EPIK-DMOE Regulations and Duties For Guest English Teachers, 2012

Contents
3
10

17
28

37
44
57

71
107
2012 CFG 174

2012 183
() 198
() 203
Criminal Prevention 211
214
227
251
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1995. 5.
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2005. 5.
2006. 9.
2007. 8.
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2010. 9.
2010. 9.
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1.
Activities for English class

Picture Stories
Cut out photos from a magazines and newspapers. Give them to students and have them
talk about their picture. Ask questions depending on your students' level such as: what colors
or objects are in the photo, where is it, how does it make you fell. Put your students in
groups and give them 5-8 pictures. Have them make up a story with the pictures. They can
write down their story or just say it out loud to the class. Variation: put photos on the board
and have each group make up their own story with the same group of photos. When finished,
come to the front of the class and tell their story.
Comic Strips
A great way to help students improve their writing skills and storytelling in a fun and creative
way. First, decide if you will give your students a comic strip template (like one found at
www.TeachChildrenESL.com) just give your students a blank piece of paper and have them
fold it into 4 or more sections.
Next, give your students the topic(s) they can write about along with the target vocabulary.
One variation is to have the students tell you what topics they want to write about or words
they want to include in their comic strip.
When finished, students post their strips around the classroom as everyone sees what the
other students did.
Coloring Dictation
For very young students you can give them a line drawing from a coloring book. Then,
dictate instructions for how they should color the picture. For example, her eyes are blue
or the flower is red. Repeat each phrase a few times.
For older or more advanced children, give them a blank piece of paper and tell them what
to draw. For example, In the center is a lion. There is a green ball on.
Speed Quiz
Compile a group of Power Point slides of famous people, places, classroom vocabulary,
etc. Make teams of 4-6 people. Each group has two minutes to get 1 or 2 people from their
group (who cannot see the PPT slide) guess who or what is in the picture. Serious fun!
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Flash Cards
http://bogglesworldesl.com/cards.htm Check out this fantastic resource for making flash cards
and then using them to play numerous games.
Waterfall Question
Put students in groups (4-6) and give them a set of questions and possible answers. Students
must ask and then answer the question as it is passed around the circle.
For example, student 1 to student 2: What's your name? Student 2: My name is Minsu. Student
2 to student 3: What's your name? And so on.
Speed Waterfall
Same as above but have each row of students compete against each other. For instance,
the first person in row 1 starts the question, and when the last person in row one answers
the question, they put their hand up. First row to get everyone to ask and answer the question
correctly wins.
Musical Drawing
Play different types of music (i. e. classical, reggae, electronic, fanciful -Harry Potter soundtrack,
etc.) Have students draw whatever comes to mind when listening to that particular piece of
music. Finally, have students talk about what they felt and their drawings to the group, class,
or partner.
Taboo
Put a word on the board or PPT slide that students must get their partner (whose back is
to the board) to say. Then write a list of taboo words or words that they can't say when describing
the key word. For example, if the key word is apple then the taboo words - or the one's
which can't be used to describe apple are red, green, tree, fruit. However, the students could
say it's a juice, it's crunchy, you give them to teachers, worms eat and live in them, etc.
Using Songs
Students often respond better to Real world songs such as Yesterday by the Beatles or
My Love by West life than to the sometimes awkward or generic songs in most textbooks.
Try dictating the song and having your students writing the lyrics in their notebooks, instead
of just giving them a worksheet.
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Chants
Chants are a fantastic way to help students learn difficult grammar forms and memorize
important vocabulary. Chants almost take on an addictive quality as they are drilled into the
students mind through music and rhythm. For more info on chants, check out:
http://esl.about.com/old/grammarlessons/a/chant_intro.htm.
Category Scramble
Ask the class to get into smaller groups that you are about to announce. Call out a category
using any of the suggested questions below (or make up your own). Allow enough time for
the groups to form (anywhere from 5 seconds to 30 seconds, depending upon the category).
Repeat steps one and two. Continue until the group is warmed up and ready for a new activity.
Category Questions to Get You Started

Clasp your hands together and fold the thumbs across the top. Is your right thumb on
top or your left? If this is your first question, follow the question with something like
All lefties to this side of the room, all righties over there.This should help them understand
your process.
Fold your arms across your chest. Is your right arm on top or is your left arm on top?
Which month of the year were you born in?
Which season of the year were you born in?
Quickly choose a partner. Turn to them and give a spontaneous wink.
Which eye did you wink with?
What is your shoe size?
Can you roll your tongue?
Which leg do you put into your pants first?
How many siblings do you have?
What type of shoes are you wearing?
What's your favorite color?
What's your favorite fast food restaurant: KFC, McDonalds, Pizza Hut?
What concert would you rather go to (choose between 3-4 different types of music).
Body Spelling
Have students spell words by moving their bodies.Each group lines up and spells the word
the teacher calls out. For example, to make the letter T a student would hold their arms
out to the side, or make a circle over their head with their arms to form the letter O.
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This is a WHAT?
The group sits in a circle. You will need several objects which you can pass from hand
to hand around the circle (ball cap, shoe, hackey sac etc.). The leader starts by looking to
the person sitting next to him with an object in his hand (lets say a shoe). He says this
is a shoe. She responds a what? He says a shoe, she says a what, he says a shoe,
she takes the shoe and says oh, a sho.
She then turns to the next person and starts the same interaction with that person. The
leader can then add more items into the mix, starting the same way, and joining into to same
rhythm already established by the shoe. The goal would be to have as many items going
around as there ate people in the circle, so you ate turning to one person and saying what
an item is, and saying a whatto the person on your other side, ready to receive their item,
You can also try fewer items, but get them going in opposite directions. Hilarious!
Circle of Friends
This is a great way to get your whole class talking at once. Form two large circles (or simply
form two lines side by side), one inside the other and have the people in the inside circle
face the people in the outside circle. Ask the circles to take one step in the opposite directions,
allowing them to meet each new person as the circle continues to move very slowly. If lines
ate formed, they simply keep the line moving very slowly, as they introduce themselves. You
can introduce any expressions you are currently teaching. For example What's your name?
Where are you from? Etc..
One Word Association Game

Students stand in a circle. Teacher starts with a word. The next student says a word that
they associate with that word. For instance, if the teacher says apple the next student might
say red or fruit. If they say fruit the next student could say pear or orange
End Letter Chain Game

Students stand in circle. Teachers starts with a word like happy. The next person must
say a word that starts with the last letter of the previous word, in this case y So the next
word could be yes or yellow and so on.
One Word Story

Have the students stand in a circle. They take turns telling the a story one word at a time.
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For example, student one says Yesterday and then student two says I and then student
three says went etc. etc.. Once all students have spoken then keep the story going until
it reaches a good ending. If you are studying a particular verb tense you can have the students
tell the story in that tense, like the future for instance. Try to keep the story flowing. Don't
worry if it doesn't make much sense. If you have students with a really low level they can
team up with more advanced students.
Magic Stories
This activity involves the whole class creating a story together. The story is not written down,
and is made up spontaneously by individuals in the class.
1) Find a suitable pen (or other object) which can be passed around the classroom easily.
2) Tell the class that the pen / object which you ate holding up is M A G I C because
people who hold it can tell wonderful stories.
3) Explain that no-one is allowed to talk unless they are holding the pen (that includes
the teacher!).
4) Start off your imaginary story (or have one of the students begin if they ate more advanced)
Next, give the pen to another student (preferably a more confident one if this is the
first time you have tried this activity with the class) and ask them to continue the story
for a few sentences.
5) When they have finished their part of the story, ask them to pass the pen on to someone
else who will continue.
6) Carry on passing the pen around until someone decides to finish the story (or if you
are in a hurry to finish, indicate that you want them to finish off the story in some
way - discuss such signals with the class before you begin).
What Is It Imaginary Clay?

Have students sit in groups of 6-10 and hand one student in each group an imaginary lump
of clay. Have that student mold the clay into an object and then have the student act out
using the object. The next player then takes the object, mashes it up, and then makes a new
object to use. Pass around the circle until all have had turn.
Imaginary Object Pass

Hand the players an invisible object to pass around the circle. For example, start with a
ball. Ask the first player how big the ball is and what it is made of. Use facial expressions
and body language to demonstrate what the ball is like. Then, pass the ball around the circle.
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Try passing around other objects such as a window, ice, an animal, etcThis is a great game
for getting your students to laugh and be creative. More importantly, you can teach them that
communication is much more than just language. Facial expressions and body language can
say a lot.
Location Charades
Make groups of 4~6 students. Have the whole group act out the actions of a particular
place. For example, if they are in health club, one person might be on a treadmill, another
is lifting weights, another is riding a bike, etc Then have the rest of the class guess where
they are.
Line Up
Ideal for a quick energy boost and finding out a little more about your group. If you've
got a bigger group, split them up into smaller groups and see who completes each task quickest.
Have your group ready to form a line in order of.

Height, from smallest to tallest
Shoe size
Birth months (and maybe day too), from jan through to December
Number of siblings
Anything else you think up!
Get the group to do this silently, using sign language or by only speaking in English!
Kimbab English
Divide your class in half and make two parallel lines (like two rolls of kimbab). Each student
should have a partner standing across from them. Next, students in line A ask a question
What's up? and then line B responds Not much. Then line B asks a question to line A.
You can introduce phrases you are teaching in class. After 1 minute or so, the teacher calls
out Say goodbye and the students say goodbye to their partner, then line A moves down
1 spot so everyone has a new partner.
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: David Paul Finding Out 4, 5
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Page1~20 1
Visual Voca
Wimpy Kid Audio

2
Visual Voca , 2
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Culture tips , Visual Voca
Wimpy Kid

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Sports
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Want to
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1.
Plans for English Training for Teachers( )

Teacher :
Class : Adult Teacher Class
Day and Time : On the Thursday 3:30-4:30
Place : Team Teaching English Classroom
Lesson Title : Classroom English
Book : Teaching English Through English
Month
Week
1
Greetings, Introduction, Checking attendance
Physical conditions in the classroom

Blackboard cleaning, Review
Today's lesson
Introducing different stages of the lesson
Finding Page, distributing handouts
Blackboard activities
Tape recorder & other electrical equipment
Using visual aids, Grouping the students
Games & activities, Songs & chants
Role-play, Coloring & drawing
Exercises, Collecting
Test, Student presentation
Assigning homework, Stop working
Teaching listening
Teaching speaking
Teaching Reading
Teaching Reading
Teaching Writing
Teaching Writing
Teaching Vocabulary
Activities
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Using Books for English Integration

Homework! Oh, homework! I hate you! You stink!
I wish I could wash you away in the sink.
If only a bomb would explode you to bits.
Homework! Oh, homework! You're giving me fits.
Homework! Oh, homework! You're last on my list.
I simply can't see why you even exist.
If you just disappeared it would tickle me pink.
Homework! Oh, homework! I hate you! You stink!
- Excerpt from Jack Prelutsky Where the Sidewalk Ends taught me to love English, have fun with language and enjoy
poetry. The following is a work in progress to incorporate books in daily lesson plans,
as part of my parent's reading class and to increase books in the student population. Although
most of the topics are geared toward conversation and movement for an elementary level,
I hope that you will find something to inspire you and your students.
I. Why use books?

a. books encourage individual exploration
b. books increase English acquisition
c. books entertain, inform and provide insight
. How do you use books?

a. to review
b. to introduce new topics
c. to create thoughts that originate in English (ie. follow along)
d. to incite participation and audio comprehension
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1.
. When do I use books?

a. at the beginning of a lesson
b. enrichment classes
c. anytime there is time!
. Books / Readings for 5th grade

Unit 1. How are you? (focus on feelings)
I do not have this book available, but I have usedAlexander and the Terrible, Horrible,
No Good, Very Bad Dayby Judith Voirst. This book will be difficult at first so you will need
to translate as you read.
Level 1. Introduce feeling vocabulary on column A and create an opposite list of happy
vocabulary on column B. They can raise their left hand for A and right hand for
B. Go through situations and remember that not everyone will agree so stop to
ask why they feel differently.
Level 2. Using the same situations from above, allow for a scripted theatre. Bring props
and allow children to explore their voice and have fun. By following the script,
kids will feel comfortable to explore: Hello, My name is __. How are you? Terrible!
Today is a bad day. Why?/I'm sorry/That's too bad./etc.
Level 3. Copy the book and distribute pages to groups.
Ask them to read with voice.
The group that reads the best wins. As the teacher, you must first set the example
and you can increase the number of pages an individual has for increased difficulty.
This webpage elaborates on those ideas:
http://www.auburn.edu/~murraba/insp/acuffgf.html.
Unit 2. What day is it today? : (focus on vocabulary)

Today Is Monday by Eric Carle
Level 1. Concentration game. Children must name a food that starts with a letter of the alphabet
from a-z. For Example:a - apples, b - banana split, c - cucumber This is very
challenging so try doing this by groups so that they can help each other out. If this
is not challenging, they must stand up and mimic your movements while doing it.
Level 2. Remember game. Group children in 7 and randomly assign days of the week to
them. Allow them to say their favorite food like in the story. Each day will get
increasingly harder because they must remember the previous days. If this is too
easy, use food cards from the book and require complete sentences. For example,On
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95
Monday, I want soup.

Level 3. The teacher assign food groups to each corner of the room. One corner can be
Japanese, Italian, Chinese, and American. Students will go to the corners they like.
As a group they must make a drawing about their favorite food but it only one
food per person, so no two people can have pizza. They will write the day on
the bottom. Once finish they must present to the class. If the class is able to make
a complete sentence,On Monday, I want pizza.the artist and the person that
gets the picture get a point. This might be very difficult because it requires knowledge
of different foods. You can start with fruits, vegetables, dairy and meats.
Unit 3. It's under the table! (focus on prepositions)

I have usedHarold and the Purple Crayonbefore, but I was unable to find this book.
I recommendHop on Popby Dr. Seuss. This is a simple book easy to do a class read.
Level 1. Before reading the book, review prepositions. You can use this song with hand
motions and then with one person being the basket and the other the thimble.
On, in, under (2x), right beside (2x), behind, over and in front (2x), all around
(2x)
Level 2. Speed rhyming. This will require that you teach rhyming before the game. The
teacher calls out a word which children must rhyme in 5 seconds or less. If they
do not know any more words they can say pass and then call out a word from
the book and another word that rhymes. Taking over 5 seconds or being unable
to find rhyming words is an out. To make the game easier or more difficult adjust
the time.
Level 3. Preposition fill in. Block out all the prepositions in the book and play like the
Golden Bell game. Be sure to read the top three majority answers so the students
can have an idea of how things are suppose to sound.
Unit 4. She's tall! (focus on describing a person)

Frank Becomes a Human by Reina de la Torre.
Level 1. Familiarize your students with the vocabulary and ways you can describe a person.
For example: blue/brown eyes, brown/black/blond hair, fair/tanned/dark skin,
strong/weak, quiet/outgoing, tall/short, etc. Use these to help students describe Frank,
you and/or another classmate so that they my get familiar with the vocabulary.
Level 2. Who is it anyways? One student steps out of the room while the class chooses a
secret person they will describe using the selected adjectives. When the student returns
to the room, the class will give him 3-5 clues about the student. For example,She
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1.
has long hair.The person guessing will ask all the girls to stand up and tell those
with short hair to please sit down. They have 3 tries to answer it and if they get
it wrong they must do a funny dance. Note: like many games the kids will find
it easier to communicate in Korean. Establish your classroom as an all English classroom.
Place rewards for the audience so it is profitable for them to challenge the player.
Last if all this doesn't work and some just refuse to follow curriculum, make cute
punishments and ask the class to collaborate.
Level 2.5. Write it! According to your class, practice writing the words or complete sentences
using the adjectives. Before any major observations, I use this activity with shaving
cream. It cleans the desks and the room smells great!
Level 3. Frank's girlfriend, part II. Retell the story with the class for his girlfriend. Continue
to encourage independent speaking and fluidity now by using a partner drawing
activity. Each child draws a monster secretly. They determine who will go first and
the sit back to back. One person describes their monster and the other one draws.
The goal is to both draw the same monster.
For Fun - Ordinal numbers

The 13 Days of Halloween by Carol Greene
Level 1 - Act out. This is a long story which must be read several times. In this activity
you can ask children to emulate the animals mentioned in the book. For example: How
do wizards whizz? How do vultures look perching on a dead tree? This is a good
way to learn vocabulary and understand the book.
Level 2 - Listening activity. Start with groups of thirteen students and allow the students
the opportunity to get to know the people in their group. Review ordinal numbers and
make sure students can say it and understand them. The goal of this game is to make
groups according to the ordinal numbers in the story. For example, on the first (groups
of one) of halloween..., on the second (groups of two)..etc. You will need to play
several times. Once students master it, start putting students out if they cannot make
groups and make it a competitive game.
Level 3 - By this point the students have heard the story several time and can finish it for
you if you let them. Give the book to different students and allow them to lead activity
two making their own rules. (For example, students must show ordinal numbers with
their hands as they move, there's a time limit on making groups or everyone is out,
the people that win are first in the lunch line, etc.)
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Plans for English Training for Parents

( )
Team teaching English Room
12weeks()
30
To instruct and guide students to more fully develop their English skills and
(goal of lesson) to help students become more comfortable with speaking English.
English Books of the library, worksheets
(study contents)
(goal) : introduction principal
1[1-1]
(theme) : team work, eni mini

(contents) : book reading General
(material)
Worksheets
English books
: student intro, review
1[1-2]
: worksheet, hot potato

: monster activity
: review adjective and preps
2[1-1]
: intro, ABC, hokey pokey song

: http://www.youtube.com/watch?v=nX4WfD13nCw
: warm up cards
2[1-2]
: class play
Smart cards
: food, Do you like..? How do you like?

