New English For Korean Kids

PREFACE
NEW ENGLISH FOR KOREAN KIDS is an English course for Korean elementary school students who study English as a second language in Korea. This course is a tailor-made English learning program especially for Korean kids. This program consists of three separate books written by native English speakers and Korean teachers who have taught English for a long time in Korean elementary schools. It goes without saying that they have participated in writing these books as the most outstanding experts in the field of teaching English for Korean kids. As a matter of fact, NEW ENGLISH FOR KOREAN KIDS has been developed as a kind of workbook for TaLK (Teach and Learn in Korea) Scholars who teach English for Korean elementary school students living in rural areas in Korea. Therefore, these books contains many simple and short base sentences and many more variation sentences derived from them. These sentences in particular cover a variety of essential expressions and basic vocabulary necessary for our Korean children who learn English as a foreign language in Korea. NEW ENGLISH FOR KOREAN KIDS is composed of three important sections; one general instruction, twenty topics, and one phonics. General instruction explains how to apply this course in actual teaching settings. Each topic consists of three parts; overview, teacher's guide, and worksheets for students. The contents of each topic are organized into three levels; level 1 through level 3. Phonics deals with recognizing and making sounds. TaLK Scholars are advised to make the good use of NEW ENGLISH FOR KOREAN KIDS considering their students' levels. With TaLK Scholars' creative and effective teaching methods, this course will help our Korean elementary school students develop their senses for reading, listening, and speaking as well as improve their English communication skills. This course can also be helpful for teachers who teach English in any other after-school English education programs in Korea. I can never thank you enough to all the authors, editors, and TaLK Scholars who have devoted their time and energy to creating NEW ENGLISH FOR KOREAN KIDS. February, 2010 TaLK Support Team Director
Byeong-Tae Park
General Instruction
To the instructors
This workbook is a teaching aid for TaLK program. It includes the learning contents which need to be taught in the after-school classes for elementary school students in the rural areas of Korea. The TaLK program has been running for one and a half year with no teaching aids. Although TaLK scholars have been teaching elementary school students with commercial teaching aids or worksheets they produced, they could not provide authentic learning environment and could not serve as the best teaching aids for students with different learning abilities. This workbook is the product of diverse trials to resolve these problems and to satisfy educational requirements. This workbook is intended to promote efficient teaching considering the limited availability of English education of the rural areas and to promote students' interests in the extra curricular after-school classes. To induce and keep the students' interest level high, authentic materials from students' lives have been extracted and presented to enhance internalization of the language through activities that require cognitive thinking. To promote efficiency, key expressions that have basic grammar patterns for elementary school students are presented repeatedly in the workbook. For efficient teaching and interesting lessons, this workbook was produced under the following directions: First, authenticity is emphasized. The learning contents consist of communicative materials and the practical words and expressions which will come up frequently in students' daily lives. Second, level-focused teaching and learning are pursued. This workbook is organized with three levels for each topic and is made to be applied to students in 1st to 6th grade students. Even though level 1 is intended for the 1 and 2
st nd
graders, level 2 for the 3
rd
and 4 graders, and level 3 for the 5 and
th
th
6th graders, the worksheets of different levels can be taught in any grade classes according to students' English skills. Level-focused teaching guides are presented in every Teacher's Guide. Third, the approach based on thought groups is applied. The communicative expressions are approached by thought groups, not by words. The words and vocabulary are intended to be acquired in the context by learning key expressions based on the thought groups, and then the students' power of retention and application for the expressions is pursued to be elevated by generating them in thought groups. Fourth, topic based approach is pursued. Considering that the learners are young and live in the rural areas, this workbook consists of topics that are categorized by extracted concrete communicative
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New English For Korean Kids

functions. The following shows the general course of this workbook.
Emphasis on authenticity
- emphasis on students' real lives - emphasis on authentic input - real material centered
Level-focused
- level-focused teaching activities - 3 stages by level
Pattern sentence centered

- emphasis on significant patterns - sublating word centered - thought group centered
Topic based
- teaching aid for after-school classes - topics from categorizing functions - serial & parallel structure
This workbook is composed of 22 books: 1 general instruction, 20 topics, and 1 phonics book. The general instruction presents how to apply the books to actual teaching. The phonics book has a serial of stages from word awareness to reading words and phrases, and deals with recognizing and making sounds. The 20 books of different topics are composed of the overview, teacher's guide, and worksheets for students. The overview gives a brief description and points out the significance of each topic. The teacher's guide describes the objectives and presents how to utilize the worksheets. The worksheets for students are composed to utilize one of the four basic language skills to master the basic sentence patterns in an authentic context. The following table shows the organization and content structure of this workbook.
LEVEL 1
Teacher's G uide
Presenting by levels
W orksheets
Constructing by levels Mostly 1 activity per page 20 minute worksheets -Content organization(11 activities) Speaking(1) + Listening(1) + Reading(1) + Writing(1) + G ame(2) + Story(1) + Art project(1) + C ulture(1) + Differentiated activity(2) -Contents of differentiated activities: rhythmic movement or play for level 1, work & play activity or subject-immersion for level 2, and project type tasks or other supplementary activities for level 3
T O P I C LEVEL 3 LEVEL 2
Explaining by activities Content organization -Objectives: of teachers and students -Key expressions -How to teach: level focused guidance, examples, references (materials, books, web-sites, etc.)
20 topics were extracted through categorization of concrete communicative functions converted from
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General Instruction
Korean expressions used by rural area elementary school students in high frequency. Here, the frequencies of Korean expressions are utilized as the criteria for designating levels of this workbook according to their degree of complexity in English expressions. The following table displays the steps taken to design communicative functions and the topics for the workbook.
1 To extract Korean expressions (sentences) used highly frequently in students' lives by observation
2 To convert them into English key expressions and to extract important communicative functions
3 To make important 4 To categorize them communicative into 20 topics, functions concrete and to name them and elaborate appropriately (ex.talking about according to their times, asking for contents times, or answering times)
This workbook is organized into 3 levels. The criteria to determine the levels of key expressions are the range of life, kinds of verbs and sentences, the tense, the sentence pattern, the number of thought group, and the frequency of usage. However, these criteria are applied as universal principles, not as strict rules to organize this workbook. The below displays the criteria.
Criterion 1 : Range of life LEVEL 1 - Personal family life LEVEL 2 - School neighborhood life LEVEL 3 - Social national life
Criterion 2 : Kinds of verbs LEVEL 1 - Common verbs and 'be' verbs LEVEL 2 - Including auxiliary verbs LEVEL 3 - Including auxiliary verbs
Criterion 3 : Kinds of sentences LEVEL 1 - Declarative sentence, YES/NO questions LEVEL 2 - Including WH-questions LEVEL 3 - Including WH-Q with WH-phrases
Criterion 4 : The tense LEVEL 1 - Simple present, present progressive form LEVEL 2 - Simple present, present progressive form LEVEL 3 - Including the past and future tenses
Criterion 5 : Sentence pattern and TG LEVEL 1 - 3>1>2 sentence pattern/below 1 TG LEVEL 2 - 3>1>2 sentence pattern/below 2 TG LEVEL 3 - 4, 5 pattern is possible/below 3~4 TG
Criterion 6 : Frequency of usage In TOPIC and FUNCTIONs, expressions spoken in high frequency are used as (key) expressions for lower levels
The worksheets in each level are usually composed of speaking, listening, reading, writing, games, story, culture, art project, and other differentiated activities. Each worksheet also has an organization criterion. The next table describes the organization criteria of each activity.
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SPEAKING : Phrases, 1 TG : Sentences, 2 TGs : Sentences, above 2 TGs LISTENING : Phrases, 1 TG : Sentences, 2 TGs : Sentences, above 2 TGs READ ING : Words, pictures : Phrases, 1 TG : Sentences, above 2 TGs
W RITING : Alphabet, 1~2 syllabic words : Words : Above phrases
G AME 1. Considering students' developmental stages 2. Activities with spoken and written skills 3. Appropriate for functions ART PROJECT 1. Considering students' developmental stages 2. Activities with spoken and written skills 3. Appropriate for functions
STORY 1. Pattern type story 2. Below 4 TGs in a sentence : 6 sentences , word substitution : 10 sentences ,1 TG substitution : 15 sentences , 1 TG substitution CU LTU RE 1. Events relevant to the month 2. Authentic contents 3. Comparing and understanding cultures
D ifferentiated Activity 1. Supplementary activities 2. Various activities : Rhythmic movement or play : Work & play activity or subject-immersion : Project type tasks
20 Topics of this workbook are arranged by the time-series of months. 2 topics are distributed from March to December according to the relevance of learning contents and cultures to the respective months. The sequence of language learning is also reflected in arranging topics. Topics with expressions that are available more frequently are posted to the earlier months. The following presents the topic arrangement by the time-series of months.
3 March

4 April

5 May

6 June

7 July

Phone Etiquette 8 August
Likes & dislikes Motions 9 September
Sports Fam ily 10 October
Tim e Shopping 11 November
Jobs Location 12 D ecember
Shapes The world
Weather School days
Food Directions
Life stories People & life
Calendar Reason
Each topic has 6 important and general communicative functions. Each important and general communicative function is differentiated into several concrete communicative functions respectively. The concrete communicative functions are the basis of determining objectives of each activity. Those
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General Instruction
concrete communicative functions are not presented here because they are presented in the contents of each topic. The following table shows the important and general communicative functions of each topic.
Phone
M A R C H
Understanding numbers of 0 through 30 Counting things with numbers 1~30 Asking for & telling a phone number Making a phone call Asking a friend to do some work together over the phone z Sending and receiving an SMS z z z z z z z z z z
Etiquette
Greeting people Introducing yourself & friends to other people Exchanging personal information Understanding table manners Finding differences of etiquette between nations z Understanding other countries' etiquette
Likes & dislikes

A P R I L
z Naming what you like z Naming what you dislike z Asking & answering likes & dislikes using yes/no questions z Asking & answering likes & dislikes using wh-questions z Naming your hobby z Asking for & telling hobbies z z z z z z
Motions
Naming words of motions Following imperatives to make a motion Giving imperatives to make a motion Telling your current activities Asking & answering current activities Asking & answering the abilities of movement
Sports
M A Y
z z z z z z Naming sports Saying prohibition Asking help for injuries Inviting friends to play a sport Asking & answering sports someone likes Asking for & telling personal talents about sports
Family
z z z z z z Naming family relationships Introducing your family to other people Telling the ages of family members Asking for the ages of family members Describing the information of family members Asking for & telling the information of family members
Time
J U N E
Understanding numbers about time Asking for & telling time Apologizing for leaving at the moment Making an appointment Asking & answering when someone does activities z Asking & answering when something was done z z z z z z z z z z z
Shopping
Offering to go shopping Understanding different currencies Asking for & offering help Asking for & telling the price of item Talking about items to Purchase Giving & receiving gift bought
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Jobs
J U L Y
Naming jobs Naming personal talents Telling jobs of your family members Asking for & telling people's jobs Asking for & telling personal talents related to jobs z Talking about the jobs you want to be in the future z z z z z z z z z z z
Location
Understanding the prepositions of location Locating objects as instructed Describing the location of objects Describing the location of buildings Asking for & telling the location of objects Asking for & telling the location of buildings
Shapes
A U G U S T
z z z z z z Naming shapes & colors Drawing & coloring shapes & things Describing shapes & colors of objects Understanding plurals with shapes Comparing things Asking & answering comparison
The world
z z z z z z Naming countries, oceans & continents Asking for & telling nationalities Asking for & telling the country you want to visit Asking for & telling a nation's characteristic Telling the country you want to visit with reasons Sending & receiving an e-mail of introducing countries
S E P T E M B E R
Weather
z z z z z z Naming weathers & feelings Expressing your feeling Expressing the weather using an exclamation Asking for & telling weathers Asking for & telling feelings Asking for & telling favorite seasons z z z z z z
School days
Naming objects in the classroom & school Asking for & telling the possession of objects Asking & answering about objects Naming subjects Asking for & telling favorite subjects Talking about your class timetable
Food
O C T O B E R
z Naming meals & food z Asking & answering about food using yes/no questions z Asking & answering about food for meals using wh-question z Discussing the menu z Making food as instructed z Inviting & sharing food z z z z z z
Directions
Understanding prepositions of place Naming buildings Giving directions Asking for directions Asking how to get to destinations Naming modes of transportation
Life stories
N O V E M B E R
z Telling your daily schedule in series of time z Asking for & telling what time someone does the work at z Telling a personal past experience z Asking for & telling what someone experienced z Telling your plan to do some work z Asking for & telling when someone will act the plan
People & life

z Naming animals & plants z Naming parts of people's body z Describing the characteristics of animals & plants z Describing people's appearances z Comparing the characteristics of animals & plants z Asking for & telling people's appearances
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General Instruction
Calendar
D E C E M B E R
z Naming 7 days of the week & 12 months z Understanding ordinal numbers 1st~31st z Understanding dating z Asking for & telling the day of the week z Asking for & telling the date z Talking about special days & giving celebrations
Reason
z Telling things you like or not with reasons z Telling activities you want to do or not with reasons z Asking for & telling reasons z Requesting permission z Permitting or refusing requests with reasons z Talking about the past events with reasons
Even though this workbook is sequenced by the month and the level, the syllabus can be reorganized by teacher's teaching intention during the planning stage, which means that the lessons may be reorganized considering the English learning environment and English skills of the students. Reorganization is carried out through changing of teaching time, adding new contents or altering the contents of worksheets. It is also possible to teach 1 to 3 worksheets in one class depending on the teacher's plan or students' learning pace even though each worksheet is designed for a 20 minute class. In teacher's guides, each activity has a chart with the name of the activity, objectives, communicative functions, and key expressions. Each activity also has a guide on how to teach, level focused teaching, and references below the chart. First, the title and the type of the activity is presented in a box like
Task : Telling my schedule for summer vacation
. Objectives are divided into teacher's objectives and students' objectives of the lesson. Teacher's objectives are stated in terms of the pattern grammar and language skills that teachers should teach and students' objectives in terms of the results of linguistic behavior that learners should achieve. This means that teachers should teach students to utilize those pattern grammar
Teacher Objectives Students Functions
z To have students utilize the auxiliary verb 'will' meaning the future action z To present the plans for the coming summer vacation to his/her friends z Asking and answering about plans for the summer vacation z What will you do during ~ ? z I will go to my uncle's. z I am going to learn how to play the piano.
Key Expressions
proficiently and to have sound communicative skills. Communicative functions and key expressions are the linguistic elements for students to learn during the class. All the activities they preform should result in having students achieve the objectives.
How to teach
presents how to teach each activity step by step,
Level focused
suggests how to
teach students with different levels of English, and
References
provides supplementary texts,
teaching materials, books, and web-sites that are needed during the lesson.
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Quizzes can be found at the bottom of the worksheets. The quizzes are intended to work as a kind of formative evaluation to check whether students recognize the key expressions or not. That is, they are presented to have students review what they learned and use key expressions one more time after the class. Therefore, it is desirable for teachers to encourage students to do the quizzes and giving guidance on how to answer the quizzes. The classes are not restricted indoors. If it is considered to be more effective, the teachers are welcomed to plan and have a lesson outside of a classroom where students can move, think, and communicate actively.
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CONTENTS
Book 1
General Instruction 3 - Phone 3 - Etiquette 4 - Likes & Dislikes 4 - Motions 5 - Sports 5 - Family 6 - Time
NEW ENGLISH FOR KOREAN KIDS
Book 2
General Instruction 6 - Shopping 7 - Jobs 7 - Location 8 - Shapes 8 - The World 9 - Weather 9 - School Days 10 - Food
Book 3
General Instruction 10 - Direction 11 - Life Story 11 - People & Life 12 - Calendar 12 - Reason Phonics
Book 3
General Instruction 10 - Direction 1) Level 13 2) Level 2 18 3) Level 3 33 11 - Life Stories 1) Level 13 2) Level 2 18 3) Level 3 33 11 - People&Life 1) Level 13 2) Level 2 18 3) Level 3 33 12 - Calendar 1) Level 13 2) Level 2 18 3) Level 3 33 12 - Reason 1) Level 13 2) Level 2 18 3) Level 3 33 Phonics 1) Level 11 2) Level 21
DIRECTIONS
In this chapter, students will learn basic vocabulary used in relation to directions to have conversations with others. For students to be able to use these expression fluently, they should have key expressions like "Where is the postoffice?", "How can I get to the hospital?", and "This is a bus stop." presented in a meaningful way. They should also have chances to use these expressions in real life situations. The teacher should give authenticity by using language materials related to students' lives and he/she should give level-focused teaching by using level appropriate language materials and methodologies. The best way for the students to learn how to give someone directions or talk about different modes of transportation is to practice. Therefore, in this unit, the students will do many pair and group activities to practice the expressions.
Contents
Activities
Speaking Listening Reading
Functions
z Naming buildings in a sentence z recognizing the building names and writing numbers in order z Reading sentences about buildings z Writing various types of transportation z Listening to and understanding direction z Saying transportations in a sentence z Reading and understanding the story
Key Expressions
z This is a school. z What is it? / It's a school. z This is a bank. z What is it? / It's a bus. z Go up / down/ left/ right. z It is a train. z Is she here in the restaurant? z This is a school. z I see a bus. z This is the magic bus.
L E V E L 1
Writing Game 1 Game 2 Story
Art project 1 z Saying the different buildings in a sentence Art project 2 z Saying the different types of transportation in a sentence Art project 3 z Giving a name to the bus that you made Culture Speaking Listening Reading
z Recognizing the difference in traffic direction between Korea and England z It's on the left side. z Reading a sentence and matching with proper picture z Understanding the transportations and writing the numbers in order z Understanding directions z Writing and saying the directions z Asking and answering the buildings z Recognizing the transportations z Reading and understanding the story z I want to buy some milk. This is a supermarket. z What is it?/ It's a boat. z How can I get to the Bul-Guk temple? z Go straight and turn left. z Where is Gyeongbokgung? z Go straight and turn left. z What is this? / It is a school. z What is this? / It is a school. z There's a shoe store! z A tree is behind the house. z What is this? / It is a hospital. z The fire station is next to the clinic. z What's this? This is a double-decker. z How can I get to the park? z Go straight and turn right at the corner. z Where is the bank? z How can I get to the bank? z Go straight and turn right at the corner. z How can I get to the bank? z Go straight and turn right at the corner. z Where is the school? z Go straight and turn right at the bookstore. z How can I get to hospital? z Go straight and turn left at the bank. z How can I get to the market? z Go straight and turn right at the corner. z Can you tell me how to get to the library, please? z Walk that way and turn right. z How can I get to the zoo? z You can go there on foot. z How can I get there? z You can go there by car. z How can I get to the Eiffel Tower? z Go straight and turn right.
L E V E L 2
Art project 1 z Listening to and understanding the locational expressions Art project 2 z Asking and answering buildings on your map Writing 2 Culture Speaking 1 Listening Reading 1 z Understanding locational expressions z Recognizing transportations in each country z Asking and answering the directions z Recognizing the places on the map z Reading the description and finding places on a map z Completing the map by drawing the buildings z Writing sentences about directions z Asking and answering where the building is z Telling where the building is located z Reading and understanding the story z Saying how to get to a destination on the map z Reading the description and finding how to get to destinations z Saying how to get to a place on your map z Saying directions how to get to the places
L E V E L 3
Writing Game 1 Game 2 Story Specking 2 Reading 2 Art project Culture
LEVEL
1 DIRECTIONS
How to teach
z Put the picture cards on the board. z Before reading the script, show the pictures to the students and have them repeat the words after the teacher. z Read the script to the students. Have students listen carefully and write numbers beside the pictures in the order as they hear the names of the buildings. z Check their answers.
Teacher z To have students say the names of different kinds of buildings
Speaking : Let's speak
Objectives
z To be able to say and learn the Students names of different buildings in a sentence
Functions
z Naming buildings in a sentence
Key Expressions
z This is a school.
Level focused
z Do listen and repeat exercise many times with the expressions with different school names. z Repeat many times until the students can fluently say the expressions.
How to teach
z Show students the pictures and have them repeat the words after the teacher. z Have students speak to their partner about the buildings in the picture. z Have students say the sentence to their partner while only looking at one letter. z The students will speak to the whole class using the expression, "This is a ______." z Check if each student is saying the expression correctly.
References
z Materials : picture cards
Reading : Let's read

z To have students look at pictures of Teacher buildings and draw a line to the correct sentence
Level focused
z Say as many building names as possible in a sentence. z Try to make the students comfortable with the expression, "This is a _____." z Use materials like picture cards when practicing the expression with the building names.
Functions
Objectives
Students
z To be able to read building names and draw a line to the proper picture
z Reading sentences about buildings
References
z Materials : picture cards, flash cards
Key Expressions
z This is a bank.
How to teach
Listening : Let's listen
z To Teacher
Objectives
z Review the names of the buildings in the pictures. z Have the students repeat the sentences on the right after the teacher. z Have the students read the sentences by themselves. z Draw lines to connect the pictures with the corresponding sentences. z Check their answers.
have
students
listen
to
and
understand sentences with the names of different kinds of buildings
z To be able to listen to the names of Students different kinds of buildings and to write down the numbers
Functions
z Recognizing the building names and writing numbers in order
Level focused
z Read the sentences clearly to the students and have them repeat after the teacher. z Give time for the students to read the sentences out loud. z Praise students for their excellent works.
Key Expressions
z What is it? / It's a school.
LEVEL 1
Directions
How to teach
References
z Explain right and left with your hands and other body parts like eyes, arms and legs. z Explain up and down. z Explain what "Go left/ right/ up/ down." means and how to use
Writing : Let's write

z To have students write the different types of transportation in a sentence
the expressions. z Explain and demonstrate how to play the game. z A student comes out. The rest of the class explain to the
Teacher
Objectives
student where the tail spot is by saying, "Go left/ right/ up/ down." The student with a blindfold should listen carefully to his/her friends' instruction and find the tail spot and pin the tail on it.
Students
z To be able to write the different types of transportation in a sentence
Functions
z Writing various types of transportation
Level focused
z Before playing this game, make sure students understand the expressions and how to use them clearly. z The main focus is to teach giving and understanding directions. The students must learn the words in the sentence and repeat them many times.
Key Expressions
z What is it? z It's a bus.
How to teach
z Introduce the 6 transportation vehicles to the students. z Have the students listen and repeat "It's a/an _______.", with different transportation vehicles, after the teacher. z Point out and explain why the sentence for airplane uses a different article, 'an'. z Do a demonstration of how to write a sentence on the board. z Write the sentence slowly and very clearly. z Have students write the sentences. z Read the sentences with the students.
References
z Materials : animal picture, tail materials
Game 2 : Bingo
z To have students understand and say the basic transportation words
Teacher
Level focused
z The writing order must be demonstrated first on the board.
Objectives
Students
z To be able to say the transportation words in a sentence correctly
References
z Materials : transportation cards
Functions
z Saying transportations in a sentence
Key Expressions
z It's a train.
Game 1 : "Pin it" game

z To have students say left, right, up, down
How to teach
z Give a demonstration of how to play bingo. z Review the "This is a
Teacher
." expression with the
Objectives
transportations. z Have students cut the cards and arrange them like a 3 by 3 bingo table.
to and understanding
Students
z To be able to say left, right, up, down

z Listening direction
z Go left/ right/ up/ down.
z Have students ask the teacher, "What is it?" in unison. z Teacher answers, "It's a train.",
Functions
for
example.
Then
the
students turn their train card upside down.

Key Expressions
z Have them shout "Bingo!" when they make a line. z Rearrange the cards and play again. The teacher can invite a student to come to the front and play the teacher's role. Bingo
LEVEL 1
Teacher's Guide
also can be played in pairs or groups. Also, the teacher can change the number of lines to be made or have students make shapes. (T shape, X shape, H shape, etc.)
Art project 1 : This is a school

z To Teacher Objectives Students have students in a say different and
Level focused
z Focus on having the students say the word in English rather than focusing on playing the bingo game. z When working in pairs, help them speak in sentences, not only words. Functions
building
names
sentence
color the pictures z To be able to say different building names in a sentence and color the pictures z Saying the different buildings in a sentence z This is a school.
References
z Materials : scissors
Key Expressions
Story : My city kitty

z To have students listen to the story and understand it z To be able to listen to the story and write the missing words z Reading and understanding the story
How to teach
z First, show building cards and say their names in sentences: "This is a school." z Have the students listen and repeat after the teacher. z Have the students color the pictures on the worksheet and say the sentences. z The teacher walk around the classroom and ask "What's this?" to individual students and have them answer.
Teacher Objectives Students
Functions
Level focused
Key Expressions z Is she here in the restaurant? z It is important for the students to learn how to say the various building names in sentences. Have the students speak in sentences, not only words.
How to teach
z Tell the students it's story time. z Read the story in a lively tone. z Have the students repeat the story after the teacher line by line. Point out how the majority of the story is repeated in each part. Have students listen carefully and say easy parts with the teacher. For example, the students can say "(Meow, meow) Here kitty, kitty!" everytime it comes up. z Read the story one more time. z Say "my city kitty" in a fun manner and have students repeat it many times. Functions z Saying the different types of transportations in sentences z I see a bus. Objectives Students z To be able to understand and say about transportation Teacher z To have students understand about transportation
Art project 2 : I see a bus
Level focused
z First, introduce the story's plot simply. z Your voice must be loud and your actions exaggerated. Also, use motions to help students guess what the story is about. z Read the important expressions aloud. Key Expressions
How to teach
z Introduce the new types of vehicles with picture cards. z With the picture cards, introduce the new expression, "I see a .". Say the expression for each picture and have the students repeat after the teacher.
References
LEVEL 1
Directions
z Explain, just like 'airplane' in the previous lesson, 'ambulance' needs to be said with 'an', not 'a'. z Explain that 'a' and 'an' means 1 and vehicles or objects more than 1 can be said with the number before the name of the object. "I see two cars." z Explain that color of an object or a vehicle can be added before the name of the object or the vehicle to describe it. "I see two red cars." z Read the sentences in the box with the students. Have the students color the vehicles in the picture according to the sentences. z Walk around the classroom and ask individual students, "What do you see?" and have them answer the question.
z Help the students prepare what to say to introduce their bus to the class.
References
z Materials : scissors, glues
Culture : Left or right?

z To Teacher Objectives have students understand the
different traffic direction in Korea and England z To be able to understand the
Level focused
z It is important for the students to learn how to say various transportation names in sentences. Have them practice many times until they can say the expressions fluently. Functions
Students
different traffic direction in Korea and England z Recognizing the different traffic
direction in Korea and England z It's on the left side.
References
z Materials : colored pens, scissors, glues, thick papers
Key Expressions
z A car runs on the right side in Korea.
How to teach
Art project 3 : This is the magic bus
z To have students color, cut out the bus, and say what it is in a sentence z To be able to color, cut out the bus, and say what it is in a sentence z Giving a name to the bus that you made z This is the magic bus. z Show pictures of moving cars in Korea and England. Then have them guess the difference between the two pictures. z Ask the students, "Where is the car?", point at one picture. Teacher Objectives Students Guide the students to answer, "It's on the right/left side." z Explain that vehicles run on the right side of the road in Korea, but run on the left side in England. z Also explain in other countries, like Australia, New Zealand, Hong Kong, Singapore, India, Thailand, and Japan, cars run on the right side of the road. Functions Key Expressions z Explain that it is just a cultural difference. Perhaps use the example of the difference between a left-handed person and right-handed person.
How to teach
z Present the worksheet and say, "This is a bus." z Explain that they can color and decorate the bus however they like. They can make it a special bus, like a magic bus. z Have the students color the bus and the four tires. z Have the students cut the paper along the solid line. z Have the students fold the body along the dotted folding line. z Glue the wheels on the bus. z Have students come to the front of the classroom and present their bus to the class.
Level focused
z If possible, read an article about RHT countries and LHT countries. z If the teacher has experienced a similar cultural difference in Korea, share that experience with the students.
References
z Interesting facts and information about LHT countries and RHT countries. http://en.wikipedia.org/wiki/Right-_and_left-hand_traffic
Level focused
z Make sure the students can say the sentence, "This is a bus." fluently.
LEVEL 1
Directions-Speaking
Let's speak
This is a _________.
school
hos pital
zoo
post offic e
ch urch
bank
l ibrary
park
museum
This is a .
LEVEL 1
Directions-Listening
Let's listen
A. Listen and write numbers. What is it? It's a ______.
LEVEL 1
What is it? It's a h
Directions-Reading
Let's read
A. Read and match. This is a _________.
Th is is a bank.
This is a scho ol .

This is a p ark.

