences for the
sentences into Korean students to repeat
Listen and Repeat
③ Lead vocabulary or sentence ④ Check students' stress,
pattern drill pronunciation and correct them
② Translate if necessary
Let's Play ① Give instructions 2 times
(One of the students can translate.)
(Activities or
games) Both model activity or game. Go around class and give help.

▪ Review what they learned using


speech bubbles
Wrap up
▪ Students translate Korean into
English

Period 2

Activity Korean English Teacher Native Speaking English Teacher


① Play the CD-ROM title ② Model stress, pronunciation of
Let's Sing
(Students repeat the song or chant.) words or phrase
Let's Chant
Both model the chant/song with actions.

Period 3: for 4th, 5th, 6th grade

Activity Korean English Teacher Native Speaking English Teacher


② Make sure the students know the ① Read the words or sentences
meaning aloud for students to repeat
Let's Read
(Students can translate them.) ▪ Check their pronunciation and
intonation
▪ Lead copying words and sentences ▪ Lead writing with sound-letter
Let's Write
relationship
❙• 29 •❙
Period 4

Activity Korean English Teacher Native Speaking English Teacher

② Translate if necessary ① Give instructions


Role-play ▪ Model the role-play
▪ Students can do a demonstration

Source: Co-teaching Workshop. Kim. 2008.

Example of 6th grade Co-teaching by period

Steps Procedure Korean English Teacher Native Speaking English Teacher

- talk about weather or current - talk about weather or current


Greeting
events events

Review - review the last lesson - ask some questions


Introduction
- do a small activity with
Motivation - do a small activity with KET
NSET

Introducing aims - introduce teaching aims

Look and
- provide the story - ask questions about the story
Listen

Listen and - model and check the main


1st - provide main expressions
Repeat expressions

- set up the game - explain how to play the game


Let's Play
- play the game with students - play the game with students

Look and
- provide dialogues - ask questions about dialogues
Speak
Development Listen and - model and check the main
2nd - provide main expressions
Repeat expressions

- model the reading


Let's Read - provide reading items
- explain how to pronounce

- provide the song or chant


Let's Chant - read the words
- model the song
Let's Sing - sing with students
3rd - sing with students

- provide writing items - read the writing items


Let's Write
- translate with students - help students

❙• 30 •❙
Steps Procedure Korean English Teacher Native Speaking English Teacher

- provide the context for - read the sentences (or explain


role-play (or set up the game) how to play the game)
- demonstrate how to do a - demonstrate how to do a
Activity
role-play (or how to play the role-play (or how to play the
4th
game) game)
- work with students - work with students

- provide a worksheet and


Review - help students
materials

- review the lesson - review the lesson


Consolidation Wrap up
- say good-bye - say good-bye
Source: Yun. 2007.

Roles of Co-teachers by Language Skills in Elementary English Curriculum

Language skills Korean English Teacher Native Speaking English Teacher

▪ Focus on checking students' ▪ Focus on key words, sentences,


understanding dialogs and text
Listening
▪ Translate if it's new language

Both lead listening activities

▪ Make sure students understand ▪ Model pronunciation, stress and


rules of an activity/game intonation
▪ Monitor/correct students' errors
Speaking
▪ Translate if necessary ▪ Give instructions for speaking
activities and games

Both model the activities and games, then monitor students' work

▪ Make sure students understand ▪ Teach sound-letter relationship


meaning of what they read ▪ Read words or sentences aloud for
Reading
▪ Translate if necessary students to repeat

Both lead reading activities

▪ Give instructions on punctuation ▪ Model writing with sound-letter


Writing rules or other mechanics relationship, shared writing,
dictation
Source: Co-teaching Workshop. Kim. 2008.

