Você está na página 1de 220


English Teaching Assistant (ETA)

Teaching Manual

EDITOR'S NOTE.................................................................................................................................................5
HOW TO USE THIS MANUAL.........................................................................................................................5
KOREAN EDUCATIONAL SYSTEM...............................................................................................................5
YOUR ROLE AS AN ETA.................................................................................................................................6
KNOWING WHO’S WHO IN YOUR SCHOOL...............................................................................................7
SETTING UP SHOP............................................................................................................................................8
TEACHING ENGLISH CONVERSATION.......................................................................................................9
LESSON PLANNING.......................................................................................................................................10
STRUCTURING YOUR LESSON FOR SUCCESS........................................................................................11
ELICITING STUDENT RESPONSE................................................................................................................12
CLASSROOM MANAGEMENT......................................................................................................................13
VISUALS AND MATERIALS.........................................................................................................................16
KEEPING UP WITH POP CULTURE.............................................................................................................17
HOME STAY TUTORING...............................................................................................................................18
CLUB CLASSES...............................................................................................................................................18
CONNECTING WITH TEACHERS.................................................................................................................19
LESSON RESOURCES.....................................................................................................................................20
SAMPLE LESSON PLAN...............................................................................................................................22
SAMPLE ACTIVITES......................................................................................................................................22
POP SONG VARIATIONS...............................................................................................................................23
JEOPARDY VARIATIONS..............................................................................................................................24
FILLER ACTIVITIES.......................................................................................................................................24
SITUATION SKITS..........................................................................................................................................24
Useful Korean Terms..........................................................................................26
DICTIONARY OF SCHOOL TERMS..............................................................................................................26
ENGLISH CLASS PHRASES...........................................................................................................................27
CLASSROOM RULES......................................................................................................................................28
Introduction and Greeting Lessons.....................................................................29
TEACHER INTRODUCTION LESSON..........................................................................................................29
SELF-INTRODUCTION COLLAGES.............................................................................................................31
THE GREETING LESSON...............................................................................................................................32
INTRODUCTION AND GREETINGS.............................................................................................................33
GREETINGS AND INTRODUCTIONS...........................................................................................................34
GET TO KNOW THE STUDENTS..................................................................................................................35
INTRODUCTION OF ADJECTIVES...............................................................................................................38
PREPOSITIONS: WHERE IS IT?.....................................................................................................................40
MINIMAL PAIR TREES...................................................................................................................................42
MAKE-A-SENTENCE AUCTION...................................................................................................................42
EXAMPLE PRONUNCIATION LESSON.......................................................................................................45
PRONUNCIATION PRACTICE.......................................................................................................................46
CLASSIC TONGUE TWISTERS.....................................................................................................................47
GIVING ADVICE..............................................................................................................................................48
GIVING ADVICE..............................................................................................................................................51
EMOTION IN LANGUAGE.............................................................................................................................51
EMOTIONS and BASEBALL...........................................................................................................................56
INFLECTION and INTONATION....................................................................................................................57
COMMON MISTAKES IN ENGLISH.............................................................................................................59
SLANG AND IDIOMS......................................................................................................................................60

KONGLISH TO ENGLISH...............................................................................................................................61
KONGLISH TO ENGLISH DICTIONARY.....................................................................................................62
ASKING AND ANSWERING QUESTIONS...................................................................................................64
M&M LESSON..................................................................................................................................................66
THAT’S FUNNY!..............................................................................................................................................68
Written English...................................................................................................69
EXAMPLE POETRY LESSON........................................................................................................................70
WRITING A POEM ABOUT MUSIC..............................................................................................................71
SCRAMBLED STORY.....................................................................................................................................74
BUILD A STORY..............................................................................................................................................75
STORYTELLING CONTEST...........................................................................................................................76
LOVE STORY...................................................................................................................................................77
ILLUSTRATING A BOOK...............................................................................................................................78
COMIC STRIPS.................................................................................................................................................79
PEANUT BUTTER AND JELLY.....................................................................................................................80
AN AMERICAN CLASS: PEANUT BUTTER & JELLY (PB&J)..................................................................81
CHRISTMAS CARDS.......................................................................................................................................83
SECRET VALENTINE.....................................................................................................................................89
EARTH DAY.....................................................................................................................................................90
TRAVEL AGENCY DIALOGUE.....................................................................................................................95
WORLD LESSON.............................................................................................................................................97
GEOGRAPHY MADE EASIER.......................................................................................................................99
GEOGRAPHY and the WEB...........................................................................................................................100
VACATION TRAVEL....................................................................................................................................102
Music and Movies.............................................................................................103
SO, YOU LIKE MUSIC?.................................................................................................................................106
쟁반노래방/ JENGBANG NOREHBANG (Tray Singing Room).................................................................107
VIDEO SCAVENGER HUNT........................................................................................................................110
Subject-Based Lessons.....................................................................................111
HIGH SCHOOL IN AMERICA......................................................................................................................111
MIDDLE SCHOOL IN AMERICA.................................................................................................................114
AMERICAN vs. KOREAN SCHOOL LIFE...................................................................................................116
BLACK HISTORY MONTH..........................................................................................................................118
SOCIAL PROBLEMS.....................................................................................................................................118
SOCIAL PROBLEMS II..................................................................................................................................121
WAR OPINIONS.............................................................................................................................................122
BLINDNESS AND TRUST.............................................................................................................................123
FAMILY LIFE.................................................................................................................................................130
SHOW ME THE MONEY!.............................................................................................................................133
NUMBER REVIEW........................................................................................................................................139
BIG NUMBERS...............................................................................................................................................140
GUESS THE PSYCHO (Descriptions)............................................................................................................143
WHO AM I? (Describing People)....................................................................................................................145
DINNER AT SAJIK RESTAURANT.............................................................................................................147

DIRECTIONS II..............................................................................................................................................152
ALL AT THE SAME TIME............................................................................................................................153
WHERE’S WHERE AT OUR SCHOOL?......................................................................................................158
SCHOOL ROOMS...........................................................................................................................................159
BODY PARTS.................................................................................................................................................165
GAMES TO PLAY WITH THE BODY!........................................................................................................166
THE DOCTOR’S OFFICE..............................................................................................................................167
WHEEL OF FORTUNE..................................................................................................................................170
VARIATIONS ON THE BASKETBALL THEME........................................................................................173
OPPOSITE WORD SEARCH.........................................................................................................................174
MAKING A BOARD GAME..........................................................................................................................176
TWO TRUTHS AND A LIE...........................................................................................................................177
MEMORY GAME...........................................................................................................................................179
MAD LIBS.......................................................................................................................................................180
PSYCHOLOGY TEST....................................................................................................................................181
QUIZ SHOW....................................................................................................................................................182
TRIVIA: THE HUMAN BUZZER GAME.....................................................................................................186
SCAVENGER HUNT......................................................................................................................................190
THE ENDING GAME.....................................................................................................................................192
WHAT THE HELL ARE THEY DOING?......................................................................................................193
ANIMALS ARE PEOPLE TOO......................................................................................................................194
HUMAN BINGO.............................................................................................................................................199
RED ROVER...................................................................................................................................................204
CHAIR GAME.................................................................................................................................................205
Teacher Workshops..........................................................................................206
EXAMPLE TEACHER WORKSHOP WORKSHEETS................................................................................208



This manual contains sample lessons that have proven successful for past ETAs. Though the constant refrains
of "it will depend on your teaching style," "it will depend on your school," "it will depend on [name other
specific factor that differs drastically from ETA to ETA or situation to situation]" still hold, the notes of nine
previous years of ETAs included herein will undoubtedly be a valuable tool as you mold your own experience in
the year ahead. Use the lessons and advice found on these pages as a guide. We can give you recipes and
ingredients. It is your right and your duty to mix and match what you're given to suit your needs.

Your role is to be both a teacher and an ambassador; you should take both of these ideas seriously. Thus, no
matter how exasperating a day you have in the classroom, remember that your students have benefited from
your being there. Probably the best piece of advice ever passed on from one generation of ETAs to another was
also one of the simplest: love your students. Give them your energy and creativity as their teacher, and show
them respect and kindness as a fellow person. Learn from them as well. Ultimately, you are there for the
cultural exchange that is provided in your classroom and elsewhere in your ETA lives. Never forget this.

Above all, always remember to have fun as you teach. You don't have to be a sideshow, but inject your humor
and personality into the lessons whenever possible, to remind your students that you are a real human being too.
Your students know what lectures are like, but they've rarely had even minimally interactive classes. Find what
is right for you and take it from there. If you win their hearts, they will want to learn English just to be able to
have a conversation with you.

Finally, we hope that your experiences and observations can go into the editing and reworking of this manual.
In summary: (1) have fun, and (2) please revise this manual for future generations of ETAs.


Be Informed
Read the entire manual carefully. It will answer many of your questions about school, especially the GENERAL
ADVICE section.

Understanding the Lesson Book

The Lesson Book was designed to give you the benefit of the cumulative experience of all the ETAs that have
come before you. It cannot be stressed enough that getting your teaching responsibilities in order will set the
tone for the rest of your experience in Korea. A good lesson plan will result in a good week in school, which
will allow you to fully enjoy your other experiences in Korea.

As a result of the vast collection of lessons accumulated over the years we have only included a variety of staple
lessons, so it provides a basic overview of the topics and formats that have worked for past ETAs. We
encourage you to create your own lessons, and to adapt the ones here to suit your situation. One guarantee: not
all lessons in this book will work for you. Depending on your individual circumstances, some lessons will work
while others will flop. Don't be discouraged, and always try to think deeply about whether or not your students
will like a lesson before attempting it (e.g. would high school girls enjoy the basketball lesson?).

In closing, be patient and experiment. This lesson book provides you only one way to teach English and is not
universally applicable. Some former ETAs used other ETAs' lessons almost exclusively, while others invented
their own lessons and/or used other books to teach. Ultimately, these lesson plans are the raw materials from
which you can build or supplement your lessons.

Using Other Resources as a Substitute or Supplement to this Manual

Because this lesson book is cumulative in nature, its main weakness is that it does not have a unifying theme or
an organized progression of language skills. If you find that your students cannot gain anything in facing new
and random lesson plans each week (especially in the case of middle schools) or you are feeling stressed at
having to think of a new and interesting lesson plan each week, don't hesitate to switch methodologies and
perhaps work through a book. English language teaching is a big business in Korea, so you shouldn’t have to
look any farther than your nearest bookstore or internet connection to find other resources.

Although generally more pedantic than 'original' lesson plans, a number of ETAs have used a textbook or other
more formal resources while still incorporating ideas from other sources (such as other ETAs' lessons) to spice
up individual lessons. What matters in the end is that your students can get something out of your teaching, and
that you can enjoy teaching your students. If you need to follow the structure of a formal English book to feel

like you're accomplishing something, then go for it. At the same time, don't rule out games or more relaxed
activities; realize the potential benefits of making your students feel happy and comfortable with you and your
undoubtedly non-traditional teaching methods.


Before you begin, we want to mention again that teaching is one of the most important and central parts of your
experience this year. You will spend most of your time at school, with your students and (a little less so) your
teachers. As such, your relationships at school will be central to your happiness and well being in Korea
(EVEN and ESPECIALLY if teaching was not a motivating factor in your decision to spend a year in Korea).

Orienting Yourself
You will arrive at your school in the middle of the Korean school year. The Korean school system usually
begins in March and continues until the end of July. There is a summer recess during the month of August. The
second semester of school begins in late August or early September and (effectively) ends in late December.
There is a month break in January and during the month of February there is usually a 2-week period of classes
and the school year comes to a close with graduation in mid-to-late February. A spring break usually occurs
during the last week of February and then the new school year commences in March.

The Korean school system was founded on Confucian tenets and many of these ideas still hold true today.
Though the system is slowly moving towards a more western style of teaching, the foundation of rigorous
entrance exams still shapes the day-to-day classroom activities as well as the ultimate goals or outcomes of
instruction. The goal of the Korean secondary school system is to prepare the students for the rigorous national
college entrance exam. This exam is compiled solely of multiple choice questions and the preparation for the
exam is rote instruction and memorization (not problem solving, critical thinking or cooperative learning, which
form the spine of the US educational system). Korean middle and especially high schools are extremely intense,
while universities are usually comparatively easier.

Students typically arrive at school between 7-8 am and have an hour to complete their homework. Regular
classes run from 8:30/9:00 to 4:00/5:00, but supplementary classes can run until 6 pm and students usually
return to school after a dinner break for an evening study session. During the day, there are about seven 45 or
50 minute class periods, an hour lunch period and a 20 minute cleaning period.

English is becoming a second language in Korea, but the quality of English teaching is disparate. Some English
teachers have studied abroad in the US, England, or Australia, while others can barely string together a coherent
sentence. As of 2001, the Korean government is trying to increase the actual English speaking that takes place in
Korean English classes. Eventually 90% of all English teaching is supposed to take place in English. As a
result English teachers themselves are facing continued pressure to improve their English speaking skills and
develop new teaching methods. Consequently, your school will most likely look to you as the authority on
teaching English, and many people will be interested in your “innovative” methods. Depending on your
situation your school may want you to lead teacher workshops.

You will probably have a great deal of freedom and flexibility in what you teach to the students. But, schools
do have specific expectations for ETAs, which may include getting your students to “like” English, and
increasing your students’ speaking ability. Many schools/teachers will discourage you from teaching grammar
because that is seen as the job of the Korean English teachers. However, don’t let this discourage you from
introducing the grammar forms needed for the language functions that you are teaching (see TEACHING
ENGLISH CONVERSATION section). Regardless, have fun and get your students talking.

This booklet is just one of many sources you have to choose from to synthesize your lessons. English language
textbooks are quite excellent. Before going to your homestay or shortly after your arrival, you should attempt to
obtain some other teaching materials to supplement what can be found in this booklet. See the section on
LESSON RESOURCES for helpful hints and books that previous years' ETAs found useful.


The maximum number of hours that you are expected to teach at your school was stipulated in the contract
drawn up by Fulbright. Last year (2003-04) that number was 20. You should not be required to teach more
than the specified number of hours. An hour is generally defined as a single class period or 60 minutes,
whichever is shorter. Therefore, if you teach 20 classes that last 45 minutes apiece, you should not be expected
to make up the four and a half hours of 'absolute' time lost because the class periods in your school do not go the
full hour. If on the other hand your classes last more than an hour - highly unlikely, in fact never reported by an
ETA - than you cannot be expected to teach the full number of hours (read: periods) required in your contract.

Offering to teach an extra class or more per week, either a supplementary “club” class or a teachers' class, is a
wise political move on your part (it may help to win you some much desired favors later on with respect to
vacations, scheduling etc.). However, this is your decision to make, so you should not feel obligated. If you find
the school pressuring you to teach extra hours of English and you do not wish to - regardless of the context -
then tell Fulbright and they will shield you. Basically, the message is that you are “under contract" and that any
extra time you make to your school should be voluntarily made, not externally mandated.

Finally, with nearly 20 hours per week teaching load, you will be teaching the same if not more classroom hours
than your average Korean school teacher. With this in mind, be respectful of yourself and the many reasons that
you came to Korea aside from the teaching experience. Though there is much to be said for trying to curry favor
with your school administrators, especially at the beginning, be mindful of the fact that the arrangements you
make will last for at least half of your stay in Korea. It would be wise to sit down and figure out what else you
want to do while here (martial arts, language class, traveling, applying to graduate programs, etc.) and approach
the scheduling situation with your school accordingly. Remember, you'll only be hurting yourself and your
students if you end up overworking yourself or resenting your schedule later on. Budget some time for yourself
within your week, all you overachieving Fulbrighters... you'll need it.

Your Schedule
In general, students have English class 4-5 days a week. You will teach one of these classes and the Korean
teacher will teach the remaining. While you have one main co-teacher, you will actually be teaching the classes
of several different teachers. Based on the experiences of previous ETAS, you may want to try to arrange your
schedule with classes concentrated in the afternoon or morning, but not all day long, if possible. In addition,
many ETAs try to work out a Tuesday to Friday or Monday through Thursday schedule. Some schools will be
more or less willing and/or able to accommodate such preferences - they are not obligated to honor any
scheduling requests as long as your hours are kept at or below the contract limit and are scheduled on Monday
through Friday. Emphasize that you are here to teach as well as to experience Korea through travel and
involvement in activities outside of the school, and that having this kind of "packed" schedule will make it
easier to do both. Also keep in mind that your Fulbright teaching schedule already relieves you of both
Saturday teaching duties and the requirements other teachers have to stay at school throughout each day.

Ask your co-teacher to inform you ahead of time about holidays and testing days (if all your classes have tests,
you may not have to teach = a holiday for you!) Although you may not have to teach on the days of sports
festivals, school-wide assemblies, class-year field trips, picnics, camping trips, etc., it's a good idea to see how
Koreans do these kinds of events. In many cases, they will fit in the "experiences I'll never forget" category of
your Korean life, because they'll differ so dramatically from the expectations of such events that you've built up
in the States. Also, any time you spend time with your students outside of the classroom will benefit you later;
they will feel more comfortable with you and work hard to please you. They may even fall in love with you, in
which case you'll get some cute fan mail.

Write down your class schedule and ask for a copy of the comprehensive schedule as well (with all the periods
and subjects on one impressive chart). Make sure you know which English teachers are in charge of which

You also want (from the beginning) to make a record of lessons taught (and on which date you taught each one)
so that you do not inadvertently skip or duplicate a lesson. Some ETAs kept journals or a notebook with each
class getting a page (with a line or two of notes each week), or at least a chart on which they wrote the lesson
themes along one side and the classroom numbers along the top (marking the date of a lesson taught to a given
class in the appropriate cell).

Testing Periods
Korean schools have test periods ranging from a few days to a week in October, December, May, and July. The
exact dates will vary from year to year and school to school. The schools usually have an idea when these tests
will be, but the dates are not made definite until right before they happen. Unlike American schools schedules,
Korean schedules are highly flexible and always subject to last minute change. During these test periods you
are free from school responsibilities and are effectively on vacation. You may not be asked to proctor exams
during this time, so go traveling and live it up! You may need Fulbright to back you up on this, so don't hesitate
to ask for their help. You may, however, be asked to give ‘speaking tests’ prior to these exams dates.

Breaks and Holidays

Korean schools have a break in the winter that usually lasts the month of January. You are free from all
teaching responsibilities during the entirety of your winter break, while still receiving your usual monthly salary.
Most teachers in Korea get this perk, so don't feel bad. Some ETAs have been pushed to teach during some part
of the winter break without extra compensation. This should not happen to you.

Again, any decision to teach during any portion of your break is yours to make, not the school's. You are also
not required to make up hours lost due to holidays in the Korean school year (Korean Thanksgiving, New Years'
Day, etc.).

If you find your school pressuring you in a way that violates these contractual rules, or just makes you
uncomfortable, contact Fulbright, and they (she) will help to straighten it out for you. As a last resort, call Mrs.
Jai-Ok Shim.

NOTE: As you have no doubt noted, your obligations to the school, contractually speaking, are purposefully
limited. This is to give you the freedom to spend your free time as you wish. In past years, some ETAs stayed
after school, hung out with teachers or taught them for free, watched movies with their students, taught extra
classes, and really disappeared into their schools. Other ETAs fulfilled their contractual obligations, and that
was that. Ultimately, you have the freedom to decide whatever path you wish to choose. The most important
thing is that YOU decide.


Principal and Vice Principal

The exact roles of the key players in your school will differ according to many circumstances. Principals
generally hold extraordinary powers over other members of the faculty. Often, the Principal's duties involve
tending to the school's external affairs and public relations and to matters of an urgent, controversial, or
otherwise extremely important nature. The Principal may often be away from the school or may seem to be a
minor physical presence in the day to day operation of the school. He or she often occupies an office separate
from the other teachers.

On the other hand, the Assistant Principal's desk is often located smack in the middle of the largest teachers'
office. As such, the Asst. Principal is "in control" of the daily basic operations of the school. He or she may
seem to be something of a fixture in the teachers' office, and will generally be the final word on anything but
matters of an urgent, controversial, or otherwise extremely important nature. It is quite literally always in your
best interest to keep both of the aforementioned individuals happy. Much more than in any American school
you're likely to have encountered, others afford people in either of these two positions inordinate levels of
respect in the school (by teachers even more than by students). See section on "Giving Insa".

In many schools you have to climb a great distance down the ladder of power and influence to reach the next
authority figure (after the two Principals listed above). Two basic factors that determine the character of
relations between members of the faculty are age and gender. Female teachers are often shown more
consideration than you may expect based on horror stories you've heard or generalizations that you've made
from watching interactions between males and females in the Korean public at large. However, you are still
likely to note a pervasive notion that in Korea being older and being male earns you a certain default level of
respect regardless of your personality or other factors that may be more important in parallel interactions back in
the States.

Working With Your Co-Teacher

You are likely to be left to a large extent out of the standard hierarchy due to the duration of your stay and to
your foreigner status. So, the next most important person in your school life is the "one who can get you things"
(Shawshank Redemption, anyone?) - your Co-teacher. This person will be able to communicate with you in
English (if not, try to find someone who can!); your Principal and Asst. Principal may not. Your Co-teacher is
the school's basic link to you. The appropriate way to approach any problem, unless you are told differently, is
to first ask your Co-teacher, and to go beyond (or above) him or her only if absolutely necessary (ignoring this
rule of thumb is a good way to ruffle some feathers).

After arriving at your school, your Co-teacher is likely to be something of a crutch for you, at least for a while.
Don't sweat it; this is natural. The Co-teacher should help you find your way to and from school, obtain
supplies, set up your schedule, meet the appropriate people at the appropriate times, and take care of other
basics, at the very least. For many ETAS, the Co-teacher takes on an extensive role throughout the year,
attending class with the ETA or otherwise being a fairly active part of the ETA's daily life at the school. In
other cases, the Co-teacher's role may be quite minimal after the initial push.

Your school will determine whether or not you will teach with a co-teacher. Last year, a large number of ETAs
taught without a co-teacher. This manual has many ideas that will help you if you have to fly solo into the great
Korean classroom adventure.

A number of us teach with co-teachers; their participation in the English lesson can range from being a shadow
that pops its head in from time to time, an observer who sits at the back of class and does nothing (or reads a
book that may or may not be related to English), a minor participant in the class who helps you run the show, or
in rare cases an actual team teacher who is active in your lesson and helps it run smoothly.

Since you will have no idea about your school’s policy until you actually get there, it will help you to have some
idea of how to teach with and without a co-teacher.

One piece of advice will help you before you step into your first class: ask your school right from the start what
their policy is. Ask if you will be teaching alone or with a co-teacher. Ask what role the co-teacher will play if
one will be with you in the classroom. In some cases, your school will ask which you prefer, or how you would
like to conduct your classes. Some schools are quite willing to do what they can to provide a teaching
environment with which you are comfortable.

The Shadows
Here a few things should be said about the “shadows,” that is the teachers who show up to class but play a
limited role in the actual lesson. Again, their role in your class will differ according to the school;
understanding that role from the beginning is essential in making your class truly, your class.

For ETA’s that have English teachers pop in from time to time, your teaching experience will be much like
teaching without a co-teacher at all. You must remember, however, that the class time is yours; do not allow the
flow of your class to be interrupted. Do not allow them to take over, to disrupt the class with numerous “whys”
about grammar, or to be a source of answers to students.

Some teachers may think they are helping you by translating everything you say. While a translation is helpful
at times, if you prefer that your co-teachers not translate during your class, be sure to make them aware of this
from the start.

If the presence of a co-teacher becomes a problem, you can very politely make your English teachers aware of
this. You can jokingly say, “Now, Mr. Lee, don’t give out answers! Let them do their own work!” You can
ask them to let you know when they will drop by so that there are no surprises. Focusing on the class rather
than directly talking to your fellow English teacher can also help. Instead of asking him or her to stop giving
out free answers, you can tell the class with a smile, “Hey everyone! Don’t look at Mrs. Bak-look up here!
You’re all very bright, so you can find the answers yourselves!”

If it reaches the point that your class is becoming less effective because of an English teacher, it may be time to
have a talk with your teachers. There is time for playing the “saving face” game; however, if the game drags on
for too long, you might end up with a heap of stress, and more importantly, your students will suffer. If you
approach your staff seriously and present your ideas about how the students can learn English more effectively,
they should be willing to listen. Emphasize how the English staff together (this includes you) can make the
class better.

Team Teaching
In some schools, English teachers will accompany you to class and truly assist you in your English lesson. Your
teacher may tell students that this is your time-that you are the main teacher and that he or she is only there to
help out.

If you are team teaching, you should find out just how big a role your school wants your co-teacher to play in
your class. You should also very seriously consider how you would prefer the class to be run. Your teachers
will often be very receptive to your preferences, so do not be afraid to mention them. Tact is always a good
thing, however-do not come off with an “I want this” attitude-that’s not cool anywhere!

Getting Your Class Ready For Team Teaching

To make sure that your students do not become over-reliant on the Korean teacher during class, there are some
things you might want to do in your first few classes.

Think about phrases you use or intend to use while teaching. Students may not have learned the phrases you use
every day; they will certainly not be accustomed to your speaking style and having you as a regular face in
school. Any phrases that you use frequently can be put down on a list with either a Korean translation or blanks
for the students to fill in as an activity. I often say, “Got it?” instead of the standard “Do you understand?”
Phrases you use often, as well as common class phrases like “Take out your…” should be practiced at least
once; they should also be used consistently throughout the year. A list of phrases that the students should use
when speaking to you during class is also very useful.

By preparing them with useful phrases and expressions, you can lessen the need of the co-teacher to translate
simple instructions. The students in my classes are always so proud when they understand even these everyday
phrases, so it seems to help with their confidence in class as well.

Some co-teachers will let you be creative and fly. Others will want you to follow a certain curriculum and use a
certain format in your class. What I have found to be ideal are the co-teachers that let you be creative, but also
let you know areas in which the students are in need of practice.

If you end up with a great deal of creative freedom when designing your lessons, let your teachers know that
you are willing to help the students practice things that may need work. My co-teachers told me that they had
trouble pronouncing certain English sounds, so they asked if I could help them with a pronunciation lesson.

Criticism can also be a welcome and helpful gift from your co-teacher. Just remember that teachers might be
reluctant to criticize you (in other cases they may be over-eager!); asking for criticism on how you can better
reach the students will help you immensely.

The Lesson
Generally, it is at the beginning of the lesson that your co-teacher should play his or her biggest role.
Remember that each class will be different-they will have different attitudes and different English levels. Lower
level classes may require your teacher to translate a little more than others. You also have to consider that each
English teacher teaches differently. Some use English in class, some do not use English at all.

After introducing the lesson briefly, I usually need to provide some background on the lesson or give some
instructions. Do everything you can to make students understand. This might require some sign language and
body movement, and it might also require pictures or charts, but try to keep everything as simple and
understandable as possible.

There will be times when you get blank stares-that’s when the co-teacher can help you out. At times the
students really do understand, but they are just not confident enough to admit it. A good co-teacher does not
directly translate each time; he or she helps the students connect the English they understood to find the whole
idea. For example, my co-teacher might say, “What did he say?” or “What do you do first?” One of the best
teachers I have simply asks for words they understood and helps the students link them together.

One advantage of team teaching is that your co-teacher can help you with more complicated lessons. While you
are able, of course, to prepare to give instructions on your own, having the co-teacher there can help you save
time so that you can get down to business quickly. This is great when you want to do something fun that
requires a little more time (and a little more Korean language training). You should not depend too much on the
co-teacher, however. Try to keep these activities to a minimum if possible. Remember, they need to hear your
voice and your English, so give them as much of that as you can.

Once the students understand the instructions, you can go on with the lesson. Ideally, the rest of the class
should be as Korean-free as possible. My co-teachers help me by participating in dialogues, walking around
and prompting shy students to answer, and sometimes giving “freebie” answers to students that need a small
confidence boost.

A Few More Notes About Team Teaching

An additional advantage of team teaching is that your co-teacher will be able to give you information about your
students that will help you a great deal during class. Since your language skills may not be very high and you
will be starting in the middle of the school year, your co-teacher is an invaluable source of information about
your kids.

Your co-teachers can let you know not only about the group as a whole (their overall English level, potential for
noisiness, etc.), they also told me about individuals. They were great about telling me about handicapped
students, students who were very sick or who lost relatives recently; they gave information that I found to be
very useful when I started out. Whether or not you end up team teaching, the other English teachers can provide
you with information that will help you reach your students more effectively. Do not be afraid to ask them for
advice or ideas.

Your desk
If you want to get to know the faculty, it's best to have a desk in the main teachers' room. One ETA had a desk
in a smaller teachers' room with only five desks first semester, and then in the big office with thirty desks during
the second semester, noting a large difference in acceptance among the other teachers in the latter part of the
year. If you are offered your own room or a language lab, you can opt to have your desk in there (or at least to

make it your "base of operations”). This type of avoidance strategy keeps you from having to answer annoying
requests, but you will also miss the chance to get to know your co-teachers better. Decorate your desk with
personally meaningful items or Americana, so that students or teachers who visit your desk can have something
to talk about. You can also post a calendar and your schedule, perhaps even a map of Korea so you can
daydream about your next weekend trip....

Ask the English teachers if they have anything to tell you about your students. For example, there may be a
student with a learning disability in one of your classes or another with a hearing problem, and you may not be
able to perceive this on your own. Many schools and teachers make special allowances for sports stars, but you
do not need to do this. However, do be considerate and patient with those with physical problems. There is a
minimal amount of tracking in Korean schools, but sometimes low-scoring students may be placed in one
classroom. Find out if this is the case at your schools.

In general, Korean students are very similar to American students in their personalities, interests and attitudes,
but they are used to a hugely different educational system. Your students in Korea are responsible for cleaning
the bathrooms as well as memorizing vast amounts of their textbooks-no teacher in the US would ask a student
to perform either of those tasks. Cooperative learning goes against every aspect of their educational system
which is based solely on out-performing their peers on the entrance exams. The students will be willing to try
your new teaching methods but they may need some encouragement, very clear directions and strictly
regimented guidelines. Be patient and flexible with your new ideas but do not let their inexperience with your
teaching methods lower your gereral classroom expectations.

Find out who maintains the supply cabinet. Some suggestions on supplies to ask for right away:
rubber bands
masking and scotch tape
colored markers (at least blue, black, and red)
paper in a few sizes (you may want to maintain a stash of 50 sheets or so in case you have to do some
urgent copying and the paper tray is out)
a ruler
clips or magnets (for hanging poster/other visuals)
paper clips
rubber eraser
Find out where large sheets of paper are kept in case you need to make some big posters for class.
Your classrooms will usually have chalk and an eraser, although occasionally chalk will be missing. It is
useful to get a little tin chalk carrier (through the school or a local shop) and keep a few pieces with you.

Ask for the rules on the use of the copy machine. You may find it best to make one class set and reuse the same
sheets in each classroom instead of making 5OO copies of your handout. If you must give the photocopying to
an office drone, have someone explain the procedure to you in detail from the beginning (e.g. if there's a form,
find out what all the blanks mean - keep a translated copy at your desk), including how to request double-sided,
newsprint paper, B5/A4/B4/A3 sizes.

Audio-Visual Equipment
Most schools have the appliances you need. Some of you may be placed in a language lab/office equipped with
all the goodies. Ask to use your school's technical equipment. If you use your own and it gets broken, your
school may feel obligated for repairs and you will feel terrible. Make sure you know how to use any equipment
before you try fumbling with switches. Remember that the buttons and levers may be printed in Korean, or
worse: Japanese! Always have a back-up plan when using AV equipment. It’s not uncommon to have AV
equipment stop working or mysteriously disappear. Try to find out who the English captain is and arrange to
have these things set up for you before the class starts.

Teacher Names and Desk Locations

Although some of the teachers of your school may be recent transfers (about a fifth to a quarter of the teachers
will rotate to other schools if you are at a public institution), it is a good idea to ask for a copy of the most
recently published yearbook or see if the there is a school web site that you can look at. Make photocopies of
the pages at the beginning: one to cut up and one to keep whole. Ask your co-teacher if there is a map of the
locations of teachers' desks, or draw up a scheme of the teachers' room and put in the names of the teachers

whom you know or need to contact. Get to know all three syllables of their name if you can. This can be a
daunting task, but it's worth it.

Your school will have a morning meeting once or twice a week conducted in Korean that you may or may not
be required to attend. It may be a good idea to start a morning ritual such as writing an aerogram if you have to
attend the meeting. It is interesting to see this meeting at least a few times. If you feel it is a waste of your time,
you may be able to ask your co-teacher to acquire permission for you to skip it.

It's a good idea to give small presents to your Principal, Assistant-Principal, Co-teacher, and possibly the
English Department Chair. American things from home are probably most welcome (honey, calendars, instant
coffee were all big winners this year) or flowers, plants, sweets. Alcohol is a big winner (except in some
religious schools). Also, if you travel abroad, a small gift to the above people would be a great gesture and
maintain friendly relations throughout the year. It is also wise to at some point present small gifts (usually food,
a couple pieces of candy on each desk will do) to the whole teaching staff. These people are, after all, the
gatekeepers to your school life happiness.


“How can I be an English Teacher? I don’t remember what the subjunctive is!”
From our own language classes, most of us think of language learning and teaching as the study of grammar.
But, current ESOL methodology and knowledge about language learning tell us that people acquire language
and grammar by relating language with meaning. Think of how you remember anything, from your telephone
number to an abstract concept. You remember it by relating it to what you already know, by expanding your
already existing ideas, and you choose to remember it because it has meaning to you. Sheer memorization will
only get you so far in remembering AND understanding any concept, and language learning is the same way.
Language learning is the production of a new creative system, and new knowledge is acquired when you add
new pieces to the already existing system.

As a result, language teaching and especially English Conversation teaching is most effective when you activate
students’ prior knowledge and provide them with a context with which they are familiar. For example, walking
into your class and introducing the “past tense” will do nothing for your students. They will stare at you more
than they already do! But, walking in and asking them, “What did you do last weekend?” would give them
something real to talk about while using the past tense. In this conversation about their weekend it would be
completely appropriate to remind them of the irregular forms of the past tense, but focusing the entire lesson on
a grammar drill is boring, and it is clear that it does not foster acquisition.

The best way to come up with these meaning/grammar relationships is to think of what is often referred to as
“language functions”. These are the purposes and situations for which we use language, for example: making
requests, apologizing, ordering food, making introductions, greetings, telling time, asking for prices and
bargaining, and anything else you can think of. In this sense, you don’t need to have an in-depth understanding
of the subjunctive to be an ESOL teacher, you just need to think about your own language usage, identify the
grammar associated with the function, and teach this to your students. If you need help, take a look at the series
called “New Interchange” because it is based on this approach.

My students won’t speak, help!

In teaching English Conversation this year, it is also essential that you remember that understanding,
remembering, and retrieving language are required for language production. As English Conversation teachers,
your main purpose is to get reticent Korean students to produce the English language. This can be a challenge.
Therefore, it is important to give students, especially at the beginning level, a chance to practice production
before you put them on the spot to talk. This can be done through group recitation (the students repeat what you
say), guided writing (giving students a limited fill-in-the-blank writing assignment to get them thinking), and
controlled practice. Controlled practice is any activity in which you give students a specific question to answer
based on examples and models that you have already done. For example, controlled practice is asking students
to say $1.25 after you have already shown them how to read dollars and cents.

In effective language teaching, this is then followed by free practice. The free practice means providing
students with a situation in which they use and produce language in a more loosely structured way. For
example, giving students items for which to bargain, or playing “The Price is Right” would be the perfect
follow-up to teaching your students about American money.

All they want to do is play!

Games are a wonderful learning tool and motivating for your students. They love bingo, jeopardy, and Wheel of
Fortune. But, games will serve as a better teaching/learning tool if they follow controlled practice, and serve as

the free-practice portion of your lesson. Korean students love to compete, and you can make a game out of
anything. But, free practice can also constitute writing their own dialog, completing a word puzzle, or open
discussion. Varying the types of free practice you employ will keep you students interested, and expand their
repertoire of skills.

They don't understand enough to get the game started!

Half of the battle in classroom management is getting your students to understand and do the activity that you
are trying to lead. Remember that is vital for them to understand your directions. Giving directions to ESOL
students can be painful, but trying to start them on something when they don't understand is even worse. If you
have lower level students, give the directions orally, visually, and by example. Taking the time to create an
example for your class, and to take them through it with you will do wonders for the way the students are able to
carry out the assignment. Yes, better students can help worse students, but it is better for everyone to
understand from the beginning.

I don't give a grade! I'm not a real teacher!

Most ETAs don't give grades or tests, and while this means extra vacation time, it also means a lack of
accountability in your classes. As a result it is vital to create some sort of system of accountability in your
classes, and to make sure that your classes are relevant to the skills the students need to get into a Korean
university. As for accountability, some ETAs have used "participation cards" that they use to call on students
and to record whether or not they participated. The students with a good participation record then receive a
prize at the end of the semester. Others simply provide stickers or candy as a reward for doing the class work.
Whatever you decide to do, remember that fostering student accountability will foster better behavior. As for
relevance, take a look at the students' textbook and ask questions to keep yourself informed about what the
students are doing in their regular classes. Building off of what they are already studying may make your class
seem more meaningful and helpful to them, and it will also help to foster acquisition. Likewise most of the
basic conversation topics are relevant to their course work because of the English listening tests that they must
take. As a native speaker you have the perfect opportunity to help them to practice their listening skills. You
may even want to remind them that they are practicing for these tests in your class. Other than that, maintaining
clear classroom policies about behavior and participation will make your life much easier.


Having your lessons hang together in one form or another is essential to their success. It encourages class
participation (in that your students know what to expect from you), increases the effectiveness of your work by
requiring your students to remember and activate what they have learned from you in the past, and lends
credibility and stability to your teaching.

The traditional ETA situation, however, makes this rather difficult. We don't work from textbooks, so we have
no "objective" guidelines. We generally see our kids once a week or less, which (if you remember your elective
classes from high school) makes carrying over knowledge, activities or homework almost impossible. The
infamous Korean last minute scheduling changes often challenge the best laid plans of mice and ETAS.

However, it is in your (and the students’) best interest to plan your lesson, even if it means scribbling it onto a
piece of paper on the bus on the way to school. As one 2002-2003 ETA notes, “Trying to teach without a lesson
plan is tantamount to presenting a 50-minute keynote address without an outline only worse since the academics
or professionals assembled as the audience will sit quietly and attempt to pay attention. Drive with a map.
Teach with a plan that outlines objectives (what you want to teach), materials (what you need to teach),
procedure (how you will teach), evaluation (how you’ll assess teaching effectiveness). Plan ahead for less stress
in the classroom.”

How do you get around these obstacles?

Look ahead. Find out when the kids have: vacations, exams, holidays ... and plan accordingly, as best you can.
Planned dates will change (it's inevitable), but you should be able to get a general idea of what your schedule
will look like for a given general time period. Something to note well is that our "first semester" of teaching
(from August to winter vacation in December) is short and fraught with holidays and long weekends. The
deadly entrance examination also falls in November. Expect your schedule to be much more settled in the
"second semester" (March to July), when there are long blocks of time without holidays (yuck).

Use the Inverse Pyramid Planning Technique. Using this technique you place universal, umbrella-type lessons
- the ones that will have repercussions or relations to all lessons following at the beginning of the semester.
From there you work down to the more specific, context-dependent lessons. For example, teach lessons

"Pronunciation," "Intonation and Inflection," "How are you?" and "Questions" in the beginning of the year.
Teach "Weather," "Collage Stories" and "Fear" later on.

Use the Unit Technique. Find lessons that naturally hang together or have some sort of progression throughout
them, and teach them in a series. At the end of a long series, teach a capstone lesson involving the vocabulary
and skills from all of them.

Directions - Money - Shopping: Let's go to the Mall!

Body Parts - Gestures: Simon Says
Geography - Directions - Money: Travel

There's Always the Option of Using Multi-Period Lessons..., or assigning homework, to increase continuity.
However, these can be very dangerous to use, for two reasons. First, your overworked Korean kids will not
remember to do their homework for your class unless they are extraordinarily conscientious. Second, it is
sometimes difficult to express clearly what you want them to do for the next class; they may be confused, and
lack the courage and/or facilities to ask for clarifications. That having been said, lessons that continue for more
than one period may have the advantages of- a) enforcing ideas through repetition (Korean students are not
strangers to this method of teaching), and/or b) allowing you to create more complex lessons or to move to
deeper levels within a certain topic area. One idea that several ETAs tried successfully in the past few years was
to have students prepare to videotape presentations (e.g. commercials) during one week and the beginning of a
second, actually roll the cameras at the end of the second week, and watch the videotape on the third week
(along with appropriate supplementary video materials, such as in the case of the commercials example - tape of
real American commercials).

Plan for Fun Easy Lessons During Crucial Times. Crucial times are: right before examinations (your
distracted kids will need the break); after tests (read: brain dead); after your particularly intensive lessons; pre-
or post-vacation (your choice - send them out or bring them in easy). Particularly active lessons are also good
post-vacation wake-up calls.

Keep in Mind the "Buns In the Oven" Theory. The students will need warming up to your strange and
confusing teaching techniques. ("what... you mean I have to participate?!?") Put yourself in their shoes and don't
throw anything truly messy their way in the first few weeks. Activities depending on imagination, group work,
or involving lots of student participation should wait until later on in the year. introduce elements like these
slowly, in increments with the passage of time.


Timing and Flow

This is a rather nebulous concept that is nevertheless one of the most important things to think about while
teaching. We’ve all experienced it as students-the vast difference between a lesson or lecture that moves like
silk and one that stutters like a dying automobile. Which one produced more feelings of accomplishment?
Don’t downplay your experiences as a student just because you’re not a Korean middle or high school student;
what you found to be quality teaching, your students will find to be the same.

Shaping the timing and flow of your lesson well depends on two things: a) thorough advanced planning, and b)
an active kinetic sense of timing and flow as you teach.
While in the planning stages, treat the lesson as a self-contained unit; a story. All good stories have a clear-cut
beginning (introduction), middle (body), and end (conclusion). So do good lessons. The resemblance here to
elementary school composition class is not accidental.

A strong introduction grabs the kids’ attention immediately. There are a variety of ways to do this, but the
most popular way to begin is to write one word on the board which then serves as the title of your lesson:
“Travel”, “Food”, etc. You can then move on to something such as:
- A short activity to mystify and intrigue (perhaps giving out food for “Food”, etc.)
- A little related entertaining story (helps to draw pictures on the board while you talk)
- Simple related questions about stuff the kids know and enjoy (e.g. “Did you see the Eons University
Basketball game on TV last night?” for “Sports”, etc.)
-Brainstorm on the board or have students write it in their notebooks.
Note that the introduction to your lesson is different from the introduction to your class (see Example Class
Format below). Don’t confuse the two.

The Body of your lesson is where most of your sense of timing and flow will come into play. The structure we
suggest for it ends up suspiciously resembling an aerobics class and looks like this: PASSIVE - ACTIVE -

Concluding the lesson should also be simply and clearly executed. “Wrap it up” as they say, either by
reviewing key elements of the lesson or doing some sort of final activity: shaking hands or a round of applause
after a game, for example.

Pretty simple. Begin with some warm-up work or teacher-directed stuff. Then have the kids dive into
activating their new knowledge. Bring them down into passivity again before concluding the lesson. Again,
this can be achieved in a number of ways: a series of small activities, three larger ones-whatever you like. The
important thing is the flow of energy through them; monitor it carefully as you teach. As the year goes on you
will develop a natural feel for it.

Pitfalls to Avoid:
- Packing the lesson too tightly with activities or bunching up activities at the beginning or end
- Not giving the kids enough to do. Always have a backup plan!!! Ending the period five or ten
minutes early is not unheard of, but you don't want to make it a habit.
- Being swept away by a successful activity and letting the kids' energy peter out by repeating it too
often or extending it. Better to end it at peak energy, in fact...
- Not taking into account the students' original energy level. Be sensitive to if the kids are tired, full,
hyperactive or just mellow, and adjust accordingly (e.g. jumping jacks to wake up, etc.)

Use a Universal Format for your Classes. The introduction to your class works well for this.
For example:
"Hello, how are you?"
Have students clear their desks.
Write your name, date, and lesson title on the board.
Begin the lesson.

Some ETAs also used repeat activities in each class:

-Teaching an idiom every class after the introduction
-Having them write in their journals for the last five minutes of class
-Telling a little true story before beginning
-Revive material from the last lesson
-Write scrambled sentences on the board.
-Pronunication practice of trouble spots r/l, b/v, p/f

Example Class Format (from the real-life classroom of a 2001 ETA):

1. Captain calls students to attention, then students bowed.
2. I read the (written) Schedule for the day on the board and tell students what we will learn in that class. An
example is below…
Today’s schedule:
1. Notebook: Write the new vocabulary in your notebook
2. Dialogue- “A Date with Hyun-soo”
3. Game (Hangman)
3. Notebook: Students have a 5-10 minute period to complete a notebook activity. This is designed to be
calming and focus them on what we will learn that day. A notebook activity should prep them for the next
portion of class. Usually I have them write down vocabulary or answers to a question that they could read aloud
(writing before speaking is important, especially with lower level students).
4.Dialogue: The use of dialogues works well for pronunciation and introducing new vocabulary. I ended up
doing a short dialogue every week as part of our routine. I compose a short dialogue between 2 students that
used the day’s vocabulary, or a dialogue to review previously learned material. Students practice in class, repeat
after me-style, then have two volunteers come up and perform the dialogue for an immediate prize of candy, a
postcard, or a sticker (since this is especially hard for shy Korean kids).
5. Game: This is where you practice what students learned that day. You can make almost anything into a game.
Call on individual students to avoid chaos and confusion.
Writing Activity/Project: This can be writing letters, drawing, etc.
During this portion of the class, it’s especially important to keep students on task. Reward good behavior in
some way. (See +/- system described below). Circulate around the class and talk with individual students to
practice English conversation.
6. Closing/Wrap-up: Pick up papers you have given the students (dialogue papers), briefly straighten up the
classroom, and end class with Attention, bow, and closing greeting.


Bueller? Bueller? Anyone? Bueller? This may be the scene you confront in your classroom. You have posed
a perfectly legitimate question, one that you'd think the whole class would be jumping to answer, and yet no one
is raising their hand. Relax. Korean students can be very shy, especially if you are new to the school. Even a
raise-your-hands-if-you-agree-with-this survey can be met with little cooperation. Remember: your class is
something like TV for them. It will take a little time and a lot of patience and creativity on your part to help
them break free from this way of thinking ...

One rule that may not always be true, but that you should make true for your classes is the age-old adage that
says: “a wrong answer is better than no answer. "Often, even if you call on one student, he will hang his head
and shift uneasily until your will breaks. So how do you help your kids overcome their fears and speak up? The
number one way is to show them a consistent blend of enthusiasm and patience. Beyond this, you will probably
find yourself entering the vast world of intrinsic and extrinsic rewards:

If you choose to use tangible rewards, don't just use them. Flaunt your prizes; tantalize your students with the
prospect of material gain. Prizes don't have to be major investments.. Some examples:
 stamps cut off from your letters (students often collect these)
 certificates made on your school computer, reading to the effect of "Congratulations on being the #1
participant! Presented to _____ by _____on the date of_____! Sign it!
 bookmarks with English quotations, bits of dried natural stuff (flowers, leaves), drawings, or magazine
clippings (you can get laminate coating, "ko-ting," at some stationary stores.
 stickers, with or without English written on them
 some item relevant to the lesson; for example, in the money lesson you can collage a Xerox dollar bill
with your face in the place of Washington's.
 take their picture.

Sample Reward System (the simpler for you, the better!)

You have about 45 students in a class. So how to evaluate and/or reward them? The system that worked best for
me was a +/- system (similar to many other ETA’s systems)

+ (PLUS) marks
Students received + marks for:
Speaking English in class
Staying on task
Bringing English notebooks and a pen or pencil
Correct answers to English questions, etc.
- (MINUS) marks
Students received - marks for:
Refusing to speak English in class, being noisy and speaking Korean
Bad behavior
Forgetting their notebook and/or pen
Coming late to class, etc.

I told students that after they received 5 + marks, they would receive a reward of some type (candy, postcards,
stickers). I choose to do this on specific times (usually at the end of class) and days when there were enough
students to reward. On the other hand, after 5 - marks, I would talk to their regular English teacher and come up
with an appropriate punishment (cleaning the classroom, extra assignment, etc.)

This system only works if you’re really consistent with it. I kept track of the students’ + and - marks on an
extra copy of the attendance list. I used this list to call their names for participation in class since it would have
been silent in the class otherwise. I always had my class list with me because without it I was lost. You won’t
know most students’ names and it is very rare for them to volunteer (in my experience).

Calling out names

This can be tricky because ideally you want to prevent calling on them repeatedly, and if you come to the class
rarely enough it's hard to remember what system you used. Most classes have roll books. If you start from the
beginning of the semester with a list of names of all the students from the class, you can choose at random or
count off every five through the list (such as 2nd, 7th, 12th students). You can make a mark next to the name
and bring the list back each session.

At times you want to choose students who are not on-task (checking out their mirrors, etc.), but pointing can
sometimes yield the wrong victim, as the finger can be an inaccurate directional tool. If you mimic their
gestures, hairstyles, eyeglasses - whatever distinguishes them from the kids in their vicinity, the students can
often derive whom it is you want to speak. For a twist on pointing, you can use other objects related
thematically to the lesson to do the pointing, and hope that your aim is good. A squirt-bottle for a weather
lesson, a paper airplane for a travel lesson, a lasso for a Texas lesson (naw, that was just a joke).

“Everyone stand up"

For a game in which you want all your students to answer, have the whole class stand up and explain that only
those who volunteer can sit down.

The ball
A small rubber ball, tennis ball, beach ball, or Koosh ball is an exciting prop to bring to the classroom. The
students toss it around and whoever catches it must answer your question. Or if this gets out of hand, toss the
ball to a particular student. Their eagerness to answer explodes with this technique. Beware of the ball that
lands in the aisle: it may require some intervention on your part. And beware of the student who will inevitably
chuck the round object directly at you. Call him "tough guy”. The kids will love it.

Roll a pair of dice. Pick a random desk and count off the number on the dice through the seats until you find
your victim. The students can't see the dice, don't know if you're lying, and don't even seem to mind that the
desk from which you start counting is picked arbitrarily. Nonetheless, the randomization seems more fair than

Student numbers
Each student is assigned a number in the classroom, so you can also choose the student numbers at random
(using dice or slips of paper or just your brain). OR: ask students simple questions with numerical answers such
as “What time is it? How old are you? How old is your mother? What's the date? How tall are you? What is
your phone number?" and use the numbers you they give you to call on a student: "It's 11:33, so who is student
#33?" You can truncate the number or add the digits together if the number exceeds the range of numbers in
your class. You can also use the role book for this method.


This is by far one of the trickiest things to learn as an ETA. However, many years of ETA experience have been
compiled here to aid and guide you. Read carefully and keep your head on straight, and you'll do fine. Good

Korean school discipline methods have been modeled for the past eighty years on the militaristic techniques of
the invading. This means, in a phrase, corporal punishment. Although the heavy handed stuff - leaving bruises
and welts - is falling out of favor, Korean teachers traditionally bring sticks and switches with them to class, and
often do not hesitate to use them. Slapping, pinching, and hair pulling are also used. Having students kneel in
uncomfortable positions (“The three point stance”) for lengths of time is another form of punishment ... and the
list goes on. Combined with the 3000-year-old Confucianism tradition of respecting one's elders, particularly
one's teachers, this makes for a very different classroom situation than one would find in the States. A "good"
classroom is utterly silent, the students enraptured and passive. When discipline is called for, the students take it
just as passively (as mentioned in the ETA handbook, "they beat us because they love us'), and often cheerfully.
Breaches of conduct border the absurd in the American context - chewing gum, not picking up pieces of
crumpled paper on the ground, or perhaps (gasp) talking too much in class. To insult, threaten or attack a
teacher is unthinkable--you need not worry about guns or butterfly knives in this hemisphere of the academic

Classroom Frustrations
While classrooms will differ considerably by gender, type of school, ETA personality, etc., there are some
common similarities (frustrations) you will most likely encounter. Much of this is out of your hands, but should
be taken into consideration when developing lessons and planning your classroom management style.
 Co-teachers are generally non-existent after the first several weeks.
 In America, the bell means class is starting. In Korea (depending on your school), the bell means run to
your class as fast as possible and maybe you’ll beat the teacher there.
 Most ETA’s don’t give grades. Therefore, while students may participate in your class, enforcing
homework, etc., may be difficult because there are no consequences.

 While some schools are changing, in most schools, there is no uniform ability level. Students are placed in
their homeroom by putting the top 2-3 students and bottom 2-3 students in the same class and dispersing
the rest semi-equally. In addition, students do not FAIL a grade…they are simply passed along with ‘low
 With the ever-changing Korean school schedule, holidays, etc., continuity of lesson is often hard to

A decisive factor, however, is that you are a young American teacher with startling new ideas and methods.
You don't grade them, and you see them (on average) twice a week. This blows tradition to hell in the minds of
your students, and they will often test your limits in the classes. The most popular ways are listed below:

Testing you by...

- speaking in Korean, especially slurs, knowing that you don't know what they are saying
- talking over you in class
- not paying attention
- restlessness
- spacing out
- sleeping
- goofing off - being disruptive while not doing the work
- not doing assigned homework, or avoiding work given
- beating on each other - very common “play" amongst Korean kids
- doing other work
- reading comic books or newspapers in class
- playing with toys (i.e. walkmans, cellular phones!!!!, mirrors, spit balls)

Less common but still probable are:

- coming in late (or skipping completely)
- getting up/running around/lying down on each other
- eating/drinking in class

And still less common, but encountered in the past:

- intentional insults or defiance
- using mirrors to sneak peeks up skirts or down blouses
- anti-Americanism
- bearing a rusty Korean traditional farming sickle against you (yes, this actually happened to an ETA.
Yes, the student was kidding at the time.)