This i s a post
office.
This is a hospital.
What's this? This is a .
LEVEL 1
Directions-Writing
Let's write
A. Write the sentences. What is it?
airplane
It's an airplane.
boat
bus
bicycle
ship
taxi
LEVEL 1
10
a=1, b=2... What's this? This is a (2)(15)(1)(20).
Directions-Game 1
"Pin it" game

Go ______.
1. A student's friends let him/ her know where to put the pin by saying, "Go left/ right/ up/ down."
2. The student listens and finds where the tail spot is.
3. Practice the sentences "Go left/ right/ up/ down."
. up
left down right
11
LEVEL 1
Directions-Game 2
Bingo
A. Cut out the cards and play bingo. It's a ______.
LEVEL 1
12
Directions-Story
My city kitty
A. Let's read the story. Is she here in the restaurant? Here, kitty, kitty!
My curious kitty likes the city. She hangs around downtown all day. Is she here in the music store? (Meow, meow) Here, kitty, kitty!
My (
) kitty likes the city. ) all day.
She hangs around (
Is she here in the grocery store? (Meow, meow) ( ), kitty, kitty!
My curious kitty likes ( She (
). ) all day.
Is she here in the restaurant? (Meow, meow) Here, kitty, kitty!
.
meow meow This is a c__. bow wow This is a d__. quack quack This is a d__.
13 LEVEL 1
Directions-Art project 1
This is a school
A. Color and say the sentence. This is a _______.
bank
library
school
hospital
church
bookstore
LEVEL 1
14
I see a bus
A. Say the sentence and color the vehicles. I see ___ _______.
I see tw o red I see a green I see a w hite I see a yellow I see a blue I see a black .
. . . . .
I see
wheels.
15
LEVEL 1
This is the magic bus

A. Let's make a bus.
paste
paste
paste
paste
paste
paste
paste
paste
paste
BUS
paste paste
LEVEL 1
16
Directions-Culture
Left or right?
A. Let's read and talk about this article. It's on the _____ side.
Which direction do cars run? Circle it.
Country Korea England
Cars right or left right or left
Why does this car run on the left side? Because this car is in England. A car runs on the left side in England.
Why
does
this
car
run on the right side? Because this car is in Korea. A car runs on the right side in Korea.
A car runs on the side in _ _ _ _ _.
17
LEVEL 1
LEVEL
2 DIRECTIONS
Key Expressions z What is it? It's a boat.
How to teach
z To have students look at pictures of Teacher Objectives Students buildings, read sentences, and match them z To be able to read the names of different kinds of buildings and to match them to pictures Functions Key Expressions z Reading a sentence and matching it with a picture z I want to buy some milk. This is a supermarket. z Have students understand each type of transportation and have them repeat. z Put the picture cards on the board. z Go over the different types of transportations with the students. z Read the sentences to the students. z Students have to write the numbers of the transportations beside the sentences. z Check their answers.
Level focused
How to teach
z Talk about the pictures on the right. z Practice the names of the pictures with the students. z Read the sentences on the left. z Have the students repeat the sentences on the left after the teacher. z Have the students read the sentences by themselves. z Draw lines to match the sentences to the pictures. z Check their answers. z Praise students' works. Objectives Teacher z To have students read the dialog and understand it z To be able to read the dialog and understand directions z Understanding directions z How Key Expressions can I get to the Bul-Guk
References
z Materials : pictures of various types of transportations
Level focused
z With the pictures, talk about what people do in the buildings. z Read the sentences clearly to the students and have them repeat after the teacher. z Give time for the students to read the sentences aloud. z The teacher will say the questions and the students have to answer. Functions
Students
temple? z Go straight and turn left.
References
How to teach
z Show a picture of Bul-Guk temple. z Teach the key expressions to the students. Explain about "Go straight." and "Turn left/right." z Read the dialog to the students. Read it for the second time and have the students repeat after the teacher line by line. z Have the students answer the question. z To have students listen and z Check the answer with the students. z Have students practice reading the dialog in pairs.
understand about different types of transportations z To be able to listen and understand about different types of transportations
Level focused
z Have the students practice reading the dialog many times.
Functions
z Understanding the transportations and writing the numbers in order
LEVEL 2
18
Teacher's Guide
References
z Materials : colored pencils, pictures of Bul-Guk temple
How to teach
z Go over the key expressions and the building names on the game board. z Divide the students into pairs and give a dice to each pair. z Show a demonstration of how to play the game. z Have the students play the game several times.
students write and give

z To have
Teacher
Objectives
directions
Level focused
z The teacher should monitor students' activities and correct any mistakes. z Make sure the students are speaking in sentences, not only in words.
Students
z To
be
able
to
write
and
give
directions
Functions
z Writing and giving directions
Key Expressions
z Where is Gyeongbokgung?
z Go straight and turn left.
References
z Materials : dice with only 1, 2, and 3
How to teach
z Review the different directions. z Review the key expressions. z Give students a few minutes to look at the pictures and think about the answers. z Look at the pictures together and say the answers together. z Encourage the students to refer to the previous worksheets to write the missing words in the blanks. z Check the answers. z Read the sentences with the students many times.
Students
Objectives
Game 2 : Transportation puzzle
Teacher
z To have students search for words and connect them
z To be able to search for words and connect them
Level focused
z Practice reading after finishing the writing activity.
Functions
z Recognizing the transportations
References
z Materials : colored pencils
Key Expressions
z What is this? z It's a truck.
How to teach
z Review the key expressions and the transportation words with
Game 1 : Board game
the students. z Have students find the words in the puzzle, color them and connect them to the words on the left.
Teacher
z To have students play the game and say different building names
z To be able to play the game and say different building names
z Check the answers together. z Have the students make their own puzzle. z Have them switch the puzzle with a partner and find each others' words.
Objectives
Students
Functions
z Asking buildings
and
answering
about
the
Level focused
z For advanced students, have the students make puzzles with the names of the buildings as well as the transportaion words.
Key Expressions
z What's this? It's a school.
References
19
LEVEL 2
Directions

Key Expressions
locatioanl expressions
z A tree is behind the bench.
Story : Shopping downtown
How to teach
z Teach the 4 prepositions introduced on the worksheet. Explain with objects in the classroom. z When explaining, use expressions with the prepositions, like "A pencil is behind the book." z Look at the example passage and the example picture with the students. Explain the prepositions again with them. z Read the script to the students. Read it slowly, giving enough time for the students to draw the picture. z Have the students compare their pictures with each other. z Have a volunteer come to the front and give directions to the class. z Have students do the activity in groups-one student gives instructions and others draw.
Teacher
Objectives
z To have students listen to the story and write the missing words
Students
z To be able to listen to the story and write the missing words
Functions
z Reading and understanding the story
Key Expressions
z I love to go to downtown. z There's a shoe store.
How to teach
z Have students sit close by and let them know it's time for storytelling. z Read the story in a lively tone. z Point out that a big portion of the story is repeated in each paragraph. Have students practice saying those sentences after the teacher. z Read the story one more time. z Encourage the students to read the repeated parts everytime they come up.
Level focused
z Make sure students understand the prepositions clearly. z The picture can be very simple and sketched. Don't spend too much time coloring the pictures.
Art project 2 : Make my village
Level focused
z [class activityRead aloud and repeat after the teacher. z [pair activity] Have students tell their partner the story on the worksheet. z Your voice must be loud and your actions exaggerated. z It is a good idea to tell the story with a rhythm.
Functions
Objectives
Teacher
z To have students make a village and introduce it
Students
z To be able to make a village and introduce it
z Asking and answering about buildings on your map
References
z Materials : pictures of downtown, a clothes store, an ice cream store, a shoe store, clothes, ice creams, and shoes
Key Expressions
z What is this? z It's a school.
How to teach
Art project 1 : Draw a picture
z To have students say "right, left, top, bottom, center."
z Have students cut out the pictures of buildings. z Have the students glue them on the map as they want. z Have the students write the building names or color them. z Have them ask and answer about building names with a partner.
Teacher
Objectives
Students
Functions
z To be able to say "right, left, top, bottom, center."

z Listening to and understanding
Level focused
z Prepare other building pictures.
LEVEL 2
20
Teacher's Guide
z The teacher may make a blank map not only with straight roads but also with curved roads or a river. z They can draw other buildings that are not on the worksheet.
Functions z Recognizing transportation between
from different countries
different countries
Writing 2 : Let's write

z To have students read and say where Teacher
Objectives
Key Expressions
z What's this? z It's a double-decker.
How to teach
z Present a world map on TV. z Represent the countries and their unique transportations in each continent. z Introduce pictures of various kinds of transportation. Read the names of the transportation and have them repeat after the teacher. z Practice the key expressions with different vehicles with the students. z Then have the students draw pictures of them on their worksheets. z Have students practice the dialogs in pairs.
the buildings are z To have students understand the prepositions for places
z To be able to read and say where Students the buildings are z To be able to understand prepositions for places
Functions
z Understanding locational expressions
Key Expressions
z The fire station is next to the clinic.
How to teach
z Show students pictures of buildings and have them repeat after the teacher to review the names. z Have the students repeat the prepositions after the teacher. Confirm their understanding by placing two objects in relation to each other and asking what the appropriate preposition is. z Have students look at the pictures and fill in the blanks with prepositions. z Check the answers with the students.
Level focused
z Show pictures of various transportation vehicles to enhance students' understanding. z Feel free to introduce other types of transportation in class.
References
z Materials : pictures of various transportation methods
Level focused
z Read the sentences with the students many times. z Use different objects to explain the prepositions for places to the students.
References
Culture
Various
types
of
transportation
z To have students understand different Teacher types of transportation from different countries
Students z To be able to understand, read, and say different types of transportation
Objectives
21
LEVEL 2
Directions-Speaking
Let's speak
A. Find the place. This is a _________.
1. I like music class. I want to see my teacher.
2. I like butterflies. I want to buy a book about butterflies. 3. My brother is crying. I want to buy some milk. 4. I want to buy shoes. But I don't have money. 5. It's Sunday. I want to pray. 6. Today's Jenny's birthday. I want to buy flowers. 7. I'm sick. I want to see a doctor.
LEVEL 2 22
Here is a restaurant. What do you want to do? Say to your teacher.
Directions-Listening
Let's listen
A. Listen and write numbers. What is it?
1
It's a/an ______

2 3
I have big sails. I move by wind. I'm fast and big. I fly in the sky. I look like a bike. But I'm faster than the bike. I'm dangerous.
I am the larger boat carrying people and cargo. I live in the sea.
I need the railroad to move. I'm fast and long. I carry many people to their school or work place. I only have room for 4~5 people.
It's a 20.18.1.9.14. What number is its picture?
23
LEVEL 2
Directions-Reading
Let's read
How can I get to the _____? Go ____ and ____.
May I help you? I'm looking for Bul-Guk temple. How can I get to the Bul-Guk temple? Go straight and turn left at the corner. Oh, thank you so much. Have a nice trip!
Where is the Bul-Guk temple? Write the numbers in the order of how to go the Bul-Guk temple.
LEVEL 2
24
(/) .
[How/canIgettothemuseum?]
Directions-Writing
Let's write
A. Complete the sentences below. Where is _____? Go ____ and ____.
, t
25
LEVEL 2
Directions-Game 1
Board game
What is this? It's a ______.
START
HOSPITAL BOOK STORE
miss a turn
HOUSE
FLOWER SHOP

FINISH
- 3
LIBRARY SUPERMARKET
SCHOOL
BANK
This game is for two players. You will play with dice showing only 1, 2, and 3. When you reach a space, say the place's name in
miss a turn
a sentence.
+ 2
PLAYGROUND
CHURCH
LEVEL 2
26
Directions-Game 2
Transportation puzzle
A. Search for the words, color, and match.
What is this? It's a _____.
truck taxi
g t a q f d n b s
t a i v a o c i t
b l n r t j p a c a
u s h p r k t r y x
s h s l a c r s c i
b i u a i b u b l c
i p n n o c z i
f l e a k e
u o u t y g
e q y p j y r r k
bicycle
w d
b w a v m
subway airplane train car bus ship boat

e w h
x m x
27
LEVEL 2
Directions-Story
Shopping downtown
A. Read the story and talk about it with classmates. There's a ___ store. Let's get ____.
I love to go to downtown. There are so many things to see. Daddy, there's a clothes store! Let's get some clothes for me! I love to go to downtown. There are so many things to see. Mommy, there's an ice cream store! ( ) ice cream for me! I love to go to downtown. There are so many things to see. Grandmother, there's a shoe store! ( ) shoes for me!
LEVEL 2
28
There is a
store. Let's get some
s for me.
Draw a picture
A. Let's draw following the directions. ____ is behind the ______.
Example A tree is behind the bench. A cow is next to the bench. A house is in front of the mountain. There are a bench and a tree near the house.
. in front of
29
LEVEL 2
Make my village
A. Cut out the pictures. Make your village.
What is this?
It's a ____.
LEVEL 2
30
Directions-Writing 2
Let's write
A. Complete the sentences below.
next to in front of across from between behind
1. The fire station is next to the clinic.
2. The museum is a the parking lot.
3. The PC room is in the library.
4. T he post office is n
the clinic.
5. The police station is the gas station.
6. The hotel is n the hospital.
7. The bus station is in the hospital.
8. The clinic is b
the
grocery store and the post office.
The parking lot is the fire station and the police station.
31
LEVEL 2
Directions-Culture
Various types of transportation

What's this? It's a ______.
Country Transportation Picture
Vietnam
rickshaw
England double-decker
Italy
gondola three-wheeled taxi
Thailand
What is this? This is a _______. Where can I see it? You can see it in _______.
LEVEL 2
32
LEVEL
3 DIRECTIONS
the places on the map

z To have students ask for and give directions
Functions
Key Expressions
z Listening to directions and finding the places on the map

z Where is the bank?
Teacher
Objectives
Students
z To be able to ask for and give directions
How to teach
z Present the map on TV. z Go over the buildings on the map. z Read the passage to the students. Have them listen and write numbers beside the buildings they arrive at. z After doing the activity, give directions including the street names. ex) "Go straight and turn right on the Speed Way." z Check the students' answers.
Functions
z Asking and answering the directions
Key Expressions
z How can I get to the park?
z Go straight and turn right.
How to teach
z Show the map on TV. z Go over the buildings on the map. z Introduce the key expressions to the students. z Read the dialogs with the students. Have them repeat after the teacher line by line. Explain any expressions students have difficulty with. z Say which number, 1, 2, 3 or 4, the students should start from. Then ask, "How can I get to the library?". Have the students answer. z Invite volunteers to come to the front and do the teacher's role. Have a student stand up and answer the question. z Have students ask and answer in pairs.
z To have students learn the names of
Level focused
z Have the students practice giving and following directions until they are fluent with them.
References
Level focused
z Practice the expressions many times. z The teacher may make a new map similar to the worksheet and create similar dialogs.
Objectives
Teacher
different kinds of buildings and find places on a map

z To be able to read the names of
Students
different kinds of buildings and find places on a map
z Reading the description and finding
References
z Materials : map of drawn buildings and streets
Functions
places on a map z Completing the map by drawing the buildings
Key Expressions
z How can I get to the bank? z Go straight and turn right.
How to teach
z To have students listen to the names Teacher
Objectives
of different kinds of buildings in a sentence and find the places on the map
z Present the map on TV. z Talk about the buildings. z Read the dialog to the students. z Explain expressions like "across from" and others they may not understand. z Have the students read the dialogs and draw the buildings on
Students
z To be able to listen to the names of different kinds of buildings and find
33
LEVEL 3
Directions
the map. z Check students' answers.
Game 1 : Let's give directions
Level focused
z When checking the answers, the teacher may sketch the map on the board, have a student come to the board and draw the building for each dialog.
Functions
Objectives
Teacher
z To have students ask and answer where a building is located
Students
z To be able to ask and answer where a building is located
z Asking
and
answering
where
References
z Materials : a map with buildings and streets
building is
Key Expressions
z Where is the school?
How to teach
z Read the dialogs with the students. z Have students walk around the classroom and talk to as many
Teacher
z To have students write sentences about how to get to a certain place
students as possible. Student A asks where the hospital is to student B. If student B answers correctly, student A write B's name under hospital. z After the activity, count how many times each student's name is written for each building. Praise the students whose names are written the most.
Objectives
Students
z To be able to write sentences about how to get to a certain place
Functions
z Writing sentences about directions
Key Expressions
z How can I get to the church? z Go straight and turn right.
Level focused
z Make sure students understand how to play the game clearly. z Walk around the classroom and make sure students are saying the dialogs correctly.
How to teach
z Review the key expressions with the students. z For the first box, have students look at the questions and write the missing letters. Then, have the students complete the sentence for each word. z For the bottom box, have the students read the questions, think about and write the answers. z Check their answers.
References
Game 2 : Dice game
Level focused
z If majority of students have difficulty in writing the sentences, the teacher can say the answers and have them try to write the words or refer to previous worksheets to find the words. z Although the main activity is writing, the teacher can also have students speak and read the expressions.
Functions
Objectives
Teacher
z To have students find directions and play the dice game
Students
z To be able to find directions and play the dice game
z Telling where the building is located
References
Key Expressions
z How can I get to the school?
How to teach
LEVEL 3
34
Teacher's Guide
z Have students make the dice from page 2 of the worksheet. z Explain how to play the board game. A final destination, the hospital, for example, is chosen before starting the game. z Have the students throw the dice and move their token in the direction as the dice says. z The smile face on the dice means the token can be moved 1 block in any direction. z While moving the token, the students must say the direction they are moving aloud. z The student who reaches the final destination must tell the class how to get to the destination. If the student gives a correct direction, he/she wins the game.
Level focused
z Have students read aloud and repeat after the teacher.
References
z Materials : board of the written story z Answers : how to get to, how to get to, Walk that way, turn left
Speaking 2 : Let's speak

z To have students say how to get to a destination z To be able to say how to get to a destination z Saying how to get to a destination on the map z Can you tell me how to get to the Key Expressions library, please? z Walk that way and turn right.
Level focused
z Monitor the students' activities and help anyone who has difficulties. Teacher Objectives Students
References
z Materials : dice
Functions
Story : How can I get to the market?

z To have students listen to and talk about the story z To be able to listen to and talk about the story z Reading and understanding the story z Can you tell me how to get to the Key Expressions market, please? z Walk that way and turn left.
How to teach
z Present the map on TV. z In pairs, designate A and B for the dialog and have them practice the lines. z Explain how to include street names in directions. z When they can have a conversation fluently, have them take turn in giving and listening to directions to get to different places.
Functions
Level focused How to teach

z Have the students sit close by and let them know that it's time for storytelling. z Read the story to the students. z Point out that some expressions are repeated many times throughout the story. Have students practice saying the expressions after the teacher. z Have the students write the missing words in the boxes. z Read the story again. Have the students say the expressions with the teacher. z Have students guess what Calvin said to the clerk. Objectives Teacher z To have students read building names and say how to get to the places z Have students practice the dialog many times until they can have a conversation fluently.
References
z Materials : maps
Reading 2 : Let's read
35
LEVEL 3
Directions
your map
Students z To be able to read building names and say how to get to the places
Key Expressions
z How can I get there? z You can go there by car.
Functions
z Reading the description and finding how to get to destinations
How to teach
z Have students sketch the outline of the map on a piece of paper. z Have students draw different buildings on the map. z The teacher asks individual students how to get to a place on their map. Have the students give a direction. z Have students go to the front of the class and introduce their maps to the class. z Have the students practice asking and giving directions in pairs with their maps.
Key Expressions
z How can I get to the zoo?
z You can go there on foot.
How to teach
z Show the map on TV. z Talk about the buildings in the Great Britain on the map. Show their pictures. z Explain what the methods of transportation at the bottom right mean. z Have students look at the map and the means of transportation on the lines connecting the children and the buildings. z Have them draw lines to connect the names of the buildings with the means of transportation. z Check the answers.
Level focused
z Encourage students to draw many different kinds of buildings, such as a post office, a bank, a fire station, etc.
References
Level focused
z You may print out the paragraph below the map and give it out to the students to read. z Put the map on the board then one student at a time will come up to the front and write the name of the building. z Once all the places 1-5 have been located, read the paragraph again and have them check it again. z The street names are important as well so make sure to point them out and then move on. z Continue to have the students use the building names on the map when they do activities in pairs.
Functions
Objectives
z Materials : papers, colored pencils, rulers
Culture : How can I get to the Eiffel Tower?
Teacher
z To have students ask how to get to famous buildings and answer
Students
z To be able to tell how to get to places
z Saying directions how to get to the places
References
z Materials : pictures of the famous buildings on the map
Key Expressions
z How can I get to the Eiffel Tower? z Go straight and turn right.
How to teach
Art project : Draw a street map
z To have students listen to and say directions in a sentence.
z Present the map on TV. z Talk about the buildings on the map. z Show pictures of Paris, the Louvre Museum and the Eiffel Tower. z Give directions on how to get to the places. z Have students listen and draw the buildings on the map. z Discuss and show the answer on TV. z Show the answers on the TV.
Teacher
Objectives
Students
z To be able to make a street map and say directions.

z Saying how to get to a place on
Functions
LEVEL 3
36
Teacher's Guide
z Show the students other famous buildings in other area.
Level focused
z Prepare pictures of the different places to show the students. z If possible, make a big map on the floor. Then have the students go to find the place by walking.
References
z Materials : pictures of Paris, the Louvre Museum and the Eiffel Tower
37
LEVEL 3
Directions-Speaking
Let's speak
A. Look at the picture and say the sentences.
How can I get to ____? Go ___ and ____.
From
How c an I get to the park?
Go straight and turn right at the second corner. How can I get to the library? Go straight. It's between the hospital and the su permarket.
From
From
How can I get to the church? Go straight. It's across from the museum. How can I get to the post office?
From
Go straight and turn left at the corner. It's next to the tower.
LEVEL 3
38
How can I get to the ? Explain it to your partner.
Direction-Listening
Let's listen
A. Listen and write numbers. Where is ______?
Smith Way
Pitt Street
pharmacy
post office
hotel
book store bank
Speed Way
city hall museum
Grant Road
apartment park bakery school
fire station
Sunrise Road
police station
39
LEVEL 3
Direction-Reading
Let's read
A. Let's read the dialog and complete the map.
How can I get to the bank? It is across from the school. It is next to the park. How can I get to the hospital? It is next to the bank. How can I get to the post office? Go straight and turn right. It is on your right side.
-------------------------------------------------------- cut---
LEVEL 3
40
Direction-Writing
Let's write
A. Write the missing letters and complete the sentences. Write directions for the map.
How can I get to the church? Go ____ and ____.

riht let stright schol hspital curch bak
() () () () () () ()
Turn ri_ht. le_t. Go str_ight. This is a a a a scho_l. h_spital. c_urch. ba_k.
How can I get to the church? Go .
How can I get to the hospital? Go and turn .
How can I get to the school? Go and turn .
Unscramble.
Go
left
and
turn
straight
. 41
LEVEL 3
Direction-Game 1
Let's give directions

A. Write the name of the person who gave correct directions.
Where is the _____? Go ____ and _______.
Name of the person who gave correct directions
hospital
bank
gas station
book store
school
church
: Excuse me, where is the bank ? : Go straight and turn right at the bookstore. : Thank you. : Youre welcome.
LEVEL 3
42
Unscramble.
Go
t a s r i h g t
Directions-Game 2
Dice game
A. Practice making sentences.
How can I get to _____? Go ___ and ____.
HOW TO PLAY
1. You can move 1 block in any direction. 2. When you move your token, say the direction aloud. 3. The student who reaches the destination first should tell the class how to get there. If the student gives a correct direction, he/she wins the game.
S T A R T
43
LEVEL 3
Directions-Game 2
B. Make the dice and play the dice game.
Move 1 block.
Turn right.
Turn left.
Go straight 1 block.
Bang!!
Move back 1 block.
LEVEL 3
44
Direction-Story
How can I get to the market?

Can you tell me how to get to _____? Yes, _________.
Calvin always forgets what he heard. One day, Calvin's mom asked Calvin to buy 2 onions and 1 carrot. So he went out of the house saying, "2 onions, 1 carrot, 2 onions, 1 carrot." But he forgot how to get to the market.
He asked someone walking on the str eet.
"Can you tell me "Ok, thank you."
the market, please?"
"I'm sorry but I don't know how to get there." So Calvin asked another person passing by.
"Can you te ll me
the market, please?"
"Yes. Walk that way and turn left." "I'm sorry. Can you say that again, please?" "Alright.
and
.The market
is near the post office." "Thank you very much.", Calvin said. Calvin walked saying, "2 onions, 1 carrot, walk that way, turn left, near the post office." When he got to the market, a dog ba rked at him.

Calvin was so surprised, he forgot what he had to buy. In the market, Calvin told the clerk,
"
What will happen next?
"
Can you tell me how to get to the ?
45
LEVEL 3
Direction-Speaking 2
Let's speak
A. Find the places on the map.
Can you tell me how to get to the ___, please?
You are here
Communication activity
A: Excuse me. Can you tell me how to get to the bank, please? B: Yes. Walk that way (to Lexington Avenue) and turn right. A: I'm sorry. Can you say that again? B: Alright. Walk that way (to Lexington Avenue) and turn right. The bank is across from the parking lot. A: Okay. Thank you very much.
LEVEL 3
46
(/) .
[Can/yousaythatagain?]
Direction-Reading 2
Let's read
A. Read the descriptions and find the way.
How can I get to the You can go there . ?
zoo Big Ben Tower Bridge Tower of London British Museum
by bike on foot by bus by ship by subway
(/) .
[How/canIgettothepostoffice?]
47
LEVEL 3
Direction-Art project
Draw a street map

A. Make a street map.
How can I get to ______? Go ______ and _________.
1. Draw the outline of the map.
2. Draw some buildings on the map.
3. The teacher asks how to get to some place. The student answers the question.
LEVEL 3
48
Direction-Culture
How can I get to the Eiffel Tower?

A. Let's read and talk about the dialog.
How can I get to the _____? Go _______ and _______. in Paris
T h e E iff el Tower
Louvre
How can I get to the Eiffel Tower? _________________________. How can I get to the Louvre? __________________________.
Unscramble and read.
can I
get
Tower
How
to the
Eiffel
49
LEVEL 3
LIFE STORIES
In this chapter, students will learn basic vocabulary used in relation to life stories to have conversations with others. The students will learn to talk about their daily activities with expressions like "What time do you get up?", "I get up at 6:00.", "What are you going to do tomorrow?", "I'm going to go to the library.", "What did you do yesterday?", and "I played soccer with my friend.". The students will learn how to talk about daily activities in relation to time, to ask and answer what time someone does the activity, to talk about the activities done in the past, and to talk about what they plan to do.
Contents
Activities
Functions
z Saying the expressions about the daily activities
Key Expressions
z I get up at 6(o'clock).
z Recognizing and understanding expressions about basic daily z I have breakfast at 7:30. activities z Understanding my friend's daily activities z Writing and understanding my friend's daily activities z Understanding and completing a story in the time sequence z Asking and answering about the daily activities z Understanding the story of Pink Pig's day z Identifying each activity by completing the sentence z Asking and answering about daily activities in a chant z I get up at 6(o'clock). z I get up at 6(o'clock). z I go home at 12:00. z I go to school at 8(o'clock). z I play the computer game at 4. z I have breakfast at 7:00. z What time do you get up? I get up at 6 (o'clock).
L E V E L 1
Writing Game 1 Game 2 Story Reading 2 Chant Art project Culture Speaking Listening Reading
L E V E L 2
Writing Game 1 Game 2 Story Reading 2 Task Art project Culture Speaking Listening Reading
z Understanding the daily activities through making my daily z I brush my teeth at 7:30. routine z I go to bed at 10 P.M. People in the U.S.A. have breakfast at z Identifying people in other countries' daily routine that time. z What are you going to do tomorrow? z Saying the expressions about the future z I'm going to play table tennis. z What are you going to do tomorrow? z Identifying the right future activities z I'm going to play table tennis. z What are you going to do tomorrow? z Identifying and reading the right future activities z I'm going to read books. z What are you going to do tomorrow? z Identifying and completing the sentences z I'm going to play table tennis. z What are you going to do tomorrow? z Reading and saying the future activities z I'm going to play baseball. z What are you going to do tomorrow? z Asking and answering the future activities z I'm going to play soccer with my friends. z Understanding a simple conversation of future activities z Recognizing and reading future activities z Planning and saying future activities z Talking about my vacation z Comparing vacations between countries z Saying past activities z Recognizing past activities z Identifying the right past activities z Understanding and unscrambling past activities z Asking and answering about past activities z Reading and completing past activities z Writing what I did z Talking about past activities z Understanding and completing past activities z Talking about what I did yesterday z Reading and understanding a life story z I'm going to study English. z I'm going to play soccer. z I'm going to study English. z I'm going to play soccer. z I'm going to visit my aunt's. z I'm going to play soccer. z I'm going to study English. z I am going to Haeundae beach. z What did you do yesterday?/I played soccer with my friends. z What did you do yesterday?/I played soccer with my friends. z I played soccer./I went shopping. z I did my homework. z What did you do yesterday?/I played soccer with my friends. z What did you do yesterday?/I watched TV. z I played soccer./I went shopping. z z z z z What did you do yesterday? I went to the zoo with my family. What did you do last summer? I played soccer with my friends. What did you do yesterday?
L E V E L 3
Writing Game 1 Game 2 Story Role play Writing 2 Art project Culture
z I went to the zoo./I played basketball. z He was not good at exercise./He enjoyed reading books. z He helps others by being a doctor.
LEVEL
1 LIFE STORIES
z Say the key expression for each picture. z Have students fill in the correct time under each picture. z Check the answers by having individual students say the
Teacher

z To have students share their daily activities z To be able to share their daily
expressions with correct time.
Objectives
Students
Level focused
z [Advanced] Practice the expressions about the daily activities, changing the time.
activities z Saying the expressions about the
Functions Key Expressions
z [Supplementary]
Have
the
students
practice
the
daily
daily activities z I get up at 6(o'clock).
expressions looking at the flash cards. z Make sure that the students understand the daily activities completely.
How to teach
z Show students the flash cards depicting each daily activity. z Teach the students how to say "I get up at 6 (o'clock).", changing the activities and times. z Have them listen and repeat after the teacher. z Have students practice the expressions many times. The teacher can say the expressions and have students act. The teacher can play games with the expressions.
References
z Materials : flash cards

z To have students read the sentences about the daily activities z To be able to read the sentences about the daily activities z Understanding activities z I get up at 6(o'clock). my friend's daily
Teacher
Objectives
Level focused
z [Supplementary] Teach "It's time to ." z Have students practice the activities in pairs. ." and ''It's time for Functions
Students
Key Expressions
References
How to teach
z Read the sentences in the box. z Have students fill in the blanks by reading the original

z To
Teacher
sentences. z Have students match the sentences to related pictures. students expressions listen about and basic z Have students practice reading the sentences.
have
understand
Objectives
Students
daily activities z To be able to listen and understand expressions activities z Recognizing and about understanding basic daily about basic daily
Level focused
z [Advanced] Have students practice reading the sentences in pairs. z [Supplementary] Read the key words and phrases about the daily activities.(ex. get up, wash, school, home, watch, bed)
Functions
expressions activities
References
z Materials : flash cards, sentence cards
Key Expressions
z I have breakfast at 7:30.
How to teach
z Review the daily activities.
LEVEL 1
Life stories
z Have students write the times in the blanks.

Teacher
z To have students write the sentences about daily activities z To be able to write the sentences about daily activities z Writing and understanding my friend's daily activities z I get up at 6(o'clock).
z Tell them the story and check the answers. z Have students tell the story to the class. z Ask students if they know who the girl in the story is.
Objectives
Students
Level focused
z [Advanced] Have students do the activity individually.
Functions
Key Expressions
References
z Materials : picture cards, scissors
How to teach
z Show students the picture cards and have the students the proper expressions. z Go over the activities in the bottom box. z Have the students write the sentences. (ex. I go home at 4 o'clock.). z Write the sentences on the board for the students to see and check their answers. z Have the students practice reading the sentences. Function Key Expressions Objectives
Students Teacher
say
Game 2 : Dice game
z To have students ask and answer about the daily activities z To be able to ask and answer about the daily activities z Asking and answering about the daily activities z I go to school at 8(o'clock).
Level focused
z [Advanced] Have the students look at more pictures and write sentences without providing them example phrases. z [Supplementary] Have the students write the key words and phrases about the daily activities. ex) study, watch, go, home, have breakfast)
How to teach
z Divide the class into groups of 2~4. z Go over the pictures and activities on the game board. z Have the students take turns to roll the dice. z When a student rolls the dice and lands on a space, he/she must say the daily activity according to the picture in his/her space. z The first student to reach "FINISH" wins the game.
References
z Materials : word cards, picture cards
Game 1 : What's her story?
z Have students play the game many times.
Teacher
z To
have
students
understand
the
Level focused
z [Advanced] Have the students say why they chose the times they said.
daily activities z To be able to use the expressions
Objectives
Students
about the daily activities and make a story
References
z Materials : dice
z Understanding and completing a story in the time sequence z I go home at 12:00.
Story : Pink Pig's Day
How to teach
z Have students make groups of 2~4 and cut the pictures. z Have students put the pictures in order. Objectives
Teacher
z To have students read and understand a story about daily routine
LEVEL 1
Teacher's Guide
Students
z To be able to read and understand a story about daily routine
searches for others to search and write sentences with them.
Functions
z Understanding the story of Pink Pig's day
References
Key Expressions
z I play computer games at 4 o'clock.
How to teach
z Have the class sit close to the teacher. z Read the story to the students. While reading the story, hold up the flash cards to enhance students' understanding. z Practice the expressions in the story with the flash cards. Show them a flash card, say the time and have them say the expression with the time. z Have the students say the expressions along the teacher when the teacher reads the story one more time.
Chant : Let's chant

z To have students become comfortable saying the key expressions
Teacher
Objectives
Students
z To be able to say the daily activities with rhythm

z Asking and answering about daily
Functions
activities in a chant
Key Expressions
z What time do you get up?
Level focused
z [Class Activity] Hand out the worksheet to each student and Have them understand the story correctly. z [Advanced] Have the students make a story of their own about their daily lives.
z I have breakfast at 7.
How to teach
z [A] Have them listen to the teacher's chant. z Have the students repeat each line of the chant. z Create a rhythm by tapping your legs and clapping your hands. z Do the chant with the students, making sure that everyone is participating. z [B] Have the students make new lines for the chant. z Write students' new lines on the board and chant with the new lines.
References
z Materials : daily activity flash cards

z To have students fill in the blanks to complete each sentence
z To be able to find the words and complete the sentences
Level focused
z [Advanced] Do the chant as a class but have students take turns and say a line.
Teacher
Objectives
Students
Functions
z Identifying each activity by completing the sentence

z I have breakfast at 7 o'clock.
Art project : Making a daily routine book

z To have students write about their daily activities.
Key Expressions
Teacher
Objectives
How to teach
z Show the example. z Have students find the hidden words. z Have students write the activities in the blanks.
Functions
Students
z To be able to write about their daily activities
z Understanding
the
daily
activities
through making my daily routine
Key Expressions
z I brush my teeth at 7:30.
Level focused
z [Advanced] Have the students write more sentences about other activities. Also, have them create their own word
How to teach
z Have students cut along the thick line.
LEVEL 1
Life stories
z Have
students
draw
the
pictures
about
their
own
daily
activities and write sentences. z Have students present their book to their friends.
Level focused
z [Supplementary] If students can't write the sentences which they want to express, they can write them in Korean.
References
z Materials : colored pencils, scissors or craft knifes
Culture : Time difference

z To have students to learn about Global Time Standards
Teacher
Objectives
z To be able to understand that different Students areas of the world are at different times
Functions
z Identifying people in other countries' daily routine
Key Expression
z I go to bed at 10 P.M. People in the
U.S.A. have breakfast at that time.
How to teach
z Have the students read the names of the countries on the map. z Have the students know what time it is in other countries when the time in Korea is 10:00pm, z Have the students compare the time differences. z Say the example for the time difference. ex) I go to bed at 10 P.M. People in the U.S.A. and have breakfast at that time.
Level focused
z [Advanced] Have the students make more examples about time differences.
References
z Materials : a world map
LEVEL 1
Life stories-Speaking
Let's speak
: I get up at 6(o'clock).
A. Say the expressions about daily activities.
at 6 o'clock.
LEVEL 1
Life stories-Listening
Let's listen
A. Listen and fill in the blanks.
LEVEL 1
Life stories-Reading
Let's read
A. Read and match.
I get up at 6 o'clock. I go to school at 8 o'clock. I have lunch at 12 o'clock. I study at 2 o'clock.
I study at 2 o'clock.
at 6 o'clock.
I have lunch
12 o'clock.
8 o'clock.
LEVEL 1
Life stories-Writing
Let's write
A. Look at the pictures and complete the sentences.
: I ___________ at 4 o'clock.
: I ___________ at 2 o'clock.
: I ___________ at 6 o'clock.
: _____________________.
study go home
, watch TV , have breakfast
U n s c r a m b le
LEVEL 1
10
wtcah
T V a t 6 o 'c lo c k .
Life stories-Game 1
What's her story?