❙• 31 •❙
7.5 Co-teaching Lesson Plan (Example)
Lesson 8. What Will You Do This Summer? ~ 9. How Was Your Vacation?
∘ Students will be able to listen to and understand the sentences with
Objectives different verb tense (past/present/future tense).
∘ Students will be able to use the sentences with different verb tense.
Key expressions I watched TV. I watch TV. I will watch TV.
Key words will, watched, studied, went, played, listened, visited, met, cooked, etc.
∘ Daily Routines: Greetings, Weather, Date, Day
Warm-up (5′) ∘ Motivation: Ask and answer about what students did yesterday.
Brainstorm the story of Cinderella.
∘ Listen to the story of Cinderella
Presentation (7′) ∘ Present the objectives
∘ New verb tense
∘ Listening activity: Blue and White Flag Games
Practice (10′)
∘ Speaking practice: Making sentences with Time and Verb cards
Production (13′) ∘ Speaking activity: Mission Completion Time Travel Game
∘ Check up: Quiz
Wrap-up (5′) ∘ Assignment: Writing a diary using different verb tense
∘ Assesment: Self assessment for participation and attitude in the class
Teaching-Learning Activities
Procedure Time
( Korean English Teacher, Native Speaking English Teacher)
Warm-up Greetings & Daily Routines 5'
Hello, everyone.
Hi, How are you? How's the weather? What day is it today?
Motivation
Let's ask her. What did you do yesterday?
I read a story book about Cinderella.
Do you know the story? How does the story go?
(The students answer freely.)
You know it very well. However, the Cinderella from the story that I read
yesterday is different. I will now tell you the new Cinderella story.
Let's listen to the story.

Presentation Present the objectives 7'


What did she do when she was young?
What does she do nowadays? What will she do in the future?
Excellent! In this lesson, we are going to practice speaking about what you did
before, what you do now and what you will do in the future. After practicing,
we will play 'Time Travel Game'.
Are you excited? Let's have fun studying.

Practice Reviewing Verbs 10'


(Draw a time period.) Let's set these 3 different times.
(Showing a card) What does 'watch' mean?
That's right. If we are in 1990, it changes to ... ?
Watched.
If we are in 2020, we should say ... ?

❙• 32 •❙
Will watch
Excellent! Let's look at more words that you know already.
What's this?
Study.
(Students practice the various verb tense with cards.)
< Plan for writing on the board >
1990 NOW 2020
watched watch will watch
studied study will study
․ ․ ․

Listening Activity
At this time, Let's play 'blue and white flags'
I will say a few sentences. Listen carefully and hold up your blue flag if I say
what I did in the past. If I say what I will do in the future, hold up your
white flag. If you survive till the end, you can get 2 points. Are you ready? "I
studied English."
Speaking Practice
Your listening skills are wonderful. Can you speak those sentences by yourself?
Let's practice.
Look at this card. It has "play soccer, 1990" on it. Is it in the future or the
past?
Then, how do we make this into a sentence?

Production Special Activity 1 13'


It's time for time travel. You and the native teacher will travel from the past to
the future. You have only 1 minute for time travel. You have a mission to
complete. If you complete this mission in 1 minute, I will give you candies.
When I push the 'start' button, your time travel begins.
Are you ready to do time travel?
(Give rewards when the students complete the mission.)
Special Activity 2
Let's play a card game. The name of this card game is also "Time Travel."
Listen to how to play the game.
4 people play this game together. Stack a set of cards in the middle and take
turns to flip one card over from the top. Each card has some words on it and
a year. You have to say a sentence matching the verb to the correct time.
Mark the time on your work sheet. Marking 'past-present-future' in a row
means that you have done Time Travel once. When all the cards are used up,
the game is over. The student who has done the most time travelling is the
winner.
Wrap-up Check up 5'
Did you have fun with the game? Let's check what you learned today.
There are three questions on the back of your worksheet. Please answer those
questions now.
Assignment & Assessment
Today's homework is writing a diary using the words that we studied today.
Before we finish, evaluate yourselves for this lesson.
You did a great job, today. See you next time.
Source: Na. 2007.

❙• 33 •❙
8 The Yearly Plan of Teaching

The following plan is only an example, each school can reorganize it depending on school
conditions.