A special problem in Korean classrooms is the "sports stars", students who are recruited and trained solely for
their physical prowess. They are rarely in class, are assigned no homework, and are often passed automatically
through school . Your students will insist that the athletes are unable to complete the tasks you set before them.
So will your co-teachers. So will the sports stars.

So what do you do about all this? Prevention.

Many ETAs are uncomfortable with the idea of corporal punishment (and rightly so), so here are a few

Your Attitude
Some of the ETAs enter the classroom with some teaching experience under their belts, but most have never
been on the other side of the desk. However, you should never let this become a handicap for you. The fact is,
you’ve been selected to do a job you’re already an expert at: speaking English. Most ETAs are fine after a little
practice and getting used to the having 40-60 pairs of eyes staring at them. You need to remember that kids can
smell fear and if they sense it in you, they’ll take advantage of it. Try to be confident and firm. Stick to your
rules and be consistent in your class routines. Don’t worry about turning students off by being too tough. Most
of them will already like you for being different/novel and will want to be friendly with you anyway. Be careful
about being too lenient or too nice or you’ll end up regretting later when you try to teach class.

Your Room Set-Up

You may have your own classroom but the majority of ETAs move from room to room while the students stay
stationary. This makes room set-up less of an element that you can control, but may keep the students more
mellow because there is less of a transition between your class and their more traditional classes. The students
will probably be seated in a chart but if it does not work for you, don’t hesitate to move them. Also, if you want
them to work in groups or partners, feel free to change the classroom around. One warning though would be to
carefully plan out your time and be clear about your directions, otherwise you could be left with a bunch of
riled-up students and one noisy, messy room.

Despite the fact that you may or may not have your own classroom, there are still elements that are necessary to
consider. Ask yourself: Can my students see/hear me? Can they see the video aids? Can they hear the tape
recorder? Can I move around the room? Can my students move into groups/partners easily? Is the room too
hot, cold, noisy, etc.? If there is a problem with any of these, chances are it can lead to a discipline problem.

Korean schools are for the most part are quite uniform and stark so you may want to try adding a little color to
liven up students’ mood or to catch their attention. You can ask your co-teacher about adding things to
classrooms or hallways (i.e. pictures, English phrases or word cards, student’s work ).

Your Expectations
Mia Kim, '94 ETA, suggests the "expectation-based approach." Before beginning to teach her class, particularly
the ones that proved to be troublesome in the past, she writes on the board in Korean: "I want you to be good
students. Don't disrupt the class. Let's try to have a good class." She reports that even the more unruly classes
respond to this, and she emphasizes the technique’s non-negative take. (For some ideas on classroom
expectations, see the list of guidelines at the end of this document.)

Your Lessons
Remember the tips in "Self-Evaluation" and "Timing and Flow" in this manual; they will help you. Structured
lessons lead to structured classes and attentive students . Feel free to try new things with your students. Use
your own personality and interests to liven up the class. Don’t be afraid to try an idea, but be forewarned that
sometimes, excessively creative or critical thinking lessons might be met with raised eyebrows and can cause
much disruption. This is due in part to the language and that Korean students are generally told “how” to think
and not asked, “what do you think?”

Consistently monitor your class and adjust your response. Be flexible and always allow a little room for change
in your lessons in case of unexpected twists or lots of confusion. Constantly check to see if you are being
understood. Don't trust the automatic "yes" that the students will give when you ask, "Do you understand?"
The Korean for "truly?/really?" is "jin-ja?" might be useful.... Vary your questions to include such things as "Is
this confusing?," "Do you want me to go over this again?," "Are there any problems?," “Are you sure?!” etc.
that would elicit a different automatic response (no" instead of "yes') from functional robots. In this way, at
least your students will have to keep listening closely enough to know how to respond to your checks.

Get to Know Your Students

Who says you have to act like a teacher? Show your students you care about teaching them, and that you are not
just here to travel, earn lots of money or take a year off (even if it’s the truth). Go play with your kids during
lunch, bring in some music for them to listen to, go buy some food/drinks at the school store, or simply talk to
the kids in the hall. Just showing a little interest in your students’ lives will make them respect you more and it
will pay off in the long run in classroom behavior. Throughout these endeavors, remember the difference
between being friendly and a friend, though.

When Prevention Fails...

Three golden rules apply here:
1) Think ahead. Decide how you will react to certain situations before you have to. If you really don't know
what to do, however....
2) Fake it. Don't ever let ‘em see you sweat (n.b. this can mean pretending you know a lot more Korean than
you do). Try not to lose your cool and raise your voice, even if you're really steamed. Occasionally a
screaming session cannot be avoided, but the rarer they are from you, the greater impact they will have. If
you get really angry, give yourself some time and space to cool down before reacting to a situations
whenever possible.
3) The Melting Chocolate Rule. You can be mean and tough and then get soft later; but you can never be soft
in the beginning (to win fans, perhaps?) and then try to get mean and tough. Period. Most ETAs found it
useful to really lay it on for the first couple of weeks/months. It sets an example that (hopefully) you will
never have to repeat later.

Discipline Techniques
None of the suggestions below are more or less correct than others, and no ETA has any authority to realistically
advocate any one plan over another for all situations. Discipline depends on your situation, and you. Decide
what your goals and limits are. Chances are they will differ slightly from ETA to ETA - and without a doubt,
they will differ from your Korean co-teachers. Keep this in mind. HOWEVER, we encourage you once again
to never act out of anger; it is ugly to watch Korean teachers do it as often as they do. Take it home and mellow
out, call your co-ETAs and vent. All justice, swift and harsh though it may sometimes need to be, should be
executed fairly and impartially if possible. When disciplining your students, remember that you want your
students to feel comfortable speaking up in class and challenging their common conceptions of what it means to

be a member of a classroom environment. They are less apt to do this if they don't respect you. This absolutely
does not mean you should refrain from disciplining them, but just that you should be fair and consistent in your
establishment and enforcement of classroom rules. When at times it may be necessary to call on a co-teacher
for help, it is best if you discipline your own students. “Passing the buck” can lead to more disrespect.

Neat saying on this topic: "Reluctance to punish should be implicit, but never indulged."

Non-Verbal Discipline Methods

· Proximity. Walk near or stop next to the offending student.
· The teacher's glare. This can range from a pointed eyebrow lift to a laser beam of evil.
· Waiting. Simply stop teaching and wait until the class falls silent.
· Sound of any sort: clapping, pounding on the podium, stomping, a coach's whistle.
· Pointing. Simply point your finger at the students who is/are talking and usually their neighbors will try
and “shh” them.
· A gentle touch. Walk over to the student and put your hand on their shoulder or give them a light tap to let
them know they’ve been spotted.
· For other homework or distractions, simply take them or motion for students to put them away. Remove
them and return after class, after a few days or a week. (*Note: this may cause a bit of protest and pleading
from the offending student so be careful when you choose to take something away).

Verbal Discipline Methods

- Commands in English or Korean (e.g. "ya!" = hey!; "hajijma!" = stop!/don't!). You may want to speak to your
students more formally since that sometimes coaxes them into cooperating with you.
- Count backwards from 10 to 1 to signal the end of an activity or that the class has gotten too noisy. This gives
students enough time to wrap things up and settle down again..
- Give the class an "I'm disappointed in you" speech (leave them a chance to redeem themselves the following
- For stopping un-sanctioned work: stop class and announce in a loud, clear voice, "clear your desks, please."
- Implement some sort of reward system in your class (i.e. if you earn 10 stars you can play a game). You may
also want to use the “three strikes and your out” method where you verbally warn the student the first time,
write his/her name down the second time, and the third time send the student out or have them see you
after class.
- Learn names. With so many students and so few class times, it will be really difficult to learn all your
students’ names. However, if you notice that there is one or two students in each class that are causing
trouble, be sure to learn their names so that you can easily call on them. This is a very quick and effective
way to quiet the class. It will not only startled the students, but give you a few points for your Korean!
(*Note: Be wary of constantly picking on one or a group of students!)

Physical Discipline Methods

Actual hitting is discouraged for a number of reasons. First of all, we are supposed to be sharing American
style with our kids. Secondly, the Korean education system is, in theory at least, cracking down on corporal
punishment. And lastly, it's a bit of a copout - there are plenty of other options that can make a point without
causing welts. Some of them are slightly physical. Keep in mind though that the best way is prevention and
physical discipline should be only used as a last resort…if that.
For example...
 Move students into different seats.
 Have students face the wall, in the hall or in the back or front of the classroom, etc.
 Have them put their arms up in the air until everyone is quiet.
 Make them kneel on their desks with their hands over their heads , do a three-point stance, etc.
 Have them run laps or duck walk (“o-di guh-dum”)
 Have them do push ups or jumping jacks (best if done outside).

Other Methods
 Embarrassment and Humiliation….use their energy to help them embarrass themselves (use with
 kick students out
 have them walk with you around the class, following your every move (holding your hand).
 make them write a long pertinent sentence 100 - 1000 times. This can be assigned to individuals or whole
classes, go on for the rest of the period, for many consecutive classes, and can be assigned as homework.
Double the assignment if the student does not complete it,, but be prepared to switch to another
punishment when the total gets ridiculously high..
 take the student(s) out after class for a chat in the hall or in your office, or the teacher’s lounge.
 inform third parties (homeroom teachers, co-teacher, office).

 walk out. This may have a devastating effect, especially on girls, so use sparingly and only as a last resort.
 use the class "Captain." Have him/her yell at his class in Korean or talk to specific people about their bad
 for major offenders, line them up at the back of the classroom or wait for you in the hallway and lecture
them. For example, "This class is just as important as your other classes. Do you miss math class? No.
Korean? No."

*Many of these discipline methods may be uncouth or not work in America, but in Korea, being a little
physical with students is acceptable and can be effective if used properly.

Other Notes:
1. Korean students are notoriously shy and reticent. Don't punish them unless they are really disruptive.
2. Korean students often cheerfully self-regulate; so ask other students to do your dirty work for you
3. Use a given student as an example to the class: "Was that good work? Is he/she a good student?" Have
other students pound on sleepy heads.
4. If you can make your point with laughter and humor, do so.
5. Follow through. Always. Don't threaten without meaning it.
6. Try to implement a "three strikes you're out" discipline format. Pretty obvious. With gestures, the kids
grasp this concept very quickly.
7. In some cases, kids have become hardened to non-physical punishment, but keep trying various
methods and you’ll find something that will work.

A Final Caveat: If all else fails and your class has been out of control all period long, end it with style and the
respect you deserve. Most classes in Korea bow to their teachers in unison at the beginning and end of each
period. You may want to teach the students how to say their greetings in English so that you can also use this
custom to help you begin and end classes.

Also do not let them go without your saying the last "goodbye". Usually the class leader will say "attention,"
and "bow," following which the class members will say something like "Good morning, sir,” "Thank you,
teacher," etc. in chorus while bowing slightly. On occasion, students jump to get out of their seats and into their
break time between classes, without waiting for you to reply with a goodbye or some other dismissal. If they do
this, it is disrespectful, so tell them to sit down and do it again until they wait for you to give the final goodbye.

Sometimes, if the class had wasted an ETA's time throughout the whole period, the ETA would have them bow
continually for the duration of their break period (about ten minutes, usually) until the teacher of the next period
walked into the class surprised to find him or her still there. If the students waste your time, waste theirs in turn.
This drives home the point that they should respect, at least at a basic level, the effort you put into their

Final Note:
What you are doing every day is hard work. You will have good days and bad days….good classes and
bad classes. Some days you will do nothing but discipline. As one ETA put it, “Somedays, I just feel like
a Nazi.” Other days, your students will be so sweet and applaud you. You will feel on top of the world.
It’s these days you will hopefully remember.


Try to get into the habit of writing your name, date, and lesson theme in the corner of the board. If you have
messy handwriting, start practicing now. Learn to write slowly. Never use cursive handwriting. Be consistent
in the shapes of the letters you make. You could look at some students' notebooks to see which letter forms they
use. Make your letters at least 1.5-2 inches tall and no more than about three inches tall, unless you are playing
Hangman. Chalkboard space can be scarce. Your classrooms should have chalk aplenty. Use the colored chalk
to separate different kinds of information and to add zest to your display. Think of how exciting class was for
you when your teacher used colored chalk! Make drawings whenever you can, but don’t spend time making
them da Vincis. Even if you cannot draw, a sloppy stick figure will make the students very happy. As you give
directions, have them specified again either on a handout, a poster, or write the directions on the board. To
denote something the students should write in their notebooks, you can draw a loopy line like a spiral vertically
on the board.

Use lots of illustrations, You can cut out pictures from magazines and newspapers or find a book of clip art.
Also, you can draw. Your students will appreciate even stick figures. You can make one set with enough

copies for a class (with one sheet shared for every two or three students, usually about 25 copies suffice), or
waste time and resources by making one for every student every week. If you want your students to keep an
important chart or story, your school might have cheap (recycled?) newsprint copy paper. If you have a class
set, make sure you write "Please Do Not Write On Here!" although the students will probably color the
illustrations anyway. If you make fewer copies than there are students, it is less likely that they will write on
the sheet. If you want to use all caps in the writing of the text on a handout, make sure you put a little space
between the letters, as all caps are difficult to read sometimes.

Write it down
If you don't want students to write on your handouts, or if you have a lesson requiring the shuffling of responses,
you can bring slips of paper torn into smaller sizes from the one-sided copies in the recycling bin. There may be
a box next to the copy machine, and as long as you don't pilfer around exam time, it should not be a problem.
Look for single-sided copies, but beware the ones with looser tone (copy ink). You can tear them into sizes
appropriate to the activity. This saves delay time on the "get out your notebooks, find a blank page" bit. When
monitoring the classroom, you know what you are looking for. If you see the scrap of paper blank, then you
know the student needs to be prodded. By choosing the size of the scrap paper, you imply the amount of effort
the kids should put into it. Large sheets of blank paper can be so daunting. If it's an activity requiring several
slips of paper and sorting, you can rip them into different sizes (using ruler as straightedge) or use different
colors/types of paper (for the Advice lesson, for example, you can use newsprint and standard white.) A
different alternative is to have the students maintain a journal or section of notebook just for your class.

Scramble Slips of Paper

If you have an activity that requires the scrambling slips of paper (such as scrambled pop song lyrics or a mixed-
up story) think ahead about your slips of paper. The more awkward the sheets of paper the easier they will be to
lose. Have the shape of the slip of paper tend towards the proportions of an index card. If you cut up your
lyrics into long, skeeeeeny rectangles, these may slip between desks more easily and be lost forever. This leaves
the groups that get that set of scrambled slips in your subsequent classes at a disadvantage. When you print out
the lyrics, double- or triple-space them to make it easier for you to cut the slips apart.

Rearrange the lyrics before photocopying; some students may spend their time trying to match up the curves
created by your scissors (that is, cheat). Make sure you have a reasonable number of slips. Too many slips may
discourage your students from trying. Cut the original text into larger rather than smaller pieces originally;
while you can always make something smaller by cutting it in half, it is a pain to paste smaller pieces back
together again. The students will probably lay out all the slips on the desk - the total area the slips cover should
not exceed that of a desk or two. Use envelopes from old mail to store the slips rather than paper clips.

You can use posters decorated with clippings from magazines or your own drawings. Again, use color. If you
will be using these posters repeatedly, it may be a good idea to laminate them (“Koting”, available at some
stationery stores). You can use posters instead of making a class set of handouts. Posters can play a key part of
suspense in your lesson flow, or surprise.... Again, words on these should be 1-1/2 to 3 inches high, maybe as
small as 1" if it is all caps.

Materials to Pass Around

If you are passing something around the class, it is a good idea to get it coated or it will be in shreds after
passing through two hundred pairs of hands. Also, the kids may fight over a photo or something. A good
reusable plastic sleeve might be the stationery set packaging you buy your letter sets in a stationery stores. You
can also use plastic bags or plastic wrap and tape the sides. Maybe your school will reimburse you for coating,

Magazine Clippings
If you clip pictures from magazines, it may be best to mount them to another piece of paper, or else the students
will use the other side, either paraphrasing/copying the English, or translating it all even if it is unrelated to the
assignment. Are they starved for English that much? Maybe... If there is a different picture on the back they
may use it instead of the one you intended,. just to spite you of course. Coating may also be an option for these
visuals. If you need some good colorful magazines, sometimes you can pick up some free copies of "Asiana" or
"Morning Calm" at ANA and KAL offices. These are especially good for travel photos, of course.


You're teaching kids. This is very important to remember. The added spice of sharing their culture with them is
guaranteed to bring smiles to every face in your classroom. Do you remember the high school teacher who tried
to be "in" by learning every slang expression and bit of teen culture he could find and then using it like he was
ten to twenty years younger than his actual age? Don't be that guy. But learning some slang expressions and

paying attention to pop culture in order to find out what interests your students is a great idea. Injecting this
knowledge into your interactions with the kids within the framework of your class will put them at ease and
allow you a unique window into an active part of your host country's culture. So, how do you tap the sources of
pop culture in Korea? Here are some suggestions:

Watch TV. The most popular shows amongst your kids are dramas (soap opera series, only at night), weekend
comedy shows, and shows that showcase the top Korean pop singers and dancers. Even if you can't understand
everything, scribble down names and put them with faces. Take note of funny gestures or jokes that keep
cropping up. Also keep in mind that several drama stars double as singers and sing their drama's theme, which
then rises to fame in the music world. "The Top Ten Pop Song Show" used to air on Wednesday nights from 7 -
8 on KBS2. If this is not still the case, you can probably find out from your students fairly easily when and
where to catch a glimpse of their favorite singers, dancers, and TV and movie stars. Just ask them...

Watch the Movie Billboards. There are hundreds of these in every city. Keep an eye on what’s playing and
who's in it.

Listen to the Street Tape Vendors and the Music Stores. What songs are they blaring? Chances are that's
what's popular these days.

Cultivate a Strong Taste for Soccer and Basketball. The boys are especially crazy about the NBA (Shaq,
Patrick Ewing, Michael Jordan, David Robinson, Karl Malone - they can name every team as well) and Korean
basketball stars: Koryo University and Eons University have the most famous college teams; every large city
has a professional team as well. Soccer is also increasing in popularity due to the impending World Cup 2002,
to be co-hosted by Korea and Japan. Some girls are madly in love with stars on the Korean baseball and soccer
teams (as they are with other entertainers).

Keep in mind these ubiquitous Western stars, movies, and albums:

Aerosmith, Amold Schwarzenegger, All 4 One, Brad Pitt, Boyz II Men, Bon Jovi, Bruce Willis, Die Hard,
Dead Poets Society, Cameron Diaz, Leonardo DiCaprio, Disney movies and their soundtracks, George Michael,
Jodie Foster, Kevin Costner, Keanu Reeves, Mariah Carey, Meg Ryan, Mel Gibson, Braveheart, Michael
Bolton, Michael Jackson, Robin Williams, Schindler's List, Sharon Stone, Sylvester Stalone, The Specialist,
Titanic, Tom Cruise, Tom Hanks (Forrest Gump), Whitney Houston, John Travolta, Nicolas Cage (Face Off),
and Jim Carrey.

A Smattering of Famous Koreans For You:

(N.B. Konglish words: "talent" = TV and movie stars; "gagmen" = comedians; "popstars" = all singers)
Music: H.O.T. (High Five of Teenager), S.E.S., Fin.K.L., Uhm Jung Hwa, Kim Hyun Jung, SechsKies
(JackylJacks Kiss), Jo Sung Mo, Drunken Tiger, G.O.D., Kim Min Jong, Yoo Seungjun
Kim Hee-Sun - actress in soap opera Tomato.
Nam Hee-Suk - comedian; famous for his funny facial expressions and actions.
Jung Woo-Sung - actor in the movies Beat, No Sun (Tae Young uhn Up-Da :P).

and More Effective Lesson Planning

Any good teacher - any good anything, really - steps back and takes a critical look at his or herself every once in
a while. The ETAs have developed some useful ways of doing this that might be helpful for you as well.

Keep a Class Journal. Not only does this allow you to record immediate impressions that you might forget
later, but also it helps keep straight which lessons you've taught to what classes - a very important factor when
dealing with the crazy last minute changes of the Korean school schedule! A journal also over time helps you
see response patterns in your classes, so after a couple of months you can walk into a class saying, for example,
"OK, these are the accelerated students," and thus have some idea of what to expect from them. Also write in
your journal any teaching technique which seems to strike home or work very well. That way you won't forget
to try it again.

Ask Yourself the following questions while you are developing your lesson, while teaching your lesson, and
after your lesson has been taught.
 Would I, as a high school student learning a foreign language, find this lesson engaging? We were all in
this position at one point in our lives; again, don't downplay the value of your own experiences.
 Evaluate the percentages of reading/writing/speaking English in your lesson. Which of these three do you
want to emphasize? Since it's English Conversation it's good to tip the balance in favor of speaking - duh.

 How much of the lesson was student directed (active learning)? How much of it was teacher directed
(passive learning)? A balance between these two, with an emphasis on active learning, is probably the best
way to go.
 Are/Were your communications clear? Simple? Illustrative? Easy to follow? This includes speaking,
board writing, and handouts.
 Was the structure of your lesson loose (i.e. involving spontaneous creativity, not teacher directed) or tight
(referring strictly to taught material, controlled timing, structured activities)? Loose lessons can be great
fun but can present more discipline problems. Be aware and prepare yourself
 Was the timing and flow of your lesson smooth? (see "Timing and Flow')

And finally, the most obvious questions:

 Did my lesson WORK? Did the students understand? Did they gain something from it?

Ask the Most Important People - Your Students! Write up an appropriate survey and have the kids fill it out.
Ask them what they hated, what they liked, which lesson was their favorite, what they'd like to do next
semester/year. If you have a co-teacher who has a talent for translation, bring him or her in and have the
students express themselves through the co-teacher. This can take place at any time, but just before the winter
vacation and at the end of the year seemed to be the most popular times. Option: have the students write a letter
to you, anonymous or not. If you will not be teaching the students next semester, have them write letters to your
incoming students.

Remember not to take the words of your students too harshly. Their criticism may just be a function of their
inability to express a concern tactfully. They have not learned the etiquette of our language nor how to convey
kind, constructive criticism. Also, you may just be misreading their occasionally very poor handwriting. One
ETA thought his student had written that he was very 'lewd" when actually it said he was quite "kind."

Use Your Evaluation to Modify Future Lessons. Don't be afraid to do this right away. If you do some sort of
evaluation in the middle of the semester, use the feedback to implement changes immediately. Do it the next
day, even the next class!


Home stay tutoring is traditionally a touchy subject amongst ETAs since it can be regarded by a home stay
family as the only payment a family takes for your living with them. The official Fulbright policy is that
tutoring is encouraged, but not contractual. We encourage you to a) find out how you were "pitched" to the
family, since sometimes ETAs are "forced" onto a family by their school for a variety of reasons, and thus the
family greets the ETA with an expectation of tutoring in reciprocation; and b) offer to tutor no matter what the
situation is at your home stay.

In other programs of international cultural exchange, the sharing that happens with an American student living
in another country's household is enough. But in most Fulbright home stays, we offer an hour of our time each
night in exchange for room and board. Make no mistake; this is a huge time commitment. If your family seems
content with two or three hours a week, try to settle for that. If tutoring becomes a chore instead of a joy, it will
be worse for both your pupils (siblings) and yourself. Do not commit to more than an hour a day, at least not at
first. Wait to see how your schedule pans out before you commit to anything drastic, no matter how cute your
host kids are. Emphasize that you will try to tutor Monday to Friday, but that when you are traveling or away
for the weekend, it will be difficult to make up the time.

If you want to formalize the tutoring set-up (probably not a bad idea), we have a few tips.... Set the schedule
within the first week or two. Ask your host family's schedule first and then draft up two or three tutoring
schedules that fit in with your schedule. Use specific times. "After dinner" could lead to confusion later as the
kids eat more quickly and watch TV and then are wary of starting. Having to ask to start every night could drive
you nuts. Write down the schedule and post it on the refrigerator or tape it to your siblings' door. Make sure
you stay committed to any schedule you set. In some households, this is the only responsibility they will ask
you to take on, and so (as governess-like as this sounds) treat it like your job. Call ahead if you'll be late.

Ask the kids and the parents what they expect of you, what they want to learn. They may not tell you their
expectations unless you ask. If the students are interested in what you are learning together, the hour will go
more quickly. Also ask who will have time for tutoring; some students do not come home until after your

A visible show of progress can be a major plus in your favor if any disagreement ever arises. For school-age
students or even adults, it would not be an entirely horrid idea to use a textbook. Have the tutee keep a

notebook either for journal writing or to jot down notes on words. Make flash cards and flaunt the thickness of
the stack of the vocabulary the tutees have learned. Make a chart to post on the refrigerator or in the kids'
rooms; put a sticker on it (a gold star?) every time the kids have reached a grammar goal or each time they do a
good job in your hour together. When they collect five stickers, give them another prize. They will be proud
and so will their parents.

Because you may be meeting every night, try to vary the flow of the sessions, the same way an educational TV
show has different themes for each episode. For example, make Monday cooking night, Wednesday art night,
and Friday pop song night. But don't wear yourself out planning for your sessions. Always remember what
your priorities are.

Realize that her children's education is the main concern of the average Korean mom, and if you do a good job
with tutoring, your relationship with your host mom will also be better. But also try to let them know that you
did not come to Korea to tutor their children (at least not solely for that express purpose). Make it clear that
your teaching in school and other activities are very important to you as well.

If your relationship with the family goes beyond the tutoring, you will be much better for it. Indeed, some home
stays were successful without requiring tutoring of the Fulbrighter at all.

Don't be afraid of trying to use some of your classroom lessons in an adapted version for your tutoring. You
may even want to use your kids as guinea pigs for lessons, find out key translations to Korean, etc. One
important lesson to do with any Korean person is Pronunciation. There is a myth that any English word can be
hangulized with King Sejong's brilliant alphabet. This is not true; hangulized English words lead to lisps, weak
Rs, incorrect short Is, and that peculiar, pervasive addition of the long E onto any word ending in SH or CK just
to name a few.

Some Ideas:
 Start a collection with them: stamps, magazine articles, etc. Talk about the items you add to the collection.
 Have them keep a journal in English, and help them express themselves. Be near them as they write.
 Use a textbook. Koreans are used to this format of learning. It's easier for you and you can see progress
pretty easily. But, it can be boring, so get your creative juices flowing and do things to spice it up. Pick a
fun text with illustrations and themes appropriate to their age level. A lot of the texts these days have
comic book styles of drawing or use aliens as the recurring character in the lessons. Humor helps a lot.
Get the parents to reimburse you for texts or present them as gifts to the kids.
 Play card games. Insist on complete sentences. Go fish, War, Crazy 8s, Poker, Black Jack.
 Hangman
 I spy
 Songs
 Pictures
 Newspaper articles
 City outings; picnics with just you and your tutee(s)
Flash cards
 Coloring books
 Killing two birds with one stone: get them to help you as you pack or clean your room (seems like a
copout, but you can tell them the names of things as they are packed or rearranged) or make lesson
materials for your classes together.
 With older tutees you can discuss (articles, American issues, work, travel), or watch tv or movies together.


As part of your duties at the school, you may be asked to teach a club class or two. If your school does not ask
you to do one, you may want to volunteer to teach one of these groups. It's a little more work, but it gives you a
very different perspective on your school, and allows you to foster closer relations with your students.

Club classes come in a few varieties....

Once a week…This is like any other class, but you can do special activities with them. Perhaps you can choose
to do more on-going projects, though the classes are some times cancelled or times changed around.

Every day…Yes, those same rowdy kids, but you get to see the same ones every day for probably 45 minutes.
If your school asks you to do this, think carefully. There are wonderful pluses, you can learn the kids’ names
(depending on how many there are), you can do long projects, and you can get to know your students. After
seeing 800+ students a week it’s a wonderful chance to develop relationships, and then you will have those

friendly faces in your regular classes. But, there are minuses…far more lesson planning, consistency, and
innovation are needed. Imagine having to create 70 lessons from scratch over the course of the semester, it can
be a bit mind boggling, not to mention meaning longer hours at school. But, you will make the administration
very happy by complying with their wishes. Keep in mind that anything above 18 hours is beyond your
agreement and is voluntary on your part.

Top English Students

Some times these club classes are with the top English students, though not always. This is a good time to use
those brilliant lesson plans that would never work in a class of 50 kids at various levels. Ask them how they
feel about their family, smoking, relationships, corporal punishment (you'll get interesting responses), and act as
a role model of a kind teacher and nice American. Get to know them. They'll be the ones writing fan mail to
you when you go back to the States, the ones who are planning to visit you when they have time to travel once
they hit college.
Co-ed Club Class
Boys and girls together! imagine the possibilities! Well, it turns out your students may be even more shy when
they are in the presence of the opposite sex than they are in class. Keep it in mind and be gentle.


As mentioned in the "Setting Up Shop" section, making an extra effort to get to know and become friendly with
your teachers will be worth it, and it will often pay off in ways that you would have never dreamed. (Upon her
departure from her school, one ETA was given a glazed bowl by a friendly co-teacher whom she had spoken to
occasionally. Later she found out that it was a 700-year-old artifact from the Koryo Dynasty.) What we suggest
here is a compilation of our own experience and information taken from the JET (Japan English Teachers)
Program Manual.

Always give INSA daily

Give insa to the principal, vice-principal, and teachers by bowing and saying “annyonghaseyo” or
“annyonghashimnika” EVERY DAY when you first greet them in the morning. After the initial greeting, a
slight bow is all that is needed if you pass by them during the day. To the untrained American eye, the
opportunity may or may not seem to present itself. Seek it out. For example, walk through the Kyomushil to
get coffee in the morning and greet every one that you come across. Make sure to stop in front of the Vice
Principal’s desk whether or not it seems to be the right moment. Just pause, bow, say your greeting, and move
on. If the Vice Principal is not at his desk make sure to greet him when you first see him. If this initial sighting
happens while you are seated, it is more polite to stand than stay seated while you bow and greet. If you come
in later in the day because of your schedule, it is still important to stop by the Vice Principal’s desk even if it
seems awkward. Taking your leave at the end of the day is not nearly as important as the initial greeting, but it
is still polite to say good bye as you are leaving. It is appropriate to say “sugohaseyo” (work hard) or “munja
kamnida” (I go before you), which both sound strange in translation, but are in fact very polite. Bowing is
always a good thing.

Teaching Teachers
Some ETAs feel that they can make their greatest impact by having conversation classes with their co-teachers.
In them you can help them work on their pronunciation, clarify idioms, discuss topics of current interest, and
offer yourself as a resource beyond the occasional grammar checks. Often, these clubs stop meeting after a
while if the teachers get too busy or you inadvertently discuss a taboo topic (you may want to steer clear of
homosexuality, abortion, etc., unless another teacher brings it up). English teachers in general are too busy, so
assigning "homework" to do between meetings is setting yourself up for disappoint and long awkward pauses.
Levels of interest will vary by teacher. Indeed, you will have some teachers who are more excited than a two-
year-old with a balloon that you are a native speaker gracing their campus. Others hate your class, hate your
popularity with the students, and hate the Assistant Principal or Department Chief for requiring that they spend
time with you when they would rather be smoking and spitting with their buddies. The English department will
probably have dinner meetings a couple of times a semester (very rare because the teachers are so busy). Make
sure your co-teachers know if you want to join them for these. A suggestion: have English teachers prepare
short articles on Korean culture (photocopied from textbooks), hand out to the group, and have weekly
discussions on these topics. In this way, they practice their speaking and you, the ETA, can learn more about
what you want.

Teachers of Other Subjects

These are teachers who are fascinated by your foreignness or who recognize the value of having free
conversation classes (although they may force money presents upon you; if you choose to accept such gifts in
stride or if you fight it but end up accepting anyway, you may want to reciprocate by sneaking out and paying
for the dinner bill). Some teachers are preparing for foreign travel. Many others have forgotten the bulk of
what they learned in high school. These teachers may spend the whole time speaking in Korean. It's a good

chance for you to ask some questions about cultural differences. Try to get a textbook to guide the discussions,
since ability levels will be disparate.

Other Ideas…
Lunch Meetings
Try to eat lunch in your cafeteria, with the idea that during meals you can sit down with students or teachers and
chat about things in English, just as there were "language tables" in college.

Write a monthly newsletter, short or long, in extremely simple English with lots of pictures. Explain new ideas
that you have used or want to try. Use a bandwagon appeal. Then, in your teachers' meetings, go over one or
two ideas and ask for input.

Have an English hour that is informal open invitation event once a week at your office or in the "kyomushil"
(teachers' room), for coffee and talk. This could even be held outside at a prearranged destination
(coffeehouse?). Be emotionally prepared if no one shows for weeks at a time. Also realize that they will stay
late, even if they have families waiting. If you can take it, try it.

Approach co-teachers in the kyomushil if they are not busy (bring coffee or tea) and sit down to chat for a bit.
Ask him or her for advice, knowledge, or about things the co-teacher is interested in. Maybe you have
something in common.

Show pictures of your family and you, or children, spouses, or significant others.

For older teachers, tell them about your parents.

Coordinate extra activities with the co-teachers: club outings, letter exchanges, games.

Observe the classes of non-English teachers. Try to fit in arts and home economics and other "non-essential"
subjects; the students sometimes act very differently in these classes. However, always ask permission and be
understanding if a teacher denies your request. Your presence may disrupt his/her class.

Begin a student club of your own, with the help of the co-teacher. An ETA 2 years ago started a drama-skit club
at her school which then went on to perform in the K-TESOL National English Drama Contest. Some students
may be individually studying from Good Morning Pops, an English publication based from pop culture. An
ETA last year met some students periodically and assisted their GMP studies.


OK, so you're stuck. The culture shock and lack of peanut butter have taken its toll; your brain is in "stall" and
you have a lesson to teach tomorrow. What do you do?

Call the other ETAS. Your fellow Fulbrighters are by far the best lesson resources you've got.

Think "childhood". Often the games, songs and rhymes we learned as American kids make great lesson fillers;
they're simple, in English, easy to learn, and fun. Did you go to summer camp (or the KEY club camp? Doh!),
lots of ideas there.

"These are the days to remember." Ransack your memories of high school classes. What captured your
interest? What lessons or activities do you remember to this day? If it worked for you, chances are it (or some
version of it) will work for your students, too.

Check the recycling pile. Rifling through magazines and newspapers can often jog your creativity (see the
magazine-based lesson under "school'). Look at graphs, pictures, headlines, short interesting news stories and

Think "current." This means popular music, movies, sports (see 'keeping Up With Pop Culture') as well as
current events that the kids would know - department stores collapsing, wars, anything to do with North Korea,
the capture of Shin Chang-won, who eluded the authorities for almost two years after escaping prison in ‘98.

Why be creative? Check out the textbook your students use. Find out what they're learning and tailor your
lessons to relate somehow.

Head for the hills. No, don't hide. Go to Seoul. We have included directions to the best Seoul bookstores for
ESL materials in the Appendix. Your Korean hometown might have a bookstore with ESL material, too. Check
it out.

Bookworm it. Here is a list of books previous ETAs have found greatly helpful in their lesson planning. Get
your hands on them however you can. As you can see, Oxford and Cambridge U. Presses have quality stuff, so
look carefully at their offerings if you're wandering around the bookstore sometimes

Cultural Awareness by Barry Tormalin and Susan Stempleski. Oxford University Press, 1993.

Drama Techniques in Language Learning by Alan Maley and Alan Duff. Cambridge University Press, 1982.

Jazz Chants by Pamela Graham. Oxford University Press, 1986.

Music and Song by Tim Murphy. Oxford University Press, 1992.

Conversation. (same series)

New Interchange: English for International Communication by Jack C. Richards. Cambridge University Press,

Side by Side, Prentice Hall Regents.

Impact. Lingual House.

New American Streamline.

Expressways. Prentice Hall Regents.

Face to Face.

Bookstores in Seoul
Gwangwhamun subway stop on the purple # 5 line. Go to the exit marked with the blue and red “Kyobo” sign.
There is a huge entrance above ground. It is under the big brown building with copper windows. It is an
underground bookstore and the English section is on the wall opposite the main entrance. It is somewhat akin to
the Borders or Barnes and Noble of Korea. Unfortunately, the prices reflect the high quality of the book store.

Youngpung: Jongak on line #1 (red) stop. If you turn off Jong-ro (the main street outside the yogwan) and at
the pagoda/gate next to the alleyway with all the night clubs, this bookstore is on the opposite side of the street,
one block off of Sejong-ro. It is also underground.

English +: On your way from the yogwan to Kyobo (ie, go out onto Jong-ro from the yogwan and take an
immediate left). The English bookstore is on the same side of the street as the yogwan. If you walk towards the
Kyobo corner, you will pass it. It is on ground level and it is full of teaching materials.

Kim & Johnson: Kangnam stop on the green line (#2). Go to the exit with the New York bakery. Go about 200
feet beyond the bakery. Turn right on the street with the agricultural bank. It’s on your right. If you pass the
LG 25 (Family Mart?) convenience store, you have gone too far. It’s in a four or five storied white building on
your right. The sign is small and yellow. It is on the 5th floor. It has nothing but English teaching materials
(including stickers, posters, texts, resources, guides, etc…), but it is slightly more expensive than the bigger

Abby’s Book Nook: This is not a bookstore where you will find teaching materials. It is in Itaewon. If you go
down the main street in Itaewon (In the opposite direction of the US Army base) and follow the signs up the hill
for the Mosque, you are heading in the right direction. You should pass the mosque on your left and Abby’s
book nook is about a half a block down on the right side. Abby is the 2 or 3 year old daughter of the owner.
The bookstore is full of used books and the owner really knows a lot about books. He will often buy your books
or let you trade as well.

Itaewon Used Bookstore: (Not sure of the exact name)

Get out at the Noksapyeong exit near the 8th Army base. DO NOT head into Itaewon, where they have the
beautiful (note the sarcasm) “Welcome to Itaewon” sign. Instead, go left and over the over pass that goes above

the two lane road. When you get to the other side, head left and the used bookstore is about a block down on the
right side. This store also lacks teaching materials, but it is good for used reading books.

NOTE: If you teach from a book, it might be best to use the English text the school uses which invariably will
be inferior to ones listed above. These books will provide good supplemental exercises or games to reinforce
your school text. Investing in the workbooks and supplemental books that accompany these texts would be a
good idea as well. Your school may reimburse you for the cost of books.

Alternately, you could use these books in a special class that has chosen not to use the school text for the year,
but this is highly unlikely. Most likely these special classes will be English club classes that you must first
decide if you want to teach at all.

Search the Internet. Why create some thing from scratch when it is probably already been done? The internet
can be an excellent source of information or full of useless junk, here are a few sites to get you started.

General Sites:
www.eslcafe.com This has everything from games to lesson plans to grammar practice for students.

www.english-to-go.com They offer a free English lesson every week.

www.eduhound.com This website has links to over 20,000 educational websites, look under the “Everything for
K-12” category.

www.kn.pacbell.com/wired/wired.html Lesson plans, web quests, and other web-based learning activities.

www.ipl.org Internet Public Library

www.libraryspot.com Internet Library



Holiday Sites:

www.night.net/halloween/index.html-ssi#top For Halloween!

www.halloweenmagazine.com More Halloween

http://www.night.net/halloween/index.html-ssi#top More Halloween



www.night.net/halloween/hall-suncatcher.html-ssi Suncatcher (pumpkins, bats, whatever!):

http://www.night.net/halloween/images/hall-maze-vbw.gif Halloween Maze

Crossword Puzzles:


Mad Libs:

Lesson Plans:
Ask Eric http://ericir.syr.edu/Virtual/Lessons/Index.html

BlueWebn http://www.kn.pacbell.com/wired/bluewebn.html


ESL Café: www.eslcafe.com

Library Spot http://www.libraryspot.com

Internet Librarian http://www.sunsite.berkely.edu/InternetIndex

Internet Public Librarian http://www.ipl.org

Books, Authors, Reading, Writing:

Children’s Lit Web Guide http://acs.ucalgary.ca/~dkbrown/index.html

Carol Hurst http://www.carolhurst.com

Fairrosa Cyber Library http://www.dalton.org/libraries/fairrosa

Ask the Author http://www.ipl.org/youth/AskAuthor



TITLE: What is the title of your lesson?

OBJECTIVES: What do you want the students to have learned or be able to do when this lesson is finished?
Some lessons might incorporate speaking, writing, and/or listening components, while other lessons might focus
on one specific area. Still, other lessons might be special treat lessons and simply focus on using English in fun
and new situations.

MATERIALS: What do you need to prepare for this lesson to work? This can include both things to bring to
class with you or have prepared in the classroom. This can range anywhere from the OHP and TV/VCR to
handouts, pictures, examples of work, maps, game boards, props, etc.

SET-UP: How should the room be set up? Do the students need to be in groups? rows? Is the lesson going to
be in the classroom? English lab?


Introduction: What will your routine be for starting the class? This includes the greeting and any class
routines you have set up. These could be simply asking the kids, “How are you?” or questions about current
events, scrambled sentences on the board, introducing a new slang word or idiom, telling a joke, story, or
writing in journals.

Activity / Body of Lesson: This is your actual step-by-step plan of what you and the students will do during
the lesson. The lesson should probably start off with something to grab the students’ attention, but after that
the lessons will probably vary as to how they are conducted. You can write detailed accounts of what you
will do or if you like to wing things, you can simply write the basic ideas to jog your memory. It’s also a
good idea to think about how much time each activity will take when planning. While this may seem like a
small detail, timing can be everything in how well a lesson goes or how badly it flops.

Closure: How will you wrap-up class? Will the students read/present what they have been working on?
Will you simply collect their work? Any prizes to be given? A round of applause? Congrats on a hard days
work? Any previews for next week?

Assignment: Is there any homework or something to prepare for next class?

Students: How will the students be evaluated on the lesson? Will they be evaluated?
Teacher: How did the lesson go? What can you improve for next class? How was the timing? Did
they understand? Were students able to accomplish the objectives in the time given?

1. sequencing (a story, a sentence)
2. draw or illustrate

3. songs
4. quiz games (like Jeopardy)
5. brain storming vocabulary
6. listening tests, exercises
7. write and share
8. perform a dialogue
9. memorize a dialogue
10. write a dialogue
11. create a dialogue in comic strip form (fill in the voice bubbles for the characters)
12. write new captions to comics (Farside comics work well)
13. perform a role play
14. word puzzles (word searches, cross word puzzles)
15. card games (old Maid, Go Fish)
16. dice game
17. 20 questions
18. create materials (make newspapers, menus, advertisements, commercials)
19. movie
20. watch and then perform a dialogue from a movie
21. make/read/find information from charts or diagrams
22. board game (make your own, Monopoly)
23. listening game (bingo, Simon Says)
24. spelling game (hang man, Wheel of Fortune)
25. arts and crafts
26. internet or website scavenger hunt
27. information gap (one student has information that the other student needs, the student cannot show the
information but must describe it verbally)
28. write a word for each letter of the alphabet on a given topic (e.g. food: apple, banana, cake, donut,...)

1. sports
2. hobbies
3. clothes
4. weather seasons
5. numbers/how many
6. nature
7. food/drink
8. animals
9. jobs
10. shapes
11. school subjects
12. countries/cities/states
13. georahpical features (island, peninsula, bay, ocean..)
14. feelings
15. health/sicknesses
16. buildings/locations
17. prepositions (in, on, under)
18. types of stores, shopping
19. words that are the same in English and Korean
20. Konglish
21. famous people
22. colors
23. movies/songs/TV shows
24. opposites
25. gestures/body language
26. holidays
27. months/days
28. time
29. money
30. telephone calls/etiquette
31. social problems
32. planets/space
33. travel (airport, travel agency, hotel, rental car, sight seeing)
34. directions (left, right, straight)
35. post office

36. restaurant
37. body parts
38. comparatives/superlatives (better, best)
39. describing taste (bitter, sweet, salty, crunchy, mushy)
40. rhyming words
41. adjectives
42. describing appearance
44. despribing personality
45. the house
46. the school
47. toys/games
48. transportation
49. music/musical instruments
50. letter words (words that start with the same letter)


1. Fill-in-the-blank: Give students the lyrics sheet with blanks, have them write the missing words.
2. Sequencing: Put 2 to 4 lines on a strip of paper. Have students put the strips in order.
3. Correct mistakes: Give students a lyrics sheet with incorrect lyrics, have them find the mistakes and fix
4. Rhyming: Give students the lyric sheet, but only give them one of the words of each rhyming pair.
Before listening to the songs, students must try to fill in the blanks based on the rhyme and the context.
5. Write as many words as you can.
6. Sing the song, or just the chorus.

1. Use it as a review--The categories cover information that you've previously taught.
2. Use it as a trivia game.
3. When one category is used up, replace it with a new one, but double the values.
4. Make up questions as you go, students can request categories and difficulty level.
5. Students write the questions and the answers.

1. Blackboard bingo--Brainstorm a bunch of words, maybe 20 to 30. Students choose 5 to write in their
notebooks. You call out words, when all fice have been called, they say "bingo".
2. Which word doesn't belong?
3. Hangman
4. Boggle-- Make a grid of 16 or 9 letters, and they use it to make as many words as possible.
5. Tongue twisters
6. Correcting mistakes--Write an incorrect sentence on the board and have the students correct it.
7. Jumbled sentences or stories --Either jumble the words of sentences or the sentences of a story and have
the students arrange them in the correct order.
8. True/False --Write three or four sentences about yourself (or something else), one is false. Read the
sentences, and explain them. Have students guess which one is false.
9. Pass around a question--Write a question on the board, ask a student, who answers, and then asks the
same question to the next student of their choosing.
10. Telephone--Write the sentences on cards. Give the last person in each row the card. The student
whispers that message to the student in front of him or her. Then first row to successfully pass the
sentence to the front wins.
11. MASH--Remember the fortune telling game? The students list four boys, four cars, four jobs, whatever
you want.
12. Sign language--alphabet, "What is your name?", other basic phrases. This is also a great intro to class--
it makes everyone quiet (they must concentrate), so their "hands" are doing the talking--definitely great for
rowdy classes!
13. American culture--teach anything from baby/bridal showers (they don't have these) to holidays. It's
helpful to have someone from home video tape cultural events--from "trick-or-treaters" to Christmas lights
to American high school/middle schools or classrooms, to commercials.
14. World culture--have you studied abroad? Tell them about the countries you've visited, explain
different cultures that you've experienced, and illustrate this with pictures. Also, you can have friends who
are living/travelling abroad send you postcards.
15. Have students explain Korean culture/holidays/customs to you. Example, "We don't celebrate Chusok
in the United States. What do you do on that day? Study?!?:)"

16. In general, asking them questions is great! Example, "Can you explain what your "Emoticons" mean--
for instance, what is "^^;", or "@_@"? "What do you do during your school festival?" The more clueless
you are, the harder they'll try to explain it to you.
17. Teach them how to write in "cursive". Now, students are usually only taught how to print. The length
of this filler can easily extend into a whole lesson--write all the letters on the board, both upper and lower
case, and then have them practice writing (in their notebooks) their Korean names, English nicknames,
"South Korea", their city--you name it! Show them letters written in cursive so they understand that it is

18. As an addendum to a physical descriptions lesson, if you have girl students, pick 'victims' and show
them how to do a French twist, braid, bun, etc. They remember the vocabulary much easier after they see
how it is done!
19. Think of creative things you did for fun growing up--teach them how to make their own snowflakes out
of paper, valentine's day boxes, games like M.A.S.H., etc.
20. Take them outside! Bored of the classroom routine? Students (even at an all-girls school) love to play
dodgeball and kickball.

Activity 1: Good Reaction, Bad Reaction
1. Two students will be shown a card describing a situation.
2. They will flip a coin. The student who wins the coin toss gets good; the other gets bad.
3. The student who gets “good” must act out a good reaction to the situation; the student who gets “bad” must
act out a bad reaction.

Activity 2: What would you do?

1. You will hear a description of a situation.
2. You will have a minute to think about what you would do.
3. You will have 30-45 seconds to pretend that you are really in that situation.

Activity 3: What is it?

1. One student plays a pet or object; another plays the pet or object owner; another plays a friend.
2. The friend must guess what kind of animal the pet is by asking questions and watching the pet and pet
3. The pet cannot make any noise!

Activity 4: Grab bag

1. The class will be divided into groups.
2. Each group can pull 2-3 items from the grab bag.
3. Each group has 10 minutes to think of a creative story using the objects they have pulled.
4. Groups must perform their story for 1-2 minutes.
5. Lightning round:
Students have 15 seconds to make up something using the objects in the bag.

1. Clue
2. Boggle
3. Charades
4. Pictionary
5. Jeopardy
6.$25,000 Pyramid (describe a word without saying the word)
7. Battleship (the battle ships can be words, to sink it you must spell in correctly)
8. Hangman
9. Bingo
10. Wheel of Fortune
11. The Price is Right
12. 20 questions
13. Memory
14. Scattergories
15. Mad Libs
16. Simon Says
17. G-H-O-S-T (remember that card game in which you finish a word, you get a letter)

Useful Korean Terms


Kinds of Schools:
Elementary School 초등학교 Middle School 중학교
High School 고등학교 University 대학교
Grade/Year in School 학년 Class # 반

School Subjects:
English 영어 Korean 국어 Math 수학
Science 과학 Art 미술 Music 음악
Society 사회 Morals 도덕 History 역사
P.E. 체육 Home Economics 가정 Class Period 시간/수업

Sentence 문장 Word 단어 Question 질문
Noun 명사 Verb 동사 Adjective 형용사
Paragraph 문단

In the classroom:
Glue 풀 Paper Clips 클립 Rubber Band 고무밴드
Paper 종이 Correction Fluid 화이트 (white) Envelope 봉퉁
Desk 책상 Chair 의자 Chalkboard 칠반
Overhead OHP Chalk 분필 Notebook 공책
Student 학생 Teacher 선생님 Marker 사인펜
Dictionary 사전 Pen 펜 Map 지도
Ruler 자 Numbers 숫자 Clock 시계

Places in the School:

Library 도서관 Classroom 교실 Teachers Office 교무실
Bathroom 화장실 Gym 체육관 Main Office 사무실

Common Phrases
Please sit down 앉으세요
Please stand up 일어서세요
Please be quiet 조용해 주세요
Please write 쓰세요
Take out your pencil 연필을 꺼내세요
Put away your pencil 연필을 치우세요
Open your book 책을 펴세요
Close you book 책을 덮으세요
Please read 읽으세요
Repeat the word 단어를 반복해 말하세요
Hey! 야!! ya!!
Stop it!/Don’t! 하지마!
Please go out! 나가십시요!
Come here 이리와
Hurry up/Quickly do it! 빠리해
Really?/Truly? 진실로 jinja?


At the Beginning of Class

1. What is today’s date? 오늘 며칠입니까?
2.How was your weekend? / 주말 어땠습니까? / 멋진 주말 보냈습니까?
Did you have a good weekend?
3.Today we will… / Today we are going to… 오늘 우리 ~할 것 입니다.
4.How is the weather today? 오늘 날씨가 어떻습니까?
5.Let’s… ~합시다.

Questions Your Teacher Might Ask You

6.Do you understand? / Got it? 알겠습니까?
7.Who does not understand? 누가 이해하지 못합니까?
8.Would you like me to repeat…? / 다시 말해줄까요? Repeat-반복하다 / 따라하다
Do you want me to repeat…?
9.Do you want me to speak more slowly? 천천히말해줄까요?
10.How do you say “…” in Korean/English?/ 한국말/영어로 ~ 어떻게 말합니까?
What is “…” in Korean/English?
11.Do you remember ~ ? ~기억합니까? (Remember-기억하다)
12.What did we do last time? 지난시간에 우리는 무엇을 했습니까?
13.What is the answer? 답이 무엇입니까? Answer-대답 / 답
14.Who knows the answer? 누가 답을 압니까?

Common Phrases Your Teacher Might Use

15.Please say that again. 다시 말해요.
16.One more time. 한번 더
17.Good! / Very good! / Great job! / Great! 잘 했습니다.
18.Correct! / Wrong. 맞아요. / 틀렸어요.
19.You are close! 정답에 가까워요.
20.Please sit down.
21.Please stand up.
22.Take out your… ~를 꺼내세요.
23.Quickly! / Hurry! / Hurry up! 빨리 하세요.
24.Raise your hand. 손드세요.
25.Write in your notebook. 공책에 쓰세요.

Students’ Phrases
26.Can you please repeat that? / 다시 말씀해 주십시오.
Can you please say that one more time?
27.Please speak slowly. 천천히 말씀해 주십시오.
28.What does “…” mean? / ~무슨 뜻입니까? ~어떻게 말합니까?
How do you say “…” ?
29.Is this correct? 맞습니까?
30.How do you spell ~ ? ~의 철자가 어떻게 됩니까?
31. Can you please explain that again? 다시 설명해 주십시오. Explain-설명하다
32. I don’t understand. 모르겠습니다.
33. I understand a little. 조금 알겠습니다.

교실 규칙

I want to help you learn English. Please help me teach you.

1. Always try to speak English. Mistakes are okay. Learn from your mistakes.
언제나 영어로 말하려고 노려 하세요. 실수는 괜찮아요. 실수 속에서 배우는 것입니다.
노랙하새 요.