A. Cut and arrange in order.
I get up at
I clean my room at
. I get home at
I have breakfast at
I went to the party at
11
LEVEL 1
Life stories-Game 2
Dice game
A. Play the dice game.
LEVEL 1
12
x ls g e t u p y s k g o t o s c h o o la a b w a t c h T V z b k
Life stories-Story
Pink Pig's Day

: I get up at 6 o'clock.
I get up at 6 o'clock. I have breakfast at 7 o'clock. I go to school at 8 o'clock. I study English at 10 o'clock. I have lunch at 12 o'clock. I go home at 2 o'clock. I play computer games at 4 o'clock. I have dinner at 6 o'clock. I write my diary at 8 o'clock. I go to bed at 10 o'clock. Clock, clock. Pink Pig's busy life!
at 2 o'clock.
13
LEVEL 1
Life stories-Reading 2
Let's read
A. Find the hidden words and write them in sentences.
abnkbreakfastopled
breakfast
I have breakfast at 7 o'clock.
klwopluncqwelunch
lunch
______________________ at 12:00.
sdinmertydinnerowl
dinner
______________________ at 6:00.
LEVEL 1
14
n n d ie r
Life stories-Chant
Let's chant
A. Let's chant together.
What time do you get up? I get up at 6. What time do you have breakfast? I have breakfast at 7. What time do you go to school? I go to school at 8.
B. Let's make new lines for the chant.
What time do you __________? _____________________
What time do you 7 , 1 5
2 0 ,1 5
1 9 ,3 ,8 ,1 5 ,1 5 ,1 2 ?
15
LEVEL 1
Life stories-Art project
Making a daily routine book

A. Draw and write your schedule.
LEVEL 1
16
Life stories-Culture
Time difference
A. When I get up, people in some countries go to sleep. The time is different in each country.
1:00pm 11:00pm 08:00am 07:00am 10:00pm 3:00pm
12:00am
09:00am
I go to bed at 10 P.M. People in the U.S.A. have breakfast at that time.
Unscramble.
time
get
What
do you up ?
17
LEVEL 1
LEVEL
2 LIFE STORIES
under each picture. z Check their answers.
Level focused
Teacher
z To
have
students
ask
and
answer
what they are going to do
A: What are you going to do tomorrow? B: I'm going to go to the library.
Objectives
Students
z To be able to ask and answer what they are going to do
z [Advanced] Add new activities that they can do tomorrow. z [Supplementary] Have the students practice the expressions looking at the flash cards.
Functions
z Saying future
the
expressions
about
the
Key Expressions
z What are you going to do tomorrow? z I'm going to play table tennis.
References
How to teach
z Introduce and explain the key expressions. z Practice activities. z Have students listen and repeat after the teacher. z Hold up a flash card and ask, "What are you doing tomorrow?" and have students answer. the expressions, "What are you going to do tomorrow?" and "I'm going to go to the library." changing the

z To have students read expressions about tomorrow's plans
z To be able to read expressions about tomorrow's plans
z Identifying and reading the right
Teacher
Objectives
Students
Functions
future activities
Level focused
z Have students practice speaking the expressions in pairs.
Key Expressions
z What are you going to do tomorrow? z I'm going to read books.
References
How to teach
z Make groups of 2~4. z Have each group designate a leader. z Have each group pick one of the characters at the top of the chart.
z The leaders then come to the board and follow the ladder down to the sentences. z The leaders ask their groups, "What are you going to do
Teacher
z To
have
students
listen
to
and
tomorrow?". The rest of the group answers according to their group's sentences.
understand tomorrow's plans
Objectives
Students
z To
be
able
to
listen
to
and
understand tomorrow's plans
Functions
z Identifying the right future activities
Level focused
z [Advanced] Practice the dialog with the sentence cards and picture cards. z [Supplementary] Read the key words and phrases about the plan.
Key Expressions
How to teach
z Review how to talk about tomorrow's plans. z Say each activity. Have students listen and write numbers
References
z Materials : flash cards, sentence cards
LEVEL 2
18
Teacher's Guide
A : What are you going to do tomorrow? B : I'm going to go to the library.
How to teach
z Review the expressions about tomorrow's plans. z Have the students cut the pictures. z Have them arrange the pictures like a 3 by 3 bingo table. z Have students ask the teacher, "What are you going to do

z To have students write sentences
tomorrow?". z The teacher answers in a sentence. z Have students turn the card upside down with the activity that the teacher just said. z The student who makes one line first wins the game. z Rearrange the cards and play the game again.
completing the
Teacher
about tomorrow's plans
Objectives
Students
z To be able to write sentences about tomorrow's plans
Functions
z Identifying sentences
and
Level focused
z [Supplementary] Answer the question with a motion or a picture.
Key Expressions
References
How to teach
z Show the students the picture cards, and have the students write the sentences. They may refer to the expression box. z Help the students understand the pattern in making the sentences. ex) I'm going to __________.
Game 2 : Dice game

z To have students ask and answer about tomorrow's plans
Level focused
z [Supplementary] Have the students write the key words and phrases about plans. Have them remember the order of words in the sentences.
Functions
Objectives
Teacher
Students
z To be able to ask and answer about tomorrow's plans
z Asking activities
and
answering
the
future
References
z Materials : word cards, picture cards
Key Expressions
z What are you going to do tomorrow? z I'm going to play soccer with my
friends.
How to teach
Game 1 : Bingo
z Go over the pictures on the game board. z Make groups of 2~4 students.
Teacher
z To have students ask and answer about tomorrow's plans
z The game board is like that of "Yoot-nori". The goal of the game is to start from "START" and reach "FINISH" as quickly as possible. If, and only if, a student lands on spaces at a fork, they may take the shortcut. z When a student rolls the dice and lands on a space, the rest of the group asks him/her, "What are you going to do tomorrow?". The student must answer correctly according to the picture on the space he/she landed on.
Objectives
Students
z To be able to ask and answer about tomorrow's plans

z Reading activities
z What are you going to do tomorrow? z I'm going to play baseball.
Functions
and
saying
the
future
Key Expressions
Level focused
z [Supplementary] Have the students practice the key expressions many times before playing game.
19
LEVEL 2
Life stories
References
z Materials : dice
z Practice the key expressions with the students. z Make groups of 2~4 students. Have students practice the expressions as a group. z Have students perform the dialog as role play.
Story : Happy John

z To have students understand a
Level focused
z [Advanced] Have the students make new lines for the role play. z [Supplementary] Instead of having them write the sentences, have them just read or say the sentences. a
Teacher
conversation about future activities z To be able to understand
Objectives
Students
conversation about future activities z Understanding a simple conversation of future activities z I'm going to study English.
References
z Materials : A4 papers, colored pencils
Functions
Key Expression
Task : Survey
How to teach
z Have students sit closely and let them know it's time for storytelling. z Put the story flash cards on the board. z Tell the story pointing at each story flash card to enhance students' understanding. z After listening 1 or 2 times, encourage students to read the story with the teacher. z Ask some questions about the story. Key Expressions Functions
Teacher
z To have students become comfortable using key expressions z To be able to tell plans using key expressions z Planning and saying future activities z I'm going to visit my aunt's.
Objectives
Students
Level focused
z [Advanced] Have students practice the lines of the dialog and perform it as a role play.
How to teach
z Introduce the new question, "What are you going to do this winter vacation?" Explain what it means. z Have the students repeat the question after the teacher. z Have the students go around the classroom, asking and
References
z Materials : big story flash cards (each A4 size)
answering each other. z Have students write their friends' names and what they are going to do during the vacation in the chart. z Check students' work by asking the class, "What is A going to do this winter vacation?". Have them answer as a class.
Level focused
Teacher
z To z To
have
students
read
the
key
Objectives
Students
expressions be able to and read reading the key future
z [Supplementary] Have students practice the key expressions many times. Help them say various expressions about their winter vacation plan.
expressions z Recognizing activities z I'm going to play soccer.
Functions Key Expression
References
z Materials : stopwatch
How to teach
LEVEL 2
20
Teacher's Guide
Art project : Drawing and making a dice
z Have students search the difference between vacations in Korea and the U.S.A. z Share some activities people do in the teacher's country. ex) when they are at the students' age z Have students write the differences between vacations in Korea and the U.S.A. in the table.
Teacher
z Have vacation
students
talk
about
their
Objectives
Students
z To be able to talk about their vacation
Level focused
Functions z Talking about my vacation z I'm going to play soccer. z I'm going to study English. z [Supplementary] Have the students present their survey to others in korean. Key Expressions
References
z The teacher need to give various examples that the students can make sentences to easy. z Materials : stopwatch
How to teach
z Have students draw activities they can do tomorrow or during the weekend on the dice. z Have students cut the dice with scissors tracing the thick line and make a die using the glue. z Have students present their plan in the future to their friends. ex) I'm going to go to play soccer., I'm going to go camping this weekend. z Make groups of 2~4 students. z Have students take turns to roll the dice and tell the plan to groups members according to the picture on the dice.
Level focused
z [Advanced] Have the students write the sentences on the dice.
References
z Materials : colored pencils, scissors, glues
Culture : Talking about vacation

z To have the students learn about the
Teacher
difference between vacations in Korea and the U.S.A. z To be able to learn the difference
Objectives
Students
bewteen vacations in Korea and the U.S.A. z Comparing countries z I am going to Haeundae beach. vacations between
How to teach
21
LEVEL 2
Let's speak
: What are you going to do tomorrow? : I am going to play table tennis.
A. Ask and answer.
LEVEL 2
[]
22
I am going
to
Let's listen
: What are you going to do tomorrow? : I am going to play table tennis.
A. Listen and number.
)
]
(
23
)
LEVEL 2
.
[ I Am goIng to go to The RibrarY.] [
Let's read
A. Choose a person and go down the ladder. Read the sentences. : What are you going to do tomorrow? : I am going to read books.
I'm going to read books.
I'm going to study English.
I'm going to play soccer.
I'm going to play computer games.
I'm going to go camping tomorrow.
I'm going to watch TV.
LEVEL 2
24
2 .
Let's write
A. Look and write the sentences.
I'm going to
-----------------------------------------------------------
take a walk, watch a movie
play table tennis,
go to the library tomorrow,
25
LEVEL 2
Life stories-Game 1
Bingo
A. Cut out the pictures and play bingo.
: What are you going to do tomorrow? : I am going to play baseball.
LEVEL 2
26
Life stories-Game 2
Dice game
: What are you going to do tomorrow?
: I am going to play soccer with my friends.
I'm going to go
. 27 LEVEL 2
Life stories-Game 1
Happy John
: Hi~ : Hello. What are you ( ) tomorrow?
: I'm going to go to the library and read books. : What are you going to do this weekend? : I'm going to ( : Oh really? I see.... ) English.
: Saturday is my birthday, but my friends are busy. I am ( ).
: He thinks w e ( : We are going to ( <Tomorrow> : Surprise ~~~~
) his birthday. ) for him.
: Wow ! Thank you so much !
Key words!
z going to do z study
z sad z forgot
z have a surprise party
LEVEL 2.
28
I'm going to go
Life stories-Reading 2
Let's read
A. Choose the role and read with your partner.
What are you going to do this weekend?
I'm going to play soccer.
I'm going to I'm going to study English. go camping this weekend.
I'm going to
1 9 ,2 0 ,2 1 ,4 ,2 5
5 ,1 4 ,7 ,1 2 ,9 ,1 9 ,8
29
LEVEL 2
Life stories-Task
Survey
A. Ask your friends' plans for the winter vacation.
Name
What are you going to do this winter vacation?
LEVEL 2
30
[/ .]
[ W h a t a r e y o u g o in g t o d o t o m o r r o w ? ]
Drawing and Making a dice

A. Play a game with the dice.
31
LEVEL 2
Talking about vacation

: I am going to Haeundae beach.
A. Write the differences between Korean and American vacations.
Question How long ?

Z
Korea
the U.S.A.
U
B R Y
LEVEL 2
32
I'm going to the
LEVEL
3 LIFE STORIES
z Review how to talk about yesterday's activities. z Say each activity. Have students listen and write numbers under each picture.
Teacher

z To have students use key expressions in the past tense
z Check their answers.
Objectives
Students
Level focused
z To be able to identify and speak about past activities
z A: What did you do yesterday? z B: I played computer games.
z [Advanced]
Functions z Saying past activities
Practice
the
key
expressions
with
different
activities. z [Supplementary] Have the students practice the expressions looking at the flash cards.
Key Expressions
z What did you do yesterday? z I played soccer with my friends.
References
How to teach
z Show the students the flash cards and introduce the key expressions. Explain what past tense is. z Practice the key expressions with the students changing the activities. z Have the students listen and repeat after the teacher. z Choose and show one picture card at a time and have the students say the expressions.
Objectives
Students

z To have students read the sentences about past activities
z To be able to read sentences and circle the right pictures
z Identifying the right past activities
Teacher
Level focused
z [Advanced] Present and teach more expressions. ex) What did you do last weekend?)
Key Expressions
Functions
z I played soccer.
z I went shopping.
References
How to teach
z Have the students read the sentences. z Have the students circle the correct picture. z Have the students practice reading the sentences in pairs.
Level focused
z To
Teacher
have
students expressions
listen about
and past
z [Advanced] Have students talk about the pictures that were not the answers.
z A : What did you do yesterday? z B : I played soccer with my friends.
understand activities
Objectives
Students
z To be able to listen and understand expressions about past activities
Functions
z Recognizing past activities
References
Key Expressions
z What did you do yesterday? z I played soccer with my friends.
z Answers :
How to teach
33
LEVEL 3
Life stories

z To have students write sentences
z The first student to reach "FINISH" wins the game.
Level focused
Teacher
about past activities z To be able to write sentences about past activities z Understanding and unscrambling past activities z I did my homework.
z [Supplementary]
Have
the
students
practice
the
key
Objectives
Students
expressions many times before the game.
References
z Materials : dice
Game 2 : Making sentences
How to teach
z Show students the picture cards and say expressions about the pictures. z Have students rearrange the words and write correct sentences for each picture. z Check their answers by having them say the sentences and writing those sentences on the board. Functions Objectives
Students Teacher
z To have students make sentences z To be able to make sentences with the word cards z Reading activities z I watched TV. and completing past
Level focused
z [Supplementary] Have the students write the key words and phrases about the past experience.
Key Expressions
How to teach
z Make groups of 2~4 students. z Have the students cut out the word cards. z Have students ask the teacher, "What did you do yesterday?". z Answer the question. ex) I played soccer. z Have the students rearrange the word cards to make the sentence. z The first team to finish arranging the word cards and shout "Finished!" gets 1 point. The team with the most points wins the game. z Say different sentences that can be made with the word cards.
References
z Answers : I played soccer with my friends., I did my homework., I visited my grandparent's house., I went shopping., I played baseball with my friends., I watched TV.
Game 1 : Board game

z To have students ask answer about past activities z To be able to ask answer about past activities z Asking activities z What did you do yesterday? z I played soccer with my friends. and answering about past
Teacher
Objectives
Students
Level focused
z [Advanced] Have the students make more word cards and play the game again.
Functions
Key Expressions
References
z Materials : word cards, scissors
How to teach
z Make groups of 2~4 students. z Go over the pictures on the game board. z One student in each group rolls the dice. The rest of the groups asks the question, "What did you do yesterday?". The student answers according to the picture on his/her space. Objectives
Teacher
Story : Making a story
z To have students make a story using the key expressions
LEVEL 3
34
Teacher's Guide
Students
z To be able to look at the pictures and make a story z Writing what I did z I played soccer. z I went shopping.
References

z To have students look at the
How to teach
z Have the students make a story using the pictures and key expressions. z Divide the class into groups. z Have them cut the pictures and choose 6 pictures. z Have the students make a story together. z Each group presents their story in front of class. Functions Objectives
Teacher
pictures and complete the sentences z To be able to look at the pictures and complete the sentences z Understanding activities z What did you do last summer? z I played soccer with my friends. and completing past
Students
Key Expressions
Level focused
z [Advanced] Have the students use all 10 pictures and write the story. Also, the teacher may have them work individually.
How to teach
z Introduce and explain the key expressions. z Go over the pictures. Ask them what the pictures are about. z Have students complete the sentences by filling in the blanks. z Check their answers. z Have students practice reading the sentences.
References
z Materials : example story
Role play: What did you do yesterday?

z To have students read a dialog and do a role play z To be able to read a dialog and do a role play z Talking about past activities z What did you do yesterday? z I went to the zoo with my family.
Level focused
z [Advanced] Have students draw pictures about other activities and write sentences for the pictures.
Teacher
Objectives
Students
References
z Answers: I went camping., I played basketball., I went to the zoo., I visited my grandparent's house.
Functions
Key Expressions
Art project : What did I do yesterday?
How to teach
z Show the picture to the students. Ask what they think the dialog is going to be about. z Read the dialog with the students. z Have them practice the dialog in pairs. z Have them perform the dialog as a role play. Functions Objectives
Students Teacher
z To
have
students
illustrate
past
activities z To be able to illustrate and write about past activities z Talking about what I did yesterday z What did you do yesterday? z I went to the zoo./I played basketball.
Level focused
z [Advanced] Have the students change the lines of the dialogs for the role play. Key Expressions
35
LEVEL 3
Life stories
How to teach
z Have students pick 4~5 activities. z Have students draw about the activities. z Have students pair up and practice saying what they did last weekend.
Level focused
z [Advanced] Have students choose 6~7 activities and do the activity. z [Supplementary] Help students write the sentences.
References
Culture : Ahn Chul-Soo's life story

z To have the students learn about Ahn Chul-Soo's life z To be able to learn about Ahn
Teacher
Objectives
Students
Chul-Soo's life z Reading and understanding a life story z He was not good at exercise.
Functions
Key Expressions
z He enjoyed reading books. z He helps others by being a doctor.
How to teach
z [A] Have the students listen to the story. z Ask some questions about the story. z [B] Have the students thinks which sentences were important in the story. Have them write 2~4 sentences to summarize the story.
Level focused
z [Advanced] For activity B, have students write 6~7 sentences. z [Supplementary] For activity B, have students say the summary instead of writing it.
References
z Summary : Ahn Chul-Soo is famous for creating a computer virus vaccination called "V3". He enjoyed making plastic models and reading books when he was young. He developed the vaccine and registered it on a PC communication network. After he developed the vaccine, he provided it for free.
LEVEL 3
36
Let's speak
: What did you do yesterday? : I played soccer with my friends.
A. Look at the pictures. Ask and answer.
I play soccer.
soccer.
37
LEVEL 3
Let's listen
: What did you do yesterday? : I played soccer with my friends.
A. Listen and write numbers.
LEVEL 3
38
[]
I ____________ my grandparent's house .
Let's read
: I played soccer. : I went shopping.
A. Read and circle the right picture.
2 .
39
LEVEL 3
Let's write
A. Arrange the word cards in the correct order.
I, friends, with, my, soccer, played
I, homework, did, my
I, grandparent's, visited, house, my
went, shopping, I
played, baseball, my, with, I, friends
I, TV, watched
LEVEL 3
40
my homework.
Life stories-Game 1
Board game
A. Play the board game.
1 6 ,1 2 ,1 ,2 5 ,5 ,4
1 6 ,9 ,1 ,1 4 ,1 5
41
LEVEL 3
Life stories-Game 2
Making sentences
A. Cut out each word card and make a sentence.
played
watched
went
zoo
homework
baseball
did
TV shopping the piano
soccer
with
my friends
LEVEL 3
42
Life stories-Story
Making a story
A. Make a story with pictures.
___________'s story
U n s c r a m b le . saw a I movie
43
LEVEL 3
Life stories-Role play
What did you do yesterday?
Minhui : Hi, Lisa. Lisa : Hi, Minju. What did you do yesterday? Minhui : I went to the zoo with my family. Lisa : How was it? Minhui : It was fun. How about you? Lisa : I played computer games and read books.
LEVEL 3
44
/ .
[ I / p l a y e d c o m p u t e r g a m e s a n d r e a d b o o k s .]
Life stories-Writing 2
Let's write
A. Look at the pictures and complete the sentences.
: What did you do last summer? : I played soccer with my friends.
Summer activity .
45
LEVEL 3
What did I do yesterday?

A. Draw what you did yesterday.
LEVEL 3
46
I Playedd to basketbOll.
Ahn Chul-Soo's life story

A. Read the story.
Ahn Chul-Soo is famous in Korea for creating a computer virus vaccination called "V3". When Chul-Soo was young, he didn't have many friends. He was not good at sports. Instead, he e njoyed making plastic models and reading books. Although Chul-Soo grades in

school was just around average, he had
his heart set on going to a medical school. He made it to Seoul Medical School and majored in medical science. When he was a graduate student
, he stumbled on a computer virus which had infected his computer
through a floppy disk. After analyzing the virus , he developed a vaccine program and registered it on a PC communication network. Since then, he updated V3 continuously. Th is was a great blessing for the computer users. Even though he wanted to be a doctor to help sick p eople, he now helps others by being a doctor fo r their computers. After he developed the vaccine program, he supplied i t to everybody, free of charge. Chul-Soo's contribution to computer users displays his g reat character. His parents have always told him, "Be a person who always consider about and helps others."

B. Summarize Ahn Chul-Soo's life story.
47
LEVEL 3
PEOPLE&LIFE
In this chapter, students will learn basic vocabulary used in relation to people and life to have conversations with others. The students will learn expressions about animals like, "It is a bear.", and "It has a long nose.". They will also be learning expressions about body parts and expressions to describe people's appearances like, "This is my head.", "She has blond hair.", "Is he taller than me?", and "What does she look like?". In this chapter, students will be able to name animals and plants, describe the characteristics of animals and plants, and compare the characteristics of animals and plants. Students will also be able to name people's body parts, describe people's appearances, and ask and answer about people's appearances. The teacher should give authenticity by using language materials related with students' lives and give level-focused learning by using level appropriate language materials and methodologies. The best way for the students to learn how to describe or to compare characteristics of animals and people is to practice many times. Therefore, in this unit, the students will do many pair and group activities to practice using the expressions in real life situations.
Contents
Activities
Functions
z Naming parts of people's body z Listening and identifying names of animals and plants z Naming parts of my body z Writing expressions about parts of my body z Identifying plants z Asking and answering what the animals and plants are z Reading and understanding a story about trees z Recognizing and saying body parts in a song z Identifying and writing animal and plant words z Asking and answering body parts z Recognizing representative animals of different countries z Describing the characteristics of animals and plants z Understanding the characteristics of animals and plants z It is a bear. z It is my head.
Key Expressions
z This is my head.
L E V E L 1
Writing Game 1 Game 2 Story Song Writing 2 Art project Culture Speaking Listening Reading
z This is my mouth. z what is this? / It is a rose. z what is this? / It is an elephant. z I am a tree. I am tall. I have green leaves. z Head, shoulders, knees, toes z Goat, pig, lion, leaf, flower z what is this? / It is my head. z China is famous for panda. z The elephants has a long nose. z It has a long neck. / It is very big.
z Identifying and understanding the characteristics of animals and z It has a long nose plants
L E V E L 2
Writing Game 1 Game 2 Story Game 3 Game 4 Art project Culture Speaking Listening Reading
z Recognizing and writing the characteristics of animals and z It has a strong trunk. plants z Identifying and describing the characteristics of animals and z What is its characteristics? plants z Describing and recognizing the characteristics of animals and z It has a long nose. / It is striped. plants z Understanding characteristics the expressions of asking and answering z What does the baby squirrel look like? / He has very small ears, big eyes and striped tail. z What does it look like? / It has a long nose. z What does she look like? / She has blond hair. z What does your father look like? / He is tall.
z Describing the characteristics of animals and plants z Describing people's appearances z Describing my family members' appearances z Comparing and describing the appearances of traditional clothes z Comparing the characteristics of people and animals z Understanding appearances the comparative expressions about
z Is he taller than I? / Yes, He is taller than you. people's z Is Kate's hair longer than Jack's? / Yes, her hair is longer than Jack's. z The fox is bigger than the rabbit. z It is smaller than the cow. z It is round and has a corn. z What does she look like? / She is wearing a striped blouse. comparative z Whose ears are longer? z It is bigger(smaller) than the others. z What do you do in your leisure time? z I usually play the piano. z What does she look like? / She has a red nose. z Is it bigger than Korea? / Yes, It is bigger than Korea.
z Understanding the expressions of comparison z Writing the expressions of comparison z Listening and understanding the descriptions of appearances z Asking for and describing people's appearances z Reading and descriptions summarizing a story about
L E V E L 3
Writing Game 1 Game 2 Story Game 3 Role play Art project Culture
z Comparing the characteristics of animals z Talking about what I do in my free time z Asking and answering about the appearances z Comparing the characteristics of nations
LEVEL
1 PEOPLE & LIFE

Level focused
z [Advanced] The teacher may introduce additional animals and plants to the students. z To have students name parts of
Teacher
people's body z To be able to name parts of people's body z Naming parts of people's body z This is my head.
References
z Materials : animal pictures, plant pictures
Objectives
Students
a bear a dog
a cat a lion a rose a tree
a cow a mouse grass a sunflower
a cactus a tulip
How to teach
z Teach the body parts with pictures. z Teach the students how to say "This is my head." changing the words for body parts. z Have the students listen and repeat after the teacher. z Point to a picture and have the students say the sentences. Objectives z To be able to read the words for parts
Students Teacher
Reading : Let's read & match
z To have students read the words for parts of people's body and identify them in a picture
Level focused
z Have students practice the expression in pairs
of people's body and identify them in a picture
References
z Materials : pictures of body parts
z Naming parts of my body z It is my head.
How to teach
z Review the body parts. Review them in a sentence, "It is my _______."
Teacher
z To have students listen and point to the right pictures z To be able to listen and point to the right pictures z Listening and identifying animals and plants z It is a bear. names of
z Have students say parts of people's body, pointing at their body parts. z Have students read the words and connect them to the correct body parts in the picture.
Objectives
Students
Level focused
z [Advanced] If students know words for additional body parts, have them write them and draw lines to connect them to the picture. z [Supplementary] Teach phonics to the students. Have them try to sound the body parts and figure out which word is for each body part.
How to teach
z Teach the words to the students. z Say the sentence to students, "It is a bear." z Say each words in the sentence, and have students point to the right pictures. z Have students practice the expressions in pairs.
References
z Materials : pictures of body parts
LEVEL 1
People & life
z Change the number lines or a shape(X shape, H shape, etc.)
the students need to make after each round. z Have students rearrange the cards and play again. z Invite a student to the front to play the teacher's role.
Teacher
z To have students write sentences about body parts z To be able to write sentences about body parts z Writing expressions about parts of my body z This is my mouth.
Level focused
z [Advanced] Have students play in pairs or in groups.
Objectives
Students
References
z Materials : plant pictures a tulip a carnation a sunflower a bamboo a daisy an aloe a lily a cactus a rose clover
How to teach
z Review the body parts with the students. z Have the students figure out how each word is spelled. z Have students write the sentences.
Game 2 : Board game
Level focused
z Have students practice the expressions in a pair. z [Advanced] Play the 'Simon says' game with different motions and body parts. z [Supplementary] Have students refer to the previous lesson's worksheet to find out how some words are spelled. Functions Objectives
Students Teacher
z To game
have
students
learn
names
of
different animals and plants through a
z To be able to name different animals and plants through a game z Asking and answering what the animals and plants are z what is this? / It is a mouse.
References
z Materials : pictures of body parts Key Expressions
How to teach
Game 1 : Bingo
z Explain how to play the game. z Have students play the game in groups of 2~4.
Teacher
z To have students say plants' names z To be able to say plants' names
z <How to play> 1. Take turns to roll the dice. 2. If a student roll a '2', move to the second space. The rest of the group asks, "what is this?" The student answers, "It is a mouse." 3. Anyone who cannot answer the question loses a turn. 4. The first student to reach "Finish" wins the game. z Go over the pictures on the game board. Have students say the sentences before starting the game.
Objectives
Students
through a game z Identifying plants z what is this? / It is a rose.
How to teach
z Introduce and teach the names of different plants and flowers. z Have students cut the picture cards, choose 9 cards, and place them on the bingo table. z Have students ask the teacher, "What is this?". The teacher can answer, "It is a rose.". Then the students can turn the rose card upside down. z When a student makes 2 lines, he/she can shout, "Bingo!".
Level focused
z Make sure students ask and answer in sentences.
References
z Materials : dice
LEVEL 1
Teacher's Guide
z After listening 1 or 2 times, encourage students to sing along
Story : Tree
the teacher.
Teacher
z To have students listen to the story about a tree z To be able to listen to a story z Reading and understanding a story about trees z I am a tree. I am tall. I have green leaves.
Level focused
z [Class activity] Sing as a class with the teacher. z [Group activity] Have students practice the song in groups, in varying speed.
Objectives
Students
How to teach
Teacher
z To have students recognize and write animal and plant words z To be able to recognize and write
z Have students sit closely and let them know it's time for storytelling. z Read the story to the students. z Look at the pictures of tree parts. Explain them and have the students repeat the words after the teacher. z Read the story and have the students repeat after the teacher line by line. z Have students find the words from the key words box and write in the blanks. Key Expressions Functions Objectives
Students
animal and plant words z Identifying and writing animal and plant words z goat, pig, lion, leaf, flower
Level focused
z It is a good idea to tell students story in tune so they can easily hum.
How to teach
z Have students look at the pictures and say what they are. z Have students draw lines to complete the words. Have them also write the words on the right. z After doing personal activity, play a game using the words.
References
z Materials : a big picture of tree
Level focused
z [Class activity] : Make big word cards and play a game with them.
Song : Let's sing
z [Advanced] Teach an onomatopoeic about the animals and plants. Have students write sentences for each word, "It is a goat."
Teacher
z To have students sing the Head and Shoulders song z To be able to sing the Head and
References
z Materials : animal and plant flash cards
Objectives
Students
Shoulders song, pointing to each body part
z Recognizing and saying body parts in a song z Head, shoulders, knees, toes
Art project : Let's be an artist
Teacher
z To have students draw their body and write their body parts z To be able to draw their body and write their body parts
How to teach
Objectives
Students
z Sing the Head and Shoulders song to students. Point to each body part while singing to enhance students' understanding.
LEVEL 1
People & life
z Asking and answering body parts z what is this? / It is my head.
How to teach
z Review the body parts with the class. Have the students point to each body part when they say it. z Have them draw their body in the space. z Have them write names of as many body parts as they can.
Level focused
z Give students enough time to color because they usually like coloring very much. z Have students write the body parts accurately.
References
Culture : Famous animals
Teacher
z To have students know famous animals from different countries
Objectives
Students
z To be able to know famous animals from different countries z Recognizing representative different countries z China is famous for pandas. animals of
Functions
Key Expressions
How to teach
z Discuss about the four animals on the worksheet. Ask if the students like each animal. z Ask them if they know which countries the animals represent. z Have the students repeat the sentences after the teacher.
Level focused
z When reading the sentences, explain the expression, "India is famous for cows."
References
z Materials : animal flash cards, national flags of the countries
LEVEL 1
People&Life-speaking
Let's speak
: This is my head. A. Speak the sentence about body parts.
What's this?
Say the answer.
LEVEL 1
People&Life-Listening
Let's listen
: It is a bear.
A. Listen to the sentences and point to the right pictures.
LEVEL 1
. What's this?
People&Life-reading
Let's read & match