8.1 3rd Grade

Communicative
Month Week Topic Period Major content
functions

- Pre-study - - ․ Learn words about things, animals, body parts, and fruits

․ Hear and understand expressions for greetings and in-


▪ Greetings troduction
1 1
Hi, Hello, ․ Speak after listening
Bye. ․ Throwing the ball game
3
1. Hello, ․ Introduce and greet ․ Speak after listening
2 2
I'm Minsu ▪ Introduction ․ Chant ․ Greeting game
I'm ___. ․ Greet and introduce while looking at the pictures
3 My name is 3 ․ Sing along: 'The Hello Song'
_______. ․ Bingo
4 4 ․ Role-play ․ Review the lesson
․ Hear and understand expressions for questioning and an-
swering the names of certain objects
5 1
․ Speak after listening
▪ Confirmation ․ Picking-up-cards game
What's this? ․ Hear and understand apology expressions and respond to
2. What's It's a/an____. an apology
4 6 2
This? ․ Speak after listening ․ Chant
▪ Apology ․ What's missing Game
I'm sorry. ․ Ask and answer the names of different things
7 3 ․ Sing a 'What's This?'
․ Guessing game
8 4 ․ Role-play ․ Review the lesson
․ Understand expressions of gratitude and respond to it
9 1 ․ Speak after listening
․ Gathering presents game
▪ Congratulation
Happy ․ Hear and understand expressions for giving presents
10 3. Happy birthday! 2 ․ Speak after listening ․ Chant
5 ․ Passing-the-shoes-bag game
Birthday!
▪ Appreciation ․ Speak expressions for celebration
11 Thank you. 3 ․ Sing along: 'Happy Birthday, Julie!'
․ Giving-and-taking-presents game
12 4 ․ Role-play ․ Review the lesson

❙• 34 •❙
Communicative
Month Week Topic Period Major content
functions
․ Hear and understand imperative sentences related to hu-
man body parts and follow directions
13 1
․ Speak after listening
․ Nose, nose, nose game
▪ Giving order ․ Understand imperative sentences and respond to them
14 Wash your 2 ․ Speak after listening ․ Chant
hands. ․ Guess-that-action game
6 4. Wash
Your ․ Look at the pictures and speak imperative sentences
• Accepting
15 Hands 3 ․ Sing along: 'Ally Bally'
O.K., Mom.
․ Passing words game

․ Role-play
16 4 ․ Review the lesson
․ Board game
․ Hear and understand expressions about foods that people
like or dislike
17 1
․ Speak after listening
▪ Likes and ․ Rock, Paper, Scissors game
Dislikes
Do you like ․ Ask and answer questions about favorite food
18 apples? 2 ․ Speak after listening ․ Chant
5. I Like
9 Yes, I do. ․ Guessing game
Apples
No, I don't.
․ Speak favorite food while looking at the pictures
19 ▪ Agreement 3 ․ Sing along: 'I Like Apples'
Me, too. ․ Survey game

․ Review the lesson


20 4
․ Making the book about favorite food
․ Hear and understand expressions how to ask and answer
questions related to the numbers of animals
21 1
․ Speak after listening
▪ Factual ․ Animal cards game
information
․ Hear and understand expressions for size and suggestions
How many
․ Speak after listening
22 6. How cows? 2
․ Chant
10 Many I have two
․ Coloring animals game
Cows? cows.
․ Speak number and size while looking at the pictures
23 ▪ Suggesting 3 ․ Sing along: 'How Many Cows?'
Let's go. ․ Survey

․ Role-play
24 4
․ Review the lesson

▪ Can or Can't ․ Hear and understand what they can or can't do


25 Can you swim? 1 ․ Speak after listening
Yes, I can. ․ Guessing game
7. I Can No, I can't.
11 ․ Ask and answer what they can or can't do
Swim
▪ Asking for a ․ Speak after listening
26 2
help ․ Chant
Help! ․ Mime-chain game

❙• 35 •❙
Communicative
Month Week Topic Period Major content
functions
․ Speak what they can do while looking at the pictures
27 3 ․ Sing along; 'Can You Swim?'
․ Board game
․ Role-play
28 4
․ Review the lesson
․ Hear polite commands for putting on clothes and under-
▪ Giving order standing those commands
29 1
Put on your ․ Speak after listening
gloves. ․ Changing clothes game
8. It's
12 ․ Hear and understand the expressions of the weather
Snowing
▪ Suggesting ․ Speak after listening
30 Let's make a 2
․ Chant
snowman. ․ Passing cards game
․ Speak the expressions for the polite commands and sug-
gestions
31 3
․ Sing along: 'It's So Cold'
․ Dice game
․ Role-play
32 4
․ Review the lesson