2. Show your teacher and fellow students respect.

선생님과 동료 학생들에게 존경심보이세요.

3. No talking while the teacher or another students is talking.

선생님이나 다른 학생이 얘기할 ㄹㄹ는 말하지 마세요.

4. No other reading during class.

수업 시간에는 수업 외의 ㄹ래 짓을 하지 마세요.

5. Be in your seat when the bell rings.

수업 종이 울리면 자리에 앉아 있으세요.

6. No sleeping.
수업 중에 잠을 자지 마세요.

If you follow these rules, your English will improve

위 사항을 잘 지킬 때: 여러분의 영어 실력은 부쩍 늘 것이 예요.

If you violate these rules, you will get punishment that corresponds to that.
위 의 규정을 어 기면 거기에 따르는 벌이었을 겁니다.

It’s not that we make these regulations to punish you, but only to create a more effective learning atmosphere.
이런 규정은 있는 것은 벌을 주려는 것이 아니라 우리 모두 노력해서 효과적인 수업 분위기를
만들고자 하는것 입니다.

Introduction and Greeting Lessons


In this lesson you attempt to introduce yourself as the one who will (1) make English fun, (2) have authority, (3)
bring a slice of American pie to the students. You don’t want to intimidate them by speaking too quickly and
you don’t want to be too lenient so that they start ditching your class later. Pace yourself and bring lots of

Photos of your family, school, hometown, pets, map of your state of the United States, (printed or hand-drawn)
with hometown indicated, sign with classroom rules, college cap or other fun paraphenalia, 20 index cards with
questions (see below).

Speak slowly. Enunciate clearly. Take lots of deep breaths to slow yourself down. Use simple vocabulary.

Twenty Questions to ask your New Teacher: The tendency is to say too much about yourself, leaving little time
for questions from the students. You could set yourself up right away as a live TV show-where the kids just
absorb for your 50 minutes. To pace yourself and get them involved with the presentation, play Twenty
Questions. The twist is that you prepare the questions for them and pass out 20 index cards randomly. A
sample set of questions (with the answers) which guided one ETA’s introduction:

1. What is your name?

- Hangman and chant (see below)
2. Where did you come from?
- Map of the United States and the word “America”.
3. Where are your parents from?
- Map of Europe, with the Czech Republic
4. When did your parents go to the United States?
- Write 1968 on the board. Draw a tank. Explained Communism.
5. In which state were you born?
- Map of US again. Connecticut (on the board)
6. Did you live in other states?
- N-S-E-W directions, Massachusetts, Texas, California.
- California pictures, high school graduation shots.
7. Where did you go to college?
- Put on Y-94 Cap and ask if they know where I went to College. Draw an arrow back to Connecticut.
Draw an arrow back to Yale.
8. What did you study in college?
- English
9. Where is your family from now?
- California
10. Do you have any sisters?
- Pictures.
11. Do you have any brothers?
- Pictures.
12. Is your brother or sister married?
- Pictures.
13. Do you have any pets?
- Pictures. Tell cat’s name.
14. What do you like to eat?
15. Is it ok to do other work in this class?
- NO!!! Explain rule #1.

16. Is it ok to hit eachother during class?
- NO!!! Explain rule #2.
17. Han-guk-mar hal-su issumnikka? (Can you speak Korean?)
- NO!!! Only English is spoken in this class.
18. Is it ok to have a good time during your class?
- YES!!!! Let’s have fun together. Remember: A wrong answer is better than no answer. Try your
best. You don’t have to be correct, but you have to try.
19. Are there any more questions?
- That’s up to the students.

You may get questions on birthday, height, age.. shoe size. Favorite Korean 'talent, , (i.e movie or TV star).
favorite Korean food, what you think of Korea .. Think of how you would approach the questions before you are
faced with them. Some students may even ask about the LA riots, North Korea, American forces in Korea. First
impressions are important: think ahead about how you will maintain a jolly atmosphere.

Warn your co-teachers not to tell the class your name, and then play Hangman with it. Write it in the corner of
the blackboard every class thereafter, along with the date and the day’s theme, to set the scene. (Nonetheless,
they may spell your name wrong as late as July).

-If your name is two or three syllables, you can get the class to do a chant, football-stand style. Each section of
the room takes a syllable and they shout it when you point to them, This is good for difficult to pronounce
Western names.

-After the class-generated questions are done, you can pass out a true-false quiz in the form of bingo board. The
students have to color in the boxes if false, or another if true, and the other colors make a pattern in the end
(such as the letter Z). Include some facts not covered in the first part of class, for instance eye color or likes and
dislikes, forcing at least one student in the class to ask you.

Your students are getting used to your voice. They may not understand you at all. That’s why you are trying to
give them lots of visuals, and trying to make this fun. If you ask, “Do you understand?” and they say that they
do, this does not therefore mean they really understand you.


Megan Mockares
Level: Girls’ High School

This lesson works best with a small class (less than 20) but could be adapted for larger classes by making it into
a pair or group project. It takes a minimum of two class periods to complete, most likely 3 or 4. The best part
of this lesson is that its 99% student centered. It requires a lot of supplies but it’s really up to you as to how
much you are willing to supply and how much you want the students to provide on their own.

Large poster-sized paper (1 sheet per student group), glue, tape, scissors, exact-o knife, markers, old magazines
and newspapers, an example poster, a Korean-English dictionary.

The first one or two class periods are for preparation. The following periods are for individual or group
presentations. Tell the students that they must make a poster about themselves. They can do anything they want
to with their poster. The only requirement is that they will have to speak for 5 minutes about their poster in
front of the class. Show them an example of a poster you have made about yourself then turn them loose upon
the magazines and newspapers for the rest of the period. If possible, provide some Korean-English dictionaries
so that they can also prepare for their oral presentations.

On presentation day, have each student stand in front of the class and give their presentation. Be ready to jump
in with questions to bolster any students who may be running out of things to say, 5 minutes can be a very long
time. Encourage other students to ask questions as well.

My students were very enthusiastic about making their posters. It was one of those rare moments when they
were able to show off their individuality. I found that the poster making periods were great times to just sit and
chat with my girls while they worked. I was a little worried about the presentations, because no matter how
much I urged, they put little preparation into the oral portion of their presentation, making the poster was far
more intriguing for them. However, on presentation day I was pleasantly surprised. They had little trouble with
the 5 minutes and the other students listened attentively, helped each other with difficult phrasing or vocabulary
and even asked questions occasionally.


This is a highly interactive lesson, make sure you have the energy for it.

Write “Greetings” on the board and explain it.

Get kids to copy what you are going to write down on the board.
Start on the left most board and work right.

“To older people” (put this in Korean cultural context)
1) How are you doing?
a) [formal response] I am doing (fine, ok) (how about you/and you).
-Stress that fine is very boring.
-Should they always return the question?
b) [informal response] (good, great, not so good)
-Practice adjectives: tired, hungry, sleepy.
-“Not so good” Then show them the “Why not?” -response.

“To the same age”

2) What’s up, What’s the news, what’s going on, is there anything new in your life? [responses] not
much, nothing special, same old, same old.
Answer what has changed…”I have a new…” “I went to see a movie…” “I am sick…”

“To younger” (just kind of a joke)

3) What’s shakin’ bacon? (Explain the shakin’ and bacon ryhme)
Nothing honey (nutin’ honey…) Emphasize the change in pronunciation.

4) Howdy partner (pardner-emphasize the pronunciation change)

Describe the slang…partner…Explain that this is a joke.

“To older people”
1) Goodbye [formal]
Bye [informal]
Emphasize the beauty queen wave.
Discuss the difference between the wave and the bow.

2) So long
Usually when leaving on a trip, or for a while. (ie. Titanic)

“To the same age.”

3) See you later, catch you later, later (shortened version)…see you around”

4) Take it easy (relax) …take care (be careful)

“To younger”
5) See you later alligator (rhyming again…that’s why it’s a joke)
In a while crocodile (For younger kids)…alligator…crocodile.

Comments: Drawing pictures and using a lot of body language helps. Have kids practice each section and then
test them.


Hyejung Kook (ETA 2001-2002)

Level: High school boys

After my self-introduction class, I did a combination introduction and greeting lesson; basic stuff, but
they had fun and I know they learned it, because I hear “Hello” instead of “안녕하세요” in the halls.

1. Greeting and the date

2. Under the date, write “1. Introductions,” have them repeat the word and ask if they know what it
means. Choose a student at random, make him stand and demonstrate with student: “Hello, I’m Miss
Kook. Pleased to meet you.” with a handshake. Prompt a response (i.e. Pleased to meet you too. I’m
). If they still don’t understand, tell them it’s “소개.”
3. Choose another victim and introduce yourself. Then ask the students for what things you could
say and write them on the board.

(I’m) Pleased to meet you.

(It’s) Nice to meet you.
Glad to meet you.
Happy to meet you.
It’s a pleasure (to meet you). ~The pleasure is mine.
My name is ________.
I’m __________.

Have them repeat several times, exaggerating intonation (better too much then none at all).
4. Now, this is time-consuming, especially when your class has 45 people, but I went ahead and
introduced myself to each and every person in my class. That way, every student of yours will have
spoken to you at least once and have had personal attention from you.
5. Most kids are so shy they won’t look at you, cover their mouths as they speak, and barely touch
your hand, so with the next student, explain the importance of a good handshake and eye contact,
writing “handshake” and “eye contact” on the board. With the handshake, mention in America
handshakes are one-handed, not two, and that it is used once, when people first meet, not each time
you see each other. If a student doesn’t speak loudly enough for everyone to hear, shakes hands
improperly or refuses to look you in the eye, make them do it again.
6. Next, demonstrate performing introductions, and write phrases on the board:

A. Let me introduce you to _________./I’d like you to meet ___________.

B. Pleased to meet you.
C. Pleased to meet you, too. I’m ________/My name is ________.

7. After demonstrating a couple times, make students introduce each other a few times.
8. Take questions if there are any.
9. Switch gears; now that you’re all introduced, what do you say when you see each other? Write “2.
Greetings” and ask the meaning, demonstrate, and check the Korean: “인사.”
10. Write the various phrases used on the board, i.e.:

A. Hello B. I’m fine, thanks. And you? A. I’m doing well, thank you.
Hi. I’m so-so. How about you? I’m good…
Good morning…etc. I’m great…etc. I’m feeling kinda tired…etc.

A. Hey, what’s up? B. Nothing much. OR B. I’m going to _________

Wassup? Same old, same old. Last night I _________
What’s going on? Nothing special. I have a new________.

11. Have the class read part B while you read part A. Go through various combinations. Then switch.
12. Greet individual students.
13. At this point I’ve usually run out of time, but time permitting review goodbyes, too.


Kevin Kim (ETA 2001-2002)

Level: Daejeon Eoeun Middle School

Materials: Tie, baseball cap

1. Begin lesson by asking class “How are you today?” Ask the class several times, drawing out the monotony of
their “I’m fine, thank you. And you?” responses. Explain what a “robot” is and tell them they are all “robots”;
for dramatic effect, imitate a robotic Korean student and then a sleepy one answering “How are you today?” in
the above fashion (3 min).

2. Write “Greetings” at top of board and explain (2 min).

- Say Korean greetings, e.g. 안녕하세요 and 어서오십시오. Refer to practice of many Korean
stores like Galleria that have many women giving “insa” to guests.
- Ask for examples of English greetings.

3. Then write “And Introductions” next to “Greetings” and explain (5 min)

- Introduce yourself to student victims: shake their hands, say “My name is Mr. Kim. What’s your
name?” Wait for response, then say “Nice to meet you.” Have class repeat “Nice to meet you.”
- Emphasize the American handshake versus the Korean bow.
- Alternatively or even subsequently, draw a picture of a “handsome boy” or “pretty girl” and two
“friends” on the board as stick figures. Using gestures and easy language, act out an introduction
between one “interested” friend and the “handsome boy” or “girl.”

4. Student Introductions (15 min)

- Explain they will work in pairs and introduce their neighbor.
- Tell them to interview their neighbor for his/her name, hero (영웅), and what he/she did during
- To explain “hero,” I referred to possible popular Korean heroes and some purely comedic answers
like “Kim Dae Jung,” “Jeollaman,” myself, and so forth.
- Give them five minutes to work on this. Meanwhile, write a model paragraph on the board with
“fill in the blanks.” (“Hello class. My friend’s name is ______. His/her hero/heroine is _______).
Then write out all the “greetings” you will be teaching the class after the students are finished.
- Have random student pairs come up and introduce their friend. (Use the student picture cards or
pick student numbers according to the date of the lesson, e.g. “Today is Oct. 25. Who is student
25?”) Have class say “Nice” or “Glad” or “Pleased to meet you” after each introduction.
- For added fun, have students who perform be able to pick the next student pair.
- This is a great chance to get misbehaving students to participate in the class—throw in jokes, have
fun with this part! Students gave lots of funny answers for their heroes especially.

5. Greetings Practice (15 min)

- Go over the meanings and pronunciations of the greetings, goodbyes, and greeting answers on the
board. Explain “formal” versus “informal” by laying out potential scenarios (e.g. “Don’t say
‘Wassup!’ to the Principal or he’ll hit you or call you crazy!”).
- Formal Greetings: Hello, Good morning, Good afternoon, Good evening, How are you?, Goodbye,
Good night
- Informal Greetings: What’s up?, How’s it going?, Hey, Wassup (explain “Wassup” is slang
pronunciation), Later, See you around, Catch you later, and Take it easy.
- “How are you?” answers: I’m doing well; I’m tired/hungry/sick/bored; I’m great!; Same old, same
- Group Practice: Have the class ask you “How are you?” or “What’s up?” and answer each time
- Individual Practice: Call up individual students and give them the option of being your “friend” or
an “ahjushi.” Ask class collectively whether formal or informal language is appropriate. Give the
student the necktie or the cap and act out a brief street/office encounter using a greeting, “How are
you?”-type questions and answers, and a goodbye.

6. Wrap up the class by asking “So class is over, how do you all feel?” and tease out “I’m great!” as the answer.
Say goodbye with newly learned words (1 min).


Fiona Duncanson (ETA 2000-2001)

Level: All

After deciding that it was ridiculous and poor to not know my students names I did this as my
first lesson in march, but it could be done at the beginning of the year (Sept.) for best results.

I explained to the students that I wanted to work on getting to know them and that I would
need their help.

index card for each student, rings to hold cards together, glue and an exacto knife

1. Draw a big index card on the board. I required the students to put their student number,
class number, name in Korean, name in English, nickname, birthday, and at least three
interesting hobbies on the front. This means no "watching tv" but naming actors, genres, and
shows. On the right side on the front I also required the students to glue a photo or sticker
photo in which I could see their face clearly. If they didn't have a picture they had to draw
one and bring a photo next week.

2. I drew the back of the card on the board. I wrote 3 questions about their English abilities
and stressed that I wanted the answers in sentences. eg. Do you like English class? Why/why
not? (at least 3 sentence and no crap "because it's fun," isn't good enough. Why do you want
to learn English? Have you ever visited an English speaking country?

3. I passed out the cards and let them go to work. This did take all period as I was pretty
picky about
the sentences and made the students correct them if I found mistakes.

4. Your hw is then to study the pictures and the names and try to remember who likes BSB
and who likes SES.

This is a good lesson as the students appreciate any effort you make to identify them as
instead of as a group.



Amy Patuto (ETA 2000-2001)

Level: 1st Year Middle School, 3 Part Lesson

Blindfold Descriptions March 2001

1) Students will be able to identify adjectives.
2) Students will be able to use adjectives to describe in conversations and writing.
3) Students will use adjectives to describe an object.

1) Write the word adjective on the board.
2) Ask who knows what this word means.
3) Write answers on the board. Adjectives describe people, places, and things.
4) Ask for examples of adjectives and write them on the board.
5) Make five groups and ask groups to choose a leader. (too many groups make this lesson become boring five
worked the best for me)
6) Call the leader of one group up to the front of the room.
7) Tell him/her that he will be picking an object out of a bag and to use at
least five adjectives to describe it.
8) Student will sit down and I will blindfold students. (laughter)
9) Student will describe the item and his/her group will write down all of his/her answers.
10) Student will take his/her object to his/her desk.
11) Repeat with all five groups.
12) They will then write sentences together in their groups using the five words given by their leader and three
new words.
13) They will hand in their sentences when they are finished.
14) If you have time make it a race to finish the sentences. First group that finishes gets candy.
Assessment: How quickly students think of adjectives and write their sentences. Assess how the sentences
were written and the adjectives were used.

Travel Brochures
March 2001
1) Students will take their new knowledge of adjectives and use them to describe their schools town in a travel
2) Students will review and apply city, town and neighborhood vocabulary
1) Review Adjectives. Adjectives describe people places and things. Today we will describe places.
2) Ask “What town is your school in?” or “What town is this?”
3) Ask “What is in this town?” Students will then brainstorm a list of all the places in the town such as a
museum, the baseball stadium, mountains or a park. If they need help draw mountains or something else in the
town on the board and students will get the idea of what to say.
4) Ask for adjectives that describe some of these places. For example: The big baseball stadium is fun and
exciting. The tall mountains are beautiful.
5) Put students into groups of 4 or 5 students
6) Say today we will make a travel brochure of this town.
7) Explain a travel brochure using one you made about your own hometown in America. Pass around travel
brochure of Wayne New Jersey. Make it colorful and write in BIG letters. I underlined all the adjectives I used.
This was very helpful. I also made about 3 so more than one group could look at it at a time.
8) Discuss what you wrote in your own travel brochure.
9) Explain that they need 5 different places in Gwang-ju and 10 adjectives in the brochure.
10) Students will get a piece of construction paper and colored pencils or markers and each group will create
their own travel brochure of the town.
11) Walk around to help each group.

Assessment: Assess their progress by how well they answer each of the opening questions and how well they
brainstorm. Examine how well they complete the task of writing 5 places and 10 adjectives in their brochures.

Appearance March 2001

1) Students will learn to use adjectives to describe people in pictures.
2) We will go over different types of beauty hoping to make them understand that differences in bodies and
faces can be beautiful. Try to stop them from laughing at their peers and other people based on appearance.
(What can I say I m optimistic and think that I can change the world and fight prejudice!)

1) Go over Adjectives. Adjectives describe people, places and things.
2) Explain that we describe things and places over the last two weeks and this week we will describe people.
3) Give the students the handout on appearance vocabulary.
4) Practice saying the words.
5) Hold up pictures from magazines to show students what you mean. Sometimes ask them questions like “What
color is her hair?” Is she short, tall or medium height?” If possible use men and women of various races, shapes,
and sizes. Oprah magazine has a variety of different people.
6) Play the game “5 adjectives.”
7) Put students into groups of four.
8) Hold up a picture of a person.
9) The first group to write five adjectives gets a point.
10) The students with the most points win the game.

Assessment: How well they play the game and how well they answer my questions throughout the lesson.

ADJECTIVES (Worksheet)

Appearance Vocabulary
People have different sizes like their height and weight.
Here are some descriptions of height: Tall, short, and medium height
Here are some descriptions of weight: Petite, big, skinny, thin, chubby, plump, muscular, athletic, and fat.
In the west the word fat is an insult. Do not call people fat in western society.

Eyes are very different. There are many eye colors, shape and sizes..
Some eye colors include brown, blue, green, hazel, and gray.
Some shapes and sizes include almond shaped, round, big, small, and wide.

There are many types of hair. Hair has many different colors, styles, and lengths.
Here are some colors: brown or brunette, blond, redhead, and black.
Here are some styles: Straight, curly, wavy, thin, and thick.
Here are some different lengths: Long, short, shoulder length, buzz cut, and bald.

You can describe women as pretty, beautiful, cute, plain, glamorous, and ugly.
You can describe men as handsome, cute, good-looking, plain, and ugly. Ugly is not a nice word to use. In the
west ugly is an insult. Do not use this word.


Sarah Kraus (ETA 2000-2001)

Materials: a full Coca-Cola can, empty chocolate milk carton, two types of fans, two
different dictionaries....

Procedure: This is an expansion of the Adjectives lesson in the handbook. I found using
objects that the class could describe worked really well. You can use any objects you want
but I definitely recommend using the coke can and milk carton since it really grabs their
attention. Since my students didn't know the word adjective, I wrote 형 용 사 on the board
and they quickly understood.

1) First show them a coke can. Ask what it is. (a can) What is in the can? (coke, You can
teach them soda pop). What colors are there? What kind of can is it? Or what material is it?
(aluminum, metal) What shape is it? (circular, not circle) How does it taste? (I explained how
soda has bubbles and taught them fizzy.)

2) Then show the milk carton. (They called it a pack.)

What colors are there? What material is it? (paper) What shape is it? (Go over square, box,
rectangle, rectangular.) Have one student (the one not paying attention) hold the carton and
ask if there is milk inside. Then go back to the coke can and show the difference between full
and empty. What other flavors of milk are there? (banana, strawberry, and coffee flavors in
Korea). You can take a vote in the class on what is their favorite. How does it taste? (sweet)

3) For the fans I used a paper fan and the plastic fan from Kangwon University.
Words to teach: wooden, plastic, flat, smooth, open, folded, expensive, inexpensive, free,
cheap, round, go over circular again.

4) I used a large and a small sized dictionary. Words to teach: big, large, small, little, tiny,
heavy, light, thick, thin, leather, useful....

5) I showed them a handkerchief. (Some students called it a hand towel.) I also used my dark
green backpack, illustrating soft, and medium sized. (They think dark green is khaki.)

6) After the class examples I made the students pick an object from a bag and at the end each
group had to present their sentences to the class. I used a mechanical pencil, bookmark,
eraser, key, die, battery, clothespin, and nail file. (You might want to teach them shiny since
many of my students said, "It is twinkle.") It's good to have a Korean-English dictionary for
the students to refer to.


Level: High school

Objectives: To practice the use of “If…could…would.”


Part I:
Review the can/could and will/would.
Go around the room and engage them in short conversations that use these terms:

-What can you do? (I can play the piano.)

-If you COULDN’T play the piano, what WOULD you do? (I would….) etc…
-Do you have a boyfriend? (No I don’t…)
-If you had a boyfriend, where would you go on a date…? (I would go to…)

Write on the board, “If I had a free airplane ticket to anywhere in the world, I would go to…

Ask the students to pick a country, and give a reason as to why they want to go there.

Part II:

1) Use examples to illustrate how “because it feels like…to make ‘it’ more descriptive
than “because it is like”

Ex: I like rain because it IS like a shower.

I like rain because it FEELS like a shower.

2) After sufficient practice with, “I like…because it feels/sounds/looks like…” ask the

students to use their imagination and complete the following sentence.
If I could smell the darkness I think it would smell like .

3) Ask them to write 5 sentences, one for each of the senses, stressing the use of their
imaginations. Some of the creation I received:

If I could smell anger, I think it would smell like red peppers.

If I could hear a smile, I think it would sound like popcorn popping.
If I could touch solitude, I think it would feel like a rainy day.
If I could see time, I think it would look like a fast train.
If I could hear the mountains, I think they would tell me history.

With the younger students I only did, “I like Spring because it is like .
They are both .” and it worked really well.


Materials: Posters which demonstrate the 6 prepositions, a worksheet for each student, OHP
of worksheet answers (optional).


1) Greeting date.
2) If you have a desk in front of your classroom, shock your students by sitting on top of
it, then ask, “Where is the teacher?” Wait for some mumbled answers then say
together, “The teacher is on the desk.”
Explain that today you are going to be practicing words such as, on, next to, etc…
3) Go through your posters with the class asking appropriate “Where” questions to the
class as a whole and later to individuals if you desire. Stress the six prepositions in
your answers. Also ask some questions about objects in the room until the students
feel comfortable using the prepositions.
4) Pass out the worksheets and have the students complete the front side.
5) Go over answers together and read the sentences aloud as a group.
6) Have students flip over their papers to the empty table. Explain that you are going to
read some sentences about the table ad they have to draw in the objects that you are
talking about in the proper locations. It may be helpful to list the objects ahead of
time so that the students know what to listen for.
Read the following sentences aloud, repeating twice:

1) The hat is on the table.

2) The beer is under the table.
3) The ball is next to the beer.
4) The apple is behind the hat.
5) The chair is next to the table.
6) The watch is in front of the ball.
7) The pencil is on the chair.
8) The pen is in the beer.

7) Draw a table on the board, pass out chalk and have the students draw in their answers.
Then say one sentence together about each.

Comments: I taught this to my first-year middle school girls. It’s not the kind of lesson that
kids are jumping out of their seats about, but the various activities hold their attention while
teaching them some useful English. As for the posters, how you make them is entirely up to
you. I cut pictures of famous or strange people out of magazines then put them in various
locations on benches, in jail, under umbrellas, etc…


1) The cake is the table.

2) The milk is the cake.
3) The dog is the table.
4) The spoon is the cake.
5) The milk is the table.
6) The light is the cake.
7) The table is the kitchen.
8) The cake is the light.
9) The cake is the milk.
10) The cat is the table.


Tony Morrow (ETA 2000-2002)

Level: Anyone who can read English letters

Time: about 5 minutes per tree

This is an exciting way to spend some time each class dealing with pronunciation without too much time
commitment on either your or the students’ parts. Try beginning or ending every class with a minimal pair tree
exercise. You can fit trees to any theme – or no theme. Or create a whole game lesson of expansions of the
minimal pair tree idea. Go over the pronunciation of all words on the tree before beginning.

The first tree is an example of a “Who is (student name here)’s new boyfriend?” tree. There are four pairs of
words, exemplifying the r/l distinction. Simply, you, the teacher, choose a Korean celebrity from the list at the
right of the tree and then read the four words that lead to that celebrity from left to right. The students, each
having a tree to look at, follow as you read, trying to figure out which word you said and which celebrity is
(student)’s new boyfriend. You might transfer leadership of the game to a student and see if other students can
guess the celebrity based on that student’s pronunciation. Of course, you can change genders in the right
column or mix them up. I chose celebrity names from the Korean celebrity list at
http://www.geocities.com/koreanwiz/actors.html. The list includes pictures, so you can choose to your liking!!

ROAR Yoo Seung Joon

ROLL Kim Jaewon
ROAR Won Bin
ROLL Yun Kyesang
ROAR Song Seung-hun
ROLL Ryu Jin
ROAR Pak Gwang-hyeon
ROLL Han Jae-suk
ROAR Jang Dong-gun
ROLL Ahn Jae-wook
ROAR Kim Hojin
ROLL Cha In-pyo
ROLL Kim Raewon
ROAR Gu Bonseung
ROLL Yu Junsang

Another minimal pair tree possibility is to use destinations in a “Where shall we send our Tomb Raider?” chart.
For this chart, I arbitrarily choose the V/B consonant distinction. The fun of this one is explaining where the
hell some of these places are. Like Palm Springs (Cali), Machu Picchu (Peru), Kilomanjaro (Kenya/Tanzania),
etc. You can have students (in groups) make a secret travel itinerary, then relay it in code to the rest of the class
using the minimal pair words in the tree. If the class guesses the itinerary, the relaying group receives some
kind of cheapo spy award you have made on colored paper or something.

TRIBE Afghanistan
TRIBE North Korea
DRIVE Hawaii
TRIBE Palm Springs
DRIVE Disneyworld
TRIBE Mount Fuji
TRIBE The Taj Mahal
DRIVE Lhasa, Tibet
TRIBE Machu Picchu
CABS DRIVE Mt. Kilomanjaro
TRIBE Istanbul
REBEL DRIVE Easter Island

TRIBE Niagara Falls


Ashley McCants (2002-2003 ETA)

Level : Hanbada Middle School – Co-ed

Introduction: My students always speak in incomplete sentences. They leave out subjects
and verbs all the time. I wanted them to practice constructing complete sentences with
random words based on a few simple rules:

Subject (주어) + Verb (동사) = Sentence (문장)

If a sentence is missing either a subject or a verb, then it is not a complete sentence.
The subject and the verb have to agree.

1. I told the students we were going to have a “make a sentence auction”. Auction in
Korean is 경매. I have some fake American money, so I gave them envelopes with
$300 dollars.
2. I told them they would be buying words or phrases from me to make sentences. My
kids sit in tables of 6, so I instructed one member of each group to be the bidder to
keep the noise down.
3. I had some sentences prepared before I started, but you have to have materials to write
new words as you go and you also have to keep track of what words each team has.
The bidding gets pretty rowdy, but the kids really get into it. They also get good
practice counting. It is best to start bidding with the verbs.

Possible Sentences:

Shall/ we/ see/ a movie?

He/ is/ good at/ playing soccer.

I/ am/ always late/ for school.

I/ never/ drink/ coffee/ at night.

She/ needs/ something/ to eat.

Comments: Besides practicing subject-verb agreement and constructing complete sentences,

the kids also think about how words can function as both verbs and nouns – how the function
of a word can change based on the content of the sentence. This can get really rowdy, but
they really enjoy the bidding and are excited when they secure the words to make a correct


Objectives: To teach absolutely essential fundamental stuff for speaking the English language

Materials: Pink and yellow cards; tape of a pop song

Handouts: Alphabet/ 'trouble spots'"; pop song lyrics (optional)

Procedures: There are several hundred variations on this theme available for your use.

-Trouble spotting: If you think beginning with the alphabet might end up being too labyrinthine, you
can begin by simply focusing on the 'trouble' spots in English for Koreans. These include P/F, P/B,
B/V (your kids pronounce the letter V “bwee”. F/V, S/Z, Z/J, L/R, D/Th, Ch/Sh, and Th/S. Prepare
this part of the lesson by watching your mouth and listening to yourself making these sounds; then
devise a simple explanation for tongue, breath and/or lip placement for each example. The difference
between P and B is, aspiration. Place a sheet of paper in front of your mouth. 'P' is aspirated, it
moves the paper, “B” does not. Use as examples, words which have the trouble sounds at the
beginning,. middle, and end respectively.

-The Alphabet: It can be good review to run through this once with your students, particularly for the
consonants. The ABC song works well: so does grouping the letters in terms other "pure" (ie. ABC
song) pronunciation, in this fashion.

The "long E group": E, B, P, C, Z, T, D, V, G.

The "A group": A, H, J, K.
The "short E group": F, L, M, N, S, R, O.
The "U group": Q,U, W.
The "long I group": I,Y.

This lesson should familiarize your students with the names of letters, BUT, the names of the letters
often do nothing for the understanding of the pronunciation of the letters, In all good conscience you
shouldn’t attempt the alphabet without the review of the sound/letter correspondence (below).

The Sound/Letter Correspondence. This is almost one-to-one in Korean, but involves context-
dependent multiples in English. You might want to try a simple explanation of this in your classes,
else the oversimplification above will be confusing.

Sing a Song: Give the kids lyrics to go over the trouble spots verbally before singing. (Any pop song
will do).

Tongue Twisters. Some ETAs had their classes write tongue twisters for a specific letter; most just
gave them out. Make them up, or use the ones listed later in this lesson plan. Fun variations are to
have the students say them backwards/slow/fast/soft/one student for each word/half the class say the
first half, etc…

The Pronunciation Game: Yell out words that begin with a certain letter and have the kids hold up a
pink and yellow card depending upon which letter they think they heard. (This method is easier to
correct that just random yelling).

Pronunciation Tic-Tac-Toe: Make a 3X3 grid with words which sound very close. Team
representatives must pronounce a word correctly in order to gain a square.

A note on time: it’s quite easy to devise a lesson from review components (1-3) and practice
components (4-7), that takes up the entire class. Where it differs in actuality is according to ability.
Expect middle schoolers to take longer with review, for example.


Level: Middle School

Time: Two class periods. These were my second and third weeks, when my students were still
terrified to speak, so it took lots of time and space.

Procedure: (20-25 minutes)

Explain what a tongue twister is. (Visuals are good).
Read each one for the students out loud, fast and slow.

1) P Peter Piper picked a peck of pickled peppers.

2) P/B Peter put a bit of beef in the pink potion.
3) B If the batter is bitter, use a better butter.
4 W How much wood would a woodchuck chuck if a woodchuck could chuck
5) S Sally sells sea shells by the sea shore.

Work one at a time and have the whole class recite slowly.
Work on difficult parts of each tongue twister.

To elicit individual responses, I threw a tennis ball into the class and watched the students scramble to
get it. The one who succeeded had to recite the tongue twister among the roar of laughter over having
been duped into volunteering, along with 1-4 students around him, if he was too embarrassed to speak
on his own.

To let him save face, have him throw the ball to the next victim.
If there’s time, after going through each tongue twister, work it into a game, have them throw the ball
around and around, and one at a time stand up and choose a tongue twister to recite.


1) P/F Alteration. Some students will start sticking F’s in instead of P’s, especially in “Pickled,”
since it’s preceded by “of”. Go over F and P slowly, emphasizing how different you look
when saying them, “P” with both lips closed and “F” with the upper teeth on the lower lip.
2) Vowels in “Bit” and “Beet”. Korean does not differentiate between the two vowels, and so
it’s very difficult for Koreans to hear the difference in English. Thus, many embarrassing
confusions occur, (ex. Sheet, shit; peace, piss). Have the student listen to your pronunciation
and watch your mouth. The vowel in “Beet” is a little longer.
3) Do a minimal set of bitter-batter-butter. Work on vowels. The Korean word for butter is “ba-
dah” (a loan word, of course). Point out the difference.
4) /woo/. Koreans have a lot of difficulty pronouncing /w/ before back round vowels (/u/ or /o/)
because there aren’t any in the Korean language (though there are before front and unrounded
back vowels). Have them watch how your lips purse when saying “would/wood,” and have
them copy.
5) S/Sh. Work on She-sells and sea-shells combination.


Round Rob rolled around the river.

Virginia the valiant won a vicious victory.
Much mightier than the most majestic mountain.
The sixth sheik’s sixth sheep was sick.

Tip: Write the tongue twisters on the board, so that everyone looks up. That way, you can watch their mouths
and they can watch yours. It helps a lot with pronunciation.


Ashley McCants (2002-2003 ETA)

Level: Hanbada Middle School – Co-ed

Objective: To practice the pronunciation of long and short vowels.


1. Write the following on the board:

0 1 2 3 4 5 6 7 8 9

2. Here, the only difference in sound is that of the vowel. The words should begin and
end with the same consonants.

3. First I modeled each word and had the students repeat after me. Then I called out
numbers and had the students say the words. I particularly practiced problem areas:

4. I then told the students they would hear one of the words and that they must write the
number which corresponds to the word they heard. You can use their answers to
figure out what sounds they are confusing and then practice more.

5. Two or three words are then presented together and the students write them down.
Then I tell the students they are going to hear an important telephone number. Give
them 7 words, and then ask, what’s my phone number?

6. Students are then divided into pairs to give their own phone numbers and practice
their pronunciation. The students can then tell each other what they did and didn’t
understand, and are forced to exaggerate to make themselves understood to their
peers. It is good because they are actively thinking about their pronunciation and how
to repair it.


Kelly Bergman (‘96-’97 ETA)

Level: Sangsan Boys High School (1st and 2nd Year)

This is an activity I did as part of a pronunciation lesson. The kids loved it, and things got
really competitive and rowdy, so if possible, move your class to a remote location so as not to
disturb everyone around you!

Materials needed: 4 sets of Peter Piper picked a peck of pickled pepper tongue twister slips.
Each set written on a different color of paper, one or two words on each slip of paper.

Pass out slips of paper to one half of the class, making sure the colors are well-shuffled, so
equal amounts of the color are distributed between the front and back of the class.
Call out a color (this is a good listening exercise, especially for red and blue). People holding
the color must run to the front and line up in order. When everyone is lined up, each person
says their word. Time them and write their time on the board. The first time around, the
times will probably seems really slow (30-35 seconds). Egg them on by telling them the
fastest time from another class.
I did 2 or 3 rounds, depending on the mood of the class. Then I have the winning team hold
onto their cards while everyone else passed their cards on to the other half of the room.
Repeat the process and at the end, have a championship race between winning teams from
each half of the room.

My kids ended up leaping over desks and tackling each other. I think the fastest time was
around 4 or 5 seconds. This is a great game at the beginning of the semester when students
are afraid to speak.


Peter Piper picked a peck of pickled peppers.

Sally sells sea shells by the sea shore.
How much wood would a woodchuck chuck if a woodchuck could chuck wood?
Theo thought thirty-three things on Thursday.
Fabio found a funny French friend in France.
Loose lips sink ships.
Toy boat. Toy boat. Toy boat.
Many men munch much mush.
Unique New York.
The sixth sheik’s sixth sheep was sick.
Three gray geese in the green grass grazing.
Grope Greek grape leaves.
Rubber buggy baby bumpers.
If the batter is bitter, use a better butter.

-Tongue twisters can also be used as a time-filler at the end of the class. Divide the students
into teams. Teach them the tongue twister and have them it for a couple minutes. Then, time
them as each student in a “team” gets up says the tongue twister twice and sits down, like a
relay. The team that has the shortest time wins.


1. To teach the students common grammar patterns associated with giving advice in English.
2. To increase the students’ comfort with writing their own sentences in dialogues and performing them in
front of the class.

Materials: “Ask Alice” handout, grammar handout, “What would you do if…?” dialogue cards.

This lesson was divided into three parts. First, I introduced the concept of “giving advice” (in Korean, chung-
go) by reading a portion of an “Ask Alice” column from New Interchange 2, p. 97. I informed the students that
advice columns are common in newspapers and magazines in the U.S. When a person has a problem, they write
to “Alice” or “Abby” and explain their dilemma. The advice-giver then writes back, suggesting ways to resolve
their problem. The letter that I chose to use as an example for the class was from “Distraught Sister:” (I
explained to the class that people who write letters to advice columns disguise their identity by not using their
real names.) Distraught sister wrote:

Dear Alice,
Someone told me that my brother’s girlfriend was dating another guy. I felt I should let my brother
know, and after I did, he confronted her with the story. Although she denied it, it caused a terrible argument and
they almost broke up. Now it turns out that the rumor wasn’t true, and my brother has stopped speaking to me.
Distraught Sister

The reply:

Dear Distraught Sister,

Well, you learned a lesson. You shouldn’t have listened to gossip. And you shouldn’t have passed it
on. Now you have to repair the damage. Apologize sincerely and hope that he will forgive and forget.

I drew a diagram of the sister, brother, brother’s girlfriend, and “other guy” on the board while reading the letter
to explain the situation. Most of the students seemed to understand quite well. I explained the rumor as nappun
somun to clarify for those students who were confused. This also applied to the word “gossip” in Alice’s reply.

In the next part of the lesson, I went over some grammar points for giving advice with the students. I handed
out a copy of page 95 of Interchange 2 and asked the students to look at the “Grammar Focus” section. I
explained the difference between “would” and “should” when giving advice, (I would, you should), and then
emphasized the importance of the verb tense when giving advice. If it is for something that has already
happened, use the past tense. But if it has not happened yet, use the present/future tense. For example, Alice’s
advice was, “You should not have listened to gossip…Now, you should apologize sincerely.” She could also
have said, “I would not have listened to gossip. Now, I would apologize sincerely,” and the advice would be the
same. Although this grammar point seems confusing, I encouraged the students that it would probably make
more sense once they started to practice writing their own advice.

The final activity of this lesson involved active student participation in writing their own advice in dialogues and
then performing those dialogues in front of the class. I introduced the activity as the “What would you do if…”
game and explained that each student would be writing advice that they would give a friend in different
hypothetical situations. I had prepared eight laminated (coated) dialogue cards for this class, each involving
three actors. One of the actors, B, explains her problem and asks for advice from the other two actors, A and C.
At the top of each dialogue card were different endings to the sentence “What would you do if…” that served as
titles for each dialogue. I asked the students to work in groups of 4 to 6 students and to choose three actors by
rock, paper, scissors. They then had to do two tasks: 1. Practice reading B’s part, the problem, and 2. Write two
different pieces of advice for A and C to give, keeping the grammar points we had previously revised in mind.

The eight dialogue scenarios were as follows:

What would you do if…

1. …you saw your friends cheating on a math test?
A: What’s wrong, (B’s name)? You look like something is worrying you.
B: Well, actually, I have a problem, and I don’t know what to do about it. We had a math test yesterday in
class, and I saw two of my friends across the room sharing answers with each other. I know that cheating is
wrong, but if I tell a teacher about this, my friends will get into trouble. What should I do?
A: Well, I think you should…
C: I don’t agree with you, (A’s name). If I were you, (B’s name), I would…
B: Thanks for your advice, (A and C’s names). I think I’ll take (A or C)’s advice.

2. …your friend got a really bad haircut and asked you if you liked it?
A: What’s wrong, (B’s name)? You look like something is on your mind.
B: Well, I saw Sharon on the bus this morning—she got a terrible haircut. She looks like Marge Simpson!
She asked me if I liked it, and I didn’t know what to say—so I just smiled and changed the subject. Should
I have been honest with her and told her I didn’t like it? Or should I have lied and said it looked nice?
A: Well, if I were you, I would have…
C: I don’t agree with you, (A’s name). I think you should have…
B: Thanks for your advice (A and C’s names). Next time I see Sharon, I think I’ll follow (A or C)’s advice
and tell her…

3. …you saw your friend’s boyfriend with another girl?

A: What’s wrong, (B’s name)? You look like something is troubling you.
B: Well, actually, I have a problem, and I don’t know what to do about it. I saw Ji-hye’s boyfriend out
with another girl last night downtown. They were holding hands and everything! What should I do?
Should I tell Ji-hye or not? She’ll be so upset if she finds out!
A: Well, I think you should…
C: I don’t agree with you, (A’s name). If I were you, (B’s name), I would…
B: Thanks for your advice (A and C’s names). I think I’ll take (A or C)’s advice.

4. …you broke your mother’s favorite vase?

A: What’s wrong (B’s name)? You look like something is troubling you.
B: Well, actually, I have a problem, and I don’t know what to do about it. I was dancing around my house
last night while listening to Seo Taeji’s latest CD, and I accidentally knocked my mother’s favorite vase off
the table. It fell on the floor and broke into many pieces. What should I do?
A: Well, I think you should…
C: I don’t agree with you, (A’s name). If I were you, (B’s name), I would…
B: Thanks for your advice, (A and C’s names). I think I’ll take (A or C)’s advice.

5. …you borrowed your friend’s sweater and lost it?

A: What’s wrong, (B’s name)? You look like something is troubling you.
B: Well, actually, I have a problem, and I’m not sure what to do about it. I borrowed Su-jin’s sweater—the
really expensive blue one—to wear on a date. I was going to give it back to her at school today, but when I
went looking for it last night in my room I couldn’t find it! I don’t know where it could be—it’s lost! Su-
jin loved that sweater! What should I do?!
A: Well, I think you should…
C: I don’t agree with you, (A’s name). If I were you, (B’s name), I would…
B: Thanks for your advice (A and B’s names). I think I’ll take (A or C)’s advice.

6. …you had a crush on your friend’s boyfriend?

A: What’s wrong, (B’s name)? You look like something’s on your mind.
B: Well, I have a problem. Seulgi has a new boyfriend who I think is really cute. Actually, I have had a
crush on him all year. When he asked her out on a date, I was really upset. But I think he might like me
too—he smiled at me yesterday on the bus. What should I do?
A: Well, I think you should…
C: I don’t agree with you, (A’s name). If I were you, (B’s name), I would…
B: Thanks for your advice (A and C’s names). I think I’ll take (A or C)’s advice.

7. …you wanted to break your plans with your friend to go to another party?
A: What’s wrong, (B’s name)? You look like something is troubling you.
B: Well, actually, I have a problem, and I don’t know what to do about it. My friend, Jenny, asked me to
go to the movies with her on Saturday, and I promised her I would go. But then Sue invited me to her party

on Saturday, and Jenny is not invited. I really want to go to the party to meet all of the cute boys there, but
I don’t want to hurt Jenny’s feelings. What should I do?
A: Well, I think you should…
C: I don’t agree with you, (A’s name). If I were you, (B’s name), I would…
B: Thanks for your advice, (A and C’s names). I think I’ll take (A or C)’s advice.

8. …you found 500,000 won on the street?

A: What’s wrong, (B’s name)? You look like something is on your mind.
B: Well, actually, I have a problem, and I’m not sure what to do about it. I found an envelope on the street
yesterday with 500,000 won in it. I know that somebody is probably looking for it and hoping I will turn it
in to the police, but I would really like to use the money to buy a CD player and some new clothes. What
should I do?
A: Well, I think you should…
C: I don’t agree with you, (A’s name). If I were you, (B’s name), I would…
B: Thanks for your advice, (A and C’s names). I think I’ll take (A or C)’s advice.

In most classes, impressive improvements seemed to have been made in two areas: first, the students’
ability to compose quality sentences in English, and, second, the students’ comfort levels in speaking English in
front of their peers. The fact that the lesson plan was divided evenly between instruction and participation also
seemed to contribute to the lesson’s success. Many of the students proved to be very good advice-givers!


Jairus Rossi (2002-2003 ETA)

Level: Middle School
Objective: Practice correct forms of giving and receiving advice.

Note: This lesson was derived after being forced to teach an advice lesson for 3 weeks by an obsessively over-
exuberant co-teacher who really liked our terrible text. None of the lessons in the book worked AT ALL and I
wanted to kill someone by the second week. So this lesson is easier for younger students and they actually
enjoyed it.

1. Explain what a problem is.

My dog is crazy
My girlfriend hates me.
I need more money to buy Shin-Hwa CD’s.

They will get it if you use examples, because these are pressing issues for middle-schoolers.

2. Give examples of forms to ask for help on problems.

I’m worried because……

I’m unhappy because……
My problem is……
I’m upset because……
3. Give examples of forms of giving advice.
If I were you I would…
If I were in your shoes I would…
I think you should….
Why don’t you….
It might be a good idea to….
4. Illustrate constructive examples of advice.
Student A: I’m worried because my dog is crazy.
Student B: If I were you I would buy a cat.
5. Play a game where you give a group of students (maybe like 6 groups) a list of problems. Explain that you
will give them 3 hints, the hints being pieces of advice. They must then guess the problem that the advice would
go to. The first hint is the most general and if they guess right on the first hint, it is worth 5 points. The second
hint is more specific to the advice and if they guess right on the second clue, they get 3 points. The last hint is
pretty much a dead give-away and is worth 1 point. The groups are only allowed to guess on one of the hints.


What is the problem? (possible choices – I am bad at English. I am not good at

soccer. I am not good at the piano.)
Hint 1 - Practice more often. (Worth 5 points, it could apply to all 3 problems).
Hint 2 – Ask Mr. Jairus for help. (Worth 3, I’m an English teacher and play soccer.)
Hint 3 – Go to Hagwon everyday. (Worth 1, directly applies to English)
The problem is…I am bad at English.

Once they figure it out, distribute points and then make them read it together out loud as a quasi dialogue,
complete with the problem and advice forms.


Most students liked it better then most of the stupid things they had to do in the book and because it was a
competition, they got into it. Generally, I made it easy enough for the less advanced students to understand how
the problem and advice relates. But making the first clue general, it made the smarter kids have to think as well.
So it worked because it was thinking, but not too much, and they had to speak as well.


Before we begin…a note on the genesis of this lesson. Back in ’93 it became apparent to the ETAs
that English spoken in the classroom reflected nothing of the intonation, inflection and emotional
content of “normal” English. A genuine concern, the ways of addressing it have been varied. There
are two lessons regarding emotion in language. The first attacks emotional content in language, the
second deals with inflection and intonation in English. Our rational: while emotion will always affect
intonation and inflection, to arbitrarily correlate emotion with certain intonations or inflections can be
misleading to your students, although easier to teach at times. Better to instead make them aware
separately of (a) the general powerful effect of emotion on English and (b) the presence of “rhythm
and music” in English.

Furthermore, don’t be fooled (as some of us were) into thinking that “flat” spoken English is caused
by the fact that Koreans frown on overt emotional displays-that has more to do with social
appropriateness and less to do with the actual act of conveying emotion through language. Does it
result from “flat” Korean, than? No. The academic books on Korean may say that Korean “does not
emphasize one word or syllable over another,” but in actuality, two minutes listening to any Korean
conversation will reveal a language as musical, sound-dynamic and emotionally-shaped as our own.
So what’s the problem? Simply that for these kids, English is not a means. It has no connection to
voicing thoughts, sharing information, or unpacking the heart and soul. It has been taught as an end, a
static entity in and of itself, like mathematics or science. This is where you will shine, and serve in
your most important role in Korea-as a native speaker who knows better.

Back to the Program….

To increase awareness of emotive cues in English to demonstrate the effect of emotion on spoken
English to review/teach emotion vocabulary; to encourage students to speak English with the same
range and depth of emotion they use in Korean, and to get students to “break out” of the “How are
you? Fine, thank you. How are you?” rut.

Make big cards with smiley and not-so-smiley faces for these emotional states: great/wonderful, good,
OK, so-so, not so good, bad/terrible. You can also add other ways to feel sick, hungry, tired, happy,
worried, and angry.

List of basic emotions (with explanatory drawings?), an “emotion” dialogue (optional, list of phrases
with emotion to read them in (optional); “I Smile When I’m Happy” (optional)-see example.

Explain that emotion is very important when communicating and can even change the meaning of the
words you speak. Demonstrate by saying “hello!” or some other simple phrase in a variety of
emotional ways (one ETA screamed in fury, “I’M NOT ANGRY!!!” (optional)-see example.

Go over your list of emotions, demonstrating with your superior acting abilities (5-10 min).

Have the kids practice their ability to convey and read emotion in English, like this:
Act out a few emotions for the students, perhaps in the form of a story. For example: start weeping.
They will ask you what’s the matter. Explain that you are very SAD because your grandmother is in
the hospital. Then switch and go into WORRIED gear. “I am not sure if she is going to be ok again.”
Then flip into a fit of rage. They’ll all pipe up with “Why? why?” You can answer that your father
only called to tell you yesterday and she’s been in the hospital for a week and that makes you
ANGRY, because he should have told you sooner. By this point, you may feel a little schizo, but
download into JOY. Laugh a little, “But last weekend I was HAPPY!” “Why?Why?” “Well my
friend Kevin called and his wife is in the hospital too.” This may generate some laughter especially if
you are a woman. Explain that Kevin’s wife has a baby, and so Kevin is really EXCITED. Make

your own story so that you can convey the emotions more naturally. “Anger” may be by far the most
popular if you bang your hand on the nearest desk and scream, “I FEEL ANGRY!”

Then throw a ball around the room (or whatever method of response you want to use) to do a round
of, “How do you feel?” Purge them of that insipid, pervasive, “Fine and you?” Post your illustration
cards for the terms that come up. If students persist in the “Fine, thank you. How are you?” bit, then
try to explain that we also have those robotic responses in the United States, but that it’s better if you
offer one of the emotions you have put on the board. You can demonstrate this by pretending the
student is a computer, and mocking the exchange.

Introduce a dialogue with a range of emotions expressed. For example:

Kim: Hey dude! (EXCITED)
Lee: Oh my God! You scared me! (FRIGHTENED)
Kim: I’m sorry. (WORRIED)
Lee: That’s all right.
Kim: What’s the matter? You seem a little down. (WORRIED)
Lee: Well, my dog died. (SAD)
Kim: That’s terrible. (SURPRISED) What happened? (WORRIED)
Lee: A stupid car hit it. (ANGRY)
Kim: Oh…I’m sorry to hear that. (SAD)
Kim: Hey! You want to have lunch? My treat! (EXCITED)
Lee: I guess so. (SAD)
Kim: We can go in my car. (EXICTED) I…uh…hit a tree, so there’s a dent in my bumper.

Did you catch the joke? Kim hit Lee’s dog and she tried to cover it up by lying! (This might be over
their heads, but some of the kids might get it). Have the students practice this exchange en masse
(half the class as Kim and half the class as Lee) with you conducting the emotion from the front, or
circulating in the class. If your co-teacher is there, you can perform it with her, or just demonstrate it
on your own at first. The students can then practice in pairs and perform in front of the class. They
really get into the spirit of it.

Instead of using the story to introduce the emotions, you can pose situations, such as: I am riding a
roller coaster at Disneyland, so I am very….(excited). My dog died, so I am very….(sad).

Introduce some of the alternate expressions for the basic emotions. FINE: I’m ok; so-so, pretty good,
not bad; I have been better. GREAT: Fantastic! Couldn’t be better. SICK: I don’t feel well, not so
good. TIRED: Sleepy, I could use some rest. NOT GOOD: I’m depressed, I’m in a bad mood.
ANGRY: I’m maaaad!

TO emphasize the difference between WHAT you say and HOW you say it. Read several sentences
in a variety of emotions and ask them to identify the emotion you are using. (You can cover your face
or turn your back while you do this for the added challenge). Then have the students do the same
thing with a sentence.


Sharon Squillace
Level: Hanil Boys High School (First and Second Year Students)

This was a fun lesson for my students because they take basic expressions that they already
know how to say in English and re-learn how to say these expressions with confidence and
enthusiasm. My students enjoyed watching their teacher’s and classmates’ acting abilities at
work in class.

Photocopied emotion dialogue handout for each student.
9 sheets of paper each with a different smiley face emotion drawn on them.

After the greeting, writing the date and lesson title on the board, write Idiom of the Day on
the board: “I feel like a million dollars today!” Korean word for idiom is “suk-o” . Say it
with emotion and explain the meaning.

Then, explain the importance of emotions in English by saying something like:

“Today’s lesson is “Emotions”. Americans use a lot of emotions when they speak. Emotions
are very important when speaking English because HOW you say something can change the
meaning of WHAT you say. For example:

I’m not angry. I’m not angry! (Slamming the desk in front of me)
Hello! (How are you?) Hello??? (Are you listening to me!!!)
Nice haircut! (compliment) Nice haircut! (with sarcasm pointing to a student)

I wrote and read the first sentence. Then, I changed the punctuation and read it again. This
time, adding emotion. After each sentence, I had students repeat after me and made sure they
understood the difference in meaning caused by emotions.