: It is my head. A. Read and match the words with the body parts. head
neck hand finger knee foot
shoulder arm
leg toe
9
What's missing?
It is my _____.
LEVEL 1
People&Life-Writing
Let's write
A. Unscramble the words and write the words.
ae r m h u o t n s e o
This is my ear.
h a d n o f o t k e n e
LEVEL 1 10 , , , , . .
People&Life-Game 1
Bingo
: what is this? : It is a rose.
A. Cut the pictures and play bingo.
11
LEVEL 1
People&Life-Game 2
Board game
A. Play a board game.
START
tulip aloe
rose
daisy
carnation
clover
rose
FINISH
tulip aloe daisy carnation
LEVEL 1
12
What is
? It is a ______.
People&Life-Story
Tree
A. Let's read a story.
I am a tree. I am tall. I have green ________. I have beautiful ________. I have a strong ________. I have thin ________. I have sweet ________. I have long roots. I am a tree!
Key words!
z leaves z branches z trunk
z flowers z fruits
11
LEVEL 1
People&Life-Song
Let's sing
A. Sing and point to the body parts.
Head and shoulders
LEVEL 1
14
head
shoulder toe
hand
People&Life-Writing 2
Let's write
A. Match and write the words.
go
af
pi
on
li
wer
flo
at
goat
le
leaf, lion, pig, goat, flower
What's this?
e r l f o w
15
LEVEL 1
People&Life-Art project
Let's be an artist
A. Draw your body and write the body parts.
hand
eye mouth hair
finger foot leg
nose hand head
shoulder knee ear
LEVEL 1
16 What's this?
This is my ________.
People&Life-Culture
Famous animals
A. Talk about famous animals of each country.
Australia is famous for kangaroos.
China is famous for pandas.
Japan is famous for monkeys.
India is famous for cows.
is famous for China pandas.
17
LEVEL 1
LEVEL
2 PEOPLE & LIFE

Key Expressions z It has a long neck.
How to teach
Teacher
z To have students describe animals and plants
z Have
students
listen
carefully
to
the
teacher
and
draw
according to the description. z Describe four animals or plants. z [Class activity] : The teacher describes characteristics of animals and plants to students using key expressions. z [Pair activity] : Student A asks the question, "What does it look like?". Student B describes characteristics of an animal or a plant. Student A listens and draws. Have the students switch the role.
Objectives
Students
z To be able to describe animals and plants
Functions
z Describing the characteristics of animals and plants
Key Expressions
z The elephants has a long nose.
Level focused
How to teach
z Show students the animal and plant flash cards. Teach them to the students. z Show students the body part flash cards and teach the body parts. z Teach the students how to say "What does it look like?" and "The elephant has a long nose." changing the animal words and
z Have students practice the expressions, "What does it look like?" and "It has a long neck." many times.
References
z Materials : animal and plant flash cards, colored pencils
describing phrase. z Have the students listen and repeat after the teacher. z Choose one of the animal and plant flash cards. And let the students say the sentences.
z To have students read the sentences and match them to the right picture
References
z Materials : animal and plant flash cards z (Examples) The elephant has a long nose. The crab has big claws. The cactus has sharp thorns. The bamboo has many joints. The giraffe has a long neck. The shark has strong teeth. The rose has sharp thorns. The dandelion has many seeds. The rabbit has long ears. The rhino has a strong horn. The clover has four leaves. The cotton ball is soft.
Objectives
Teacher
Students
z To be able to read sentences and match them to the right picture
Functions
z Identifying and understanding the characteristics of animals and plants
Key Expressions
z It has a long nose, It is very big.
How to teach
z Review the plants and animals in the pictures. z Have students try to read the sentences.
z Have students connect the sentences to the pictures. z Have students say the statements after the teacher.
Teacher
z To
have
students
listen
to
the
describing sentences and draw
Level focused
z [Advanced] Have students create new sentences describing other animals or plants, tell the class, and have the rest of the class guess what the statements are describing. z [Supplementary] For those who find it difficult to read the sentences, read the sentences for them.
Objectives
Students
z To be able to listen to the sentences and draw
Functions
z Understanding the animals and plants
characteristics
of
LEVEL 2
18
Teacher's Guide
References
Functions
Key Expressions
z Identifying and describing the characteristics of animals and plants

z what is its characteristics?
How to teach
z Go over the adjectives in the box. Explain them to any students who do not understand. z Have students sit or stand around and have students listen
Teacher
z To
have
students
complete
the
carefully. z Make riddles about animals or plants. Read the riddles slowly to the students and have them guess what the teacher is describing.
sentences with appropriate adjectives
Objectives
Students
z To be able to complete the sentences with appropriate adjectives
Functions
z Recognizing and writing the characteristics of animals and plants
Level focused
z Have students use appropriate adjectives to describe animals and plants. z [Advanced] Have students create their own animal or plant riddles. Try to answer the riddles as a class.
Key Expressions
z It has a strong trunk.
How to teach
z Introduce and explain the adjectives in the box. Introduce some sentences with the adjectives. ex) The elephant is very strong. The mouse is small. Rabbit's fur is very soft. z Have students look at the pictures and write the missing words in the blanks. z Check their answers. z Have the students practice the complete sentences many times.
References
Game 2 : Speed game
z To have students listen to descriptive

Teacher
sentences
and
point
at
the
right
Level focused
z [Advanced]
Objectives
pictures quickly
Have
students
write
more
sentences
about
Students
z To be able to listen to descriptive sentences and point at the right pictures quickly
different animals and plants using the adjectives. z [Supplementary] To some students who have difficulties in describing animals and plants, give an adjective print for them to use.
Functions
z Describing and recognizing the characteristics of animals and plants
References
z Materials : animal and plant flash cards, adjective prints
Key Expressions
z It has a long nose.
How to teach
z Review the plants and animals in the pictures. z Put the plant and animal pictures on the board. z Have a student come to the front and get ready to play the game. z The teacher describes an animal or a plant. z Have the student look at the flash cards and tap the right picture fast when he/she knows the answer. z Divide the class into 2 teams. Have a student from each team come to the front and compete. The faster student gets a point for his/her team.
Game 1 : Guessing game
Teacher
z To have students guess and describe animals or plants using key expression
Objectives
Students
z To
be
able
to
guess
and
describe
animals or plants using key expression
19
LEVEL 2
People & life
Level focused
z [Advanced] Have volunteers come to the front and play the teacher's role.
Game 3 : The spinner game
Teacher
z To have students practice describing animals and plants by playing a game

z To be able to describe animals and plants by playing a game
Objectives
References
Functions
Students
z Describing the characteristics of animals and plants

z What does it look like? z It has a long nose.
Story : Small! Big?
Key Expressions
Teacher
z To
have
students
listen
to
and
How to teach
z Review the animals and plants on the board. z Have students say a number of descriptive sentences about each animal and plant. z Have students play in groups of 2~4. z Have a student flick a paper clip. When the clips stops pointing at a space, the rest of the groups asks, "What does it look like?" The student answers with one descriptive sentence. z Have students play the game several times.
understand a story
Objectives
Students
z To be able to listen to and understand a story
Functions
z Listening to and understanding a story
Key Expressions
z What does he look like? z He has very small ears, big eyes and striped tail.
Level focused
How to teach
z Have students sit closely and let them know it's time for storytelling. z Tell the story in a lively tone. Use different voices for different characters. z Ask some questions about the story to check students' understanding. z Have students repeat the key expression, "What does he look like?" after the teacher. z After listening 1 or 2 times, encourage students to speak out the story with the teacher. z Have students draw a picture of the baby squirrel as described in the story.
z [class activity] : Divide class into several groups and play the game groups versus groups. z [pair activity] : Play the game in pairs. z [Supplementary] Help students who find it difficult to find appropriate adjectives.
References
z Materials : paper clips
Game 4 : Ladder game
Level focused
z [Supplementary] Prepare the pictures showing parts of the story. Have students put the pictures in order.
Objectives
Teacher
z To have students practice describing people's appearances by playing a game
Students
z To
be
able
to
practice
describing
people's appearances by playing a game.
References
z Materials : squirrel pictures(father squirrel, mother squirrel, baby squirrel, rabbit), pictures showing the story
Key Expressions
Functions z Describing people's appearances
z What does she look like? z She has blond hair.
LEVEL 2
20
Teacher's Guide
How to teach
z Introduce a number of ways to describe people's appearances. ex) to compare length and color of hair, whether the person is female or male(girl/boy), what they are wearing, etc. z Explain how to play the ladder game. z Have them play in pairs. z The teacher can make this into a game by dividing the class into teams and have them guess who the teacher is describing for points for their teams.
References
z Materials : papers, colored pencils
Culture : Let's talk
Teacher
z To have students understand traditional clothes from Korea, Japan and China
z To be able to understand traditional clothes from Korea, Japan and China
Level focused
z [Advanced] Do listen and draw activity with the students. The teacher describes a person and the students should listen to the description and draw. Have them share and compare their works.
Objectives
Students
Functions
Key Expressions
z Comparing and describing appearances of traditional clothes
the
References
z Materials : pictures to be used to explain how to describe people's appearances
How to teach
z Present the pictures to the students. Have a discussion about them. z Give clues on what to observe closely. ex) hats/how hair's done, colors of the clothes, robes/jackets and pants, etc.
Art project : Let's be an artist
z Show traditional clothes of other countries to the students.
Teacher
z To have students draw their family members and describe them
Level focused
z [Advanced] Encourage students to write the characteristics of the clothes in English, as many as possible. Help them with
Objectives
Students
z To
be
able
to
draw
their
family
any words or adjectives. z [Supplementary] Have students write 7 characteristics in Korean and 3 characteristics in English.
members and describe them
Functions
z Describing appearances
my
family
members'
Key Expressions
z What does your father look like? z He is tall.
References
z Materials : pictures of traditional clothes from Korea, Japan and China
How to teach
z Have students practice expressions about appearances before this activity. z Have students draw a picture of their family members and describe them to a partner. z Have students use appropriate adjectives to describe their family members' appearances.
Level focused
z [Supplementary] For some students who have difficulties in describing people's appearances, give example sentences that students can change a little bit and use.
21
LEVEL 2
People&Life-Speaking
Let's speak
: The elephant has a long nose.
A. Speak about the animals and the plants.
LEVEL 2
22
It has fingers. Who is it? monkey lion zebra
parrot
Let's listen
A. Listen to the sentence and draw the picture.
Whatdoesitlooklike? Ithaslongears.
23
LEVEL 2
People&Life-Reading
Let's read
A. Read sentences and match the right picture.
It has a long nose. It is very big.
It has a blond mane. It is fast.
It has thorns. It is very beautiful.
It has seeds. It is very soft.
LEVEL 2
24
It has a b
What is it?
People&Life-Writing
Let's write
A. Complete the sentences using the words.
It ____ a _______ nose.
___ ____ a _______ tail.
___ ____ a _______ pattern.
It ____ a s_____ trunk.
It ____ s______ smell.
strong, long, stripe, small, sweet

. It has (long/short) ears. It has a (big/small) body. It is (fast/slow).
25
LEVEL 2
People&Life-Game 1
Guessing game
: What is its characteristics?
A. Listen to your partner and guess.
word box
tall short fat thin strong big
small l ong strip soft
hard pretty beautiful sharp
LEVEL 2
26
It has a nose. elephant snake cow zebra
People&Life-Game 2
Speed game
A. Listen and point quickly.
It
body.
27
LEVEL 2
People&Life-Story
Small! Big?
A. Let's read a story. Once upon a time, there was a happy ________ family. There were 3 ________ in ________, father, mother and baby. One day, they lost their baby. "Eheheheheh- I lost my baby.", _________ mother squirrel. "Please help me. Please find my baby." A rabbit asked, "What does he ___________?" "He has very small ears, big eyes and striped tail." "I looked him ______ that tree." "Oh, thank you so much!" "Wow, we found him! Baby, come here~." z cried z look like z members z over z the family z squirrel
Key words!
LEVEL 2
28
baby squirrel ? small ears big eyes striped tail long nose
People&Life-Game 3
The spinner game

A. Describe the animals and the plants.
! It has a yellow face. It has a long tongue. what is this?
29
LEVEL 2
People&Life-Game 4
Ladder game
A. Follow the ladder and describe the picture.
LEVEL 2 30
'B' .
He has
__ __ __ __ __ hair.
Let's be an artist
: What does your father look like? : He is tall.
A. Draw and describe your family.
Circle true or false.
He has glasses.
31
LEVEL 2
People&Life-Culture
Let's talk
A. Let's learn about traditional clothes of Korea, Japan and China.
Korean traditional clothes .
Japanese traditional clothes Chinese traditional clothes . .
LEVEL 2
32
LEVEL
3 PEOPLE & LIFE

z After practicing comparative expressions, show the pictures on the worksheet. z Have the students talk about the appearances of people with the teacher using comparative expressions.
Teacher
z To
have
students
compare
the
z The teacher says expressions about one of the characters in the pictures. Compare that character's appearance with another picture. ex) (For Sally) Her hair is longer than Jane's. z Have the students listen and choose the right picture. z [class activity] Have students guess who the teacher is describing. z [pair activity] Student A asks questions like "What does she look like?" or "Is she taller than Kate?". Student B answers using key expressions.
appearances of animals and people
Objectives
Students
z To be able to compare the appearances of animals and people
Functions
z Comparing the appearances of people and animals
Key Expressions
z Is he taller than I? z Yes, he is taller than you.
Level focused
How to teach
z Introduce and explain the key expressions. z Have students understand that the expressions are to compare appearances of people and animals. z Show flash cards and have students practice saying the comparative expressions. z Have the students listen and repeat after the teacher. z Choose one picture card and have the students say the expression.
z [Advanced] Prepare several picture cards and have students describe people's appearances using key expressions.
References
z Materials : people flash cards
Level focused
z Have students practice the expressions in pairs.
Objectives
Teacher
z To have students read the sentences and draw
References
z Materials : animal flash cards, people flash cards
Functions
Students
z To be able to read the sentences and draw
z Understanding comparison
the
expressions
of
Key Expressions
z The fox is bigger than the rabbit.
How to teach
Teacher
z To
have
students
listen
to
the
z Explain that the activity is to read the passage carefully and draw the 5 animals in the story according to the information in the story. z Have students read the passage on their own. z Read the passage with the students. Have them repeat after the teacher line by line. z Have students draw the 5 animals in the circles. Have them draw the biggest animal in circle #1 and the smallest in circle #5. z Have some students come to the front to present their work and explain how the animals look like and which is bigger than which, etc.
sentences and choose the right picture
Objectives
Students
z To be able to listen to the sentences and choose the right picture
Functions
z Understanding the comparative expressions about people's appearances
Key Expressions
z Is Kate's hair longer than Jack's? -Yes, her hair is longer than Jack's.
How to teach
z Have a student stand up and have others talk about his/her appearance using comparative expressions.
33
LEVEL 3
People & Life
Level focused
z [Supplementary] Make a different version of the passage by more comparative expressions for the animals. Also, give descriptions of 2 animals at a time to simplify the activity.
Key Expressions
z It is round and has a horn.
How to teach
z Have students find a partner for this information gap activity. z Have student A and B draw a mask without showing each other. z Have student A ask student B about B's mask's appearances. z Student A listens to B's answer and draw B's mask on a different piece of paper.
References
z Materials : animal flash cards
z When they finish taking turns to ask and draw each other's masks, have them compare their masks. have students complete the
Teacher
z To
sentences using comparative adjectives z To be able to complete the sentences using comparative adjectives z Writing the expressions of comparison z It is smaller than the cow.
Level focused
z [Supplementary] etc. Give some example expressions for the students to use. ex) round face, sharp nose, small eyes, horns,
Objectives
Students
References
z Materials : colored pen, blank papers for students to draw on
How to teach
z Show many animal and school object pictures to the students. z Have the students talk about these things using comparative expressions. z Have the students look at the pictures and complete the sentences using the words in the box. Objectives
Teacher
Game 2 : Guessing game
z To have students practice asking for and describing people's appearances z To be able to ask for and describe people's appearances z Asking for and describing people's
Level focused
z [Advanced] Have student use more pictures and practice Functions comparing the characteristics of animals and school objects.
Students
appearances z What does she look like? z She is wearing a striped blouse.
References
z Materials : animal pictures/ flash cards, school object pictures/ flash cards Key Expressions
How to teach
Game 1 : Mask game
z To have students ask for and describe
Teacher
z Have students sit or stand around and have students listen carefully. z Divide class into groups of 2~4. z First group selects one student in the class. Other groups are not supposed to know who is chosen. z Each student of the first group gives one hint about the selected student. z The student to find out who the student is first gets a point for his/her team. the z Have each groups take turn to describe a student.
what their masks look like and draw them z To be able to ask for and describe
Objectives
Students
what their masks look like and draw them
Functions
z Listening and understanding descriptions of appearances
LEVEL 3
34
Teacher's Guide
Teacher's Guide
Level focused
z [Advanced] Have students do the activity individually.
z Comparing the characteristics of animals z It is bigger(smaller) than the others.
References
z Example hints : He(She) has short/long hair. He(She) is wearing glasses. He(She) is tall/short. He(She) is wearing a black jacket.
How to teach
z Have students practice descriptive expressions before doing this activity. z Have students cut the animal pictures on the worksheet. z Say some expressions for the students to listen and place the animals on the stage. ex) There is 1 big monkey under the
Story : Rabbits' ears

z To have students read and summarize a story about comparative descriptions z To be able to read and summarize a story about comparative descriptions z Reading and summarizing a story about comparative descriptions z Whose ears are longer?
big tree. There are 2 small cows on the left.
Level focused
z [Advanced] After the activity, have students describe the animals' appearances in groups.
Teacher
Objectives
Students
References
z Materials : glues, scissors
How to teach
z [A] Have students sit closely and let them know it's time for a story. z Tell the story in a lively tone. Change voices for different characters to enhance students' understanding. z After listening 1 or 2 times, encourage students to speak out the story with the teacher. z [B] Have students choose 2~4 important sentences in the story and write it to summarize the story.
Role play : Let's be an actor
Teacher
z To have students talk about what they do in their free time z To be able to talk about what they do in their free time z Talking about what I do in my free time z What do you do in your free time? z I usually play the piano.
Objectives
Students
Functions
Level focused
z [Supplementary] Prepare pictures about the story and have students put the pictures in order instead of writing for activity B.
Key Expressions
How to teach
z Have students pair up. z Teach the dialog and the different activities in the pictures to the students. z Have students choose an activity and practice the dialog in pairs. z Have students come to the front and perform the role play.
References
z Materials : pictures for the story(including pictures of the characters in the story)
Game 3 : Smaller & bigger
Level focused
z [Advanced] Have students make groups of 3~5. Have them make a longer and more complicated dialog for their group. Encourage them to be creative about the activities used in the dialog.
Teacher
z To have students listen and understand descriptions about animals on the stage z To be able to listen and understand descriptions about animals on the stage
Objectives
Students
35
LEVEL 3
People & life
References
z Materials : pictures of more activities
z Have students say comparative expressions about the two countries.
Level focused
z [Advanced] Have students compare other characteristics or
Art project : Making a mask
facts. ex)the highest mountain, the length of history, etc.
Teacher
z To have students draw a mask having various character
References
z Materials : map of Korea and the U.S.A, materials showing the populations of the countries(a bar graph, etc), materials showing other characteristics/facts about the two countries
Objectives
Students
z To be able to draw a mask having various character
Functions
z Asking and appearances
answering
about
the
Key Expressions
z What does she look like? -She has a red nose.
How to teach
z Have students draw a mask and decorate it. z Have students come to the front and introduce their mask. The teacher can ask some questions about the mask. z Have students talk about their masks with each other.
Level focused
z [Advanced] Attach the masks on the board and play a guessing game like Game 2 but describing students' masks instead of students.
References
z Materials : scissors, colored pencils
Culture : Comparing the nations

z To have students compare Korea and the U.S.A.
z To be able to compare Korea and the U.S.A.
Teacher
Objectives
Students
Functions
Key Expressions
z Comparing the characteristics of nations

z The U.S.A. is larger than Korea.
How to teach
z Show students the maps of the U.S.A. and Korea and put them on the chalkboard. z Have students talk about their size, population and other characteristics/facts about the two countries.
LEVEL 3
36
People&Life-Speaking
Let's speak
: Is he taller than I? : Yes. He is taller than you.
A. Look and make sentences.

bigger smaller longer shorter taller than
The giraffe is t________ t________ the zebra.
37
LEVEL 3
Let's listen
A. Listen carefully and choose the right picture.
Kate
John
Jane
Mike
Megan
Sally
Jack
Amy
LEVEL 3
38
A is bigger than B. B is _________ than A.
People&Life-Reading
Let's read
A. Read the sentences and draw the animals.
There are many animals on the lawn. There is a lion, a rabbit, a mouse, a fox, and a cow. The rabbit has long ears. And the rabbit is bigger than the mouse. The fox is bigger than the rabbit, and the fox is smaller than the lion. The lion has a blond mane and is smaller than the cow.
snake
is
l _ _ _ _ _ than an
ant.
39
LEVEL 3
People&Life-Writing
Let's write
A. Look at the picture and complete the sentences.
longer
bigger
shorter
smaller
than
1
Is glue __________ than ruler? Yes. It is __________ _______ the ruler.
2
Is mouse ___________ than cow? Yes. It is ___________ _______ the cow.
LEVEL 3
40
Unscramble.
is
shorter
It
ruler
than
People&Life-Game 1
Mask game
A. Listen to your partner and draw a mask.
[/ .]
Shehasblondhair.
41
LEVEL 3
People&Life-Game 2
Guessing game
: What does she look like? : She is wearing a striped blouse. A. Select one student and describe him or her. W r it e h in t s

LEVEL 3
42
. It has white wings. It has long feelers. what is this?
People&Life-Story
Rabbits' ears
A. Let's read a story.
Once upon a time, there lived two cute rabbits in a town. One rabbit was pink, and the other rabbit was yellow. They were good friends. One day, they took a rest under a tree. The pink rabbit said, "I have long and pretty ears! Maybe my ears are longer than yours!" "What? No way! My ears are than yours!", said the yellow rabbit. Then, they started to fight. Finally, they decided to ask someone. A mouse passed by. So the rabbits asked the mouse. "Whose ears are longer?" "Um.... I don't know. They look the same!", said the mouse. Next, a wise cow passed by. They asked again. "Whose ears are longer?" "I don't know, but I have a ruler. Let's measure with the ruler." "Sure!" They measured the ears. After measuring, they found out their ears are of the same length. The wise cow said to the rabbits. "Your ears are the same. Do not fight anymore and be good friends."
B. Summarize the rabbits' story.
The (pink/yellow) rabbit has (longer/shorter) ears.
43
LEVEL 3
People&Life-Game 3
Smaller & bigger

A. Listen and make a scene.
LEVEL 3
44
People&Life-Role play
Let's be an actor
A. Do a role play about different activities.
What do you do in your free time? I usually play the piano.
A : What do you do in your free time? B : I usually (play the piano). How about you? A: I (go swimming). Do you like swimming? B : Yes, I do. A : Then let's go swimming tomorrow. B : Sure.
read
go swimming
go hiking
go skating
cook
go camping
play soccer
play the piano
sing
dance
[/ .]
Whatdoyoudoinyourfreetime?Iusuallyplaysoccer.
45
LEVEL 3
Making a mask
A. Draw a mask and cut it.
LEVEL 3
46
People&Life-Culture
The U.S.A. and Korea

A. Compare the pictures.
The U.S.A. is larger than Korea.
The population of the U.S.A. is bigger than the population of Korea.
Korea is ________ than the U.S.A.
47
LEVEL 3
CALENDAR
In this chapter, students will learn the days of the week, the months and the ordinal numbers to talk about dates. The students also will learn expressions to ask and answer about dates including, "What is the date today?", "What day is it day?" and "It's January 1st." It's important to give students opportunities to use these expressions in real life situations. In Level 1, students will start by learning about the seven days of the week, as well as how to ask and answer what day it is. In Level 2, students will learn about the names of the months and ordinal numbers to ask and say the dates. In Level 3, the students will extend their ability to say the dates to talk about holidays throughout the year. They will learn about different holidays, practice saying the dates of the holidays and celebrate them.
Contents
Activities
Functions
z Asking for & telling the days of the week z Recognizing 7 days of the week z Naming 7 days of the week z Writing the names of the days z Matching the cards and saying the names of the months z Writing and saying the names of 12 months and 7 days z Reading the story about the days z Expressing 7 days of the week in a song z Writing the days of the week & what to do z Making a calendar for the month z Asking for & telling the day of the week z Learning about the meanings of the 7 days z Asking for & telling the date, day, and my birthday z Listening to the dialog & telling the date z Naming 12 months & ordinal numbers, 1st~31st z Writing the ordinal numbers, 1st~31st z Asking for & telling the date z Asking for & telling the date z Understanding the ordinal numbers z Singing the "Happy Birthday Song" z Asking for & telling the birthday z Writing an invitation card for my birthday party z Understanding the different writing orders for dates z Talking about my favorite holiday z Understanding about holidays z Reading a passage about holidays z Matching and writing the dates of holidays in sentences z Searching for the words about holidays in a word search z Asking for & telling the dates of holidays z Writing my schedule in a story z It's Sunday. z I like Monday. z It is Sunday.
Key Expressions
z What day is it today?/ It's Monday.
L E V E L 1
Writing Game 1 Game 2 Story Song Writing 2 Art project Culture Speaking Listening Reading
z Sunday, Monday, .../ January, February, ... z Sunday, Monday, .../ January, February, ... z I can go home early on Saturday. z Sunday, Monday, Tuesday, ... z I play soccer on Sunday. z What day is it today?/ It's Monday. z Sunday, Monday, Tuesday, ... z What is the date today? / It's December 25th. z It's on December 15th. z January, February, ... / 1st, 2nd, 3rd, ... z 1st, 2nd, 3rd, ... z What is the date today? / It's 6th. z What is the date today? / It's 13th. z What's the sixth animal? / It's a snake. z Happy birthday to you! z When is your birthday? / It's July 8th. z My birthday is July 8th. z 2010 12 15 z When is Christmas? / It's December 25th. z What is Easter? / Independence Day is on July 4th. z When is Halloween? / It's October 31st. z Halloween is on October thirty-first. z New Year's Day, Easter... z When is Valentine's Day? / It's February 14th. z I visit my grandparents' house on Dec. 30th. z When is Valentine day? / It's February 14th. z Merry Christmas!
L E V E L 2
Writing Game 1 Game 2 Story Song Activity Art project Culture Speaking Listening Reading
L E V E L 3
Art project 1 z Writing and reading about special days Art project 2 z Making a Christmas card & giving celebrations Culture
z Understanding about different holidays in korea, and the U.S.A. z January, February, March...
LEVEL
1 CALENDAR
looking at the worksheet. z Have the students match the days and the pictures according to the teacher's passage. z To have students ask and state the
Teacher
z [B] Read <Script B> to the students. Have them listen carefully for the day mentioned in the passage and circle the calendar that has the correct day marked.
current day of the week as well as their favorite day z To be able to ask and state the current
Objectives
Students
day
of
the
week
as
well
as
their
Level focused
z [Supplementary] : Repeat the passage as many times as necessary until the students are able to understand the contents and connect the days and pictures correctly. z [Advanced] : Ask more questions about the contents, for example, "Today is Wednesday. What do I do tomorrow?"
favorite day Functions Key Expressions z Asking for & telling the days of the week z What day is it today? It's Monday. z What day do you like? I like Monday.
How to teach
z Have students sit in groups of 2 or as you like. z Teach the students the days of the week by having them repeat them after the teacher. z Ask students what the current day is and help them to answer. z Teach the dialog to the students, first dialog 1, and then dialog 2. z Have students practice the dialog many times with their group.
References
z Materials : copies of picture cards <Script A> Today is Tuesday. I have a piano lesson on Tuesday. I play badminton on Wednesday. I read books on Saturday. I have a violin lesson on Friday. <Script B> A : What day is it today? B : It's Thursday. I have a piano lesson on Thursday. .
Level focused
z [Supplementary] Focus mainly on dialog 1. Make sure that the learners are able to say all 7 days of the week. z [Advanced] The teacher can add more to the dialog by asking about the next day or the day before.
Teacher
R e a d in g : L e t 's r e a d
z To have students read the words and short dialogs about the days of the week Objectives
Students
References
z Materials : copies of word cards
z To be able to read and understand the words and short dialogs about the days of the week
L is t e n in g : L e t 's lis t e n
z To have students listen to a passage and understand the contents z To be able to listen to a passage and understand the contents z Recognizing 7 days of the week z What day is it today? z It's Sunday.
Functions
z Naming 7 days of the week z I like Sunday.
Teacher
Key Expressions
z Why? z Because we can sleep in on Sunday.
Objectives
Students
How to teach
z [A] Read the day words and have students repeat after the teacher. z Point to the day words in a random order and ask students to read them. z [B] Read the dialog and have the students repeat after the teacher line by line.
How to teach
z [A] Have the students listen to the teacher carefully while
LEVEL 1
Calendar
Level focused
z [Supplementary] : Read the words and the dialog slowly. z [Advanced] : The teacher can give the students a small amount of time to memorize the days, and then have them say the days in correct order.
Functions
z Matching the cards names of the months
and
saying
the
Key Expressions
z Sunday, Monday, .../January, February, ...
How to teach
References
z Materials : copies of word cards and pictures cards
z Have the students make groups of 2, 3 or 4. z Have students cut out the cards and have them put it faced down on the table keeping the number cards separate from the month cards. z Have students shuffle the number cards and the month cards, but still separated from each other. z The first student can pick up one month card and one number card. z If the cards match, the student must say the name of the month, keep the cards and get another chance to try. z If the cards do not match, the chance goes to the second student, and so on. z The student with the most pairs wins the game.
W r it in g : L e t 's w r it e
z To have the students write the days and the sentence, "It is Sunday."
Teacher
Objectives
Students
z To be able to write the days and the sentence, "It is Sunday."
Functions
z Writing the names of the days
Level focused
z [Supplementary] : The teacher can write the names of the months on the blackboard and write the numbers corresponding to months below the names. z [Advanced] : Have the students use more than 1 set of cards in the group.
Key Expressions
z What day is it? z It is Sunday.
How to teach
z Read the question with the students. z Discuss the answers using the pictures. z Have students write sentences for the 6 remaining pictures. z Give individual help to those who need it. z Check the answers by slowly reading them with the students.
References
z Materials : calendar
Level focused
z [Supplementary] : The teacher can show the students how to write each sentence on the blackboard and have the students copy them.
Game 2 : Bingo
z To
Teacher
have
students
write,
listen,
and
identify the days and months by playing bingo
Objectives
References
Students
z To be able to write, listen, and identify the days and months by playing bingo
z Materials : copies of picture cards

Functions
z Writing and saying the names of 12 months and 7 days
Game 1 : Matching Game

Key Expressions
Teacher
z Sunday, Monday, .../January, February, ...
z To have students identify the months and their positions in the year
Objectives
Students
z To be able to identify the months and place them in their correct positions in the year
How to teach
z Have students choose and write the days and months in a random order in the bingo table. z Explain that when the teacher calls the name of a day or a
LEVEL 1
Teacher's Guide
month, the student can cross it out if it is in his/her bingo table. z Explain that the first student to cross out the words in a shape (L, H or X, etc) has to shout, "BINGO!" and the first one to shout wins the game. z Call the names of the days or months, one by one.
Song : The Day Song

z To have students say the days of the week in a song z To be able to sing a song with the days of the week fluently z Expressing 7 days of the week in a song z Sunday, Monday, Tuesday, ...
Teacher
Objectives
Students
Level focused
z [Supplementary] : The teacher can write the days and months on the black board as they are called out. z [Advanced] : The shape to make on the bingo table can be changed after each round. Key Expressions Functions
References
z Materials : copies of bingo table
How to teach
z Play the song once and have the students listen. z Read the lyrics and have the students repeat after the teacher line by line. z Have everyone sing along with the music and repeat until they
Story : I am happy everyday

z To have students listen to the story and complete the sentences z To be able to listen to the story and complete the sentences z Reading the story about the days
can sing it fluently.
Level focused
z [Supplementary] : Teach the song at a much slower pace, line by line, and then sing the whole song. z [Advanced] : Let students repeat the song only twice and ask individuals to try to sing the song.
Teacher
Objectives
Students
References
z I go home early on Saturday. z Materials : copies of word cards
How to teach
z [A] Read the days of the week and have the students repeat after the teacher. z Read and explain the story to the students. z Have students complete the sentences using the key words. z Check the answers with the students. z [B] Have students speak about the information given in the story in "I on ." format.

z To have students complete the
Teacher
Objectives
Students
sentences about the days of the week z To be able to complete the sentences about the days of the week z Writing the days of the week & what to do z I play soccer on Sunday.
Level focused
z [Supplementary] : Write the days on the board and have the students practice reading them. z [Advanced] : After reading the story, have the students make additional sentences of their own.
How to teach
z Read and discuss each activity in the pictures. z Have students look at the pictures and complete the sentences with correct activities or days. z Check the answers by reading the sentences with the students.
References
z Materials : copies of word cards
Level focused
z [Supplementary] : If needed, help students in choosing the
LEVEL 1
Calendar
correct picture for each sentence. z [Advanced] : If the students can complete the sentences on their own, discuss the actions after they have finished completing the sentences, and have them make more sentences of their own. Objectives
Students Teacher
z To
have
students
understand
and
discuss the meanings or the origins of the days z To be able to understand and discuss the meanings or the origins of the days z Learning about the meanings of the 7 days z Sunday, Monday, Tuesday, ...
References
Art project : Let's make a calendar

z To have students practice the dialog and to make a calendar z To be able to say the dialog and make a calendar z Making a calendar for the month z Asking for & telling the day of the week Key Expressions z What day is it today? It's Monday. z Sunday, Monday, Tuesday, ...
How to teach
z Read the days of the week with students. z Have them look at the pictures and guess their meanings. z Explain the meanings to the students and have a brief discussion about them.
Teacher
Objectives
Students
Functions
Level focused
z [Advanced] : The teacher can give the students more information about the gods after whom the days were named. Have a small quiz to ask the meanings of the days.
How to teach
z Ask the question, "What day is it today?" and have the students answer. z Have students make a calendar for the current or any other month. z The teacher can show a calendar as an example to help the students. z Have students decorate their calendars.
References
Level focused
z [Supplementary] : The teacher can put a real calendar in front of the class and have students copy it. Have the students decorate their calendars. z [Advanced] : Give students only the first day of the month they wish to make a calendar of. The students can write the name of the month on the top of the calendar, and fill in the days of the week on the top row of the calendar. Students can also plan their month by writing some of the activities from 'Writing 2' in some days.
References
Culture : The meanings of the 7 days
LEVEL 1
Calendar-Speaking
Let's speak
A. Ask and answer.
A : What day is it today? B : Today is Monday. It is Monday.
A : What day do you like? B : I like Monday.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
What day is in the middle of the week?