: neither, either, too Ex. A, B & C
3[1-1]
: Monday, book read and exercises
Worksheet
: class reads books

: song if you're happy and you know it
3[1-2]
: English 1-6 children's perspective

: Parents create book to review
: sing nursery thymes
4[1-1]
read Let's go on a picnic

: English 1-6 children's perspective
: sing and read books
98
Worksheets
English books
1.
Where in the WORLD do YOU want to GO?

Summer English Camp
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What : Thematic elementary summer camp featuring English speaking countries
When : July 23rd ~ 27th
Who : OO's 3rd - 6th grade students and 5 English teachers
There will be 16 students in a class

Why : To create significant experiences that will translate into simple real world English
and support objectives from the text

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101
How : Creating a unified team that has quality lesson plans and uses the full 40 min.
Teachers may choose TWO countries for lesson plans and All lesson plans must
have objective, vocabulary, 3 activities and assessment.
Teacher
Claudia Pena
Kristoper
Gilbert
Jack Watson
Mark Peppler
Murray
Johnson
Topics &
Countries
Belize
Singapore
USA
Canada
New Zealand
Australia
Liberia
South Africa
UK
Netherlands
USA
Grade 3-4 objective : What time is it? (4-4)
Focus on its pronunciation, listening, noon/midnight, and events from city

Grade 5-6 objective : I get up at 7 every day! (5-6), It's time to go home (6-15)
Focus on Don't commands (be late, sleep too much, play soccer, go away, eat too
much, eat cookies, play computer games
Canada
Grade 3-4 objective : Who is she? (4-5)
Focus on manners, she/he, asking and answering, include famous people

Grade 5-6 objective : My father is a pilot. (6-7)
Focus on professions, he/she, asking and answering, include writing

New Zealand
Grade 3-4 objective : What's this? (3-2) Is this your cap? (4-6)
Focus on this/that, isn't, color or descriptors, items include landmarks

Grade 5-6 objective : Whose boat is this? (5-9)
Focus on possessive pronouns and sentence formation.

Australia
Grade 3-4 objective : Sorry, I can't! (4-7)
Focus on pronunciation, feelings, with country's sports

Grade 5-6 objective : Can you join us? (5-15) That's too bad! (6-13)
Focus on phone conversations, feelings, and activities.

Liberia
Grade 3-4 objective : How much is it? (4-8) May I help you? (6-5)
Focus on markets or travel, change, discounts and bargaining
102
1.
Grade 5-6 objective : What did you do yesterday? (5-13)
How was your vacation? (6-9)

Focus on simple past tense verbs : went, played, did, met, visited
South Africa
Grade 3-4 objective : Happy birthday! (3-3) How old are you? (4-3)
Focus on ordinal and cardinal numbers and books

Grade 5-6 objective : When is your birthday? (6-4)
Focus on months, numbers, and asking/answering

UK
Grade 3-4 objective : It's snowing! (3-8) How's the weather? (4-1)
Focus places and seasonal descriptors, sentences using like

Grade 5-6 objective : What day is it today? (5-2) I like spring (6-3)
Focus on country holidays, days of the week, season, like/dislike

Netherlands
Grade 3-4 objective : I can swim! (3-7)
Focus on school life, routine actions, and can/can't

Grade 5-6 objective : Let's go swimming (5-8) What are you doing? (5-11) What will
you do this summer? (6-8)

Focus on verb tense, actions, and places to vacation
Belize
Grade 3-4 objective : I like apples! (3-5)
Focus on regional food, sentences do/don't

Grade 5-6 objective : Do you want some more? (5-10) Can I have some more? (6-6)
Would you like to come to my house? (6-14)

Focus on questions and answers for guest dinner invitation.
Singapore
Grade 3-4 objective : Wash your hands, please! (3-4) Don't do that (4-2)
Focus on 10 verbs grouping, listening comprehension and body part book

Grade 5-6 objective : She's tall. (5-7) I'm stronger than you (6-10)
Focus on adjectives to positively describe a person, think Singapore.

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103
PROJECTED SCHEDULE (for Group 1)

Mon 7/23
Tues 7/24
Wed 7/25
Thurs 7/26
Fri 7/27
09:00-09:40
Opening
Ceremony,
Greeting
Canada
Australia
South Africa
Netherlands
09:50-10:30
Self
Introduction
Canada
Australia
South Africa
Open Class for
Parents
Netherlands
10:40-11:20
USA
New Zealand
Liberia
UK
Writing a letter
to parents,
Survey
11:30-12:10
USA
New Zealand
Liberia
UK
Closing
Ceremony
( 80, : )
: 750,000
- 10,000 5 5 = 250,000
- 12,000 10 5 = 600,000
: 5 30,000 5 = 750,000
: 2 30,000 5 = 300,000
1,900,000
: 100 10,000 = 1,000,000
1,000,000

80 5 1,000 = 400,000
12 5 3,000 = 180,000
: 5 100,000 = 500,000
1,080,000
3,980,000

1.
2.
3.
4.
5.
104
1.
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www.dge.go.kr /
105
8/17()
9:00~9:40
9:50~10:30
10:40~11:20
11:30~12:10
8/18()
8/19()
B
OOO
B
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B
OOO
A
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Date:
Time:
Objectives
Language
focus
Activities
Materials
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106
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www.dge.go.kr /
107
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108
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109
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1) Class Diary
-
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2) Never Ending Story
-

-
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3) Show & Tell Script
-
- script
- PPT

4) English Diary Writing
- 1
- ( 2)

-
110
2.

< 3 Question & Answer >
Questions
1
What are you planning to do after college?
What type of man or woman do you like?
What is the most important thing to you?
What do you want to do most now?
When are you planning to get married?
What are you interested in?
You don't look well today. What's the matter?
Why are you so worried?
I lost my friend's CD player. What should I do?
10
What do you value most?
11
Do you know who King Sejong was?
12
Why don't you come and play with me?
13
Have you ever helped the poor around you? When?
14
What kind of volunteer work do you want to do?
15
When were you born?
16
Is it OK if I go home early today?
17
What's wrong with your hair? It's yellow.
18
Why did you stay up and study last night?
19
What do you think of your parents?
20
What do you do when you are happy/sad?
21
How do you like your new shoes?
22
Can you tell me why you don't like science?
23
What is the most famous food of Korea?
24
What are you good at using?
25
Where did you learn to speak English?
26
Have you ever seen a female taxi driver?
27
Which country do you like most?
28
Where did you try sushi?
29
What do you want to be in the future?
30
What are you going to do this weekend?

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111
Possible Answers
1
I'm planning to go abroad to study.
I like kind/smart/handsome/beautiful person.
The most important thing to me is my friend/my family.
I want to get some sleep/play soccer.
I'm planning to get married at 26.
I'm interested in English.
I have a terrible headache. I've got a cold.
I didn't do well on the exam.
I advise you to buy him/her a new one.
10
I think money/having enough leisure time is very important to me.
11
Yes, I do. He made Hangul.
12
That sounds great. / I'd love to, but I can't.
13
Yes, I have. When I was... / No, I haven't.
14
I'd like to help elderlies.
15
I was born in 1994.
16
Sure. / I'm afraid you can't.
17
I dyed my hair yellow. Don't you like it?
18
Because I have an exam next Monday.
19
My parents are very kind.
20
I sing a song when I am happy./ I watch TV all day when I am sad.
21
It's very nice. It is really comfortable.
22
Because it's boring.
23
I think it's Gimchi.
24
I am good at using a cell phone.
25
I lived in America. I learned to speak English there.
26
Yes, I have. / No, I haven't.
27
Italy. It's beautiful.
28
I tried it in Japan.
29
I want to be an English teacher.
30
I'm going to visit my uncle's house this weekend.
112
2.

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100
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113
< >
Speaking Test

Giving the speaking test was a pleasure for me. Talking with the students one on one was
very helpful in that it helped me understand their strengths, weaknesses and needs. I think having
me administer the speaking test to the students is the best thing we can do to prepare our
students for speaking in English with foreigners. Some students were excited, others were
nervous and/or shy. I would like to think that speaking one on one served as an opportunity
to lessen their nervousness and shyness and to accustom them to speaking in English.
Grading the speaking tests was difficult. I knew that I was only expected to give them
either 0 or 2 points for each question. However, I complicated matters by giving some
answers 1 point. I did this for two reasons. First of all, in the many speaking tests that
I have taken while studying Korean and Japanese in the past, questions have usually been
graded 0 to 5. Second of all, I wanted a way to distinguish the students who did everything
absolutely perfect from those who answered every question, but only poorly. In general,
2 points were given for fully meeting expectations, 1 for only partially meeting expectations, and
0 for not meeting expectations at all. However, grading like this was problematic because
the expectations were not clear enough.

In the future, I think that it would be best to simply give 0 or 2 points for each answer.
Doing so would help the students understand the grades they get, it would take focus
away from proficiency and onto fluency, and it would simplify the entire process. I'm
happy to have learned from the experience of administering the speaking test, and despite
the problems I think it was a very worthwhile thing to do. It gave me a lot of inspiration
for how to prepare for the next semester. I plan on giving the students much more opportunity
to speak with me one on one.
114
2.
< >
Scoring Sheet for Speaking Performance Assessment
Class:
Group:
ID:
ID:
Score
Fluency:
20
15
Delivery
20
15
10
10
Comments
Score
Fluency:
20 15
10
Delivery
20 15
10
Comments
Word choice & Grammar:

10
8
6
4

10
8
6
4
Attitude:
20 15 10
Attitude:
20 15 10
Talking time:
10
8
6
Total Score
Contribution:
Talking time:
10
8
6
Total Score
Contribution:
ID:
ID:
Score
Comments
Score
Fluency:
20
15
10
Fluency:
20 15
10
Delivery
20
15
10
Delivery
20 15
10
Comments

10
8
6
4

10
8
6
4
Attitude:
20 15 10
Attitude:
20 15 10
Talking time:
10
8
6
5
4
Contribution:
Total Score
Talking time:
10
8
6
5
Total Score
Contribution:
Fluency: easy of speech

Delivery: volume, pronunciation, intonation, word-stress, speech-rhythm
Word choice & Grammar: range of words and grammar, appropriateness, accuracy
Attitude: self-confidence, motivation, reduced anxiety/nervousness, body language including eye contact,
communication strategies, social conversation skills
Talking time: within 2 minutes ~ 2 minutes 30 seconds, the amount of talking time of each person
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115
Project (Group Presentation) Grading Rubric

CLASS :
GROUP :
MEMBERS :
THEME :
Category
Possible Points
5
4
Content
3
2
1
Organization
5
4
3
2
1
5
Variety
of Materials
* PPT program
is not regarded
as a material.
4
3
2
1
Originality
/ Creativity
Teamwork
Time
Awareness
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Well-developed, Beyond project expectations

Succeeded in getting audiences full attention.
Well-developed, Meets project expectations
Succeeded in getting audiences attention.
Adequately developed, Mostly meets project expectations
Barely succeeded in getting audiences attention.
Lacks thorough research, Meets minimum project
expectations
Failed in getting audiences attention.
Lacks research, Does not meet project expectations Failed
in getting audiences attention.
Well-organized and easily understood
Adequately organized and is mostly coherent
Adequately organized but lacks coherency
Barely organized and is difficult to follow
Not organized and is extremely difficult to understand
Wide variety of materials (4~More materials)
Very effective way to relay information
Several different types of materials (3 materials)
Effective way to relay information.
Basic materials (2 materials)
Sufficient manner to relay information
One material
Mildly effective way to relay information
No materials
Ineffective way to relay information.
Very creative manner, Many new ideas
Creative manner, Several new ideas
Mildly creative manner, A few new ideas
Non-creative manner, No new ideas
No creativity or original thought
Work is distributed equally.
Work is mostly distributed equally.
Work is unevenly distributed.
Work is performed by only some of the members.
Work is performed by only one member.
Presentation was finished in 8 minutes.
Presentation lasted for over 8 to 9 minutes.
Presentation lasted over 11 minutes.
Total Points
* Minus 2 points for every day that this group presentation is late.
116
Comments
Points
Obtained
/ 5
/ 5
/ 5
/ 5
/ 5
/ 5
/ 30
2.
Project (Group Brochure) Grading Rubric

CLASS :
GROUP :
MEMBERS :
THEME :
Category
Content
Possible Points
5
4
3
2
Organization
1
5
4
3
2
1
5
4
Variety
of Materials
3
2
1
Originality
/ Creativity
Teamwork
5
4
3
2
1
5
4
3
2
1
5
4
Relevance
to the
Theme
3
2
1
Comments
Points
Obtained
Well-developed, Beyond project expectations

expectations
Lacks research, Does not meet project expectations
Wide variety of materials (4~More materials)
Very effective way to relay information
Several different types of materials (3 materials)
Effective way to relay information.
Basic materials (2 materials)
Sufficient manner to relay information
One material
Mildly effective way to relay information
No materials
Ineffective way to relay information.
Very creative manner, Many new ideas
Work is distributed equally.
Work is mostly distributed equally.
Work is unevenly distributed.
Work is performed by only some of the members.
Work is performed by only one member.
The brochure shows the theme thoroughly and all the
materials are related to it in many aspects.
The brochure shows the theme and some materials are
related to it in some aspects.
The brochure barely shows the theme and some materials
are irrelevant to it.
The brochure scarcely shows the theme and almost every
material is irrelevant to it.
/ 5
/ 5
/ 5
/ 5
/ 5
/ 5
The brochure does not show the theme and no

materials are irrelevant to it.
/ 30
Total Points
* Minus 2 points for every day that this group brochure is late.
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117
Individual Report Grading Rubric

CLASS :
NUMBER :
NAME :
GROUP :
THEME :
Category
Possible Points
Comments
Points
Obtained
10 Well-developed, Beyond project expectations
Content

expectations
Lacks research, Does not meet project expectations
10
Organization
/
Composition
/ 10

Outstanding composition

Above-average composition

Satisfactory composition

Below-satisfactory composition

Very weak composition
/ 10
10 Very creative manner, Many new ideas
Originality
/ Creativity
Formats
10
Completely observed the required report / letter formats

and wrote in full length
Observed the required report / letter formats and wrote

in adequate length
Observed the required report / letter formats but scarcely

wrote in adequate length
Barely observed the required report / letter formats and

scarcely wrote in adequate length
Neither observe the required report / letter formats nor

did write in adequate length
Total Points
* Minus 2 points for every day that this individual report / letter is late.
118
/ 10
/ 10
/ 40
2.
Essay Writing Rubric

Class
Category
Number
Name
Possible Points
Comments
Points
25 Nicely-developed, beyond expectations

22 Well-developed, perfectly meets expectations
Content
20 Adequately developed, mostly meets expectations
/ 25
18 Lacks thorough development, meets minimum expectations

15 Lacks development, does not meet expectations
Organization
/
Composition
(Grammar
& Spelling)
25

Outstanding composition, few or no errors
22
Adequately organized and mostly coherent

Above-average composition, few errors
20

Satisfactory composition, some distinctive errors
18

Below-satisfactory composition, many distinctive errors
15
Not organized and extremely difficult to understand

Very weak composition, many obvious errors
/ 25
25 Very creative manner, many new ideas

22 Creative manner, several new ideas
Originality
/ Creativity
20 Mildly creative manner, a few new ideas
/ 25
18 Non-creative manner, no new ideas

15 No creativity or original thoughts
Format
25
Completely observed the required essay format

Wrote in full length
22
Observed the required essay format

Wrote in adequate length
20
Observed the required essay format

Scarcely wrote in adequate length
18
Barely observed the required essay format

Scarcely wrote in adequate length
15
Neither observe the required essay format

Nor did write in adequate length
/ 25
/ 100
Total Points
* Minus 2 points for every day that this individual report / letter is late.
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119
4.