I explained that the first “Nice haircut!” was a compliment – a nice thing to say and the
second was an insult- a mean or bad thing to say. Using this example, I explained sarcasm
and that Americans use a lot of sarcasm when speaking English.

Then, I taped 3 different sheets each with a different smiley face emotion:
(happy) (okay) (sad)

I wrote “How are you today? on the board and brainstormed with students different
expressions which I wrote under each smiley face picture. Then, I called on students
individually and asked them “How are you?”. I discouraged students from saying “fine, thank
you and you” by telling them that robot answers are not good and there are no robots at
Hanil high school.
Then I added 6 more smiley face emotions to the board and had students identify emotion and
brainstorm expressions to match.

(sick) (tired) (angry) (bored) (scared) (worried)

Then , I wrote on the board “How do you feel?”. Then, I called different students at random,
told them a one-sentence scenario and after each I asked them “How do you feel?”. For
1. You are at Lotte World. (After each situation, ask, How do you feel?)

2. You are watching Dracula on television.
3. You have a difficult exam today and you did not study.
4. Your dog died.
5. Your girlfriend likes another boy. She likes him! (Point to a sleeping student.)
6. You are watching the film Titanic.
7. Your grandmother is sick.
8. You ate some bad food for dinner.
9. You won the lottery!

Usually students would say the correct response without emotion, so I would say, “Good,
now please say it again with emotion!”. If they were too shy, I would say it first with
emotion and then have the student repeat after me.

A Conversation between Two Friends

Cage: Hey dude! (HAPPY)
Pitt: Oh my GOD!!! You scared me! (SURPRISED)
Cage: I’m sorry. (WORRIED)
Pitt: That’s all right.
Cage: What’s the matter? You seem a little upset. (WORRIED)
Pitt: Well, my dog died. (SAD)
Cage: That’s terrible. (SURPRISED)
What happened? (WORRIED)
Pitt: A stupid car hit it! (ANGRY)
Cage: Oh….I am sorry to hear that. (SAD)
Pitt: Thanks. (SAD)
Cage: HEY! Do you want to have lunch? My treat! (HAPPY)
Pitt: I guess so. (SAD)
Cage: We can go in my car. (HAPPY)
I….uh…hit a tree, so there’s a dent in my bumper. (NERVOUS)

I passed out the emotion dialogue and read it once with emotion and explained the scenario.
Then, I divided the class into two parts and had them act out the two roles together as a class.
Then, I asked if there were any actors in the class and had them come forward and act out the
dialogue in front of the class. I told them they were actors, like Brad Pitt and Nicolas Cage. I
had 3 pairs of students compete and had students judge who were the best actors. The best
students received some candy for volunteering.


Mimi Do (ETA 2001-2002)

Level: Daejeon Jungang Middle School

Objective: To teach students importance of emotions, in speaking and tone. Also good review of other replies
to, “How are you?”

Materials: 9 different “emotion” faces, dialogue handout, sentence slips for game.

I. Emotion faces (15-20 minutes)
1. Today’s lesson is “Emotions.” Emotions are any feelings, like love, hate,
sorrow. Korean word for emotion: gam-jung
2. Show emotion faces to class, one at a time. Act out the emotion, have them
guess what it is in English (happy, sad, okay, sick, tired, angry, confused, worried, scared,
surprised, bored).
3. Have students repeat emotion words and write them down.
4. Write on the board, “How are you?” Ask students individually. Discourage
them from saying “fine, thank you.”

II. Emotional Baseball (30 minutes)

1. Draw a baseball diamond on the board. Explain we’re going to play baseball!
2. Divide the class into two teams. Have them choose team names.
3. Each team takes turns "at bat." One by one, students must read a different sentence with a different
emotion. Then the team must guess which emotion it portrays.
4. If the team guesses correctly, the team advances according to the level of difficulty. The easiest
phrases advance 1 base, medium is 2 bases, hard is 3 bases.
5. If the student is incorrect, the team gets one “out.” When the team has three outs, the other team is
up at bat.
6. Play until you run out of time or sentences. Prepare enough words so that everyone has at least one
chance up at bat.

Comments: I originally did this lesson in 2 parts with my 2nd and 3rd grades, based on the original Emotions
lesson in the ETA handbook. But the dialogue was too difficult for my students to understand (p. 52-3) and they
lost interest very quickly. They liked the emotion faces I drew (and acted out) to convey each emotion. The
students already knew most of the words, but weren’t used to saying them.
The baseball game was good because the students had to read each sentence and make themselves
understood by their team. Then the whole team had to apply their new knowledge of emotions vocabulary. The
sentences were things like, “I just played 4 hours of soccer!” and “My grandmother is sick.” I did the modified
lesson with my 1st grade students a week later and it worked. Time ran out, but that’s never a problem!
The baseball lesson can also be applied to pronunciation, spelling, or other review games. I found a
version of it on www.eslcafe.com

Emotion Sentences:
Happy – I’m going to Disney World! Hey dude! What’s happening!
Sad – My dog died. I failed my math test. My grandmother is sick.
Sick – I have a cold. I ate some bad sushi. I broke my arm.
Tired – I stayed up late last night. I just played four hours of soccer.
Sleepy – I only slept 4 hours last night.
Angry – My girlfriend is cheating on me! Be quiet!
Bored – This class is so boring.
Scared – There’s a monster in the closet! Oh my God! You scared me!
Shocked – Put on your clothes!
Surprised – I didn’t know it was your birthday! I won a million dollars! That’s terrible!
Excited – Let’s go play soccer!
Worried – I didn’t study for the exam. You seem a little upset. What happened to you?
Confused – What is Miss Do saying? I’m lost! Where’s the library?


Tamara Visco (ETA 2000-2001)

Materials (all optional): To increase awareness of intonation and inflection in a language.

Handouts: Anything necessary to your lesson.

Procedure: Listen closely to your own speech and some common inflections you make
consistently. (This is easier than it sounds) Teach them as examples of intonation in a
language. Compare with vocal patterns in Korean (the unique sound of “panmal” is a good

Do a series of listening exercises by which the student repeats intonation patterns they hear
and/or have them practice dialogues, adding their own inflections. Make clear that these too
are examples and do not represent the entire range of intonation in the English language.

The Interchange series language books, published by Cambridge University Press, have
several exercise sections on intonation that might prove useful in planning or adapting this
lesson. Copy them and distribute them to your students. The exercises include “yes/no” and
“w” questions, statements such as “oh, really?” and others.

The Interchange series by Pamela Graham is a marvelous resource for teaching intonation
and inflection-it’s possible to build whole lessons from the material in these books. My
favorite is the “Small Talk” book, but there are others. In each, daily English conversation is
placed to catchy jazz rhythms. Especially good for middle school.

Options: Demonstrate how meaning changes by emphasizing each word in one question,
such as “Where are you going? Where are you going? Where are you going?. Provide
contexts in which each one would be appropriate.

Comments: Grammar and correct pronunciation ultimately do not produce fluency in a

language, learning the music of that language does. The sounds of national, regional and
local vocal patterns that color English make this a vocal topic to cover comprehensively and
simply, but opening your students’ awareness to such a thing as intonation will be worth the

Julia Lee (ETA 2000-2001)

To increase awareness of non-verbal cues in communication; to acquaint students with English gestures

Handout: Pictures of gestures.

Explain what a gesture is. Have pairs of students think up four or five gestures and write them and their
meanings down.

Have one student from each pair get up and demonstrate one of their gestures. The other students must guess its
meaning. (15-20 minutes).

Give them the handout and explain that for each picture, you want the students to answer two questions. “What
does this gesture mean?” and “Is it the same or different in Korea?” (5-10 min).

Go through each gesture, imitating each with the class and discussing their answers. (5-10 min).

Integrate with BODY PARTS
Play charades

A crucial distinction to make is that gesture involve the whole body, not just facial expression. Decide
beforehand (especially with boys) what level of lewdness you will allow and stick to it. This lesson is directly
adapted from Oxford Press’ book Cultural Awareness; a well-recommended resource.

The “Gestures” handout:


“I’m bored.” (crossed arms and rolled eyes)

“Call me” (hand telephone on one ear)
“I love you.” (The peace V).
“Oh no!” (Hand over mouth in surprise).
“OK” our OK is their sign for “money”.
“so-so” (flattened hand tilted back and forth)
“Crazy” (Point at head with finger in a circle)
“Whew” (Wipe forehead).
“Over your head”
“P.U.” (pinch nose closed)
“No” X with arms or fingers
Middle finger
Scratch head (Question)
Rubbing chin (contemplation)
Hand-patting yawn (tired)
Shrugged shoulders (I don’t know)
Index finger to lips (quiet)
Thumb-index finger (I love you in ASL)
Wagging index finger (shame)
Handshake (Meeting someone)
Wave (Hello)
Sideways thumb (hitch hiking)
Hi-five (Congratulations)
Stealing your nose (thumb out through the fist is obscene in Korea)


To “trouble shoot some specific mistakes in English perpetuated in Korea.

"Common Mistakes" handout

Explain that this is a sheet about some common mistakes that people make when speaking
English. Mark out that the left column is “bad” and the right column is “good”. Go through
the mistakes slowly each by each, illustrating with examples. Ex: after explaining bluntly
that “Do you have a lover?” means “Are you having sex with someone?” I went to one
hapless student and demonstrated the tactlessness of the question. “EXCUSE ME, but do
YOU HAVE A LOVER?” (This put the other kids in Stiches). (25-30 min)

The Correction Contest:
Write mini-dialogue of two lines on the board, using the mistakes. Ex A: “Are you a virgin?”
B: “Frankly speaking, that’s none of your business!” Write it twice, once on each side of the
board. Toss two pieces of chalk randomly to two students. Explain with demonstration that
you want them to race each other in correcting the dialogues. Do the race over and over with
different students and different dialogues.

The Be Honest Game. On one side of the board list several examples of “opinion” phrases.
Examples. To be honest…As for me…As far as I am concerned…
On the other side, list several random topics. Cheju, Michael Jordan, Madonna,
examinations, etc…Each student had ten minutes to come up with one sentence with a
meaningful combination of one element from each side of the board. Then each student gets
up and reads his sentence. (20-25 minutes).

This lesson is best for high school (when the students have had the time to learn English and
make these mistakes).

The teacher-directed stuff is unapologetically BORING, but the students really got into the
contest and the game. The To Be Honest Game provides a forum for student opinions which
they rarely get, and they enjoy themselves.

Your brighter students will pick up on the fact that the “incorrect” column on the handout is
not always strictly “incorrect,” but merely awkward English. Be prepared by translating
“awkward” and “strange sounding” into Korean and using it in class. Translating into the
native tongue is necessary when it’s far more efficient than spending fifteen minutes trying to
explain a difficult concept in English. Only reserve it for times when no reduction or
simplification of meaning will suffice.


Objectives: To teach native informal English

Handouts: Slang idioms dictionary (optional) found in most ESL bookstores in Seoul.

Put together a slang/idiom dictionary based upon your own knowledge or a slang dictionary.
Devise a dialogue with fill in the blanks for practice, or have the students write their own
dialogues and share them.

Cross-culturally connect by having the students (individually or in groups) write down a list
of Korean idioms or slang and translate them for you.

Use appropriate slang and idioms as an introduction to another lesson (travel slang for
“travel” for example.)

Some ETAs made slang and idioms a permanent part of their classes by teaching their student
one slang or idiom term at the beginning of each class.

Comments: Use slang the way Americans use hot pepper; sparingly. As you may have
noticed by now, non-native speakers using slang can make them less competent in a
language. To propagate the myth that using these figures of speech constitutes fluency is just
plain irresponsible. However, they are useful and fun.


Objective: To correct students' often misused English so that their communication with
foreigners will be improved.

A) Explain the prevalence of Konglish (English words incorrectly made up by Koreans) in
Korea. Tell students that Americans would not understand them speaking Konglish so it's
important to learn the correct English words. Write about 10 examples of Konglish and
matching English words on the chalkboard.

Cola Coke
Cider Sprite/7-Up
Cunning Cheating
Same same Same/similar
Toilet/WC (explain WC) Bathroom/restroom
Hof Bar
Y shirt Dress shirt/button down
Hand phone Cell phone
Back mirror Rearview mirror
Ball pen Ballpoint pen
Sharp Mechanical pencil
Talent Actor
Morning call Wake-up call
Eye shopping Window shopping
Super Supermarket
Bee bee Beeper
Remote con Remote control
Air con Air conditioner
Flash Flashlight
Polo tee Polo
Pama Perm
Plastic house Greenhouse
Crash horn Car horn
Handle Steeing wheel
Rinse Conditioner
Apart Apartment
Autobi Scooter
Kickboard Scooter
Dry ki Hair dryer
Gag man Comedian
Notebook Laptop

B) Then have students form groups and think of at least 5 Konglish words. Explain that you
will write the correct English words for them on the board. Give them 10-15 minutes.

C) Go around the room for Konglish words. Each group states one Konglish word each
round. Write the correct English words on the board and explain in simple English/Korean
the meaning of the English words (e.g. bathroom = a room in which you bath/wash yourself)

D) If students do not come up with enough Konglish words, share the above list with the
students by writing correct English words on board and explaining.

Class Time Approximation: 40-50 minutes



콜라 Cola Coke, Coca-cola, Pepsi

사이다 Cider Sprite, 7-Up
코코아 Cocoa Hot chocolate (cocoa)
쵸콜렛 Chocolate
호프 Hof Beer (drink), bar (place)
서비스 Service Complimentary, free of charge, free
더치페이 Dutch pay Go dutch
DC Discount
핫도그 Hot dog Corn dog, hot dog
슈퍼 Super Supermarket, store
파마 Pama Perm
드라이기 Dry gi Hair dryer, blow dryer
린스 Rinse Conditioner
브리찌 Bleach Highlight
뱃지 Badge Pin
런닝 Running Undershirt
츄리닝 Training Warm-up suit, sweat suit
폴라티 Pola tee Turtleneck
팬티 Panty Underwear, panties
브라자/브래지어 Braza Bra, brassiere
와이셔츠 Y shirt Dress shirt, button down
펑크 Flat tire
아이쇼핑 Eye shopping Window shopping
백넘버 Back number Number, athlete’s number
샌드백 Sandbag Boxing bag, punching bag
골인 Goal in Goal, made a goal
화이팅 Fighting Go! Let’s go!
미팅 Meeting Blind date
스킨쉽 Skinship Touching, touch
컨디션 Condition I feel…(good, bad, etc…)
비닐하우스 Greenhouse
쌤쌤 Same same Same, similar
오케바리 Okay
Okay okay Okay. I understand. Got it…
See you again Let’s meet again. See you later. See you
샤프 Sharp Mechanical pencil, lead pencil
화이트 White White out, correction pen
볼펜 Ball pen Ballpoint pen, pen
싸인펜 Sign pen Magic marker, marker
노트북 Notebook Laptop
호치키스 Hotchkiss Stapler
노트 Note Notebook
PC Room/ PC 방 Internet Café

컨닝 Cunning Cheating
모닝콜 Morning call Wake-up call
코팅 Coating Laminate
오토바이 Autobi Motorcycle, scooter
핸들 Handle Steering wheel
백미러 Back mirror Review mirror
크랙션 Klaxon Car horn, horn
킥보드 Kickboard Scooter
카센타 Car Center Auto body ship
포크 Fork
WC Bathroom, restroom
아파트 Apart Apartment
빌라 Villa Apartment
핸드폰 Handphone Cellular phone, cell phone
삐삐 Bee bee Beeper
백댄서 Back dancer Backup dancer
탤런트 Talent Actor, actress
개그맨 Gag man Comedian
나이트 Night Night club, club
클래식 뮤직 Classic music Classical music
VTR VCR (video cassette recorder)
테레비 Telebi Television
리모콘 Remote con Remote control
에어컨 Air con Air conditioner
후레시 Flash Flashlight
가스렌지 Gas range Oven, stove
힙 Hip Buttocks, butt
전자렌지 Microwave
헬스 Health Gym, Health club
Overeat Throw up, puke


-If you have slightly higher level students, you can play Konglish Jeopardy. Divide the
students into teams and have the “Answers” as Konglish words and have the students give
you the English “Question.” Afterwards or during the next class, do something to review the
vocabulary like a mad lib or short quiz.


Su-Lin Throndson (2000-2001 ETA)

Level: Pohang Jung Ang Girls/Boys High School

Objectives: Students learn how to ask and answer basic questions involving, who, what,
when, where, and why. Students also practice listening and making logical conclusions.
Materials: Note cards should be prepared for each of the “characters” with his/her
appropriate answers to read aloud. A handout of the “blank” chart below for students to fill in.
Time: 1 class or 40-50 minutes
Notes: This lesson involves a lot of specific names which should be changed to keep current.
Also, this “scenario” is fitting for my students, because they are high school level and attend
school on Sundays. Change the story to fit your situation.

1) Preparation for the game.

Tell students that they are going to play an exciting game that is a mystery. The game
involves asking “characters” questions.

Review the question words: where, what time, what , who and why.

2) The game “Criminal”

We need 7 volunteers to be our characters for the game. Choose 7 students, bring them to the
front, and give each of them their prepared card with their character’s name written on one
side and answers to the questions on the other. Students hold these cards up at chest level
with their character’s name facing the class, as in a mug shot.

These “characters” are famous people in Korea and most of them are pop stars.

Give the following blank chart on a handout to the remaining students.

Then, read the following story.

It was another Sunday night in downtown Seoul. Jo Sung Mo performed his famous hit “Let
me Love” in front of thousands of fans. After the concert, Mr. Jo ate a late dinner with a few
friends and then returned to his home and went to sleep. The next morning Police found Mr.
Jo dead in his apartment. He had been stabbed in the back with a knife. The police said Mr.
Jo died around 9 pm on Sunday night. Friends came forward and expressed their sorrow at
his sudden death. However, they also told the police that Mr. Jo had many enemies.
Apparently, some people were very jealous of his fame and wealth. After a long search, the
police gathered all the suspects in Mr. Cho’s death. Let the questioning begin…

Stabbed (to stab)
Expressed (to express)
Enemies (enemy)
Gathered (to gather)
Suspects (suspect)

Review vocabulary for understanding if necessary.

Explain to the class that the “suspects” are the 7 volunteers in the front of the class holding
their name cards. The remaining students will question the suspects using the questions on
the left hand column. Emphasize that one of the characters is the killer and that they need to
listen to the answers carefully, and think about what may be “wrong” in their answers. Also,
review vocabulary in the suspects’ answers if necessary, i.e., freezing, by myself.

Who Park Stude Hong Sumi Yang Son Park Ji

are Chan nt Kyong Cho Pa Ho Yoon
you? Ho Min Young

you on
y at 9
What . I

The chart below is the “master” chart with each of the “characters’” answers. Use
this chart to make the name cards for each of the characters with answers on the
reverse side..

Who Park Stude Hong Sumi Yang Son Park Ji

are Chan nt Kyong Cho Pa Ho Yoon
you? Ho Min Young

Where Los At At my The Hair At the Lotte

were Angel school apart opera salon. nightc depart
you on es, ment house lub ment
Sunda Baseb in store.
y at 9 all Paris.
pm? Practi
What From From All From From From From
time 5 pm 9:30 day 5 pm 8 – 10 8 pm 7:30 –
were to 10 am – and all – 11 pm. to 11.
you pm 10:30 night pm. 11:30
there? pm. pm
What Playin Studyi Watch Singin Havin Danci Shopp
were g ng ing tv, g g my ng anding.
you baseba and hair singinThere
doing? ll eating. washe g was a
d. sale.
Who My My My Other My G.O.D By
were team friend family opera sister. . myself
you s singer .
there s
What Sunny Cloud Cold. rainy Snow I don’t Freezi
was . It’s y. It y. know. ng.
the alway Kind snowe
weath s of d.
er sunny cold.
like? in LA.

3) Conclusion: After the questioning has ended, ask students if they know who the
killer is.

The killer is the student because he/she said he/she was in school from 9:30 am –
10:30 p.m. Students go to school on Sundays, but they leave around 5 or 5:30 p.m.
Students would almost never be in school on Sunday at 10:30 p.m., so that is a lie,
and the student is the killer.

Students may give you other answers, ask them how they came to that conclusion. If
the class seems stuck, pull each “suspect” up one by one and have the class logically
brainstorm if he/she could possibly be the killer until you get to the student.


Level: Middle School, 1st and 2nd year. Intermediate-Advanced Students

School type: Co-ed School

Objective: The students will be able to respond to questions in English, in complete sentence form.

1. Get students to listen to each other
2. Get to know more about your students in class (and have them get to know more about their
3. Eat candy

Materials needed: M & M’s or some other multi-colored candy (or if you don’t want to use candy, use colored
paper slips in an envelope), questions or things to respond to prepared for each color, list of students names to
check participation and/or cheating.

1. Introduce the game. Today we will play a game called the M & M game. Students will recognize the candy if
you show them a bag of it. Wait to do this until after you have explained the rules though, unless you want to
create mayhem. Also, have the sentence fragments for each color written on the board beforehand, to aid in
explanations and save time.
2. Explain the rules:
a. You will work in groups of 10 +/- (get into a circle)
b. For each color of candy, you will answer a question or respond to a comment.
c. You must speak in English and speak in a loud voice.
d. After you finish the sentence, you can eat one piece of candy (the corresponding color to the question you
e. If you speak Korean, your friend can take your candy and speak. Then your friend can eat your candy.
3. M & M game sample questions:
Red- I hate it when…
Orange-One of my hobbies is…
Yellow- I like…
Green- If I had 100,000 Won, I would buy…
Blue- On the weekend, I like to…
Brown- I am a good student, because…
These are made for middle school, but you can change them to be more difficult, review something you have
learned in class, or be more of a revealing/getting to know you thing. Just make sure that when you write these
sentence fragments that the same fragment can be responded to 2 times by the same student.
4. Before you start the game, provide a model by practicing one or two sentences aloud with your bravest
students. Give them a piece of candy when they answer correctly according to the rules.
5. Separate the students into groups and seat them in circles. Provide each student with about 12 M & M’s and
tell them not to eat it yet or cheat it any way. They are surprisingly good about policing each other on this.
Especially since they get to take their friends’ M & M’s if they catch them cheating.
6. Let the students go for it. Walk around and help students as they work. Students will be surprisingly quiet and
listen to each other because they lose their candy if they speak Korean. (Make sure you enforce this and in a
funny, not mean way). I also marked students for participation, and gave them a bad mark if they were
cheating. It is especially important to encourage shy students during this portion.
7. When class is almost over, wrap things up by asking a student or two one of the questions to check
comprehension. Then, let all students eat their remaining M & M’s.

Evaluation: This lesson is the best one I have used to get students to listen to each other. My students can be
incredibly shy about speaking too, but this seemed to motivate all of them to speak. Students also really worked
together, and helped each other out during this lesson. They wanted to eat their candy and wanted to help each
other eat candy too. A bag of M & M’s isn’t that expensive-- A 3,000 won bag is enough for 30 students.

Variation on the lesson:

If you don’t want to use candy, you can use colored pieces of paper. Give each student 12 strips of paper and
follow the same rules for the game, except after they finish they should remove, mark, or tear up the piece of
paper instead of eating it. If a student speaks Korean someone else can take their paper. The students with the
most pieces of colored paper removed from their envelope at the end, wins. Give them a prize of some sort.


Karis Thompson (2002-2003 ETA)

Students will be able to use the phrase Can you answer…?.
Students will be able to match jokes with their answers.

Materials: Jokes hand-out


1. Write a sample joke on the board: Why did the chicken cross the road? Ask, Class,
can you answer this? Encourage responses from the students. Write answer on the
board: To get to the other side.

2. Have students match the jokes on the handout with their answers (They can do this in
pairs, groups or as individuals depending on the class).

3. Next, one student reads the joke.

4. Ask another student, Can you answer this? Student responds with (hopefully) the
right answer.

ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha

1. What weighs 2,000 kilos and wears glass shoes?_______

2. If you see an elephant in your car, what time is it?______

3. What goes up but never goes down?_________________

4. If you drop a hat in the sea, what does it become?______

5. What can you put in a wood box that will make it lighter?

6. Why do lions eat raw meat?______________________

7. What do you call a song about a car?_________________

Your age. Time to get a new car. Cinderelephant.

Wet. Because they can’t cook! Holes. A car tune.

Written English


To expose the students to poetic/symbolic language to exercise student creativity.

Poem comprehension questions (optional).

Read/have the students read a poem. It usually serves its purpose best if the poem is a) Short,
less than eight lines. b) relatively simple in language and subject matter, c) something of
interest to the students-one ETA used a poem written by a teacher in her school (10-20 min).
Choose an option, below to complete the remainder of the time.

Comprehension questions. The questions pertain directly to the poem’s subject matter and
can vary from defining words/phrases in the poem; defining general mood or tone; exploring
the general meaning of the poem, asking what feelings or thoughts the poem elicits. Since
poetry is pure symbolism in one form or another, it is usually good to keep as your goal
getting the students away from the literal meaning of the words.

Creative writing. Giving the students a topic (again something that captures the students’
interest, ‘winter’ in winter, ‘love’ and so on) and have them write a short poem. They should
finish it within the class period or it’s likely it will never get done. It’s then advised to make
an album of the poems, or place them on a bulletin board in the school, some sort of display
which the students can fell proud of.

Choose a nonsense poem to introduce the class. Go to the back of the class and whisper a
different line of the poem to each student in the last row. They then transmit up through the
classroom using the Telephone game to the student in the front row who then writes the line
on the chalkboard. Monitor for those who cheat by writing the line down.

Because of vocabulary difficulties, this is recommended for advanced students.

ETAs who attempted poetry said it was a “pain in the butt “in some ways and it took
“patience and thoughtful explanation”; but universally they agreed the results will astound
and amaze, even from lower-level students.

If you are willing to put in a lot of work, you can create a compilation of the students’ poems
either by typing them all up or by giving the students a standard-sized sheet of paper on
which to write their poems. (If you choose the latter options, be sure to tell them to maintain
the margins.)


Amy Marshall

Level: Middle School and High School

Materials: None

I thought this exercise would be a great way to introduce poetry or include it in a poetry unit. It is Mad Lib
Poetry exercise, in which students must think of appropriate responses to the suggestion cue. Have the students
copy down the poem as you read it slowly or give them a handout and have them fill in the blanks as you
explain the poem and the accompanying directions.

I am (two special characteristics you have)
I wonder (something you wonder about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)

Stanza II
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something you worry about)
I cry (something that makes you sad)
I am (the first line of the poem repeated)

Stanza III

I understand (something you know is true)

I say (something you believe in)
I dream (something you actually dream about)
I try (something you actually make an effort with)
I hope (something you actually hope for)
I am (the first line of the poem repeated)

I tried the lesson with my middle schoolers, but I only attempted the first verse. I need to translate it into
Korean the targeted directions, such as “Two special characteristics”.

Lesson II

Club Class (not more than 20 students) Poetry Anthology

I did a lot of poetry with my club class, starting them with guided stuff, and then letting them go. They did really
well. It culminated into a long project (about a week) of making a poetry anthology as a class of poems about
themselves. Basic schedule went like this: day
1. writing/brainstorming their poem, day 2: conferencing with me individually about their poem, day 3: typing
their poem on the computer (give them a specific format), day 4: reading their poems to each other, day 5: I took
each of their- pictures, day 6: reading their poems to the other English teachers (and anyone else that wanted to
come) day 7+: making the book. Each page had their poem and their picture. Because of time, I ended up doing
a lot of the actual book-making but if there had been time, it would have been nice to let them design their own
page, and then the "book-making" could be as simple as punching holes and tying together their pages with
string/yarn. Of course, then there is only one copy of the book, another- small problem. But then they can decide
as a class who they want to give it to. This was a lot of fun and the students really enjoyed actually producing


Ashley McCants (2002-2003 ETA)

Level: Hanbada Middle School – Co-Ed

Objective: To teach students about music and English through writing poetry.

My students have been studying about music. They are listening to Vivaldi’s Four
Seasons and discussing how it sounds like birds and water, etc…They also have been
learning about how every day sounds are also like music.

1. I began class by writing a quote on the board: “All the sounds of the earth are like
music.” – Oscar Hammerstein. I asked them what it meant – they eventually got it.

2. Then I asked them what kinds of sounds are like music. The told me things like “rain
falling, bees humming, birds singing, children laughing, a bell ringing, a clock
ticking”, etc… I brainstormed with them lots of sounds on the board to get their
juices flowing.

3. Then, I explained we would be writing poems about music. This was intimidating at
first, but I explained that every person would only write one line: “Music is…(소리-
Korean for “sound”)”. My students sit in groups of 6, so I told them every person in
each group had to write a different sentence. Some of them used the sounds on the
board, but others came up with new sounds – frogs croaking, steamboat whistle,
footsteps in the snow, etc… Of course you have to help them, but its cool to see them
be creative. And of course you always get kids who want to know how to say “a
toilet flushing, farting, snoring…etc…”.

4. Then we put the poems together. The first line was the same for everyone:
What is music?
Then they all wrote their sentences underneath that.
Music is…
Music is…

5. There should be 5 or 6 sentences about music with different sounds. The last line is
“All the sounds of the earth are like music.” I gave them colored paper and markers
and they wrote and illustrated their poems. Then, I had them read them aloud. One
person read the poem, and everyone else made the sounds. The kids all enjoyed it!


Students will define ten proverbs. Students will listen to situations and identify the proverb
being described.

Materials: Proverb quiz sheet, dictionaries (if kids have them), pen/pencil, situation cards (I
glued each situation onto a note card).


1) Tell the students they will learn some proverbs. Ask them if they know what
proverbs are. Define the proverbs for them.
2) Show students the paper. Tell them the proverb is on one side and the
meaning is on the other. They must match them together. They work in pairs.
3) Distribute papers, walk around and help as needed.
4) Go over answers together. Read each proverb, have students repeat the
proverb and then read the meaning in its entirety (for speaking practice).
5) Give a situation card to random students in the class. Provide about five
minutes for the student to read the card and decide which proverb it goes with.
They help eachother. Then, call on the students to read the card and provide
the answers.

Although I thought this would be really difficult, the students didn’t have any trouble with it
and actually enjoyed it. I used this with my second year high school students.


A bird in the hand is worth two in the bush.

A watched pot never boils.
Absence makes the heart grow fonder.
All that glitters is not gold.
Beauty is in the eye of the beholder.
Don’t bite the hand that feeds you.
Every cloud has a silver lining.
Haste makes waste.
Better safe than sorry.
It is better to have loved and lost than never to have loved at all.
Laugh and the world laughs with you, cry and you cry alone.
Necessity is the mother of invention.
Rome wasn’t built in a day.
The squeaky wheel gets the oil.
There’s more than meets the eye.
There’s no time like the present.
Time is money.
When the going gets tough, the tough get going (or go shopping…)
You can’t teach an old dog new tricks.
You’re never too old to learn.


Match the proverb with its meaning.


1) It takes two to tango. .

2) Rome wasn’t built in a day. .
3) Birds of a feather flock together. .
4) Don’t judge a book by its cover. .
5) Beauty is in the eye of the beholder. .
6) Absence makes the heart grow fonder. .
7) No pain, no gain. .
8) Look before you leap. .
9) The squeaky wheel gets the oil. .
10) Money doesn’t grow on trees. .

a) When two people work together, they are both responsible for the success or failure.
b) Consider everything before you act.
c) Don’t form an appearance only based on appearance.
d) Important things do not happen immediately.
e) People who complain the loudest get the most attention.
f) Money is not easy to get.
g) People like each other more after they are apart.
h) People who are similar gather together.
i) Nothing can be accomplished without effort.
j) What one person thinks is ugly, another make think is beautiful.


Level: High School (1st and 2nd Year)

To tell students about an American holiday/custom and to practice various listening and comprehension skills.

Any story (you can use the one shown below, thanks to Mike Hurt-ETA ‘94-’96 for telling me this) and a
worksheet that has the sentences of the story scrambled.

First tell the story by illustrating it on the chalkboard. You have to be careful to tell the story using the
sentences that you have included on the worksheet. Next give the worksheets with the scrambled story
sentences to the students.

Students must put the story in order by re-writing the story in their notebooks. After the students finish, tell the
story again so they can check their work. If you wish, for speaking practice, and review, you can have the
students tell the story to a partner.



















The students really liked unscrambling this story-they liked the problem-solving aspect of it challenging, but not
beyond their ability. Many were actually scared by the story too!


To involve every student in creating a story where each student contributes a sentence or two,
adding to the story the proceeding students have built, “When I am sad, I cry. When I cry, I
eat cake. When I eat cake, etc… “ To introduce “I do that whenever…” and “That happens
whenever…” and/or “I hate it when that happens.”

One day I went into class and the students were in tears for one of their classmates father had
passed away the night before. They weren’t in any condition to learn, and I was at a loss for
what to do with them. I came up with this lesson on a whim and it was actually quite

I put them in groups, and asked them to work in groups together writing a story about this
sadness. I started the story with , “When I am sad” asking them to build it, each student
contributing a thought or two. I think it helped them a lot to be able to work and mourn
together instead of separately at their desks, and it certainly lifted their moods. Here are
some of their stories:

“When I am sad, I want to be alone. When I’m alone, I write a letter to myself. When I write
a letter, I think of past days. When I think of past days, I hit on childhood. When I hit on
childhood, I feel my face ahs changed. When I feel my face has changed, I realized that
sadness has made me grow.”

“When I’m sad, I cry. When I cry, I listen to music. When I listen to music , I eat and sleep.
When I eat and sleep, I forget a little bit.”

“When I am sad, I write in my diary. When I write in my diary I think of my friend. When I
think of my friend, I write a letter. When I write a letter, I listen to music. When I listen to
music, I drink a cup of coffee, I eat crackers and I am happy.”

“When I am sad, I read the Bible and I listen to music. When I listen to sad music, I cry all
day long. When I cry all day long, I go to a movie theater and watch a movie. When I watch
a movie I feel better. When I feel better, I think happy things. When I think happy things I
talk about happy days with my friends.

I’ve since done this lesson with other classes and levels with beginnings such as, “You won’t
believe what I saw the other day.” “Did you know that…” “Sometimes I wonder…” I
encouraged the students to make the stories as outrageous as possible and they were hilarious.
They’ll never cease to amaze you with their imaginations. Encourage them to read the stories
with as much humor.”


Janet Oh (ETA 2001-2002)

Level: Gumi Boys’ High School

This lesson ended up taking about 4 class sessions. My boys’ English level is pretty good so
many of them were able to write creative and funny stories without much difficulty.
However, I gave them a list of questions to answer if they were having difficulty thinking of
what to write.
Preparation: I bought two magazines (mainly movie magazines, such as Premiere) and
laminated about 20 pictures.
The Goal: To have students work in groups to create a story and then present it to the class.
The Contest: Each group gave every story (except their own) a score for presentation and
creativity. I then added up all the scores and gave them a grade for grammar. The winning
stories received a prize and their stories will go up on the school’s wall for other students to
The Process: My students needed 2 class periods to write their stories. Reading the stories
also took about 2 class periods. (Warning: Depending on your kids’ classroom behavior and
reading ability, you may not want them to read it for the class. In some of my classes the
students were very noisy while other students were reading their stories. In other classes,
they listened attentively and read along.) On the day of the presentation, I made a copy of
each story to give to every group so the students could better understand the stories that their
classmates had written.
Reflections: This lesson ended up requiring a lot of preparation: photocopying stories,
adding up scores, and correcting the students’ grammar. However, in the end the students
used their creativity and wit to come up with some damn funny stories.
Questions to help write their stories:
1) Who is in the picture?
2) What are they doing?
3) What are they thinking?
4) How do they know each other?
5) Where are they?
6) What is happening?
7) How do they feel?
8) What are they saying to each other?


Level: High School

Objectives: To practice descriptions and storytelling.

Materials: Slips of pre-torn paper, preferably in dissimilar shapes and/or colors so as to be


1) Ask for the students’ favorite love stories, from movies, books and plays. Write these
on the board with the corresponding lead characters who fall in love.

2) Divide the class into thirds. One section must write a boy’s name and a brief
description of him. The other side of the room must write a girl's name and a brief
description of her. The middle section must pose a scenario where the two met and
how (at the library when they wanted the same book.)

3) Collect the papers. Divide the class into groups of four (or whatever number you
would get by dividing the number of Boy slips or Girl slips or Scenario slips into the
total number of students. If you have 50 students and 10 of them write about a Boy,
your groups should be five in number).

4) Redistribute the slips to the groups. Each gets one Boy slip, one Girl slip and one
Scenario slip. From these three bits of information, they must complete the story.
What were his first words to her? How did she reply? What happened next? What
was the reaction of the people who knew them? What was the result of all of this?


-Love Stories: Have the students read for comprehension a short story about love (something
from “real life” is always interesting to the students). Have them answer questions about the
story. Handouts: story with comprehension questions (25-30 min).

-Write “Love is .” on the board and have the students complete the sentence on a
piece of paper. Collect the papers after 5-10 minutes or so and write all the replies on the
board. Good way for the class to discuss something they always think of, but may be too
embarrassed to do so in public.

-Instead of stories have the students write short dialogues enacting the scene when the boy
and girl meet. Then, have the students act them out and videotape them if possible. (It can
be hard to motivate the students but the results are worth it.)

Comments: Some students may be slackers, which will screw it all up because you need just
the right number of Girls and Boys. If you have an excess, give some groups an extra Boy or
Girl the story more interesting. (ex: The ex-girlfriend,etc…)


Joanne Lee (2000-2001 ETA)

Level: Daeje Boys Middle School

This one is quite simple and can be done in one day with all classes.

All you need is a short story (any children’s book or fable will do), copies of the words
(either photocopied or retyped), and a pair of scissors.

You take the stories and number the sentences. Then cut each sentence out separately (or just
make sure each student or group has a sentence/paragraph). Explain to the students that they
will be illustrating a book. You may need to introduce new vocabulary here (both from the
story and about the project) and show examples. In class you break the students up in
whatever way you like and pass out one sentence/paragraph per student/group. Depending on
the resources of your school you can also pass out white paper for the students to draw on or
just have them use a piece of their notebook paper. The students will read the sentence (to
themselves or in their groups), rewrite it on the blank paper, look up the words they don’t
know, and try translating the sentence/paragraph (if you’re not able to check their translations
in Korean, ask a co-teacher to help you out or leave this part out). After they are finished,
have them draw a picture that explains their sentence/paragraph. Make sure the students
number their picture (same as their sentence/paragraph number). Finally, at the end of class
or at the beginning of the next class, put the illustrations in order and read the story to the
students. Afterwards, check for comprehension. This went over well with my boys and we
all had a good laugh at some of the “interesting” illustrations. Have fun!

Variation: I used the short children’s story “Stone Soup” in my advanced club class as a
reading/listening/creative art activity. I followed the same procedure as Joanne Lee’s, but I
read the story to the students before they started drawing. First, I gave them each a slip with
their lines. Then, as I was reading, they raised their hands when they heard their sentences.
After listening to the story, I had them read their sentences aloud. Since the students can only
sound out most of the words, then I had them look up difficult vocab and translate their line
into Korean. After all the “work” was finished, then they got down to drawing the pictures.
When everyone was done, the students read their sentences again while showing their picture
to the class.


Mimi Do (ETA 2001-2002)

Level: Daejeon Jungang Middle School

Introduction: My middle school boys love comic books. So after having confiscated about
50 books in one semester, I decided to let them have their way. I did two different comic strip
lessons, one in my club class and one with all the classes.

3-Word Comics: I handed out a sheet of paper with a grid of 6-8 squares on it. On the board,
I wrote the words “rabbit”, “key”, and “bridge” (you can use any words). The students have
to make up a comic strip story incorporating the three words in any way. “The rabbit found a
key on the bridge,” “The rabbit ate a key and jumped off a bridge,” or “A boy met a rabbit on
a bridge holding a key,” etc. I encouraged the students to write captions or “bubble dialogue”,
but told them it wasn’t necessary. After they finished drawing, I chose a few students to share
their comics with the class. The lower-level students really enjoyed this lesson because they
were able to communicate without actually writing English. Some of the kids are really
creative and very funny with their drawings.

Super Hero Comics: After watching Spiderman with my club class, I had them draw comics
about their own superheroes. First we brainstormed different superheroes, describing powers,
weaknesses, and adventures. Then, each student had to make up a superhero. The comic strip
had to include his name, description/depiction of powers, and a problem for the superhero to
solve. Some useful questions to write on the board:

1. What is your superhero’s name?

2. What can he do? What are his powers?
3. What does he look like?
4. What is his weakness? (Superman is weakend by kryptonite, etc.)
5. What kind of problem does he have to solve?


Dennis J. Slade
Level: Dangjn High School

Objective: sequences, reading comprehension

Materials: Handout, peanut butter, jelly, bread, knife.

Procedure: I used this in my club class, and it worked wonderfully. In fact, ANY time I
incorporated food into my classes it worked well. If you want to use this in a regular class,
you may go bankrupt. You can buy peanut butter and jelly at any bakery.

1) Pass out the handout. Explain that you want to know the correct sequence. Go over
difficult words, and demonstrate each step.
2) Give 20 minutes or so for the students to work on it. The first group to complete it
gets a sticker or similar prize.
3) When every group is finished, whip out the food from behind your desk. After the
clapping and cheering subsides, have the first group to finish read the sequence out
loud. Follow it to a T, so that any mistakes they make will be apparent.
4) Once you've made your sandwich, have the students make some for themselves.
While eating, discuss World politics and current health issues.

1) Don't mix eating peanut butter with teaching
tongue-twister lessons.
2) You may want to draw a picture of a peanut butter
and jelly sandwich on the board or on the handout to grab their attention while they
are doing the sequencing activity.


You have been assigned to fix lunch. You get out a cookbook by the famous Chef Deelite.
He's great with food…but not so great with the sequence!

Read Chef Deelite's directions for making 3J's (peanut butter & IIV sandwiches).

As with all recipes, you need to do things in sequence.

-Take lids off jars

-Get bread, peanut butter and jelly.
-Put lids back on jars.
-Spread jelly on top of peanut butter.
-Enjoy sandwich.
-Put plain slice of bread on top of jelly.
-Take bread out of package,
-Put bread, peanut butter, and jelly away.
-Spread peanut butter on one slice of bread.
-Get knife.
-Cut sandwich in half.



Katherine Rork (2002-2003 ETA)

Boys’ High School

I decided to give this lesson to each one of my first semester classes (first and second
year high school boys) in order to form a bond of trust and friendship between us. All boys,
especially high school boys, love food and many were fascinated with the opportunity to eat
“real” American food. After all, the Korean people delight in sharing their food with others,
so why not share some American food? I could think of nothing more classic than Peanut
Butter and Jelly. The lesson was a smash and I doubt my students will soon forget their first
taste of our American hero: PB and J.

Materials: Peanut Butter, Strawberry/Grape, bread


1. First, I explain the title and nickname of the sandwich, the popularity of the treat
amongst American children, and even adults. From lunch, to picnics, snack time and
even dessert, our love of PB and J is absolutely out of control!

2. Next, I go over the ingredients in the sandwich, hence the name of the creation.

Peanut-butter : peanut (shell and nut), break the shell, remove the nut, then crush the
nut (smooth or crunchy), add sugar, and you are ready to go! Place the PB in a jar.

Jelly: Strawberry/grape (most popular) Ask for other possibilities… Cut the stem,
wash the grape/strawberry. Smoosh the fruit (crush the fruit)—with your feet as a joke. Add
sugar and put into a jar.

How to make a Peanut Butter and Jelly Sandwich.

3. First, you need two pieces of bread. (act-out a mad search for bread, throw things
around, go out into the hall, look out the window, search in student’s bags, behind
ears, in shoes, etc). Then take one piece of bread. Ask if anyone has PB? Once the PB
is located ask them: what do you spread PB with? A piece of chalk, other objects? A

4. Next, take the other piece of bread and spread the jam/jelly onto the bread.

5. Then what do I do? Place the two pieces of bread together. Often they will exclaim

6. Lastly, cut the sandwich. Ask them what do I use to cut the sandwich. Find the knife
and walk around the classroom like a crazed woman, attempting to take the lives of
your students. I am a crazy teacher! This always follows with fits of laughter and

Sing the PB and J Song
Famous American song often sung by elementary school children.
Make the students stand-up. Act out what the lyrics are saying. First, make two fists and
pretend you are crunching/crushing peanuts. Squish grapes with your hands and fingers.
Pretend your hands are pieces of bread and spread imaginary substances on them. Last, put
your hands together (the sandwich) and eat away. During the “For your peanut, peanut butter
and jelly” chorus make them shake their hips and first raise their hands on PB and lower them
on jelly.

After the song, prepare the sandwiches for the students. I waited to do this during class time.
You can show a movie during this time or give them something else to read. Some of the
students may offer to assist you, which can be very cute as the jelly and pb flies everywhere.
Tell them they must share the sandwich. Each student receives half a sandwich because Ms.
Katherine is way too poor.

Eat and Enjoy!

If you would like to continue the lesson beyond the making, eating, and singing of PB and J,
there is a great poem entitled: “PEANUT-BUTTER SANDWICH” in Shel Silverstein’s book
Where the Sidewalk Ends.



Level: Middle school

Objectives: To provide a fun, creative break for students entering into exam crunch time.

I first explained Christmas from an American point of view. I told them about the holiday
traditions, the types of foods you eat at Christmas, the mistletoe, Santa Claus and other
Christmas related facts.

Then I told my students we would make Christmas cards. The students could make the card
for their parents, friends or teachers. I drew half a rectangle and labeled it in the “front” of
the card. Then I drew a whole rectangle and labeled that the “inside” of the card.

On the front of the card, I suggest drawing any Christmas image that comes to mind. Tell the
students that this is only an example and that they should come up with their own ideas. For
the inside of the card, I wrote:

Dear ,

Merry Christmas and Happy New Year.

(A sentence of the students own choice).
(Love, Thank you)
(Your name)

The students enjoyed this activity and it gave them a break from their hectic exam schedules.
I suggest while the students are making the cards to play some Christmas carols. You’d be
surprised at how many the students know.


Autumn Elliott
Level: Mokpo Jungmyung Girls' H.S.

Write date, "Halloween" on the board. Wait for bow.
Good morning class. How are you today? Take attendance.
Tell students to clear desks.

Part I:
Today we will talk about an American holiday. Ask students what holiday is on October 31. Point to board if no
one knows.
Draw three houses on the board. Ask students what they are. When they come up with "house:' tell them there
are many houses, so it is a "town." Draw a graveyard outside the town. Ask students what it is. Lay a rubber
skeleton in front of the picture so students get the idea, and write “grave” on the board.

Tell students:

Long, long ago, people In Europe remembered their dead ancestors on November 1. The day before November
1 is October 31. A long time ago, people in Europe believed that dead people could wake up and walk around on
the night of October 31. (Have rubber skeleton sit up, look around, then get up and walk towards the houses on
the board.) The people in the town were very afraid that the dead people would come into the town and hurt
them. So, the people in the city tried to scare the dead people away. For example, they would wear horrible
costumes. (Put on long black fingernails and wave at students.) They hoped that, if the dead people saw them,
the dead people would run away.

They also tried to make their house look scary, so the dead people would not come in their house. Many people
took a pumpkin and carved a face in the pumpkin. At night, they put a candle in the pumpkin, and put the
pumpkin in the window. (Draw a pumpkin in the window of one of the houses.) I have a pumpkin! (Pull
pumpkin out of bag, then turn it around so students can see the face.) But the dead people came at night, so they
put a candle in the pumpkin. (Let a student light the candle. Take off the top with a big flourish and put the
candle inside. Turn off the lights and walk around the room with it.) This is called a Jack O'Lantern. (Write
vocabulary on board.)

Today most people do not believe that dead people can walk around on October 31st. However, Americans still
celebrate the holiday. Children wear scary costumes on Halloween. Some popular costumes are: ghost, devil
witch vampire, werewolf (Explain, though students already know most of these.)

The children go to their neighbors' houses and say TRICK OR TREAT! ! The people in the house give them
candy. If the neighbors do not give them candy the children will play a trick on them. Popular tricks: throwing
eggs, toilet paper, bleach.

Older people sometimes watch scary movies or tell scary stories.

Today, we will tell scary stories.

Part II:
Break students into groups of about 6. Give each group a story.
At the end of the period selected groups must tell the story to the rest of the class. Students may use Korean if
necessary while planning. Each person in the group must do something. They can help the other students
understand the story by reading the story, acting, drawing pictures, translating difficult words on the board,
using props, etc… They cannot speak Korean when they talk to the class.

Jack O’Lantern
A long, long time ago, there was a man named Jack. He was a very bad man. He was not kind to anyone. One
day, Jack got sick: and died. So, he went to the door of Heaven. God told Jack, "You were a very bad man.
You cannot go to Heaven. Instead, you must go to Hell." Jack said, "Okay. I will go to Hell." So he went
down to Hell. Jack stayed in Hell for two weeks. He was very bad. Even the Devil did not like him. So, the
Devil said, “.Jack, you must leave Hell." So Jack went back to Heaven. Jack asked God, .'Where should I go?
I cannot go to Heaven or to Hell."

So, God sent Jack back to Earth. He gave Jack a lantern and told Jack he must walk the earth forever. After
that, Jack walked everywhere with his lantern: Jack is still walking today. Maybe you will see Jack some night,
walking with his lantern!

A Scary Car Ride

One night, a woman was driving alone in her car. There was only one other car on the road. The car was
behind her.
About every five minutes, the car turned on its lights very bright. The woman was a little scared, so she went
slower. The other car went slower too. Then she tried to go faster, but the other car also went faster. It was still
following her and turning on its lights very bright every five minutes. The woman was very, very scared. She
didn't know why the car was following her. She stopped the car and got out. The car behind her stopped, too.
The woman ran away as fast as she could. She could hear a man running behind her. Soon, the man caught up
with her. He grabbed her, and she fell to the ground.
He told her that there was a murderer hiding in the back seat of the other car. The murderer had a knife. Every
five minutes, the murderer sat up and tried to kill the woman. So, the man in the car turned on his lights very
bright so that the murderer would hide again.

The Ghost in the Mirror

About twenty years ago, there was a man who sat at his desk every night and wrote letters. There was a large
mirror behind his desk. One night, as he was writing a letter, he thought he could feel someone watching him.
However, he was alone in the room. So, he turned around. There, In the mirror was an old woman with long,
white hair watching him. The man screamed and ran out of the room. When he came back, the woman was
gone. The next night the same thing happened: as he sat at his desk, the man could feel someone watching him.
When he turned around, there was an old woman with long, white hair in the mirror. But there was no woman
in the room. Again the man ran out of the room. When he returned, the woman was gone. The man was very
scared. He decided to kill the woman in the mirror.
The next night he brought a gun to his room and sat at his desk. Soon he could feel the woman staring at him
from the mirror. He turned around and shot the gun at the mirror. His family heard the gunshot and came
running into the room.
They found the man's body lying on the floor. His head was not there. Instead, there was the head of an old
woman with long, white hair.

The Used Car

When he was twenty-three years old, a young man bought a used car. It was his first car, and he was very happy
with it because it was blue, his favorite color. About two weeks after he bought it, he heard a woman's voice
coming from the radio. "Turn right," said the voice. "Turn right." The man turned the radio off, but the voice
continued telling him to turn right.
The man was a little scared and drove away quickly. One year later, when the man was driving down the same
street, the man 'heard the voice again, "Turn right," said the voice. Now the man was very scared. One year
later, the young man called his best friend, and the two of them got in the car and drove down the street. Soon
they heard the woman's voice telling them to turn right. So, the young man turned right. After two blocks, the
voice said, "Turn left." The man turned left.
As he passed a yellow house, the man and his friend suddenly heard the voice scream "Stop!" very loudly. Then
they could hear the sound of a woman crying. The man and his friend got out of the car and knocked at the door
of the yellow house. An old man answered the door. The young man told the old man about the woman's voice
in his car radio. The old man said that his daughter had been killed by a car in front of the yellow house four
years before. The car that hit her did not stop, but the old man saw it drive away. It was a blue car, exactly like
the young man's car.

The Girl in the White Dress

Once, a long, long time ago in Japan on a cliff next to the sea, there was a small house. In the house lived a
small girl and her mother. The girl always wore a white dress. They were poor and hungry and the mother was
crazy. So one day because the mother was hungry and crazy, she threw the girl off the cliff. The girl couldn’t
swim, so she died. Now that cliff is a tourist spot. Many people go diving at that cliff. One day, three
Americans were diving there. One was video taping the divers. They kept diving. On time they dove and one
friend didn’t come up for a long time. He drowned. They didn’t know why he drowned because he was a very,
very good diver. So later they were watching the video tape of the dive. Oh my God! They noticed something
strange on the video. On the friend’s back was a strange, fuzzy white shape. When they looked closely, they
saw it was a little girl in a white dress. She was riding on his back and smiling at the camera.


Level: 1st year boys high school, second year girls high school (50 students per class).

Students will become familiar with thc customs of the American holiday Halloween. Students will also
practice listening skills through aword--gap activity that uses video aids.

handouts, the video E.T., the viedo A Nightmare Before Christmas, lots of candy

costume (they are always selling random masks in Itaewon) jack-o-lantem, candles,
laminated Halloween costume circular from Wal-mart to pass around.