It's W________.
LEVEL 1
Calendar-Listening
Let's listen
A. Listen and match.
Tuesday
Saturday
Wednesday
Friday
B. Listen and circle. 1 2
LEVEL 1
?
:
Calendar-Reading
Let's read
A. Read the following words. The days of the week
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
B. Read the following expressions.

A : I like Sunday. B : Why? A : Because we can sleep enough on Sunday. B : But yo should wake up early.
A : I like Wenesday. B : Wh? A : Because we cn eat a delicious chool lunch on Wdnesday! B : You are righ. We can.
I like . (
LEVEL 1
Calendar-Writing
Let's write
A. Write what day it is today.
It is Sunday.
What day is it today?
Unscramble.
LEVEL 1
10
It
is
ydoMna
Calendar-Game 1
Matching game
January
February
March
April
May
June
July
August
September October
November December
11
LEVEL 1
Calendar-Game 2
Bingo
Sunday Monday Tuesday Wednesday Thursday Friday Saturday January July August February September March October April May June December
November
LEVEL 1
12
Calendar-Story
I am happy everyday
A. Read the story.
I like Sunday. Because I can I like Monday. Because I can I like Tuesday. Because I can I like Wednesday. Because I can I like Thursday. Because I can I like Friday. Because I can I like Saturday. Because I can I like all days! sleep in meet my friends play soccer at school go home early eat a delicious school lunch sing in music class watch my favorite TV program on Saturday. on Friday. on Thursday. on Wednesday. on Tuesday. on Monday.
I am happy everyday
on Sunday.
Key words!
B. Speak using the information from the story. I go home early on Saturday.
[Unscramble] What day is it?
delicious can
He
a eat school lunch .
13
LEVEL 1
Calendar-Song
The day song
Sunday Monday Tuesday to Wednesday Thursday these are for you. Friday Saturday then we have to start again. Sunday Monday Tuesday Wednesday Thursday Friday Saturday.
LEVEL 1
14
. Snday, Monay, Wednesdy, Tursday, Fiday, aturday.
Calendar-Writing 2
Let's write
A. Look at the pictures and fill in the blanks.
play soccer Sunday
read a book Monday
play the violin Tuesday
watch TV Wednesday
do the dishes Thursday
play baseball Friday
have a party Saturday
I play soccer on Sunday. I ___________ on Friday. I have a party ___________. I play the violin _________. I ___________ on Thursday. I ___________ on Wednesday. I read a book ___________.
play the violin
on
15
LEVEL 1
Calendar-Art project
Let's make a calendar

A : What day is it today? B : It is ____________.
Sunday
Monday
Tuesday Wednesday Thursday
Friday
Saturday
LEVEL 1
16
. Sun
Tue
Thu
Sat
Calendar-Culture
The meanings of the 7 days
The day of Sun. The day of Moon. The day of Mars. The day of Mercury. The day of Jupiter. The day of Venus. The day of Saturn.
?
The day of
17
LEVEL 1
LEVEL
2 CALENDAR
How to teach
z [A] Read <Script A> to the students once. Read the dialog z To have students ask and state the
Teacher
again and explain what it's about. z Have students answer the questions. z [B] Have the students listen to <Script B> and draw a picture about the script.
date, the day of the week, and their birthday
Objectives
Students
z To be able to ask and state the date, the day of the week, and their birthday
Level focused
Functions z Asking for & telling the date, the day, and my birthday z What is the date today? It's December Key Expressions 25th. z When is your birthday? It's July 8th. z [Supplementary] : Slowly read the dialog a few times until the students understand what it's about. If needed, draw pictures on the board to understand. z [Advanced] : The teacher can ask additional questions about the scripts.
How to teach
z Have students sit in groups of 2 or more, depending on the size of the class. z Teach the students how to say the date, days and birthday by teaching the days of the week, the months, and the ordinal numbers. z Ask students what the date is and help them answer. z Teach the dialogs 1, 2, 3. z Have students practice the dialogs with their group.
References
z <Script A> A : Hi Tom. What are you doing? B : I'm playing the violin. I have a violin concert on Thursday. A : Oh really? Can I go to the concert? B : Of course. Please come to my concert. A : What is the date on Thursday? B : It's December 15th. A : Sounds good!
Level focused
z [Supplementary] : Teach dialog 1, and focus mainly on dialog 2. Make sure that learners are able to say all dates. z [Advanced] : The teacher can add more to the dialog by asking about the date of the next day or the date of the day before.
z <Script B> A : What day is it today? B : It's Sunday. I will play baseball.
References
z Materials : word cards, calendar
Teacher
z To
have
students and the
read months
the and
ordinal their
numbers,
positions in a year z To have students know the difference between day & date z To be able to read the ordinal numbers, and the months and their positions in a
L is t e n in g : Let's lis t e n
Objectives
Teacher
z To have students listen to the dialog and understand it z To be able to listen to the dialog and understand it z Listening to the dialog & telling the date z What day is the violin concert on? z It is on December 15th. Functions
Students
year z To be able to understand the difference between day & date z Naming 12 months & ordinal numbers, 1st~31st z January, third, ... February, .../ first, second,
Objectives
Students
Functions
Key Expressions
Key Expressions
LEVEL 2
18
Teacher's Guide
numbers correctly.
How to teach
z [A] Read the months and ordinal numbers. z Have students repeat after the teacher. z Point to the months in a random order and ask students to read them. z Ask students what is the third month of the year. Ask more questions about other months. z Have students write numbers corresponding to each month, beside the names of the months. ex) Write 1 beside January. z [B] Do listen and repeat exercise with the 3 dialogs. z Ask questions pointing to different days in the calendar and have the students answer.
Level focused
z [Supplementary] : The teacher can write each ordinal number on the blackboard for the students to copy.
References
Game 1 : Up and down game
Level focused
z [Supplementary] : The teacher can read the names of each month and help students say the numbers that correspond to the months' position in a year. Also, read the ordinal numbers and help students answer the corresponding cardinal numbers. z [Advanced] : The teacher can test the students' memory on the names of the months and the ordinal numbers. The teacher can have a student say a month, January, and the next student say the next month, February, and so on, for example. This can be done with the ordinal numbers as well. Functions Objectives
Teacher
z To
have
students
listen,
say
and
identify the dates by playing a game z To be able to listen, say and identify the dates by playing a game z Asking for & telling the date z What is the date today? It's 6th.
Students
Key Expressions
How to teach References

z Materials : word cards, calendar z Have a student come to the front and think of a date. 6th z Have the rest of the class guess what date it is. z The other students takes a guess and say the date. z If the guess is higher than the date, the tagger has to say ex)
z To have the students write the ordinal numbers and read them z To be able to write the ordinal numbers and read them z Writing the ordinal numbers, 1st~31st z 1st, 2nd, 3rd, ...
DOWN and if the guess is less than the date, the tagger has to say UP. z If someone says the correct date, that person wins the game and gets to come to the front and think of a date.
Teacher
Objectives
Students
Level focused
z [Supplementary] : If students have hard time remembering what dates have been called, write the dates on the blackboard when they are called out.
References
How to teach
z Read the ordinal numbers with the students. z Explain that for the most of the ordinal numbers, 'th' is added at the end of the Arabian numbers. Point out and explain how 1st, 2nd, 3rd, 21st, 22nd, 23rd, and 31st don't end with 'th'. z Check and make sure all the students have written the ordinal Objectives Teacher z To have students identify the dates
Game 2 : Calender game
19
LEVEL 2
Calendar
Students
z To be able to identify the dates and say them in sentences
z Check the answers by going over the result of the race with the students.
Functions
z Asking for & telling the date
Level focused
z [Supplementary] : Help students read and understand the ordinal numbers better and write the ordinal numbers like 'first - 1st' to 'twelfth - 12th' on the board. z [Advanced] : Read the story only once to the students and have them write the animal order list on their own.
Key Expressions
z What is the date today? z It's 13th.
How to teach
z Have the students make groups of 2, 3 or 4. z Spread a calendar on the floor. z Have one student from a team come out and throw a coin on to the calendar. The rest of the class asks the student, "What is the date today?" or "What's today's date?" z If the student says the date under the coin correctly, the student gets as many point as the last digit of the date. ex) 6 points for 16th, 1 point for 21st, 0 point for 10th z If the coin lands on line, that student loses a turn. z Have different students from each team come out and throw the coin. z Use the score board in the book to record how many points each team gets. z The team with the most points after 5 turns wins the game.
References
Song : Happy birthday song
Teacher
z To have students sing the birthday song
Objectives
Students
z To be able to sing the birthday song fluently
Functions
z Singing the "Happy Birthday Song"
Level focused
z [Supplementary] : The teacher can review the dates before playing the game.
Key Expressions
z Happy birthday to you!
How to teach
z Play the song once and have the students listen. z Read the lyrics line by line and have the students repeat after the teacher. z Have all the students sing along with the music and sing many times until they can sing it fluently.
References
Story : Twelve year animals story

z To have students listen to the story and make a ranking list
z To be able to listen to the story and make a ranking list
Level focused
z [Supplementary] : Teach each line at a slow pace first, and then have the students sing the whole song.
Teacher
Objectives
Students
References
z Materials : picture cards, word cards
Functions
Key Expressions
z Understanding the ordinal numbers

z What's the sixth animal? / It's a snake.
Activity : Making a birthday chart
How to teach
z Write the ordinal numbers on the board and have the students read them. z Read and explain the story to the students. z Have students write the animals in order of their arrival.
Objectives
Students
Teacher
z To have students complete the chart using the key expressions
z To be able to complete the chart using the key expressions
LEVEL 2
20
Teacher's Guide
in the example card but change the date, time, and names.
Functions z Asking for & telling the birthday
z [Advanced]
Encourage
the
students
to
use
different
z When is your birthday? Key Expressions z My birthday is July 8th.
expressions from the example card. The students can also have Christmas party, for example, instead of a birthday party.
/ It's July 8th.
References
How to teach
z Practice the key expressions. z Have students ask everyone's birthdays and write the names and the dates in the chart. ex) January : Jackson(12th) z Check the answers by asking each students' birthdays to the class. ex) Teacher: When's Jackson's birthday? Students: It's January 12th.
Objectives
Students
Teacher
z Materials : paper, colored pencils, calendar
Culture : The writing orders for dates

z To have students understand and
discuss the different writing orders for dates among nations
Level focused
z [Supplementary] : If needed, help individual students with asking the question correctly and writing down the correct dates in the chart. z [Advanced] : The teacher can have the class celebrate and sing the birthday song for the students whose birthdays are coming soon.
z To be able to understand and discuss the different writing orders for dates among nations
z Understanding orders for dates the different writing
Functions
Key Expressions
z 2010 12 15
How to teach
References
z Materials : word cards
z [A] Explain in what order people from the U.S.A. and the U.K. write dates. z When the students understand the differences, discuss about them and ask which one they think is better. z Have them write the date in the American and the British way. z [B] Have the students write today's date in 3 different ways.
Art project : Let's make an invitation card

z To have students practice writing an invitation card
z To be able to practice writing an
Teacher
Objectives
Students
Level focused
z [Advanced] : Give the students more information about other nations' writing order for dates. Practice writing dates in the different ways a few more times.
invitation card
Functions
Key Expressions
z Writing an invitation birthday party

z My birthday is July 8th.
card
for
my
References
How to teach
z Show the example card and explain what it says. z Have students make a card. z Students should decorate their card. z Have them exchange the card with another student and present it to the class.
Level focused
z [Supplementary] : Direct the students to copy the sentences
21
LEVEL 2
Calendar-Speaking
Let's speak
A. Ask and answer.
A : What day is it today? B : Today is Monday. It's Monday. A : What is the date today? B : Today is December 25th. It's December 25th. A : When is your birthday? B : It's July 8th.
Sunday January July 1st 11th 21st
Monday August 2nd 12th 22nd 3rd 13th 23rd
Tuesday September 4th 14th 24th 5th
Wednesday April October 6th 16th 26th 7th 17th 27th
Thursday May 8th 18th 28th 9th
Friday June
Saturday December
February
March
November 10th 20th 19th 29th
15th 25th
30th
31 st
LEVEL 2
22
Calendar-Listening
Let's listen
A. Listen and answer.
A : What is Tom doing? B : He is ________________. A : When does Tom have the violin concert? B : It is ______________. A : What day is the violin concert on? B : It is on __________.
B. Listen and draw.
23
LEVEL 2
Calendar-Reading
Let's read
A. Read the following words.
The months of a year
January July February August March September April October May November June December
The ordinal numbers

first eleventh second twelfth third thirteenth fourth fourteenth fifth fifteenth sixth sixteenth seventh seventeenth eighth eighteenth ninth nineteenth tenth twentieth
twenty - first
twenty - second
twenty - third
twenty - fourth
twenty - fifth
twenty - sixth
twenty - seventh
twenty - eighth
twenty - ninth
thirtieth
B. Read the following expressions.

A : What day is it today? B : It is Monday. A : What's today's date? B : It is May 20th. A : What is the date today? B : It is May 20th.
What is today's date?
LEVEL 2
24
It's
Jump
umbrella
nose
eraser 5th.
Calendar-Writing
Let's write
A. Find and write. (1 + First = 1st) 1
first
2
second
3
third
4
fourth
5
fifth
6
sixth
7
seventh
1st
8 eighth 9 ninth 10 tenth 11 eleventh 12 twelfth 13 14
thirteenth fourteenth
15
16
17
18
19
20
21 twenty -first
fifteenth sixteenth seventeenth eighteenth nineteenth twentieth
22 twenty -second
23 twenty -third
24 twenty -fourth
25 twenty -fifth
26 twenty -sixth
27 twenty -seventh
28 twenty -eighth
29 twenty -ninth
30 thirtieth
31 thirty -first
25
LEVEL 2
Calendar-Game 1
Up and down game
A : What is the date today? B : It's ___________________.
LEVEL 2
9 .
26
16 18 23 30
Calendar-Game 2
Calendar game
Score board
TEAM NAME 1st try 2nd try 3rd try 4th try 5th try TOTAL
A : What is the date today? B : It's ___________________.

/ .
[What/istoday'sdate? It'sMayeleventh.]
27
LEVEL 2
Calendar-Story
Twelve year animals story

A. Read the story.
O nce upon a tim e, a god gathered all anim als and said, "Com e and greet m e on the m orning of J anuary first. I w ill give prizes to the first tw elve anim als to greet m e." But the cow w as not sure if he can run fast. T here w ere m any anim als faster than the cow . T he cow thought that he w ould start earlier than the other anim als. S o, the cow left on the night of D ecem ber 31st. But the w ise m ouse found the cow . T he m ouse jum ped on the cow . Finally, the cow arrived at the god's house. A t the m om ent the door opened, the m ouse jum ped from the cow . T he m ouse cam e in first. A fter all, the m ouse w on the first prize. T he cow got the second prize. T he tiger got the third prize. T he rabbit got the fourth prize because it took a nap on the w ay. T he dragon got the fifth prize, follow ed by the snake, the sheep, the m onkey, the chicken, the dog, and the pig.
B. Ask and answer with your partner. A : What's the sixth animal? B : It's a snake.
.
LEVEL 2
28
),
),
Calendar-Song
Happy Birthday Song
Happy birthday to you. Happy birthday to you. Happy birthday, dear Happy birthday to you! .
Thank you! Happy birthday!
3 .
29
LEVEL 2
Calendar-Activity
Making a birthday chart

Month January February March April May June July August September October November December
Name and Date
A : When is your birthday? B : My birthday is ______________. / It's _______________.
LEVEL 2
30
Calendar-Art project
Let's make an invitation card

Dear, Kevin. Hi! This is Jane. My birthday is coming soon. I'm going to have a birthday party. My birthday is November 8th. Please come to my house at 3 o'clock. See you then! Sincerely, Jane
31
LEVEL 2
Calendar-Culture
The writing orders for dates

A. Find the different ways to write dates.
Korea U.S.A. U.K.
2009 12 15
B. Write today's date. Today's date
Korea U.S.A. U.K.

LEVEL 2
32
U.S.A. . ( )
LEVEL
3 CALENDAR
z Slowly read the script to the students once. Then, explain the content of the passage. Read the passage one more time. z Have students answer the questions. z To have students ask and tell their favorite day of the year and its date z To be able to ask and tell their favorite day of the year and its date z Talking about my favorite holiday z What's your favorite holiday?
Teacher
Level focused
z [Supplementary] : The teacher can shorten or simplify the content of the passage, as much as to 4-5 sentences for each holiday, if students have difficulty in understanding it. z [Advanced] : The teacher can ask more questions about the passage and have the students answer them.
Objectives
Students
Functions
Key Expressions
z My favorite holiday is Valentine's day. z When is Valentine's day? z It is February 14th.
References
z Materials : pictures about Easter and Independence Day z Script Easter comes every spring when the birds are singing
How to teach
z Have students sit in groups of 2 or more. z Go over the 12 months and the ordinal numbers used to say a date. z Ask students what the date is and help them answer. z Teach the dialog to the students. z Have students practice the dialog many times with their group.
and the flowers are blooming. The grass begins to grow green. It's usually a happy time which signals the end of winter and the beginning of spring. People celebrate Easter all over the world. Easter means the earth is born again. To celebrate Easter, people dye eggs. The eggs mean new life. Some people hide the eggs and the children go on Easter egg hunts. Some people hang the eggs on trees. For Christians, Easter is a joyful time when Christ was raised from death. Independence Day is on July 4th. This American federal holiday honors the nation's birthday - the adoption of the Declaration of Independence on July 4, 1776. It is a day of picnics and patriotic parades, and also a night of concerts and fireworks. The flying of the American flag is widespread.
Level focused
z [Supplementary] : Do a lot of practice on how to say different dates. z [Advanced] : The teacher can suggest to change the dialog by talking about another holiday, for example, Christmas.
References
R e a d in g : L e t 's r e a d L is t e n in g : L e t 's lis t e n

Teacher
z To have students read a passage about holidays z To be able to read and understand a passage about holidays z Reading a passage about holidays z When is Halloween? z It's October 31st.
Objectives
Teacher
z To have students listen to a passage about holidays and understand it z To be able to listen to a passage about holidays and understand it Functions
Students
Objectives
Students
Key Expressions Functions z Understanding about holidays z What is Easter? z Independence Day is on July 4th.
Key Expressions
How to teach
z Say the names of the 3 holidays and have students repeat after the teacher. z Write the names of the holidays on the board. Point to the
How to teach
33
LEVEL 3
Calendar
days in a random order and ask students to read them. z Read the passage with the students. Explain the content to them, with pictures if possible, if they cannot understand the content from reading it. z Have the students answer the questions.
z Materials : picture cards, calendar
Game 1 : Word search
Level focused
z [Supplementary] : The teacher can shorten or simplify the passage if the students find it too difficult. z [Advanced] : Ask more questions about the passage to the students. Functions pictures about Halloween, Thanksgiving, and Objectives
Students Teacher
z To have students read and find words about holidays in a word search z To be able to read and find words about holidays in a word search z Searching for the words about holidays in a word search z New Year's Day, Easter...
References
z Materials Christmas :
Key Expressions
How to teach
z Read the words in the words box with the students. z Have students search for the words in the word search. z To make the activity more interesting, the teacher can make it
Teacher
z To have the students write the dates of holidays in sentences z To be able to write the dates of
into a competition by offering a small prize, like a sticker, to the first student to finish the word search.
Objectives
Students
holidays in sentences z Matching and writing the dates of
References
Functions
holidays in sentences z Halloween is on October thirty-first.
Key Expressions
Game 2 : Holiday dice game
How to teach
z Read the names of the holidays and the dates with the students. z Have the students match the days and the dates. Check their answers by asking, "When is New Year's Day?" to the class and have everyone answer the question. z Have students trace the first sentence. Have them write the other sentences as well. z Monitor the students' work to make sure they use capitalization correctly, etc. z Read the sentences with the students. Functions Objectives
Teacher
z To have students identify the holidays by playing a dice game z To be able to identify the holidays by playing a dice game z Asking for holidays & telling the dates of
Students
Key Expressions
z When is Valentine's Day? z It's February 14th.
How to teach
z Have students make groups of 2, 3 or 4. z Have students cut out and make the dice. z Have S1 in each group throw the dice. His/her partner or group members ask S1, "When is picture of the dice. S1 as to answer, "It's ?" according to the ."
Level focused
z [Supplementary] : If students need help in writing, write each sentence on the black board and have them copy them.
References
z If S1 answers correctly, he/she gets a point. z Each member of the group should take a turn to throw the
LEVEL 3
34
Teacher's Guide
dice.
Key Expressions
z When is the Valentines day?
z It's February 14th.
Level focused
z [Supplementary] : If students have difficulties in remembering the dates of the holidays, write them on the board and have the students read them and answer the questions.
How to teach
z Explain how to make a calendar. z Have students write holidays on each page. ex) Valentine's Day is on February 14th. Christmas is on December 25th. z Have students decorate the pages of the calendar. z Have students share their works with others.
References
Level focused
Story : My schedule
z [Supplementary] : Assist them in writing the sentences.
References
Teacher
z To have students listen to the story and make sentences
z Materials :picture cards
Objectives
Students
z To be able to listen to the story and make sentences
Functions
z Writing my schedule in a story
Art project 2 : Let's make a Christmas card

z To have students make a Christmas card
Key Expressions
z I visit my grandparents' house on Dec. 30th.
Teacher
Objectives
How to teach
z Go over the pictures and how to say the activities in the pictures with the students. z Have the students write their schedule on the lines. ex) I play soccer on Dec. 3rd. z Have the students present their schedule to the class.
Functions
Students z To be able make a Christmas card
z Making a Christmas celebrations
card
&
giving
Key Expressions
z Merry Christmas!
How to teach
Level focused
z [Supplementary] : Write the day on the board in words and have the students repeat them.
z Ask students what they could write on a Christmas card. z Show the sample Christmas card and have students make a card of their own. z Students should decorate their cards.
References
z Materials : calendar, picture cards
Level focused
z [Supplementary] : Write an example card on the board and have students copy it.
Art project 1 : Let's make your own calendar

z To have students make their own
References
Teacher
z Materials : a sample Christmas card, colored pencils
calendar
Objectives
Students z To be able to make their own calendar
Culture : The holidays in the world
Functions
z Writing and reading about special days
Objectives Teacher
z To
have
students
understand
and
35
LEVEL 3
Calendar
discuss about the different holidays in Korea, U.S.A., Japan, and China
z To be able to understand and discuss

Students
about the different holidays in Korea, U.S.A., Japan, and China
Functions
z Understanding about different holidays in Korea and the U.S.A.
Key Expressions
z January, February, March...
How to teach
z Read the names of the months and the countries with the students. z Elaborate different holidays the students know about and which month the holidays are in. z Write as much information as possible in the chart and say the dates of some holidays together.
Level focused
z [Advanced] : The teacher can give a small quiz at the end of the activity to ask about different holidays.
References
z Materials : picture cards, colored pencils
LEVEL 3
36
Calendar-Speaking
Let's speak
A. Ask and answer.
A: What's your favorite holiday? B: My favorite holiday is Valentine's Day. I really like chocolates! A: When is Valentine's Day? B: It is February 14th.
New Year's Day / Valentine's Day / Thanksgiving Day / Halloween / Easter / Christmas
Children's Day, Parents' Day, Teachers' Day
37
LEVEL 3
Calendar-Listening
Let's listen
A. Listen and answer.
1. What is Easter? 2. When is Easter? 3. What activities do Americans do on Easter? 4. When is Independence Day?
LEVEL 3
38
. .
Calendar-Reading
Let's read
A. Read about holidays.
A long time ago, people believed that witches and ghosts came out on Halloween. Halloween is always the last day in October. On Halloween, people dress up in costumes. Children dress up in costumes and go trick-or-treating. They go from door to door and say, "Trick or Treat." If they don't get a treat, they play a trick. On Halloween, you will see many carved pumpkins with candles inside them. You will also see many people with masks trying to scare you. The first Thanksgiving was celebrated a long time ago by Pilgrims and the Indians. They prepared a great meal to celebrate the good harvest. They ate turkey, deer meat, corn, and bread. Today, we still celebrate Thanksgiving. Many families get together to celebrate Thanksgiving. Friends visit each other, too. We give thanks for all that we have had throughout the year. Most people celebrate with a big turkey dinner. Thanksgiving always comes in November. Christmas Day is a federal holiday celebrated on December 25th. Christmas is a Christian holiday marking the birth of the Christ Child. Decorating houses and yards with lights, putting up Christmas trees, giving gifts, and sending greeting cards have become traditions even for many non-Christian Americans.
When is Halloween? When is Christmas Day? What is the Korean holiday similar to Thanksgiving? What do you do on Christmas?
/ .
[My/favoriteholidayisThanksgivingDay.]
39
LEVEL 3
Calendar-Writing
Let's write
A. Match the holiday with its date.
New Year's Day

October 31st
Halloween day is on October 31st.
Christmas
July 4th
Easter
The fourth Thursday in November
Halloween
January 1st
Thanksgiving Day
a spring Sunday
Independence Day
December 25th
Valentine's Day
February 14th
LEVEL 3
40
What is your favorite holiday?
Calendar-Game 1
Word search
A. Search the words about holidays.
Holidays
holiday / newyearsday / easter / independenceday / birthday / thanksgiving / halloween / christmas / date / valentinesday
41
LEVEL 3
Calendar-Game 2
Holiday dice game
A : When is __________ ? B : It's ___________________.
LEVEL 3
42
[Answer the question in English.]
Calendar-Story
My schedule
This is my schedule for December.
I ________
[Solve the code and answer the question.]
play soccer?
do you
When
43
LEVEL 3
Calendar-Art project 1
Let's make your own calendar
My Calendar name____
LEVEL 3
44
Calendar-Art project 2
Let's make a Christmas card
45
LEVEL 3
Calendar-Culture
The holidays in the world