. worksheet
.
.
< >
Tuesdays with Morrie
, .
(fact) (interpretation) (analysis)
. ,
.
.

.
.
,
.

.
, ,
.
.
.

. The Giver Tuesdays
With Morrie .
120
2.
Lesson Plan : Tuesdays With Morrie

Date
May 9-13, 2012
Room
Teacher
()
students
Tuesdays with Morrie reading, discussion, writing an essay
Theme
1. Students are demanded to read and have some discussion on the given 10 topics.
Assignments 2. Students are going to choose one topic and write an essay(A4, 1 page) among
those discussion topics.
Through this course, students will be able to
1. read the whole book intensively.
2. tell the meaning of some aporizm.
3. introduce the teachers they have admired with their friends.
General Aims 4. introduce their favorite parts in the novel.
By the end of this class, students are going to
1. have serious discussion on the given topics.
2. write their essays after selecting one topic they have interest in among ten topis
and submit it to the teacher.
10 Discussion and Essay Topics : Tuesdays with Morrie

1. Have some discussion on the given 10 topics.
2. Choose one topic and write an essay(A4, 1 page) among those discussion topics.
1. How is popular culture and the media represented throughout the novel? Describe how Morrie
has created his own culture. Pretending you are Mitch, use what you have learned from
Morrie's teachings to outline a new set of your own cultural values by which you will begin
leading your life.
2. Describe how Mitch has suffered under the demands of the media and pop-culture. Illustrate
a personal experience where you may have suffered as a result of pop-culture values and
demands; how did you escape and create your own values, like Morrie? If you were not
able to, how could you apply Morrie's teachings to see through pop-culture values?
3. Morrie emphasizes the importance of love and compassion throughout the entire novel.
What role does he feel they play in every day life? How has he come to realize how important
love is? Provide specific examples from the novel.
4. Explain Morrie's theory on detachment; how has it helped him throughout his sickness?
If he had not been successful at detaching himself from his experiences, do you think he
would have lived as long as he did with ALS? How do you think it helped him stay somewhat
content with his illness?
5. Describe what the pink hibiscus plant symbolizes.
6. Mitch brings Morrie food every Tuesday. Describe why you think Mitch continues to bring
Morrie food that he knows he is unable to eat.
7. How did Morrie's childhood positively impact the remainder of his life? Explain how each
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121
of his family members (his father, brother, mother and stepmother) have played a role in
his development.
8. Who inspired Morrie's love and motivation for education? Why did he decide to become
a sociology professor?
9. Throughout the novel Morrie continually emphasizes the importance of accepting our imminent
death. Elaborate on this theory and how it could affect they way in which we choose to
live our lives. What does he mean by, Once you learn how to die, you learn how to live.
(82)?
10. Morrie expresses how he was never afraid to age. Describe how he see aging as growth
and not decay, contrary to most people.
Questions for Discussion

(Let's talk about Mitch and Morrie.)
1. Did your opinion about Mitch change as the book went on? In what way?
2. Who do you think got more out of their Tuesday meetings, Mitch or Morrie? In what ways?
How do you think each would answer this question?
3. Do you think Mitch would have come back to Morrie's house the second time if he hadn't
been semi-idled by the newspaper strike?
4. Discuss Morrie's criticisms of Mitch throughout the book. Do you think Morrie should have
been tougher on him? Easier?
5. Do you think Mitch would have listened if Morrie hadn't been dying? Does impending death
automatically make one's voice able to penetrate where it couldn't before?
Let's talk about death

6. Does this book make Morrie's death a public event? If so, how is it similar to other public
deaths we've experienced as a society? How is it different?
7. Morrie referred to himself as a bridge, a person who is in between life and death, which
makes him useful to others as a tool to understand both. Talk about other literary, historical,
political or religious figures who have also served this purpose.
8. Most of us have read of people discussing the way they'd like to die, or, perhaps, have
talked about it ourselves. One common thought is that it would be best to live a long,
healthy life and then die suddenly in one's sleep. After reading this book, what do you
think about that? Given a choice, would Morrie have taken that route instead of the path
he traveled?
9. OnNightline,Morrie spoke to Ted Koppel of the pain he still felt seventy years after
his mother's death. Is your experience with loss similar or different? Does what you've
read in this book help ease any of the pain?
10. Morrie was seventy-six years old when diagnosed with ALS. How might he have reacted if he'd
contracted the disease when he was Mitch's age? Would Morrie have come to the same conclusions?
Felt the same peace and acceptance? Or was his experience also a function of his age?
122
2.
Let's talk about meaning

11. Try theeffect of silenceexercise that Mitch described. What do you learn from it?
12. Talk about the role of meaningful coincidence, synchronicity, in the book and in Mitch
and Morrie's friendship.
13. Morrie told Mitch about thetension of opposites.Talk about this as a metaphor for
the book and for society.
14. Mitch made a list of topics about which he wanted Morrie's insight and clarity. In what
ways would your list be the same or different?
15. Discuss the book in terms of structure, voice, and tone, paying attention to Mitch's use
of flashbacks and other literary devices. How do his choices add to the meaning?
16. Are college students today missing out because they don't have the meaningful experiences
that students faced in the 1960s had? Do you think Morrie thought they were?
17. Morrie said:If you've found meaning in your life, you don't want to go back. You want
to go forward.Is this true in your experience?
Let's talk about religion, culture, and ritual

18. Morrie belived,You have to be strong enough to say if the culture doesn't work, don't
buy it. Create your own.How can people do this? How can this book help?
19. As his visits with Morrie continued, Mitch explored some other cultures and religions and
how each views death. Discuss these and others that you've studied.
20. To the very end, Mitch arrived at Morrie's house with food. Discuss the importance of
this ritual.
Let's talk about relationships

21. Was Morrie judging people who choose not to have kids with his statement: "If you want
the experience of having complete responsibility for another human being, and to learn
how to love and bond in the deepest way, then you should have children." Whether or
not he was, do you agree?
22. Mitch wrote,Perhaps this is one reason I was drawn to Morrie. He let me be where
my brother would not.Discuss Mitch's relationship with Peter.
23. Discuss the practical side of Morrie's advice: "Only an open heart will allow you to float
equally between everyone.How could this advice be useful the next time you're in a
social or other situation where you feel out of place or uncomfortable?
24. Morrie said that in marriage,Your values must be alike.In what ways to you agree
or disagree?
25. Would Morrie's lessons have carried less weight if Mitch and Peter hadn't resumed contact
by the book's end?
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123
Jungri Middle School

Afternoon club class
Movie Project
Crew Pack
124
2.
MOVIE VOCABULARY
Actor/actress(): a person who plays the role of a character in a movie
Action! (): what the director says when s/he is ready to start shooting
Camera ( ): the machine used to film the movie
Camera operator(): the person who films the movie
Character(): an imaginaryperson in a movie or story
Creative (): to be original and imaginative
Critic (): a person whose job it is to review movies
Costume (): special clothing worn for a movie
Crew (): the group of people working on a movie
Director (): the manager/decision-maker of the movie s/he tells the actors where to
stand, and s/he tells the camera operator where to shoot from
Editing (): cutting and assembling parts of a movie to get it ready to premiere
Film (): another word for movie
Genre (, ): the type of movie (romance, comedy, horror, action, etc)
Lines (): what each character must say during the movie
Play a role (): to act as a certain character
Plot (): the story that is told by the movie
Premiere (): the first time a movie is shown to the public
Production schedule (): calendar/schedule for shooting the movie so that it is finished
on time
Prop (): objects used on the set of a movie
Rehearsal( ): to practice scenes and lines
Running time ( ): the length of the movie from start to finish
Scene (): the way the movie is divided
Set (): place where the film crew works and shoots the movie
Setting (): the environment that the movie takes places in
Script (): every characters lines and directions written out
Shoot (): record/filmthe movie
Storyboard ( ): a visual way to plan your scenes
www.dge.go.kr /
125
RULES
1. Every person in your group must participate either as a director, camera person,
or actor.
2. Your movies running time must be between two and six minutes.
3. You must speak English ONLY. No Korean!
4. Please speak loudly, clearly, and slowly.
5. Be respectful of your team members and your teacher.
6. Be creative, and have fun!!!!
PRODUCTION SCHEDULE
Wednesday, November 09, 2011
Monday, November 21, 2011
Introduction to movies
Rehearsal
Movie vocabulary: Genre and Plot
Make props
Start shooting
Friday, November 11, 2011

Character and Clothing

Shooting
Monday, November 14, 2011

Character Movement and speech
For the birds
Finish Shooting
Monday, November 28th, 2011
Brain storm the script
Editing
Fill in our movie sheet

Film Language: Camera
Finish Editing
Story Board
Make a list of props
Friday, December 2, 2011

Show your films and celebrate!
126
2.
PRODUCTION CHECKLIST
1. Read film crew packet and review rules/schedule/vocabulary.
2. Brainstorm ideas for movie and decide roles.
3. Fill outOur Moviesheet and storyboard 4. Write and finish script. Give to Chitsi to edit - by the end of MONDAY (21st)!
5. Rehearse and perfect scenes. Show all scenes to Chitsi by the end of Wednesday!
6. Review/plan props and costumes. Bring them in on Wednesday.

7. Shoot first half of movie - by the end of WEDNESDAY!
8. Finish shooting movie and start editing on MONDAY!
9. If time, create movie poster/premiere invitations - by the end of Wednesday!
10. Sit back and enjoy the show!
BRAINSTORM
1. Movie genre
2. Setting
3. Characters
4. Plot
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127
OUR MOVIE
Title
Genre
Setting
Characters
Plot
Director:
Camera Operator #1:
Camera Operator #2:
Actor #1:
Actor #2:
Actor #3:
Actor #4:
128
2.
STORYBOARD
Directors Notes:
Costumes/Props Needed:
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129
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139
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Period
Topic
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Going to See a Doctor
At a Fast-food Restaurant
Making Reservation at a Restaurant
Making Reservation at a Hotel
At the Airport
Finding Lost Things
Ordering a Pizza
8.

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140
2.
Telephone English
Telephone English
Summer 2012
Middle School
Day 1. Asking a Favor

1. Greeting
- Hello. Good morning/afternoon.
- A : How are you? How have you been? How have you been doing?
B : I'm fine. Thank you. And you? / I'm good. / I'm great. / So so. / Nothing special.
2. Topic for today : Asking a favor

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This is (name)
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Hi, (name) . This is (name) .
Oh, how are you?
Actually, I have a problem. Could you do me a favor? ( ?)
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My math teacher gave me tons of homework and I have some hard questions I cannot solve.
Can you help me do these questions? (
. ?)
Sure. Where shall we meet? (. ?)
I can go to your house or you may come to my house, either. (
.)
I prefer to do that in my house. ( .)
All right. What time shall we meet? (. ?)
How about 3 p.m.? ( ?)
That will be great.
Okay. See you then. Bye~.
Bye.
4. Role Changing
5. Saying Goodbye
- Nice talking to you.
- Have a nice day!
- Bye.
- Thank you for calling me.

- Take care!
( (deesc.net)-- )
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141
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149
Worksheet
< >
Lesson Plan
Recipes
Topic
Date
May 11th, 2012
Co teacher
Aims
Step
Introduction
Class
Grade 2, 1/4, Ruby
Classroom
English
Cafe
Guest Native English Speaker

For the students to learn words used for cooking.
For the students to make and present their own recipes.
Procedure
Teaching and Learning Activity
(Time)
Greeting (1')
- Greet the class
Review (1')
- Review the last class about ingredients
Aims (1')
Motivation (6')
Remarks&Aids
- Explain today's aims

- Brainstorm verbs for cooking
PPT
- Show PPT about cooking verbs (slice, mix, fry,

etc.)
- Show PPT of a hamburger recipe
PPT
Worksheet
- Groups decide what food they will write a recipe

Development
Making Recipes
for
(20')
- Individuals list verbs and ingredients
Individual
Work
- Group work writing a recipe

Presentation
- Groups present their recipes to the class
(14')
Consolidation
150
Wrap up (2')
- Check what we learned

- Inform students about the next class
Group Work
2.
< Worksheet >

2nd Grade
Name :
Class :
Directions:
Answer the following questions using the words in parenthesis. The first one has been
done for you.
1. What were you doing yesterday at 5 p.m.?
I was playing tennis yesterday at 5 p.m.
(play tennis)
(yesterday at 5 p.m.)
2. What were you doing last night before sleeping?

(read a book)
(last night before sleeping)
3. What were you doing during lunch?

(talk with friends)
(during lunch)
4. What were you doing while doing your homework last night?
(listen to music)
(while doing my homework last night)
5. What were you doing after school yesterday?

(study)
(after school yesterday)
6. What were you doing this morning before school?

(finish my homework)
(this morning before school)
7. What were you doing yesterday at 6 p.m.?

(eat dinner)
(yesterday at 6 p.m.)
www.dge.go.kr /
151
8. What were you doing all day yesterday?

(play a videogame)
(all day yesterday)
Directions:
Connect the phrase on the right with the phrase on the left and complete the sentences
below.
Action
Reason
Why did Kevin go to the supermarket?
to relax
Why did Yujin call Giho?
to teach English
Why do you listen to music?
to give it to Mike
Why does he run everyday?
to buy organic food
Why did Mrs. Jones buy a book?
to use it in class
Why did Hari come to Korea?
to lose weight
Why does she diet?
to ask him a question
Why did Brian buy a pencil?
to prepare for a marathon
Kevin went to the supermarket
Yujin called Giho
I listen to music
He runs everyday
Mrs. Jones bought a book
Hari came to Korea
She diets
Brian bought a pencil
152
2.
< Worksheet >

Chocolate Chip Cookies
R
Q
H
K
J
F
V
A
D
R
R
T
Z
S
C
M
A
X
B
E
E
L
B
L
Z
I
A
E
O
H
S
G
G
E
U
U
N
R
E
E
K
E
D
B
J
G
V
Z
U
C
T
E
I
S
A
P
H
L
O
P
J
B
H
T
S
M
T
T
B
E
T
E
R
K
S
X
M
A
A
O
I
O
E
K
M
C
R
R
Z
G
Y
P
L
V
F
V
D
A
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A
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P
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Z
E
S
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B
E
D
B
B
L
Q
D
C
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P
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E
A
A
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L
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S
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O
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L
C
Q
C
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O
K
I
E
I
B
K
U
U
C
F
W
G
J
S
T
I
R
X
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W
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X
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N
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K
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N
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A
N
N
I
V
Word Bank
ADD
DOUGH
SALT
BAKE
EGGS
SODA
BAKING
FLOUR
SPATULA
BEAT
MIX
SPOON
BOWL
OVEN
STIR
BUTTER
PAN
STOVE
COMBINE
PLACE
SUGAR
COOKIE
PREHEAT
VANILLA
OIL
REMOVE
www.dge.go.kr /
153
Praise Point Board

.
) Grade class (
) name (
Wow!!
Good job
10
11
12
Go!! Go!!
14
15
16
17
18
19
20
23
24
Excellent
30
21
Double
Points
26
27
28
29
31
32
33
34
36
37
38
39
40
Great!!
42
43
44
45
46
Fantastic
48
154
One more
to go!!
Nice
work!!
50
2.
< Summer English Camp >

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cooking class
2.
3)
Session
1
July
23
1st grade
2nd grade
09:00-09:20
09:20-09:45
3rd grade
Opening Ceremony
Self-Introduction
Self-Introduction
Self-Introduction
09:55-10:40
10:50-11:35
Conversa
11:45-12:30
tion
12:30-13:30
Lunch Break
13:30-14:15
Outdoor Activities
14:25-15:10
Tie Dye
Tie Dye
Cooking
Conversation
Tie Dye
Scavenger
15:20-16:05
Hunt
16:15-17:00
09:00-09:45
09:55-10:40
10:50-11:35
11:45-12:30
12:30-13:30
Lunch Break
13:30-14:15
Outdoor Activities
14:25-15:10
Conversation
Conversation
Conversation
15:20-16:05
Conversation
Conversation
Conversation
16:15-17:00
July
24
Conversation
Scavenger Hunt
Conversation
Conversation
Conversation
Cooking
Scavenger Hunt
Cooking
Closing Ceremony
. :
.
.
1)
2)
3)
www.dge.go.kr /
157
< Summer English Camp >

Day 1 SUPERHEROES
No
Stage Description
Warm up and Icebreaker:
Students to introduce themselves and get to

know each other through memorization game.
Objective
Time
Time
(total)
To encourage students to
feel more comfortable
with each other
15
15
To encourage students to
work together and share
what knowledge they have
with the group.
30
45
15
60
45
120
15
135
45
180
15
195
To allow students to
practice presenting their
ideas and end products.
40
235
To remind students of
what they have learnt
during day.
240
New Vocabulary and Phrases

2
Students to brainstorm within their groups

and teacher to produce spider diagram on
blackboard.
Introducenewvocabularyandphraseson;descri
ptions,powers,costume,missions.
BREAK
Activities and Worksheet
3
Students to complete worksheet to reinforce

understanding of new vocab.
Teacher to play fun game checking
understanding of the vocabulary
To reinforce
understanding of the new
vocab and encourage
students to use new vocab
freely.
BREAK
Preparation
4
Students to make their own superhero; giving

it powers, characteristics, costumes and typical
missions. (eg. Fights crime etc).
To allow students activate

knowledge of topic
BREAK
Presentation
5
Students to present their superhero to the class.