Make sure you leave enough time to coordinate all your props/visual aids, etc, if you use a lot of them. It was a
pain for me, because I taught in two different buildings. Try to stake out a room with a VCR for the week if

1. warm-up
Keep the lights low in the classroom as the students enter. (Although, I kept them on for a couple of the
notoriously bad classes.) Wear the cloak and hold the jack-o-lantem. The kids will ooh and ahhh. Write name,
date, objective on the board once the students are settled. Explain that this week there's a very special holiday in
America for kids.

2. handout
Give out the handouts, saying, "Please look at the sidc with the picture on it. Please read the part in Korean right
now." Give them a couple of minutes, and then call on volunteers to read t\vo sentences aloud each. Flaunt your
candy bribes, and give a piece to each person who reads. Explain and elaborate, bringing out key terms such as
jack-o-lantem, trick-or-treat, etc. Then explain that people dress up in different costumes, and go over the
characters in the picture. (Thank you, Autumn, for the histo~. of Halloween.)

3. videos
The Nightmare Before Christmas, [Watch the introduction, Song “This is Halloween”. I let them watch the
subtitles, and they were really. intrigued. ] Explain that Halloween is a scary holiday and that this movie shows
that, but it’s for kids.

E. T [Show the scene where Elliot is putting on his Halloween costume, when they go trick-or- treating, through
where they ride across the moon, up until the mother puts out the candles.] Tell the students to look at the back
of the worksheet. Explain that this scene shows what Halloween really looks like in America. Say. they must
listen to get the words missing from the blanks. Have them work in teams of 4 people, and tell them that the
team that gets the most words (or first to get all the words) will get a candy reward. (Just saying, DO THE
EXERCISE, didn't work, making a competition out of it did.) Say you will watch the scene 3 times. (Yeah, I let
them watch the subtitles.) ,

Play the video 3 times and then find the winning team and give them candy. Have each team compile their
answers on one paper. Maybe even give them paper, if the:' take a half an hour to get out their notebooks. Make
sure that you leave enough time to go over their answers. I let the video run while correcting the answers, to
give them something to do.

Comments: Not all the students did the listening exercise. but they really: liked this class and I had fun
teaching it. A couple of kids who never paid attention really perked up and showed greater curiosity. in thc
class (for the rest of the semester, actually!) I’m not sure E.T. has a really “Halloween-type” mood, overall, but
it worked well in this class.

Long, long ago people in Europe remembered their ancestors on November I. The day before
November I is October 31. A long time ago people in Europe believed dead people could
wake up and walk around on October 31. So, people in the cities tried to scare the dead
people away. For example, they would wear scary. costumes. They would also decorate the
houses to look scary. Sometimes they would put a pumpkin with a face carved ,in it in the
window. That is a jack o'lantem.

Today, most people do not believe the dead can walk around on October 31. Americans still
celebrate the holiday. There is a custom that children wear scat)' costumes on Halloween, and
they go to the neighbors' houses and shout, "TRICK or TREAT!" Then the people in the
house give them candy. If they don't, sometimes the kids playa trick such as throwing eggs or
putting toilet paper all around the yard.

Older people sometimes watch scary movies or tell scary stories and dress up in scary
costumes too.


아주 먼 옛날, 유럽 사람들에게 11 월 1 일은 조상을 기억하는 날이었다. 그들은 하루

전날인 – 10 월 31 일-에는 죽은 자가 깨어나 돌아다닌다고 믿었다. 그래서 도시에
거주하는 사람들은 죽은 자들을 겁을 주어 쫓아 버리려고 했었다. 예를들어,
무시무시한 복장을 입었고 집 또한 무섭게 보이도록 장식을 하곤 했었다. 때때로,
그들은 얼굴이 조각된 호박을 창문에 놓아두곤 했는데 이러한 호박을 Jack O’lantern
이라 부른다.

그러나, 오늘날에는 죽은 자가 10 월 31 일에 주변을 배회한다라는 것을 대부분의

사람들은 믿지 않는다, 미국은 여전히 이날을 공휴일로 기념한다, 이날 – “Halloween”
아이들은 무서운 복장을 입고, 이웃집에 가서 “Trick or Treat”라고 외치는데, 그때
집주인이 캔디를 주는 풍습이 있다, 그런데 만약 캔디를 주지 않을 경우, 아이들은
때때로 달걀이나, 화장지 등을 그 집 마당에 던지는 장난을 친다.

나이든 사람들은 떄떄로 공포 영화를 보거나 무서운 이야기를 하기도 하며, 파티를
열고 무서운 복장을 입기도 한다.


Gene Kang
Level: Keumsung Girl's High School

Secret Valentine/Admirer Lesson

To encourage creativity and get the students who do not yet know each other to speak
amongst themselves.
To break the ice.

A few pairs of scissors, colored pencils. A4 paper, and red construction paper (I bought the
scissors and colored pencils but got my school to buy the red paper.)

Originally I wanted to do a Valentine's card exchange with a boys' school but when that fell
through I decided to do a "Secret Valentine" exchange amongst my students. Since it is
already passed Valentine's Day you could just change it to "Secret Admirer." First, I
explained to them how sometimes it is hard to tell someone that you like them. I drew a
picture of a girl on the board and looked at her lovingly. Then I explained how I was too shy
to tell her that I liked her. Of course for this I had to do an impression of a cute and shy
person. So instead of telling her directly, I showed them how I had made her a Secret
Valentine, explaining with my example card.
My example card was decorated on the outside with hearts and what-not, the prettier the
better. On the front the card said "To: " Then on the inside on the left half were three
sentences about me. Mine were:

1) I wear headphones to school everyday.

2) I eat "Turtle'" (Kabugi) ice cream bars at lunch.
3) I like to dance with pretty girls.

On the right side it said, "Who am I? Love, Your Secret Valentine" (or Secret Admirer). I
explained how even though I was shy, I wanted my Valentine to guess who I was after
reading the card. After they got the basic idea, I had all of the students write their names on
scrap paper and throw them in a hat. Each student picked a name out of the hat and then
made a card for that person with the supplies I brought, replacing the three descriptive
sentences with three of their own. I gave them a little more than a full period to make the
cards, walking around and helping them with their sentences. Some students could probably
do this in one period, but my girls needed the extra time to finish. Also, make sure that they
write the name of the recipient on the front in English, and try to discourage 3 sentences like,
"I am pretty. I am sexy. I am cute." Another smart thing to do is collect the cards after the
first day and redistribute because someone always loses their card.
After completing the cards, I collected them and had the students come up one by one to get
their card. When I gave them their card, I made them read it aloud to the class and then try to
guess who their Secret Valentine was. The peanut gallery will inevitably help this guessing
process along, but just let them go. If your student can not guess who made the card, then ask
the maker to raise their hand. I also had the class clap for each student after they read their
card. This should finish off the rest of the second period. Hand back any cards that you don't
get to by the end of class.


Erika Mork (ETA 2001-2002)

Objectives: Useful materials for teaching students about the environment on April 22, Earth Day. (Most of
these were found on the Internet and can be legally shared and reproduced).

Planet Earth's Our Only Home

(to the tune of Old McDonald)
It's home to birds up in the sky,
Planet Earth's our only home,
And fish in the sea.
It is in our hands.
It's home to animals on the ground,
We must learn to keep it safe,
It's home to you and me.
The seas, the skies, the lands.
(Repeat Chorus)
Chorus :
With recycling, Turn off water, dim the lights,
And conserving, Kids can do their part.
I know I can, I know you can, Making changes to conserve,
Yes it true, I know we can! Is just being smart.
Planet Earth's our only home, (Repeat Chorus)
It is in our hands.

The History of Earth Day

In 1963, former Senator Gaylord Nelson began to worry about our planet. (A senator is a person that the people
of the United States have chosen to help make the laws.) Senator Nelson knew that our world was getting dirty
and that many of our plants and animals were dying. He wondered why more people weren't trying to solve
these problems. He talked to other lawmakers and to the President. They decided that the President would go
around the country and tell people about these concerns. He did, but still not enough people were working on the

Then, in 1969, Senator Nelson had another idea. He decided to have a special day to teach everyone about the
things that needed changing in our environment. He wrote letters to all of the colleges and put a special article in
Scholastic Magazine to tell them about the special day he had planned. (Most of the schools got this magazine
and he knew that kids would help him.)

On April 22, 1970, the first Earth Day was held. People all over the country made promises to help the
environment. Everyone got involved and since then, Earth Day has spread all over the planet. People all over the
world know that there are problems we need to work on and this is our special day to look at the planet and see
what needs changing. Isn't it great? One person had an idea and kept working until everyone began working
together to solve it. See what happens when people care about our world?

Here's what you can do to help the environment:

 Save energy by turning off the light when you leave your room.
 Save trees, which are used to make paper, by using a lunch pail, rather than a paper bag each day.
 Pick up litter that you see in your neighborhood and recycle whatever can be recycled - aluminum cans,
glass, paper, cardboard, plastic things.
 Ride your bike or walk, when you can, rather than ride in a car.
 Turn off the water while you are brushing your teeth.
 Use less water in your bath or shower.
 Use both sides of a piece of paper when drawing, coloring or writing.

Here are some things your family can do together:

 Use paper shopping bags, rather than plastic, and reuse them at the market. Keep a supply in your car,
so you have them with you when you stop at the store.
 Buy products that come in containers that can be recycled or reused.
 Recycle aluminum, glass, newspapers, cardboard and plastic containers.
 Use water-saving devices on toilets, shower heads and faucets.
 Carpool whenever possible. When you can, walk, ride a bike, or use public transportation.
 Plant trees in your yard.
 Diaper babies in cloth diapers, which can be used again and again.
 In the winter, keep your thermostat lower and wear a sweater. In the summer, be a little warmer than
you are used to. Let the air conditioner rest, and let your body use its thermostat.

Did You Know?
 Every ton of paper that is recycled saves 17 trees
 The energy we save when we recycle one glass bottle is enough to light a light bulb for four hours
 Each person throws away approximately four pounds of garbage every day.
 One bus carries as many people as 40 cars!
 More than 1/3 of all energy is used by people at home
 Most families throw away about 88 pounds of plastic every year
 We each use about 12,000 gallons of water every year
 1/3 of all water is used to flush the toilet.
 The 500 million automobiles on earth burn an average of 2 gallons of fuel a day.
 Each gallon of fuel releases 20 pounds of carbon dioxide into the air.
 Approximately 5 million tons of oil produced in the world each ear ends up in the ocean.
 Approximately 50 acres of rain forest are destroyed every minute.
 By 1995 over 200 of the world landfills will be full.
 The amount of wood and paper we throw away is enough to heat 50 million homes for 20 years
 Earth is 2/3 water. but all the fresh water streams only represent one hundredth of one percent.
 14 billion pounds of trash is dumped into the ocean every year
 It takes 90% less energy to recycle aluminum cans than to make new ones
 5 billion aluminum cans are used each year
 84 percent of all household waste can be recycled.
 A tiny leak in the sink can waste up to 6,000 gallons of water every month.
 For every 2000 pounds of paper (1 ton) recycled, we save 7,000 gallons of water free from chemicals.
 Approximately only 10 percent of every landfill can be cleaned up.
 Ivory comes from dead elephants, its best not to buy it.
 Fur coats often come from endangered animals, it's best not to buy them.
 One gallon of motor oil can contaminate up to 2 million gallons of water. so dispose of properly!
 Here is an example of the water we use everyday:
3-7 gallons for toilet,
25-30 gallons for tub,
50-70 gallons for a 10 minute shower,
1 washing machine load uses 25-40 gallons,
1 dishwasher load uses 9-12 gallons
 Here is an example of how long it takes some things take to break down:
plastics take 500 years,
aluminum cans take 500 years,
organic materials, take 6 months,
cotton, rags, paper take 6 months.


I can draw and color on _______ sides of my paper. I must remember to turn _________ the

lights when I leave a room. This saves ___________. I can also ___________ up litter on

the ground and put it in the __________ can. It is important that I help _________ cans,

bottles, and newspapers. When I ride my bicycle, I don’t ___________ the air. I can

_________ save the environment!

Answers: Both/Two, Off, Energy/Electricity, Pick, Trash/Garbage, Recycle, Pollute, Help


Debra Mirtle
Level: Coed Middle School

Objective: To learn the correct way to address people, language and country (e.g. Korean,
Korean, Korea)

Materials: Colored butcher paper.

Hand out grid with names of people, languages and countries.

1) Write on the board, people, language and country. Have students repeat.
2) Make a grid on the board so that students understand what they will have to do.
3) Ask the students what country they are from? What language do they speak? What
do they call people from their country/ Make “X” on the makeshift grid on the board.
Do another example to make sure they understand.
4) Questions.
5) Give the students 10 minutes to complete the grid. Review.
6) Assign each table a country and have them determine if their country is a powerful or
weak country, what food the people eat, and is the country bog or small. Have
students write the answers on colored butcher paper.
7) When finished have two students from each table report their answers to the class.
8) Questions.
9) Hang answers on the wall.

This exercise was a total success. The students were both interested and challenged by the
activity. I don’t think they had ever really thought of how the above words differ when
describing people, language and culture. I have also discovered that they love doing
activities that involve using colored paper and pens; basically they love being creative. They
all contributed something too. The students sit together in groups of 8 at tables and everyone
really got into it. It is challenging in that they were not totally sure what people from Italy
and Mexico eat, nor the actual size of the counties. I think the best aspect of this activity was
that they actually looked beyond Korea for 45 minutes and thought about what is happening
in the rest of the world. Great exercise.

Countries and Languages
Example: Korean people live in Korea and speak Korean.
Language Japanese Spanish Korean English Chinese Italian
s, People









Every table has to answer these questions for every country above.
1) What do these people like to eat?
Korean/Chinese/Japanese people like to eat .
2) Is Korea a powerful/weak country?
Korea/China/Japan is a country?
3) Is Korea a big/small country?
Korea/China/Japan is a country?


Karen Kleiber (ETA 2000-2001)


Warm Up:
1) Write several countries on the board, ask students what their languages are (ex: Italy,
Italian). My students did okay with European and Asian countries where the language is just
a variation in the country name, but couldn’t come up with the answers for Brazil or other
countries in South America—so I did a little lesson on immigration to the new world (the
migration of the Spanish, Portuguese, and English and how they brought their languages with
2) Ask the students where in the world they want to travel. What city? What country?
What language do you need to speak? Brainstorm a whole list of cities, countries, and
languages on the board that they can later use to complete the dialog.

Practice: Give students directions for completing the Travel Agency dialog in pairs. The
dialog contains a review of dates and numbers too.

Activity: Have students read the dialog out loud. I had each pair read half the dialog
(alternating first and second half) because reading the whole thing was tedious. Offering
candy as a prize (bribe) for reading aloud works well, then they know if the whole class is not
quiet then I will not let them read aloud and no one will get candy!


Travel Agent: Hello. Welcome to Sharp Travel Agency. My name is .

How can I help you?

Customer: Yes. My name is . I’d like to book a vacation to

(city) in

Travel Agent: (country)? Do you speak (language)?

Customer: ((yes/no/a little bit).

Travel Agent: Don’t worry, if you speak English, you’ll be fine. English is used in most
countries as a second language. Why do you want to go to (city, country)?

Customer: I hear that


Travel Agent: Good thinking. Let’s see, when would you like to leave?

Customer: (leaving date), and returning to Seoul on

(coming back date).

Travel Agent: Okay, there’s a flight leaving on (leaving date) at

10 am and getting to (city) at 5pm. The return flight on
(coming back date) leaves at 6pm and arrives in Seoul at 6am.

Customer: That’s great. But how much does it cost?

Travel Agent: won.

Customer: ! (I’ll take it!/ That’s too expensive!)


Vicki Versland (ETA 2000-2001)

Level: Changwon Boys High School

To learn why English is important, to learn how to pronounce countries’ names, to practice listening skills

World Map, Paper for Bingo. pen or pencil

1. Write the word World on the board. Tell the students that today we will learn about world countries.
2. Ask them why it is important to know about the world outside of Korea? Then talk about technology and how
the world is becoming a smaller place. In 10-15 years Korea will have much more contact with the world.
3. Then write 2002 on the board. ASK “what will happen in Korea(and Japan) in 2002?” (World Cup)
4. Ask what does this mean for Korea? Who will come to watch the World cup--only Koreans and Japanese?
No. people from all over the world.
5. What countries love soccer? Students will say Brazil, England, France, United Arab Emirates, Argentina,
Chile, Mexico, Spain, Etc As the students say these---write them on the board.
6. Then on another part of the board write Spain. Ask the students what language they speak. Then write
Spanish. Then Korea--what language? Korean, France—French, Russia ---Russian, Germany--German Brazil---
Portuguese, Saudi Arabia--Arabic. You get the point--make a list of about 7-10 countries with their languages.
7. Then just randomly tell your students you are a German person --you are a French person, you are Korean
and so on.
8. Then tell them you are all at the opening WC 2002 soccer game, an exciting goal was just scored you want to
talk about it with your neighbor--but you all speak a different language. How do you communicate? English!
9. I tell my students--you may on may not like this--but English is the common language that people use to
communicate with. If you try hard to learn English--you can communicate with many different people. I also tell
them about jobs that are available blah blah blah
10. Then I tell them that we will learn some of the countries in the world, their capitols, language spoken and
some facts about the countries. So then if they meet some foreigners during the world cup--they won't seem so
dumb if they try to talk to them. (I show them the blank stare look that I often get from my students and say
unh?) The kids love it!
11. Give them a piece of paper and have them fold it five by five( it saves time---they are so anal about drawing
lines for bingo!) Tell them if they happen to fold 6/6--just fold it under for 5/5. Or play anyway you want--you
get the picture
12. Then tell them they are to write 24(free space) country names--one for each square.
13. Have them shout out any country names as they fold their paper--then write them on the board. These are the
country names they can choose from to write on their card.
14. Then tell them that you will say a capitol, language spoken, fact or location (this depends on your students’
levels.). I usually start out with easy ones like--Washington DC, Mexico City, Bulgarian. Then I move into a
country in South America that is very long and thin---Chile. I just make up the clues as we go along. My
students abilities really surprised me--so I made up some pretty difficult ones. Of course I am pretty comfortable
with geography and cultural things of different countries. So it was a bit easy. But you should be Ok if you have
a world map to look at. You should be able to copy one from the internet if you can not get you hands on one.
Of course you know the way Bingo progresses
15. Then you give a prize--or if you do not have any--a smile and the satisfaction of winning! I actually just give
them a card that says "Thank you". I tell them if they get this card, hold onto it until the end--then come up to
my desk to get a prize. This seems to work out well. I usually let about 15 people win before I call a new game--
that way they can keep learning the countries and facts and stuff.
16. If you want to work on pronunciation at any time--just have them pronounce the list of countries. And for
extra fun--you can say it the Korean way--they can say it the American way. It’s kind of fun! My students
always insist on adding the extra U or E at the end. I didn’t do the whole deal with buying vowels because I
figured it would be too confusing.


Lee Wilbur (1999-2001 ETA)

Play hangman to find the word 'tourism.'
What is tourism?
The business of making money from the travel industry
When did South Korea make a lot of money on international tourism?
1988 Olympic Games in Seoul
How did South Korea make money?
Tourists came and spent money in South Korea; hotels, restaurants, stores public
transportation, tourist destinations, barber shops, etc.. Much foreign-made money entered
South Korea.
When will South Korea make more money on International tourism?
2002 World Cup Soccer in Korea/Japan
Since tourism is healthy for the Korean economy, we should encourage more foreigners to
come to Korea How can you persuade foreign tourists to visit South Korea?
-We can persuade them by telling them exciting and interesting things they can do in South
I want my best friend Mike to visit South Korea. Mike does not know much about your
country. Please write him a letter and tell him why he should visit South.Korea. Pass out a
sheet with the following (adapted from Fulbright lesson plan book); While visiting South
What is one thing Mike should taste? WHY? (food, drink, etc...)
-What is one thing Mike should see? WHY? (a movie, a dance, a play, etc...)
-What is one thing Mike should hear? WHY'?
(a song/singer, folk music, pop music. etc) -what is one place Mike should visit? WHY?
(a city, temple, museum, club, island, etc...) -who is one person Mike should meet? WHY?

Please answer these questions in a letter format.

Write on the board, 'Dear Mike.'

Remember, if you tell Mike he should try Korean soju. he will not understand because he
does not know what soju is. You must explain everything that is Korean. Example; Mike, you
should try Korean soju. It is our most popular traditional alcoholic drink, and wow is it
delicious! It tastes just like paint thinner! Be careful though, it is powerful stuff...
I will send your letters to my best friend Mike. He will read your letters. I hope you are all
convincing so that he will come and see how great your country is!


Materials: Handouts with continents (optional), prizes for bingo

Warm Up:
Ask students: What city are you from? What country? What continent? (You may need to
explain what this is, or give them a hint…Japan, China, Korea etc. all together). Then ask:
What city am I from (the teacher)? What country? What continent?
Then: Have them help think of all of the other continents, list them on the board as they
appear on the handout you are going to use for the practice activity. Brainstorm a country for
each continent.

Tell them it is time to practice and they must come up with two more countries for each
continent, and WRITE them on the handout. There is a good map in the front cover over
their national English textbook that they can use (this only lists English speaking counties,
but is still helpful—especially for Africa). I found that having them write the countries in
English was essential because it makes them put a lot of thought into spelling and
pronunciation that otherwise they might guess at. Having them brainstorm according to
continent is also important because there is an astonishing lack of knowledge about Africa
and South America. Next call on students and brainstorm as many countries for each
continent as possible.

From the list that you have generated on the board, have students make (five square x five
square) bingo boards. Have them write the countries in ENGLISH on their boards. I really
liked Vicki’s idea of calling out random facts, languages, etc., but that was just too much for
my students. I just called out countries, and crossed them off the board as I went so that
students could double-check their answers. Keep going until there are several winners, then
hand out prizes.


Sandra Chu (ETA 2001-2002)

Level: Seoil Middle and High School

Objective: To learn about the world and its many countries.

Materials: Internet access, website: www.maps.com

Introduction: Draw a Venn diagram showing the world, continents, and countries




Review the 7 continents of the world, review pronunciation, under each continent, review
some countries’ names.

Quiz the students during the lesson to check understanding of continent and country: Is Asia
a country or a continent? Is Korea a country or a continent? In what continent is Korea in?

I also make a point of telling the students that the pronunciation they are learning in class is
the typical AMERICAN pronunciation. If you know how to say the country’s name in it’s
own language, the students will want to hear it as well.

The web site also has many games and you should encourage the students to check the site
out on their own as well.

This lesson plan is also a good prelude to other cultural lesson plans in the future.


To introduce students to travel vocabulary. (This lesson is mostly a lecture to be given to students
after they've taken midterms or anytime they may not want to speak any English.)

"Vacation Travel" handouts; large maps of Korea and the world; your own laminated travel photos;
and all of the items in Section B of the "Vacation Travel” handout.


A) Hang up the maps and the travel photos before you begin class.
B) Write "Travel Vacation" in big letters on the blackboard.
C) Ask the students if they ever traveled in Korea or abroad. (About 99.9% of my students don't
have passports). Ask students if they like to travel.
D) I would tell the students that I love to travel. Using the map of Korea, I would tell the
students where I traveled in Korea. (They were all awed by my correct pronunciation of all
the cities I visited in the past year.)
E) Then I would introduce them to my travel abroad pictures hanging on the board. I would ask
the students to locate the countries on the world map. I would then relate a funny story for
each picture. For example, during a train trip in China, I would recall how an old man with a
cold blew his nose without using tissue paper and how all the mucus landed on my boots.
For Thailand, I would ask the students to guess how much I paid for one night at a youth
hostel in Bangkok (W 4,000) compared to a youth hostel in Tokyo (W 50,000)
F) After storytelling, distribute the “Vacation Travel” handouts.
G) Go over the first exercise of filling out the passport. (I usually didn’t have enough time to fill
out the “Date of Issue” and “Date of Expiration” sections of the passport.)
H) For section A of the handout, I would read each line and then have the students repeat after
me. I would then imitate the sound of each mode of transportation. (This was corny, but my
students seemed to like it a lot).
I) For section B of the handout, I would lay out all of the items and go over them one by one. I
usually stood on a chair for this part of the lesson so that all of the students can clearly see
each mode of transportation. (This was also corny but my students seemed to like it a lot).
J) For Section B of the handout, I would lay out all of the items and go over them one by one. I
usually stood on a chair for this part of the lesson so that all of the students can clearly see
each item. My students seemed pretty impressed with the dollars, airplane tickets and credit
K) For section B of the handout, I would layout all of the items and go over them one by one. I
usually stood on a chair for this part of the lesson so that all of the students can clearly see
each item. My students seemed pretty impressed with the dollars, airplane tickets and credit

I think that my students liked this lesson because most of them have never traveled abroad. Again,
bring in as many props as you can because they will enliven the lesson. I was usually melodramatic
when I recounted my travel stories, and the student seemed to like this. (For example, I would imitate
how the old Chinese man blew his nose all over my boots.)

The lesson slowed down a bit during the “filling in the passport” portion of the lesson. I would try to
get through this section quickly.

I would recommend this lesson after you winter vacation travels so that you can use all of your
awesome travel pictures!

Music and Movies


To provide the kids with exposure to lively, conversational English; to exercise listening

Cloze handout (missing words) for one or several scenes of the movie; comprehension
questions; translation into Korean of a scene in the movie.

A video; a VCR; a viewing area (language lab?)


Have the kids watch the movie (half the movie in one period, or the whole thing in two).
Hand out the comprehension questions: these can range from plot content, “Why did
Sigmund go to the lake?” to simple observation, “What season is it?” to characters, “Who is
Mr. Keating?” Go over the answers. (50-100 min)

Work with one or several scenes instead of the whole movie. Have the kids complete a cloze
handouts for them and throw in a simple comprehension question or two, “What is happening
in this/these scenes?” (20-50 min).

You could reveal and conceal the subtitles (with a piece of duct tape). The students can also
read the subtitles first and then go back through the scene and see it without the subtitles.

If the movie has some philosophical content you’d like to explore (“Dead Poets Society” or
“A League of Their Own”, for example) provide a translation of a key scene and then have
the kids discuss it. “What is the meaning of this scene?” “How do you feel about what they
are saying?” (20-50 min)

After doing one of the scene activities above (procedures 2 or 3), have the kids act out the
scene/a scene you are working with. (15-20 min).
Another great film to use is The Princess Bride, which is unknown in the country, but is in
many video stores and is a lot of fun.

Consider time tactfully in your choice of movie.

This is a good way to spend club class time. (See General Advice: Club Classes).

If possible, get a movie without Korean subtitles or try to duct tape the bottom of the screen.

Of course, the temptation to fall asleep during the film (particularly for your overworked
students) is overwhelming. Decide beforehand what your policy is on that and enforce it


Jen Tinker
Level: Yeoodo Middle School (co-ed)

Objectives: Students will be able to correctly identify kinds of movies. Students will be able
to work in groups to create a movie story given movie clips,

Materials: Sample videos, worksheet (movie clips/blank sheet), glue

Set-up: Students will work in groups of four.

Spread 6- 7 movies on front table. (To get kids really excited, you can add a RED one)

I) Introduction
A. Write: "What is your favorite movie?" on the board.
1. Get suggestions from students and write on board
B. Write: "What kind of movies do you like?" on board.
2. Get students to guess at least 10 kind of movies.
Drama / Comedy / Romantic / Action or Adventure / Disney or cartoon/ Science-Fiction (SF) /
Horror / Western / Musical / Documentary (which many students actually know)
C. As they suggest each movie ask them... What is a horror movie? Horror = scary.
D. Then ask: Which movies (of the ones already written) are horror, etc….
E. Hold up several of the movies you brought and ask, “What kind of a movie is this?”

II) Make a Movie.

A. Tell students that they are now going to 'make' a movie.
B. Show them the pictures (cut-up) from an unknown movie.
1. "These are pictures from the beginning, middle, and end of the movie. "
2. Students will put the movie in order (there is no RIGHT answer).
3. Glue the pictures on the paper.
4. Students will then makeup the story-line (emphasize who, what happened, etc)
5. Students must then tell the teacher their story.
6. After telling their story verbally, student must then write the story.

IV. Conclusion
After students finish, collect papers and correct for grammar, etc… and return next week.

I found that students were really excited to tell their stories. It took a bit of monitoring
throughout the class, but in general students were excited to make stories of their own. It also
gave everyone a chance to do some speaking in a less intimidating setting. I got all kinds of
stories from comedies to tragedies, JAWS eating a man, having a pet Frankenstein, ghosts,
and having a dream. There is never a dull moment. Just be sure to encourage them to be


To learn about English through the entertaining medium of music; to expose students to
various musical styles; to practice listening comprehension.

Lyrics or cloze tests (missing words); lyrics (see Appendix)

Tape and cassette player; guitar or other instrument, if you play one.

Sing, sing, sing! Give them lyrics, play the song (live or recorded), go over new vocabulary
in the lyrics and let ‘em rip. Korea is a nation of singers, so be prepared to be blown away by
the quality of the results. (15-30 min).

Scrambled lyrics. Set the kids up in groups of four or five and pass out packets of lyrics,
which you have cut up (by lines, or by words if you really want to befuddle them) and mixed
together. Kids listen to the song and put the lyrics back together again. (20-50 min).

Cloze Tests. “Cloze” simply means handouts of lyrics with words missing, which the
students then replace by listening to the song. An option is to have the first letters of the
missing words spell a secret pertinent message. (15-30 min).

Music Exposure. Play some selections of a style of music that is unfamiliar to the kids (or
choose three to four short musically diverse selections). Have the kids discuss in groups what
they like or don’t like about the music, how the music makes them feel, what piece they liked
the best, etc…Poll and/or share the results. (30-50 min).

Self-Teaching. Divide the kids into teams (with captain/secretary/speaker/editor roles) and
tell them that each group will be teaching a song to the class. Hand out a song questionnaire
to help them along, and give them full rein as to how to teach the song. Emphasize creativity.
This lesson can extend easily into two or three periods.

These are absolutely beloved lessons, particularly when learning the words and meaning to
popular English pop tunes. For an absolutely terrific resource on how to use music in the
classroom, see Oxford Press ‘Music and Song’ by Tim Murphey. However, when choosing
songs, don’t be afraid to choose songs not commonly known to your Korean students.
Although everyone knows Mariah Carey and BoyzIIMen, pick a song you like, as it will help
you with your teaching enthusiasm and interpretation of the song’s meaning. So try some
Cranberries, Ben Harper, David Gray, Indigo Girls, Iced-T, Puff Daddy or whoever because
song lyrics can be great segues to discussing social issues and cultural differences.

Songs can also be used for pronunciation practice, theme emphasis, or to celebrate a certain


Sacha Moustakas (ETA 2001-2002)

Level: Co-ed High School

Club class of about 20 students

Post a question on the board “Who are your three favorite Korean singers? Who are your
three favorite American singers? Why?” Give the students time to write down their answers
and assist with the spelling of difficult names.

Re-Group the class and record all the names on the board, separating the American singers
from the Korean singers. After that is done, “Brainstorm” as many other names as possible.

Ask general questions about the listed singers- “Is this person a man or a woman? Do they
sing love songs? Are they a good dancer? Who is your favorite?” etc. These can change
based on students ability and interest.

Divide the class into small groups. Explain that they will work together to decide who are the
best SINGERS, DANCERS and the most HANDSOME/BEAUTIFUL. They list the 1st, 2nd,
and 3rd in each category for both the Korean and American singers. Give them time to decide
and record their answers on paper.

Re-Group the class and record each group’s answers. Then have the whole class vote who is
the best in each category.

I did this as a lead into my lesson on the Beatles and learning the words to the song
“Yesterday.” My students were really involved in giving me names of singers and I was
quite surprised how many they knew. It doesn’t require that much actual English practice but
it did give my really quiet students a good chance to participate as well as teaching the
concepts of brainstorming and voting.

쟁반노래방/ JENGBANG NOREHBANG (Tray Singing Room)

Jennifer Flinn (2002-2003 ETA)

Level: low level boys’ high school
Time: Two weeks
Materials: Song, song lyrics (complete), handout of incomplete lyrics, foam baseball bats

Korean students love pop songs. Chose a pop song, and distribute the lyrics to
students with some easy words removed (CLOSE activity). Play the song in class and have
students try and fill in the words. Next, allow students to punish each other for wrong words.
In turns, let each student attempt to fill in a blank. If they get it wrong, let their neighbors hit
them. When all the lyrics are filled in correctly, explain/discuss the song. Finally, let them
sing away.

This is based on a Korean TV program called Jengban Norebang where a group of
minor celebrities dressed in funny costumes get locked in a norebang and forced to sing. The
catch is that some of the words to the song are missing, and if they sing the wrong word metal
trays drop out of the ceiling and bash them on the heads. Most Korean students are familiar
with this program.
My boys BEGGED for weeks to learn pop songs. Hearing them sing Westlife’s “My
Love” or Bon Jovi for a week sounded like an especially evil form of ETA torture though.
Instead I picked seven songs in different styles (one for each class) and printed forty copies of
each with some of the words removed. Keep a copy of the complete lyrics for yourself! I
also created “baseball bats” from foam bought at a stationary store (substitute notebooks or
rolled-up paper if you can’t find foam, but I highly recommend foam both for the minimum
physical damage it can inflict and the satisfying ‘SMACK’ it makes)
In class, distribute the lyric handout. I put the songs in separate piles facedown on
my desk and let the captain chose. You can easily skip this, but I used it to deflect complaints
if they didn’t like the song – you just blame the captain for picking the wrong one
Distribute the song with missing words to the students. Explain that they need to fill in the
Play the song to let them fill in the words (minimum of three times, unless they’re
very high level). Don’t stress too much if they’re not getting many words, or even if they’re
not even trying . . .it’ll just make the game more fun. Next, ask if students know 잼반노래방,
and explain that the class will be playing. Call out student numbers in small groups (ex.
“1,2,3,4 stand up!”) and distributed the bats to students behind them. Each student should
supply a missing word in turn. If they can’t fill in the blank, or they say the wrong word,
allow the students to beat them with the foam.
Time will probably run out before students have finished filling in all the blanks in
the song. Play the song again at the beginning of the next class, and finish filling in all the
blanks. This will probably go MUCH faster than the previous week because the students will
have looked up the missing lyrics already. After all the words have been found,
discuss/explain the meaning of the song. Finally, just let them exercise their beautiful voices
and sing along.

DRAWBACKS: The biggest drawback to this lesson is that kids get really excited about pop
songs, so disciple is already an issue. THEN you give them foam bats to hit each other . . .
Personally I just relaxed and let them bash each other silly, only intervening when the class
became too loud. This class activity can get VERY loud and unless you are vigilant the
teachers in surrounding classes will hate you.

SONGS USED: Man of Constant Sorrow – O Brother Where Art Thou OST
Westlife – Unbreakable
98 Degrees – Invisible Man
Usher – U Remind Me
Chicago OST – Mr. Cellophane, Class
Kelly Rowland – Stole
Of all of these, “Stole” was the most successful, so the handout and lyrics are included below.
Students were intrigued by the social messages about high school life (suicide, violence, 왕따
/wangdda/social outcasts, etc.), and the video can be a great addition to class. This song
could also be used to trigger discussions about stress and emotions for students.

Stole (Kelly Rowland)

He was always such a nice (boy)

The (quiet) one with good intentions
He was down for his (brother)
Respectful to his (mother)
A good boy but (good) don’t get attention
One kid with a (promise)
The brightest kid in (school), he’s not a fool
Reading (books) about (science) and smart stuff
It’s not enough, no
‘Cause smart don’t make you (cool), whoa

Well, he’s not invisible anymore

With his (father’s) 9 and a broken fuse
Since he walked through that (classroom) door
He’s all over prime time (news)

They were crying to the (cameras)

Said he never fitted in, he wasn’t welcomed
He showed up at the (parties) we was hanging in
Some guys putting him down, bullying him round
Now I wish I would have (talked) to him
Gave him the time of (day), not turn away
If I would’ve been the one to maybe go this far
He might have stayed at (home)
Playing angry chords on his guitar

He’s not invisible anymore

With his baggy (pants) and his (legs) in chains
Since he walked through that (classroom) door
Everybody knows his (name)

CHORUS 1: Mary’s got the same size (hands) as Marilyn Monroe

She put her (fingers) in the imprints at Mann’s Chinese Theater show
She could’ve been a (movie start)
Never got the chance to go that far
Her life was stole, now we’ll never (know)

CHORUS 2: Greg was always getting net from 20 feet away

He had a try out with the Sixahs
Couldn’t wait for (Saturday)
Now we’re never gonna (see) him slam
Flying high as Kobe can
His life was stole, Oh now we’ll never (know)


Martin Garry (ETA 2000-2002)

Level: Yeodo Middle School

Objectives: The objective of this lesson is to help the students learn that most difficult of sounds, the “L”
sound. To introduce them to a kind of music that they have never heard before (and which I consider to be
much more suitable than Limp Bizkit for twelve year olds) and to have fun.

Materials: Tape player/cd player with tape/cd of the song "LolliIpop", by the Chordettes. I had this song from
what is inarguably the greatest soundtrack ever recorded, the "Stand By Me" OST. I also used an OHP
transparency of the sorig's lyrics, but handouts of the songs lyrics would work just as well.

I. Introduction- Greet the class. At the beginning of each class I do a little tip about some bit of Konglish that I
find particularly annoying. Before this lesson I explained the difference between He/She, Him/Her, and

II. Review- I always do a review of the previous lesson. Usually only a few of the students can remember as far
back as a week. Before this lesson I actually did two lessons in a row on pronunciation. I asked them what the
most difficult sound was for them. They didn't seem to think they ever pronounced anything wrong. so I wrote
the words "car" and "call" on the board. When they recited these words they were almost indistinguishable as
you may have guessed.

III. Lesson- I wrote the word "Lollipop" on the board, and made them recite that a few times. The usual attempt
sounded more like "Rorrypop.” One student usually had a vague idea of what a lollipop is, and a simple
drawing on the board of a circle with a swirl inside it and a stick at the bottom brought on a chorus of " Ah,
Matda! Matda!" I told them they would be singing a song about a Lollipop and they got really excited. I put up
the Iyrics(with some missing words) on the OHP and played the song twice through. Then we went over the
song line by line, I sang, they sang, etc. As we went along they filled in the blanks, and I explained the song's
meaning. I played the song again and made them try to sing along. Then I told them how old the song was and
that it was part of a new kind of music. Finally I played the song a fourth time and turned the volume way down
so they would actually have to sing. At the end of class I let them listen to the next two songs on the
CD("Yakkety Yak" which I plan to use for a poetry lesson at some point, and "Great Balls of Fire") to give them
a better idea of early Rock and Roll.

I did this lesson the fall for the first and second graders, and in the spring for the new first graders. It was my
best lesson by far. The kids loved the music, and I actually heard them singing it in the hallway weeks later.
They had lots of fun and more importantly, so did I. Everyone listened and sang along. By the end they could
actually say lollipop correctly. The song itself was very simple and catchy. They picked up the chorus really
quickly and since that was the part that contained the word lollipop over and over, that's all I cared about. One
word of caution, if you stick your finger in your mouth to make the "Pop" sound, the students will be disgusted
with you, find another way to make the sound.


Glenn Tyler Barbeisch (ETA 1998-1999)

Level: Bia Middle School

Goals:To have students work on their listening skills with various native speakers with multi-
media presentation. To have students view common North American television shows and
commercials. To have students write down what they hear.

Objectives: Students will be able to illustrate their understanding of native speakers by

writing down what they hear in a video taped program from the United States. They will read
aloud what they have written down.

Materials: Video taped programs from the United States, including commercials.


1) Explain and illustrate the Video Scavenger Hunt game. (5 min).

2) Have students listen to a segment of the tape. Students will be asked to write down
any words that they hear. Each segment should be no longer than three minutes.

3) Students will be called on by team or group. Each team will have to call out the words
that they had heard. If students are correct they are awarded points. If the students call out
words that were not on

4) the segment of the video tape they will loose points. Additional points can be
gathered if the students call out words of objects that they saw in the segment of video tape.

Subject-Based Lessons


Sunny Diaz (1990-2000 ETA)
Level: High School (Boys)

Objective: Pronunciation, plus reading, listening, and speaking comprehension.

Materials: Copies of the fill-in-the-blank handout for all of your students

30-40 small index cards, which you have prepared by class time.

I thought of this lesson because I had the sneaking suspicion that my boys, if forced to,
probably couldn't understand each other when speaking English to save their lives. I was
right. This lesson helped my students to realize that: a) although their reading comprehension
is OK, their speaking ability is not, b) if they had a reasonable command of proper
pronunciation, it would be easier to understand people who speak English and c) if they don't
shut up and listen to the guy who's talking, then they will never be able to fill in all the


1) Xerox enough fill-in-the-blank handouts (included) for all of your students.

2) Use the completed handout as your guide for doing the following:
a. Using small index cards, make about 30 (or more, ideally you want each student to have a
card) cards with one sentence on each card. Underline the words that are blank on the
b. Number each sentence on the cards according to which blank number is on the handout.
c. Give one card to each student.
d. Let each student find their sentence on the handout before beginning, so they can fill in the
blank without being distracted by it later.
e. When you (and they) are ready, each student reads their card out loud, in the order of their
numbered cards. As each student reads their sentence, the others listen and fill in the blanks.
f. Be sure to tell your students to read LOUDLY and S-L-O-W-L-Y. This is your chance to
have them know what it feels like when you talk to them. If you're not satisfied with their
reading, or if some of the students can't hear them, make them read their sentence over and
over until everyone is happy. Poo-ha-ha-ha! !
g. Go over all the missing words with them. Be sure they understand the context and
meaning of the words.

1) You can modify this by adding more little tidbits of info about HS in America if you
have more than 30 students--chances are, most of you do.
2) Although this isn't the most entertaining lesson in the world to do, I think it's really
helpful for the students, and they were interested in finding out about how HS in the states
compares to the Korean school system. I left out the parts about teenage sex and unplanned
pregnancies, reckless and drunk driving, and how much the jocks just want to get laid-but
feel free to add anything you think will be good for your students to know.
3) Students' reactions: My one severely English-impaired class had major issues with
this lesson, but all of my other guys impressed the hell out of me by actually listening
carefully to each other and doing a great job overall.


High school in the (1) is very different than Korean

high school. Most of these are found in the students and teachers. First,
American high school students do not wear (3) unless they go to a
special (4) school. Most students are allowed to wear
(5) they want and their (6) can be in any style they
choose. Sometimes this causes (7) because students wear clothes that
are not proper for school. For example, some students wear T - shirts that have
(8) on them, and sometimes their clothes show too much of their (9)
. Also, some students have very (10) hair styles that their teachers do not like.
They might be told to (11) their hair so that it is not so wild or too ugly.

Many high school students in America also (12) their own cars to
school. Some take the (13) or get a ride with their parents. Most
students in the U.S. can drive when they are (14) years old, it depends
on which state they live in. If they have their own car, they feel very special and can drive
their (15) around, especially during the weekends. In many schools, students
are allowed to (16) the school campus during lunch time. This is called an
"Open Campus". If students have a car, or a friend with a car, then they can go to
McDonald's, Burger King, or even (17) for lunch. They do not have to eat
in the school (18) if they do not want to.

Students in America only go to school until about 3:30 in the (19) .

Then many students go home and do (20) and then hang out with
their friends or watch TV. Some students play sports after school. Many schools in America
have (21) , like basketball, soccer, volleyball, football, and baseball. The
teams in each school compete with other school to see who has the (22) team.
There are teams for both boys and girls in school, so many (23) in
America are very athletic. Some schools also have a school band. Students in this band play
different (24) and the band plays at school football games. Many
students spend a lot of time after school playing sports or (25) in the
band. These are called "Extra- Curricular Activities".

In America, teachers cannot (26) their students. If they beat a student, they
will (27) their job and go to jail. Teachers in America (28)
their students in many different ways. Sometimes the student will get "detention", which is a
type of punishment where students have to stay (29) at school and do extra
work. Some teachers give a lot of extra (30) if their students are bad.
Many teachers call the student's (31) to come in to talk with the
principal if their student causes a lot of trouble. Sometimes a teacher will give students a
very bad (32) in their class and fail them. If students (33) too
many classes, then they cannot (34) from high school.


High school in the United States is very different than Korean high school. Most of these
differences are found in the students and teachers. First, American high school students do
not wear uniforms, unless they go to a special private school. Most students are allowed to
wear whatever they want, and their hair can be in any style they choose. Sometimes this
causes problems, because students wear clothes that are not proper for school. For example,
some students wear T -shirts that have bad words on them, and sometimes their clothes show
too much of their body. Also, some students have very crazy hair styles that their teachers do
not like. They might be told to change their hair so that it is not so wild or too ugly.

Many high school students in America also drive their own cars to school. Some take the bus,
or get a ride with their parents. Most students in the U.S. can drive when they are sixteen
years old, it depends on which state they live in. If they have their own car, they feel very
special and can drive their friends around, especially during the weekends. In many schools,
students are allowed to leave the school campus during lunch time. This is called an "Open
Campus". If students have a car, or a friend with a car, then they can go to McDonald's,
Burger King or even home for lunch. They do not have to eat in the school cafeteria if they
do not want to.

Students in America only go to school until about 3:30 in the afternoon. Then many students
go home and do homework and then hang out with their friends or watch TV. Some students
play sports after school. Many schools in America have team sports, like basketball, soccer,
volleyball, football and baseball. The teams in each school compete with other schools to see
who has the best team. There are teams for both boys and girls in school, so many girls in
America are very athletic. Some schools. also have a school band. Students in this band play
different instruments and the band plays at school football games. Many students spend a lot
of time after school playing sports or practicing in the band. This is called "Extra-Curricular

In America, teachers cannot hit their students. If they beat a student, they will lose their job
and go to jail. Teachers in America punish their students in many different ways. Sometimes
the student will get "detention", which is a type of punishment where students have to stay
late at school and do extra work. Some teachers give a lot of extra homework if their students
are bad. Many teachers call the student's parents to come in and talk with the principal if their
student is very bad and causes a lot of trouble. Sometimes a teacher will give bad students a
very bad grade in their class and fail them. If students fail too many classes, then they cannot
graduate from high school.


Sandra Wittner (ETA 2001-2002)

Level: Middle school

This is my adaptation of the high school in America lesson in the handbook. It worked pretty well
with my second grade middle schoolers, but I'm not going to try it with my first graders. It didn't work
for me to have them read from cards like in the original plan, so I just made it a listening lesson and
read the whole thing myself. Admittedly it doesn't help their speaking much, but they were quiet and
behaved for 20 minutes.

Middle School in America

Middle school in the United States is very different from Korean middle school. The school year starts
in early September and ends in June. The students have summer vacation from June through August.
There is a two-week winter vacation for Christmas and New Year’s. In spring there is a week-long
vacation for Easter. School in America starts around 9 in the morning and ends around 2:30 in the
afternoon. There is no school on Saturdays.

After school is over, many students go home. In America, there are no hagwons. At home, they watch
TV, play computer games, and hang out with their friends. Most students do their homework after
dinner. Students need between one and two hours to finish their homework. Some students stay at the
school for sports. Most schools in America have team sports, like basketball, soccer, football, and
baseball. Both girls and boys play sports, but on different teams. The teams from each school compete
with other schools to see which school has the best team. There are also many different clubs after
school. Some of the biggest clubs are music clubs. Many students spend a lot of time learning how to
play an instrument in the school band or to sing well. Sometimes the school band will play music
during football games.

Students in America take English, math, history, science, art, music, gym, and computer. They also
take a foreign language, usually starting in their second year of middle school. They can usually
choose to learn German, French, or Spanish. The students do not clean the school. Most American
schools have “tracking.” “Tracking” means there are special classes for very smart students and
special classes for students who have problems. Some teachers only teach the smart students, and
others only the students with problems. In America, each teacher has his or her own classroom. The
students move around between the different classrooms.

American middle school students do not wear uniforms, unless they go to a special school. Most
students can wear whatever they want, and their hair can be in any style. Sometimes this causes
problems when students wear clothes that are not right for school. For example, a student might wear
a shirt with a bad word on it. If a teacher sees the shirt, the student must go home and change clothes.

In America, teachers cannot hit their students. If they hit a student, they will lose their job and go to
jail. Teachers in America punish their students in many ways. Some teachers make students stay late
at school, until around 5:30 in the evening. Other teachers give bad students a lot more homework.
Many teachers call the student’s parents. If the student is very bad, the principal will talk to the
parents. Sometimes teachers give “F”s to students. If a student has too many “F”s, he cannot go on to
the next grade. If a student is very, very bad, he must leave the school he is at and go to another



Middle school in the (1)________ _________ is very different from Korean middle
school. The school year starts in early (2)___________ and ends in June. The students have
summer (3)_________ from June through August. There is a two-week winter vacation for
Christmas and (4) . In (5)_________ there is a week-long vacation for Easter.
School in America starts around 9 in the (6)___________ and ends around 2:30 in the
afternoon. There is no school on (7)____________.
After school is over, many students go (8)_______. In America, there are (9) _____
hagwons. At home, they watch TV, play computer games, and hang out with their
(10)______. Most students do their homework after (11)_______. Students need between one
and two (12) ________ to finish their homework. Some students stay at the school for
(13)______. Most schools in America have team sports, like basketball,(14) _______,
football, and baseball. Both (15)______ _____ _______ play sports, but on different teams.
The teams from each school compete with other schools to see which school has the best
team. There are also many different clubs (16)_______ school. Some of the biggest clubs are
(17)_______ clubs. Many students spend a lot of time (18)________ how to play an
instrument in the school band or to sing well. Sometimes the school band will play music
during (19)_____________ __________.
Students in America take English, math, history, science, art, music, P.E., and
(20)___________. They also take a foreign language, usually starting in their
(21)___________ year of middle school. They can usually choose to learn German, French,
or Spanish. The students do (22)______ ______ the school. Most American schools have
“tracking.” “Tracking” means there are special (23)_________ for very smart students and
special classes for students who have problems. Some teachers only teach the (24)______
students, and others only the students with problems. In America, each teacher has his or her
own (25)___________. The students move around between the (26) ___________
American middle school students (27)____ ____ wear uniforms, unless they go to a
special school. Most students can wear whatever they want, and their (28)______ can be in
any style. Sometimes this causes problems when students wear clothes that are not (29)_____
for school. For example, a student might wear a (30)_______ with a bad word on it. If a
teacher sees the shirt, the student go home and (31) _________ clothes.
In (32)____________, teachers cannot hit their students. If they hit a student, they
will lose their job and go to jail. Teachers in America punish their students in
(33)___________ ways. Some teachers make students stay late at school, until around 5:30 in
the (34)___________. Other teachers give bad students a lot more (35)____________. Many
teachers (36)_______ the student’s parents. If the student is very bad, the principal will talk
to the (37)_________. Sometimes teachers give “F”s to students. If a student has too many
“F”s, he cannot go on to the next (38)__________. If a student is very, very bad, he must
(39)_________ the school he is at and go to another school.

Compete=겨루다 Instrument=악기
Usually=통상 Unless=만일~하지않으면
Punish=벌주다 Jail=구치소


Jennifer Flinn (2002-2003 ETA)

Level: low-level boys’ high school, supplement class

Time: Two weeks

Materials Needed: “A Day in the Life of an American High School Student” handout

Introduction: Students read about typical daily life for an American high school student,
then compare and contrast it with their own lives. They discuss what is good and bad about
both systems. Finally, they devise their own educational system for an imaginary high
Korean students are really interested in American high school life, and have a very
idealized view of it.


With the help of my little sister, I wrote an essay detailing a typical day for her at
school, along with after school activities, etc. Depending on student ability, or your own high
school experience you can write your own explanation. I photocopied it and distributed it to
my second-year supplement class (40 students, meeting two hours a week, mid-to-low level
English skills) and let them read it in class. After they finished reading it we listed all the
ways Korean and American high schools are different. Then I let students vote on whether
the American or Korean system was better for each individual item (ex. Uniforms or No
Uniforms? Are Class Captains a good idea or a bad idea? Do American schools finish too
early or do Korean schools finish too late in the day?) Then we listed similarities, which took
MUCH longer and a lot of prodding for answers. We finished with free talking about school
and education. Usually my students are not advanced enough to free talk, but they were
VERY vocal on this issue.
The second week I told students to get in groups. Each group was to pretend that they
were to make a new school. They could make any rules they wanted, and spend as much
money as they wanted. Visit all the groups and talk with them a few minutes, pointing out
potential flaws, good ideas, etc. Let each group present their school to the class.