Korea U.S.A.
January February March April May June July August September October November December
LEVEL 3
46
Arbor day is in
REASON
In this chapter, students will learn basic expressions to tell reasons for different things. They will learn expressions to ask what the reason is, "Why ...?", and expressions to state the reason, "Because ....". The students will practice these expressions many times in real life situations. Through this lesson, students will be able to tell why they like or dislike different things and activities. Also, they will be able to ask for the reasons. In addition, the students will be able to ask for a permission and to grant or turn down the request with a reason. The students will use different expressions and vocabulary learned in previous chapters to tell the reasons in details.
Contents
Activities
Speaking
Functions
z Telling my likes/ dislikes with reasons
Key Expressions
z z z z I I I I like candies. Because they are sweet. don't like snakes. Because they are scary. like hamburgers. Because they are tasty. don't peppers. Because they are hot.
Listening
z Listening to the expressions of likes/ dislikes with reasons
Reading
z Reading the expressions of likes/ dislikes with reasons
z I like candies. Because they are sweet. z I don't like peppers. Because they are hot.
L E V E L 1
Writing
z Writing the expressions of likes/ dislike with reasons
z I like apples. Because they are sweet. z I don't like snakes. Because they are scary.
Game 1
z Identifying the proper expressions of likes/ dislikes with reasons
Game 2
z Saying the expressions of likes/ dislikes with reasons
Story
z Understanding a story related to reasons
Role play
z Talking about going on a picnic
Chant
z Saying likes/ dislikes with reasons
z z z z z z z z z z
I like cakes. Because they are sweet. I don't like peppers. Because they are hot. I like milk. Because it is delicious. I don't like milk. Because it is not tasty. Rolly Rally likes swimming. Rolly Rally doesn't like studying. I like to go to the mountains. I like swimming. I like cakes. Because they're delicious. I don't like peppers. Because they're hot.
Art Project Culture
z Using and writing the expressions of how I feel about the z I like _______. Because ________. nature z Saying my feeling of nature z I like the sea. Because the sea gives us fish to us.
Speaking
z Asking for permission and answering with reasons
z Can I go on a picnic?/ Yes, you can. z Because it's sunny.
Listening
Reading 1
L E V E L 2
z U n d e rs ta n d in g th e e x p re s s io n s re fu s in g w ith re a s o n s z U n d e rs ta n d in g th e e x p re s s io n s re fu s in g w ith re a s o n s
Reading 2
Writing
Game 1
Game 2
Story
Art Project Role play
z z
and z z o f p e rm ittin g a n d z z z R e a d in g a n d u n d e rs ta n d in g le tte rs z W r it in g th e e x p r e s s io n s of p e r m it t in g and z z r e f u s in g w ith r e a s o n s Saying expressions to ask for permission and to answer z z with reasons Asking and answering the expressions of permitting and z z refusing with reasons z Listening to and understanding a story z z Telling the reasons of permitting and refusing with the signs z Completing and presenting a role play about permission and z z refusal of p e rm ittin g
Can I play the piano?/ No, you can't. Because it's night. Can I watch TV?/ Yes, you can. Because you did your homework. C a n I g o th e re ? Y o u c a n 't g o th e re b e c a u s e , ~ . C a n I h a v e a n ic e c re a m ? N o , y o u c a n 't. B e c a u s e ~ . Can I swim?/ No, you can't. Because it is dangerous(to swim here). C a n y o u p la y th e p ia n o ? Y es, I can. B ecause ~ . C a n I ju m p ? Y e s , y o u c a n . B e c a u s e y o u a re L u c k y D u c k y . You can ~. Because ~. You can't ~. Because ~. Can I have an ice-cream?/ No, you can't. Can I have some hot water?/ Sure, you can.
Culture
z Recognizing and understanding the sings presented
z You can't turn right. You can't enter. You can ride a bicycle.
Speaking
z Asking and answering about past events with reasons
Listening
Reading
z z z L is te n in g to a n d u nderstanding the expressions about past z z events with reasons z R e a d in g a n d u n d e rs ta n d in g th e d ia lo g s about past z events with reasons
Why did you run? Because I was late for the class. Why didn't you watch the TV show? Because I fell asleep.
Because I was so sick.
L E V E L 3
Writing
z W r i t i n g t h e e x p r e s s i o n s a b o u t t h e p a s t e v e n t s z Why did you go to Seoul? z Because I visited my uncle's. w ith r e a s o n s
Game 1
z Why did you run ?
Game 2
z Why didn't you call me? Because I had a cold.
Game 3 Story
z Talking about the past events with reasons z Understanding a story related to telling reasons
Role play
z Understanding the expressions about past events with reasons
z z z z z z
Why didn't you come? / Because I was so sick. Because I was so sick. Why don't you work ? Because I don't like to work . Why did you come to police office? Because I was stolen my diamond ring!
Art Project
z Describing the reasons
z Why did Dong-min come late for the school?
Culture
z Talking about the reasons of the invention of items
z Doughnut was invented because people could eat bread while working.
LEVEL
1 REASON
How to teach
z Read the vocabulary words and have students repeat after the
Teacher

z To have students tell their likes or dislikes with reasons z To be able to tell their likes or dislikes with reasons z Telling my likes/ dislikes with reasons z I like candies. Because they are sweet. z I don't like snakes. Because they are scary.
teacher. z Now have the students say the sentences. ex) "I don't like Kimchi. Because it is hot." z After having each student say a sentence, the teacher says a sentence for each picture. Have them listen and circle a smiley or sad face next to each picture. z Have students practice the expression in pairs.
Objectives
Students

z Have students sit in groups of 2 or more. z First, have students look at the pictures and talk about the pictures. z Teach students the expression, "I like/ don't like ~" by having them repeat it. z Ask students, "What do you like/ do you not like?" and help them answer. z Teach the vocabulary of liking and reasons separately. But teach the sentences of liking and reasons in connection with each other; in a causal relationship. z Have students practice the expressions in pairs. Objectives
Students Teacher
z [Supplementary] If needed, say the sentences with motions to enhance students' understanding.
References
z Materials : food cards
z To have students read the expressions of likes/ dislikes and match them with reasons z To be able to read the expressions of likes/ reasons Functions z Reading the expressions of likes/ dislikes and match them with
Level focused
z [Advanced] Have students think about other things and include them in the vocabulary. z [Supplementary] Have students focus mainly on how to say different reasons with the because clause.
dislikes with reasons z I like candies. Because they are sweet.
References
Key Expressions
z I don't like peppers. Because they are hot.
How to teach
z To have students listen to and understand
Teacher
z Read
each
sentence
and
have
students
repeat
after
the
teacher. z Have students connect the sentences to appropriate reasons. z Check their answers by having them read the sentences as a class. z Have students practice the expressions in pairs.
the expressions of likes/ dislikes with reasons z To be able to listen to and understand
Objectives
Students
the expressions of likes/ dislikes with reasons z Listening to and understanding the
Level focused
z [Supplementary] The students may look at the pictures and match the sentences. Introduce phonics while they are reading.
expressions of likes/ dislikes with reasons z I like candies. Because they are sweet. z I don't like snakes. Because they are scary.
References
LEVEL 1
Reason
z To have students write expressions of likes/ dislikes z To be able to write expressions of likes/ dislikes z Writing the expressions of likes/ dislike with reasons z I like apples. Because they are sweet. Key Expressions z I don't like snakes. Because they are scary.
z [Advanced] Have students use more cards and explain in words. z [Supplementary] Have students practice speaking in front of other people.
Teacher
Objectives
Students
References
Functions
Game 2 : Board game

z To have students use the expressions of likes/ dislikes with reasons z To be able to use the expressions of likes/ dislikes with reasons z Saying the expressions of likes/ dislikes with reasons z I like milk. Because it is delicious. z I don't like milk. Because it is not tasty.
Teacher
How to teach
z Read the words and sentences with the students. z Have students write the words and sentences. z After writing, have them draw their faces according to their preferences.
Objectives
Students
Level focused
z [Advanced] Have students write longer sentences.
How to teach
z Have students play in pairs. z Give a dice to each pair. z Go over the pictures and instructions on the game board. z One student in each group rolls the dice. After moving, the student has to say the expression of likes/ dislikes with a
References
Game 1 : Card game

z To have students tell their likes/
reason according to the picture he/she landed on. z The student who reaches "Finish" first wins the game.
Teacher
dislikes with reasons z To be able to tell their likes/ dislikes with reasons z Telling likes/ dislikes with reasons z I like cakes. Because they are sweet.
Level focused
z [Advanced] Have students give 2 reasons.
Objectives
Students
Functions
References
z Materials : picture cards, dice
Key Expressions
z I don't like peppers. Because they are hot.
Story : Rolly Rally
How to teach
z Show the picture cards to the students. z Choose a card, do some motions about the picture, and have students guess what the picture is. z The teacher can divide the class into teams and have them compete as a team. z Invite a student to the front and play the teacher's role. Key Expressions Functions Objectives
Students Teacher
z To have students listen to a story related to reasons and understand it z To be able to listen to and understand a story related to reasons z Understanding a story related to reasons z Rolly Rally likes swimming. z Rolly Rally doesn't like studying.
Level focused
LEVEL 1
Teacher's Guide
How to teach
z Read the story slowly and stress 'Because,' and exclamatory expressions. z After reading, ask some questions about the story.
Chant : Let's chant

z To have students say likes/ dislikes with reasons in a chant z To be able to say likes/ dislikes with reasons in a chant z Saying likes/ dislikes with reasons z I like cakes. Because they're delicious. Key Expressions z I don't like peppers. Because they're hot.
Teacher
Objectives
Level focused
z [Advanced] Have students change the words and make more lines. z [Supplementary] Show students picture cards related to the story to enhance their understanding. Functions
Students
References
How to teach
z [A] Introduce the chant to the students. Have them repeat after the teacher line by line. z Do the whole chant. z [B] Substitute the food items in the boxes with additional items in the table.
Role play : Going on a picnic

z To have students role play and talk about going on a picnic z To be able to role play and talk about going on a picnic z Talking about going on a picnic z I like going to the mountains. z I like swimming.
Teacher
Objectives
Students
Level focused
z [Advanced] Have students choose another group of words, for example, hobbies, animals or subjects, and chant again.
References
How to teach
z Read the dialog with the students. z Have the students practice the dialog in groups. z Have the students present the role play.
Art project : Let's draw

z To have students use and write the
Teacher
expressions reasons z To be able
of to of
likes/ use likes/
dislikes and write
with the with
Level focused
z [Advanced] Have students add more lines to the dialog for the role play. z [Supplementary] Have students practice the dialog as a class after the teacher. Explain about the dialog with pictures.
Objectives
Students
expressions reasons
dislikes
z Using and writing the expressions of likes/ dislikes with reasons z I like z I don't like . Because . Because . .
References
z Materials : pictures about the dialog
How to teach
z Ask the students, "What do you like?/ What do you not like?" and have students answer. z Have students answer and draw about their answers. z Ask individual students why they like the items or activities. z Have students present their drawings.
Level focused
LEVEL 1
Reason
z [Advanced] Have students write what they like or dislike with reasons.
References
Culture : We love the nature
Teacher
z To have students use the expressions of likes/ dislikes w/ reasons z To be able to use the expressions of likes/ dislikes w/ reasons z Saying how I feel about the nature z I like the sea. Because the sea gives fish to us.
Objectives
Students
How to teach
z Introduce the pictures and read the passage to the students. z Have the students talk about their opinions and thoughts.
Level focused
z [Advanced] Have them make another paragraph. z [Supplementary] Explain the passage with pictures.
References
z Materials : pictures of the nature
LEVEL 1
Reason-Speaking
Let's speak
A. Speak out.
They're
They're
They're cute. They're scary.
delicious. sweet. They're They're terrible. hot.
It's fun. It's boring.
It's good. It's not good.
like, dislike .
LEVEL 1
Reason-Listening
Let's listen
A. Listen and circle. sweet
hot
sweet
hot
fun
boring
tasty
hot
fun
boring
cute
scary
I like _______. Because ___________. I don't like _______. Because ___________.
LEVEL 1
I like~ .
Reason-Reading
Let's read
A. Read and match. I like candies. Because

they're too hot. Because they're cute. Because
I don't like hospitals.
I like puppies.
they're so sweet. Because I'm scared.
I don't like peppers. I like playing soccer.
Because it's fun.
/ .
[ I / d o n ' t l i k e p e p p e r b e c a u s e t h e y ' r e t o o h o t .]
LEVEL 1
Reason-Writing
Let's write
A. Write and draw your face.
I like Because
I like Because I like apples. I like apples.

FACE
Because they are sweet. Because they are sweet. I don't like snakes. I don't like snakes. Because they are scary. Because they are scary.
.
LEVEL 1
10
, the
a e s
Reason-Game 1
Card game
I like _______. Because ___________. I don't like _______. Because ___________.
cakes ABC
reading a book
studying English
snakes
peppers
playing soccer
Do you like 2PM ? .
11
LEVEL 1
Reason-Game 2
Board game
Go
candies
One more chance!
2 steps
cakes
Back 4 steps
milk snakes
Go to start
puppies
Back
hospitals
2 steps
playing soccer
LEVEL 1
12
match . ?
Reason-Story
Rolly Rally
A. Read the story.
There is a small rabbit His name is Rolly Rally. Rolly Rally really likes orange
in a small town.
Because they are really delicious. Yummy, Yummy! Rolly Rally doesn't like green peppers. Because they are really . Yucky!
Rolly Rally really likes swimming. Because they are really exciting. Yahoo! Rolly Rally doesn't like studying. Because it is really boring. Oh, no! But Rolly Rally! Rolly Rally! Try peppers and studying. Because they are really really good for you. "All right."
Rolly Rally doesn't like .
13
LEVEL 1
Reason-Role play
Going on a picnic
A. Let's role play. Characters
: father, mother, Mina, Min-su
It is a sunny day. Mina's family is talking about going on a picnic. I like going to the mountains. Why? Because there are many trees. I like trees. I like going to the beaches. Why? Because I like swimming. I like going to the grandparents'. Why? Because there are mountains and beaches. Wow, that sounds great!
[U n s c r a m b le .]
LEVEL 1
14
like
Because
swimming
Reason-Chant
Let's chant
A. Let's chant. I like cakes very much! (Oh, yes!) Because, because, because, they are delicious. (Oh, yes!) I don't like peppers very much! (Oh, no!) Because, because, because, they are hot. (Oh, no!)
B. Make new lines.
bananas
broccolis
carrots
tomatoes
eggplants
pizza
cheese
Guess and say the sentence.
fish
apples
I like
, I don't like
15
LEVEL 1
Reason-Art project 1
Let's draw
A. Draw pictures of what you like and dislike.
I like . Because...
I don't like Because...
LEVEL 1
16
Reason-Culture
We love the nature

A. Let's read and think about it.
We Love the Nature

We should protect our Earth! I like the sea! Because the sea gives fish to us.
And because the sea gives salt to us.
I love the sea! I like the mountains!

Because the mountains give trees to us. And because the mountains give fresh air to us.
I love the mountains! I like the soil!

Because the soil gives flowers to us. And because the soil gives food to us.
I love the soil!
I like wind. Because _____.
17
LEVEL 1
LEVEL
2 REASON
How to teach
z [A] First, have students look at the pictures and talk about
Teacher

z To have students ask for permission and answer with a reason z To be able to ask for permission and answer with a reason z Asking for permission and answering with a reason z Can I go on a picnic? Key Expressions z Yes, you can. z Because it's sunny.
the pictures. z Have students say the sentences according to the pictures. For example, "Can I swim?", "No, you can't.", "Because It is dangerous (to swim here)." z Have students match the pictures. z [B] Have the students listen the teacher say, "We can't talk in the library." Have them circle can or can't and draw a picture about the statement. z Have students practice the expressions in pairs.
Objectives
Students
Functions

z Have students sit in groups of 2 or more. z First, have the students look at the pictures and talk about them. z Teach students the expressions, "Can I ~?" "Yes, you can.", "No, you can't." z Teach the possible reasons for refusal with the picture. z Teach the vocabulary of permission, refusal and reasons z Materials : picture cards separately. But teach the sentences of permission, refusal and reasons in connection with each other, in a causal relationship. z Have students practice the expressions in pairs. z [Advanced] For activity B, have students make their own statement and draw about it. z [Supplementary] If needed, say the sentences with motions to enhance students' understanding.
References
R e a d in g 1 : L e t 's r e a d
z To have students read the sentences and understand the causal relationship z To be able to read the sentences and understand the causal relationship z Understanding z Can I watch TV? Key Expressions z Yes, you can. z Because you did your homework. the expressions of
Level focused
z [Advanced] Have students think about other things and include them in the vocabulary. z [Supplementary] Have students focus mainly on how to say different reasons with a because clause. Functions Objectives
Students Teacher
References
permitting and refusing with reasons
How to teach
z To
Teacher
have
students
listen to
to ask
and for
understand
expressions
z Give students time to read by themselves. z Read the sentences and have students repeat after the teacher. z Have students connect the sentences and pictures. z Have students read the questions with their reasons. z Have students practice reading the expressions in pairs.
Objectives
Students
permission and to answer with reasons z To be able to listen to and understand expressions to ask for permission and to answer with reasons z Understanding the expressions to ask
Functions
for
permission
and
to
answer
with
Level focused
z [Supplementary] Show students how to read with phonics.
reasons z Can I play the piano? Key Expressions z No, you can't. z Because it's night.
References
LEVEL 2
18
Teacher's Guide
R e a d in g 2 : L e t 's r e a d
z To have students read the sentences and understand the causal relationship z To be able to read the sentences and understand the causal relationship z R e a d in g a n d u n d e rs ta n d in g le tte rs z C a n I g o th e re ? z Y o u c a n 't g o th e re b e c a u s e ~ .
z Have students write, "Yes, you can." or "No, you can't." in the box with the question mark. z Check the answers. z Have students practice reading the sentences in pairs.
Teacher
Objectives
Students
Level focused
z [Advanced] Have students write more sentences to ask and answer for permission.
References
How to teach
z [A] Have students read the letters on their own. z Read the letters and have students repeat after the teacher line by line. z [B] Have students read the questions and match them to appropriate answers. z Check their answers. Objectives
Students Teacher

z To have students say expressions to ask for permission and to answer with reasons z To be able to say expressions to ask for permission and to answer with reasons Functions z Saying expressions to ask for permission and to answer with reasons z Can I swim? Key Expressions z No, you can't. z Because it is dangerous(to swim here).
Level focused
z [Advanced] Have students write a letter requesting for a permission for an activity. Have them also write a responding letter for the first letter.
References
How to teach
z Review the activities and reasons in the pictures. z Have students go down the ladder. z Have students say the expressions to ask for permission and to answer with reasons according to the pictures. z To have the students write expressions to
Teacher
ask for permission and to answer with reasons z To be able to write expressions to ask
Level focused
z [Advanced] Have students use more pictures to practice asking for permission and giving or not giving a permission with reasons.
Objectives
Students
for
permission
and
to
answer
with
reasons Functions Key Expressions z Writing the expressions of asking for permission and answering with reasons z C a n I h a v e a n ic e c re a m ? z B e c a u s e y o u h a v e a c o ld .
References
How to teach
z [A] Read the sentences with the students. z Have students write the sentences. z [B] Have students arrange the words in the box in the right order.
19
LEVEL 2
Reason
Game 2 : Board game

z To have students say expressions to ask
Teacher
How to teach
z Read the story slowly and emphasize "Can I~?", and "Because..." z Ask some questions about the story. z Have students repeat important expressions after the teacher. z Encourage students to say some lines with the teacher. ex) Because you're Lucky Ducky.
for
permission
and
to
answer
with
Objectives
Students
reasons z To be able to say expressions to ask for permission for and to answer and with reasons
z Asking
permission
answering
Level focused
z [Advanced] Have students change what Lucky Ducky can and can't do and tell the story. z [Supplementary] Show picture about the story to enhance students' understanding.
with reasons z C a n I p la y th e p ia n o ? z Y es, you can. B ecause ~ .
How to teach
z Have students make groups of 2. z Give a dice to each pair. z Go over the pictures and the instructions on the game board. z Have students do rock-paper-scissors. The winner rolls the dice first. z When student A rolls the dice and moves his/her marker, student B asks A, "Can I play the piano?". Then, student A answers with a good reason: "No, you can't. Because it is night." z The student who reaches "Finish" first wins the game. Objectives
Students Teacher
References
z Materials : pictures about the story

z To have students make their own signs and write expressions about their signs z To be able to make their own signs and write expressions about their signs z Telling the reasons for permitting or inhibiting some activities z You can ______. Because _______. z You can't ________. Because _______.
Level focused
z [Advanced] Have students give 2 reasons. z [Supplementary] Review the expressions before the game.
Functions
Key Expressions
References
z Materials : dice
How to teach
z Have students make some rules for the English class, of their homes or streets, for example. z Have each student make a sign to permit an activity and another sign to inhibit an activity. z Have students draw the signs in the boxes and write the rules students listen to and with reasons. z After drawing and writing, cut the signs and the rules, and fold along the center. Then it can stand up to be displayed. z Have students present their works. Display the signs around the classroom. to and understanding a
Story : Lucky Ducky

z To have
Teacher
understand a story z To be able to listen to and understand a story z Listening story z Can I jump? z Yes, you can. Because you are Lucky Ducky.
Objectives
Students
Functions
Level focused
z [Advanced] Have students write and rules and explain the reasons in detail. z [Supplementary] Assist students in their writing.
Key Expressions
LEVEL 2
20
Teacher's Guide
References
z Materials : colored pencils, scissors
How to teach
z First, show students some traffic signs and ask if they know what they mean. z Go over and explain the meanings of the signs. z Read the meanings on the worksheet with the students. z Have students talk about their opinion and thoughts about the z To have students role play about asking traffic laws.
Role play : In the hospital
Teacher
for permission and answering with a reason z To be able to role play about asking
Objectives
Students
Level focused
z [Advanced] Have students make or draw some traffic signs not introduced on the worksheet and write their meanings.
for permission and answering with a reason z Asking for permission and answering with a reason z Can I have an ice-cream?/ No, you can't. z Can I have some hot water?/ Sure, you can.
Functions
References
z Materials : pictures of different traffic signs
Key Expressions
How to teach
z Have students read the dialog on their own. z Read the dialog with the students and have them repeat after the teacher line by line. z Have students make groups for a role play. z Have students practice the dialog as a group. z Have the students present their role play to the class.
Level focused
z [Advanced] Have students change the reasons in the dialog or change/add more lines to the dialog.
References
z Materials : role play props
Culture : Various signs

z To have students recognize traffic signs
Teacher
and
discuss
why
some
actions
are
Objectives
Students
permitted or prohibited z To be able to recognize traffic signs and discuss why and some actions are why or permitted or prohibited z Recognizing understanding are permitted
Functions
some
actions
prohibited on the road z You can't turn right. Key Expressions z You can't enter. z You can ride a bicycle.
21
LEVEL 2
Reason-Speaking
Let's speak
A. Ask and answer. Can I ________? Yes, you can ______./ No, you can't. Because __________.
sim
dangerous
ply the pino
ngh
go on a pinic
suny
sleep more
sould go
school
watch TV
did your homework

?)
LEVEL 2
22
? (
Reason-Listening
Let's listen
A. Listen and match.

B. Listen and draw.
We (can / can't) talk in the library.
Yes, No .
Can I
23
LEVEL 2
Reason-Reading 1
Let's read
A. Read and match.
Yes, you can. Can I watch TV?

Here water.
is
some
cold
Can I draw a picture on this paper?
No, you can't. Because it is night.
Can I have some water?
Yes, you can.

Because you did your homework.
No, you can't. Can I play the piano?

Because it's dangerous.
Can I swim here?
Yes, you can. Draw what you want.
LEVEL 2
24
C a n I g o o u t s i d e ?
Reason-Reading 2
Let's read
A. Read.
B. Match the answers to the questions.
Questions
1 What does Miss. Kang do? 2 What does Su-jin want to do? 3 Why can't Su-jin go?

Because Su-jin has an exam. She is a teacher. She wants to go to a concert.
. Su-jin can't go to , because she has an exam.
25
LEVEL 2
Reason-Writing
Let's write
A. Let's write the sentences.
Can I enter? No, you can't.

Because it is dangerous.
B. Arrange the words in the correct order.
LEVEL 2
26
?
( Yes, you can. / No, you can't. )
Reason-Game 1
Ladder game
A. Go down the ladder. Say the expressions with a reason.
.
(ex : "Yes, it is sunny." )
27
LEVEL 2
Reason-Game 2
Board game
A. Let's play a board game.
Go
Play the piano.
One more chance!
3 steps
Sleep more.
Have
Back 4 steps
some water.
Go to start
Go on a picnic.
Play computer games.
Go to the concert.
Back 2 steps
Swim.
Can I play computer games? No, you can't.
LEVEL 2
28
Because you need to ____ ____ _______.
Reason-Story
Lucky Ducky
A. Read the story.
There lives a little duck near the small pond. Everybody calls him Lucky Ducky. Lucky Ducky asks, "Hey! Kitty, kitty. Can I fly?" Little kitty says, "Uh oh. No, you can't. B_______ you are a duck." Lucky Ducky is so sad. Lucky Ducky asks, "Mommy, mommy. _____ I jump?" Mommy duck says, "Oh, sure. Yes, you can. ________ you are Lucky Ducky." Lucky Ducky asks, "Daddy, daddy. Can I swim?" Daddy duck says, "Oh, sure. Yes, you can. ________________ Lucky Ducky." "Even if I can't fly, there are a lot of things I can do." Lucky Ducky is so happy.
29
LEVEL 2
Reason-Art project
Let's draw
A. Make and draw your own signs. Tell the reasons.
LEVEL 2
30
Reason-Role play
In the hospital
A. Let's role play. Characters : Sora is sick. So she goes to the hospital with her mother. Please c ome in Kim, Sora. E-chuh! E-chuh! E-chuh! Oh, let me see. Um... So ra has a cold. Doctor, doctor. Can I go swimming this weekend? No, you can't. Because you have a col d. Mom, mom. Can I have an ice cream now? No, you can't. Because you have a cold . E-chuh! E-chuh! E-chuh! Nurse! Can I have some hot water? Sure, you can. Wait a minute. B. Change the roles and role play again.
Sora . Sora's mother doctor nurse
Can S ora go skiing? ( Y es / N o ) Because she has a .
31
LEVEL 2
Reason-Culture
Various signs
A. Let's read and think about them.
You can't turn right.
You can't enter. You can walk across the
street. You can't honk.
You can ride a bicycle.
You can't park here.
LEVEL 2
32
You ______ be frustrated!!
LEVEL
3 REASON
How to teach
z [A] First, have students look at the pictures and talk about
Teacher

z To have students ask and answer about past events with reasons z To be able to ask and answer about past events with reasons z Asking and answering about past actions and why they are done z Why did you run? z Because I was late for the class.
the them. z Say the expressions to ask and answer the reason for an action as studied in the previous lesson. z Have students listen carefully and number the pictures. z [B] Read the questions with their reasons. Have students listen carefully and match each question with the appropriate answer. z Check the answers. z Have students practice the expression in pairs or groups.
Objectives
Students
How to teach
z Have students sit in groups of 2 or more. z First, have the students look at the pictures and talk about them. z Teach the expressions, "Why did/ didn't you ~?". Have students repeat after the teacher. z Teach the possible reasons for the actions with the pictures. z Teach the vocabulary of results and reasons separately. But Teach the sentences of results and reasons in connection with each other in a causal relationship. z Have students practice the expressions in pairs.
Level focused
z [Supplementary] If needed, say the sentences with motions to enhance students' understanding.
References
z Materials : sentence cards, picture cards
z To have students read and understand dialogs about past events with reasons z To be able to read and understand dialogs about past events with reasons z Reading and understanding dialogs about past events with reasons z Because I was so sick.
Level focused
z [Supplementary] Remind the students of how to speak in past tense which was learned in "Life stories". Also, have students focus on how to say different reasons with a because clause. z [Advanced] Have students think about other actions and Functions reasons and include them in the vocabulary. Objectives
Teacher
Students
Key Expressions
References
How to teach
z Give students some time to read the dialogs on their own. z Read the dialogs and have students repeat after the teacher. z Have students choose an appropriate phrase and write them in the boxes. z Check their answers. z Have students practice and present the dialogs in pairs.
z To have students listen to and understand
Teacher
expressions reasons
about
past
events
with
Objectives
Students
z To be able to listen to and understand expressions reasons z L is te n in g to and about u n d e rs ta n d in g past a c tio n s about past events with
Level focused
z [Supplementary] Show some pictures about the dialogs or do some motions to enhance students' understanding.
Functions
e x p re s s io n s
a n d w h y th e y a re d o n e Key Expressions z Why didn't you watch the TV show? z Because I fell asleep.
References
z Materials : word cards, flash cards
33
LEVEL 3
Reason
on the space.
z To have students write questions and answers about past events with reasons
z Also, the teacher can have student B ask and student A answer. z Have students write their names and record the scores in the score board. The student with the more points at the end wins the game.
Teacher
Objectives
Students
z To
be
able
to
write
questions
and
answers about past events with reasons
Level focused
z [Supplementary] Help students practice speaking without fear of making mistakes.
Functions
z Writing the expressions about the past events with reasons
Key Expressions
z Why did you go to Seoul?
z Because I visited my uncle's.
References
z Materials : paper clips
How to teach
z [A] Read sentences with the students. z Have students write the sentences. z [B] Have students think and draw about a reason for the question, "Why did you call me?" z Have students write the reason on the line. z Have students share their reasons and drawings with the class.
Game 2 : Card game

z To have students ask and answer about past events with reasons
z To be able to ask and answer about past events with reasons
Teacher
Objectives
Level focused
z [Supplementary] Help students write the reason. z [Advanced] Have students write more than 1 reason.
Students
Functions
z Asking
and
answering
about
past
events with reasons

z Why didn't you call me?
References
z Materials : word cards, sentence cards
Key Expressions
z Because I had a cold.
How to teach
Game 1 : The spinner game
z To have students ask and answer about past events with reasons
z To be able to ask and answer about past events with reasons
z Explain how to play. Have students cut out the picture cards and put them on the desk. When the teacher asks the question, "Why did you go to Busan?", the students should pick up both the question card and the answer card. The first student who picks up both cards and says the reason loudly wins the game.
about past
Teacher
Objectives
Students
Functions
z Asking
and
answering
z Play the game for a number of rounds. z Have students play the game in pairs or groups.
events with reasons
Key Expressions
z Why did you run ?
Level focused
z [Advanced] Have students use more picture cards to play the
How to teach
z Have the students pair up. z Give each pair a paper clip. z Have student hold the paper clip in the center with the tip of a pencil. Have student A flip the clip. When the clip stops, A should say a question and a reason according to the picture. If he/she says them correctly, he/she gets the point as it says
game. Encourage the students to give different reasons for the actions.
References
LEVEL 3
34
Teacher's Guide
expressions.

z To have students say the expressions to
Teacher
z After reading, ask some questions about the story. z Have students repeat some important expressions after the teacher. z Encourage them to say the expressions along the teacher when he/she reads the story again. z Have students write the missing words in the blanks.
ask and answer about past events with reasons
Objectives
Students
z To be able to say the expressions to ask and answer about past events with reasons
Level focused
z [Supplementary] Show pictures about the story to enhance students' understanding. z [Advanced] Have students read the story on their own. Or have them change the end of the story.
Functions
z Talking about the past events with reasons
Key Expressions
z Why didn't you come?

z Because I was so sick.
References
How to teach
z [A] Have students go down the ladder. z Have students ask and answer about past actions and why they are done according to the pictures. z Have students practice speaking in sentences. z [B] Have students practice asking and answering about past actions and why they are done in pairs.
Teacher
z Materials : pictures about the story
Role play : In the police station

z To have students role play using key expressions
z To be able to role play using key expressions
Objectives
Level focused
z [Advanced] Have students use more pictures and do the activity. Have students give more than 1 reason.
Students
Functions
z Understanding
the
expressions
about
past events with reasons

z Why did you come to police office? z Because my diamond ring is stolen!
Key Expressions
References
How to teach
z [A] Read the dialog to the students. z Have them say the lines after the teacher. z Have students make groups of 4. z Have them practice the dialog in groups. z Have each group perform their role play.
Story : The ant and the grasshopper

z To
Teacher
have
students the story
listen about
to
and telling
understand reasons
Objectives
Students
Level focused
z [Advanced] Have students change the dialog a little bit or add new lines to the dialog.
to
z To be able to listen to and understand the story about telling reasons
Functions
z Understanding telling reasons
story
related
References
z Materials : role play props
Key Expressions
z Why don't you work? z Because I don't like to work.
How to teach
z Read the story stressing "Why didn't you~?", and "Because~"
35
LEVEL 3
Reason

z To have students describe the reasons using key expressions z To be able to describe the reasons using key expressions z Describing the reasons z Why did you come late?
stories. z [B] Have students draw pictures about each story in the boxes.
Teacher
Objectives
Students
Level focused
z [Supplementary] Explain the stories slowly to the students. Show some pictures to enhance their understanding. z [Advanced] Have students come up with their own stories about how other things were invented.
References How to teach

z Read the text about Dong-min together. z Have students think about why Dong-min came late to the school. z Have students draw a picture for the reason in the box. Have them write the reason. z After drawing and writing, have students present. z Have the class choose the best reason. z Materials : picture cards
Level focused
z [Supplementary] Assist students in writing the reasons. z [Advanced] Have students write more than one reason. Have them write a story about what happened to Dong-min earlier that morning.
References
Culture : Let's think about...

z To have students understand how some items were invented z To be able to understand how some items were invented z Talking about the reasons of the
Teacher
Objectives
Students
Functions
invention of items z They invented high heels. Because they didn't want to get their feet dirty.
Key Expressions
How to teach
z [A] Read the passages with the students. z Stress the because phrases. z Have students talk about their opinions and thoughts about the
LEVEL 3
36
Reason-Speaking
Let's speak
A. Ask and answer. Why did you ________? Why didn't you ________? Because _____________.
run
late for the class
come to school late
terrible traffic
call
want to invite you to my birthday party
not come
Busan
have a cold
go to Busan
visit my grandparents'
Why did you
have a cold ? Because __________________.
37
LEVEL 3
Reason-Listening
Let's listen
A. Listen carefully and number the pictures.
Busan
B. Listen carefully and match. Why did you go to

Because I fell asleep. Because I visited

Seoul? Why didn't you watch the TV show?

[U nscram ble.]
my uncle.
W hy did you run? I for exam the was .
LEVEL 3
38
Because late
Reason-Reading
Let's read
A. Read and fill in the blanks. Dialog 1
Mary, I was so come to the class? . I'm sorry, teacher.
Oh, really? Are you okay now? Yes, I'm good now. Thank you.
Because
why didn't you
sick
Dialog 2
In-ho, call me? I wanted to invite you to my Oh, your birthday party? I'm sorry, I missed your call. That's O.K. !
birthday party
Because
why did you
W hy didn't you com e to the class? B ecause .
39
LEVEL 3
Reason-Writing
Let's write
A. Write the sentences.
Why did you go to Seoul?
Because I visited my uncle's.
Why didn't you do your homework?
Because I was so sick.
B. Answer the questions.
Why did you call me? Because __________________________.
LEVEL 3
40
Reason-Game 1
The spinner game

A. Let's play the spinner game.
2 1 1 2
2 0 3 1 3
Miss one turn
Busan
One more chance!
Names
Total
[U nscram ble.] homework do
W hy did you run? you didn't your Why
41
LEVEL 3
Reason-Game 2
Card game
A. Let's play a card game.
Busan
LEVEL 3
42
W hy didn't you Because I w as sick.
m e?
Reason-Game 3
Ladder game
A. Let's go down the ladder.
Busan
B. Let's speak with a partner.
43
LEVEL 3
Reason-Story
The ant and the grasshopper

A. Read the story and talk about it.
It was a hot summer day. There were an ant and a grasshopper under a tree. The grasshopper sang a song, "Tla la la la." The ant worked very hard for winter. When the sun went down, the ant asked, "Hey! Mr. Grasshopper! Why don't you work?" The grasshopper said, "B________ I don't like to work. I like to sing." The grasshopper danced, "Jig jag jig jag." The ant worked very hard ___________. When the sun went down, the ant asked, "Hey! Mr. Grasshopper! Why don't you work?" The grasshopper said, "__________ I ________ to work. I like to dance." The weather was getting colder and colder. It became really cold. The grasshopper had no food. He was so hungry. The ant said, "Oh! Poor grasshopper. __________________ for winter?" The ant gave delicious food and warm house to the grasshopper. "Thank you so much! From next summer, I will work with you!"
LEVEL 3
44
What did grasshopper say?
Reason-Role play
In the police station

A. Let's role play.
Characters : police officer
. thief
Calvin
Jessica
They were in the police station. Calvin's diamond ring was stolen. May I help you? Why did you come to the police station? Because my diamond ring is stolen! Oh, please find his ring! All right. Trust me! After a while, the police officer caught the thief. You got into Calvin's home. Why did you get in? Why? Because the door was open. What? Then, why did you steal my ring? Why? Because I needed lots of money. Oh! I'm sorry. The thief regretted stealing the diamond ring and felt guilty.
B. Change the roles and role play again.