8.2 4th Grade

Communicative
Month Week Topic Period Major content
functions
․ Asking and answering about weather
1 1 ․ Repeating what they hear
▪ Confirmation ․ Weather bingo
How's the ․ Introducing friends and greeting new people
weather? ․ Repeating after the teacher
2 2
․ Chant
1. Nice To
3 ▪ Introduction ․ Introducing game
Meet you
This is ____. ․ Singing a song 'How's The Weather?'
3 3 ․ Reading alphabets from A~M
Nice to meet ․ Completing a weather chart
you. ․ Role-play
4 4 ․ Review the lesson: listening comprehension/talking about
the picture
․ Changing topics and asking and answering about how
▪ Prohibition people are
5 1
Don't do that. ․ Repeating after the teacher
2. Don't Do ․ Cards in order
4
That ▪ Asking for a ․ Saying phrases about forbidding and requesting
help ․ Repeating what they hear
6 2
Help me, please. ․ Chant
․ Card games

❙• 36 •❙
Communicative
Month Week Topic Period Major content
functions
․ Singing a song 'Don't Do That'
7 3 ․ Reading alphabets from a~z
▪ Caution ․ Board game
Watch out. ․ Role-play
8 4 ․ Review the lesson: listening comprehension/talking about
the picture
․ Understanding expressions for saying thank you and ask-
ing for help, and how to respond to them
9 ▪ Asking for a 1
․ Repeating after the teacher
help
․ Asking help activity
Can you help
me? ․ Asking and answering about age
․ Repeating after the teacher
10 2
▪ Greetings ․ Chant
3. How Old
5 Good morning. ․ Dice game
Are you?
▪ Information ․ Singing a song 'Can You Help Me?'
11 How old are 3 ․ Reading alphabets from A~Z, a~z
you? ․ Pair-up game
I'm ____ years
․ Role-play
old.
12 4 ․ Review the lesson: listening comprehension/talking about
the picture
․ Understanding numbers 1~12 and asking and answering
about time
13 1
․ Repeating after the teacher
․ Time bingo

▪ Information ․ Asking and answering about time


14 4. What What time is it? 2 ․ Chant
6 Time Is It's ___.(o'clock) ․ Guessing the time
It? It's time for ․ Singing a song 'What Time Is It?'
15 lunch. 3 ․ Reading words
․ Time-filling game
․ Role-play
16 4 ․ Review the lesson: listening comprehension/talking about
the picture
․ Understanding conversations of asking and answering
about who he/she is
17 1
․ Repeating after the teacher
․ Pointing a right picture

․ Asking and answering who she/he is


18 ▪ Confirmation 2 ․ Repeating after the teacher
5. Who Is Who is she/he? ․ Chant ․ Guessing game
9
She? She/he is ___.
․ Singing a song 'Who is she?'
19 3 ․ Reading words
․ Survey

․ Role-play
20 4 ․ Review the lesson: listening comprehension/talking about
the picture

❙• 37 •❙
Communicative
Month Week Topic Period Major content
functions

․ Understanding conversations about ownership


21 1 ․ Repeating after the teacher
․ Ladder game
▪ Checking a fact
Is this your cap? ․ Asking and answering about the colors of items and
Yes, it is. who possesses them
22 No, it isn't. 2
․ Repeating after the teacher
․ Chant ․ Find the owner
10 6. Is This ▪ Asking for help
Your Cap? Help me, please.
․ Singing a song 'Is This Your Puppy?'
23 ▪ Factual 3 ․ Reading words
information ․ Lost and Found
My cap is green.
․ Role-play
24 4 ․ Review the lesson: listening comprehension/talking about
the picture

․ Listening and answering about suggestions


25 1
․ Repeating after the teacher ․ True or False

▪ Suggesting ․ Answering with compassion and asking about how oth-


26 Let's play soccer. 2 ers feel
․ Chant ․ Whispering Activity
7. Sorry, ▪ Declining
11
I can't Sorry, I can't. ․ Singing a song 'Sorry, I Can't'
27 3 ․ Reading words
▪ Compassion ․ Card game
That's too bad.
․ Role-play
28 4 ․ Review the lesson: listening comprehension/talking about
the picture

․ Asking and answering what they want


29 1 ․ Repeating after the teacher
․ Card Game
▪ Asking about
what someone ․ Asking and answering about price
30 wants 2 ․ Repeating after the teacher
8. How ․ Chant ․ Going Shopping
What do you
12 Much Is
want?
It?
․ Singing a song 'What do you want?'
31 ▪ Shopping 3
․ Reading words ․ Flea Market
How much is it?
․ Role-play
32 4 ․ Review the lesson: listening comprehension/talking about
the picture