Day in the Life of an American High School Student

Erin wakes up around 6 o’clock in the morning. After she showers and gets dressed,
she makes her breakfast. Most American high school students make their own breakfast in
the morning. Erin likes to eat cereal with milk, and drink orange juice. At seven am, she
goes outside to catch the bus. In America, many students ride big yellow buses owned by the
schools. Only students can ride these buses. Some students walk to school, but some
students get a ride to school from their parents. In America, you can drive when you’re 16
years old, so some students have their own cars to drive to school in.
Erin’s school starts at 7:45. First she has a short “homeroom” period where a teacher
makes announcements. This is how Erin finds out what is happening at her school. After
homeroom class, she goes to her Geometry (math) class. At Erin’s High school, students take
a different math class every year: Algebra, geometry, trigonometry, and calculus. After math
class, she goes to English class. In her English class, she reads novels and writes essays.
Right now she is reading Animal Farm by George Orwell. Every day her class discusses
what they’ve read. Sometimes they must study grammar. Next she has science class. Most

American high school students take a different science class every year, like physics, biology,
and chemistry.
After science class it is time for lunch. Erin likes to buy her lunch from the school
cafeteria. She can eat salad, pizza, spaghetti, fruit, and many other kinds of foods. She
usually drinks milk at lunchtime. Other students bring their lunches from home. Sandwiches
are popular lunches to bring from home.
After lunch she has “electives”. These are classes like drama, technology, home
economics, and art. She also must take a foreign language like French, German, Spanish, or
Japanese. Also, she has PE (Physical Education) where the students play sports and exercise.
At the end of the day, Erin goes to Social Studies class, where she learns about civics,
geography, history, and ethics. Then she goes to her homeroom again to hear more
announcements. Finally she is finished with school, and it is about 3:30 pm.
After school, many students stay for sports or clubs. Students can be in fun clubs like
debate club, trivia team, or technology club. Most schools have sports teams that play against
teams in other schools. Popular sports at Erin’s school are volleyball, basketball, soccer, and
football. Erin is on the cross-country running team. There are also sports like cheerleading,
tennis, and golf. Some students don’t join any clubs or sports. After school, they go home
and relax, or go play with their friends. There are no hagwons in America.
When Erin finished with her sports, she goes home and eats dinner with her family.
Then she does her chores and homework. Chores are housework like cleaning, laundry, or
washing dishes. Almost all American high school students have to help their family around
the house. Erin also has to feed her pet dog and cats. Some American students have part-
time jobs to earn money, but Erin doesn’t. She gets money from her parents for helping clean
($25 every month, or about \30,000) Usually she has about one or two hours of homework
every night. When she is done with her homework she can watch TV, play computer games,
or read. She really likes to read novels. Sometimes she goes out to play with her friends
after dinner. She must be home at ten at night though. This is called a curfew. Most high
school students must be home by 10 or 11 pm. At 11 Erin must go to sleep.
There is no school on Saturday and Sunday in America. Students have free time on
the weekends. Erin likes to go to the shopping mall with her friends and go to movies. She
also goes to visit her friends’ houses and play. Sometimes she spends the night at her friends’
houses or they come to her house. If they have a boyfriend or girlfriend they might go on a
There are many differences between American and Korean high schools. Many
schools in Korea are all boys or all girls. Almost all schools in America have boys and girls
together in the same classes. Korean classes always begin with a bow, but American students
don’t insa. Students in American schools do not wear uniforms, and it is ok if a girl wears
makeup or a boy has long or colored hair. In Korea, students stay in the classroom while the
teachers move from room to room. In America, the teachers each have their own room, and
the students must move from class to class. There are no class captains in America.
American teachers are not allowed to hit students or punish them physically. If they
do, they will go to jail. Common punishments in America are extra homework, staying late
after school ends (detention), and being sent to talk to the principal. Sometimes schools will
call parents and tell them their child has been bad. If a student is really bad, they are
suspended (they can’t come to school for a few days) or even expelled (not allowed back in
school at all).
If a Korean high school student wants to go to college, it is very important to do well
on the university entrance exams. But for American college students, the SAT test isn’t as
important. Playing sports, joining a club, and volunteering are very important to get into a
good college, and so are grades. Even if your test scores are very high, if you don’t get good
grades and join a club or sport it will be hard to go to a good college. This is why American
students spend less time studying and more time playing than Korean students.


Amy Kapp (‘96-’97)

Level: All high school girls

Martin Luther King, Jr: An Important American

I wanted to talk about Black History Month somehow and MLK day seemed like a good way.

We had already discussed how to properly describe people with different backgrounds, and
how we do this in America, so they understood “African-American” and “Black.” I opened
the class showing them a picture of Martin Luther King, Jr., and asked, “Who is this?” I keep
giving them clues: He’s a famous American. He won the Nobel Peace prize…but most
students couldn’t come up with his name. So I wrote his name on the board, told them about
MLK Day and and gave them handouts with vocabulary words, the following story and
comprehension sentences. They wrote their vocabulary in their notebooks, we read the story
together and they completed their stories in their notebooks. After we finished, I asked them
what they thought of MLK with some questions-make your own suited to the level of your
class-just to make them think in English and express an opinion. (Most of students thought
his story was sad and that he was good to help so many people. You can also connect him
with Korea, because he won the same Nobel Prize as Kim Dae Jung) I was able to make this
work in my high school, but I didn’t give it to the middle schoolers, who have a much shorter
attention span and smaller vocabulary. The story and sentences are borrowed and slightly
changed from Elizabeth Claire’s illustrated text ESL Teacher’s Holiday Activities, The
Center for Applied Research and Education, New York, 1990.

Martin Luther King, Jr. was born in Atlanta, Georgia, on January 15, 1929. He became a
minister like his father, Martin Luther King, Sr.. Many laws in the southern states were not
fair to African-Americans. They could not vote, so they could not change the laws. It was
not possible for one person alone to change this. Martin Luther King, Jr. was a powerful
speaker. People listened to him.

“Many people working together can change things,” he said. “Use love, not violence.” He
made speeches and wrote books. He was arrested and put into jail, he continued to make
speeches. It was dangerous work. His house was bombed. Schools and churches were
bombed too.

In 1964, Martin Luther King Jr. received one of the world’s greatest honors, the Nobel Peace
Prize. He worked for all poor people of every background. On April 4, 1968, King was in
Memphis, Tennessee to lead a march for poor workers. An assassin shot him and he died.
1) Martin Luther King, Jr. was a like his father. (minister, lawyer).

2) Black people could not so they could not change the laws. (work, vote)

3) “Use , not violence,” said Martin Luther King, Jr. (guns, love)

4) It was dangerous work. His was bombed. (house, bomb)

5) Martin, Luther King, Jr. received the Nobel Prize. (Peace, speech)

6) In 1968, an assassin Martin Luther King, Jr. (arrested, killed)

7) Martin Luther King, Jr. wanted all people to be treated as (children, equals).


Jessica Kehayes (ETA 2000-2001)

Level: Boys High School, 2nd Grade

Two part lesson: Social Problems (week 1); Prejudice/stereotyping (week 2)

PART 1: Social Problems

This lesson is based on one that was in the ETA handbook from several years ago and has
been modified slightly. It worked well with my second graders and they had a lot of
interesting things to say. I should mention that my school is a fairly good school and the kids
have a relatively advanced level of English. This may be more difficult with lower level kids,
or may require simplification.

Materials: Lyrics to “Father of Mine” by Everclear, tape/CD of this song

Procedure: Write “Social Problems” on the board and ask the kids to define what this term
means. Have them yell out a few examples or provide them if they are stuck.

Students brainstorm social problems in Korea in groups of 4. Walk around and help them.
Provide vocabulary and ask them to explain to you one on one what they’re talking about.
Have them list as many as they can and after you see that all the groups have gotten a good
start and have a list, stop them and explain the word “prioritize.” Tell them to rank their list.

Have a representative from each group come to the board and write their top 2 social
problems on the board.

After all the representatives have settled down again, go through the terms on the board and
ask each group to explain their choices. Define terms, discuss, etc.

To get my two cents in, I then defined “domestic abuse” as a social problem and gave them
some statistics about spousal abuse in Korea versus some of the developed countries. You
can find updated statistics at the World Health Organization website. After seeing that
Korea’s level hovers close to 40% while other countries are in the low teens, many students
are disgusted (or they laugh, further emphasizing the point made in “Ugly Koreans, Ugly
Americans” that Koreans laugh at times that may seem inappropriate to Americans). I just
gave them this info as food for thought, seeing as I teach all boys who will be husbands
within the next decade.

Explain the idea that pop songs can discuss social problems. I used “Father of Mine” by
Everclear about abuse and abandonment. We did the fill-in the missing word routine with the
song and then I let them talk with their groups for a couple of minutes about the meaning of
the song. Most students got the abandonment theme and provided the answer.

PART 2: Prejudice/Stereotyping Lesson

This lesson is for fairly advanced high school students. I used it with my second graders and
it worked well, but I’m not going to attempt it with the first graders. I found through earlier
lessons that my students (and teachers) were very ignorant of other race/ethnic groups and
held some harsh prejudices and stereotypes. This lesson just tries to make them think a little
about their own prejudices. It was preceded by the Social Problems lesson so the kids were
familiar with a lot of the vocabulary from last week. It is an exhausting lesson, but well

worth it. I had my own classroom which made the first part of the lesson easier, but it can be
adapted for different logistical situations.

Materials: Door signs

Lights/room divider
Candy (optional)
Laminated pictures of various ethnic groups

I have two doors to my classroom and I normally use only the front door. For this lesson, I
used both doors. I put a sign over the back door that said “Glasses,” and a sign over the front
door that said “No Glasses.” A single strand of Christmas lights (or rope or ribbon,
whatever) was strung down the center of the room dividing it in half. I segregated the kids in
the hallway as they arrived based on whether or not they wear glasses and had them enter the
proper doors and sit on the right side of the room.

For 10 minutes, I discriminated. I gave the glasses kids an assignment to write sentences in
different tenses and I yelled at them for everything and anything. The no glasses kids could
eat candy and talk (quietly).

After they got the point that they are being treated differently, I had them write for a few
minutes on how they feel right now. I asked for them to tell me what they thought was going
on. Some of them actually got it (though many said I just thought kids with no glasses were
more handsome and so I loved them more).

I wrote the words “Discriminate” and “Segregate” on the board and asked for definitions.
Then I explained that that is what was going on. I talked about how discrimination is a big
problem in both America and Korea (using the Korean concept of class outcast as an

I defined “stereotype.” Explain that people stereotype different groups and then discriminate
on the basis of these stereotypes. Give an example of a stereotype.

Hand out magazine pictures of different races, ages, etc. Ask them to list stereotypes about
the people in the picture. Make sure there is a mix of white, Asian, and black people in the
pictures. Find pictures of Chinese and Japanese people and label them so they know what
they’re looking at. Also include groups working on pictures of Korean people and see if they
can come up with stereotypes about themselves. Have 2 groups working on each ethnic

Have both groups that were working on pictures of white people stand and compare
stereotypes. Write them on the board. Move quickly through your other groups, writing
stereotypes on the board. Review them and add anything they missed. Explain that
stereotyping, like segregation and discrimination, is wrong and unfair.

This takes the whole period and doesn’t leave time for a wrap up activity. It could be
continued the following week with some sort of review. I only see my 2nd grade students
every other week so these 2 lessons went on for quite a while and were draining to me. But
the kids had a lot of interesting stuff to say and I felt it was worthwhile. A lot of them told
me they learned quite a bit during these lessons (although they are not the most fun or
exciting). This might work better with a club class of advanced students, or kids you see
more than once a week (or even just every week instead of every other week).


June Yi (1997-1998 ETA)

Level: High School (Boys)


Students will get the chance to list their perceptions of social problems in Korea. Students
will practice the concept of consensus in their small groups. Students will be able to compare
social problems in the United States and Korea. Students will be exposed to some American
social problems via song.

Handout of the TLC song “Waterfall;” Tape of the song “Waterfall”; Tape player.


1) Introduce the topic of “social problems”.

2) Split the class into 6 or 7 groups. Have each group compile a list of 5 social problems
and have them be prepared to choose which problem is the worst, in their group’s
opinion. While the groups are working, walk around and keep the students on task.
Also, while they are working, write the group headings on the board and under each
heading number 1-5.
3) After the groups are finished compiling their list, have a group rep write the list on the
board under their group heading. This should take no longer than 15 minutes.
4) After all the lists are written on the board, have each group rep come up to explain the
list, marking the one problem they think is the worst in Korea.
5) Then, go over the lists, underlining the ones that coincide with social problems in
America. Also, if there are any unfamiliar terms on the board (some students have
very high vocabularies), explain.
6) Introduce the concept that some American music artists address social issues via song.
Ask for any such examples in Korea. (ie. Seotaiji’s “Come Back Home”).
7) Pass out handouts of TLC’s ‘Waterfall.” Have the class listen through it once while
following the words. Then go back and explain the meaning of each stanza and
chorus. The song addresses two major social problems in America: violence and
AIDS. TLC uses a metaphor to differentiate between wise and bad choices in life.
8) If there is time, have the class listen to the song again.

Although this lesson was super noisy, I really felt that the students learned from each other
and a little bit about America. They also got a chance to express their opinions in a non-
threatening way, namely by compiling a group list. They also learned some technical terms
for some existing social problems such as sexual harassment, rape, abortion, and juvenile
delinquency. This lesson was definitely worthwhile (although extremely draining) however,
I wish I had more time to go more in-depth with the students. I felt really rushed at times.
You may not have enough time to do the song sharing part of the lesson, in which case I
would just scratch it. Korean high school students, however, are always hungry for American
pop songs. I did evaluations with my second year students last semester and an
overwhelming majority of them listed this lesson as one of their favorites. I plan to do this
lesson again with my current second-years.


Elizabeth Riggs (2002-2003 ETA)

Objectives: Students will express their opinions of the war and hopefully learn to embrace
differing opinions.

Materials: Poster board and markers. Students will need dictionaries, preferably Korean-
English dictionaries.

1. Journal : I had students begin by writing their opinions in their journal to get the thoughts
flowing and get them thinking. Topic: What is your opinion (의견) about the war in Iraq? I
explained to them that an there is no right or wrong opinion and to respect everyone’s opinion. I also
expressed to them my opinions on the war and let this segue into how it is very hurtful to simply say
“I hate Americans, they are murders” because I am an American and I am definitely no a murderer. I
tried to stress to them the difference between Americans/America (as in the American people) and
George Bush and the American government. I also wanted them to make informative opinions rather
than simply writing insults (“I got of Bushi is a monkey and smells bad”) so I wrote the following on
the board:
A stupid student writes, “Bush is a monkey.”
A smart student writes, “Bush is a monkey because…:
Of course this lead to a lot of name calling anyways, but it gets some of them thinking about
the difference between an opinion and an ignorant insult. I gave them longer than usual to write,
about 15-20 minutes.

2. Posters: I had the following questions written on posters:

1. What is your opinion of the war in Iraq?
2. Do you think Korea should support the war?
3. What would you like to tell President Bush?
4. Do you think countries should be allowed to posses weapons of mass destruction?
5. Do you think war is ever necessary?

I explained each of the questions and made sure they understood them, then gave them a little
talk about how it is important to make informed (지식이 있는) opinions, to question (질문 하다)
things that are told to them, to not simply take what their parents and teachers tell them, and to always
be open-minded (허심 탄회한) and compassionate (자한) (These may not be the completely correct
translations). Finally I told that them that even though they are 17, their opinions are valid (근거가
학실한) and they should make them known. I don’t know how much of this they absorbed, but some
people got the jist and they will take something from it and hopefully share it with their friends.

I then had them get into groups of 5-6 and passed out the posters and markers and had them write
their opinions. I had to stress a lot that this was ENGLISH class and not ART class and that they
needed to be writing, not drawing pictures (while I have some very entertaining pictures, most just
resorted into name calling and obscene stuff). I walked around the room and made sure they were
working. When a group was done with the poster, they would trade with another group, so that
hopefully in the period they would get to write on all the posters. This was a bit of work to get done
in one period. I recycled posters and once they were full I would tape them up on the wall.

I didn’t get a whole lot of really profound answers, but I did get a couple of paragraphs out of
each class, so they can write when they want to. The key is to pick a topic they will for sure have an
opinion on and want to express. The war was easy, because it was waged by the US and I was an
American, so they really worked hard to let me know their opinions.


Jairus Rossi (2002-2003 ETA)

Level: Middle School (Can be adjusted to any level)

Objective: To have students contemplate what it would be like to lose the sense of sight , to
show how humans are quite adaptable, and to show that you see with your mind and not your

Materials: Numerous blindfolds, random objects that are funny to touch, markers, and an
extra teacher if possible.

1. Ask students if they know what the word “blind means”.
2. Ask them what things that they do regularly would become impossible if they lost their
sight. (Television, read books, computer games, most sports.)
3. Ask them what things are possible to do, but would be really hard. (Reading, navigating a
city, drawing.)
4. Ask them what things a blind person would be better at than a normal person and then
show them pictures of Stevie Wonder and play the song “Superstition” because you can.
Explain how other senses become better and more attuned.
5. Give them a handout and read it to them to help them maybe possibly think about being
blind. (see next page for handout)
6. Time to do fun activities.

- Take 4 students to the board, blindfold them, whisper an object in their ears, and
make them draw it blindfolded. Have the class guess what it is. (they were good
at this.)
- Take 4 students to the front, blindfold them, give them a funny object and make
them guess what it is from touch. (for some reason they freak out when it’s a tube
of toothpaste).
- Take 6 students, blindfold 5 of them, and have one be the leader with eyes open.
Make them hold onto each other’s shoulders and have them navigate an obstacle
course. Explain the idea of trust to them.
- Blindfold 2 students and place them far away from each other and make them talk
to each other to find each other. Once they find each other, make them switch
their school jackets of some article of clothing. (this is really funny)
- Blindfold 2 students and place them far apart and have the rest of the class make
them navigate an obstacle course to find each other (this can be used in
conjunction with a lesson on directions.)

Comments: Kids loved it. And really liked going outside. But that of course can cause
unruliness and spontaneous outbursts of dragon kicks, so it helps to have a co-teacher with
you to help control and translate the handout for the low level students.

Blindness –

Imagine if you could not see.

Easy actions would be very hard to do.

You could not read a book, play soccer or computer games, or watch TV.

Your life would be very different.

How could you use money, walk around, or draw a picture?

You could do these things, but it would be very hard.

You would need help from other people.

You would have to trust other people.


You could hear very well.

You might be very good at music.

You would be able to feel things very well.

You could learn to read with your fingers.

All of your other senses would be better than a normal person.

You could see, but in a different way.

You would see with your brain and not your eyes.


Jairus Rossi 2002-2003 ETA

Level: Middle School

Objectives: 1) Teach personality words.

2) Determine students’ racial and cultural stereotypes.
3) Illustrate that appearances are not valid indicator for personality

Note: This was more of a lesson for my interest, but the students seemed to like it as well.
Basically I got really sick of teaching from a book because I was becoming dumber by the
second and wanted to learn something from my students.
I would like to thank Dan Fletcher (2002-03 ETA) for giving me the idea for this.

1. Find a bunch of pictures of people representing all sorts of cultures and races. Get a
few that the students know to begin class, and then find pictures of famous people that
they will NOT know. The mystery people should have appearances which are
deceiving as to their actual personality.

- I chose people like Ronaldo, David Beckham, Kang-Ta (H.O.T.), Junichiro

Koizumi, and myself as people they knew.

- For the mystery people I chose Lauryn Hill, Bono Vox (looking like a gangster), the
Saudi Crown Prince, Chief Joseph Sitting Bull, and Cornershop (British Indian Band),
Sergei Federov, etc…

2. Give a handout with personality words such as: Happy, Mean, Angry, Violent, Kind,
Helpful, Generous, Talented, Athletic, Shy, etc. These words can be more
complicated depending on ability level. Include English definitions and the Korean
translation if you would like.

3. Act out or explain the personality words and make them repeat.

4. On the board, write these categories: Home country, job, personality, pet, and
favorite food.

5. On the overhead show pictures and make students tell you where they think this
person is from, what their occupation is, what their personality is, what kind of animal
it prefers, and what kind of food do they eat.

They should know the answers to people like Beckham and Kang-Ta so start with
them, and then put the mystery people up. You will undoubtedly get some strange

6. Write their answers down, and after each one, show them why they are wrong and
explain that appearances are not a valid indicator to personality. Also tell them not to
prejudge people based on appearances, especially that overweight kid they call “sam
gyeop sal”.


This lesson was really interesting for me to see how my students viewed other people
of the world. I was actually very surprised at the time, because they were far more informed
and objective than I thought 8th graders could be.
There were some stereotypical answers and sometimes I had to tell kids to stop being
insensitive, but that was only a few jokers in the crowd. I got many funny answers for foods
like “crocodile eyes, monkey brains, and snot” (demonstrated gratuitiously). For pets I got
things like “sharks, cockroaches, and spiders” along with more standard answers. For Bono
Vox, most people said he was German and either a gangster, terrorist, or a violent poet.
The best results are when you intentionally deceive your students because it makes it easy
to show them that appearances are not everything. And I think they understand and enjoy it
as well.

The handout looked like this:


He/she is a very ________ person. He/she is very __________.

Happy Angry – Not happy

Nice Mean – Not nice to people
Peaceful – Does not fight Violent – Likes to fight
Kind – Good Person Unkind – Bad Person
Generous – Gives many things Greedy – Wants to take
to other people things from other people
Outgoing - Likes to talk, Shy – Doesn’t talk much,
likes to be around people afraid of other people
Talented – Good at something
Athletic – Good at sports

By looking at someone, can you tell…..

What country he/she lives in?

What language he/she speaks?

What is this person’s job?

What his/her personality is like?

If she/he is beautiful or handsome?

What he/she eats (favorite food)?

What pet he/she has?

Proverb – “You can’t judge a book by its cover.”


To practice suggestions, to encourage students to verbalize their feelings about their
homeland, and to ease students into the idea that your stay in Korea is limited.

Scraps of paper (recycled if possible)

Explain that you have only (x) months left in Korea. With that limited space of time, you can
only do so many things, see so many places.

Pass out scraps of paper. Ask them to answer the following:

Before I leave Korea...

What’s one thing I should taste? (food, drink, etc…)
What’s one thing I should see? (a movie, dance, play, etc…)
What’s one thing I should hear? (a song/singer, folk music, speech, etc…)
What’s one place I should visit? (A city, a museum, a temple-specific)

Urge them to be specific in their suggestions; not just “kimchee” but “chongak kimchee”; not
just “folk music,” but Arirang, because students often romanize Korean words in strange
ways, you can ask them to write suggestions in English and Korean. Their answers should be
phrased as follows:

-Have you tried Bi-bim-bap?

-You should watch samulnori.
-Why don’t you listen to Sarang-he?
-If I were you, I would go to Panmunjon.

For more advanced classes, ask them to tell you WHY you should follow their suggestions,
what’s so good about these things?

Once most students seem to be done, introduce the idea of commercials. As an example, you
can hum a McDonald’s or a Coca-Cola jingle. Be ostentatious in your example or you will
get dud commercials from your students. Be silly and their commercials will have you
rolling in the aisles.

Group them in fours (or sixes) and ask them to choose one suggestion from the group and
write a commercial for a Korean thing in English for an American audience. Tell them they
can and should act, dance, sing, draw, or recite a poem and make it interesting. Circulate
quickly to ask each group to ask, “What are you advertising?” to ensure they are working.
Give them at least fifteen minutes to work.

Depending on level and how elaborate you want the ads to be, you can give them a quick
time-block to work in, or spread the brainstorm session over two consecutive class meetings.
If you choose the latter option, make sure they know to bring props or anything else they
might need for next week.

Options: Compare American and Korean commercial formats. Tell them about how
commercials on US television interrupt the program, whereas the ads come in one block at
the end of Korean television shows.

Incorporate this into a discussion of American television. Have your students seen AFKN or
Star Network? Introduce show vocabulary: sitcoms, drama, game shows, sci-fi.

If you have a VCR in your classroom, you can show examples of American commercials
instead of performing them yourself.

Have students create a tour guide of your city for you. This option is good for early in the
year. Ask them for key places in town: mountains, good restaurants, movie theaters,
yogwans for your friends, parks, temples, markets. Brainstorm on the board. Each group (2-
4 students) must choose one destination. They describe it, write directions for getting there
by bus or on foot, make a map or go along with the directions, and perhaps even draw a
picture. Provide each group with an A4 piece of paper. If you repeat this lesson in other
classes, you can have subsequent classes build upon the work of previous classes, so that the
descriptions and maps improve with the collaboration across classrooms.

Insist on Korean products, or you’ll get imitations of Reebok, Nike, Gatorade, etc…ads
which have ravaged the Korean airwaves.

Students may give you joke suggestions: dog meat, red light district, etc…

Students may want to advertise underwear, laxatives, your bra, and other unsavory products.
Decide whether this is something you will allow.


Lisa Nance
Level: Middle or High School

1) Students will gain proficiency using Korean-English dictionaries .
2) Students will generate adjectives in English
3) Students will use selected adjectives to construct an Acrostic poem with their names

Materials: Korean-English dictionaries

Lesson Format:
1) Write the word adjective on the board and have the students give the vocabulary in
Korean, then define in English
2) Generate two categories of adjectives on the board, “good” (positive connotations)
and "bad" (negative connotations). Give the students a few examples of each.
3) In groups, the students will generate as many adjectives for both categories as they
can, in the given time limit. Encourage the students to use dictionaries to increase their
4) Each group will report to the entire class the lists they have generated. Show the
students an example of an acrostic poem with teacher's name.
If desired, the teacher can complete his/her first name and have students complete teacher's
last name.
5) Give students the remainder of class to complete an acrostic with his/her own name,
using only positive adjectives to describe themselves.

This can be extended to 2-day lesson.
Provide students with some positive adjectives using “o”, since it is used often in their names.

** I used this with both middle and high school-boys, and surprisingly, they all liked it!
Anyone loves thinking up nice things to say about him/herself! I also made this a "test
grade", since my school forces me to give them tests. It's a great way for them to feel
successful with English.


To review the family tree and to practice dialogue using everyday family

"Family Life" handouts; kitchen apron; pink rubber kitchen gloves; toilet seat: empty can of beer;
empty toilet paper roll; toilet paper dispenser. (All of these materials are available in a supermarket,
including the toilet seat. Don't buy the expensive rubber seats. Just get the heavy cloth seats,)

A) Write "Family Life” in big letters on the blackboard.
B) Begin with ice-breaker. Ask students to raise their hands if they have one brother. Ask
students to raise their hands if they have two brothers, three brothers, four brothers, five
brothers, eg. Do the same with sisters.
C) Distribute the family tree handouts. (You need to make this handout before class).
D) Review the family tree with the students, starting with yourself. (By using yourself as the
starting point, the students will be able to decipher the entire tree.)
E) Make sure that the students fill in the blanks on the handout and that they repeat all of the
family names after you do.
F) After the family tree exercise (this should take no mare than 15-20 minutes), distribute the
"Family Tree” conversation handouts.
G) Go over Conversation 1: “Television Fight!” First ask the students if they fight with
their siblings over which television programs to watch. Most will of course, respond with a loud
"Yes! Go over the conversation line-by-line and have the students repeat every line. After you do,
make sure to really ham up the emotions in the dialogue.
H) Have the students practice with their partners for three or four minutes. Then choose three
students to come to the front to perform the dialogue. Have the “mother" wear an apron and
pink kitchen gloves. Make sure that the students really ham up the dialogue.
I) Do the exact same for the next three conversations --ask the students if they ever asked their
mother for money, etc.; have the students repeat every line after you; have the students
practice dialogue for no more than five minutes; and then have students come to the front of
the room to perform the dialogue.
J) Pointers for “Conversation 3: I need some Money!” I again had the mother wear an apron
and rubber-gloves. I had the father stagger into the classroom with an empty beer can in his
hand as if he were drunk.
K) Pointers for “Conversation 4: I must go to the bathroom!” Set a chair in front of the room and
then place a toilet seat on top of the chair. Have one student sit on the seat. Tape the toilet
paper dispenser on the blackboard next to the student and place an empty roll into the


This was a very fun lesson to teach. When I first gave this lesson, I went over all four conversations
before the students actually performed them. This really caused boredom in the classroom because all
of the students were waiting to practice on their own. The lesson was more enjoyable when I let the
students immediately practice after reviewing one conversation.

The students definitely enjoyed the conversation part of the lesson. They weren’t very excited with
the family tree.

The most important thing to remember when giving this lesson is to really, really ham up the

And, of course, the students loved all of the props! I couldn’t emphasize this more—bring as many
props as you can. They can make or break a lesson.

Conversation 1: Television Fight!

Brother: Let’s watch television! I want to watch music video program.

Sister: I want to watch “Sailor Moon!”
Brother: I don’t like “Sailor Moon.” Music video program is more fun.
Sister: I don’t like music videos. We always watch music videos.
Brother: Mom! Mom!
Mother: What are you doing?
Sister: I want to watch “Sailor Moon.”
Brother: No! No! I want to watch music videos.
Mother: You must study! No television! Stop fighting and study!

Conversation 2: Grandmother is hungry!

Sister: Grandma is hungry. Let’s make dinner for grandma.

Brother: What should we make?
Sister: I will make tiger Chigue.
Brother: And I will make ice cream!
Sister: Grandma! Grandma! We made dinner for you!
Grandmother: Aigu! Aigu! What is for dinner?
Brother: Tiger chigue and ice cream!
Grandmother: Oh, thank you! I love tiger chigue and ice cream!

Conversation 3: I need some money!

Brother: Mom, may I have 10,000 won? I want to buy 13 pizzas and 8 hamburgers.
Mother: No! I don’t have any money! Go!
Sister: Mom, may I have 20,000 won? I want to buy 35 dresses and 10 skirts.
Mother: No! I don’t have any money! Go!
Father: Honey, may I have 50,000 won? I want to buy soju. I love soju.
Mother: Soju!?!? Soju!?!?!! We have very little money, don’t buy soju!!!

Conversation 4: I must go to the bathroom!

Brother: Oh, I must go to the bathroom!

Father: Who’s in the bathroom? I must shower and go to work!
Brother: Please wait! I’m using the bathroom.
Mother: Who’s in the bathroom? I must wash the clothes!
Brother: Please wait! I’m using thew bathroom now!
Sister: Who’s in the bathroom? I have a date!
I must put on my make-up!
Brother: Leave me alone! I’ m using the bathroom!
AUUUUUUUUUUU! There’s no toilet paper!


Elizabeth Riggs (2002-2003 ETA)

Objectives: Students will learn family vocabulary, take a short quiz and describe their
own families.

Materials: People pictures and labels

I put pictures on the board in a family tree and then had the students label the tree. I
did a small family tree with the following: great-grandfather, great-grandmother,
grandmother, grandfather (two sets), mother, father, aunt (2), uncle (2), cousin (2), niece,
nephew, brother, sister, brother-in-law and sister-in-law (and if time, mother-in-law and
father-in-law). I also had a picture of a family and went over husband, wife, son, daughter,
children and baby.

I then quizzed them on how many aunts and uncles they had explaining that all the
females in their parent’s generation were “aunts” and all the males were “uncles.” Most of
my students seemed to think that aunt was only 이모 or 고모. The same for uncles. I went
over “generation”, “immediate family”, “extended family” and if there was time “step
parents/children and half siblings.” A lot can be demonstrated pictorially with the family
tree. I had actual name cards for the pictures, but writing on the board (from a list of labels)
would suffice.

Then I had the students write down the answer to the following questions in their
journals. I went over the answers at the end and if I was feeling generous I would give candy
to the high scorer. (These questions are from a lesson Dennis Shorts did.)

1. My children's mother: wife.

2. My wife's mother is my children's: grandmother.
3. My mother's daughter's husband: brother-in-law.
4. My cousins' parents: my uncles and my aunts.
5. My son's daughter: my granddaughter.
6. My mother's son: my brother.
7. My cousin's sister: my cousin.
8. My niece's brother: my nephew.
9. My husband's father: my father-in-law.
10. My sister's son: my nephew.
11. My brother's wife: my sister-in-law.
12. My cousin's mother: my aunt.
13. My mother's mother: my grandmother.
14. My father's brother: my uncle.
15. My grandfather's wife: my grandmother.
16. My parents' daughter: my sister.
17. My nephew's sister: my niece.


This is a multi-week lesson in which students learn how to say larger numbers such as those
used in the Korean and US monetary system. After learning the English words for such
denominations, they apply them to a worksheet and then to a dialog.

Week 1: Basic understanding of larger numbers and the US/Korean monetary base

Tell students that today’s English phrase is “Show me the money.” Most students know and
love this phrase. Have them practice it a few times.

First teach students about American currency denominations (pennies, nickels, dimes,
quarters;1 dollar, 5 dollar, 10 dollar, 20 dollar, 50 dollar, 100 dollar bills). Try to hold up
play money or any spare money you have with you in front of the class. Tell students that
1000 won is equal to 1 USD. This makes it easier for the students when they have to do the
practice sheet or complete their dialog. Teach students larger denominations using the
conversion chart. Have students copy the chart if you can.

Week 2: Review and shopping/class auction activity

* If students are advanced, this lesson can also be used during week one.

First students will review the main points from last week. Then, they will look at the pictures
presented and write how much they think each one costs using Korean won, but writing (or
speaking) the cost in English. A student might say for a TV five hundred thousand won, for a
shirt twenty thousand won. Use samples from sheet one and samples from sheet two. You
may also be able to organize this into a game like an auction and reward students with candy
or a sticker if they choose a reasonable price.

Week 3: Shopping Dialog

Explain that “see you again” is Konglish because it is primarily used in America between a
shop keeper and a customer. Tell them that it is not used in all situations.

Before doing the dialog have students get into pairs. Give students sheets one and two. They
will have to think of the amount each item costs in American dollars and write the prices in
their notebook.

Give students the dialog. Have them choose an item from sheet two that they want to buy and
have students complete the dialog filling in the prices with US dollars. You may need to
explain/review the use of plurals though diving into count and non count nouns will probably
only confuse students, so keep it simple. Do a sample on the board and have students
practice it with you before having them complete and practice their own dialogue.


A Review of Large Numbers Korea/ US Exchange

100= one hundred 10 won = 1 cent

1,000= one thousand 50 won = 5 cents
10,000= ten thousand 100 won = 10 cents
100,000= one hundred thousand 1000 won = 1 dollar
150,000= one hundred and fifty thousand 10,000 won = 10 dollars
1,000,000= one million 100,000 won = 100 dollars
1,500,000= one million five hundred thousand 1,000,000 won= 1,000 dollars
10,000,000= ten million 10,000,000 won = 10,000 dollars
100,000,000= one hundred million 100,000,000 won = 100,000 dollars
1,000,000,000= one billion 1,000,000,000 won = 1,000,000 dollars

Look at the pictures. How much does each cost? (how much is it?) Use Korean won. But,
write in English.

Example: four thousand won


(a hotdog) (a computer) (a boat)

(a bike) (a bowling ball) (mittens)

(skate board) (cowboy boots) (sweater)


Shop keeper: Hello, how can I help you today?

Customer: Well, I was looking for a nice ___________________. Do you have any

Shop keeper: Hmm, just a moment. I’ll go see.

(five minutes later)

Shop keeper: Why yes, we have many _____________________. Let me show you.

Customer: Great! I’ll take this _____________________. How much is it?

Shop keeper: Oh, that one costs ____________________________________ dollars.

Customer: Alright. Here’s __________________________________ dollars.

Shop keeper: Thank you. Come back again.

Customer: Ok, will do. See you again.

Singular/ Plural Review

A nice= 1= no “s” This/That= 1 (no “s”)

A nice bed This/that bed
A nice shirt This/that shirt
A nice basketball This/that basketball

Do you have any? (use “s”) Many= (more than 1) Use “s”
Any beds Many beds
Any shirts Many shirts
Any basketballs Many basketballs

“SHOW ME THE MONEY!” (Money and Numbers)
(thanks to Megan!)

Joanne Lee (ETA 2000-2001)

Level: Daeje Middle School, 1st year classes
(*note: average class size: 40-45 students)

To have students review and practice number places up to one hundred trillion. To teach students
how to read prices and monetary units in English. To teach students about US currency. To help
students reflect on the value of money and objects through journal writing and playing “Name That

Materials Needed: US currency (coins and dollars), enlarged $100 bills/play money, items (or
pictures) to use in the game with hidden price tags (ex: lotion, book, cd, cellular phone, car, bottle of
Advil, various food products)

1. Greeting
2. Review last weeks lesson (Tongue Twisters) by having a few students
try saying them out loud.
3. Write the number “1” on the board and ask students what number you just wrote.
Keep adding zeros and have students call out the new number to help them learn and
review the number places. Continue up to one hundred trillion (ones, tens, hundreds,
4. After you finish counting, put a dollar sign and teach students how to read prices and
monetary units (dollars and cents). Tell students to only look at three numbers at a
time to make it easier to read. Remind students that if there are only zeros they do
not have to read those places. Make sure students are clear about their “s” (i.e.
dollar/dollars). Put up a few example.
5. Introduce US currency. Teach students the names of each coin (penny, nickel, dime,
quarter, etc.). Pass the money around for the students to look at. If there is time, you
may want to tell them about the differences between the old and new currency or
show currency from other countries.
6. Have students take out their journals and answer the question, “If Ms. Lee gave me
one hundred dollars what would I buy?” After the students are finished writing have
a few volunteers read their responses. Give the readers the enlarged play money.
Make sure responses are reasonable so that students understand the value of the
money and objects (i.e. One hundred dollars, can not buy a car, but can buy 2
computer games).
7. Explain to students that you have brought a few items with you to class and that you
are going to play a game called “Name That Price!” Have students look up the word
“price.” Explain the rules (You will show them an item with a hidden price tag and
they must try to guess the price using dollars and cents. The team closest to the
actual price wins a point. *note: they must not shout out the answer until they are
called upon and they must speak only in English).
8. Wrap up class with a quick summary of the key points. Ask students how they felt
about today’s class (Hard? Easy? Fun?).
9. Class dismissed!

Evaluation: Overall, students had positive comments about the lesson. They already knew their
numbers better than I thought so it made the lesson go much faster and easier. I think they really
enjoyed seeing (and touching) foreign currency (in fact, many asked to trade money!). In addition,
students also had fun with the game although the rules must be enforced to keep students for getting
too excited.

(Bingo and Go Fish)

Sandra Wintner
Level: Eomsa Middle School, 1st and 2nd Grades

My students are fairly low-level, so I thought they still needed some more work with numbers
after doing the money and shopping lessons. This is what I came up with. Note: the Go Fish
game requires a lot of preparation.

Materials: Bingo cheat sheet, Go Fish cards, rewards

1. Review how to read large numbers; do a few examples on the board (5 minutes).
2. Play Number Bingo. Write some large numbers on the board (it might be a good idea
to do this before class, and remember to keep a cheat sheet for yourself). After all the
students have written down five numbers, erase the board so they won’t get
distracted. Play a few rounds, rewarding as you choose. I repeated each number twice
for my first graders, and used trickier numbers for my second graders (10 minutes).
3. Split the class into groups of four to play Go Fish. Have a co-teacher explain how to
play—I found that trying to explain in English was a waste of time. Also, make sure
that the co-teacher really understands the rules, or you’ll end up with a classroom in
chaos (5 minutes).
4. Play Go Fish. I made decks of cards with 13 random large numbers in four colors
each, so 52 cards total. Play is as you remember—for example, “Do you have any
three thousands?”—with the goal of getting a certain number in all four colors. Walk
around the class to make sure they’re still speaking English and to try to stop the boys
from hitting each other. (20 minutes).
5. Wrap-up by having volunteers do more examples on the board (5 minutes).

Notes: -At first I made this lesson too hard by using numbers that were too big. Generally,
my students could handle numbers up into the billions in Number Bingo, but anything more
than tens of thousand was too hard during Go Fish. Consider yourself warned.
-Adding a rule that you lose a turn during Go Fish if you speak Korean is helpful.
-If they get bored with Go Fish, a good filler game is tic-tac-toe. Draw a tic-tac-toe grid with
a number in each square. They must say the number correctly to gain that square.


Lauren Hannah (ETA 2001-2002)

Level: Lower level high school girls

Objectives: Review of big numbers (over 1,000).

Materials: I made a handout with numbers over one thousand, up to one hundred billion (example below)

Procedure: After my usual beginning of the class routine, I said we were going to learn about BIG numbers
today and I wrote a huge number on the board – usually into the billions. The huge number I was writing got
some of the rowdier classes to quiet down a bit and say “ooooo, whaaaaaa”. I asked the students what number it
was and after they finished struggling through it, I repeated it for them slowly.

Then I handed out my handout and went over the numbers with them, having them repeat after me. After
10,000, I wrote a number such as 58,000 on the board and asked them what it was. There were always students
who started out saying “five” and then had to switch to “fifty”. I started at the right of the board so that I could
keep adding numbers to the front after I went over each number. (after 100,000 I would add a number, after
1,000,000 I added another number, etc.) I pointed out that in English, it’s easiest to count commas and wrote
“thousand” under the first comma, “million” under the second, and “billion” under the third. If it was one of my
nice quiet, always-pays-attention-to-me classes, I taught them trillion and quadrillion too, which they usually
thought was funny for some reason. After going through the handout, I wrote another big huge number on the
board and had them repeat it to me.

Then I said we were going to play a game and put the class into four groups (you could certainly do more
smaller groups, but my classroom is already divided into four, and I don’t have that much blackboard space,
either) and divided the board into four columns. One person from each team had to go up to the board. I told
them that I would say a number (I recommend writing a few numbers out beforehand so you don’t forget
halfway through your number what you were saying in the first place) and the team who completed the number
first, won. I didn’t even give them any prizes and they really liked this game. I recommend using numbers with
–teens or –ties in there somewhere (ex. 17,473,050) because they have difficulties with the differences between
the two (don’t we all?) The team at the end who had gotten the most numbers was the ultimate winner.

Sample BIG number handout (really simple)

1000 – one thousand

10,000 – ten thousand

100,000 – one hundred thousand

1,000,000 – one million

10,000,000 – ten million

100,000,000 – one hundred million

1,000,000,000 – one billion

10,000,000,000 – ten billion

100,000,000,000 – one hundred billion

Comments: This doesn’t take up a whole lesson, maybe at the absolute most 30 minutes, so I tied it in with 2
truths and a lie, (which my students loved, by the way – just as a quick little side note about that game. It
worked well for me to do three rounds about me [students absolutely love guessing things about the teacher],
and then have the students write their own. I had them read theirs out loud, if I guessed their lie, I won, if I
didn’t guess their lie, they won).


Jessica Kehayes
Level: Boys high school, 1st and 2nd Grade

Materials: 30 magazines pictures of famous people, mounted/labeled/taped to the board

Answer envelope
2 Assignment handouts (see attached sheet)
Your hand phone

This lesson combines Amy Davis’ Guess Who lesson with a writing lesson. I liked the idea of Guess
Who but knew that my students would move through it quickly and it wouldn’t take even half a
period. So I prefaced it with a less exciting but cute writing lesson and ended with some acting and
the game.

1. Write “Descriptions” on the board and underneath it “Fact/Opinion” and “Internal/External

Traits”. Get definitions for all these words from the students and explain that all of them are
used in a good description. A description using only your opinion is no good, and one only
talking about your appearance and not your heart/mind is also not good, etc. (5 minutes)
2. Hand out the first half of the assignment sheet. Read together the assignment to write a
personal ad for yourself. I had my students write at least 8 sentences, 4 about themselves and
4 about their perfect girlfriend, but this can be changed depending on the students’ level. I
wouldn’t allow sentences like “I am good.” I had to emphasize that I was collecting them so
they would write decent ones. Many of these personal ads turned out really cute and funny.
(25 –30 minutes)
3. Start collecting them as they finish up. As you are shuffling papers on the desk, make your
handphone ring (most phones have an option to test your ring; I had to hit a few buttons to
find it, but it’s not hard to figure out). A collective “oooohhh” goes up around the class as I
don’t allow their phones in class, but that’s okay because I wanted to make sure they were
listening to my phone conversation.
4. Act. After saying “hello” into my phone, I paused and then yelled “what” and “oh my god” a
few times, really horrified. At first the kids imitated me and laughed, but if you really look
upset, silence will fall over the room as they watch your face. Then I said “when?” and “in
Sunchon?” and “how?” and hung up. I continued to look disturbed and asked the kids if they
knew what “murder” meant. Most did. I explained that there had been a murder last night in
Sunchon, someone killed in their apartment. If you keep up the distraught face, the kids will
buy it.
5. Tell them to finish up their personal ads and go around collecting them and the part 1
assignment sheet, still looking sad. Hand out the Part 2 assignment sheet, face down. Stand
at the front of the room and tell them to look at the second part of the assignment. As they
see the words “Guess who game” and look up at your face suddenly smiling and telling them
that their job is to find the murderer, they will realize they’ve been had. I got multiple
standing ovations and a fake Oscar in one class. The kids loved it.
6. Explain that their suspects are on the board in front of them. From here on out, the end of my
lesson is Amy Davis’ lesson. I had all the pictures glued to construction paper and
underneath was their name, hair and eye color and occupation (example: under Sarah
Michelle Geller’s picture was written Sarah, blond hair, blue eyes, actress). I have my own
classroom so the magazine pictures were taped up from the time the kids arrived, but I
explained at the start of class that they were for later and to ignore them for the time being
(yeah, right). I held up my answer envelope and explained that the murderer’s name was in
there. I divided the class into 6 teams, we read my directions and played the game. Each
team could ask me one yes or no question about the murderer’s description. If it wasn’t a yes
or no question, they lost their turn. We went around the room asking questions until one team
wanted to guess. They could only guess when it was their turn to prevent them yelling out,
and if they were wrong they were out of the game, to prevent haphazard guessing. I checked
the envelope after each guess (I changed the murderer in each class to keep myself awake)
and either kicked them out or gave the winning team candy. (phone call and game: 15

Don’t write on this piece of paper!

Part One: Personal Ads


Write a personal ad for yourself. You must write at least 4 INTERESTING sentences
describing yourself. Describe your internal AND external traits. Then write at least 4
INTERESTING sentences describing your perfect girlfriend. Describe her internal AND
external traits.

EXAMPLE: I am a brilliant and honest 18 year old male. Currently a high school student at
a very good high school, I plan to go to university in a few years. I am tall with very short
hair and glasses. I like to read, listen to music and play sports. I am looking for a girl who is
short and cute and sexy. She must have long hair and big eyes and be younger than 20 years
old. She should be very smart and like to talk. I want a girl who enjoys sports and likes to
take long walks.

EXAMPLE: I am a beautiful 16 year old girl. I have short straight hair with blond highlights
and a small nose. I smile a lot, and I like to laugh, talk, read and dance. I am very intelligent.
I want a boy who is short and nice to me. He does not have to be handsome, but he does have
to be smart and polite and friendly. He should like to do DDR and eat pizza. He must be
between 15 and 18 years old and be very honest and trustworthy.

Part Two: Guess Who Game

There has been a horrible murder. Someone was killed in their home last night. You have
many suspects (guesses about who the murderer is) but you don’t know who did it. I am the
only witness (the only person who saw the murder). I can tell you who murdered the family
but I will only tell you by answering “yes or no” questions. Your job is to find the murderer
as a team.

The class is divided into teams.

Each team can ask me one “yes or no” question. IT MUST BE A YES OR NO QUESTION.
Do not say “is it a man or a woman?” Ask me “is it a man?” or “is it a woman?”
If you ask a question that is NOT a yes or no answer, you lose your turn and the next team
asks a question.
We will go around the room asking questions until one team thinks they know the answer.
You may only guess once in each game. If you are wrong, your team is out of the game and
the rest of the teams keep playing.

GUESS THE PSYCHO (Descriptions)

Kelly Hayes (ETA 2001-2002)

Preparation: none!

Objective: To learn face vocabulary and form descriptions about people in a fun way.

I started by saying, “All Korean people kind of look the same, right? Dark hair…. dark
eyes…” They shake their heads. “BUT, some people have BIG eyes. Some people have
SMALL eyes (to which they tease and point to a fellow student). Some people have long,
straight hair. Some people have short hair…. etc, etc. Today we are going to learn how to
describe our differences.

Write the lesson name on the board. “Guess the Psycho!” The students usually don’t know
the correct spelling of ‘psycho.’ They’ll be surprised that it’s not ‘ssaico’ as they had
previously thought. Merely saying the one word will garner a bunch of giggles and tickle
their curiosity.

Part 1: (10 minutes)

Draw a big head on the board. Proceed to add different elements of the face. I drew the most
obvious first…nose, eyes, mouth and ears. Label them as students call out the names.
(They’re feeling really smart.) I drew fat lips, pimples with ooze dribbling out, freckles, a
mole (NOT a pointa), cheeks, a chin, goatee, beard, mustache, sideburns, bad teeth, on bushy
eyebrow, on thin eyebrow, eyelashes, nostrils, a nose ring, a tattoo (makes things more
interesting later), straight hair on one side, curly hair on the other…It’s up to you. The
funkier the drawing the better. After they’ve finished copying it, erase it.

Part 2: (20-25 minutes)

1. Draw a 12-space grid on the board, four squares across and three squares down.

2. Tell the students that there will soon be 12 psychos on the board. Ask for four volunteers
(“Who are my artists?”) or choose randomly. I use “Eenie-meanie-miney-mo” (they find this
hilarious…All of my students know it by heart) and bring them up to the board.

3. Explain that the students at the front of the class will draw their psychos according to your
directions and that they can’t use their notebooks, but the seated students may help them if

4. Tell all four students to draw heads. Then use phrases like, “the two students on the left,”
“the two students in the middle,” and “the two students on the right” when giving directions
to specific students. Or you can number the squares and call out the numbers. Tell one
student their psycho has a hat, the next has a goatee, the next has a pointy chin, one has a big
nose, one is wearing sunglasses, one is bald, one has pimples, one has a tattoo…. When their
pictures look complete, they must name their psycho. Continue like this until students fill all
12 spaces.

5. By now, the board looks pretty cool, it’s psychos abounding. It’s time to play “Guess the
Psycho!” Make up a crime to tell the students, like “Last night, one of these psychos went to
Kyung-min’s house, picked up his dog…and ate him like he was eating corn!” Or, “This
morning, one of these psychos went to the cafeteria…and ate ALL the kimchi! Who is
it????” Don’t forget to overact.  You know WHO the psycho is and they are in the FBI

(Ooooh…) and have to find the right psycho. Choose 3 students to ask you a yes or no
question, such as, “Does the psycho have curly hair?” After the three questions, they guess
the psycho. The psycho is usually Nam-hee sitting right next to them in class.

6. After this simple demonstration, they know how the game works, so choose a student to
take your place at the front of the class while you sit in his or her seat. Continue like this
with a few more students. With the remaining couple of minutes, review the vocabulary.
Give them a verbal quiz in the next class.

The focus of this lesson wasn’t speaking, but the students really learned the vocabulary and in
a refreshing way. Who wants to write the same words a million times in a notebook? And it
was good practice for listening to directions. It ended up being a team effort, since the seated
students help the artists. I didn’t have problems with eliciting volunteers because it was fun
and they didn’t feel stranded and pressured. After step 1, you guide them, but the class
basically runs itself. They find their drawings and names hilarious and think it’s pretty cool
when their fellow student is running class later. On the end-of-the-semester survey, many
students named it as their favorite lesson. Good luck!

WHO AM I? (Describing People)

Erika Mork (ETA 2001-2002)

Level: Middle school girls

Preparation: Making a lot of cards with names and/or pictures of famous people on them.
I made them on thick paper that you couldn’t see through. I went to an all- celebrity web site
and it took me about 15 minutes to copy and paste pictures of 17 famous people.

I did a quick game of hangman using the word “Famous.”

Then I showed each card (projected onto the tv).

Practice the names—“Bill Clinton” is tough and so is reversing “Braddu Pittu.”

I wrote the names on the board and had the girls tell me if the people were actors or singers
and brainstorm what movies they were in, what country they were from, what kind of music
they sang, or if they sang in a group or alone, etc. I did this to make sure they were familiar
with all of the people who would be in the activity. To make it fun I did impressions of a
couple of singers and Jim Carey—you might want to give it a try.

I explained the rules of the game that were on their worksheet. (see worksheet)

I did two examples—one that I was able to guess in 5 questions, the other that I failed to
guess correctly.

Then we repeated examples of yes or no questions (see worksheet) and I explained words like

I handed out the decks of cards (I made 6 decks for 6 groups of 6, but you could divide the
class into larger groups—maybe 4 groups would work just as well).

The students played for 25-30 minutes.

The famous people I used for the decks are listed below because I gave them the list for the
second week. You could print the list for the first lesson, if you gave the list to them after the
brainstorming activity.

The next week I gave out a list of the famous people we had used and then used the cards one
more time for a different exercise, “Speed Quiz.” This took less than 15 minutes. We talked
about what we would do if we were famous. We practiced, “If this, then this,” form. The
students wrote sentences using, ”I would…” Some students wrote their sentences on the
board and we read them in the class. The next week I used the Dream House exercise which
tied in nicely.


In this activity you will become a famous person.

You will learn who you are by asking yes or no questions.
This means that the answer to a question can only be yes or no.

Good Question: Am I a singer? Answer: Yes / No
Bad Question: What is my job? Answer: ?????

Each group will be given a deck of cards.
The group must not look at the cards.
The cards are pictures and names of famous people.
When it is your turn you must take a card without looking at it.
You must hold it up on your head or so that you can’t see it.
Everyone in the group can see who you are, but you can’t see who you are.
You must ask yes or no questions to figure out who you are.
You can ask a maximum of 5 questions to figure out who you are.
If you are able to guess who you are in less than 5 questions, then you get to keep the card.
The game ends at the end of the class, or when all the cards are gone. Whoever has the most
cards in the group is the winner.
You must ask the yes or no questions in English.

Here are some ideas to help you:

Am I a woman? / Am I a man?
Am I in movies? / Am I an actor? / Am I an actress?
Am I a singer?
Do I sing alone? / Do I sing with a group?
Do I sing pop music?
Am I living? / Am I dead?
Am I American?
Do I have brown hair?
Am I a politician? / Am I a world leader?
(정치인) / (세계의 지도자)
Am I a real person? / Am I an imaginary person?
(실재 인물) / (상상 속의 인물)

---next week---
Speed Quiz:
One person holds a card, but cannot see the card.
The group describes, or talks about, the famous person on the card.
The person holding a card guesses who is on the card.
She has 1 minute to guess who is on the card.
If she guesses correctly, she takes a new card.
Then she tries to guess who is on the card again until 1 minute is gone.
Try to get as many cards as you can.
After the minute, count your cards.
Then put your cards back in the deck and shuffle the deck of cards.
Now another person gets to guess for 1 minute.
Good Luck!