[U nscram ble.] need a lot of I Because money
45
LEVEL 3
Reason-Art project
Let's draw
A. Read and draw. Yesterday was a very important day for Dong-min. Because it was the picnic day of school! But Dong-min was late for the school. Teacher asked, "Why did you come late?" Question! Why
did Dong-min come late for the school?
Because
B. Let's talk.
LEVEL 3
46
Reason-Culture
Let's think about...

A. Let's read and discuss.
Because ~ - Invention
Do you know why the items were invented? Because...

High heels were invented in late 1600s in France. The streets were so dirty. Because there were no toilets. They invented high heels. Because they didn't want get their feet dirty. Bended straws were invented by a mother in 1960s in Japan. Her son was very sick. He couldn't even drink. Because he had to stay laying down in the bed. She invented bended straws. Because his mother wanted her son to drink.
Donuts were invented by a captain of a ship in 1847. They couldn't eat meals because they had keep rowing. They invented donuts. Because they wanted to eat while they were rowing.
B. Draw in the blanks.

. It was invented in Japan. The mother loved her son so much. The son was very sick. What is it?
47
LEVEL 3
PHONICS
LEVEL
1 PHONICS
z Give each student a copy of the worksheet. z Have the students prepare the pencil. z Teach the students the vowels and the consonants. z Have the students cut out the fish.
Teacher z To have students color classifying
Reading : Letter candy
z Have the students paste the fish classifying the vowels and the consonants.
the vowels and the consonants
Objectives
z To Students
be
able
to
color vowels
the and
candy the
classifying consonants
the
Level focused
z [Advanced] For students working at a faster pace, before teaching vowels and consonants, have the students color them alone. z [Supplementary] For students working at a slower pace, write a vowel and a consonant on the board.
Functions
z Classifying consonant
the
vowels
and
the
z Vowels : a, e, i, o, u Phonics / Words z Consonants : b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z
References
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils(red and yellow). z Teach the students the vowels and the consonants. z Have the students color the candy classifying the vowel and the consonant.
Objectives
Reading : Super square

z To Teacher have students the color the and box the
vowels
Level focused
z [Advanced] For students working at a faster pace, before teaching a vowel and a consonant, have the students color by themselves. z [Supplementary] For students working at a slower pace, write a vowel and a consonant on the board.
z To Students
be
able the
to
color vowels
the and
box the
Functions
z Classifying consonants
the
vowels
and
the
z Vowels : a, e, i, o, u Phonics / Words z Consonants : b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z
References
z Materials : color pencils
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils(green and purple).
Reading : Funny fishing

z To have students classify the vowels and the consonants
z Teach the students the vowels and the consonants. z Have the students color the boxes classifying the vowels and the consonants.
Teacher
Objectives
Level focused
z [Advanced] For students working at a faster pace, have the students do the activity by themselves. Have the students learn the role of vowels and consonants. Have the students find the omitted letter. z [Supplementary] For students working at a slower pace, repeat the vowel and the consonant. Teach the students difference of the sound about the vowel and the consonant and the principle of classifying the vowels and consonants.
Students
Functions
z To be able to classify the vowels and the consonants

z Classifying consonants
z Vowels : a, e, i, o, u
the
vowels
and
the
Phonics / Words
z Consonants : b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z
How to teach
LEVEL 1
Phonics
References
How to teach
z Give each student a copy of the activity sheet. z Have the students prepare the color pencils z Have the students say what they see in the picture(ball). z Read the words. z Have the students listen to the words. z Have the students circle the words that begin with the same z To have students match each letter to letter as a "ball." z After circling the words, have the students color the picture that relates to the words.
Reading : Splendid sound
Teacher Objectives Students Functions Phonics / Words
the picture that begins with the short vowel sounds z To be able to match each letter to the picture that begins with the short vowel sounds z Learning the short vowel sounds z Vowels : a, e, i, o, u
Level focused
z [Advanced] For students working at a faster pace, have the students read the words to the class. z [Supplementary] For students working at a slower pace, you can read the words.
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the pencil. z Teach the students the short vowel sound. z Read the words with the students that are shown in the pictures. z Have the students match each letter to the picture that begins with the short vowel sound. z To have students color all the words Teacher Objectives Students brown that begin with the same sounds as a dog z To be able to color all the words brown that begin with the same sounds as a dog z Knowing the sound of the letter 'D' Functions z Learning the words that begin with the same sounds as a dog Phonics / Words z The words that begin the letter
References
Reading : Delightful decision
Level focused
z [Advanced] For students working at a faster pace, have the students do the activity by themselves. Have the students figure out more vocabulary related to the words. z [Supplementary] For students working at a slower pace, you can help them with the pictures.
References
'D'(dad, did, den, dug.)
Reading : Ben's bedroom

z To have students find the words that has same first letter z To be able to find the words that have the same first letter z Knowing the sound as letter 'B' z The words that begin with the letter 'B'(Ball, Bat, Bed, Bug)
How to teach
z Give each student a copy of the activity sheet. z Have the students prepare the color pencils. z Have the students say the picture(a dog). z Read the words. z Have the students color all the words brown that begin with the same sounds as a dog. z Have the students color all the other words blue.
Functions Phonics / Words
Level focused
z [Advanced] For students working at a faster pace, have the students read the words without listening.
LEVEL 1
Teacher's Guide
z [Supplementary] For students working at a slower pace, you can read the words. You can teach the sound of words. Phonics / Words
z The words that begin the letter 'H' (hog, hid, hip, hug . )
References
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils. z Have the students say the picture(a hat). z Have the students color the foot print orange that begins with the same sound as a hat.
Writing : Fix it fun

z To have students fix the letters so that they spell real words
Level focused
z [Advanced] For students working at a faster pace, you can have them color the foot prints without any helping. Have the students find other words that begin the letter 'H' z [Supplementary] For students working at a slower pace, You can read the words in the foot prints
z To be able to fix the letters so that they spell real words z Fixing the letters so that they spell
Functions
real words z Writing the fixed words correctly
Phonics / Words
z The words that begin with the letter 'F'(fan, fig, fed . )
References
How to teach
z Give each student a copy of the worksheet. z Have the students fix the letters so that they spell real words. z Have the students read the fixed words together. z Have the students write the right words. Objectives Teacher z To have students find the words that begin with the same sound z To have students color the words that begin with the same sound z To be able to read the words and find Students the words that begin with the same sound z Find the words that begin with the
Reading : Flying high
Level focused
z [Advanced] For students working at a faster pace, you can have them write words without any helping. Have the students find other words that begin with the letter 'F'.
References
Functions
same sound z Color the words z The words that begin with the letter
Phonics / Words
'K'(Kangaroo, Kid, Kit.) z The words that begin with the letter 'J'(Job, Jam.)
Reading : A hip hopper
z To have students color the words that begins with the same sound as a hat z To be able to color the words that begin with the same sound as a hat z Knowing the sound of letter 'H'
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils. z Say the picture. z Have the students find the words that begin the same sound. z Have the students color the words.
Functions
z Learning the words that begin with the same sound as a hat
LEVEL 1
Phonics
Level focused
z [Advanced] For students working at a faster pace, you can have them find words without any helping. z [Supplementary] For students working at a slower pace, help them find the words that begin the same sound. Write the words in the question.
Reading : Morning mania

z To have students circle the words that begin with the same sound z To be able to circle the words that Students begin with the same sound z To be able to color the picture meaning the words z Knowing sound of the letter 'M' Functions z Learning the words that begin with the letter 'M'
Teacher
Objectives
References
Reading : Leaping lizard
Phonics / Words
z The words that begin with the letter 'M'(Mom, Mouse.)
z To have students find the words that Teacher Objectives begin with the same sound z To have students color the words that begin with the same sound z To be able to read the words and Students color the words that begin with the same sound z Finding the words that begin with the same sound z The words that begin with the letter 'L' (lid, lap, lot.)
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils. z Have the students circle the words that begin with the same sound as a mouse. z Have the students color the pictures that mean the found words.
Functions
Level focused
z [Advanced] For students working at a faster pace, have them write more words that begin with the letter 'M'. z [Supplementary] For students working at a slower pace, you can read the words.
Phonics / Words
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils. z Say the picture(lizard) z Have the students find the words that begin the same sound. z Have the students color the words.
References
Level focused
z [Supplementary] For students working at a slower pace, help them find the words that begin the same sound. write the words in the question. You can read the words in the rock. z [Advanced: For students working at a faster pace, you can have them find words without any helping.
Reading : Nuts for Ms. Kang

z To have students color the words that begin with the same sound z To be able to color the words that begin with the same sound z Knowing sound of the letter 'N'
References
Functions
z Learning the words that begin with the letter 'N'
Phonics / Words
z The words that begin with the letter 'N'(net, nip, not.)
LEVEL 1
Teacher's Guide
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils. z Have the students know the name of picture(net). z Have the students color the words that begin with the same sound as a net. z Have the students color the rest of nuts green.
Reading : Rob and Rod rat

z To have students underline the words z To have students color the pictures
Teacher
Objectives
Students
z To be able to underline the words z color the pictures
z Knowing the sound of the letter 'R'
Level focused
z [Advanced] For students working at a faster pace, have them write more words that begin the letter 'N'. z [Supplementary] For students working at a slower pace, you can read the words.
Functions
z Learning the words that begin with the same sound as a rope
Phonics / Words
z The words that begin with the letter 'R'. (rope, red, rag.)
References
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils. z Ask them the sound of rope. z Have the students underline the words that begin with the
Writing : Picture it
z To Teacher
Objectives
same sound as a rope in the story. z Have the students color the pictures.
have students unscramble the
words z To match the pictures
Level focused
z [Advanced] For students working at a faster pace, you can have the students do the activity without any helping. Have the students write more words that begin with the same sound as 'rope'. z [Supplementary] For students working at a slower pace, you can give a hint using the sound.
Students
z To be able to unscramble the words and match it the picture
Functions
z Unscrambling the words z Understanding the meaning of words
Phonics / Words
z c-v-c words (pan, pig, pen, pup, pin)
References
How to teach
z Give each student a copy of the worksheet. z Have the students unscramble the letters to make real words. z Have the students match the words to the picture. z If you have a time, have the students color the picture.
Reading : Sneaky ship

z To have students color the words that begin with the same sound as sun
z To be able to color the words that begin with the same sound as sun
Level focused
z [Advanced] For students working at a faster pace, have them find more words combined c-v-c. z [Supplementary] For students working at a slower pace, you can give a hint using the sound.
Functions
Objectives
Teacher
Students
z Knowing the sound of letter 'S' z Learning the words that begin with the same sound as sun
Phonics / Words z The words that begin with the letter 'S'. (sun, sit, sat.)
References
LEVEL 1
Phonics
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils. z Ask the sound of the word sun. z Have the students find the words that begin with the same sound as sun in the picture. z Have the students color the words that begin with the same sound as sun.
z [Supplementary] For students working at a slower pace, help them to read the words.
References
Reading : Wendy walrus
Level focused
z [Advanced] For students working at a faster pace, have the students find more words that begin the same sound as sun freely. z [Supplementary] For students working at a slower pace, help them to read the words.
Functions
Objectives
Teacher
z To have students mark the words that begin with the same sound as woman
Students
z To be able to mark the words that begin with the same sound as woman
z Knowing the sound of letter 'W' z Learning the words that begin with the same sound as woman
References
Phonics / Words
z The words that begin with the letter 'W'(wed, wet, wag .)
How to teach
Reading : Tomas turtle
z To have students color the words that begin with the same sound as turtle
z To be able to color the words that begin with the same sound as turtle
z Give each student a copy of the worksheet. z Have the students speak the word 'wig' together. z Have the students find the words that begin with the same sound as wig. z Have the students mark the words that begin with the same sound as wig.
Teacher
Objectives
Students
z Knowing the sound of letter 'T' Functions z Learning the words that begin with the same sound as a turtle
Phonics / Words z The words that begin with the letter 'T' (tub, tan, tog.)
Level focused
z [Advanced] For students working at a faster pace, have them count the number of words that begin with the same sound as woman and speak more words that begin with the same sound as woman. z [Supplementary] For students working at a slower pace, you can read the words in the picture.
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils. z Ask the sound of a turtle. z Have the students find the words that begin with the same sound as sun in the picture. z Have the students color the words that begin with the same sound as a turtle.
References
Reading : Zoom
z To have students read the words that Teacher begin with the same sound z To have students color the picture
Level focused
z [Advanced] For students working at a faster pace, have the students find more words that begin with the same sound as a turtle freely.
Objectives
Students
z To be able to read the words that begin with the same sound
LEVEL 1
Teacher's Guide
z To be able to color the picture

z Knowing the sound of letter 'Y', 'V', and 'Z' z Learning the words that begin with Functions the same sound as a zebra z Learning the words that begin with the same sound as a yak z Learning the words that begin with the same sound as a vase
How to teach
z Give each student a worksheet. z Have the students prepare the color pencils. z Have the students say the picture in the question. z Have the students circle the words that begin with the same sound as a cow. z Have the students color the pictures that mean those words.
z The words that begin with the letter 'Y'(yum, yet, yes, yak, yam) Phonics / Words z The words that begin with the letter 'Z'(zag, zip, zig, zap.) z The words that begin with the letter 'V'(vat, van, vet)
Level focused
z [Advanced] For students working at a faster pace, have them write the words that begin with the same sound as a cow. z [Supplementary] For students working at a slower pace, assist them in reading the words.
How to teach
z Give each student a copy of the worksheet. z Have the students speak the words in a question together. z Have the students read the words in the picture. z Have the students color the picture each color.
References
Reading : Purple primate

z To have students read the words that Teacher begin with the same sound z To have students color the picture where the words are written
Level focused
z [Advanced] For students working at a faster pace, have them speak more words. Have the students write the word they can see after coloring. z [Supplementary] For students working at a slower pace, you can read the words in the picture.
Students
Objectives
z To be able to read the words that begin with the same sound z To be able to color the picture where words are written
References
Functions
z Knowing the sound of letter 'G' z Learning the words that begin with the same sound as gum
Phonics / Words z The words that begin the letter 'G' (gum, get, got, gun .)
Reading : Crazy corner

z To have students circle the words that begin with the same sound as a Teacher
Objectives
How to teach
z Give each student a worksheet. z Have the students prepare the color pencils. z Have the students say the picture in the question. z Have the students read the words as gum. z Have the students color the pictures where the words are written. z Have the students color all of the other words green. begin with the same sound
cow z To have students color the pictures that mean the words
z To be able to circle the words that Students begin with the same sound as a cow z To be able to color the pictures that mean the words
z Knowing the sound of letter 'C' Functions z Learning the words that begin the same sound as a cow
Level focused
z [Advanced] For students working at a faster pace, have them write the words that begin with the same sound as gum.
Phonics / Words
z The words that begin with the letter 'C'(cat, can, cab .)
LEVEL 1
Phonics
z [Supplementary] For students working at a slower pace, assist them in reading the words.
References
References
Writing : Name that picture

z To have students write the words in the blanks to make a story z To be able to write the words in the blanks to make a story z Naming the pictures z Knowing the words z The words (gum, van, map.)
Reading : Missing instrument

Objectives z To have students color the words that Teacher Objectives z To be able to color the words that Students begin with the same sound as 'queen' z To be able to color the words that end with the same sound as 'fox' z Knowing the sound of letter 'Q' and 'X' Functions z Learning the words that begin with the same sound as a queen z Learning the words that end with the same sound as a fox z The words that begin with the letter Phonics / Words 'q'(quiz, quit .) z The words that end with the letter 'x'(ax, mix, box .) begin with the same sound as 'queen' z To have students color the words that end with the same sound as 'fox' Functions
Teacher
Students
Phonics / Words
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the pencil. z Have the students circle the word that names the picture.
Level focused
z [Advanced] For students working at a faster pace, have them do without any helping. z [Supplementary] For students working at a slower pace, you can give them some hints.
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils. z Ask the sound of queen and fox. z Have the students find the words that begin with the same sound as queen in the picture. z Have the students color the words that begin with the same sound as queen. z Have the students find the words that end with the same sound as fox in the picture. z Have the students color the words that end with the same sound as fox.
References
Writing : Double time

z To have students read the words that end in double consonants in the word Teacher Objectives box z To have students fill in the each sentence with the word that fits z To be able to read the words that end in double consonants in the word box z To be able to fill in the each sentence with the word that fits Functions z Knowing the words that end in double consonants z The words that end in double
Level focused
z [Advanced] For students working at a faster pace, have them think about more words. z [Supplementary] For students working at a slower pace, you can read the words in the picture.
Students
Phonics / Words
consonants.(buzz, hill, kiss, bell.)
LEVEL 1
Teacher's Guide
z [Supplementary] For students working at a slower pace, you
How to teach
z Give each student a copy of the worksheet. z Have the students read the words that end in double consonants in the word box. z Have the students fill in the each sentence with the word that fits.
can read the words and explain the meaning.
References
Level focused
z [Advanced] For students working at a faster pace, have them think about more words that end in double consonants. z [Supplementary] For students working at a slower pace, you can read the words and explain the meaning.
Writing : Match them

z To have students fill the letter from the Teacher Objectives blend box to complete the sentence z To have students draw a line from the sentence to its picture z To be able to fill the letter from the Students blend box to complete the sentence z To be able to draw a line from the sentence to its picture Functions z Knowing the words that end with
References
Reading : Mystery picture

z To have students color the words that have the same ending sound as lips Teacher Objectives green z To have the students color the words that have the same ending sound as gems brown z To be able to color the words that Students have the same ending sound as lips green and gems brown z Knowing Functions z Knowing the the words words that that have have the the same ending sound as lips same ending sound as gems z The words that have the same ending Phonics / Words sound as lips z The words that have the same ending sound as gems
double consonants of different letter z The words(quilt,gift,elf,silk,help,camp)
Phonics / Words
How to teach
z Give each student a copy of the worksheet. z Have the students find the words that begin with the same sound as queen in the picture. z Have the students fill the letter from the blend box to complete the sentence. z Have the students draw a line from the sentence to its picture.
Level focused
z [Advanced] For students working at a faster pace, have them think about more words. z [Supplementary] For students working at a slower pace, you can read the words.
How to teach
z Give each student a copy of the worksheet. z Have the students color the words that have the same ending sound as lips green. z Have the students color the words that have the same ending sound as gems brown.
References
Writing : The elk and the ant
Level focused
z [Advanced] For students working at a faster pace, have them think more words. Objectives Teacher
z To have students fill the letter from the blend box to complete the story
LEVEL 1
Phonics
Students
Functions
z To be able to fill the letter from the blend box to complete the story
z Knowing the words
References
Phonics / Words
z The words(went, pond.)
Speaking : Picture blender
How to teach
z Give each student a copy of the worksheet. z Have the students fill the letter from the blend box to complete the story. z Have the students use the picture to help.
Functions
Objectives
Teacher
z To have students draw a line from the picture to its beginning letters
Students
z To be able to draw a line from the picture to its beginning letters
z Knowing the words that begin with double consonants
Level focused
z [Advanced] For students working at a faster pace, have them do that by themselves. z [Supplementary] For students working at a slower pace, you can give them some hints.
Phonics / Words
z The words(slide, tree, spoon.)
How to teach
z Give each student a copy of the worksheet. z Have the students say the pictures. z Have the students draw a line from the picture to its beginning letters.
References
Level focused
Story : Mini stories
z To have students fill in the blanks to complete each story
z [Advanced] For students working at a faster pace, you can have them write words without any helping. Have the students think other words. z [Supplementary] For students working at a slower pace, you can say the pictures.
Teacher
Objectives
z To be able to use the blends in the Students box below each story to fill in the blanks z To be able to complete each story
References
the the principle words that of making end with
z Knowing Functions z Learning
words and sound double consonants of different letter
Reading : Chugging choo choo

z To have students circle the word in
Phonics / Words
z The words(swam, glad.)
How to teach
z Give each student a copy of the worksheet. z Have the students use the blends in the box below each story to fill in the blanks to complete each story.
Objectives
Teacher
each train that begins with the same sound as 'check'

z To be able to circle the word in each train that begins with the same sound as 'check' z To be able to circle the word in each train that ends with the same sound as 'match'
Students
Level focused
z [Advanced] For students working at a faster pace, you can have them write words without any helping. z [Supplementary] For students working at a slower pace, you can give them hints.
Functions
z Knowing the sound of letter 'ch-' z Learning the words that begin the letter 'ch-'
LEVEL 1
10
Teacher's Guide
z Knowing the sound of letter 'match' z Learning the words that end the letter '-ch'
z Have the students prepare pencil. z Speak the word 'socks' together. z Have students circle the word in a box that ends with the same sound as a 'socks'. z Have the students color the pictures.
z The words that begin with the letter Phonics / Words 'ch'.(chat, chill, chip) z The words that end with the letter 'match'
Level focused
z [Advanced] For students working at a faster pace, have them think about more words. z [Supplementary] For students working at a slower pace, you can read the words in the picture.
How to teach
z Give each student a copy of the worksheet. z Have the students prepare pencil. z Speak the word 'check' together. z Have students circle the word in each train that begins with the same sound as 'check'. z Speak the word 'match' together. z Have students circle the word in each train that ends with the same sound as 'match'.
References
Reading : Splash!
Level focused
z [Advanced] For students working at a faster pace, have them think more words. z [Supplementary] For students working at a slower pace, you can read the words in the picture.
Objectives
z To have students color the words that Teacher begin with the same sound as 'shell' z To have students color the words that end with the same sound as 'fish'
z To be able to color the words that
References
Students
begin with the same sound as 'shell' z To be able to color the words that end with the same sound as 'fish'
z Knowing the sound of letter 'sh'
Reading : Picnic party

Functions
z Knowing
the
difference
of
sound
between 'sh-' and '-sh' z Learning the words that begin with the same sound as a shell z Learning the words that end with the same sound as a fish
z The words that begin with the letter Phonics / Words 'sh-' (shell, ship, shock .) z The words that end with the letter '-sh' (brush, flush .)
z To have students circle the words Teacher

Objectives
that end with the same ending sound you hear in socks z To have students color the picture
z To be able to circle the words that
Students
end with the same ending sound you hear in socks z To be able to color the picture
z Knowing the sound of letters '-ck'
Functions
z Learning the words that end with the same ending sound you hear in socks
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils. z Ask the sounds of 'shell' and 'fish'. z Have the students color the words that begin with the same sound as 'shell'. z Have the students color the words that end with the same sound as 'fish'.
Phonics / Words
z The words that end with the letter '-ck' (lock, duck, rock.)
How to teach
z Give each student a copy of the worksheet.
11
LEVEL 1
Phonics
Level focused
z [Advanced] For students working at a faster pace, have them think more words. You can have them color words without any helping. Have the students find something they can see after coloring. z [Supplementary] For students working at a slower pace, you can read the words in the picture.
Reading : Whispering whales

z To have students circle the words that begin with the same sound as a Teacher 'whale' z To have the students find the words Objectives in the puzzle z To be able to circle the words that begin Students 'whale' z To be able to find the words in the puzzle z Knowing the sound of letters 'wh-' Functions z Learning the words that begin with the same sound as a 'whale' z To have students sort the rocks Phonics / Words z The words that begin with the letters 'wh-' (which, whiz.) with the same sound as a
References
Reading : Rocking thad
Teacher Objectives
z To have students classify soft 'th' and hard 'th' z To be able to sort the rocks
Students z To be able to classify soft 'th' and hard 'th' Functions z Knowing the difference of sounds 'th' z The words that have soft 'th' (the, Phonics / Words then.) z The words that have hard 'th' (thin, bath.)
How to teach
z Give each student a copy of the worksheet. z Have the students prepare a pencil. z Say the picture(a whale) z Learn the sound of 'wh-'. z Have the students circle the words that begin with the same sound as a 'whale'. z Have the students find the words in the puzzle.
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the pencil. z Have the classify soft 'th' and hard 'th'. z Have the students cut out the rocks and sort it.
Level focused
z [Advanced] For students working at a faster pace, have them think more words. Have the students find the words that have 'wh-' but different sounds from a 'whale'. z [Supplementary] For students working at a slower pace, you can read the words.
Level focused
z [Advanced] For students working at a faster pace, have them think about more words. You can have them sort words without any helping. z [Supplementary] For students working at a slower pace, you can read the words in the picture. You can explain the difference of sounds between soft 'th' and hard 'th'.
References
Writing : Sam shrimp

z To have students fill the letters from Teacher Objectives Students the Diagraph Box to help you complete the story z To be able to fill the letters from the Diagraph Box to help you complete the story
References
LEVEL 1
12
Teacher's Guide
z Knowing the sound of triple consonant Functions z Learning the words that begin with 'shr-', 'squ-' and 'thr-'
Phonics / Words z The words (shrimp, squid.)
Level focused
z [Advanced] For students working at a faster pace, have them think about more words that have a long vowel sound and a short vowel sound. z [Supplementary] For students working at a slower pace, have them repeat the words that have the long vowel sounds and the words that have the short vowel sounds.
How to teach
z Give each student a copy of the worksheet. z Have the students prepare a pencil. z Learn the sounds of 'shr-', squ-' and 'thr-'. z Have the students fill the blanks using the letter in the box. z Have the students complete the story. z Have the students draw a picture about the story.
References
Reading : Ann and abe
Level focused
z [Advanced] For students working at a faster pace, have them think about more words. z [Supplementary] For students working at a slower pace, you should teach the sounds of 'shr-', squ-' and 'thr-' and repeat it.
Objectives
Teacher
z To have students learn the long sound and the short a sound
z To be able to learn the long a sound Students and the short a sound z To be able to color the pictures
References
Functions
z Knowing the long a sound and the short a sound
Phonics / Words
z snake, plane, scrape .
Game : Maze madness

z To have students learn the long vowel sounds and short vowel sounds
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the pencil. z Teach the long a sound and the short a sound. z Have the students classify the long a sound and the short a sound. z Have the students color the pictures classifying the long a sound and the short a sound.
Teacher
Objectives
z To be able to learn the long vowel Students sounds and short vowel sounds z To be able to go through a maze
Functions
z Knowing the long vowel sounds and short vowel sounds
Level focused
z [Advanced] For students working at a faster pace, have them think about more words that have the long a sound and the short a sound. Have the students solve the bonus question. z [Supplementary] For students working at a slower pace, have them repeat the words that have the long a sound and the short a sound.
z A long vowel sound because of silent Phonics / Words 'e' : these, cane, slide, use z A short vowel sound : patch, pin.
How to teach
z Give each student a copy of the worksheet. z Have the students prepare the color pencils. z Teach a long vowel sound and a short vowel sound. z Have the students learn some words that have long vowel sound because of silent 'e'. z Have the students follow the rule and go through the maze.
References
13
LEVEL 1
Phonics
Game : Ned and pete

z To have students find the words that have different vowel sounds z To be able to find the words that Students have different vowel sounds z To be able to color the found words z Knowing the difference of sound as Functions same letter z Learning the words that have different sounds as same letter z /e/ sound of the letter 'e' : smell, left, Phonics / Words let. z /i/ sound of the letter 'e' : these, gen e.
z /i/ sound of the letter 'i' : pig, pin.
How to teach
z Give the students a copy of the worksheet. z Have the students prepare the color pencils. z Have the students know the different sounds of 'Mike' and 'Mick' z Have the students learn the different sound of 'i'. z Teach them that the letter 'i' has /ai/ sound and /i/ sound. z Have the students write the word from the picture. z Have the students color the picture 'Mike' drew. z Have the students circle the words 'Mick' drew.
Teacher Objectives
Level focused
z [Advanced] For students working at a faster pace, have them think about more words. z [Supplementary] For students working at a slower pace, you can give them hints.
How to teach
z Work in pairs. z Give the students a copy of the worksheet. z Have the students prepare the color pencils. z Have the students choose a person(Ned or Pete). z The student who chooses Ned finds /e/ sound word. z The student who chooses Pete finds /i/ sound word.
References
Level focused
z [Advanced] For students working at a faster pace, have them think more words. z [Supplementary] For students working at a slower pace, you can read the words.
Story : The hole story

z To have students use the words in the word box to fill in the blanks of Teacher the story z To Objectives have the students number the pictures in the right order z To be able to use the words in the word box to fill in the blanks of the Students story z To be able to write number the pictures in the right order
References
Writing : Mike and Mick

Functions z To have students learn the different sounds of 'i' z To be able to learn the different sound of 'i' z Knowing the difference of sound as Functions same letter z Learning the words that have different sound as same letter Phonics / Words z /ai/ sound of the letter 'i' : bike, slide, mice. Phonics / Words
z Knowing the sound of letter 'o' z Learning letter 'o' the words that have the
z The words that have the letter 'o' (home, code, broke, mole, hole)
How to teach
z Give each student a copy of the worksheet. z Have the students prepare a pencil. z Have the students fill in the blanks of the story, using the words in the word box. z Have the students number the pictures in the right order.
LEVEL 1
14
Teacher's Guide
Level focused
z [Advanced] For students working at a faster pace, have them think more words. z [Supplementary] For students working at a slower pace, you can give them hints.
References
Writing : Bud and June

z To have students learn the different sounds of 'U' z To be able to learn the different Students sound of 'U' z To be able to write the words from the pictures Functions z Knowing the sounds of letter 'U' z Learning the different sound of 'U' z /u/ : cube, flute z // : bug, fug
Teacher Objectives
Phonics / Words
How to teach
z Give each student a copy of the worksheet. z Have the students prepare a pencil. z Have the students write the words from the pictures. z Teach the students the different sound of 'U'. z Teach the students 'U' has /u/ sound and // sound.
Level focused
z [Advanced] For students working at a faster pace, have them think more words. z [Supplementary] For students working at a slower pace, you can give them hints.
References
15
LEVEL 1
Phonics
Letter candy
Color the vowel candies red. Color the consonant candies yellow.
LEVEL 1
16
Phonics
Funny fishing
Color and cut out the fish. Look at the letters on the fish, and paste them in the right fish tank.
17
LEVEL 1
Phonics
Super square
Color the vowels green. Color the consonants purple.
Bonus: Which letter is not in a small box? Can it be a consonant or a vowel?
LEVEL 1
18
Phonics
Splendid sounds
Match each letter to the picture that begins with short vowel sound.
19
LEVEL 1
Phonics
Ben's bedroom
Circle the words that begin with the same sound as Then color them in the picture. .
bat mat
dog ten
bed bag
pet dot
bug van
LEVEL 1
20
Phonics
Delightful decision
Color all the words brown that begin with the same sounds as . Color all the other words blue.
21
LEVEL 1
Phonics
Fix it fun
Unscramble the words. Then write the words in the blanks.
LEVEL 1
22
Phonics
A hip hopper
Help a hip hopper win the dance contest. Show him which steps to take by coloring the foot . print orange
that begin with the same sounds as
23
LEVEL 1
Phonics
Flying high
Color the words black that begin with the same sound as Color the words yellow that begin with the same sound as Color all the other words blue. . .
LEVEL 1
24
Phonics
Leaping lizard
Help little lizard get home without getting bitten. Show him which rocks are safe to leap to by coloring the ones purple that begin with same sound as .
25
LEVEL 1
Phonics
Morning mania
Circle the words that begin with the same sound as Then Color them in the picture. man mug peg fed mat mom mud map rag sad .
LEVEL 1
26
Phonics
Nuts for Ms. Kang

Help Ms. Kang find the good nuts. Color all of the nuts brown that begin with the same sound as rest of nuts green. Color the
27
LEVEL 1
Phonics
Picture it
Unscramble the letters to make real words. Then match each word to its picture.
LEVEL 1
28
Phonics
Rob and Rod rat