❙• 38 •❙
8.3 5th Grade

Communicative
Month Week Topic Period Major content
functions
․ Asking and answering about a person's name and
▪ Greetings 1 well-being
How are you? ․ Bingo
1
I'm fine, thank ․ Asking and answering about a person's well-being
you. 2 ․ Singing a song
1. How Are ․ Dice game
You?
▪ Self-introduction ․ Reading words
What's your 3 ․ Distinguishing and writing upper and lower case letters
2 name? ․ Feeling survey
My name's Joon. ․ Role-play
4
3 ․ Review and consolidate the lesson
․ Asking and answering about the days of the week
1
▪ Factual ․ Guessing game
3 information ․ Asking and answering about school subjects
What day is it 2 ․ Singing a song
2. What today? ․ Whispering game
Day Is It It's Monday.
Today? ․ Reading words
We have/don't 3 ․ Distinguishing and writing upper and lowercase letters
4 have English ․ Memory game
today. ․ Guessing the day activity
4
․ Review and consolidate the lesson
․ Asking and answering about location of objects
1
․ Guessing game
5 ▪ Factual ․ Asking and answering about location of objects
information 2 ․ Chanting
Where's my ․ Hide and Seek
3. It's Under
pencil case?
the Table ․ Reading words
It's under the 3 ․ Distinguishing and writing upper and lowercase letters
6 table. ․ Flick the clip game
․ Find the differences activity
4
․ Review and consolidate the lesson
4 ․ Understanding and saying exclamatory sentences
1 ․ Understanding and saying expressions for description
․ Snatching game
7 ▪ Interjection
What a nice day! ․ Saying exclamatory sentences and responding
2 ․ Chanting
4. What a ․ Dice game
▪ Describing a
Nice Day!
fact ․ Reading words
It's very tall. 3 ․ Distinguishing and writing upper and lowercase letters
8 ․ Writing game
․ Role-play
4
․ Review and consolidate the lesson

❙• 39 •❙
Communicative
Month Week Topic Period Major content
functions
․ Understanding and saying expressions for giving direc-
9 1 tions and asking again
▪ Giving a ․ Finding Cinderella game
direction ․ Understanding and saying expressions for giving direc-
Where is tions
10 5. Where Is 2
Namdaemun? ․ Singing a song
Namdaemu
Go straight and ․ Dice game
n(Sungnye
turn right.
mun)? ․ Reading words
5 ▪ Asking again 3 ․ Distinguishing and writing upper and lowercase letters
11 I'm sorry? ․ Giving directions game
․ Information gap activity
4
․ Review and consolidate the lesson
․ Understanding and saying expressions for habits
1
․ Bingo
▪ Habits
12 ․ Understanding and saying expressions for habits
I get up at
seven every day. 2 ․ Singing a song
6. I Get Up ․ Collecting cards game
at Seven
▪ Factual ․ Reading words
Every Day
information 3 ․ Looking at the pictures and writing words
What time do ․ Card relay game
13 you go to bed?
․ Book making activity
4
․ Review and consolidate the lesson
․ Understanding expressions for describing people
1
․ Card slam game
▪ Describing a
14 ․ Saying expressions for describing people
fact
She is tall. 2 ․ Singing a song
You have nice ․ Finish the features game
6 7. She's Tall
glasses. ․ Reading words
3 ․ Looking at the pictures and writing words
▪ Asking again ․ Domino game
15
What?
․ Making a funny picture activity
4
․ Review and consolidate the lesson

․ Understanding expressions for suggesting and responding


▪ Suggesting 1
․ Snatching game
Let's go
16 swimming. ․ Saying expressions for suggesting and responding
How about this 2 ․ Chanting
afternoon? ․ Matching game
8. Let's Go
Swimming ․ Reading words
▪ Accepting
3 ․ Looking at the pictures and writing words
Sounds good.
․ Omok Word game
7 17
▪ Declining ․ Making a schedule activity
Sorry, I can't. 4
․ Review and consolidate the lesson