Famous People:
Bill Clinton- President of USA before Bush
Ricky Martin- singer- sings alone- Latin music
Michael Jackson- singer- sings alone
Jessica Simpson- singer- sings alone
Jim Carey- actor- Mask
Tom Cruise- actor- Top Gun
Santa Claus- lives at the North Pole- imaginary person
Brad Pitt- actor- The Mexican
George W. Bush- President of USA now
Justin Timberlake- singer with N’SYNC
Julia Roberts- actress- Pretty Woman- The Mexican
Christina Aguilera- singer- sings alone
Britney Spears- singer- sings alone
Princess Diana- world leader from England who died in a car accident
Nick Carter- singer with the Backstreet Boys (BSB)
Meg Ryan- actress- You’ve Got Mail- City of Angels
Nicolas Cage- actor- City of Angels- Face Off- Gone in 60 Seconds

What if you were rich and famous…

What would you do?

What would you buy?
Where would you live?
What kind of house would you have?
What kind of clothes would you wear?
What kind of car would you have?
What kind of food would you eat?

Please write 5 things you would do if you were rich and famous:
Examples: I would live in a big house with an elevator.
I would have a swimming pool.
I would travel to Egypt.
I would eat pizza everyday.
I would give money to people who do not have money.

1) I would






Caroline Smith (1999-2000 ETA)

Level: Sajik Girls’ Middle School, Pusan

Objective: To have students practice restaurant/ordering food conversation.

-36-38 "Dinner at Sajik Restaurant" scripts
-36-38 Sajik Restaurant menus
-restaurant "mood music" if you teach girls
-9 (borrowed!) cafeteria trays
-9 sets of paper plates and cups with specific dinner names and pictures written/drawn on

Each set contains: 3 PLATES

1 plate with a picture of a cheeseburger, French fries and a salad with dressing glued to the'
plate Write out the words: cheeseburger, French fries, salad and dressing on the picture.
1 plate with a picture of spaghetti and meatballs and a salad with dressing. Again, write out
the words: spaghetti, meatballs, salad, and dressing on the picture.
1 plate with a picture of a fish, green beans and a salad with dressing. Write out the words on
the pictures on the plate.
Each set contains: 3 CUPS
On 2 of the paper cups write “Coke”; on 1 cup write “Cider”

1) Write "Welcome to Sajik Restaurant" on the chalkboard. Hand out the "Dinner at
Sajik Restaurant" scripts. While students are still in rows, divide the class by rows
into four groups. (There are 4 roles to play in the script, so about 2 rows for each
role.) Rows 1 & 2 play the "SERVER" role. Rows 3 & 4 play the "PERSON 1” role.
Rows 4 and 5 play the "PERSON 2" rule. Row 6 & the leftover students play the
"PERSON 3" role.
2) Have the students listen to you read the script first. Really emphasize inflections,
pauses, emotions, facial expressions. In other words….ACT!!!!! There’s no
monotone script reading aloud!!!
3) Practice the script together as a class several times. Review new vocabulary.
Encourage students to lead it as if they were comfortably chatting with their friends.
4) After all 4 groups have practiced each part as a class, then instruct the students to
break up into groups of 4 and to push their desks together like a table. Ask them if
they're hungry yet, and then tell them they're about to have dinner.
5) Hand out the plates/cups/menus/tray set to each of the 9 groups.
6) After the screaming dies down, tell each person in the group to pick a role to play.
Students must act out the restaurant scene using the cafeteria tray, menus, 3 plates,
and 3 cups. The dinner plates and drinks must be served to the right people who
ordered them, etc…”Student 3” should swap roles so that each student gets to try all
the roles or at least more than one.
7) Use the last few minutes of class to have one group act out the dinner scene.

Walk around during the group practice time to make sure groups are really practicing the
script and not discussing Kang Ta’s (of H.O.T. of course) new hair color. Bring candy for
the group that acts out for the class.


Server: Hello. Welcome to the Sajik restaurant. My name is , and I

will be your server tonight.
Please look at our menu (GIVE MENUS).
May I get you something to drink?
Person 1: Yes, I’d like a coke.
Person 2: Yes, I’d like a coke.
Person 3: I’d like a cider.
Server: (GIVE 3 DRINKS). Would you like to order dinner now?
Person 1: May we have a few more minutes to decide?
Server: Sure! I’ll come back in a few minutes to get your order.

Server: Are you ready to order now?
Person 2: Yes, we’re ready.
Person 1: I’d like the cheeseburger, the french fries and a salad.
Server: How would you like your hamburger cooked?
Person 1: Medium, please.
Server: What kind of dressing would you like on your salad? We have French, Italian, and
Blue Cheese.
Person 1: I’d like Italian, please.
Person 2: I’d like the spaghetti and meatballs. And I’d like French dressing on my salad.
Thank you.
Person 3: How is the fish tonight?
Server: Very tasty. It’s my favorite dish here!
Person 3: Okay, I’d like the fish. It sounds delicious! Does the fish come with any
Server: Yes, the fish comes with green beans.
Person 3: Great….and may I have the Italian dressing on my salad?
Server: You sure can. I’ll be back with some warm bread for all of you.
Person 1: Thank you!
Person 2: Thank you!
Person 3: Thank you!
Person 1: Wow, I’m really hungry!
Person 2: Me too!
Person 3: I hope it doesn’t take too long to bring out our food. I’m starving!


Server: (GIVE FOOD) Ladies, here are your dinners. May I get you anything else?
Server 1: No, thank you. Everything is perfect!
Server: enjoy your dinners!
Person 1,2 and 3: MMMMMMMMMMMMMMMMMMMMMMM!!!!!!!!!!!!!!!!!!

New Words:

Dressing: 드레싱
Green beans: 완두콩
Server: 시중드는 사람
Perfect: 완벽한
Starving: 몹시 배고픈


To acquaint students with enough directional vocabulary that they can navigate in English.

A hat that says TAXI (either a card pinned on cap or a folded up piece of A4 paper in half lengthwise
and then tape the ends) signs with the names (and rough symbolic illustrations) of key teenage
hangouts and other city sites, including some landmarks specific to your city, coffee shop, church,
swimming pool, riverside, beach, mountains, hospital, video arcade, (o-rak-shill) video store, movie
theater, music shop, baths, ice cream shop, bookstore, clothing store, noraebang, bank, restaurant,
supermarket (with a Superman S), bakery, library, home, park, school, the wrapper of a Free Time
candy bar (optional), cab “fare” (prize optional).

Handout (example):

I AM LOST!!! Help me! There are a lot of things I want to do today, but I have a sore throat, and I
cannot talk very much. Help me to get around town. If I ask you for help, please assist me in:

1) Hailing a taxi.
2) Deciding where it is I want to go.
3) Telling the taxi driver how to get me there in English.

Some helpful directions are:

In front of by, next to near between
Turn right STOP and then city block
Turn here turn there U-turn at the corner
Turn left on the left on the right at the beginning of
Until you come to at the traffic light at the middle of
Behind at the crossroads at the intersection at the end of
Go straight

Draw or clip helpful pictures for each direction.

Ask students what they do in their free time. In their notebooks, they should answer the question with
three places they like to go. “When I have free time, I go (to)(the) .” Elicit responses at
random. If you say something for which you have a sign, hand them that store/building and move to
the next student. If they are creative and think of something for which you don’t have a sign, then
make an excuse for giving them another sign. “Oh you like to go on picnics, well I don’t have a
picnic site, but…well if you go you have to buy food first, which means you have to stop at the

Once your stack of site has dwindled, you can pass out the remaining ones to other students whom
you have not called on yet, offering the more popular sites for auction. Tell the students that you now
have all the makings of a city, but all you need is the streets, so they should scoot their desks together
to form four-desk blocks. You can move your podium for more room.

Pass out direction crib sheets. Next, grab your TAXI hat and slump over the desk of a student (let’s
call him the “Victim”.)
You: When is lunch? I am sooooooooo hungry! Help me! Where should I go?
Victim: I…uh….umm…Turn left.
You: NO! WHERE should I go? What place are you sending me to?
Victim: I, uh…the restaurant.
You: Good, I hope they have bi-bim-bap. Is the restaurant far away?
Victim: Yes.

You: DO I need a taxi?
Victim: Yes.
You: Ok (place TAXI sign on the head of another student. “Victim 2” leap up and hail a taxi,
shouting) TAXI! OH TAXI!!!! (Victim 2 stand up to roars of laughter. Turn to Victim 2 and ask)
Please tell my taxi where to go.

Your students should say something like: “Go two blocks straight. Stop. Then turn left The video
arcade is in front of you.. ( You may want to put a model statement on the handout. Follow the
directions precisely as the student gives them. If they do not tell you to turn, push the TAXI forward
and require victim 1 to ask for a U-Turn. If they take you in circles, complain. Once you get there,
thank the taxi and make up another predicament that would take you to another spot in town, and pick
a new taxi and a new director.

Your statements might proceed like this: I’m sooooo hungry (RESTAURANT). Hmmm, that
ramyun was a little hot., I could use something to drink (SUPERMARKET/COFFEEHOUSE). But
my mouth is still a little hot.; I want something cold. (ICE CREAM SHOP) I want a cookie or a
muffin for dessert (BAKERY). I am bored. I want to do something fun. (VIDEO ARCADE). I have
played Street Fighter for three hours, so I’m bored again. (NORAEBANG). I can’t sing very well
(you may want to torture them by singing off key), so how can I learn to sing? (MUSIC SHOP) I
have no more money. (BANK) I am getting tired ( HOME). There’s nothing to do at home, I want
to see a movie (VIDEO STORE). My VCR is broken (MOVIE THEATER). That movie was so
good I want to read a book. (BOOKSTORE). They didn’t have the book! (LIBRARY). This should
last until the end of the period.


Have the students write down the directions to some place on the school campus, such as a flagpole.
Take the whole class with you as you follow the directions the students give. This may be better with
a small club class.

Ask the students to make a map of the town. Break the class into groups (according to where they
live). And have them mark all the landmarks and good restaurants, cinemas, etc…in their “dong” of
town. This is good for the near beginning of the year when you are new to town and you don’t know
your way around.

Brainstorm all the different things to do in your town, and ask each group of students to a take a
different category: cinemas, mountains, parks, bulgogi restaurants, etc…Then describe how to get
there (by bus, walking, taxi etc…) and why the special places they have mentioned are good. Also
good for near the beginning of the year, or when you are anticipating having guests and you don’t
know where to take them.

Blindfold a student and hide something (a prize? Food?) in a part of the room. The other students
must tell the student where to go and find it, including such directions as up, down, higher, lower, left,
right and other prepositions.

This lesson can be very disruptive, especially the campus-directions option (the first one). However,
it works with a base of knowledge of which high school kids usually already have a grasp, and they
enjoy activating it. Also enjoyable for middle school English language “initiates”.


Mimi Do (ETA 2001-2002)

Level: Daejeon Jungang Middle School

Objective: Practice asking and giving directions.

Materials: Index cards and a map (or draw on board)

1. Hand out “direction” index cards. There are two sets. One set has a question asking
for directions, one set has the answers.
2. Start with card #1, “Where is the school?” The student with card #1 reads it aloud to
the class. The student with the answer, “The school is on Main St…” reads his card to
the class, while the first student draws the school on the board.
3. When all the cards are finished, the students will have drawn a map of the entire town.

Directions – Questions and Answers

1. Where is the school? The school is on Main Street, between Park Street and Jungang
2. Where is the police station? Turn left. The police station is next to the school.
3. Where is the park? Turn right. Go straight. The park is next to the school.
4. Where is the hotel? The hotel is across the street from the park.
5. Where is the movie theater? The movie theater is behind the hotel.
6. How do I get to the PC Room? Turn left and cross the street. Go straight one block.
The PC Room is on the corner.
7. How do I get to the restaurant? Turn right. The restaurant is next to the PC Room.
8. How do I get to the Car Center? Turn right. The Car Center is next to the Restaurant.
9. Where is the bank? Cross the street. The bank is across the street from the car center.
10. How do I get to the department store? Go right. The Department store is next to the
11. Where is the post office? Turn left. Go straight past the bank. The post office is next
to the bank.
12. Can you tell me where the pharmacy is? Cross the street. Go straight past the PC
Room. The Pharmacy is behind the PC Room.
13. Where is the Hair Salon? The Hair Salon is between the Pharmacy and Lotteria.
14. Where is Lotteria? Lotteria is on the corner of Main Street and Park Street.
15. How do I get to the library? Cross the street. Go right. The library is to the right of the
16. Where is the train station? The train station is behind the hotel, next to the movie
17. How do I get to the hospital? Turn left. Go straight. The hospital is on the corner of
Jungang Street and Museum Street.
18. Where is the zoo? The zoo is across the street from the hospital.
19. Where is the museum? The museum is to the right of the zoo.
20. How do I get to the bus station? Cross the street. Go straight down Jungang Street.
Turn right on Main Street. The bus station is next to the police station.


Ashley McCants (2002-2003 ETA)

Level: Hanbada Middle School – Co-ed

Objective: To have the students make choices and then justify them.


1. The students have to decide in groups what they are going to do first, second, third,
and fourth, TOGETHER, which requires them to talk in order to come to a consensus.
I told them absolutely no Korean.

2. Then I presented the following scenario:

It’s Saturday afternoon and you are relaxing at home, watching television.
Suddenly, four things happen at the same time: (Write these on the board. Acting
them out too is always great fun).

1) The baby starts crying.

2) The phone starts ringing.
3) Someone is at the door.
4) It starts raining and the clothes outside are getting wet.

3. I then ask students what they would do first. I explain that they have to decide what
they would do, in what order, and then provide a reason and that they had to decide
together. They were not allowed to speak in Korean.

Comments: I thought this could be a warm-up activity, but it actually took the whole class.
It was great though, because they argue with each other and try to persuade each other until
they all agree. Really great to stimulate conversation and it was interesting to see how the
priorities differed. The conclusion was also good, because I had them write their orders on
the board and then explain their reasons. We learned that everybody had different answers
because people think differently and have different points of view- a wonderful lesson for any
Korean classroom.

All at the Same Time

get the clothes

answer the phone

_______ _______________________

get the door pick up the baby

What would you do first?

First I would _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _

because _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Next I would _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

because _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ .

Third I would _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

because _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Last I would _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

because _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ .


Autumn Elliott
Level: Seoul Arts High School

Purpose :
I) To practice speaking/listening/writing skills
2) To help students create an English conversation relevant to their own lives and interests
3) To encourage students to think about their future
4) To increase students' vocabulary
5) To enhance students' understanding of American society

Materials: "What Do You Want to Be?" Handout

1) Introductory routine (I write the date & title of the lesson on the board, and have the students greet
me in English
"Attention! Class has begun," "Good morning/Good afternoon!")
2) Tell students to take out their notebooks.
3) Tell students the title of today's lesson is "What do you want to be?" Ask them to write the answer
in their notebooks, in this form: "When I grow up, I want to be a because
4) Pass out handout. Go over first conversation.
5) Put students in groups of three. Show them that they can put the sentences in their notebooks into
the blanks on the second conversation and make a new conversation.
6) When students seem to be finished, call some groups up to perform their conversation is in front of
the class.
7) Move on to the second part of handout. Tell students to list the jobs. Number one is the job they
think makes the most money, number 14 is the one they think makes the least,
8) When students are finished, start with 1 and let students call out their answers. Write correct
answers on the board one at a time:
1. doctor 6. accountant 11. teacher
2. lawyer 7. mail carrier 12, firefighter
3, chemical engineer 8. police officer 13. plumber
4. computer systems analyst 9. flight attendant 14. nurse
5. bus driver 10. electrician

9) Ask students if they are surprised by the list. My students were most surprised by the position of
bus' driver (#5). We would go through practically all the jobs, then some kid would yell out "bus
driver" everyone laughed when I said that student was right. I usually explained that bus drivers made
a lot of money because their union was strong; if bus drivers didn’t go to work, nobody could. Nearly
all of them thought that lawyers would make more money than doctors and that teachers and nurses
would be much higher up on the pay scale than they actually were. You can point out to your students
that doctors and nurses are on opposite ends of the list, and whether they think the list in general is
10) Shut down procedures (Attention! Class is finished. Goodbye!).

On the survey I gave at the end of last semester, a lot of students liked the lesson "because it helps us
think about our future." Most of them felt, though, that the lesson wasn’t very well suited to our high
school, "because we all want to be the same thing." For that reason, I won't be teaching it again
second semester, but I think it would do well at a less-specialized high school. One of the reasons I
like this lesson is that it teaches gender-neutral terms, like "flight attendant" or “mail carrier.” My
students knew a lot of the vocabulary but needed me to define “electrician,” “flight attendant,”
“accountant,” and “plumber.”


A: What do you want to be when you grow up?

B: I want to be a doctor.
C: Really?
A: Why?
B: I want to help sick people feel better.
C: I want to be a writer because it's a very creative job.
A: Not me. I want to be a police officer.
B: That's not a good job. It's too dangerous.
C: Yes, but it's very exciting!
A: I want to be a police officer because my father is a police officer

Work in pairs and rank these jobs according to how well-paid you think they are in the
United States.

Electrician chemical engineer nurse

flight attendant firefighter police officer
accountant doctor teacher (primary school)
bus driver(big city) mail carrier lawyer
computer systems analyst plumber

1) . 2) .

3) . 4) .

5) . 6) .

7) . 8) .

9) . 10) .

11) 12)

13) 14)


K.C. (1999-2000 ETA)

Level: High School

For students to know what the English equivalent of certain classes/classrooms are in their
school and how to express that that is where they need or want to go if the occasion arises
(ie… Go to the Disciplinary Department)

A sheet with the following list of classes/classrooms; individual laminated sheets with the
Korean writing of each class on them

1) Display the following class list onto your t. v. projector and have students copy the
classes listed in their notebooks
2) Read together so that students are familiar with the pronunciation of each class
3) Some of my students didn't even know how to ask, "May I go to the bathroom?" So I
wrote out sentences like "May I go to the ….”and "I need to go to the…” and had
them practice saying this.
4) Tell them that they will play the "Go to " Game. Tape the pre-written classes sheets
around the room you can easily make a computer printout of the sheets, and I always
draw little pictures on them like a toilet on the "bathroom" sheet or a rough drawing
of your principal, etc). It is best to tape the sheets in the front and back of the class
where students can easily run to them..
5) Divide the class into 4 teams by vertical rows and have each team count off to 1,2,3...
6) Have the students sitting in the middle 2 vertical rows move their desks to the far left
and right creating an aisle in the middle of the class.
7) Have the number I 's from each team come out and stand in the center of the aisle.
You can even draw a starting line with chalk. Explain the rules of the game. You
will tell the students to "Go to (somewhere in English) and the
student that reaches that "class" (paper) first and touches it, his/her team receives a
point. For example, you say, “Go to the Vice Principal's Office" and the number 1's
will look around the room and go to the Vice Principal. Depending on the level of
your students, you can have the team members help out and leave a cheat sheet on the
t.v. projector.
8) After the number 1's have gone, have them go back to their seats and call the number
2's to come out and etc. I first had the cheat sheet up for the first round and if I had
enough time, I would ask the students to close their notebooks and took away the
cheat sheet for the second round.

This is one of my best lessons. The students find copying what they consider a long list of
classes rather boring but once they start the game, they get very competitive and even make
up their own chants. Since the level of my students is low and they didn't even know how to
ask to go to the bathroom, after this lesson, they can all now form a complete sentence to ask
to go to the lew. Some of my students even get hurt, they fall or push each other trying to get
to the "class" first and even break skin. Warning: the class will get rowdy! Have fun!


Kerri Spindler-Ranta (2002-2003 ETA)

Objective: For the students to familiarize themselves with the various rooms in the

Materials: School Room Handouts (See below)

Warning: this is an active lesson, you can modify it if you're afraid it will get too crazy)

Procedure: My students don't know the rooms in the school very well (i.e. first aid
office, administrative office, AV room, science lab). So to help them, I compiled a list of
Korean to English translations.

1. After putting the list up on the OHP I had them write them down and then memorize
them which didn't take long.
2. Then I put signs up around the room with the Korean word written but not the English
(attached). In teams (5 teams each person on a team has a number, "number ones from
every team go" etc), I said the word in English.
3. The first person to get to the paper wins (careful with this but its fun). Then to make
it more difficult the next round, I described something about the place in English i.e.
"the place where you sleep" and they run to the appropriate sign.






School Rooms

급식소- Cafeteria

컴퓨터실- Computer Lab
교장실- Principal’s Office
교무실- Teacher’s Room
운동장- Sports Field
화장실- Bathroom/Restroom
행정실- Administrative Office
진학실- Guidance Office
과학실- Science Lab
방송실- Audio-Visual Room/AV
어학실- Language Lab
기숙사- Dormitory/Dorm
주차장- Parking Lot
교사휴게실- Teacher’s Lounge
양호실- First Aid Office


2-part Lesson

Part 1
I asked for four volunteers to come up to the board. Each volunteer represented a season. I made four columns
on the board. I had each student write the season they represented on the board at the top of their column.
Then, I had them number their columns from 1-10. I had each of the sitting students pick a season and say one
thing related to that season (such as weather, food, clothing that's worn, holidays, etc). For example, for winter,
snow/Christmas/scarf. Then the student who represented winter would write that word in their column on the
board. I would then say the word and have the entire class repeat my pronunciation. I went around to each
student in the class asking them to pick a season and say one thing related to that season. You can also prepare
pictures/magazine cut-outs/real props to show your class to help them think of words/ideas. After all of the
columns are filled, I thank my volunteers and have them sit down. You can reward your volunteers. This all
takes about 10-15 minutes.
You may have to help your volunteers with spelling or you can have the class help instead.

Part 2
Then, I write the word "poem" on the board and explain what it is (in Korean, poem is pronounced "she"). I
break the students up into groups of 4 and have them write a short poem about a season or anything related to a
season. I tell them to be creative, funny, serious, whatever tone they'd like to give to their poem. I rewarded the
group with the best poem. Some of my students didn't like the idea of writing a poem-they thought it would be
too difficult, but after reading some example poems from other classes, they were much more into it. For the
first class you do this lesson with, you will not have example poems but you can write a few simple ones up
yourself. I tell them they can choose from the words on the board. In my lower level classes, I had each group
of 4 write a 4 line poem at the least. which means one line per student. In my upper level classes, I had each
group of 4 write an 8 line poem at the least, which means two lines per student. Depending on how fast your
students work and how long Part 1 takes, you can read the poems at the end of this class period or during the
beginning of the following class period.

Part 1
Continued Lesson One:
Had the entire group come up to the front and read their poem aloud to the class. Often the students did not
understand the pronunciation of their classmates so I would read the poem a second time through. After all the
groups read their poems aloud, I reward the group with the best poem.
This takes about 10 minutes.

Part 2 - Game
Break the class up into teams. Make a scoreboard on the board.
You will need a deck of cards. You spread the deck of cards out on a table.
I also made four envelopes - one for each season. In each envelope, I put in about 15 cards with a word related
to that season (related to previous lesson).

One student comes to the front of the class. From the deck of cards spread out on the table, the student picks
out two cards. The first card represents their season. They pick a word from that season's envelope. The
second card represents their method (Talk in English, Mime, or Draw) in trying to get their team to guess the

Hearts - Summer - Talk in English

Diamonds - Spring - Talk in English
Club - Winter - Mime
Spade - Fall - Draw
(Joker - The two Joker cards did not represent any season. However, if a student picked a Joker, I allowed the
student to explain their card "in Korean.")

I gave each team about 1 minute to guess the word their teammate was trying to explain. The team must answer
in English. If the team guesses the word, the team gets a point. If the team can not guess the word, the other
teams get a chance at guessing. If there is more than one team that knows the answer, those teams can do
"rocks-paper-scissors" to see who can answer. This is a good opportunity to teach the students how to play
"rocks-paper-scissors" in English. At the end of class, the team with the most points is rewarded.


Pierre Minn
Level: 1st Year High school

I adapted this lesson from the one in our Handbook (All, Body Parts). Instead of having the
kids go up and stick labels on another student or a pre-drawn body, they have to draw the
parts themselves. It was also a chance to work on some new vocabulary and pronunciation.

1) Write and explain the following words: knuckle, ankle, freckle, cheek, chin, Wrist,
Adam's apple, eyebrow, eyelashes, elbow. (Next to "elbow," write "8 dream tooth." Your
kids will think you're sooo clever.) They should already know basic terms like eyes, nose,
hand and foot.

2) Pass out cards to the students that have a body part written on each one. If you have a
lot of students, use “right ankle" and "left ankle" etc. Put an R and an L on the board so they
don't get confused.) Explain that they are going to draw one body.
Write "This is the ..." and "These are the ..." on the board. Each student must announce the
body part/s' (using the correct form) and then draw it on the board. The fun of this lesson is
that the parts are drawn in random order, and the body ends up looking Picasso-esque.

3) Call the students up row by row—this saves some time. The most difficult part is to
get them to listen to their classmates.

4) "Simon Says" is a good way to end this lesson. Quiz them on the new vocabulary the
next time you see them. I found that my students remembered the new words fairly

5) If you have time left and you want to reinforce oppressive gender norms, you can
teach the girls make-up terminology.

(Hokey-Pokey and Simon Says)

Courtney McDonough
Level: Co-ed middle school

Objective: To learn body part names, to practice commands, and to get students out of their seats and
to actually have fun while learning English.

Materials: None, other than teaching materials and prizes if you want to give them.

Procedure: This was a lesson that I did in two classes, and although I used them together, they could
be used separately with one as a review of the other.

Class 1:
1. Introduce body parts vocabulary. I used an overhead, and had students repeat names after me
several times until they could pronounce them properly.
2. To practice the names more, I’d have one (outgoing and not easily embarrassed) student come to
the front of the room and point at different body parts, asking the class what they were (careful to
avoid any potentially dangerous areas). It’s good to point out the difference between hip and butt,
because Konglish for butt is hip.
3. Once students have gotten the basic body parts down, move on to learning the Hokey-Pokey song.
It helps to have an overhead of the lyrics, or you can simply write them on the board. Practice
repeating the lines to the song, just speaking them first, and then singing.
4. Act out the motions while singing the song, demonstrating several verses. Students will be
holding their sides with laughter watching you do this, but might be a little reluctant to do it
themselves. If you have trouble getting them to Hokey-Pokey, put them in groups and have a
Hokey-Pokey competition. Award candy, stickers, or praise to the best group or groups.

Class 2:
1. Review body parts, pointing to your own, having the students mimic and repeat you. Add
secondary parts that you may not have taught before, like elbow, eyebrow, fingernail, etc. Ask
students if there are any more parts they want to know.
2. Do a quick review of the Hokey-Pokey, then go over a few commands to play Simon Says (i.e.
touch, point to, stand up, sit down, jump, turn around). Practice a few commands with body parts
(point to your head, touch your toes, etc.) until they can follow what you say.
3. Write the name of the game on the board, as well as an example for playing. Write “Touch your
head” and “Simon says touch your head” on the board, saying the phrases out loud. Then write
NO after “Touch your head” and YES after “Simon says touch your head.” If you have a co-
teacher, have him or her demonstrate what you mean, by not doing anything if you don’t say
“Simon says.” The students will catch on pretty quickly. At first, demonstrate the commands that
you give as you give them. You can trick them by saying “Simon says touch your knees” and
then actually touching your toes, or something like that.
4. Play a few practice rounds with the whole class, and then have a competition. You could break
the class into groups and play with each group, picking a few winners from each group. Then
have a final round, and give prizes to the best students.

Comments: This was one of my best lessons at the middle school. The students really got into it, and
were very well behaved. My class with the most behavior problems was actually the best at this
lesson, I think because they had a constructive way to channel their energy. This lesson probably
wouldn’t work well at the high school level, as they might think it to be silly and immature; even the
third grade middle schoolers weren’t as enthusiastic about it as the other students were (but perhaps
this wouldn’t be the case in a single-sex classroom).


Objectives: To review parts of the body as well as to use body part vocabulary in a practical
application. To introduce verbs such as to feel and to hurt, and the modal auxilary should, as well as
synonyms for bad.

Ability Level: Second or third grade middle school and higher

Application: To introduce the phrase "how do you feel today?" by explaining that it is very similar
to "how are you?". Look for a student who is obviously not feeling well and ask the student how
he/she is feeling. Write the words sick, awful, rotten, and terrible on the board. Choose students at
random and ask them how they are feeling and have them use one the words you have written. Write
the sentence "My _______________ hurts" and have students fill in the sentence. Then write "I have a
_________ache," and explain to students the concept of headache, stomachache, leg ache, toothache
etc. Show them your throat, ask students what it is (many will say neck) and then tell them that the
correct phrase is "I have a sore throat."

Next, pass out the worksheet and review the vocabulary. Begin the dialog. Choose students from the
class to fill in the blanks and read it through several times.

Have students complete the dialog themselves and make sure that each diagnosis matches the cure.
Have two students perform the dialog in front of the class. To add drama, have the student who is the
doctor actually act out what a doctor might do.

Suggestion: Try to find pictures of different ailments for the students and pass them out as well. The
New Oxford Picture Dictionary (Korean/English edition) is one such source.


Attention: I feel terrible (sick, awful, rotten) = I don't feel well
My stomach hurts. I have a stomachache.
My throat hurts. I have a sore throat.

입히다 = to hurt 감 염 = infection 목발 = crutches

두통 = headache 타박상 = bruise 요양하기= rest
위통 = stomachache 발진 = rash 수술 = surgery
목이 아픔 = a sore throat 열 = fever 주사 = shot
의사 = doctor 감기 = cold 의약품 = medicine
환자 = patient 골절 = a broken bone 깁스붕대 = cast

I Feel Terrible

Doctor: Hello. How do you feel today?

Patient: I feel __________________. My _________________ hurts. I have a ____________ache.
Doctor: Let me take a look. Ahh, yes. Now I understand.
Patient: What's wrong, doctor?
Doctor: You have a ___________________. (rash, bruise, broken _______, cold, fever,)
Patient: Oh no! What should I do?
Doctor: You need ___________________________. (to rest, to have surgery, a shot, to take
medicine, a cast, a pair of crutches)
Patient: Thank you doctor. Goodbye.


Level: All

Objectives: To teach how to tell time in English, and to review time vocabulary.

Handout: Time vocabulary. Some key phrases to include/explain.

After the hour mark:

Half past--:30 (thirty)

Quarter past:--:15 (fifteen)
Five after, ten after, etc…/--:05 (oh-five),--:10 (ten), etc…

After the thirty minute mark:

Quarter to:/--45 (forty-five)

Twenty to, ten to, five to, etc…/--:40 (forty), --:50 (fifty), --:55 (fifty-five)

Also: (in the) Morning/Afternoon/Evening.

(at) Night/Midnight/Noon/Sunrise/Dawn/Sunset.

Two digital alarm clocks (optional)


Time bingo. Call out times and have them mark a corresponding clock face on the bingo

Race the Clocks. Call out times, and one team member from each half of the class runs up to
the board and draws a corresponding clock face.

Body Clocks. Have the kids show the time you call out with their arms and legs, and
communicate times you jot down on notecards to their partner.

Make the Clock Ring! Set two clocks for a certain alarm time secretly, then call out that time
to two volunteers from each half of the class. They have to set the clocks at that time and
make the clock ring. Test your clocks first! Some of them ring automatically when you go
past the time.

Time Dating Game! Create a bunch of flashcards that have random times on them. On the
back of the cards, paste pictures of famous Korean and American actors/actresses (depending
on the gender of your students). Have all your students stand. Each student must read a time
to discover the identity of their “date.” It’s even more fun if some of the pictures are teachers
at the school.


To review transportation terms and introduce new ones -and to get the creativity flowing

Colored pens, sheets of paper, tape.

Write transportation on the board and ask what it is. Write the Korean equivalent. Ask for
examples and list them as students call them out. Hold up or draw pictures when students run
out of ideas. Call on Starcraft, animal and sports related modes of transport. Once you've got
enough, have the students repeat the words on the board. Ask questions about the students'
examples: What's the fastest? Slowest? Most expensive to ride? Oldest? Most
comfortable? blah, blah, blah, blah. This took about 15-25 minutes -depending on the
amount of time allotted to crowd control.
Next spilt the kiddies up into groups and have them invent a new mode of transportation by
drawing pictures and labeling things. Have them give it a name. I walked around and helped
them while they were working. They thought of some super funny and creative things: The
Anaconda Bus, The Large Dung Airplane, The Hopping Kangaroo Taxi, space trains, time
machines and so on. It took them the remainder of the class to work on their masterpieces.
At the beginning of the next class, I put all the pictures on the board and then randomly called
a group member to stand up and answer questions about it. (Is it fast or slow? How many
Km/Hr? Where can you find it? etc… )
Anyway, this worked really well. The boys really got into it and were surprisingly eager to
explain to me what they'd drawn. I suspect that maybe this lesson wouldn't be as successful
with girls -but you never know. Good luck.



Amy Davis
Level: Sarigsan Boys' High School, Club Class

Materials: Dice, 2 Worksheets, Candy

1. Divide the students into 2 or 3 teams.
2. Choose an idiom, such as "Rise and Shine" and put the corresponding number of blanks on
the board (Hangman style).
3. Team 1 goes first. They roll the die, and then guess a letter that they think is in the puzzle.
Then they get (# on the die) x (the number of times that letter appears in the puzzle). For
instance, if Team 1 rolls a 5 and then says "E" they get 5 x 2 = 10 points because E appears
two times in "Rise and Shine." Then it is Team 2's turn.
4. I gave candy to the team who solved the puzzle after each round, and then chocolate to the
"Big" winners at the end who had the most points.
5. After we played about 4 rounds, I passed out the worksheet (American English) as review.
(You probably won't be able to finish all 6 idioms during Wheel of Fortune, but the students
should be able to figure out the remaining ones from the definitions.)
6. Then I passed out the second worksheet explaining the idiom "Kick the bucket" and went
over the answers.

Note: During the game, you can give one die to each team, but I just used one because I
figured the boys would be rolling it and annoying me when it wasn't their turn.


Rise and Shine = Wake up

Are you nuts?! – Are you crazy?
Sweet dreams = Good night
Tie the knot = Get married
Kick the bucket = Die
Spill the beans = Tell a secret

Directions: Fill in the blanks with one of the sayings above.

1) I can’t believe you’re goin skydiving! .

2) The old man finally . He was 101 years old.
3) I’m going to hit the hay now too.
4) I was planning a surprise party for my mother, but my little sister and told
her about the party.
5) The sweethearts are going to this summer, and they’re inviting
all of their family and friends to the wedding.
6) My mom said, “ .” It’s time to get up for school.


To engage students in an interesting variation of the final review, to create student-to-student
guided communication.

An extra teacher, one or two basketball hoops, two small balls to go into the basket(s).

Most school kids are absolutely crazy over basketball, boys especially. This game gets them
to communicate with each other in English in order to score.

Divide the class into teams and let them choose team names. If classes are large (45-50 min),
you can make four teams, two teams play against each other in and one teacher is referee for
each pair of teams.

Give the ball to the pair in the rear of the classroom (flip a coin or do Korean “kowi-bowie-
To see who goes first). Classrooms are usually set up in pairs of student desks, so this should
be easy. The student must ask a question of his partner. If the answer is meaningful, the ball
is passed forward to the next pair of students and the shot is worth one point. If the final pair
successfully answers their question, one of them can take a shot. The shot is worth as many
questions as they got right.

Example: If everyone on team I got their questions right, their shot is worth 8 points (if they
make it). If you have one hoop, move the basket to whichever team is shooting.

If the response is not a meaningful answer to the question, the ball gets passed to the opposite
team at that point in the line. Example: Student #5 on team one makes a mistake, Student
#5 on team 2 gets the ball. If he and each member ahead of him gets their question right, then
their shot is worth four points.

This game can be adjusted for students of any level. Maturity might be a limiting factor. To
help them out, you can write sample questions on the board.

What did you do yesterday?

What do you do everyday?
What are you doing now?
What will you do tomorrow?

All students had to give answers different from their teammates had given in that round, so
this made them listen to each other. If an answer was repeated, the ball went to the other
team. Different patterns could be chosen for different levels of students. If some classes are
more talented, you can get more picky in what makes an acceptable response. You can be
fairly lenient in the beginning and then crack down once they get the hang of it.


Baseball. Divide the class into the Chonju Raiders and the Chonju Tigers, or whatever teams
please your kids the most. Draw a baseball diamond and a scoreboard on the blackboard
(doesn’t have to be fancy). Explain the rules of the game: a person from one team goes up to

the front and chooses a question. First pile, single run. Second pile, double run. Third pile,
home run… If the student cannot answer the question, OUT. After three outs, the other team
has its turn. Keep score on the board. At the end of this period, the team that wins gets a
round of applause or prizes. Material: Three piles of questions (easy, moderate, difficult)
with questions on them.

Volley Questions: Play like volleyball, with a ball and a string between the two halves of the
room. In which the students must ask a question and whoever bumps the other side must
answer it.

This lesson is designed for middle school boys. It works best for boys in general.

The kids can go absolutely bonkers on the basketball game and so when noise gets to be a
problem for students understanding each other, give the other team a point. The competitive
spirit really keeps them in line. For classes over 30, a second teacher is a must.

Middle school boys have no lack of imagination, but they are often too lazy to use it. For
example, half way into one game, every answer used the word play. They played every sport
and musical instrument under the sun. That was good for a few chuckles, but then I ruled out
that verb (if they used it, the ball would go to the opposite team). Then they got busy.

Some boys will bully others into giving certain answers, and often they will be wrong. Or
you can get really picky and make a big show of giving the ball to the other team, thereby
undermining the other bully’s authority.


Amy Marshall (95-96 ETA)

I was dying to do Lee Martin’s basketball lesson-hoping to get the promised unadulterated
affection from my little monsters. Yet, I never had an available or willing co-teacher to
control the other half of the classroom. So, I decided to try my hand at a sports lesson.
While trying to practice the present progressive, my boys feigned coolness when I tried to do
charades. So, I mixed the reward of B-ball with the embarrassment of charades!

To have fun and review questions or whatever other particle of grammar you wish to review.

Materials: One basketball hoop, one basketball, prepared sentences or actions.

Divide the students into two teams and ask them to assign themselves team names. Elect two
captains and have them come and sit in front of the room. The captains are made responsible
for selecting the students who have to do the charade and eventually they have the glory of
shooting the basket.

A student comes up and picks an action card, such as “drinking soju”, “watching kung-fu
movies”, “playing video games at the orakshil” “singing at the noraebang.” I also mixed in
some personalities to add to the fun, such as Madonna, Tom Cruise, adjuma, housewife.

The student must ask his team, “What am I?” “What am I doing?” the students must answer
in question form, “Are you Sophie Marceau?” “Are you drinking cola?” If the team gets the
answer in the specified amount of time then the team gets one point and the student who did
the charade gets to go to the foul line.

I made the game more interesting and let the students put down both the three point and a two
point foul line-so student and team can choose which to go for. (Make sure you have line
judges to watch their feet. One class almost went to blows over it. And besides, the line
judges, think they are really cool…) If the student gets the basket, they get the point, whether
two or three. Alternate turns and be sure to give fair ups.

(An adaptation of ‘Basketball’)

"Basketball" variation

1) Using the opposites word search from our lesson manual, create two teams.
2) Place desks far enough apart so that they can't peek at each other and close enough so
that you can look at both teams.
3) Have one member from each team sit at the desk with the word search facing down.
A single round begins with the teacher saying "ready, set.............go!" and as soon as
one team member finds ONE word, say "STOP!" Have them turn the paper over
again. They must then say the opposite of the word found. If correct, they get one
shot at the basketball hoop.


You can do this with a real hoop, but that’s not always feasible. I made a hoop out of a coat
hangers and made it so that it can hang over the edge of a desk (basic shape is that of a 6 inch
diameter "o" loop and a "u" loop that can be bent perpendicular to the "o" loop. Bend the top
half of the "u" loop parallel with the "o" loop (from the side it should look like a stairway-
style zigzag). Get something semi-heavy to hold the loop in place. Place the 2 pt. shooting
line about two or three feet beyond what the tallest student can reach while standing behind
the line. Create a 3 pt. line a couple of feet beyond the 2 pt line, to create some interesting
competition/gambling for the harder shot. In this case, the ball I used was a paper ball. Try it
out yourself. I found a full sheet a little big and a slightly more difficult shot than a HALF


Fiona Duncanson (ETA 2000-2001)

This lesson is harder and I used it with my 3rd grade, but as with everything it could be

1. Divide the class into teams--free choice, we all know how it works best for our classes. I
used the 4 rows as teams and then numbered the people in the teams. Students make team

2. I did a demonstration of how password is played--remember the game? You have a secret
word to describe but can only give one word clues.

2) Only 1 word clues
3) NO GESTURES OR BODY LANGUAGE--this is cheating

If you are sitting do not say the word if you know. All cheating is minus points. I like to take
away 2 because it usually changes who is winning.

3. Two teams at a time, two people from each team come to the front. (This is 4 at a time and
I wouldn't do more than that.) The team members stand opposite their partners, one is the
giver and one the guesser.

4. Show the giver a word and they take it in turns to give, guess, give, guess between the
teams. The first to guess gets the points.

5. Next two teams.

My students loved this and at the end of class I had several requests to play again next week.
I used words that are simple: tree, Titanic, sunglasses, fan, water, etc. and you can throw in
some that are in the unit's vocabulary from the "regular" teacher too.


Joanne Lee (ETA 2000-2001)

Level: Daeje Boys Middle School

These are a couple of ideas that worked fairly well for my club classes. I’m sure with enough
material and time, they could be used for regular classes as well.

Objective: To review previous lessons and vocabulary while introducing board games and
new phrases like “draw a card,” “skip/lose a turn,” “roll the dice,” etc…

Materials: Color poster board or large sheets of construction paper (one for each team)
Regular color construction paper for the question cards
Lots of crayons or markers
Scrap paper
Sample board game

1. Greetings, attendance and review
2. Introduce board games by asking questions about board games (“Have you ever
played Monopoly, Scrabble, Bingo, Yoot-noh-dee?”) or by showing them an
example. Most will answer “yes.”
3. Next ask students to identify all the things that are needed to play a board game
(dice, board, players, playing pieces, cards, etc). *note: Most of my students
only knew the Korean words so this is also where I introduced new vocabulary
and phrases.
4. Then explain that over the next few days (it took my kids about three 45 minute
classes to finish everything) they will be breaking up into teams (3-4 people)
and creating their own board games. They will need to think of a name, a board
shape, rules, pieces, and question cards. Students may need a lot of help here so
make sure they have their dictionaries handy.
5. Let the creative juices flow.

I had my class follow this schedule:

Day One: After the introduction, students break up into groups and brainstorm ideas, decide
on a names for their game and plan their board.
Day Two: Students write up their rules, make pieces and question cards (I had every group
make up 20 question cards and implement them in their game. The questions all came from
previous lessons. Most students made special blocks so that when a player landed on the
space they would have to answer the question before moving on or suffer some consequence,
i.e. lose a turn, go back 5 spaces.).
Day Three: Students were given large pieces of construction paper to design their boards on.
Tell students that this is their last class to finish everything so use their time wisely.
Day Four: Students set up their games and then they are allowed to go around the room and
play the other students’ board games. You may want to give prizes out for the best game or
for the winners of each individual game.

Some of the end results were quite intricate and colorful. Overall, it was a fun project for
both me and my students. Hope you find it the same!


Julia Lee (ETA 2000-2001)

Level: High School (can be adapted for almost any level).

I’m sure many of you have played this game, but maybe not in an academic setting.

Materials: None

Part 1
It's very simple. I wrote two truths and one lie about myself on the board and say them as
well. I would take a vote (raising hands) to see which of the three sentences the students
thought were my lie. I did a few sets of these. The students enjoyed trying to guess which
one was my lie, especially because I wrote some really random things on the board (ex. I am
ambidextrous – lie; I can do Michael Jackson’s moonwalk very well– lie; When I was in
elementary school, I had short curly permed hair – true). In those classes where I had a co-
teacher present, I got my co-teacher involved (if he/she wanted to) by having them tell two
truths and a lie about themselves. I rewarded those students who got all my sets of two truths
and a lie correct. This takes about 10-15 minutes...depending on how many sets you do about

Part 2
Then I give the students about 10 minutes to do the same about themselves… I give them
examples of what to write and examples of what they should not write, such as “I have two
eyes, a nose, and a tail.” OR “I am a boy, I am a girl, I am human.” OR “I am beautiful, I am
smart, I am ugly.” During the last 10-15 minutes, I have the students present their sentences
to the class. I take a vote each time. If a student tricks the class, he/she receives a reward.
Some of my students got really into this and wrote many sets of truths and lies. Since your
sentences will serve as an example for the students, try to keep all your sentences visible on
the board.

Have fun!


Sue Suh (1996-1997 ETA)

Level: All

Hey, boys and girls-remember this one from our school kid days? Whenever you and your
friends were bored, you might have taken a piece of paper and written at the top:


The letters MASH stand for “Mansion, Apartment, Shack, House,” then you would proceed
to ask one person to name 4 things in each of any number of random categories. For

a) Who are your four favorite boys/girls (choose opposite sex)?

b) What are your four favorite cars?
c) Where are the four places you want to live?
d) What are the four jobs you might want to have?

After going through all the crazy categories you can think of, you’d assign your victim a
certain number (this number can be arrived by many means). For example, if the number is
“7”, you would then cross off every 7th item on the page until one remains in a category.
Those remaining items are then added together to form a prediction of your future life.

I modified this game to be used in the classroom by choosing 15 questions (numbering 1

through 15) and writing each on an index card. Then…

1) Ask, “Who is the most handsome student in this room?” Or depending on the class
personality, “Who is the class comedian/bad boy/tough guy/ etc…?”
2) Bring the chosen one up to the front of the room.
3) Announce that “today we are going to tell so-and-so’s FORTUNE [ie. Talk about his
future life]!” Write the letters MASH top-and-center on the board, and explain what
each letter is for underneath. Explain that the whole class needs to help Sue-the –
Genie foresee Handsome Boy’s future! Then pass out the index cards to 15
4) “Who has question #1?” wonders the genie. Volunteer with Question 1 stands up and
addresses Handsome Boy with “Who are your four favorite girls?” (This guarantees
hoots and hollers) Repeat this with the other questions, throwing in your own creative
reactions and humor when the mood strikes (which it will early and often).
5) At the end of the interrogation, have Handsome Boy choose a number. (I told them to
pick one between 5 and 15). Popular pick:13.
6) Again, while sprouting color commentary, cross off every 13th item on the board until
one item remains in each category. This gets pretty funny, especially if you
encourage other student’s reactions.
7) With a flourish worthy of a drum roll, declare Handsome Boy’s FORTUNE in life! If
you wish, award the now mortified student a small prize for his effort.

I’m being pretty corny in my description of how to conduct the lesson, but one thing we’ve
definitely all learned is that the more energetic your own attitude in the classroom, the greater
the response you will inevitably receive from the students. I promise. Also, for younger
classes, as little as four questions may be all that is needed for the entire period.


Mindy Peden (1996-1997 ETA)

Level: Middle School

Purpose: The purpose of this lesson can be anything…In my case, I used it primarily as review
towards the end of the semester. I met with the same success in all classes, although I had to make
separate games for each of them. One note: THIS LESSON REQUIRES A LOT OF PREPARATION

I suggest groups of 4-5-6. My classes are generally 52-55, so I made 11-12 sets of cards. Each set
should include an even number of cards (20 seems good because they can all fit on one desk). Using
colored cardboard I cut cards of about 2 inches by an inch and a half. Each set should consist of a
single color, although inevitably some sets will have the same color. It really doesn’t matter to me.

There are a bazillion variations to this game, but what I did was make each set of cards different. For
example, one set would have vocabulary in English and its Korean meaning, another would have the
months and their Korean meaning, another, colors and their names, another would have questions and
answers, another beginning and endings of sentences. In all cases, it was important to put myself in
the students shoes when I made them…what types of things would be confusing, etc…I found that
making some sets REALLY easy, most medium and some REALLY hard was useful and the kids
loved changing sets after 10 minutes or 2 rounds of the game.

Each set was put into an envelope, along with an index card that explained what the matches in that
set were about, with a few examples. I gave a number to each deck so that I could keep track of
random missing cards, etc…

The in-class procedure was pretty simple. I told them from the get go that today would be VERY fun
and that it would be review. I asked for 2 volunteers. I made a little mini “memory game board” with
a magnet on the back. I labeled it DESK so that they would know that that was their playing space. I
had 6 index cards with magic marker on them ( to resemble the colored cardboard of the actual sets).
I asked student 1 to pick and then another and then asked the class if those two cards were the same.
Usually the whole class understood the game at this point, except the two souls playing in front of the
class (I still can’t figure that one out!!) They go until someone gets a match (example, the color
black, with the word black, etc…) and then that person goes again. So on until all cards are gone and
a winner is declared. Like I said, they usually understood the concept of the game fairly quickly. To
help them I drew 20 cards on the board and had them in nice neat rows of 5 so that the kids who were
only pretending to understand could at least set up the game. Then I walked around and made sure
that they were putting the cards FACE DOWN instead of face up on the desk.

At this point the lesson was pretty much in their hands. Many kids thought they were putting one
over on me by playing Hwatoo instead, but the fact is that they’re still making the matches so I don’t
care, usually. I just made sure that the groups were playing enough times that everyone in the group
understood the concepts on the cards and then facilitated their switching sets. Occasionally I played
with a group of students (only to look up and see a teacher’s nightmare of a classroom in total
anarchy). Yes, I let them hit the winners of the games and I didn’t ask them to speak any English
necessarily during this activity. However, they spoke more English and more freely during this lesson
than they did during any other lesson. I also got a lot of random questions and fun conversations…
some kids would sit out one game just to talk to me…again, they thought they were putting one over
one me!

Despite the hefty amount of preparation for this lesson, I found it was a good review, MOST kids
spoke MOSTLY English and I had lots of time to walk around and give individual help. The students
always request the game and I’ve yet to play it again, although I plan to again around the middle of
the semester. I may ask them to make out their own sets to use during self-study and homeroom. My
only fear is that they will start betting with it and then teachers will get angry.


Level: All Levels (if adapted for difficulty)

To build creativity and familiarize your students with parts of speech and grammar.


When 1) was only 2) years old, he went out on his first

date. One day he called up a girl from the neighborhood and said, "Hello. Would you
like 3) with me tomorrow night?” She said, “Sure! The next evening, he
came to the girls’ house. She was about 4) centimeters tall and had 5)
hair and 6) eyes. She was wearing a 7) . He thought
he was very pretty, as pretty as 8) . First they went to a restaurant and had
9) with 10) . Then they went to a night club.
They danced to his favorite song, 11) . Dancing with her was almost as
much fun as 12) . At the end of the evening they went back to her house
together. He walked her to the door and gave her a 13) .

Students take out a notebook and write down a response for each of these as you call them
out. This is better than writing them all on the board and asking them to reply on their own,
as they need the pacing. Give examples as you go through the prompts.

(1) The name of someone in the room.

(2) An age (a positive number between 0 and 100)
(3) Something you like to do (infinitive form: to chew gum)
(4) A real, positive number (tell them not to give you pi or radical 2)
(5) A color
(6) Another color
(7) A piece of clothing (something you wear)
(8) A beautiful movie star/singer/famous person
(9) A food
(10) A beverage (something to drink)
(11) A song
(12) Something else you like doing (gerund form: dancing)
(13) Something you can hold in your hands.

When students appear to be finished, pass out handouts and let the Mad Lib magic do its
work. Once the laughter subsides, ask students to share their funny stories with the rest of the

Change the genders of the pronouns if you have a girls’ class.


Teresa Krebs
Level: Boys High School

Those little psychology tests that you play with your friends which are supposed to reveal
your true feelings. There are a lot of them, but I'll just give you the one that I used.

The "test" that I gave did not take the whole period, so I started off with a warm-up game of
Pictionary. You can do anything to kill about 15 minutes--pictionary, hangman, whatever.
After the game I told them that the fun was over and Wrote TEST on the board and told them
to take out a piece of paper. They get really upset about this, which is amusing to me. I told
them that they were taking a psychology test and wrote "psychology" on the board. I asked
for a definition of psychology. Surprisingly, a lot of students gave me answers. After that I
gave the test. I did it in steps so I wouldn't confuse them. Step 1: I wrote these animals on
the board: cow, horse, monkey, sheep, tiger. I asked the students to write these on their
papers in the order that they liked them and did an example. "The tiger is my favorite, so I
write it first. Next, I like the horse, so I write it second, etc.", putting them in order on the
board. Step 2: I wrote these words on the board: dog, cat, coffee, ocean, rat I asked the
students to write them on their papers and write one adjective for each word. I told them not
to think too hard about their answers, just to write the first thing they thought of. Step 3: I
wrote these colors on the board and asked students to write them on their papers: white, red,
green, yellow, orange. I told the students to write the name of the first person that they
thought of when they thought of each color.

When everyone was finished I revealed the meanings of each item. I asked for students'
responses before giving the meanings because I think they were more willing to give answers
before knowing what each item was supposed to mean.

Each animal represents something. The order they are in is the order of the importance of
each thing in your life: cow-career horse-family monkey-money sheep-love tiger-pride.

For part two each adjective describes how you feel about the following things:
dog—yourself, cat--your girlfriend/boyfriend, coffee--love (originally sex, but I’ve have to
change it) ocean--your life, rat--your- enemy

This is how you feel about people that you wrote for each color:
white--a true friend, red--someone you real]y; love, green--someone who you’ll never forget,
yellow--someone who will never forget you, orange--your soul mate.