They must explain each of the characteristics
and be able to answer any questions.
Day Review and End

6
158
Teacher to reviewing new vocabulary and

phrases.
/
2.
Day 2 OLYMPICS
No
Stage Description
Warm Up
Teacher to do a line up activity with
students
New Vocabulary and Facts

2
Teacher to introduce the Olympics; with brief

history, Korean success and major sports.
Teacher to engage students with a series of
pictures, eliciting examples of typical sports
and their associated countries.
Objective
Time
Time
(total)
To encourage the students

to work successfully as a
group
To introduce target
language and generate
interest in Olympic sports
and their associated
countries.
40
45
15
60
45
55
15
70
15
85
15
100
20
120
125
BREAK
Activities
Teacher to introduce the Olympic games to

be played and establish rules and regulations
of the Competition.
Teacher to play Quiz game with students,
testing knowledge and understanding of the
vocabulary.
Students to activate
knowledge of topic
engaging students in
preparation for the games
to take part next.
BREAK
Olympics
4
In their groups, the teams will take part in

an Olympics type competition. There will be
3 classroom based games;
Question Cup, Chop Sticks, Bounce
BREAK
Encourage students to
work as a team and
compete against each
other.
Presentation of Medals
5
Teacher to tally results and present winning

team with gold medals.
Day Review and End

6
Teacher to review new vocabulary and

phrases.
www.dge.go.kr /
159
Day 3 ANIMALS
No
Stage Description
Warm up
Picture Reveal game
Objective
Time
Time
(total)
To Introduce the topic of

the day
15
15
To introduce new
vocabulary and phrases to
be used in later games.
30
45
15
60
45
120
15
135
45
180
15
195
200
40
240
New Vocabulary and Phrases
Teacher to initiate open discussion on

Animals.
Teacher to introduce a number of unique
animals and discuss what makes them unique
descriptions. Discussion of extinct and
endangered animals why they are
endangered. Teacher to elicit discussion from
students via powerpoint.
Using a selection of animals, teacher to
introduce comparatives and superlatives eg.
Bigger, Biggest, etc.
BREAK
Activities and Worksheet
3
Students to complete crossword

Students to complete worksheet
comparatives and superlatives.
on
To strengthen
understanding of new
vocabulary.
BREAK
Games
4
Teacher to play games with student

reinforcing understanding of topic and new
vocabulary
Break
Day Review and End

Teacher to review new vocabulary and phrases.
Allows students to
practice new vocabulary
and encourages them to be
creative.
PARTY
6
160
Fun party to reward students for completion

of camp..
2.
Summer English Camp
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www.dge.go.kr /
161
< >
Summer English Camp

1. : 7 XX-XX (09:00 - 17:00)
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162
2.
< >
Tie dye Lesson Plan
Purpose
- Give students an opportunity to experience a very American activity.
- Practice following directions (both listening and reading)
Lesson Activity
1. Show some pictures of Tie-dyed materials. Discuss where tie-dye comes from and
when it became popular. (10 minutes)
2. Watch instructional video on how to tie-dye. (3 minutes)
3. Carefully go through the instructional worksheet, explaining everything the students
dont understand. Have students practice the tie-ing process with their T-shirts before
they get them wet. (10 minutes)
4. Take students outside and have them cycle through stations to get their T-shirts finished.
(1 hour)
Supplies
Plastic trash bags to set work on.
Plastic gloves for everyone to wear while working with the dye.
Dye and water
Plastic bags (Ziploc) for T-shirts after they are dyed.
3 -4 big buckets for students to get their t-shirts wet in.
Bowls of water to rinse gloved fingers between colors
Measuring cups-2cups or larger
Measuring Spoons and spoons for stirring the dyes
Funnel-to pour premixed dye solution into squirt bottles as needed
Big garbage can or bags for trash
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163
Tie - Dye Checklist

o I brought a white T-shirt with me.
o I watched theHow to Tie-Dye a T-shirt Video
o I did the Tie-Dye Worksheet
o I put my T-shirt in the water then squeezed out the water.
o I twisted my shirt into a circle.
o I put 3 rubber bands on my T-shirt to help it stay in a circle.
o I put on rubber gloves.
o I squirted dye onto my T-shirt (even in folds).
o I put my T-shirt in a plastic bag.
o I rinsed my T-shirt in cold water until the water ran clear.
o I hung my T-shirt up to dry.
164
2.
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165
Crazy Animals
Objective: Students will learn to speak about several unusual animals while building their
descriptive vocabulary.
Vocabulary:
Large
Poisonous
Beautiful
Harmless
Ugly
Hairy
Strange
Nocturnal
Endangered
Dangerous
Small
Intelligent
Key Phrases:
1) A: What is the name of this animal?
B: This animal is a(n) ____.
They are (description).
2) A: What is your favorite animal?
B: My favorite animal is the ____ because they are ____.
Outline:
Begin class with a greeting inviting the students to share how they are. Make a brief
prezi introduction for yourself using mostly pictures from home showing family and friends.
(5-10 min.)
Introduce topic showing the key phrases and overall goals of the lesson. Use the prezi
presentation to show different pictures and videos of unusual animals. With each different
animal, review one of the target phrases or a similar version of the phrase, instructing
the class to repeat after you to get them to start speaking.(8 min.)
Go through half of the slides. Pass out handouts with phrase, vocabulary explanation
and conversation practice. Let students work by themselves for a few minutes writing answers
and then review how to use the conversation. Students will then practice the conversation
with each other while instructor goes around the room helping students and answering
any possible questions.(7 min.)
Students will then progress through the remainder of the slides using the second set
of key phrases while the class repeats.(8 min.)
Pass out the second set of handouts. Have students work on writing answers first and
then encourage them to speak to their partners using the key phrases.(7 min.)
Have a casual review of the vocabulary from todays lesson using the Guess What
power point game. Students will be separated into 2 groups. They will choose English
team names. Whichever group wins the game will be rewarded with candy.(10 min.)
166
2.
Vocabulary and Animal Names

Animal Names:
Aye Aye
Platypus
Pygmy Marmoset
Blob Fish
Coconut Crab
Komodo Dragon
Star-Nosed
Mole
Sloth
Walking Stick
Debrazzas Monkey
Descriptive Vocabulary:
Giant
Strange
Tiny
Ugly
Dangerous
Beautiful
Harmless
Endangered
Poisonous
Nocturnal
Intelligent
Hairy
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167
Conversation Practice 1
Directions: Practice these phrases with a partner and help each other with pronunciation
as needed. Try to use other animals and different words to describe them.
A: That is a strange picture.
What is the name of this animal?
B: This animal is a a(n) _______.
They are _______.
A: Wow! That is interesting.
Example:
A: That is a strange picture.

B: This animal is a platypus.
They are poisonous.
A: Wow! That is interesting.
168
2.
Fill in the Blanks
This animal is an ___________. They are ___________.
This animal is a ___________. They are ___________.
This animal is a ___________. They are ___________.
This animal is a ___________. They are ______________.
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169
Conversation Practice 2
Directions: Practice these phrases with a partner and help each other with pronunciation
as needed. Try to use other animals and different words to describe them.
A: What is your favorite animal?
B: My favorite animal is the ____ because they are ____.
A: That is an interesting choice.
_____ are very strange animals.
Example:
A: What is your favorite animal?
B: My favorite animal is the blob fish because
they are beautiful.
A: That is an interesting choice.
Blob fishes are very strange animals.
170
2.
< worksheet >

English Summer camp
Title
Various Body Languages in the World

Commonly: perfect
Japan: money
France : zero
There's nothing.
Turkey :
obscene gesture
Brazil : good luck
Commonly:
stop, enough
Turkey :
You get nothing
from me.
W Africa:
You have 5 fathers.
Commonly:
Ok. Good job!
approval
You are the best.
Australasia: Insult
America :
good luck
Japan : dirty
China : ten
Hong Kong :
close relationship
Commonly : Yes.
Greece : No.
America :
Go away.
Japan : Come.
America :
Come on.
Korea/Japan :
a little rude
Argentina :
I'm thinking.
Canada : crazy
Most Europe :
crazy
Netherland :
There's a
telephone call.
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171
Body Languages in U.S.A & U.K

Activity 1
Match the picture's number to the correct expression.
Meanings
Hello !
Be quiet.
Peace.
I have no money.
We won !
That sounds crazy!
I can't hear you.
Come here.
Be careful.
I don't know.
I'm thinking.
172
Leave me alone.
2.
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(N)=
(%)

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10
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1.
www.dge.go.kr /
173
3. 2012 CFG

CFG
CFG(Critical Friends Group) :

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2. : 2012
3. : 3~4 1 ( )
4.
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174
3. 2012 CFG
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www.dge.go.kr /
175
Critical Friends Group

Purpose :
The purpose of this program is to form a strong community of NETs (Native English Teachers)
who help each other to grow as a teacher. These communities will enhance the quality of
NET's classes by sharpening and developing teaching skills through peer observation, reflection,
and frequent communication. Through this program, NETs will be able to experience different
teaching methods as well as receive feedback of their own.
Synopsis :
1) NETs will form a community consisting of three or four members and, if possible, of
the same level (i.e. elementary, middle, high).
2) Each NET within the community will have an open class at his or her school while the
other NETs observe the class.
3) Once the open class is finished, all NETs will have a discussion about the class. Depending
on the situation, the discussions may occur at different times.
4) During the discussion, the observing NETs will give feedback on the open class, talking
about strengths, weaknesses, improvements, suggestions, etc.
5) NETs should communicate with each other frequently with matters concerning teaching.
Notes :
Communities and the members have already been chosen by the Office of Education.
You do not need to make your own community.
Your school will coordinate with the schools of other members to set a date for open class.
Remember, there will be a total of three or four open classes. You will have one at
your school and observe the rest at the schools of other members. This means you will
have to commute from your school to theirs. Please ask your co-teacher for specific directions.
To gain the most from this program, a strong community is required. One of the key
elements to a strong community is openness to criticism. Everyone should thoughtfully
critique their peer's teaching methods and respectfully receive critiques on their own.
NETs are encouraged to communicate with each other outside of open classes. You should
exchange e-mails in order to share information about teaching resources, activities, extra
curricular activities, school events, etc.
If a community does not have enough teaching experience to guide each other, a supervisor
or coordinator will help.
176
3. 2012 CFG
Lesson plan for
CFG(Critical Friends Group)

5. Wash Your Hands
Unit
Body parts and imperative

sentences
Topic
Objective
3/4
Date
Thursday,
May 13th, 2010
Textbook
pp.
4445
Teacher
Ryu, Geum-suk
Chance C. Alberg
Students will be able to identify parts of the body play using

imperative sentences for expression
Procedures
Contents
(Time)
Motivation of
learning
Warm-up
( 1 )
Recognition of
the
objective
Period
: Materials
: Teaching point
TeachingLearning Activities
Greet each other
Students will say hello to each other and sing along
to the chapter 5 chant.
Review of Check expressions

the last We will choose 2 students to follow the directions. 2
- Stand up, please.
class

( 3 )
- Open the window(door), please.

- Close the window(door), please.

- Sit down, please.

.
Statement Today's lesson
of the
We will introduce the objectives.
objective
( 1 )
We will introduce 3 activities on the board.
- Activity 1. Phonics World
- Activity 2. Storybook
- Activity 3. Vocabulary Practice
Practice
Phonics
World
( 5 )
Phonics Practice
We will introduce the letters M/m through P/p. Students
will repeat the words. Students will be asked to identify
words that start with the letters M and P.
- M/m monkey
- N/n nine
- O/o orange
- P/p pig
Storybook Read 'Go Away, Big Green Monster!'

We will read the story, Go Away Big green Monster.
( 15)
-------------------- ------------------------
M/mP/p
Phonics

.
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177
Procedures
Contents
(Time)
: Materials
: Teaching point
TeachingLearning Activities
Big Green Monster has two big
yellow
eyes,
a
big
bluish-greenish nose, a red
mouth with sharp white teeth,
two small squiggly ears,
scraggly purple hair, and a big
scary green face!
----------------------------------------------------------------- We will play "Simon says" game after the story.
We will then give verbal directions for students to
draw a monster.
Students will introduce their monster to a friend.
Communic Vocabulary Complete the sentences

ation
Practice Students will watch the video and complete the
sentences in their rows
( 12)
- Wash your____________.
- Open your____________.
- Close your____________.
- Touch your____________.
Students will use the flash cards from the book to
play a game in group of four.
- One student will choose a card and demonstrate
the expression on the card.
- Other students will guess the expression.
Wash your face / hands, please
Touch your ears / eyes / nose / mouth, please.
Stand up / Sit down, please.
Open / Close the window, please.
Consolidati Follow up Review today's lesson
on
( 3 )
We will approach each student individually and ask
them to identify one key expression from class using
flash cards or body movements.

,

.

.
,
4 1

.
2.

.
.
.

.
178
Lesson Observation Form

Date:
/ 2012
School:
NET:
Co-teacher:
Observer:
Grade/Class:
Lesson Title:
*** A post-lesson discussion among participants is mandatory.
*** Exchange of contact information for further collaboration and discussion is highly recommended.
do not
agree
Teaching Methods
neutral
strongly
agree
Teaching objectives are clearly communicated to the students (students are

aware what they will be accomplishing in this particular class).
Explains content clearly and reinforces content in various ways for every
type of learner (visual, auditory, kinesthetic, etc.)
Uses language that is appropriate for the classroom and learning objectives.
Engages students throughout the lesson.
Explains instructions clearly to make sure students understand each activity.
Checks for and addresses student misconceptions and misunderstandings
(checks to make sure main lesson points are being processed).
Addresses undesirable student behavior, asserts themselves in the classroom.
Manages classroom time effectively and is well prepared for unexpected
occurrences.
Strengths
Weaknesses
Lesson Plan
Organizes lesson in a well-structured format and clearly establishes lesson
objectives.
Implements an introduction and a closure (ties the objectives and the learned
content together).
Uses instructional materials and strategies that are relevant to the lesson
objectives.
Varies instruction to target different levels within the classroom (low-level,
middle and advanced, early finishers).
www.dge.go.kr /
179
do not
agree
Lesson Plan - Cont'd
neutral
strongly
agree
Content of lesson and activities are appropriate for the students' level in general.
Plans lesson to maximize internalization of language (motivation to promote
students' interest in learning).
Strengths
Weaknesses
Miscellaneous
Allows sufficient time and opportunity to have students speak English (the
ratio of teacher and student in terms of speaking is not heavily weighed on
one side).
Teaching time between NET and co-teacher is balanced (collaboration and
communication are evident in the planning and instructing stages of the lesson).
Speaks in an audible tone of voice and at an appropriate pace.
Strengths
Weaknesses
Suggestions:
Overall Score
Outstanding
180
Good
Satisfactory
Inadequate
2012
()
()
Criminal Prevention

1.
1.
2012 ()
CONTRACT FOR FALL 2012 ENGLISH PROGRAM IN KOREA(EPIK)
(Daegu Metropolitan Office of Education)
( ) ____________________________
() _______________________________ ( )
.
This Contract of Employment (hereinafter referred to as Contract) is made by and entered into
between the Superintendent of Daegu Metropolitan Office of Education, (hereinafter referred to as
Employer), and the Guest English Teacher (Name) ________________________________ (hereinafter
referred to as Employee) a citizen of _______________________.
- : 2012
~ 2013
- Term of Employment : A one-year period from

, 2012 to
, 2013
- - Pay Level and Salary
1+/ 2,700,000
1+level/ 2,700,000 Korean Won per month
1 / 2,400,000
1 level/ 2,400,000 Korean Won per month
2+/ 2,200,000
2+level/ 2,200,000 Korean Won per month
2 / 2,100,000
3 / 1,900,000
1 ()
.
Article 1 (Purpose) This Contract sets forth the terms and conditions of employment for the
Employees participation in the English Program in Korea as a Guest English Teacher (hereinafter
referred to as GET).
2 () .
.
,
.
Article 2 (Pay Level) The Employee shall be hired pursuant to this Contract with the Pay
Level set forth at the beginning of this Contract.
The Pay Level set forth at the beginning of this Contract will be contingent upon provision
of all the necessary documentational proof of qualifications and experience required by the
Employer to be eligible for said Pay Level.
Any new qualifications obtained after the beginning of the Term of Employment will not
subsequently change the Pay Level during the Term of Employment; the Pay Level will remain
that agreed to at the beginning of the Term of Employment.
www.dge.go.kr /
183
3 () .
,
.
.
.
.
.
.
Article 3 (Duties) The Employee shall perform the following duties in the educational institutions
of the undersigned Office of Education for the period indicated above:
Assist Korean teachers with their English class(es) and/or jointly conduct English class(es)
with Korean teachers, and/or lead extracurricular activities or English camps;
Prepare teaching materials and lesson plans for English class(es);
Assist with and/or lead the development and creation of teaching materials related to English
language education;
Assist with and/or lead activities related to English language education and other extracurricular
activities such as but not limited to editing or creating English documents, judging contests,
conducting teacher training, working at English camps, etc.;
Conduct English conversational class(es)/course(s) for Korean teachers and students; and
Perform other duties as designated by the Employer including various English programs during
the school vacation period.
4 ( ) 3
.
Article 4 (Supervision) The Employee shall carry out the duties set forth in the foregoing Article
3 pursuant to and under specific instruction and supervision of the Supervisor of the Work
Place designated by Employer.
5 () .
, .