❙• 40 •❙
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering questions using possessive ex-
1 pressions
․ Stand up and say game
17 ▪ Factual ․ Asking and answering questions using possessive ex-
information pressions in various situations
Whose boat is 2
9. Whose ․ Sing a song: 'Whose Boat Is This?'
this? ․ Guessing game
Boat Is
This? ․ Reading and understanding the meanings of some simple
▪ Checking a fact
Is this yours? words
3
That's mine. ․ Writing the word looking at the picture
18 ․ Putting down the cards game
․ Role-play
4
․ Review and Consolidate the lesson
9 ․ Listening to the expressions used to offer some food and
responding appropriately
1
․ Listening and speaking to accept and refuse
▪ Offering food ․ Changing the Line game
19 Go ahead.
Help yourself. ․ Listening to the expressions used to offer some food and
Do you want responding to the offer appropriately
10. Do You 2
some more? ․ Sing a song: 'Do You Want Some More?'
Want Some ․ Pass the cards game
More?
▪ Accepting/ ․ Reading and understanding the meanings of some simple
Declining words
Yes, please. 3
․ Writing the word looking at the picture
20 No, thanks ․ Flick the clip game
․ Collecting the same card game
4
․ Review and Consolidate the lesson
․ Listening to the expressions of a present action
1
․ Mime game
21 ․ Listening to and speaking the expressions related to a
▪ Factual present action
information 2
․ Chanting: 'What's She Doing?'
11. What What are you ․ On the head game
Are You doing?
Doing? ․ Reading and understanding the meanings of some simple
I'm washing my words
3
hands. ․ Writing the word looking at the picture
22 ․ Matching game
․ Finding the differences activity
4
․ Review and Consolidate the lesson
10 ․ Listening to and speaking expressions related to the vari-
1 ous structures of a house
․ Guessing game
▪ Describing a
23 ․ Listening to and speaking expressions related to the vari-
fact
This is a ous structures of a house
2
bedroom. ․ Chanting: 'This is a Living Room'
12. This Is a ․ Building a house game
Bedroom
▪ Factual ․ Reading and understanding the meanings of some simple
information words
Where's the 3
․ Writing the word looking at the picture
24 bathroom? ․ Finding pairs game
․ Introducing my future house activity
4
․ Review and Consolidate the lesson
❙• 41 •❙
Communicative
Month Week Topic Period Major content
functions
․ Listening to and speaking the simple sentences pertaining
1 to a past activity
▪ Experience ․ Bingo
25
What did you
13. What ․ Sing along: 'What did you do yesterday?'
do yesterday? 2
Did You ․ The guessing game
Do
I went to the ․ Reading words about sports
Yesterday? 3
Science ․ Survey
26 Museum.
․ Around the world activity
4
․ Review and Consolidate the lesson
11 ․ Using the expressions used to call a friend, make an ap-
▪ Calling the 1 pointment at a specified time and place
phone ․ Telephone number bingo
27
Hello, this is ․ Listening to and speaking a basic telephone conversation
Jinho. 2 ․ Chant: 'Is Peter there?'
14. Is Peter
Is Peter there? ․ Guessing game
There?
▪ Answering the ․ Writing the Numbers in English looking at the picture
3
phone ․ Calling on the phone game
28
Speaking. ․ Answering the phone activity
4
․ Review and Consolidate the lesson
․ Listening to and speaking the expressions related to ac-
1 ceptance and declination to suggested activities
▪ Suggesting ․ Guessing bingo
29 Can you join us?
․ Listening to and speaking the expressions related to sug-
gestion and obligation
▪ Accepting/ 2
15. Can ․ Sing along: 'Can You Join Us?'
Declining
You Join ․ Collecting same cards game
Sure.
Us? ․ Reading and understanding the meanings of some simple
Sorry, I can't
words
3
▪ Obligation ․ Writing the word looking at the picture
30 ․ Finding someone who has the same plan game
I must go home.
․ Role-play
4
․ Review and Consolidate the lesson
12
․ Asking and answering questions regarding past experi-
1 ences
․ Grasping the picture cards game
31 ․ Asking and answering questions regarding past experi-
▪ Experience ences
16. Did You Did you have a 2
․ Sing along: 'Did You Have a Nice Vacation?'
Have a nice vacation? ․ Playing board game
Nice I visited my
․ Reading and understanding the meanings of some simple
Vacation? grandparents.
words
I went fishing. 3
․ Writing the word looking at the picture
32 ․ Alphabet relay game
․ Making a book activity
4
․ Review and Consolidate the lesson