I think this is right. I kind of forget, but I don't think it really matters. My students really
liked this. I hope yours do.


Level: All

To increase listening comprehension; to practice answering questions; to encourage

Oodles of prepared questions divided into categories (like on Jeopardy). Here are some of
the categories and sample questions.

Vacation: What did you eat?

Where did you go?
Who did you meet?

Biggest: Where is the biggest mountain in the world?

What is the second largest state in the US?
What is the largest mountain in South Korea?

Teacher: How tall is Mr. Martin?

When is his birthday?

Sports: How tall is an NBA basket?

What team is the NBA champion now?
Where (in what city) was the 1994 World Cup?

Spelling: Valentine, flower, chocolate

Though some of these questions seem unfairly obscure, they all were either common
knowledge for middle school boys or had been mentioned more than once in class.

Group students into four teams and have them think of names for their teams. While they
argue, draw a Jeopardy grid on the board with numbers from one to eight under each

“Volunteer” one student in the back of each team to be the captain. All answers have to be
through the captain. This can be a student who hides in the back and does as little work as
possible. The students must calm down enough to hear you say “where” instead of “what”
and other sorts of small but important question information. Insist on complete sentences for
advanced classes, but cut the beginner students some slack, as the captains are almost too
nervous to mumble single words. Often, the captain seemed to feel good that they could
speak for their entire team in English. Most teams will congratulate their captains for good
effort. At the end, give small prizes to the winning team.

If you are like most Americans our age, you have seen your share of American game shows.
Koreans have a lot of their own, and if you understand those, you can try to convert them to
something appropriate to English class. You can adapt most any game show to the
classroom. Try your own hand at the Family Feud, Concentration, $25,000 Pyramid, The
Price is Right, Let’s Make a Deal, The Newlywed Game (having desk partners answer

questions about one another), Jeopardy, Wheel of Fortune (Hangman), Scrabble, Joker’s
Wild, Tic-Tac-Toe, Password, etc.

If a team gets too noisy or rowdy, simply give the three other teams points. The competitive
spirit keeps them manageable.

Some students may use their dictionaries. Let them, because usually there is someone who
can remember or figure out the answer before the “cheaters” could flip enough pages. The
team which got the answer right could choose the next question and whichever captain raised
his hand first could give an answer.

A few times, one team would break away with a 20-30 point lead. In those cases, to keep the
game competitive, give the other teams temporary multipliers of 2,3 or even 5 times for a
correct answer (i.e. their answers would be worth 2-5 times the normal amount). This keeps
them reasonably interested (in one instance, one team gets 40 points and then sat down,
thinking it was all over, the final score ended up 50-48 in their favor, but the multipliers kept
them from getting too complacent).

The teams may cry “Captain changee! Captain changee!” Tell them they can help the
captain as much as they wanted, but all the answers had to be given through him.


Mark Engstrom (ETA 1995-1996)

This is a modified form of Lee Martin’s idea of doing a Jeopardy-type game in class. This
worked extremely well for the last week of class, when the students and I were both tired.
These questions were good for 2nd year high school boys, but I am sure they could be
modified for girls (i.e. scratching the NBA category), or for younger classes.

I started class by putting a prize on the top half of the chalk board, split them into 4 teams and
told each team they need a captain and they need a team name. Then I drew a diagram with
the points vertically on the left hand side and the categories horizontally on top (making a
grid on the majority of the board). Make sure you leave space for the scores to be tallied.
Have the students do “ki-bo-dok” to see who goes first and you’re off and running. Cross out
the boxes as the students choose the categories and only let the team captain yell out the
answers, or else it gets really noisy.

Some of the 500 point questions may seem hard, but I was quite surprised at how many kids
knew the answers-and after all, they are 500 point questions!
1) For the 5000 point Music question I told them, “Tell me the name of this song in
English.“ Then I hummed the tune (any tune will do if you know the name of it in
English) and watched them all scramble to translate the name into English.

2) For the spelling section I would have each team select the best speller and have them
come to the board. Then I would yell out the word (or phrase) and the first one to
spell it correctly wins. Obviously you will want to change the 300 and 400 point

3) For the “What is it?” category I would stand in clear view of everyone and then point
to something.

4) Nine categories generally took about 50 minutes to run through.

Two other categories I used were Mr. Mark, and 2nd Year Teacher’s Room (who is the best at
pool, who has two daughters, etc…). They really enjoyed the questions about their teachers.
While this lesson does not emphasize speaking much, it can work wonders on listening, If
the games get competitive, like most of them do, it is rewarding to see those students who
aren’t usually interested in your class, listening intently to your every word. Hope this works
for ya!


The NBA South Movie History Music Spelling America What is

World Korean Stars it?
100 What What What Who is In 1492, Who Address Who Sock
country team is island the star who sings came
is Mt. in are of sailed to Black or before
Everest Vancou Korea Apollo America White, presiden
in? ver? and 13? ? Billie t
Japan Jean and Clinton?
Nepal Grizzlie fighting Columb Thriller?
s over? Tom us M.J. Bush
Tok-Do Hanks

200 What What What is Who is What Who Valentin What Pocket
country team the the star Chinese sings, e state is
is does Pat largest of Scent leader “Everyt the
between Riley city in of a took his hing I largest
Portugal coach Korea? Woman people do, I do in size?
and for? ? to for
France? Miami Incheon Taiwan you?” Alaska
Spain Heat Al in 1949?
Pacino Chiang- Bryan
Kai- Adams
300 What Name How tall Who is What Who Engstro Who Button
city is the two is one of country sings, m was the
the teams in Hallasan the stars did “All Out first
capital Los ? in Pulp Mussoli of presiden
of India? Angeles. 1950M Fiction? ni come Love,” t?
New Lakers from? “Here I
Delhi and Bruce am” and George
Clippers Willis or Italy “Chance Washing
John ” ton
400 What Where What Name Who is What Sogwipo What Fingerna
country did Shaq province the the group High city is il
is the go to is Sorak- movie Korean did Sa- School the
largest Universi san in? where philopso tai-ji capital?
in size? ty? Gene her on start
Russia Lousian Kangwo Hackma the taking Washing
a n-do n and “Man their ton, DC
State Denzel Won” music
Washing bill? from?
ton are
in a Sejong Cypress
submari Hill
500 There Which What Who Where Hum a National How Shoelace
are 4 team did does was the were the Song Basketb many
member Dennis DMZ first first and have all states
s of the Rodman stand James olympic them tell Associat were
UK. win the for? Bond? s held? you the ion there in
England Nat’l Sean title. 1776?
Ireland Champo Demilita Connery Greece
Wales inship rized 13
and with? Zone
what? Pistons


Kerri Spindler-Ranta (2002-2003 ETA)

Objective: Good lesson for after exams, very easy and fun.

Materials: Trivia Questions

Directions: Put the students in teams of three, one student is the buzzer, one student is the scorekeeper, and one
student is the person who buzzes in and answers the questions. Have three teams at a time ready to answer the
questions. Ask the questions. The student who buzzes in has to hit the student who is the buzzer on the head
(lightly) and the student who is the buzzer makes a buzzing sound, then the answering student answers the
question. The student who keeps score must do so in English. Assign points to each question and the group with
the most points at the end wins.


1. What are the three major holidays in December in the US?

2. What number comes after ten?
3. How many states are there in the US?
4. How do you spell Neungju?
5. What are the two main political parties in the US?

6. What is your American name?

7. Where is the White House Located?
8. Who wrote Romeo and Juliet?
9. What US Holiday is celebrated October 31st?
10.Who sings Nah-Poon Nam-Ja (bad man)? (bee)

11. What holiday do Americans celebrate on July fourth?

12. Name one of the English Teachers at Neungju?
13. What is the name of Santa’s Reindeer that has a red nose?
14. What did you eat for breakfast this morning?
15. What is happening this Thursday in Korea?

16. Name one difference between high school in the US and high school in Korea?
17. Name an American Television Show?
18. What is your favorite color?
19. What is North Korea’s national flower?
20. Where can you buy a Big Mac?

21. What new movie does Eminem star in?

22. What is the weather like today?
23. How many students are in the first grade at Neungju?
24. What baseball team does Park Chan Ho play for?
25. Translate “Pap Mogasayo?” into English?

26. Name an American Pop Star?

27. What does the Konglish word “hand-phone” mean in English?
28. What is the date today?
29. What state is George Bush from?
30. How many zeroes are there in 1,000,000?

31. How do you spell my name?

32. Say the entire American alphabet.
33. What did you do during the weekend?
34. What do Americans eat on Thanksgiving?
35. Translate “Kisuksa” into English.

36. How many states were there in the US in 1776?

37. What does the Konglish word notebook mean in English?
38. When will you become 3rd year students?


Teresa Krebs
Level: Boys’ High School

(Maybe you’ve played this at home).
It's pretty simple to play and I've found a way to make it last the whole period. I've mastered
the art of dragging things out. After the whole greetings process I had my students make
groups of 4. That's usually 10 groups. Each group had to pick a name, which I wrote on the
board (this is what takes a little time. Hee-hee). I told them that we were playing a game
called Scattegories, and wrote it on the board. I gave each team one sheet, which I have
attached. The best way to give directions is just to do an example on the board. I used
numbers 1-4 of game #1 for an example. For each game a student chooses a letter from a
bag. I used scrabble letters because they already have point values for each letter. If you
don't have them you can easily write some letters down and throw them in a bag. The more
difficult the letter, the higher the point value. I used the letter "W" for my example,
explaining that every word in game #1 must start with the letter "W". I asked for answers for
the example. An American food: watermelon, An American City: Washington, D.C., An
American name: William, a color: white. I realize that watermelon is not strictly an American
food, but I don't know if they would understand "Whopper". They get it real quick. It
depended on how difficult the letter was when I determined how much time to give them for
each game. After each game have the groups tell you how many points they got. Each word
x’s the point value for the letter. I wrote their scores on the board next to their group name,
giving them a 20 point bonus for getting all 10. This takes a while too. Yeah! I picked one or
two groups (usually the ones with the most points) to read their words. Some words were
questionable so I asked the class if we should accept them or not. Sometimes they came up
with some really funny or imaginative answers. I had winners for each game and an overall
winner of all games. Of course, I had to have candy for all the winners. You can drag this out
or use it for only part of the period. I'm sure it could use some improvement, but I hope it
helps. Good luck!


Game 1 Letter .

1) An American food .
2) An American city .
3) An American name .
4) A color .
5) Something in the room .
6) A sport .
7) An American TV show .
8) An American state .
9) An American actress .
Score: .

Game 2 Letter .

1) An American music group/singer .

2) An emotion .
3) A teacher at this high school .
4) A student in this class .
5) A Korean or American holiday .
6) A Disney character .
7) An American athlete .
8) A mode of transportation .
9) An article of clothing .
10) A school subject .
Score .

Game 3 Letter .

1) A month .
2) An occupation .
3) A family member .
4) A fruit .
5) An animal .
6) A drink .
7) A verb .
8) An American song .
9) A country .
10) An American sports team .

Score .


Sara Ryung Clemente

Level: Sangsan Boy’s High School

With the weather (and the sub-zero classrooms) finally warming up, I've been anxious to get
the kids outside to enjoy the sun. Sangsan has a nice campus for a scavenger hunt because it's
really beautifully landscaped and fairly self-contained, but you can undoubtedly revise the list
and the ground rules according to the environs of your school.

scavenger hunt list, prizes (optional: small bags, group sign up sheet, master checklist to keep

I) Greeting and date.

2) Tell students that they will be outside today. Write "Scavenger Hunt" on the board
then go over the idea of hunting and finding and scavenging. Explain some of the possible
things that they might have to find (see sample list below).

3) Tell them they will need to take a pencil (and a pen, if they want). At least one person
in the group needs to have a watch (designate this person the official time keeper for the
group). .

4) Give them some ground rules: (i.e., be back by the assigned time; do not exit the
gate/leave the Sangsan campus; do not disturb the other classes). If any of rules are broken,
the team will lose (+/-five) points. Tell them they DON'T have to find things in order. You
might want to have four lists with the same questions but written in different orders to make
sure your kids are spread out.

5) Break them into groups (3-4 students).

6) F or a two hour class: Give them a list of things to "find"/"find out" and a small bag
for their "found" objects. Go over the list briefly; let the kids know where you'll be so they
can come to you if they have questions. Give them an hour to search for stuff. Reconvene at
designated time and place. Check over the quantitative answers (the ones that they might
cheat on by using other groups' answers). Then have each group present their other findings.
Keep score: award prizes to the group that "found" the most.


F or an hour long class: Give each group a list of things to "find"/"find out" and a small bag
for their "found" objects. Have each group write down their names to sign for
their sheet. Give them the remainder of the time to search--however, after they find each
answer or object, they should report back to you (sit in a central location outside). This way
you can keep a running score--and keep tabs on what groups are working and which ones are
slacking. If any group goes AWOL, you have their names for next week. Award prizes next
week. Maybe award a special prize to the highest point group among all the classes.


Hello Hunters!
It is your mission to go out in pairs and find as many things on this list as possible. The
first pair to finish wins! Remember you must stay on the campus and you may not
disturb any other classes. Please be quiet through the hall and polite when talking to
teachers. You must meet at the flagpole at 2: 40PM. Happy hunting!

Things to Find:

*Find the longest blade of grass.

*Find a small rock.

*How many steps do the stairs to the playing field have?

*How many basketball hoops does the school have?

*How many steps wide is the field?

*What color is Ms. Suh’s sweater today?

*Have a teacher who is single sign below.

*What is the name of Daeje’s founder?

*What color are the 3rd year student’s name tags?

*Who is the youngest student in our EC class? When is his birthday?


Level: Middle School (Maybe first year high school)

Good to play when you have a club class or breaks in between formal lessons.

Write numbers 1-25 in the board. After each number, write an ending such as: s, es, est. For

1) e 2) es 3) est 4) ed 5) ing 6) er
7) or 8) re 9) ness 10) y 11) ly 12) a
13) l 14) o 15) u 16) ment 17) tion 18) ry
19) al 20) le 21) ar 22) te 23) ys 24) able
25) ies

Have students work in groups. I divided my students into eight groups based on their seating.
Students may use a dictionary, it is up to you. Students may figure out a word that ends in
one of the endings listed.

For example, group one has the first ending “e”. They decide to write “one”. That means
that they get only 2 points. If they choose a word such as “everyone,” they would receive 7
points. Points are based on the length of your answer.

The kids love it. It takes about 30 minutes. To finish the game, but you can drag it out if
needed. It’s easier to work in different colored chalk to represent the different teams.

This game is flexible so anything goes. For my younger students, I used the alphabet letters
instead of endings because my students were just starting English. I had positive results with
every type of game I played.


Jill Pfenning (1999-2000 ETA)

Level: Regular Class: Girls' Vocational High School Storytelling

I used KOTING to laminate a bunch of pictures that had interesting stuff going on in them
(Premiere magazine is a good source). I needed about 14 pictures since I wanted students to
work in groups of 4, and classes are usually 45-50 students. I introduced the idea of stories by
playing a game of "telephone" with a story written out, line by line, on note cards. Each row
of students had to pass the line forward, and the last person had to say what they thought it
said. Next I had them write down the questions that they were required to answer:
1. WHO are they?
2. WHA T are they doing?
3. WHERE are they?
4. WHEN is this happening? (time of day/month/season/year?)
5. WHY is this happening?
In groups of 4 (with one recorder and one presenter) they had to answer the questions in
detail. This takes about a class, and the next class you can have them present the stories to the
rest of the class (with the picture on the overhead projector if you have it). Some kids had
some interesting, if strange, stories. You can make it harder by not giving them such specific
questions, but my students’ English is pretty basic.


Darcy Dapra
Level: Can be adapted for all levels.

To practice descriptions using animals (which actually can be useful in describing some
people); to learn and engage in new vocabulary; and to encourage student creativity and
successful group work.

White computer paper or larger poster-sized paper, sets of colored pencils.

1) Introduce the word "brainstorm' if you haven't done so already; tell the students that
they are going to brainstorm about animals. Have them tell you which animals they
know and write them on the board. Then ask students to tell you where those animals
live, and what they eat. Also brainstorm parts of animals (fur, talons. scales, claws,
etc.). Draw many pictures.
2) Explain to students that they will create new, imaginary animals, in groups of four,
that they will
eventually present to the class.
3) Draw an example animal on the board, and label its parts. (This allows the teacher to
become very creative and get a few muffled "hee hees" from her students; I drew an
animal that was part turtle, had wings, eagle's talons, and rabbit ears).
4) Explain the format they should use, including how to label the animal. Tell them to
draw the animal on the front of their white paper, and answer the following questions
on the back:
1) Where does your animal live? 2) What does your animal eat? 3) What is your
animal's name?
5) Have students get into groups and begin inventing.
6) After students have created their animal, labeled its parts, and answered the questions
on the back of their paper, have them present their animals to the class.
7) Encourage students (by either candy or force) to ask questions about the animal; help
them with their pronunciation, sentence structure, etc.

Although there isn't much English conversation involved in the assignment, it was fun for the
students. I was amazed at how creative my students were in both their drawings, and the
questions they asked their peers about the animals. For example, some of my girls sheepishly
asked, "How does your animal make babies?" Ugh. **This lesson can be spread over three
weeks (Bonus, bonus).


Courtney McDonough (ETA 2001-2002)

Level: Co-ed High School (College-prep and vocational) and co-ed middle school (modified)

Objectives: To learn vocabulary related to animals and animal parts, to practice answering
questions and writing descriptive sentences, to promote group work.

Materials: White A4 paper, markers or colored pencils

Procedure: This was a three consecutive week lesson with my high school students, two
with middle school (or could be done in 3 days with a club class).

Class 1: (could be skipped or condensed, depending on ability level)

1. Introduce animal vocabulary. The method I used was showing labeled pictures of
animals on the OHP. I had the students repeat names after me, then I covered the names
and had them guess until most students could remember the names. As my students are
mostly at lower English levels, this took about half of the period.
2. Give students a crossword puzzle, or some other kind of game, to reinforce vocabulary.
Could give prizes to the first students to finish.

Class 2:
1. Announce to students that in the class, they will be inventing their own animals, but first
they need to learn more words relating to animals. I quickly reviewed the animals from
the previous class, then introduced a few more animals that I had on an overhead, with
body parts labeled (i.e. elephant: tail, trunk, ears; goldfish: scales, fins, lips; turtle: shell,
tail, etc.). I simply drew the pictures of animals and labeled the parts, which the kids
found hilarious because I’m not a great artist.
2. Explain the project – they will invent their own animals using parts from many different
animals. Put students in groups of 4. Show them an example you’ve already made; it’s
helpful to have this on an overhead. (My animal had a turtle shell, bird head and beak,
pig tail, chicken legs, and butterfly wings.) Tell them that they need to label all parts of
the animal, and answer three questions (writing complete sentences) about it: 1. What is
its name? 2. Where does it live? 3. What does it eat? I wrote the questions and example
answers on the board, so the students could see how to answer in complete sentences.
3. Give each group a piece of white paper and tell them that they will only receive one, so
practice first in pencil. You may want to hold off on the markers/colored pencils until the
next class, because otherwise students will spend all of their time drawing and none
writing in English.
4. Let them have the rest of the period to work in their groups. If students finish with the
labeling and writing answers to the questions, give them the markers or colored pencils.
Make sure to have the students write their names on their papers and collect their work at
the end, or they’ll undoubtedly lose it.

Class 3:
1. Get students into groups again, pass out their unfinished projects from the last class, and
some markers or colored pencils to get them motivated. Give them a time limit to finish
their work, so there’s enough time at the end to present to the class.
2. If most groups are close to completion, you could give them additional sentences to write;
for example, they must write 3-5 descriptive sentences about their animal. (Our animal
has a green turtle’s shell, or our animal has a furry, long monkey’s tail.)
3. Once all groups are finished, have them present their animals to the class by reading the
answers to the questions and the descriptive sentences they’ve written. To ensure that

other students are paying attention during the presentations, ask them questions after each
presentation. (What was their animal’s name? or Where does it live?)
4. After all groups have presented, collect their work (there will be some real gems) and
congratulate them all on a job well done

Comments: This is a lesson that worked well with all ability levels of students, and can be
easily modified. For the middle schoolers, I didn’t make them write descriptive sentences or
write the answers to the questions in complete sentences. Getting them to label their
creations in English and answer questions verbally was difficult enough. Vocational students
liked this lesson because it wasn’t too difficult, although some had a hard time giving the
presentations. The finished creations will be great – students have a lot of pent-up creativity
that they probably don’t get to use much in other classes.


David Golden (ETA 2001-2002)

Level: Middle School

Objective: To improve listening comprehension, focusing on minimal pair sounds.

Materials: MashiMaro toy or accessory

1. Hold up Mashi Maro doll to grab their interest. Draw a bunch on the board.
2. Walk around the room holding the MashiMaro, chanting, “MASHI MARO! MASHI
MARO!” Have the students join in, chanting in rhythm together.
3. “Say hello to Mashi Maro!” Write “Mashi Maro” under one of the rabbits.
4. Then, “Say hello to Mashi Malo!” Write Mashi Malo under another rabbit.
1-4 and underline the key sound in each name.
6. Read each name and have students repeat, emphasizing r/l, s/sh sounds.

Part II
1. Say one name and ask the class which one it was. Take a vote for each option and
write down the tally. If, by vote, the class chooses the right answer, the class gets one
point. If they do not, they get 1/15 of a point for each correct vote. Keep a separate
tally of those votes, and each time they hit 15, give them a whole point.
2. Vote and tally several time with the Mashi Maro’s.
3. Vote and tally with new words.
4. Variations: Use the words in a sentence and have them guess OR have students say
words to their team.

Minimal Pairs
Think-sing, thing-sing
Fries, flies, lies, prize
Play, pray, fray, flay
Rice, rise, lies, lice
Sea, see, she
Can, can’t
Raw, law, claw, craw
French, friends, france, prance
Steer-steel, fear, feel
Roar, roll, rail, lair
Bitter, butter, batter, better

Do you want fries with that?
I like to eat flies.
I won first prize.
Where is the prize?
He’s full of lies.
Don’t tell me lies.
Dump it in the sink.
What is that thing?
Think about it.
Sing about it.


Kelly Hayes (ETA 2001-2002)

Objective: To increase class participation. To have students think on the spot. To have
students learn how to defend themselves.

Preparation: Printed rules and helpful phrases sheet; A possible story to go along with the
Mafia game…(i.e. on mischief night, a group of people, believed to be “mafia” members,
went around and toilet papered and egged every house in town. Or you could use something
simpler…); Dictionaries

1. Hand out the SIMPLIFIED rules of the game and lists of “phrases”…written in
English with key words in Korean.
2. Go over the rules of the game. (Usually there is at least 1 student who already knows
them…they may be slightly different though.)
3. Divide the class into 2 or 3 groups…about 15 students in each. (The size of the group
depends on the class itself. Some will work with larger groups, some only with
smaller groups.)
4. Decide on the number of “mafia” members per group. Larger groups have 4-6
members, smaller groups less.
5. Play  (While they are playing, watch over the groups and listen for the use of any
Korean. If you hear Korean, the person automatically “dies” and is out for the rest of
the round.)


Goal: To find the mafia members and “kill” (…을 죽이다) them.
End of Game: The “citizens” win the game if all of the “mafia” members are found and
“killed”. The “mafia” members win if one of them survives until only 2 people are left alive.

1. Choose one person to be the leader of the game. Group members take turns being
leader for each game. The leader is responsible for knowing the true identities (개성,
정체, 신원) of the “mafia” members and for taking the vote (투표) of those to be
“killed”. They do not disclose (발표하다) the identities of the “mafia” members.

2. Everyone in the group will be assigned either a “mafia” (마피아) or “citizen” (시민)
status. “Mafia” members are bad. “Citizens” are good. Whether or not you are a
citizen or mafia is top secret! (국비의) DO SHOW ANYONE ELSE YOUR CARD

3. The leader tells everyone to put their heads on their desks, close their eyes, and hit the
desk with their hands. (The noise from hitting the desk covers any possible sound
from “mafia” members sitting up.)

4. The leader tells the “mafia” members to please sit up and show themselves. Once the
leader is aware of who all the “mafia” members are, he or she tells them to put their
heads down again.

5. Once they have put their heads down (to look like everyone else), the leader tells
everyone to sit up. Everyone now begins to suspect (의심하다) someone of being a
“mafia” member. The town accuses (…을 고발하다) people and the people have to
defend themselves (자기변호를 하다).

6. The town then votes on each accused to see if the person is a “mafia” member or not.
Each person (unless dead) votes either yes (thumbs up) or no (thumbs down). Once a
person is voted as “Yes…he or she is a mafia member”, he or she tells everyone that
she was a _______ (citizen or mafia).

*Once voted “YES”, the person is arrested (…을 방해하다) and executed (…을
사형에 처하다) by the town. This person is now out of the game and just watches as
the rest of the town votes to kill another citizen.

7. The game continues, killing off one member at a time, until – 1) all of the mafia
members have been killed or 2) until only 2 people remain in the town. If #1 is the
case, the two members are the winners of the game. If #2 is the case, the two people
alive win the game. (In almost all cases, #1 will win the game.)


Student’s name = “…”

Accusing a person: (사람을 고발하다.)

I think … is a “mafia” member!

… is a “mafia” member!
…is a member of the “mafia”.
…looks suspicious! (의심스러운)

Why you think a person IS a “mafia member”:

…is cruel (잔혹한) to animals.

…is always causing mischief (해악).
…has a mean look.
…has a devious (우외한) look.
…looks like she is hiding (이중생활을 하다) something.
…looks guilty (죄가 있는).

Defending oneself:
I would never join the mafia!
I was with (insert name of a friend). (i.e. YuMi, Ji Hye, Kelly, etc…)
I am not a bad person.
I would never do anything like that.
I was (insert an action) the whole night! (i.e. sleeping, doing homework, with my
family, etc…)
I am innocent! (무죄의)
”Mafia” members behave (품행) very badly. I do not.
”Mafia” members always have (insert a strange look) to them. (i.e. glasses, wear
make-up, hair in a pony tail, etc…)

Suggestions: One ETA wrote: “It was hard to enforce using English and the teams who reverted to Korean had
more fun. Therefore, I suggest that a lesson on how to accuse people and how to defend yourself should be
taught the week before playing this game, so that everyone will know the terminology, how to pronounce
vocabulary, and can participate.


Mimi Do (ETA 2001-2002)

Level: Daejeon Jungang Middle School (can be tailored to any level), Club Class

Objective: This is a good icebreaker for club class activities. It’s good for practicing
questions and the “Have you ever…” format.

Procedure: Pass the sheet out to the students. Students must go around the room and ask
each other the questions. When they find someone who answers “yes”, they write his name in
the box. When all the boxes are filled, yell “Bingo!”

Before the student can receive his prize, he must read through the questions:
“Chris speaks Korean and English.”
“Danny has eaten boshin-tang.” Etc.

Sample Bingo Worksheet

Go around the room and ask questions.

Find one person to answer “Yes” to each question.
Write his/her name in the box.
When you have a name in each box, yell BINGO!!!

Do you speak more Do you have a brother Have you eaten

than 1 language? or sister? boshin-tang?

Were you born in Have you ever been to Do you like soccer?
Daejeon? a foreign country?

Have you seen the Can you name each Can you play a musical
movie “Shrek”? member of G.O.D.? instrument?

(aka Family Feud)

Mimi Do (ETA 2001-2002)

Level: Daejeon Jungang Middle School, 1-3

Objective: Students fill out a survey of 20 basic questions, and practice listening to and answering
questions while playing a really fun game!

Procedure: Week 1
1. Give students the Family Feud survey. Explain that they will be playing a game next week, so
they must do it. (Students were pretty attentive even though it had nothing to do with a game).
2. Ask students 20 questions and have them write answers.
3. Tally up the responses – the five most popular answers will be used for the game. Number of
responses for 1 answer = points won. (This part took up the most preparation. But I found a
lot of the responses pretty interesting anyway).

Procedure: Week 2
1. Divide the class into teams. The teams compete against each other to come up with the 5 most
popular answers to the survey.
2. Ask the first team a question, “What is the most popular color among DJMS students?” Each
person must answer individually with one of the 5 most popular answers. Points are awarded
based on the number of people who responded in the survey. If they answer all five top
choices, they get bonus points. They have 3 strikes before the question is given to another
team. If a team fails to come up with all the answers, the opposing team can steal points by
coming up with one more unrevealed answer to the survey.
3. The last 5-10 minutes of class can be used for “Lightning Bonus Round.” One player from
each team gets up and has to come up with the number 1 answer for each question. Whoever
“buzzes in” first gets to answer. Winner gets 500, 1000, or however many points.

Survey Questions
1. When is your birthday?
2. What’s your favorite color?
3. What is your favorite hobby?
4. What is your favorite animal?
5. What is your favorite food?
6. What do you eat for breakfast?
7. What time do you go to sleep?
8. What time do you get up on Sunday morning?
9. Who is your favorite American singer.
10. Who is your favorite Korean singer?
11. Who is your favorite actor/actress?
12. What is your favorite movie?
13. What is your favorite tv show?
14. What is your favorite book?
15. What is your favorite subject?
16. Who is your favorite teacher?
17. Who is your role model?
18. What do you want to be when you grow up?
19. What country do you want to visit?
20. Name one scary thing.

Comments: This was definitely one of the best lessons I’ve done for both weeks. The students were
good about filling out the survey and they loved the game. In general, I think games work really well
when it’s actually competitive and you don’t really know who’s going to win. The points worked out
in the survey so it was always neck-and-neck. It was a lot of fun in every class.


Mimi Do (ETA 2001-2002)

Level: Daejeon Jungang Middle School

Objective: Practice talking on the telephone or review dialogues from the textbook.

Materials: Index cards with dialogue lines and candy prizes.

1. Students get into 1-line teams of equal number. The first student receives an index
card. When the teacher says “go”, he reads the card to the student behind him, who
recites the line to the student behind him, until it reaches the end of the line. When the
last person receives the “message” he stands up and raises his hand.
2. Call on the first team to finish. From the last student, each student must say the line
correctly in order to win.
3. Only the first person can look at the card. Only the last person can stand up when
4. After each line is read, write it on the board. At the end of the game, have the students
read all the lines for the dialogue.

Comments: I did this lesson as a review of a telephone dialogue from the textbook (“May I
speak to…” “Sorry, he’s not here right now”…etc). It worked so well I used it a few more
times throughout the semester, even though the dialogues weren’t related to “telephone.”
Warning: This can be a very noisy lesson!


Katherine Golski (2002-2003 ETA)

Materials: a list of sentences cut up into strips.  (I did describing sentences, since that's what
we've been working on. But feel free to make your own interesting sentences).  


1. Divide them into teams of 4-5-6 people.  Then make them get up, move the desks
around a little so they're standing in straight lines perpendicular to the blackboard
Make sure there is space between the lines and in between each person in a line.
2. Explain the rules:
- They have to WHISPER.  
- They can't take their slip of paper with them when talking to teammates.
- The people in front of the action have to face forwards and not be eavesdropping
(another rough rule to enforce)
3. The back person from all six or however many teams comes to see you in the back of
the room and get a slip of paper with a different sentence written on it.  They
memorize it, put it down (have one chair at the back for each team.  They can set their
paper there).  They then run to the next person in line, whisper as much as they can,
run back and double check paper, whisper again.  It goes up to the front, and the first
person's has to write the sentence.  They have to get it right.   So, then the person in
the back can check it and pass up corrections.
4. I divide the board into sections; one section for each team.  In their box, team one will
end up with like a list of 5-6-7-8 sentences  at the end.   The last 10-15 min I have
them read their sentences aloud and we check.   Sometimes they argue with me,
saying they did it right-- the slip of paper says, "he is wearing hat" not "A hat" like I
say.  I like to bet 5 points with them then give them the paper back to check
5. When they finish one, the writer moves to the back of the line to get the team's

Comments: They like it, and EVERYONE SPEAKS.  They can pass up spelling corrections
and whatnot too... as long as they're whispering one person to the next.

Example sentences:

The woman is wearing a black skirt and a pink shirt.

He has curly hair and two earrings.
You are wearing red pants and a white t-shirt
She has four pairs of shoes but no boots.
They are tall and thin with beards on their faces.
She is wearing a necklace, a bracelet and a hairband.
The man has a mustache, a beard and whiskers.
The little girl is wearing a blue dress and has a handbag.
She has long, straight hair and is wearing glasses.
The boy is wearing a school uniform and slippers.
He is wearing gray pants, white socks and a white shirt.
The doctor is wearing a lab coat and a dress.
The fireman is wearing a red uniform and boots.
The teacher is wearing a suit and black shoes.
The student has many books and a cell phone.
The soccer player has a soccer ball.
She is wearing a coat, a hat, a scarf and gloves.
The old woman is wearing purple pants and a brown blouse.
The farmer is wearing jeans and a hat.
The children are wearing shorts and red devils t-shirts.


Sarah Lee (2002-2003 ETA)

Level: Girls’ High School

Objective: To practice English while playing everyone’s favorite childhood game!


Everyone remembers this from their childhood right? Just to refresh your

1. Divide the class into two equal groups. Each group makes a chain of people holding
hands, and facing the opposing group.

2. When it is the group's turn, they say "Red rover, red rover, send <insert name of
someone from the opposite group> right over!" That person runs through, and tries to
break the chain of hands. If that person succeeds, then that person can go back to
their group and take one person of their choosing with them from the opposing group.
Then, it is the opposing group's turn.

3. If the person fails in breaking the chain, s/he has to stay with the opposing group, and
then it is the opposing group's turn. The group with the longest chain wins.

Caution: This is actually a pretty dangerous game, even though my students loved it (girls
high school). The students should not move or lift their arms up when someone is running at
them, because then the running student can flip over on to their backs or strangle
himself/herself on their arms. I've sent an average of one student per class to the nurse's cuz
of minor scrapes or they fell down too hard. (usually, when they fall, they just get up and
start laughing...)
Also, don't space the groups too far apart, otherwise they run faster and harder, further
causing more pain to all involved. Also, the students within a group should be reasonably
spaced apart, so someone would have a chance of breaking the chain.


Sarah Lee (2002-2003 ETA)

Level: Girls’ High School

Objective: To have the students speaking English while having fun!


1. Have the students move their desks to the sides of the classroom, and form a large
circle with their chairs.

2. Grab one student and put her or him standing in the middle. This student will not
have a chair in the circle. The student in the middle will say an observation like
"Everybody with black hair," then all the students who have black hair must change
seats. The person in the middle, must try to run to grab a seat in the circle, thus
leaving a different student with out a chair and standing in the middle.

3. That student will say a different observation such as "Everybody wearing glasses,"
and the game goes on continuously. Some fun ones are "Everybody who has no
boyfriend/girlfriend", "Everybody wearing uniforms," etc.

Comments: I have never tried this for a whole class period, only as a filler game for 15
minutes or so. This game probably can be taught in conjunction with descriptions of people,
because even though my students have pretty high level English, they didn't know many
terms such as "Bangs (forefront hair), name cards, anklet socks...etc." My students enjoyed
this game so much, that a couple of classes continued to play even though class was over and
I left.

Teacher Workshops


K.C. 1999-2000 ETA

Level: High School Teachers' Workshop

Objective: To practice using the correct form of asking for and giving advice politely and tactfully rather than
using the command form.

1. Go over forms of asking for advice. First ask students/teachers how they would ask for advice.

-What do you think?

-Do you have a suggestion?
-If you were in my position, what would you do?
-Do you have any good ideas?
-What should I do?

2. Explain when asking for advice, that one is "asking," so our response must correspond with that, “This means
that we must use the suggestion/ opinion form.” The problem with using a command form is that we are not
actually commanding anyone, use of that form is inappropriate.

Advice Forms:
-Perhaps you should...
-Perhaps you ought to...
-Have you/Did you consider…?
-If I were in your position…-I think...
-May I make a suggestion...
-I would…

Command forms:
-You'd better.…
-You should….
-You ought to….

-This sounds very threatening and is normally used when making an ultimatum of some sort.
-It’s alright to use when the person specifically asks for your advice, for a suggestion
-"What do you think I should do?" (same as above)

3. Play the “Advice Game” Cut the "problem" strips (or write your own problems in which advice is to be
sought) and distribute each one to a teacher. Some of the problems are women-specific so make sure to read the
problem before handing them out. Have a teacher read his/her "problem" and ask for advice using the forms
learned. The other teachers should each make a suggestion using the "giving advice" form.

The reason why I decided to do this lesson was that many of my English teachers would loosely use a command
form when making a suggestion -ie. “You'd better teach me English” and I kept thinking, “...or else what?” The
matter of fact was that my teachers were surprised during this lesson that "you'd better" had such an
authoritative tone to it. They were taught (probably in some antiquated English book) that this was the correct
form to use. I believe the teachers mistakenly translated directly from Korean the expression, "It would be
better if..." to the English equivalent of "You'd better..." Anyhow, the teachers found this to be an educational
learning workshop.

The problems I used to give advice on are ones that I wrote based on real-life situations. I heard that my English
teachers found these advice-seeking problems to be very realistic, which enhanced the quality of the workshop.
A student in your homeroom class has been skipping school quite frequently. You've already consulted with
him/her and the parents don't really seem to care about their child's welfare.

You have a passion to pursue another career different from teaching but it is very risky. You are the sole
breadwinner in your family.

Your child at school is having difficulty in his/her English class.

The school is too cold and no matter how warmly you dress, you feel your health is taking a turn for the worse.

You really want to be nominated for the Fulbright Teaching Scholarship but you think your principal will select
another teacher that is less-qualified.

You received a scholarship to study overseas for a year but the school won't allow you to go on sabbatical. You
also have a young child and it would be very difficult to leave him/her behind.

Your very conservative mother-in-law lives with you. and your family. She is constantly telling you how to
raise your children and that you should take better care of her son/ your husband.

You asked your principal and school administrators to help fund new resource books for your students but they
don' t want to financially support you.

You make a lot of your own teaching materials and share these with the other English teachers but the other
teachers don't make any materials and if they do, don't share with you.


Ashley McCants (2002-2003 ETA)

Introduction: Here are some wonderful examples of teacher workshop worksheets. There is
no procedural explanation as they should speak for themselves. The best thing to do before
you begin teaching workshops is to find out ahead of time what your teachers are expecting
and what they are interested in learning, be it grammar or more discussions of this type.

Corporal Punishment

1. What is corporal punishment?

2. Is corporal punishment generally accepted today?

3. How did your parents discipline you (i.e. teach you what’s right and wrong)?

Did you agree with this punishment then?

Do you agree with this punishment now?

4. What is your opinion of corporal punishment? Do you think children or young adults
behave correctly because they are afraid of being hit? Give at least one reason for this

5. Imagine that corporal punishment is illegal. What punishment would you suggest for…
…a child who behaves badly at home?
…a child who behaves badly at school?
…a child who breaks the law?
…an adult who breaks the law?

6. If you think corporal punishment is acceptable, is it permissible for these people to hit a
child as a punishment?
the child’s parents?
the child’s teacher?
the child’s friend’s parents?
the child’s grandparents?

7. In Singapore in 1994, an American teenager, Michael Fay, was accused of spray painting
parked cars and having in his possession street signs that somebody stole. These acts are
called vandalism, and they are considered crimes in Singapore. Michael Fay soon said that
he committed the crimes, and he waited to hear the punishment. In Singapore, the common
punishment for the crime of vandalism is to be hit with a cane, a four-foot long, half-inch
wide piece of wood, one time or many times. If you were the Singapore government, what
sentence (punishment) would you give to Michael Fay?

8. In the United States, a common expression is “The punishment should fit the crime.”
What does this mean? In your opinion, what punishment fits the following forms of crimes
and misbehavior?

showing disrespect to your parents
telling a lie
saying hurtful things
hitting a person
vandalizing public property
using drugs
murdering someone

9. A nine-year old boy often misbehaved in school and repeatedly caused trouble. “After
all,” he shouted, “what can they do about it?” He learned the answer to this question when a
stern teacher spanked him. The boy ran home and told his parents. The parents eventually
took the teacher to court. “Some children can’t learn without an occasional spanking,” the
teacher said. “If you won’t discipline your child, the teacher has to. The spanking I gave him
didn’t even break the skin.” “That kind of discipline went out of style years ago,” lawyers for
the boy answered. “Children are people, and anyone who hits them is guilty of the way that
they would be if he or she hit an adult.” If you were the judge, would you make the teacher
pay money to the parents? Why or why not?


One question has kept human beings busy since the beginning of time: What happens to us when we cease to
breathe air on this planet? Do we go to another place? Are we born again as another being? Do we just go

I. Here are some statements that are connected to the question of what happens to us when we die. Circle 1 if
you strongly agree with the statement, 2 if you agree with the statement, 3 if you are not sure of your opinion
regarding the statement, 4 if you disagree with the statement, and 5 if you strongly disagree with the statement.
Then explain your opinion.
a. 1 2 3 4 5 Human beings continue to exist in some form after we die.
b. 1 2 3 4 5 Our fate after death is decided by God.
c. 1 2 3 4 5 Good people go to a different place than bad people do.
d. 1 2 3 4 5 Some people choose to be frozen immediately after death
with the hope that one day scientists will have discovered
a cure for the disease from which they died. Cryonics is
the science that offers this technology. If I had the money
and possibility to do this, I would do this.
e. 1 2 3 4 5 What happens to us after death is connected to our actions
toward our fellow human beings while we are alive on Earth.
f. 1 2 3 4 5 I prefer to be cremated when I die rather than be buried.
g. 1 2 3 4 5 I believe in the concepts of heaven and hell.
h. 1 2 3 4 5 When we die, that’s it. Our body turns into dust, and our
brain, body, and soul no longer exist.

j. 1 2 3 4 5 At some point after death, humans come back to Earth as

another living creature.

II. The science of cryonics has attracted attention for many years. It is technology that provides people the
opportunity to be frozen immediately after their death and then defrosted when a cure has been found for
whatever disease killed them. People have the opportunity to freeze their entire bodies, to freeze their heads
only (to be cloned onto another body later), and to take their pets with them.

a. If you could, would you have yourself frozen after death? Why or why not?
b. Let us imagine for one minute that this technology works and that we are indeed able to be revived later in
the future. What are some of the negative aspects of waking up possibly 100 years after you “went to sleep”?
c. Do you think this technology will ever become a reality? Why or why not?
d. Some people object to this technology because they believe it is an example of science trying to take the
place of God. Do you agree or disagree with the idea that this technology is an example of human beings trying
to go to far?


Different cultures and also to some degree, different people within a culture have dissimilar
views of and reactions to failure. Some people react very drastically to certain failures. In
Las Vegas, many people who lost all their money used to throw themselves many stories
down to their death. On the other end of the spectrum, some people think you can’t really fail
unless you give up. They think that if you don’t achieve the results that you want when you
try this time, you’ve just discovered one way that doesn’t work and you can use what you’ve
learned to increase your chances of getting what you want the next time you try. Similarly,
some people say a mistake is OK as long as you learn from it.

1. How do you personally view failure?

2. What are some examples of failures you’ve had in your own life?

3. Do you have any examples of your own when you failed many times at something but
kept trying and finally succeeded?

Jokes: Is it funny? Culture and Humor

I. Read these two jokes. What are your reactions?

A. Two novice hunters were dragging a deer back to their truck. Another hunter walked by and said, “I don’t
want to tell you what to do, but it’s easier if you drag the deer in the other direction so the antlers don’t dig into
the ground.” After the third hunter left, the two odecided to try it his way. After a while, one said to the other,
“Man, that guy was totally right. This is easier.” “Yeah,” the other replied, “but we keep getting farther and
farther away from the truck.”

B. One day two guys were driving to the store. They came to a busy intersection. The light was red, but the
driver drove through without stopping. The passenger was shocked. “What are you doing?” The driver replied,
“Hey, it’s OK. My mother always drives like this. Don’t worry.” A few minutes later they came to another
traffic light and it was red. The driver didn’t even slow down. He just ran the llight. The passenger was
terrified. “Are you nuts? Stop driving like this!” The driver replied, “Hey, it’s OK. My mother always drives
like this.” Just a few minutes later, they came to another traffic light at a busy intersection, but this time the
light was green. The driver did not go through the light. He hit the brakes as hard as he could to stop the car.
The passenger was furious. “This is the third time you almost got us killed. Why did you stop at a green light?”
The driver replied, “Well, my mother might be coming the other way.”

1. Is Joke A funny to you? How would you rate it?

____ very funny
____ a little funny
____ not very funny
____ not funny at all
2. Why do you think this joke is (or is not) funny to you?
3. Is Joke 2 funny to you? How would you rate it using the four choices below?
____ very funny
____ a little funny
____ not very funny
____ not funny at all
4. Why do you think this joke is (or is not) funny to you?
5. Can you think of anything that could be changed in either of the jokes to make them funny (or more funny)
to you?

II. Read these four jokes. Rank them from 1 to 4, with 1 being the funniest and 4 being the least funny.

_____ The Misused Laundry Detergent

A little boy went to the grocery store and bought a huge box of laundry detergent. The grocer asked if the boy
was going to help his parents with the dirty laundry. The boy replied, “Oh, no. I am going to wash my dog.”
The man tried to explain to the boy tha the detergent might kill the dog, but the boy was sure about what he was
doing. Two weeks later, the little boy came into the store, and the grocer asked, “Hey, how’s your dog?” The
little boy got a sad look on his face and said, ”Oh, he died about two weeks ago.” The grocer felt bad and
couldn’t help saying, “Gosh, I tried to warn you that the detergent was dangerous.” The little boy shook his
head and said, “The detergent didn’t kill him.” The grocer was confused and said, “Oh, really? Then what
did?” The little boy said, “I think it was the spin cycle.”

______ The Stolen Steak

One day a butcher was going out of his shop. When he opened the door, a dog ran in and jumped up on the
meat counter. The dog grabbed an expensive steak and ran out the door. The butcher was really angry, but he
knew the owner of the dog. He was a lawyer who lived a few houses away from the butcher shop. The butcher
immediately called the bad dog’s owner. The butcher introduced himself and asked, “I have a legal question for
you. If your dog stole an expensive stead from my shop, would you be legally responsible for paying for the
steak?” The lawyer though for a very short time and answered, “Why, yes, of course I would have to pay you.
How much was the steak?” “$10,” replied the butcher. The next day the butcher received an envelope from the

lawyer. When he opened it, he found a check for $10. He also found a note that read “Please send your
payment of $125 for legal services.”

____ Problems in the Garden of Eden

Eve lived alone in the Garden of Eden. One day she shouted out, “God, I love this beautiful garden and that
snake, but I’m not so happy. “What’s wrong?” asked God. Eve replied, “Well, I can’t think of anything new to
talk about to the snake, and I’m so tired of eating apples every day.” God said, “I have the solution. I will give
you a man.” Eve didn’t know what a man was, so she asked God to explain. God said, “A man is a creature
with many bad traits. He will lie, and he will make your life difficult, but he will hunt and provide for you. He
will do childish things, and he can’t think very well, so he’ll need your advice to make important decisions.”
Eve thought about this a bit and said, “OK, this creature called a man sounds good. Give me one. But what is
the catch?” God answered, “Well, there is one condition, Eve. He will be a bit arrogant and self-centered, so
you have to let him believe that I made him first, OK? Just remember that it’s our little secret…you know,
woman to woman.”

____ A Necessary Loan

One day a woman walked into a big bank in the middle of downtown Chicago. She asked to speak to the loan
officer. She said, I’m going to Europe on business, and I need to borrow $10,000.” The loan officer replied,
“Well, for a loan of that amount, we’ll need some collateral.” Without hesitating, the woman handed the loan
officer the keys to her new Rolls Royce, which was parked in front of the bank. The loan officer knew that the
woman’s Rolls Royce was worth at least $200,000, so he approved the loan. The bank president and other
officials had a good laugh at this silly person for using a $200,000 car as collateral for a $10,000 loan. To keep
the car safe, the bank people parked the care in a safe corner of the bank’s private underground parking lot.
Two weeks later, the woman returned from her trip to Europe and gave the loan officer the $10,000 plus the
interest, which was only $32.68. The loan officer said, “Excuse me for asking this, but I have to know. We
were happy to have your loan business here. We checked your credit. You are a multimillionaire. Why did you
bother to borrow $10,000 from us?” The woman replied, “Where else could I park my car so safely in Chicago
for two weeks for $32.68?

1. Which of the four jokes did you think was the funniest? Why?

2. Think of a joke you know in Korean. Write out the joke in English.

Read the following article. Underline any words or phrases that are unfamiliar to you.

“Teaching the American Way”

By Jay Mathews

If you fret, as I do, about insufficient rigor in U.S. classrooms, try spending some time with
teachers who have brought the American way of schooling overseas. It is a shock to discover
that despite our failure to teach enough to many American students here, well-educated
foreigners still prefer the WAY we teach to the brain cramming that goes on in their own

I discovered this at the annual conference of the Association for the Advancement of
International Education in St. Louis last month. The group, whose executive director is
former Alexandria, Va., superintendent Herbert Berg, represents private schools--often called
American or international schools--located in foreign countries. They cater to American
diplomat and business families, as well as children from other countries whose parents are
working abroad and the children of host country parents, at least the more affluent ones.

I asked these American educators why parents in Asia and Europe, whose local schools
outscore us on international tests, would want an apparently inferior American education.
Here is what some of them said:

Michael S. Dougherty, director of the Shanghai Community International Schools

and former headmaster of the North Jakarta International School:

"One salient aspect of U.S.-based international schools, which attracts foreign parents,
especially Asians, is simply that their students are happy at school. Many Asian parents
associate successful, rigorous schooling with drills and drudgery. They are at first suspicious
when they observe that their children actually look forward to going to school each day. 'My
son thinks weekends are boring,' one Indian parent in Shanghai told me recently. 'He can't
wait for Monday to roll around. Is he OK?' But when these parents observe their child's
academic growth and personal development, they recognize this same enthusiasm as a
contributing factor to their child's success.

"Asian parents, especially, are drawn to the confidence which the American approach to
learning instills in its students. Remembering their own relatively quiet, passive roles as
students, they are amazed to see their third-grade daughter addressing a packed theater at
Friday's assembly. It would have been considered disrespectful of them to question their own
teachers, so they marvel that their 10th grader pointed out to his math teacher that there were
in fact two possible correct solutions to problem 7 on yesterday's quiz. 'You corrected your
math teacher?' gasps the horrified Korean father at dinner that night.
'It's OK, Dad--he said I was absolutely right!' This informal, two-way relationship between
student and teacher is ultimately an American phenomenon. It stimulates academic
confidence, as is seen by many foreign parents overseas as a distinguishing characteristic of
American-type international schools."

Richard Spradling, director of the American International School, in Vienna:

The Austrian and third-country parents exposed to teaching at Spradling's school "say they
greatly prefer the close personal relationships between teachers and students that characterize
American schools. . . . They also value the emphasis on critical thinking and problem-solving

versus rote memorization and one-dimensional (teacher-directed) instruction." Many also
appreciate "the integrated approach to extra-curricular activities (sports, music, drama, etc.)
in American schools. These are often non-existent, very limited, or confined to out-of-school
clubs and locations in their home countries."

I heard a lot of this in St. Louis. We Americans think our schools have problems. Our average
test scores are often not quite as high as those found abroad. But foreigners still think we
encourage creative thinking in ways their own schools do not. That success, they say, seems
to be reflected in the innovative triumphs of our businesses and laboratories. Also, foreigners
envy the strength and accessibility of American universities and often want their children to
attend them. And as Larry W. Dougherty, headmaster of the American Overseas School of
Rome, told me, foreign parents notice that American educators want them involved in school
affairs, while their own schools freeze them out.
Kathleen Kennedy Manzo of Education Week says Japan's education system has reacted to
"rising reports of teenage suicide and violence, dramatic increases in numbers of students
dropping out or refusing to attend school, a decided disconnect between the country's fact-
based curriculum and the skills and knowledge needed to succeed in an era of innovation." In
a national survey three years ago, only half of elementary school children and less that one
fourth of older children in Japan said they enjoyed school. An international survey of students
in 37 countries ranked Japan 36th for students' interest and enjoyment of math.

Last April, Manzo says, a new system took effect: "The national course of study, which
broadly outlines the content that every public and private school in Japan must teach at a
given grade level, was trimmed by about 30 percent. The reduction coincides with the
elimination of Saturday school, a fixture in the academic calendar that stretched the school
year to upwards of 240 days [compared to 180 in the U.S.]. A new course, sogo gakushu, or
integrated-study period, fills the curriculum gap, allowing student-directed, project-oriented
lessons on such nontraditional topics as coexisting in a diverse society and taking care of the
environment, as well as core subjects. At the same time, more
control in this centralized system is shifting to local boards, school administrator, and
teachers."     Sound familiar? I wager the Japanese will go too far in Americanizing their
schools, just as we were wrong to say in the1980s that a Japanization would save us. There is,
I think, a happy medium for both societies, based on our different habits and traditions.


1. Drills, drudgery, passive learning, repetition and memorization…is this an accurate

picture of Korean education? Why or why not?

2. If you had the choice to give your child a traditional Korean education or an
American-style education, which would you choose and why?

3. Do you think it’s acceptable for students to question or correct a teacher? Why or
why not?

4. What do you think critical thinking is?

5. Do you think there is a gap between what students learn in school and the skills and
knowledge they need to succeed?

6. What do you think of the new Japanese course of study? What are the advantages?


Você também pode gostar