, 1 .
, 1.
,
. .
Article 5 (Term of Employment) The Term of Employment shall be the period set forth
at the beginning of this Contract. Unless separately agreed otherwise by the Employer and the
Employee, this Contract shall automatically terminate at the end of the contract period set forth
herein.
If the Employee, for whatever reason, is unable to begin work on the date specified herein,
the Contract shall be rewritten to indicate the new one-year Term of Employment. The Contract
184
1.
will only take effect on the day the Employee actually begins work and the Term of Employment
shall be a one-year period beginning from that day forth.
This Term of Employment is not and shall not be considered a continuation of any previous
Term of Employment with a different Office of Education. Hence, the Employer shall hire the
Guest English Teacher as a new employee.
6 () 5 3 .
60
.
60
,
.
.
Article 6 (Resignation) The Employee shall perform the duties set forth under Article 3 hereof
during the Term of Employment set forth under Article 5 hereof.
This Contract is binding unless the Employee gives sixty (60) days written notice of termination
(stating a planned date of resignation and reason(s) therefore) to the Principal of the Employee's
main school as well as the Superintendent of the Office of Education.
Failure of the Employee to give sixty (60) days written notice of termination to the main
school Principal and the Superintendent of the Office of Education shall be reported to the
Korean Immigration Service and shall affect the Employee's ability to freely enter the Republic
of Korea in the future.
In the case of the Employee's resignation his/her visa shall be cancelled.
7 () , , ,
.
.
,
. .
Article 7 (Work Place) The Employee shall work at any location(s) operated by the Employer,
including schools, Office of Education, training centers, or any other educational institutes located
in the jurisdiction of the undersigned Office of Education.
The Employer may designate multiple locations for the Employee to work.
The Employer may designate the Employee to work at the Office of Education, training
centers or other educational institutes during the school vacation period. In this case, the Employee
shall not claim for any additional pay if the hours of work fall under the regular Work Hours
stated in Article 8.
8 () 8, 5 ,
. , ( )
. .
,
www.dge.go.kr /
185
.
22 .
22 (
20,000) .
.
( 6,000) .

. , 22
.
Article 8 (Work Hours) The Employee shall work eight (8) hours per day for five (5) calendar
days per week from Monday to Friday and shall not work on Saturdays, Sundays and any national
holidays of the Republic of Korea. However, temporary English programs run by the Employer
(e.g., English camp) may occur outside the Work Hours specified in this clause and on weekends.
In this case, the Employer shall pay according to Article 8, clause and .
The Work Hours of the Employee may follow the normal work schedule of civil servants
of the Korean Government; however, such Work Hours may be adjusted by the Employer as
he/she deems appropriate within the bounds set forth in Article 8, clause .
Actual class instruction hours of the Employee shall not exceed twenty-two (22) hours per
week. If, however, the Employee's actual weekly class instruction hours exceed twenty-two
(22) hours due to supplementary class instruction, the Employee shall be entitled to a supplementary
class instruction pay of 20,000 Korean Won (KRW) per hour.
The Employer may require the Employee to work non-instructional overtime hours in addition
to normal Work Hours. In this case, the Employee shall be entitled to supplementary overtime
pay of 6,000 Korean Won (KRW) per hour.
If the Employee agrees to teach instructional hours that occur outside the Work Hours specified
in Article 8, clause and that total more than twenty-two (22) hours per week, the Employer
shall pay according to Article 8, clause . If the Employee agrees to teach instructional hours
that occur outside the Work Hours specified in Article 8, clause but that total less than
twenty-two (22) hours per week, the Employer shall have the authority to determine the appropriate
supplementary overtime pay.
9 () , ,
, , .
25 . .

.

.
.
Article 9 (Salary) The Employee shall be paid the amount set forth at the beginning of this
Contract. However, the Korean income tax, residence tax, medical insurance premium, the national
pension contribution, and any other tax or withholding mandated by the various levels of government
186
1.
shall be withheld each month from the Employee's salary.

The Employee's salary shall be paid on the 25th of the month. If the 25th of the month
falls on a Saturday, Sunday or a national holiday, the salary shall be paid on the immediately
preceding business day.
If the Employee has not worked all of the normal working days in a month, for whatever
reason (such as sick leave, unpaid leave, etc.), the Employee's salary for that month shall be
prorated for the corresponding number of days worked.
If the Employee should be absent from work, for whatever reason, without having obtained
prior approval from the Employer, the Employee's salary for that month shall be prorated according
to the corresponding number of unauthorized absent days.
The Employee shall not claim against the Employer any compensation and/or payment other
than those provided for in this Contract.
10 () 5 1
.
1
1 .
, . ,
6 .
(200) 1
. ( ),
,
.
6 , 70
, .
Article 10 (Renewal) The Term of Employment stated in Article 5 hereof may be renewed
by the mutual written agreement of the Employer and the Employee provided that the renewal
Term of Employment shall not exceed one (1) year.
In the case of renewal of this Contract pursuant to the foregoing clause , the Employee
shall be given one (1) calendar week paid leave which shall take place during the nearest
school vacation to the first day of the renewal Contract with the condition of the days not
conflicting with the school schedule. This one-week leave will be counted as part of the contract
term, and accordingly, salary will be paid as normal for the one (1) week. The period of this
Renewal Vacation may be negotiated with the school to be held in the next school vacation
which is within six (6) months from the first day of the Contract if necessary.
The Employer shall provide the Employee with a Contract Renewal Allowance of 2,000,000
Korean Won (KRW) within one (1) month of the beginning of the new Term of Employment.
In the case of Contract Renewal (and the payment of the subsequent Renewal Allowance),
the Employee shall not receive an Exit Allowance for the completion of the current Term of
Employment nor shall the Employee receive an Entrance Allowance for the renewal Term of
Employment.
In case of the termination of the renewal Contract within the first six (6) months, regardless
www.dge.go.kr /
187
of course or ground therefore, the Employee shall immediately pay back to the Employer 700,000
Korean Won (KRW) of the 2,000,000 Korean Won (KRW) Renewal Allowance and the paid
leave specified in the foregoing clause shall be unpaid.
11 ( / )
1,300,000 . ,
( EPIK
,
).
6
.
,
. 6
.
1,300,000 .
, TaLK ,
,
,
.
, 300,000 .
F
. , 300,000 .
Article 11 (Entrance Allowance/Exit Allowance) Upon beginning the Term of Employment,
the Employee shall receive a 1,300,000 Korean Won (KRW) Entrance Allowance. The Entrance
Allowance is not offered to Employees who are renewing their Contract. For the first six (6)
months of the Term of Employment, the Entrance Allowance of 1,300,000 Korean Won (KRW)
shall be considered a loan to support the Employee's entrance into Korea. If the Employee
receives a medical examination administered by EPIK, the cost of the medical examination shall
be deducted from the 1,300,000 Korean Won (KRW) Entrance Allowance. In the case the Employee
cannot take a medical examination during EPIK orientation, he/she is personally liable for completing
the medical examination.
In case of the termination of this Contract within the first six (6) months, regardless of course
or ground therefore (except in the event of the GET's decease), the Employee shall immediately
pay back to the Employer the aforementioned loan. Failure of the Employee to pay back the
aforementioned loan shall be reported to the Korean Immigration Service and shall affect the
Employee's ability to freely enter the Republic of Korea in the future. If the Employee successfully
completes more than six (6) months of the Term of Employment from the date of commencement,
the obligation of the Employee to pay back the Entrance Allowance loan shall be waived by
the Employer.
If the Employee successfully completes his/her duties set forth in this Contract for the full
Term of Employment specified herein, the Employee shall be entitled to an Exit Allowance
of 1,300,000 Korean Won (KRW).
GETs, TaLK scholars, private institute instructors, etc. may reapply to work with/for another
188
1.
Provincial Office of Education upon completing the Term of Employment with the current Employer
by obtaining a letter of release from the current Employer which may be issued if the Employee
has satisfactorily completed the current Contract. However, if they change their place of employment
on their visa within Korea, GETs shall not receive an Exit Allowance for the completion of
the current Term of Employment nor shall GETs, TaLK scholars, private institute instructors,
etc. receive an Entrance Allowance for the commencement of the new Term of Employment
with the new Provincial Office of Education or school. The Employee shall be paid a Settlement
Allowance of 300,000 Korean Won (KRW) when he/she begins the Contract with the new Provincial
Office of Education or school.
If the Employee has an F-class visa and is residing in Korea, the Employee shall not receive
an Entrance Allowance for the commencement of the new Term of Employment. The Employee
shall be paid a Settlement Allowance of 300,000 Korean Won (KRW) when he/she begins the
Contract.
12 () . ,
, .
.
.
1
400,000 .
.
.
.
, , , /, ,
, , () ,
.
.

,
.
,
(last name) .
Article 12 (Housing) The Employer shall provide the Employee with a single housing chosen
by the Employer. Housing selected by the Employer may be a leased house, a studio-type
room, an apartment, or other form of lodging deemed sufficient by the Employer. Any and
all fees, charges, costs, taxes, expenses, etc. incurred in using the housing shall be borne by
the Employee. Such fees may include but are not limited to hydro, gas and water utilities as
well as Internet and phone service as well as a maintenance fee from the landlord.
The Employer may choose to provide temporary housing for the Employee until appropriate
permanent housing can be obtained for the Employee.
If the Employee wants Housing Allowance in lieu of the single housing set forth in the
foregoing clause , the Employer shall provide the Employee with 400,000 Korean Won (KRW)
www.dge.go.kr /
189
per month as a rent subsidy upon the mutual agreement between the Employer and the Employee.
In this case, the Employee shall notify the Employer of his/her decision to request Housing
Allowance during the application stage.
Once housing is decided, it shall not be subsequently changed during the Term of Employment.
Any and all costs incurred by the Employee as a result of changing housing during the Term
of Employment shall be borne by the Employee.
If the Employer provides housing to the Employee, the Employer shall provide the following
appliances and furniture: a bed, table and chair, a closet, a gas or electric range, a refrigerator,
a washing machine, a TV set and an air conditioner. The Employee shall not request or demand
any other appliances or furniture than those stipulated herein.
If the Employee uses the housing provided by the Employer, the Employee shall leave the
housing on the day after the final day of the Contract.
If the Employee uses the housing provided by the Employer, the Employee shall leave the
housing in the same condition as when it was first occupied and the Employee shall be liable
for any damage to the building, furniture, and appliances occurring during the period occupied
by the Employee.
The Employer shall provide couples housing only to married couples jointly employed by
the Employer. If the couple holds different last names, they must prove their marital status
with a marriage certificate or other relevant documentation.
13 ( ) 300,000 1
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.
Article 13 (Benefits) The Employee shall be entitled to a one time Settlement Allowance of
300,000 Korean Won (KRW), when he/she begins the Contract. This Settlement Allowance will
190
1.
not be granted in the case of a Contract Renewal.