❙• 42 •❙
8.4 6th Grade

Communicative
Month Week Topic Period Major content
functions
․ Asking and answering about where someone is from
1
․ Jamboree game
1 ․ Asking and answering about where someone is from
▪ Checking a fact 2 ․ Reading sentences for pictures
1.Where Are Where are you ․ Body twister game
You from?
From? Where's your ․ Singing the song
classroom? 3 ․ Writing sentences about pictures
2 ․ Survey
․ Fashion show role-play
4
․ Wrap up Lesson 1
3 ․ Listening to and speaking about asking directions and
1 giving directions
․ Destination Game
3
▪ Giving a ․ Asking and answering about directions
direction 2 ․ Reading sentences for pictures
2. Is This
Is this York ․ Moving Human Building game
York
Street?
Street? ․ Singing the song
It's behind the
3 ․ Writing sentences watching pictures
post office.
4 ․ Whisper game
․ Giving directions activity
4
․ Wrap up Lesson 2

․ Asking and answering for one's favourite season.


▪ Asking for 1
․ True or False game
5 someone's likes
and dislikes ․ Reading a short writing about season
Do you like 2
․ Whispering game
3. I Like ____ ?
Spring I like ______. ․ Writing a simple sentences about season
▪ Saying hello 3
․ Matching game
6 and replying
How's it going? ․ Book-making activity
Not bad. 4
․ Wrap up Lesson 3
4
․ Asking and answering about someone's birthday
▪ Exchanging 1
․ Ordinal Number game
7 factual
information ․ Singing 'The Month Song'
When is your 2
4. When is ․ Line up game
birthday?
Your
It's May first. ․ Reading about a birthday
Birthday? 3
▪ Asking again ․ Birthday Comparison game
8 Pardon?
▪ Disagreement ․ Birthday survey activity
I don't think so. 4
․ Wrap up Lesson 4

❙• 43 •❙
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering related to shopping
9 ▪ Shopping 1
․ Guessing game
May I help
you? ․ Asking and answering related to shopping
▪ Opinion 2 ․ Reading sentences with pictures.
10
It's too expensive. ․ Shopping Dice game
5. May I
▪ Shopping
Help You? ․ Chant 'May I Help You?'
I'll take it.
▪ Factual 3 ․ Writing sentences with pictures
information ․ Shopping game
11 Here's your
5 ․ Shopping game
change. 4
․ Wrap up Lesson 5

▪ Asking for ․ Listening to the expressions of asking for someone's per-


someone's 1 mission
permission ․ Quick Hammer game
12 Can I have
․ Listening to the expressions of asking for someone's per-
some water?
mission
6. Can I ▪ Feelings 2
․ Reading sentences with pictures
have Some I'm hungry.
․ Card Guessing game
Water? ▪ Opinion
I have no idea. ․ Singing the song
3
▪ Interjection ․ Dice game
13
How kind of
․ Problem solving activity
you! 4
․ Wrap up Lesson 6
․ Asking and answering about someone's occupation
1
․ Bingo game
▪ Factual
14 ․ Asking and answering about someone's occupation
information
Does your 2 ․ Reading sentences
7. My ․ Guessing the Card over Your Head game
mother work?
Father Is
a Pilot ․ Singing the song 'Does Your Mother Work?'
6 ▪ Describing a 3 ․ Writing sentences
fact ․ Family Finding game
15
She's a teacher.
․ Family survey activity
4
․ Wrap up Lesson 7
․ Asking and answering what someone wants to do in the
1 future
․ Picture Bingo game
16 ▪ Plan ․ Asking and answering what someone wants to do in the
What will you future
8. What 2
do? ․ Reading sentences
Will You
I will visit my ․ Baseball game
Do This
uncle.
Summer ․ Chant 'What Will You Do This Summer?'
I will ride my
bike. 3 ․ Writing sentences with pictures
7 17 ․ Card Matching game
․ Vacation Plan survey activity
4
․ Wrap up Lesson 8

❙• 44 •❙
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering what happened in the past
1
▪ Asking about ․ Card Memory game
17 someone's
experience and ․ Asking and answering what happened in the past
answering 2 ․ Reading the sentence learned verbally
9. How Was ․ Pass the pocket game
Your
How was your ․ Singing a song 'How Was Your Vacation?'
Vacation?
vacation? 3 ․ Writing the sentence learned verbally
It was great. ․ Find my seat game
18 I visited my
grandparents. ․ Making a newspaper activity
4
․ Wrap up Lesson 9
9
․ Listening to the expressions of comparing two objects
1
․ Snap game
19 ▪ Comparing
․ Saying the expressions of comparing two object
I'm taller than
2 ․ Reading the sentence learned verbally
you.
10. I'm ․ Similar sentence game
Stronger
than You ․ Chant 'I'm taller than you'
▪ Interjection 3 ․ Writing the sentence learned verbally
What a ․ Whisper game
20 surprise!
․ Comparison activity
4
․ Witch's wart game

․ Asking and answering what they want to do


1
▪ Asking for ․ Guessing game
21 someone's
․ Asking and answering what they want to do
opinion
2 ․ Reading a short story and understand
11. What What do you
․ Yut Game
Do You want to do?
Want to ▪ Suggestion ․ Singing the song, 'What Do You Want to Do?'
Do? How about a 3 ․ Writing short phrases and sentences
musical? ․ Survey Bingo
22 ▪ Agreement
Sounds good! ․ Making clubs activity
4
․ Wrap up Lesson 11
10
․ Asking for help and responding
1
․ Asking for help game
▪ Asking for a
23 help ․ Asking for help and responding
Will you help 2 ․ Asking for help game
12. Will
me with my ․ Shouting game
You Help
homework?
Me,
▪ Answering ․ Singing the song
Please?
Of course. 3 ․ Writing short phrases and sentences
24 No problem. ․ Problem-solving game
Sure.
․ Doing a role-play
4
․ Wrap up Lesson 12

❙• 45 •❙
Communicative
Month Week Topic Period Major content
functions

▪ Calling and ․ Understanding telephone conversations


answering the 1 ․ Asking for reasons and responding to them
phone ․ Guessing game
25
Mrs. Brown, ․ Asking a question and answering with a reason
speaking. 2 ․ Reading a simple diary
13. That's ▪ Reason ․ Because dice game
too Bad Why?
Because he's ․ Singing the song, 'That's Too Bad'
sick. 3 ․ Writing suitable sentences for pictures
26 ▪ Expressing ․ Relay Dictation game
one's sympathy ․ Writing a diary activity
That's too bad. 4
․ Wrap up Lesson 13
11 ․ Understanding how to invite and accept an invitation
1 ․ Saying the expressions to prohibit
․ What's behind game
27 ▪ Invitation and
accepting ․ Saying the expressions of inviting, accepting/declining,
14. Would and prohibiting
Would you like 2
You Like ․ Reading a simple invitation
to come to my
to Come ․ Happy Family game
house?
to My
Yes, I'd love to. ․ Singing the song, 'Don't Take off Your Shoes'
House?
▪ Prohibition 3 ․ Completing the sentences
Don't take off ․ Making a sentence game
28 your shoes.
․ Doing a role-play
4
․ Wrap up Lesson 14
․ Listening to and saying the expressions related to daily
1 lives
․ True or False game
29 ▪ Prohibition ․ Listening to and saying the expressions of prohibition
Don't go that and expressions related to daily lives
15. It's way. 2
․ Reading a daily schedule
Time to ․ Spinning Board game
Go Home ▪ Habits
It's time to go ․ Chant 'It's Time to Go Home'
home. 3 ․ Completing the daily schedule
30 ․ Domino game
․ Making-book activity
4
․ Wrap up Lesson 15
12 ․ Listening to and saying the expressions of congratulating,
1 wishing
․ Board game
31 ▪ Congratulation
Congratulations! ․ Listening to and saying the expressions of congratulating,
wishing
2
16. So ▪ Encouragement ․ Reading a letter
Long, Good luck! ․ Card game
Everyone! ․ Singing the song 'What Middle School Are You Going
▪ Greeting to?'
So long. 3
․ Writing a letter
32 Good-bye. ․ Making a dialogue for the given pictures
․ Playing Board game
4
․ Wrap up Lesson 16
❙• 46 •❙

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