On behalf of the Employee, the Employer shall provide 50% of the Employee's medical
insurance premium (including the medical insurance premium for the Employee's dependents
in the event the dependents of the Employee (spouse and/or children) live with him or her
in Korea) pursuant to the National Medical Insurance Act of Korea.
In the case that the Employees is working in a remote area (as designated by the undersigned
Office of Education), the Employee may be eligible for a Rural Allowance of 100,000 Korean
Won (KRW) per month. Designations for remote areas are determined individually by the Employer.
In the case that the Employee is working at more than one school, the Employee shall
receive a Multiple Schools Allowance of 100,000 Korean Won (KRW) per month for two schools
or 150,000 Korean Won (KRW) per month for three or more schools.
Employees, with the exception of Canadians and Irish, shall be eligible for exemption from
paying Korean income tax during the period of the first two years of employment in Korea
if they provide the following documents to the Employer before the first payment of salary:
1) Residence Certificate issued by the relevant authority of the Employee's resident country
2) an Application for Tax Exemption on non-resident's Korean source income provided under
the Korean Tax Treaty. If the Employee has already worked more than two years in Korea,
he/she shall not be eligible for tax exemption.
The Employer, on behalf of the Employee, shall provide half of the national pension plan
deduction (approximately 4.5% of salary) pursuant to the National Pension Corporation Act of
Korea. American, Australian or Canadian Employees are eligible for a pension distribution refund
if they submit the required documents to the Korean National Pension Corporation when they
leave Korea after the completion of their Contract.
The Employee shall be entitled to severance pay according to the standard formula set out
by the Ministry of Labor (equivalent to approximately one month's salary), upon successful
completion of the duties set out herein for the entire Term of Employment.
The Employees working for Daegu English Education Support Center(DEESC) shall be entitled
to a special allowance of 300,000 Korean Won (KRW) per month. Also, if an Employee is
recognized for a special achievement, he/she may receive bonus allowance.
14 () 5 18 (
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191
5
.
Article 14 (Paid Leave) The Employee shall be entitled to a vacation period of a total of
eighteen (18) working days during the Term of the Employment set forth under Article 5 hereof.
If the Employee works in a school, the Employee shall have vacation for eight (8) working
days during the summer recess and ten (10) working days during the winter recess respectively;
If the Employee works in a training center, the Employee shall have his/her vacation outside
the normal training session times. If the requested vacation period interferes with the smooth
operation of the programming of the school or institute, the Employer and the Employee shall
negotiate an alternate vacation date(s).
The Employee shall apply for and obtain the Employer's consent to take any Paid Leave
a minimum of fifteen (15) calendar days in advance of the requested date of leave.
The Employee shall note the difference between school vacation and Paid Vacation days;
the Employee is expected to fulfill normal working duties during the school vacation period
unless the Employee has received prior approval for Paid Vacation or Unpaid Leave during
the school vacation period.
During the school semester, the Employer may allow the Employee to not come to work
on the day(s) when the school is closed for in-semester school holiday(s), school anniversary
day(s), etc., and these days will not be considered part of the Paid Leave set forth in the foregoing
clause .
Regardless of the number of days over which the Paid Leave falls, eight (8) accumulated
hours of pre-approved Paid Leave shall be counted as one (1) day. This includes tardiness,
early leave, other absences during the work day and/or half-days of Paid Leave. A total of
less than eight (8) hours will not be counted.
Employees who are recognized for outstanding classes or special achievements may receive
an additional vacation period of a maximum of five (5) working days.
15 ()
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Article 15 (Sick Leave) The Employee shall be entitled to a paid Sick Leave in the case
of any illness or injury which prevents the Employee from performing the duties herein only
with the express consent of the Employer. The Employee shall notify the Employer of any
absence due to sickness within one (1) hour of the beginning of the Employee's duties.
The Employee's paid Sick Leave during the Term of Employment shall not exceed eleven
(11) working days. Regardless of whether the Sick Leave days are consecutive or individual,
the Employee shall not require a doctor's note for the first three (3) days of Sick Leave taken
192
1.
during the Term of Employment. However, a practicing doctor's medical report shall be required
for any Sick Leave periods taken above the three-day threshold, whether these days are consecutive
or individual. The time period of the Sick Leave must not exceed the period advised by the
physician's report. Letters from a physician must be submitted to the Employer on the first
day that the Employee returns to the Work Place.
If the Employee requires a Sick Leave of more than eleven (11) working days during the
Term of Employment, any working days beyond the eleven-day limit will be unpaid.
The total number of days of Sick Leave (both paid and unpaid) used by the Employee
and the reasons for taking Sick Leave will be included in the Employee's Personnel Record
Card, which shall be utilized by the Employer to evaluate the Employee's conduct and determine
the Employee's Contract Renewal.
16 ()
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2. 7, 5
3. 90. , 60 .
Article 16 (Special Leave) The Employee may take a paid Special Leave for a number of
days as set forth below for each of the following events stated herein only with the express
consent of the Employer: The duration of the Special Leave shall include Saturdays, Sundays
and national holidays of the Republic of Korea.
1. Seven (7) calendar days for the Employee's marriage
2. Seven (7) calendar days for the death of an Employee's parent or spouse; five (5) calendar
days for the death of an Employee's child
3. In case of a female Employee, ninety (90) calendar days shall be granted for a maternity
leave. In the case of maternity leave, only the first sixty (60) days shall be paid leave;
the last thirty (30) days shall be unpaid leave.
17 ()
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Article 17 (Codes of Conduct) The Employee shall not behave in any manner which may
damage or tarnish the reputation of the teaching profession in general or of Invitational Program
for Guest English Teachers and the undersigned Employer in particular during the Term of
Employment including the orientation period occurring after entering Korea.
The Employee shall observe and comply with any Codes of Conduct and dress applicable
to Korean teachers.
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193
The Employee shall not engage in any other employment (including any part-time, private
or self-employment, or online instruction) during the Term of Employment set forth under Article
5 hereof.
The Employee shall not be involved in any activity which could cause harm to the students
or be of detriment to the reputation of the school.
Employees must not disclose any confidential information about their co-workers, school
or program that they have acquired during their Term of Employment and must return the
acquired confidential documents or materials to the Employer upon the completion/termination
of the Contract.
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Article 18 (Termination of the Contract) The Employer may legally terminate or cancel
this Contract upon occurrence of any one or more of the following events:
1. The Employee violates the laws of the Republic of Korea.
2. The Employee violates the Codes of Conduct set forth under Article 17.
3. The Employee works in Korea without holding the required valid visa such as E-2 visa, etc.
4. The Employee fails to perform or unsatisfactorily performs any of the duties stipulated in
this Contract. In this event, the Employer shall provide formal written notice of unsatisfactory
194
1.
performance to the Employee. Three or more written notices shall be considered sufficient
grounds for Termination of the Contract.
5. The Employee engages in any other employment (including any part-time, private or
self-employment, or online instruction) during the Term of Employment set forth under
Article 5 herein.
6. The Employee fails to perform his/her duties for more than five (5) working days without
receiving prior consent from the Employer.
7. Any of the information provided in the Employee's application is false or inaccurate.
8. The Employee fails the medical exam in Korea in accordance with the requirements of
the Korean Immigration Office and the EPIK program.
9. It is determined that the Employee is prevented from or incapable of performing the duties
set forth under Article 3 hereof for any medical reason, whether it is physical or psychological
in nature, including chronic ailments such as diabetes Mellitus, high blood pressure, chronic
liver disease, tuberculosis, neurologic disorder, substance or alcohol addiction, etc.
a. If requested to take a physical and/or psychological examination by the Employer, the
Employee must make themselves available within two (2) working days for the medical
examination.
b. The Employee must complete a medical examination (HIV, Drug, etc.) in Korea for the
purpose of working in Korean public schools and educational institutions. If requested
by the Employer, the Employee must submit the results to the Employer immediately.
All related expenses shall be borne by the Employee.
10. The total number of days of Sick Leave (both paid and unpaid) used by the Employee
pursuant to Article 15 hereof exceeds thirty (30) days.
In the event of termination of this Contract pursuant to any of the provisions set forth in
the foregoing clause , the Employer shall pay the Employee a prorated salary based on the
number of days actually worked by the Employee.
In the event of termination of this Contract pursuant to any of the provisions set forth in
the foregoing clause , the Employee shall immediately refund the loan to the Employer pursuant
to Article 11, clause .
In such event, the Employer will not pay the Employee the Exit Allowance. The Employee's
visa will subsequently be cancelled.
19 ( ) EPIK
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.
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.
Article 19 (Completion of Mandatory Orientation and Training and Evaluation of Teaching
Performance and Conduct) The Employee shall complete all training deemed necessary
by EPIK and/or the undersigned Office of Education. This includes but is not limited to an
orientation held before the beginning of the Term of Employment and/or in-service training
during the Term of Employment.
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195
The Employee will not be entitled to compensation for any portion of the mandatory orientation
which falls outside the Term of Employment as stipulated under Article 5.
The Employee shall participate in any training program(s) upon request of the Employer.
The Employee shall sincerely participate in the Evaluation of Teaching Performance and Conduct
required by the Employer.
20 ()
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.
Article 20 (Indemnification) The Employee hereby agrees to indemnify, defend and hold harmless
the Employer against any and all liability, claims, suits, losses, costs and legal fees caused by,
arising out of or resulting from any negligent, intentional or illegal act of the Employee during
the Term of Employment under this Contract.
All Employees (excluding renewing members) shall provide 300,000 Korean Won (KRW)
per month to the administration office of the Work Place by the day after the pay day for
the first two (2) months of employment. A total of 600,000 Korean Won (KRW) will be set
aside as a safety deposit.
If Employee has successfully completed the Contract, the full amount of the safety deposit
will be refunded on the last month of the Contract period. In the event that Employee owes
money to Employer due to early termination of Contract, any negligent, intentional, faulty or
illegal activity, the amount owed will be automatically deducted from the safety deposit. If the
damage incurred exceeds 600,000 Korean Won (KRW), then Employee's pay of the coinciding
month will be used to cover the remaining cost. In the event that a renewing member, from
whom a safety deposit is not set aside, owes money to Employer due to reasons stated in
this Clause, his/her pay of the coinciding month will be used to cover the damage.
All Employees under this Contract shall abide by this Article even in case he/she finds his/her
own housing, is legally married or shares accommodations with his/her spouse.
21 ( )
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.
19
.
196
1.
Article 21 (Consent to Limited Release of Information) The Employee grants his/her consent
that the information in the Employee's application form and/or Personnel Record Card may
be used for the purpose of statistical data collected by the Employer and/or the Korean government,
for his/her Contract Renewal with his/her current Employer or his/her new application to other
provinces.
The Employee agrees that the evaluation results stipulated in Article 19, clause may be
used for his/her Contract Renewal with his/her current Employer or his/her new application
to another Office of Education.
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Article 22 (Governing Law, Language and Venue) The terms of this Contract and the
rights and obligations of the parties hereto shall be construed, interpreted and determined in
accordance with the laws of the Republic of Korea.
The governing language of the Contract shall be Korean. The English translation of this
Contract is offered for the purpose of convenience only.
If a dispute or disagreement should arise in connection with or out of this Contract, the
parties hereto shall first try to resolve it in accordance with the principle of good faith. If the
parties fail to mutually resolve such disputes or disagreements or come to amicable settlements,
their disputes or disagreements shall be resolved by arbitration in Seoul, Korea in accordance
with the Commercial Arbitration Rules of the Korean Commercial Arbitration Board.
Matters not explicitly stated in the Contract shall be determined by the Employer by taking
the Employee's concerns into consideration.
23 () 3
1 , 1 .
Article 23 (Signature) In witness whereof, the parties hereto sign the Contract in triplicate on
the date entered below with each party retaining one copy and submitting the third copy for
the Employee's visa application.
(Dated): 201 .
(Employer's signature)
(Employee's signature)
_____________________________________
_____________________________________
(Name)
(Name)
(Position):
Passport No.:
www.dge.go.kr /
197
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The GET comprehends the current contents of the curriculum and

Comprehension of
takes into account the learning needs of different students. The teacher
curriculum and efforts
works to not only improve his/her teaching methods but to improve
to self-improvement
his/her quality as a teacher.

The GET notably grasps students' learning needs and their diverse
Analysis of students' characteristics(pertaining to age, attitude, learning pace, current level
learning needs and of achievement, temperament, etc.) With the teacher's knowledge of
lesson content
the students and the analysis of what he/she is to teach, the teacher
applies in the formation of a instructional plan.
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Development of
instructional
strategies
With the contents of the lesson and the students' varied learning needs
and characteristics, the GET devises lesson objectives and activities
that are appropriate and well-suited for the students. The GET forms
a plan to implement formative and summative assessments.
Under the guidance of the GET and the course of their learning, the
Introduction of lesson
GET utilizes a wide-ranging array of instructional strategies to foster
content
motivation and encourage student effort.

5
Teacher's vocal
expression

The GET promotes open-mindedness and creativity and encourages

students to examine different points of views.
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Teacher's attitude
The GET displays enthusiasm and passion for teaching.
Teacher-student
interaction
The GET creates an atmosphere that promotes active, equitable

participation and communication.
Implementation of
teaching material
The GET selects a variety of teaching materials from appropriate

mediums for the purpose of curriculum.
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199
The GET maintains a level of interest among the students and runs
Progress of lessons a harmonious and amicable atmosphere in terms of classroom
management.
10
Lesson closure
The GET presents contents of a lesson that is organized and done

in a systematic way.
,
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Assesment and its

method
In consideration of lesson objectives and the students current level

of achievement, the teacher organizes assessments accordingly and
utilizes various assessment tools for appropriate assessment of students.
11
12
Application of
assessment results
The GET utilizes the results of assessments for proper and suitable
instructional planning.
13
Understands
personal problems
and character
development
The GET distinguishes individualistic talents and skills among students

and fosters them towards a character with creativity and good moral
values.
Creating world
citizens
The GET teaches students the virtues of global citizenship.
14
- Areas of strength
- Areas that need improvement
200
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The GET utilizes a wide range of teaching materials for an enjoyable

and engaging class.

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The GET is able to explain contents of a lesson in a fun and

comprehensible way.
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The GET monitors students' learning to check for comprehension

and provides assistance for the development of students' understanding.
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The GET offers students a chance to exhibit their talents, skills and
abilities in relation to English/Japanese/Chinese.
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The GET introduces different cultures from around the world.
- What you like about your teacher
- What you want/expect/wish for in your teacher
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201
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Do you feel that the GET prepares an interesting class geared towards
to the appropriate and current level of students' understanding?

?
Do you feel that the GET provides sufficient amount of appropriate
praise and encouragement in class?

?
Do you feel that exposure to GET in your school, your students
are less nervous around
foreigners?
?
Do you feel that the GET takes a well rounded approach to lesson
planning i.e., academics, materials, and activities ?

?
Do you feel that the GET fosters students to get acquainted with
a variety of different cultures?
- What you like about your teacher
- What you want/expect/wish for in your teacher
202
3. ()
3. ()
EPIK-DMOE Regulations and Duties for Guest English Teachers

Article 1 (Purpose)
These regulations are made for the purpose of setting forth the terms and conditions of
employment for Guest English Teachers who participate in English Program in Korea (EPIK)
for Daegu Metropolitan Office of Education (DMOE).
Article 2 (Title)
The official title of the EPIK-DMOE employees is Assistant English Teachers. However, the
title as a Guest English Teacher (GET) may be used also.
Article 3 (Responsibility)
GETs should perform their duties with integrity and sincerity.

Article 4 (Duties)
GETs shall perform the following duties:

1. To assist Korean teachers with their English classes and/or jointly conduct English classes
2. To prepare and develop teaching materials and lesson plans for English classes;
3. To assist with and/or lead the development and creation of teaching materials related
to English language education;
4. To assist with and/or lead activities related to English language education and other
extracurricular activities (editing or creating English documents, judging contests,
conducting teacher training, working at English camps, proofreading school English
newspapers, voice recording, etc.);
5. To conduct English conversational classes or courses for Korean teachers, students, and
parents;
6. To educate about the GET's culture to promote international understanding;
7. To translate materials designated by the DMOE into English; and
8. To perform other duties as designated by the DMOE including teaching at various English
programs during school vacations (extracurricular classes, English camps - daytime and
overnight, developing teaching materials, etc.).
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203
Article 5 (Codes of Conduct)
1. GETs are to conduct themselves in a professional manner at all times. The following
will not be tolerated:
a. Unwelcome behavior of any kind: verbal or written, symbols, or gestures directed at
a particular person or a group of people;
b. Racial slurs;
c. Sexual harassment - verbal or physical;
d. Offensive behavior or conduct that interferes with students' education or other teachers'
work; and
e. Any involvement with drugs, violence or theft.
2. GETs are expected to be courteous to all staff members of and related to DMOE.
3. GETs must prepare thoroughly and do their best in teaching classes.
4. GETs shall not be involved in any activities which may cause harm to the teachers,
students, DMOE and/or school.
5. GETs must dress neatly, presentably, and professionally.
Article 6 (Part-Time Job Forbidden)
GETs shall not engage in any other jobs (including any part-time, private or self
employment, or online instruction, also including any employment not related to
English or English education) not authorized by DMOE during the term of employment.
1. GET shall not participate in lectures, research, interpretation, translation, training or any
other type of work for profit that is not authorized by the DMOE.
2. If approved by the head of the work place, GET may participate in paid after-school
programs at their designated schools.
3. GET may participate in paid after-school programs at other educational facilities under the
DMOE on a part-time basis, if approved by the DMOE and the head of the work place.
Article 7 (Work Place)
1. GETs shall work at a location designated by DMOE and the work place may be a school,
teacher training center, library, Daegu Metropolitan Office of Education (DMOE), Daegu
Global Education Center (DGEC), or any other educational facilities under the jurisdiction
of the DMOE.
2. DMOE may designate multiple work places for GETs as needed.
3. DMOE may designate GETs to work at other educational facilities under DMOE on a
part-time basis as needed.
Article 8 (Work Hours)
1. GETs shall work eight (8) hours per day for five (5) calendar days per week from Monday
to Friday, and shall not work on Saturdays, Sundays or on any national holidays of
the Republic of Korea unless required by the DMOE. In this case, additional pay or
other remuneration will be given.
204
3. ()
2. GETs' work hours shall follow the normal work hours of Korean government civil servants.
However, such work hours may be adjusted by the head of the work place as he/she
deems appropriate.
3. Actual class instruction hours of GETs shall not exceed twenty-two (22) hours per week.
If, however, Employee's actual weekly class instruction hours exceed twenty-two (22)
hours, Employee shall be entitled to a supplementary class instruction pay of 20,000
won per hour.
4. The head of the work place may require GETs to work non-instructional overtime hours
in addition to normal workdays and work hours. In this case, supplementary overtime
pay of 6,000 won per hour will be provided.
5. GETs required to make official business trips such as teacher evaluation, demonstration
classes, etc. could be provided with transportation fee (trips under 4 hours - 10,000
won and trips over 4 hours - 20,000 won).
Article 9 (Attendance Book)
GETs need to sign, obtain approval, and keep a record of the following matters: Absences,
tardies, early leave, unofficial leave for personal reasons (bank, post office, etc.), and official
trips (school visits, cultural field trips, immigration, visa trip, etc.).
Article 10 (Attendance & Tardiness)
1. In case of emergencies, absences, and tardies, GET must call the co-teacher and vice
principal before the beginning of regular work hours (No e-mails). In cases of early
leave, unofficial leave, and official leave, GET must get an approval from the co-teacher
and vice principal ahead of time.
2. If GET is absent without obtaining prior approval, his/her salary for that month will be deducted
by the amount calculated on a pro rata basis for the number of unauthorized absent days.
3. Eight (8) hours of accumulated tardies, early leave, and unofficial leave without obtaining
prior approval will be counted as one (1) day of unpaid leave and GET's salary for
that month will be deducted accordingly.
4. Eight (8) hours of accumulated tardies, early leave, and unofficial leave with the approval
of the school will be counted as one (1) day of paid leave, which will be deducted
from GET's paid vacation days.
Article 11 (Sick Leave)
1. GETs shall be entitled to a paid sick leave if an illness or injury prevents him/her from
performing the duties outlined in the contract only with the express consent of the principal.
GETs must contact the head of the work place to obtain the approval within one (1)
hour of the beginning of the work hours.
2. If GETs take sick leave for more than three (3) days, consecutively or individually, GETs
shall submit a doctor's note to the head of the work place on the first day the GETs
return to work.
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205
3. Paid sick leave during the term of employment shall not exceed eleven (11) working
days. If GETs require a sick leave for more than eleven (11) working days, GETs may
take further sick leave without pay with the approval of the head of the work place
and the Superintendent of the DMOE.
4. If a GET reports a sickness fraudulently, it cannot be approved as a paid sick leave
and he/she will be given a formal written notice. The leave taken will be unpaid and
the GET's salary for that month will be deducted accordingly.
Article 12 (Paid Leave)
1. GET shall be entitled to a vacation period of eighteen (18) working days during the
term of the employment. GETs shall have vacation for eight (8) working days during
the summer and ten (10) working days during winter recess respectively; If the requested
vacation period interferes with smooth work operations, the head of the work place
and the GET shall negotiate alternative vacation dates.
2. GETs shall request for and obtain the approval of the head of the work place to take
the leave at least fifteen (15) days in advance.
3. GET is not eligible to get vacation days as specified above when terminating the contract
on or before 6 months of employment.
4. Eight (8) hours of accumulated tardies, early leave, and unofficial leave without obtaining
prior approval will be counted as one (1) day of unpaid leave and GET's salary for
that month will be deducted accordingly.
5. Eight (8) hours of accumulated tardies, early leave, and unofficial leave with the approval
of the school will be counted as one (1) day of paid leave, which will be deducted
from GET's paid vacation days.
Article 13 (Special Leave)
1. GET may take a special leave for a number of days as set forth below for each of
the following events: The duration of the Special Leave shall include Saturdays, Sundays
and national holidays of the Republic of Korea.
a. Seven (7) calendar days for GET's marriage;
b. Seven (7) calendar days for the death of GET's parent or spouse; five (5) calendar
days for the death of GET's child;
c. Ninety (90) calendar days for a maternity leave for female GET.
2. Special leaves specified in section (1) are available with pay with the exception of maternity
leave which shall be available with pay for only the first sixty (60) days.
Article 14 (Complaints / Requests)
1. GETs may submit a written complaint/request to the head of the work place, supervisor,
or program coordinator.
2. GETs are asked to first approach the co-teacher who will seek the proper measures
to get the matter resolved.
206
3. ()
3. Supervisor can call a meeting for parties involved to resolve the matter in an expedient
and judicious manner.
Article 15 (Teaching & Evaluations)
1. GETs should keep teaching hours, lesson plans, and also keep track of students' attendance.
2. GETs may not leave the classroom or leave the students unattended during teaching
time for matters such as making copies, getting a cup of coffee, making phone calls,
checking e-mails, etc.
3. GETs shall perform with respect towards students and teachers.
4. GETs should have all teaching materials ready prior to class time for effective teaching.
5. As a general rule, GETs should stand and not sit idly during class.
6. GETs can be asked to evaluate students' performance and language proficiency development
according to the criteria provided by the school.
7. GETs' students may evaluate GETs' teaching at the end of each semester.
8. GETs should refrain from belittling students and imposing corporal punishment on them,
and making derogatory remarks against the school and the teachers.
Article 16 (Open Classes and Class Observation)
GETs shall be available for class observations by principal, DMOE staff, or outside visitors.
Article 17 (Personal Belongings and Document Security)
1. GETs are responsible for their own personal belongings. All valuables should be locked
up in the provided lockers or drawers. GETs are responsible for any lost articles.
2. GETs should keep documents and articles in a designated file cabinet with locks upon
leaving his/her office. In particular, confidential documents or articles should be kept
separate from general documents or articles.
Article 18 (Resignation)
1. GET shall perform the duties during the term of employment set forth under Article
5 of the Contract. However, if GET should desire to resign from the EPIK-DMOE position
and thereby terminate the contract, GET must give the principal and the DMOE a sixty
(60) day prior written notice of resignation addressed to the Superintendent stating the
dates (effective date and last date of employment) and a reason for resignation.
2. In the case of resigning after six (6) months, the GET will not need to pay back the
Entrance Allowance given according to Article 11 () of the contract. The Exit Allowance
will not be paid to the GET and his/her visa shall be cancelled.
3. In the case of GET resigning within the first six (6) months of the contract term, GET
will not be paid the Exit Allowance and must pay back the DMOE the Entrance Allowance
given according to Article 11 () of the contract.
4. For all cost incurred (including but not limited to housing, utilities, Entrance Allowance,
etc.), the GET's security deposit collected will be used to cover the cost. In case the
deposit is not enough or not available, all cost incurred due to resignation will be deducted
from the GET's paycheck of the coinciding month. In the event that a renewing member,
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207
from whom a safety deposit is not set aside, owes money to Employer due to reasons
stated in this Clause, his/her pay of the coinciding month will be used to cover the damage.
Article 19 (Successful Completion of Contract)
1. For GETs who have successfully completed their contracts, the school will:
a. Provide the Exit Allowance;
b. Provide instructions for claiming the national pension contribution(for citizens of USA,
Canada, and Australia only);
c. Inform and make sure the GETs return the Alien Registration Card;
d. Make sure to collect GET's health insurance card;
e. Calculate all bills owed (phone, electric, gas, etc.) and deduct it from the GET's security
deposit if necessary and return the remaining amount to the GET;
f. Provide severance pay as applicable; and
g. Check the residential area for any damages incurred, and deduct from security deposit
or the last month's pay.
Article 20 (Termination of the Contract)
1. The Superintendent of the DMOE may terminate or cancel the contract upon occurrence
of any one of the following events:
a. If GET violates the laws of the Republic of Korea or behaves in a way that is disruptive
to Korean society.
b. If GET violates the Codes of Conduct stipulated in the EPIK-DMOE Contract.
c. If GET works in Korea without holding the required valid visa.
d. If GET fails to satisfactorily perform any of the duties stipulated in the contract and
given three or more written notices of unsatisfactory performance.
e. If GET engages in any other employment (including any part-time, private or
self-employment, or online instruction) during the term of contract.
f. If GET fails to perform his/her duties for more than five (5) working days without
receiving prior consent from the head of the work place.
g. If any of the information provided in GET's application is neither true nor accurate.
h. If GET fails the medical exam in Korea in accordance with the requirements of the
Korean Immigration Office and the EPIK program.
i. If it is determined that GET is prevented from or incapable of performing his/her duties
set forth in Article 3 of the contract for a medical reason, whether it is a physical
or psychological ailment. (If requested by DMOE, GET must be immediately available
for a medical examination.)
j. If the sick leave used by GET exceeds thirty (30) days (including paid and unpaid).
2. In the event that the contract is terminated, the DMOE will pay GET a prorated salary
based on the number of days actually worked. Also, GET shall not be paid Exit Allowance;
GET's visa will subsequently be cancelled.
3. In the event of termination of the contract pursuant to any of the provisions set forth,
GET shall immediately pay back the loan to DMOE pursuant to Article 11 () of the contract.
4. For all cost incurred (including but not limited to housing, utilities, Entrance Allowance,
208
3. ()
etc.), the GET's security deposit collected will be used to cover the cost. If in case
the deposit is not enough or not available, all cost incurred due to termination of the
contract will be deducted from the GET's paycheck.
Article 21 (Renewal)
1. The term of employment stated in Article 5 hereof may be renewed by the mutual
written agreement between the DMOE and GET provided that each renewed employment
term does not exceed one (1) year.
2. In the case of renewal of the contract, GETs shall be given one (1) calendar week
paid leave which shall take place during the nearest school vacation to the first day
of the renewal contract with the condition of the days not conflicting with the school
schedule. This one-week leave will be counted as part of the contract term, and, accordingly,
salary will be paid as normal for these one (1) week. In cases where above mentioned
vacation period interferes with smooth work operations, this renewal vacation may be
held within six (6) months from the first day of the renewed term with the approval
of DMOE and the school.
3. GETs shall be provided with the contract renewal allowance as stated in the contract
within one (1) month of the commencement of the renewed term; In this case, no exit
allowance will be given.
4. In case of the termination of the renewal contract within the first six (6) months, the
GET shall pay back 700,000 won of the renewal allowance to DMOE. Also, the GET
must compensate for the above mentioned renewal paid leave if taken.
5. Upon renewal, GETs must submit an official medical report including HIV & drug (Philopon,
Cocaine, Opium, and Hemp) test results and are responsible for their visa extension
at the immigration office.
Article 22 (Orientation)
1. All new GETs shall complete an orientation held by the National Institute for International
Education Development or by Daegu Metropolitan Office of Education immediately before
the commencement of the term of employment.
2. The orientation period shall not be included in the term of employment according to
Article 5 in the contract. Thus, GET will not be entitled to any compensation.
3. If GET fails to fully complete the orientation, the contract shall be subsequently terminated
and GET must return to his/her home country. In that case, the return airfare shall
be borne by GET, and the Entrance Allowance provided for according to Article 11
() of the contract shall not be available to GET. GET's visa shall be cancelled.
4. This article may not be applicable to GETs who are hired by the DMOE to fill a vacancy
or to increase the number of GETs throughout the year.
Article 23 (Professional Workshops and Meetings and Evaluation of Teaching
Performance and Conduct)
1. DMOE holds training workshops and other events related to the DMOE and EPIK program
throughout the year. GETs are required to participate in all these events.
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209
2. If GET cannot attend the events, he/she must submit a document stating a reason. If
GET does not attend purposefully, it will be regarded as an unauthorized absence and
he/she will receive a warning.
3. GET should sincerely participate in the Evaluation of Teaching Performance and Conduct
required by the school or DMOE.
Article 24 (Residential Area)
1. GETs should keep their apartments or leased houses clean and undamaged.
2. GETs should refrain from actions that might disturb the neighbors.
3. GETs should keep their home safe and any dangers should be reported to the head
of the work place immediately.
Article 25 (Award & Penalty)
1. DMOE may award GETs additional pay based on their performance on demonstration
class competition, educational materials contest, etc. in recognition of their work.
2. Written warnings may be given to GETs who are uncooperative with the school or
DMOE and demonstrate unacceptable working behavior and/or cause disorder at their
designated work places.
3. If a GET receives three or more written warnings, he/she will no longer be considered
part of the teaching staff at DMOE.
Article 26 (Indemnity / Safety Deposit)
1. GETs shall indemnify for and keep employer from any liability or damages arising from
or in relation to (early) termination of contract, any negligent, intentional, faulty, or
illegal activity of GET during the term of employment outlined in the contract.
a. All GETs, excluding renewing members, shall provide 300,000 won per month to the
administration office of the work place by the day after the pay day for the first two
(2) months of employment. A total of 600,000 won will be set aside as a safety deposit.
b. If GET has successfully completed the contract, the full amount of the safety deposit
will be refunded on the last month of the contract period. If damage has incurred
due to (early) termination of contract, any negligent, intentional, faulty, or illegal activity,
the amount owed will be automatically deducted from the safety deposit. If the damage
incurred exceeds 600,000 won, then GET's pay of the coinciding month will be used
to cover the remaining cost. In the event that a renewing member, from whom a
safety deposit is not set aside, owes money to Employer due to reasons stated in this
Clause, his/her pay of the coinciding month will be used to cover the damage.
c. All GETs under the contract shall abide by this regulation even in case he/she finds
his/her own housing or is legally married and shares accomodations with his/her spouse.
Article 27 (Other)
If a dispute or disagreement should arise in connection with or out of these Regulations and
it is not resolved through discussion with the members of the DMOE and the GET, it shall
be resolved according to the regulations outlined in the Code of Conduct for Korean Government
Civil Servants and The Law of Working Conditions for Korean Government Civil Servants.
210
4. Criminal Prevention
Daegu Metropolitan Office of Education
Sexual Harassment
Sexual Harassment
: is intimidation or offensive behavior including sexual advances or sexual comments
that are not wanted or appropriate.
: includes a range of behavior from seemingly mild transgressions and annoyances to
actual sexual abuse or sexual assault.
Types of Sexual Harassment

: Physical Sexual Harassment
: Verbal Sexual Harassment
: Visual Sexual Harassment
Tips on How to Avoid False Accusation of Sexual Harassment

Limit physical contact with students Close proximity is part of Korean culture. But we
ask that you try to limit the amount of physical contact with your students in order to
avoid any accusations. This does not mean push away students who deserve a praising
touch or to avoid any physical contact, just to be more conscious of when and how physical
contact occurs.
Keep a third party handy For most of us, being alone at school is not an option. We
either have a co-teacher with us in class or are surrounded by teachers in the teacher's
office. Thus having a third party with us is usually not a problem. However, there are
times when it is unavoidable. If ever a third party is not present and the situation becomes
risky, we suggest that you politely leave. Also, you can always act busy. If you tell students
you are busy, most students will understand and leave you alone.
Don't be overly friendly to your students This simply means avoid giving your students
too much praise and having frequent contact with them. Spending time with your students
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211
is fine, such as playing basketball with them during lunch, but limit your time with them
-- Finish the task or activity at hand, and go on your own way.
Avoid giving too many treats Let's face it, children are adorable and you want to treat
them well, and this usually entails giving treats, candy, toys, prizes, etc. However, we
should avoid spoiling our students. Treats should only be bestowed once or twice a semester.
Giving away too many treats may have adverse effects; students will follow and bug you
for more; students will not respond in class unless treats are available students won't take
you seriously, perceiving you as an entertainer instead of a teacher. Furthermore, if a student
chokes on your candy, you don't want to be the one responsible. We suggest you to
avoid giving too many treats to your students for above mentioned reasons as well as
to avoid false accusations of trying hard to being too close to the students.
Minimize contact with students after school hours In Korea, the relationship between
students and teachers are closer than that of western society. It is common to see teachers
out with their students having dinner, playing sports, or casually talking. Even you yourself
may have had an outing with your students. But since mere rumors can break reputations,
refrain from having contact with your students outside of school. If students somehow
have your number and are blowing up your phone with texts, don't respond. Rumors
spread like wildfire; you don't want to add fuel to the fire.
Maintain the teacher-student relationship This is perhaps the most effective method
to maintain a comfortable distance between you and your students while productively being
able to do your job. There are many times when the boundaries of the teacher-student
relationship are blurred, allowing students to see the teacher as a friend more than a teacher.
When this happens, students will be more touchy and in closer proximity. In this scenario,
it is likely that they will lose respect for you as a teacher. You need to always maintain
a certain level of respect with the students at all times, no matter the difficulty. Here are
some tips to help, but remember that this can be done in numerous other ways. First,
have them call you Mr, Miss, Mrs, or teacher. Korean students are aware of the respect
that comes from using honorific forms. What they call you by is important, so make sure
both you and your students understand this. Also, don't be afraid to discipline. Many students
see you as an entertainer who is incapable of getting mad enough to discipline. They
only fear the Korean teacher but not you. As a teacher, it is your responsibility to know
how to control and discipline your students. Ideally, your co-teacher should have this under
control but as a teacher you also should have methods of discipline and class management.
212
Remember, you are the teacher of these kids. By you showing your ability to gain control
of the class, you are demonstrating and exerting your power as a teacher thereby maintaining
the teacher-student relationship.
As teachers, we are all responsible to report to the authorities when we witness a sexual
harassment or notice suspicious behavior. When you perceive a sexual harassment, report
to your co-teacher, vice principal, and principal immediately, strictly adhering to confidentiality.
The authorities will take appropriate measures and medical and counseling assistance will
be provided to the victim.
Drug Information
The laws in Korea are less tolerant to those who abuse drugs than, perhaps, those
found in some English-speaking countries. Possession and abuse of illegal drugs, (including
marijuana) is seen as a serious offense and may result in deportation.
Due to numerous incidents of E-2 Visa holding instructors (primarily in the private education
sector) smuggling, selling, and producing/growing illegal substances the Korean
government has approved new regulations regarding the E-2 medical exam requirement.
As of April 1, 2011, the drug tests of the mandatory medical examination for all native
English teachers must include tests for Heroin, Cocaine, Opium, and Cannabis.
Please be sure to stay away from illegal substances while employed by the Daegu Metropolitan
Office of Education, even during vacation.
If suspicion arises, please cooperate with the DMOE to prove your innocence. As a
standard procedure, the DMOE will request a medical examination including tests for
drugs and may request a thorough examination including hair sample test depending
on the situation. Also, as stipulated in the contract (Article 18), whenrequested by the
DMOE, a teacher must be available for a medical examination within two working days
and provide the result of the examination to DMOE as soon as possible. The cost of
the medical examination is to be borne by the teacher.
For more information, please visit the Korea Immigration Service web-site, www.immigration.go.kr.
www.dge.go.kr /
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201*
Photo
EPIK Instructor Record Card

Family Name
Alien Registration No.
Given Name
Gender
Date of Birth
mm / dd / yy
(34cm)
M / F
Nationality
University
Degree
Permanent
Address
Mobile No.
Phone
Home No.
Emergency Contact
Name
Contact No.
E-mail
Specific Information
Employment
Term
Status
Remarks
) , , ,

www.dge.go.kr /
227
-1-2
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1.
2.
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3.
4.
5.
228
6.
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Attendance Record
1.
: (Guest English Teacher)
2. (Name) :
(Date/Time)

Type
Type
~
From
~
To
/
Days/Hrs
/
Reason
Applicant
Head
Teacher
Approval
Vice
Principal

Principal
(paid vacation)
(sick leave)
(special leave)
(official leave)
(absence)
(tardy)
(early leave)
(unofficial leave)
(etc.)
()
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210-06
6.
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ROOM INVENTORY AND AGREEMENT

Address
The loaner
The user
Before date
201*.
After date
201*.
Inspector :

User :
Inspector :

User :
(Signature)
(Signature)
(Signature)
(Signature)
.
X No .
Inventory : Inspector should check off each item present. NET should acknowledge by initialing
each item. For any item not provided, inspector should enter an X and the employee should
writeNo.
www.dge.go.kr /
231
( The List of Items )

(Money unit) : (Won)

Item

Size Model

Quantity

Price
Before Staff/Teacher After Staff/Teacher
Telephone
Refrigerator
Washing Machine
Television set
Vacuum cleaner
Microwave oven
Gas range
Rice cooker
Electric fan
Electric iron
,
Bed and mattress
Sofa
Kitchen table
Wardrobe
Desk
Chair

Vertical blind
Total
VAT
Sum total
.
.
Equipment : Inspector should check off each equipment present. NET should acknowledge
by initialing each equipment. Inspector should describe the conditions of each equipment.
232
6.
( Equipment )

Equipment
air conditioner
Condition
Before Staff/Teacher
After Staff/Teacher
ex. /
ex. good / needs repair
heater
electronic cords
floor
wallpaper
main door
wash bowl
others
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233
-5
()
Agreement Regarding Room and Contents

By signing below, and initialing each item above, I accept responsibility for these items,
and agree to return all in clean and in good condition. I understand that the cost of replacing
missing items and/or cleaning, and/or repairing damage will be deducted from the room
deposit before it is returned to me.
I further agree to leave this room clean and free of debris, to remove all of my personal
belongings, and to leave the stove, refrigerator, walls, and curtains clean; and not to damage
the walls or floor by making holes in them. I understand that I am responsible for any
damage done by myself or my guests, and that costs of repairs or cleaning will be deducted
from the room deposit. However, I am not responsible for any damage already present
at the initiation of my occupancy, as noted on the following lines:
.
, .
.
_____________________________
______________________________
(name of the resident)
(name of the school)
_____________________________
______________________________
(date)
234
(signature)
6.
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Confidentiality Disclosure Agreement
.
1. ,
.
2. .
3. .
4.
.
5.
.

.
I, a Guest English Teacher employed by the Daegu Metropolitan Office of Education, agree
to adhere to the following.
1. I shall not disclose any acquired confidential information during or after the term of
employment, including but not limited to: personal blogs, public forums, etc.
2. I shall comply with employment-related laws and obey duty-related orders issued by
any government-employed supervisors.
3. I shall adhere to shift start/end times and other work regulations set by my assigned
school.
4. I shall not compromise the reputation of the Daegu Metropolitan Office of Education
or my assigned school or disclose any confidential data related to my work.
5. In case any significant problem should arise during the execution of duties, I shall immediately
notify my direct supervisor to receive direction.
In accordance with the above, I shall sincerely engage in my work and agree to take responsibility
in case a problem should occur due to personal negligence, which may lead to termination
of contract or other penalty.
201*.
__________________________
Name
.
__________________________
Signature
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235
-7
()-()

(Proof of Employment)
(Name) :
(Alien Registration No.) :
(Nationality) :
(Gender) :
(, >OO ) 201* ** ** 201* ** **

( : 201* ** **)
This is to certify that the person above has worked as a Native English Teacher at (,
> OO Middle School) from (, >February 26th, 2012) to (, >February
25th, 2013).
( Expiry Date of Contract : February 25th, 2013)
201* .
OO
The Principal of OO Middle School
236
6.
-8
()-()
Proof of Employment
Name :
Alien Registration No. :
Nationality :
Gender :
The person above has been working as a Native English Teacher at (, >
OO Middle School) since (, > February 26th, 2012).
His duties included:

- Conducting OO hours of English conversation classes and other activities every week
for Korean secondary school students.
- Preparing teaching material for his/her own English classes.
201* .
Principal
Vice Principal
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237
-9
()

(Application for Sick Leave)
15 (sick leave)
.
(Name)
(Period)
(Days)
201* .
(Applicant) :
238
(Signature)
6.
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(Application for Paid Vacation)
14 (paid vacation)
.
(Name)
(Reason)
(Period)
201* .
Applicant :
(Signature)
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239
-11
()
NOTICE OF UNSATISFACTORY PERFORMANCE

MEMORANDUM TO:

Title: Guest English Teacher
FROM:

Title: Principal
This is a written notice as a result of unsatisfactory performance for Guest English Teacher
regarding his demeanors and his attitude towards teaching profession in
/ .
On basis of the , / is subject
to issue this notice along with the description of misconduct of . This is the
first/second/third Notice of Unsatisfactory Performance and after three notices are issued,
the Guest English Teacher may be subject to termination of the contract pursuant to Article
18 (Termination of the Contract) clause 3 of the contract. Signed by .

)
Article 3 (Duties) GETs shall perform the following duties:
1. To assist Korean teachers with their English class(es) and/or jointly conduct English class(es)
2. To prepare teaching materials for English class(es);
3. To assist with the development of teaching materials related to English language education;
1. ( )
2. ( )
3. ( )
, .
201* .

240
6.
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()
Pay Slip
September 201* (201* 9)
School() : Middle School()
Name() :
(Money Unit) : (Won)
Detail List ( )
Salary
()
Housing Subsidy
()
Overtime Pay
()
Gross Pay
()
List of Deduction ( )
Income
Tax
()
Lunch
Inhabitant National
Medical
Housing
Tax
Pension Insurance
Deposit
Cost
() () () ( ) ()
Total Deduction
( )
Net Pay
( )

The Principal of Middle School
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241
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1
2
4
5
6
7
8
9
10
11
12
13
14
15
16
17
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242
6.
Native Teacher Evaluation

Name :
(M, F)
Nationality :
Category
DOB :
(married, unmarried)
Term of Employment : 201*. . . 201*. . .( yr)

Criteria
A (5)
Submission of Lesson Plans

Development of Teaching
2
Materials
Participation
in
English
Lesson
3
Camps
Plans
4
Open Classes
Involvement in After-school
5
Classes
6
Unapproved Absences
Tardies and Unofficial Early
7
Leaves
Work Ethics
8
Sick Leaves
Respect for Policies and
9
Authority
Proper Spoken English
10
(grammar)
11
Teaching Skills
12
Qualification as a Teacher
Quality of
Teaching
13
Cooperation with School
14
Quality of Teachers' Classes
Participation in Evaluating
15
Students' Conversation Skills
16
Growth as a Teacher
17
Overall Attitude
Compassionate
and
18
Understanding
Towards
School Life
Students
19
General Health
Relationship with Korean
20
Teachers
Evaluator(V.P.)
(signature)
Principal
(signature)
Would you like to renew this
Overall Evaluation native teacher at the current
school?
1
201*.
Evaluation and Points

B (4)
C (3)
10+ times
4-9 times
0-3 times
2+ kinds
1 kinds
none
3+ times
1-2 times
none
2+ times
once
none
active
average
passive
none
once
2+ times
none
1-2 times
3+ times
none
1-2 times
3+ times
excellent
good
fair
excellent
good
fair
excellent
excellent
excellent
excellent
good
good
good
good
fair
fair
fair
fair
excellent
good
fair
excellent
excellent
good
good
fair
fair
excellent
good
fair
excellent
good
fair
excellent
good
fair
)points
Total
Definitely
Principal
)points
Yes
)points
points
No, would
like different
native teacher.
.
(signature)
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243
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TO : SUPERINTENDENT, DAEGU METROPOLITAN OFFICE OF EDUCATION

FROM :
Native English Teacher
DATE : 201* - ** - **
Dear Mr. ,
It is with regret that I wish to inform you of my resignation, this day of Monday,
22nd of November, 201*.
I have found my time here in Korea to be a very valuable experience, and I
wish to express my appreciation and high esteem of the EPIK program in general,
and of the administrators of the regional and local offices. I feel those officers I
have been in contact with have done their best to ensure that the native speaker's
stay in Korea is a rewarding and memorable one. This has been the case for myself
personally, and I wish to assure you that I leave for purely personal reasons; not
as a result of any fault or oversight on the part of the program or of the schools
with which I have been placed.
Yours sincerely,
Native English Teacher
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Co-teaching
1. Should co-teachers be in the classroom with me at all times?
Yes, your co-teachers should be in the classroom with you all the time.
2. What if my co-teacher doesn't even come to class? Or when they come they don't
do anything?
If your co-teacher is not present with you during class, politely ask him or her to
do so. In class the least that your co-teacher should be doing is monitoring the students
and helping with class management. If your co-teacher is doing nothing say you need
help with classroom management to let them know.
3. How much flexibility can I have in teaching?
You and co-teacher should sit down and discuss your flexibility. Discuss each person's
role in class and always make certain your activities are appropriate for the students'
level.
4. Should my co-teacher be always translating everything I say into Korean? Similarly,
how much Korean should be used in the class?
This depends on the students' level. Students who are not good at English will require
more translation than others. However, it is recommended that you always try explaining
in English before, as the last resort, asking your co-teacher to translate.
5. Do I have to use the textbook?
If your co-teacher has asked you to use your textbook, please do as instructed. If
you feel the need to change or modify something, consult your co-teacher before
class.
6. How can I get my students to talk in English?
This is the ultimate goal of native teachers. Every teacher has their own method of
inciting conversation. Through your teaching experience, you will discover which
methods work for you and which do not. You should always ask experienced teachers
for further advice such as your co-teacher.
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251
Duties
1. What are the expectations regarding participation in field days, school trips, festivals,
sports days, etc.?
You are to attend all school events unless instructed otherwise. A school event does
not mean you have a day off. If you would like to know in advance, ask your co-teacher
for a yearly itinerary. Every school plans a yearly itinerary at the beginning of the
year, providing you with various school schedules including dates for holidays, exams
and vacations.
2. Do I have to come in to school during school vacation? If so, what will I be doing?
Yes you must go to school during school vacation. It is advised that you use the
time for lesson planning. Truthfully, however you may not be doing much so find
ways to be productive.
3. Is it mandatory to be present in school for the entire day even if I am finished
after lunch and have no prep work to do?
Yes. You are expected to abide by the work hours stipulated in the contract.
4. Can I eat lunch at home and then come back?
No. Your eight hours of work at school includes lunch at school. All teachers are
expected to have lunch at school. If you cannot eat cafeteria food, you may bring
lunch from home.
5. Is it my duty to help with non-English related work, such as, helping the school
with spring cleaning or to prepare for school events?
No, it is not yourdutyin terms of the contract. But remember, you are part of
the school faculty. Helping with non-English related work improves your relationship
with your school. It is strongly advised that you participate.
Problems at School
1. What if I do not get along with my co-teacher?
If you do not get along with your co-teacher, ask to meet with him/her to discuss
the problem. Usually, it is small misunderstandings that may be resolved quickly.
If the problem requires a third party to help facilitate, ask your vice-principal or principal.
Contact DMOE if everything else fails.
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7.
2. What if I do not like the school I am working at, can I be transferred to another
school?
You cannot be transferred in the middle of your contract. We suggest that you do
your best at your current school to receive a high score on your evaluation in order
to be considered for transfer to the school of your choice.
3. I would like to socialize more but no one in the teachers' office approaches me,
what should I do?
We suggest that you take the initiative and try to start small talk. Also, it would
really help if you tried to meet halfway by speaking English and Korean. This will
open doors to new conversation and relieve any stressful anticipation.
4. When I meet a person who is part of the school faculty for the first time, how
should I address him or her?
It is safe to address everybody as (sun-saeng-nem) which means teacher.
5. If we are injured at school, does our school cover part of our medical costs?
Everyone at school has an occupational health and security insurance. If you are
seriously injured in a work related accident you may file a claim to the insurance
company. Depending on the situation your claim may be granted or denied.
Financial Matters
1. Are we always compensated for having to leave the school for official meetings,
demo classes and such? If so who pays for it and how much?
No you are not always compensated. This depends on the nature of your leave.
If the function you are attending is paying you, you will not receive any pay from
your school. Your school will only pay you, when you have an obligation or responsibility
to that function, such as, going to another school to observe a demonstration class;
your school will pay for your transportation. You will not be paid if you go on a
field trip with your school because it entails no responsibility.
2. What should be included in the breakdown of my monthly pay slip?
There should be a total of five deductions:
Income Tax (30,000w 40,000w)
Residence Tax (5,000w)
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253
National Pension Premium (90,000w 100,000w)

National Health Insurance Premium (50,000w 65,000w)
Lunch (20,000w 50,000w)
Make sure you are receiving a pay slip monthly!!!
3. My school has scheduled me for 23 hours on odd months and 21 hours on even
months. Should I be getting paid more on odd months?
By the contract yes, but, remember that you want to maintain a good relationship
with your school. This means striking a balance between giving and receiving. Our
advice to you is to not ask for the extra pay for two reasons. You will save your
faculty from having to reschedule your timetable and if you combine the hours of
each month, it averages to 22 hours anyways.
4. My school held a summer camp and all the other native teachers got paid except
me. What happened?
Your school does not have to pay you for teaching at your own school. You would
have been working and lesson planning anyways. The other teachers are paid because
they are viewed as guests in Korean culture. Think of it as a courtesy. The amount
will vary from school to school.
Camps
1. I want to plan my vacation. When will I know about DMOE and school camps?
As a reminder summer camps usually start mid-July to the first or second week of
August, and winter camps are usually scattered throughout January. We will try to
have summer camp schedules finished by June and winter camp schedules by November.
2. During vacation can I request to use unpaid leave for more additional days off?
No. Unpaid leave is allowed only in circumstances where no other option is left.
For example, when someone is seriously injured and uses all their paid sick leave.
3. If someone agrees to do my camp for me, are they allowed to cover me?
No. You are solely responsible to complete all your camps.
4. How much do we get paid for camps?
The exact amount has not been decided but you should get paid for transportation,
worksheets, and lunch. You will always get paid for transportation but not for the
other two. You will be paid if applicable.
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Ji Won Shin()
Youri Choe()
Linda Suh()
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2012

: 2012 8
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: 76 11
TEL(053) 757-8000 FAX757-8889
: TEL(053) 425-0069
2010
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EPIK-DMOE Regulations and Duties For Guest English Teachers, 2012

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Contents

(2) ( FTA, CEPA )

Application(2 passport-size photos)

Self Medical Assessment

Official Medical Report

Criminal Record Check(Apostilled)

Certificate(teaching, TEFL, CELTA, etc.)

Proof of Professional Teaching Experience

Alien Registration Card Copy

Proof of Secondary Education

- ( . 626-6344, 6345, 6346)

- ( )(Apostilled Criminal Record Check)

- (Proof of Professional Teaching Experience)

. (in-service training, CFG, Korean classes )

(2,100,000 40% + 2300,000 )

: 2,056,440 (2,100,000 - 39,600 - 3,960)

. English Golden Bell

. Song and Chant Contest

. Reading English Books Contest

. Spelling Bee Contest

. English Play Contest

. e- tutor EBSe e-class

. English E-mail Pen Pal

. English Book Club

1-3 1,3 / 4-6 2,4

2) : , 15:30 ~ 16:30 (1)

Activities for English class

Category Questions to Get You Started

One Word Association Game

End Letter Chain Game

One Word Story

What Is It Imaginary Clay?

Imaginary Object Pass

Have your group ready to form a line in order of.

Plans for English Training for Teachers( )

Greetings, Introduction, Checking attendance

Physical conditions in the classroom

Finding Page, distributing handouts

Using visual aids, Grouping the students

Games & activities, Songs & chants

Role-play, Coloring & drawing

Test, Student presentation

Assigning homework, Stop working

Using Books for English Integration

I. Why use books?

. How do you use books?

. When do I use books?

. Books / Readings for 5th grade

Ask them to read with voice.

Unit 2. What day is it today? : (focus on vocabulary)

Monday, I want soup.

Unit 3. It's under the table! (focus on prepositions)

Unit 4. She's tall! (focus on describing a person)

For Fun - Ordinal numbers

Plans for English Training for Parents

Team teaching English Room

English Books of the library, worksheets

(theme) : team work, eni mini

: student intro, review

: worksheet, hot potato

: intro, ABC, hokey pokey song

: food, Do you like..? How do you like?

: Monday, book read and exercises