A. Read the story about Rob and Rod Rat. Underline the words that begin with the same sound as
Rob Rat runs to the rug. Rob has a red rag. Rob Rat runs to the rug. Rod is fat. Rob and Rod rap.
B. Color Rob brown. Color Rod gray. Color the rag in Rob's hand.
29
LEVEL 1
Phonics
Sneaky ship
Color the words yellow that begin with the same sound as Color all the other words blue. .
LEVEL 1
30
Phonics
Tomas turtle
Tomas Turtle wants to beat the rabbit to the finish line, but he has lost his way. Help him find the way to finish line by coloring the words pink that begin with the same beginning sounds as
31
LEVEL 1
Phonics
Wendy walrus
Wendy Walrus is picky about the fish she eats. She likes only the fish the same beginning sound as Wendy will NOT eat. . Mark an X on the fish that
BOUNS: How many fish will Wendy Walrus eat?
LEVEL 1
32
Phonics
Zoom
Color words blue that begin with the same sounds as Color words green that begin with the same sounds a Color words red that begin with the same sounds as .
Bonus : What do you see in the picture?
33
LEVEL 1
Phonics
Crazy corner
Circle all the words that begin with the same sound as Then color them in the picture. cab yes sip can win cat cap let cup dim .
LEVEL 1
34
Phonics
Purple primate
Color the words purple that begin with the same sounds as Color all of the other words green.
35
LEVEL 1
Phonics
Missing instrument
Quentin is missing his instrument. Help him find it. Color the words yellow that BEGIN with the same sound as Color the words red that END with the same sound as Color all the other words green. . .
LEVEL 1
36
Phonics
Name that picture

Circle the word that names the picture.
37
LEVEL 1
Phonics
Double time
Read the words that end in double consonants in the word box. Fill in the each sentence with the word that fits.
LEVEL 1
38
Phonics
Mystery picture
Color the words that have the same ending sound as lips green. Color the words that have the same ending sound as gems brown.
39
LEVEL 1
Phonics
Match them
Fill the letter from the blend box to complete the sentence. Then draw a line from the sentence to its picture.
LEVEL 1
40
Phonics
The elk and the ant

Fill in letters from the blend box to complete the story. Use the picture to help you.
41
LEVEL 1
Phonics
Mini Stories
Use the blends in the box below each story to fill in the blanks to complete each story.
LEVEL 1
42
Phonics
Picture blender
Draw a line from the picture to its beginning letters.
43
LEVEL 1
Phonics
Chugging choo choo

A . Circle the word in each train that BEGINS with the same sound as .
B. Circle the word in each train that ENDS with the same sound as .
LEVEL 1
44
Phonics
Picnic party
Circle the words that END with the same ending sound you hear in . Then Color them in the picture.
45
LEVEL 1
Phonics
Splash!
Color the words orange that BEGIN with the same beginning sound in sound in . . Color the words yellow that END with the same ending Color all of the other words blue.
BONUS: What do you see in the picture?
LEVEL 1
46
Phonics
Rocking thad
Thad has been sorting the rocks in his collection. Some of them have a soft "th" sound as in the word thin. Others have a hard "th" sound as in the word the. Cut out the rocks and help Thad finish sorting them.
47
LEVEL 1
Phonics
Whispering whales
Circle the words that begin with the same sound as .
Then find those words in the puzzle. whack chomp watch when which ship whip whish slick whiz
Bonus: Which words begin with the same letter as but NOT the same sound?
LEVEL 1
48
Phonics
Sam shrimp
Use the letters from the Diagraph Box to help you complete the story. Then draw a picture from the story on another sheet of paper.
49
LEVEL 1
Phonics
Maze madness
Help Mike find his way to the playground. If the word he runs into has a long vowel sound because of the silent "e," turn right. If the word he runs into has a short vowel sound, turn left. Color all the other words blue.
LEVEL 1
50
Phonics
Ann and abe

Ann and Abe were looking for something. To find out what it was, color the words a long "a" sound blue. Color all of the words with a short "a" sound gray.
Bonus : What were Ann and Abe looking for? They were looking for a
51
LEVEL 1
Phonics
Ned and Pete

Ned and Pete played a game to see who could find the most words in the paper with same vowel sound as their name. To find out who won, color the words Pete found blue and the words Ned found red.
BONUS: Who won the contest?
LEVEL 1
52
Phonics
Mike and Mick

Mike and Mick drew some pictures with the same vowel sounds as their names. Write the word below the picture. Color the pictures Mike drew. Remember, Mike has a long "I" sound. Circle the pictures Mick drew. Mick has a short "i" sound.
53
LEVEL 1
Phonics
The hole story

Use the words in the word box to fill in the blanks of the story. Then number the pictures in the right order.
LEVEL 1
54
Phonics
Bud and June

Bud and June had a contest to see who could draw more pictures with the same vowel sound they heard in their names. Write the word below the picture.
55
LEVEL 1
LEVEL
2 PHONICS
Writing : Hay Day
z To have students listen to the long z To have students listen to the vowel sound; [ei] Teacher z To have students read the words which have vowel sound; [ei] z To have students learn new words with [ei] z To be able to listen to the vowel sound; [ei] Students z To be able to write the words which have long vowel sound; [ei] z To be able to learn new words with [ei] z Listening, speaking and Coloring the Students Objectives Teacher vowel sound; [ei] z To have students write the words which have long vowel sound; [ei] z To have students learn new words with [ei] z To be able to listen to the long vowel sound; [ei] z To be able to write the words which have long vowel sound; [ei] z To be able to learn new words with [ei] z Listening, Functions [ei] z Learning new words Phonics/ words z Long vowel : [ei] z Clay, tray, jay, hay writing and speaking the
Reading : Paint Pails
Objectives
Functions
words which have vowel sound; [ei] z Learning new words
words which have long vowel sound;
Phonics/ words
z Vowel : [ei] z rain, brain, chain, maid, stain
How to teach
z Teach the new words with [ei] sound. z Have the students listen to the sound of [ei] and new words. z Have the students repeat after the teacher. z Have the students color the words which sounds [ei].
How to teach
z Have students guess the answers to the riddles. z Teach the new words with [ei] sound. z Have students listen to the sound of [ei] and new words. z Have students listen to the sound of words again and have them repeat after you.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them think more words which have [ei] sound. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words with pictures in order to help their understanding. Focus on pronunciation rather than words.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them think more words which have [ei] sound. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words with pictures in order to help their understanding. Focus on pronunciation rather than words.
References
References
LEVEL 2
Phonics
Reading : What do you see?

z To have students write the words that have long vowel sound; [i] Teacher z To have students listen to and say long vowel sound; [i] z To teach new words with
Objectives
Writing : Jean And Dean

z To have students write the words have long vowel sound; [i] Teacher z To have students listen to and say long vowel sound; [i]
[i]
z To teach new words with
[i]
z To be able to write the words which have long vowel sound; [i] Students z To be able to listen to and say long vowel sounds ; [i] z To be able to learn new words with [i]
Objectives
z To be able to write the words which have long vowel ; Students vowel sounds ; [i] [i] [i] z To be able to listen and say long z To be able to learn new words with
z Writing, Functions [i]
listening
and
speaking
the
z Writing, Functions [i]
listening
and
speaking
the
words which have long vowel sound; z Learning new words
words which have long vowel sound; z Learning new words

z Long vowel : [i]
Phonics/ words
z Long vowel : [i] z sheep, three, bee, eel, wheel
Phonics/ words
z Pea, leaf, beach, peach, dream, teach, bead, leash, read
How to teach
z Have students look the pictures of the words. Have them guess the meaning of the words. z Teach the new words with [i] sound. z Have students listen to the sound of [i] and new words. z Have students repeat after the teacher z Have students circle the word which sounds of [i] and circle the picture which sounds of [i] also
How to teach
z Have students look at the pictures of the words. Have them guess the meaning of the words. z Teach the new words with [i]] sound. z Have students listen to the sound of [i] and new words. z Have students listen to the sound of words again and have them repeat after you.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them think more words which have [i] sound. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new word with pictures in order to help their understanding. Focus on pronunciation rather than words.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them think more words which have [i] sound. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words with pictures in order to help their understanding. Focus on pronunciation rather than words.
References
References
LEVEL 2
Teacher's Guide
Reading : EEEEEEK !
z To have students write the words that Teacher Objectives Students have long vowel sound; [i] z To have students listen to and say long vowel sound; [i] z To be able to write the words that have long vowel sound; [i] z To be able to listen to and say long vowel sound; [i] z Listening Functions and speaking the words which have long vowel sound; [i] z Learning new words Phonics/ words z Long vowel : [i] z he, she, me, we, be
Writing : Hidden words

z To have students write the words Teacher Objectives Students which have long vowel sound; [i] z To have students listen to and say long vowel sound; [i] z To be able to write the words which have long vowel sound; [i] z To be able to listen to and say long vowel sound; z Writing, Functions [i] z Learning new words Phonics/ words z Long vowel : [i] z yield, chief, thief, priest, shield [i] and speaking the listening
words which have long vowel sound;
How to teach
z Have students look the pictures of the words. Have them guess the meaning of the words. z Teach the new words with [i] sound. z Have students listen to the sound of [i] and new words. z Have students repeat after you. z Have students write the new words and find the words in the seek-and-find. z Have students look at the pictures of the words. Have them guess the meaning of the words. z Teach the new words with [i]] sound. z Have students listen to the sound of [i] and new words. z Have students repeat after you. z Have students write the new words and find the words in the seek-and-find.
How to teach
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them think more words which have [i] sound. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new word with pictures in order to help their understanding. Focus on pronunciation rather than words.
z Have students listen to the sound of words again and have them repeat after you.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them think more words which have [i] sound. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new word with
References
pictures
in
order
to
help
their
understanding.
Focus
on
pronunciation rather than words.
References
LEVEL 2
Phonics
Writing : Crazy crossword

Functions
z To be able to learn new words with ] z Writing, listening and speaking
[i the
z To have students listen to and write long I sound [ai] Teacher z To have students classify long [ai] into the other sounds z To teach new words with [ai] Objectives z To be able to listen to and classify long I sound [ai] Students z To be able to classify long I sound [ai] into the other sounds z To be able to learn new words with [ai] z Writing, Functions listening and speaking the words which have long vowel; [ai] z Learning new words Phonics/ words z Long vowel : [ai] z pie, die, tie, flies, dried, tied I sound
words which have long vowel; [i] z Learning new words z Long vowel : [i] z [i] : speed [i] : slim, slick [ai] : sky, spy, fly, sly [] : fast.
Phonics/ words
How to teach
z Have students listen to the sound of words. z Have students choose the word with [i]. z Have students write words on Tim's bag. z Teach another sounds. z Have students listen to the sound of words again and have them repeat after you.

z Have students listen to the sound of words. z Have students read the clue sentence and find blank word which is sounded of [ai]. z Have students write word on the crossword board. z Have students repeat after the teacher. z [Advanced] For students working at a faster pace, have them pronounce fluently. And teach them other sounds. z [Supplementary] For students working at a slower pace, focus on pronunciation rather than words.
References
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And teach them other sounds. z [Supplementary] For students working at a slower pace. Focus on pronunciation rather than words.
Writing : The man and the dog
References
z Materials : color pencils Teacher
z To have students listen to i sound; [ai] z To have students write the words which have I sound; [ai] Objectives z To teach new words with [ai] z To be able to listen to i sound; [ai] z To be able to write the words which Students z To have students listen to and write long I sound [i] have i sound; [ai] z To be able to learn new words with [ai] I sound Functions z Writing, listening and speaking the words which have i; z Learning new words Phonics/ words z Vowel : [ai] z grind, find, kind, mind, blind [ai]
Reading : Shy Tyrone
Teacher
z To have students classify long [i] into the other sounds z To teach new words with [i]
Objectives
z To be able to listen and classify long I Students sound [i] z To be able to classify long ] into the other sounds I sound [i
LEVEL 2
Teacher's Guide
How to teach
z Have students guess the words of the uncompleted sentences. z Have students write the words. z Teach the new words with [ai] sound. z Have students listen to the sound of [ai] and find words to make a story. z Have students write the number in the order z Have students repeat after the teacher.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them find the other sound of words in the hidden pictures. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words with hidden pictures in order to help their understanding. Focus on pronunciation rather than words.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words with pictures in order to help their understanding. Focus on
References
Reading : Oh Deer!
z To have students read the text and
pronunciation rather than words.
References
z Materials :color pencils Objectives
Teacher
write words which have long vowel sound; [ou] z To teach new words with [ou] z To be able to read the text and write words which have long vowel sound; [ou] z To be able to learn new words with [ou] z Listening, speaking and coloring the
Writing : What a Day!
Students
z To have students listen to long o sound; [ou], [] Teacher z To have students write the words which have long o sound; [ou], [] z To teach new words with [ou], [] Objectives z To be able to listen to long o sound; [ou], [] Students z To be able to write the words which have long o sound; [ou], [] z To be able to learn new words with [ou], [] z Writing, Functions listening and speaking the words which have long o; [ou], [] z Learning new words z Long vowel : [ou], [] Phonics/ words z [] : frog [ou] : coat, boat, soap, loaf.
Functions
words which have long vowel; [ou] z Learning new words z Long vowel : [ou] z toe, doe, goes, hoe, go, no
Phonics/ words
How to teach
z Have students find the vowel sounds [ou] of hearing the word 'clothes'. z Have students find the words sounded of [ou] on the picture z Have students color brown the words sounded of [ou] on the picture. z Have students color all of the other words green. z Have students repeat after the teacher.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And help them read the paragraph. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words. on pronunciation rather than words. Focus
How to teach
z Have students guess the words of the uncompleted sentences. z Have students write the words. z Teach the new words with [ou] sound. z Have students listen to the sound of words again and have them repeat after you.
References
LEVEL 2
Phonics
Writing : Meal Time

z To have students read the text and Teacher write words that have long vowel sound; [ou] z To teach new words with [ou] Objectives Students z To be able to read the text and write words that have long vowel sound; [ou] z To be able to learn new words with [ou] z Writing, Functions listening and speaking the words which have long vowel; [ou] z Learning new words Phonics/ words z Long vowel : [ou] z cold, fold, hold, old, told Phonics/ words Functions
[u] into the other sounds z To be able to learn new words with [u] z Writing, listening and speaking the words which have long vowel; [u] z Learning new words z Long vowel : [u] z [u] : stew, blew, chew, new, threw, screw z the other sound : squeak[i], pie[ai], rind[ai], quaint[ei]
How to teach
z Have students listen to the word. Especially focus on long u sound. z Have students color the foods with long u sound. z Have students put an X on the foods with the other sound. z Teach the new words with [u] sound. z Have students listen to the sound of [u] again and teach the new words. z Have students repeat after you.
How to teach
z Read the paragraph. z Have students guess the words of the uncompleted sentences. z Have students write the words. z Have students find the words in the seek-and-find. z Teach the new words with long o ; [ou] sound. z Have students listen to the sound of [ou] and teach the new words. z Have students listen to the sound of words again and have them repeat after you.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them find the other sound of rest words. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on pronunciation rather than words.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And help them read the paragraph. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words. on pronunciation rather than words. Focus
References
References
Reading : The New Stew

z To have students listen and write long u sound [u] Teacher z To have students classify long u
Reading : Scare The Crows

z To have students listen and write long u sound [u] Teacher Objectives z To have students classify long u Students sound [u] into the other sounds z To teach new words with [u] z To be able to listen and write long Students u sound [u] Functions z To be able to classify long u sound Objectives
sound [u] into the other sounds z To teach new words with [u] z To be able to listen and write long u sound [u] z To be able to classify long u sound [u] into the other sounds z To be able to learn new words with [u] z Writing, listening and speaking the words which have long vowel; [u]
LEVEL 2
Teacher's Guide
z Learning new words z Long vowel : [u] z [u] : stew, blew, chew, new, threw, Phonics/ words screw z the other sound : squeak[i], quaint[ei]. pie[ai], rind[ai],
guess the meaning of the words. z Teach the new words with [u] sound. z Have students listen to the sound of [u] and new words. z Have students repeat after the teacher. z Have students read the story and fill in the blank to finish the story. Then draw a picture from the story.

z Have students listen to the word. Especially focus on long u sound. z Have students color the foods with long u sound. z Have students put an X on the foods with the other sound. z Teach the new words with [u] sound. z Have students listen to the sound of [u] again and teach the new words. z Have students listen to the sound of words again and have them repeat after you. z [Advanced] For students working at a faster pace, have them pronounce fluently. Teach them more words. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on pronunciation rather than words.
References
Level focused
Writing : Oodles of Cool Words

z To have students listen to and write Teacher Objectives Students long oo sound [u] z To teach new words with [u] z To be able to listen to and write long oo sound [u] z To be able to learn new words with [u] z Writing, Functions listening and speaking the
References
words which have oo sound; [u] z Learning new words
Writing : When I am blue...

z To have students listen to and write Teacher Objectives Students long u sound [u] z To teach new words with [u] z To be able to listen to and write long u sound [u] z To be able to learn new words with [u] z Writing, listening, reading and drawing Functions the words which have u sound; [u] z Learning new words Phonics/ words z Long vowel- u sound : [u] z you, group, soup, blue, fruit, juice
Phonics/ words
z Long vowel- oo sound : [u] z moon, goose, pool, spoon, boot, moo
How to teach
z Have students look at the pictures of the words. Have them guess the meaning of the words. z Teach the new words with [u] sound. z Have students listen to the sound of [u] and new words. z Have students repeat after you. z Have students write the new words, and find the words in the seek-and-find. z Have students listen to the sound of words again and have them repeat after you.

z Have students look at the pictures of the words. Have them z [Advanced] For students working at a faster pace, have them pronounce fluently. Teach them more words to build
LEVEL 2
Phonics
vocabulary. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on pronunciation rather than words. Teacher Objectives Students z To have students learn R-controlled vowels, er, ir, ur z To be able to tell and and listen to the R-controlled vowels z Writing, Functions listening speaking words which have R-controlled vowels, er, ir, and ur z Learning new words Phonics/ words z To have students listen to and write Teacher Objectives Students long u sound [a] z To teach new words with [a] z To be able to listen and write long u sound [a] z To be able to learn new words with [a] z Writing, listening, reading and drawing Functions the words which have u sound; [a] z Learning new words Phonics/ words z Long vowel- a sound : [a] z car, shark, yarn, barn, dart, star, harp z R-controlled vowels: er, ir, ur
Writing : Dinner time
References
Writing : Right On Target
How to teach
z Have students read the sentences on the worksheets. z Have students match each word of the sentences. z Teach the students meaning of new words. z Have students listen to the sound of words again and have them repeat after you.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them make another sentence by using those target words. z [Supplementary] For students working at a slower pace, help
How to teach
z Have students listen to the sounds of words with [a]. z Have students write the unscrambled letters to make words. z Have students match each word of pictures. z Teach the students meaning of new words. z Have students listen to the sound of words again and have them repeat after you.
them pronounce correctly and teach them new words with pictures in order to help their understanding. Focus on pronunciation rather than words.
References
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them find the other sound of rest words. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words with pictures in order to help their understanding. Focus on Objectives Students pronunciation rather than words. Teacher z To have students listen to and
Reading : The Corny Fort
classify words which have long vowel sound;[] z To teach new words with [] z To be able to listen and classify words which have long vowel sound;[] z To be able to learn new words with []
References
z Materials : color pencils Functions
z Listening and classifying sound [] z Long vowel- [] sound z torch, fork, fort, cork
Phonics/ words
LEVEL 2
Teacher's Guide
How to teach
z Have students listen to the sounds of words with []. z Have students find the same vowel sound and draw circle. z Have students circle the hidden picture for each word they circled. z Teach the students meaning of new words. z Have students listen to the sound of words again and have them repeat after you.
z Have students listen to the sound of words again and have them repeat after you.
Level focused
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them find the other sound of rest words. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words with pictures in order to help their understanding. Focus on pronunciation rather than words.
References
Reading : Spare Square

z To have students listen to and write sound [r] like 'spare' Teacher z To have students classify sound [r] into the other sounds Objectives z To teach new words with [r] z To be able to listen to and write sound [r] like 'spare' Students z To be able to classify sound [r] into the other sounds z To be able to learn new words with classify vowel Functions Phonics/ words [r] z Listening and classifying sound [r] z [r] sound z share, care, fare, dare, hare, bare, scare
References
Reading : Put Out The Fire

z To have students listen to and write sound [air] like 'fire' Teacher z To have students [air] into the other sounds z To teach new words with [air] Objectives z To be able to listen to and write sound [air] like 'fire' Students z To be able to classify sound [air] into the other sounds z To be able to learn new words with [air] z listening and speaking the words with Functions [air] z Learning new words z [air] sounds Phonics/ words z [air] : squire, tire, hire, wire, fire z The other sound : tree[i], fume[u], boat[ou], match[], flame[ei]
How to teach
z Have students listen to the sounds of words. z Have students classify the same sound [r] into the other sounds. z Have students color the square blue that have the same vowel sound. z Have students color all of the other squares pink. z Teach the students meaning of new words. z Have students listen to the sound of words again and have them repeat after you.
How to teach
z Have students cut off the water buckets. z Read the words and teach the meaning. z Have students listen to the sound of [air] and find the words with [air]. z Have students paste the buckets on the word with [air].
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on sound rather than words.
LEVEL 2
Phonics
References
z Materials : color pencils (Blue, Pink)
Reading : Oh, Boy!

z To have students listen to and find the sound [i] Teacher z To have students classify sound [i] into the other sounds z To teach new words with [i] Objectives z To have students listen to and write sound [r] like "chair" z To be able to listen to and find the sound [i] Students z To be able to classify sound [i] into the other sounds z To be able to learn new words with [i] z listening Functions with [i] z Learning new words z z Phonics/ words [i] sounds [i] : boy, joy, coin, join, point, moist z The other sound : snore, square, my, show, try, goes, glue, roam, spare, store and speaking the words
Reading : Catching Air
Teacher
z To have students classify sound [r] into the other sounds z To teach new words with [r]
Objectives
z To be able to listen to and write sound [r] like 'chair' Students z To be able to classify sound [r] into the other sounds z To be able to teach new words with [r] z Listening and speaking the words
Functions
with [r] z Learning new words z [r] sounds z [r] : air, stairs, pair, fair, hair.
Phonics/ words
z The other sound : true[u], ], zoom[u], smart[a], chore[], chart[a]
charge[a sport[],
How to teach
z Read the words and have students listen to the sound of [i] and find the words with [i]. z Teach them the meaning of the words. z Have students color the words which have words with purple. z Have students color the words which have words with the other sounds yellow. z Have students listen to the sound of words again and have them repeat after you. [i]
How to teach
z Read the words and teach the meaning. z Have students listen to the sound of [r] and find the words with [r]. z Have students color the basket ball which has word with [r]. z Have students listen to the sound of words again and have them repeat after you.
Level focused Level focused

z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them find the other sound of rest words. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on pronunciation rather than words. z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them find the other sound of rest words. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Have them notice the difference of sounds. Focus on pronunciation rather than words.
References References
z Materials : color pencils(Orange) z Materials : color pencils (Purple&Yellow)
LEVEL 2
10
Teacher's Guide
Writing : Check It Out

z To have students learn diphthong ow, Teacher ou, au z To have students read the text z To be able to listen to and write Objectives Students diphthong ow and ou z To be able to pronounce well diphthong ow and ou z To be able to learn new words with o and ow z Reading, speaking and writing the words which have sound [ou],[au] z diphthong, ow, ou au
z Long vowel- u sound : [] Phonics/ words z caused, dawn, fawn, pause, saw, squaw, hawk
How to teach
z Have students read the uncompleted text and guess the missing word. z Have students find and write words in the Word Box. z Teach the new words with [] sound. z Have students draw a picture from the story. z Have students listen to the sound of words again and have them repeat after you.
Functions Phonics/ words

z Read the words and have students listen to the sound of [ou], [ow], and [au]. z Teach them the meaning of the target words. z Have students match the right words in the sentences. z Have students listen to the sound of words again and have them repeat after you. z [Advanced] For students working at a faster pace, have them pronounce fluently. Teach them more words. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on pronunciation rather than words.
References
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them make other sentences by using the target words. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Have them notice the difference of sounds. Focus on pronunciation rather than words. Objectives Teacher z To have students read the text and write words which have long vowel sound;[] z To teach new words with [] z To be able to read the text and write Students words which have long vowel sound; [] z To be able to learn new words with [] z Writing, Functions listening and speaking the words which have long vowel; [] z Learning new words Phonics/ words z Long vowel : [] z all. ball, called, mall, malts, walked
Writing : All Day
References
Writing : At Dawn
z To have students listen to and write Teacher long u sound [] z To have students read the text z To teach new words with [] Objectives z To be able to listen to and write long u sound [] Students z To be able to read the text z To be able to learn new words with [] z Writing, Reading, listening and drawing Functions the words which have sound [] z Learning new words
How to teach
z Read the paragraph. z Have students guess the words of the uncompleted sentences. z Have students write the words in the Word Box. z Have students find the words in the seek-and-find. z Teach the new words with long o ; [] sound. z Have students listen to the sound of [] and teach the new words. z Have students listen to the sound of words again and have them repeat after you.
11
LEVEL 2
Phonics
References Level focused

z [Advanced] For students working at a faster pace, have them pronounce fluently. And help them read the paragraph. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words. on pronunciation rather than words. z To have students listen to and write Focus z Materials : color pencils
Writing : Get The Swing Of It
References
z Materials : color pencils Objectives
Teacher
the words with sound [i] z To teach new words with [i] z To be able to listen to and write the words with sound [i] z To be able to learn new words with [i] z Writing, listening and speaking the
Students
Reading : My Grandpa
Functions z To have students listen to the ending Teacher sound [a] z To have students read the text z To teach new words with [a] Objectives z To be able to listen to the ending sound [a] Students z To be able to read the text z To be able to learn new words with [a] z Listening and reading the words which have sound [] Functions z Numbering the pictures in the right order z Learning new words Phonics/ words z ending sound [a] z grandpa, Alaska, Florida Phonics/ words
words which have sound [i] z Learning new words z Sound [i] z Spool, spring, ring, swing, wing
How to teach
z Have students look at the pictures of the words. Have them guess the meaning of the words. z Teach the new words with [i] sound. z Have students listen to the sound of [i]. z Have students repeat after you. z Have students write the new words and make the full sentences. z Have students listen to the sound of words again and have them repeat after you.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them think more words which have [ing] sound. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words with pictures in order to help their understanding. Focus on pronunciation rather than words.
How to teach
z Have students read the text. z Have students number the pictures in the right order according to each sentence. z Teach the new words with [a] sound. z Have students listen to the sound of words again and have them repeat after you.

z [Advanced] For students working at a faster pace, have them pronounce fluently. Teach them more words. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on pronunciation rather than words. z Materials : color pencils
LEVEL 2
12
Teacher's Guide
Writing : Quick as a Wink

z To have students listen to the ending sound; [k] Teacher z To have students write the words which have ending sound; [k] z To teach new words with [k] Objectives z To be able to listen to the ending sound; [k] Students z To be able to write the words which have ending sound; [k] z To be able to learn new words with [k] z Listening, Functions [k] z Learning new words Phonics/ words z Long vowel : [k] z Ink, drink, sink, think, stink, link writing and speaking the words which have long vowel sound; Phonics/ words Functions Students
z To have students read the text with the words with sound [k] z To teach new words with [k] z To be able to write the words with sound [k] z To be able to read the text with the words with sound [k] z To be able to learn new words with [k] z Writing and reading the words which have sound [k] z Learning new words z Sound [k] z prank, frankfurters, bank, Thank, drank, clank
How to teach
z Read the paragraph. z Have students guess the words of the uncompleted sentences. z Have students write the words. z Have students find the words in the Word Box. z Teach the new words with [k] sound. z Have students listen to the sound of [k] and teach the new words. z Have students listen to the sound of words again and have them repeat after you.
How to teach
z Have students guess the answer of the riddles. z Have the students write the answer in the Word Box. z Have the students find the answer as fast as they can. z Teach the new words with [k] sound. z Have students listen to the sound of [k] and new words. z Have students listen to the sound of words again and have them repeat after you.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them think more words which have [k] sound. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on pronunciation rather than words.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them think more words which have [k] sound. Have the students find the answer as fast as they can. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on pronunciation rather than words.
References
References
Writing : The Band

z To have students write the words with sound [] Teacher z To have students make the story z To have students number the pictures z To teach new words with [] z To be able to write the words with Students sound [] z To be able to make the story
Writing : Thank you

z To have students write the words with sound [k]
Objectives
Objectives
Teacher
13
LEVEL 2
Phonics
z To be able to number the pictures z To be able to learn new words with [] z Writing and reading the words which Functions have sound [] z Learning new words Phonics/ words z Sound [] z sang, clang, hang, rang, bang
[()]] : tongs. long. strong. song, belong
z The other sound : coin, taunt, crowd, bounce, fault, cause, relief, spoon, crank, thing
How to teach
z Read the words and have students listen to the sound of [ ()]] and find the words with [()]. z Teach them the meaning of the words. z Have students color the words which have words with orange. z Have students color the words which have words with the other sounds blue. z Have students listen to the sound of words again and have them repeat after you. [()]
How to teach
z Read the paragraph. z Have students guess the words of the uncompleted sentences. z Have students find the words in the Word Box. z Teach the new words with [] sound. z Have students listen to the sound of [] and teach the new words. z Have students listen to the sound of words again and have them repeat after you.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them find the other sound of rest words. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Have them notice the difference of sounds. Focus on pronunciation rather than words.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them think more words which have [] sound. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on pronunciation rather than words.
References
z Materials : colored pencils (Orange&Blue)
References
Writing : The Bell has Rung Reading : Mr. Wong's Song

z To have students listen to and find the sound [()] Teacher z To have students classify sound [ ()] into the other sounds z To teach new words with [()] Objectives z To be able to listen to and find the sound [()] Students z To be able to classify sound [()] into the other sounds z To be able to learn new words with [()] z Listening Functions and speaking the words with [()] z Learning new words Phonics/ words z [()] sounds Functions Students Objectives Teacher z To have students listen to and find the sound [] z To have students fill in the blank using the words in the box for completing the story z To have students make the story longer z To teach new words with [] z To be able to listen to and find the sound [] z To be able to fill in the blank using the words in the box for completing the story z To be able to make the story longer z To be able to learn new words with [] z Listening with [] and speaking the words
LEVEL 2
14
Teacher's Guide
z Writing the sentence z Learning new words z Phonics/ words z []sounds [] : rung, swung, clung, sung, hung
z Have students find the word in the Word Box and write the words. z Teach the new words with [] sound. z Have students color the picture of each word. z Have students listen to the sound of words again and have them repeat after you.
How to teach
z Have students use the words in the word box to complete the story. z Read the words and have students listen to the sound of []. z Teach them the meaning of the words. z Have students make the story longer by writing at least three sentences about what the boy did at home. z Have students listen to the sound of words again and have them repeat after you.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them find the other words and sound in the pictures. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words with pictures in order to help their understanding. Focus on pronunciation rather than words.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them find the other sound of rest words. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Have them notice the difference of sounds. Focus on pronunciation rather than words.
References
Writing : Silly Willy
References
z Materials : flash cards Teacher
z To have students listen to and write the words with sound [i] z To have students unscramble the sentences
Writing : Hodge-Podge Lodge
Objectives
z To teach new words with sound [i] z To be able to listen to and write the words with sound [i] Students z To be able to unscramble the words
z To have students listen to and write Teacher the words with sound [] z To have students read the sentences z To teach new words with sound [] Objectives z To be able to listen to and write the words with sound [] Students z To be able to read the sentences z To be able to learn new words with sound [] z Writing, Functions listening and reading the Phonics/ words Functions
z To be able to learn new words with sound [i] z Writing, listening and reading the
words which have sound [i] z Learning new words z sound [i] z candy, jelly, puppy
How to teach
z Have students guess the words of the scrambled words. z Have students unscramble the words to make with ending sound you hear in a candy. z Teach the new words with [i] sound. z Have students match the picture to each word. z Have students listen to the sound of words again and have them repeat after you.
words which have sound [] z Learning new words
Phonics/ words
z sound [] z judge, bridge, lodge, badge, hedge
How to teach
z Have students guess the words of the uncompleted sentences.
15
LEVEL 2
Phonics
Level focused
References
Reading : Ned's Red Guitars
z To have students listen to and write
References
z Materials : color pencils Objectives
the words with sound [e] and [ei] Teacher z To have students read the sentences z To teach new words with sound [e] and [ei] z To be able to listen to and write the words with sound [e] and [ei] Students z To be able to read the sentences z To be able to learn new words with sound [e] and [ei] z To have students listen to and write z Listening and reading the words which Functions have sound [e] and [ei] z Learning new words z sound [e] and [ei] Phonics/ words z [e] : head, deaf z [ei] : great, steak the words with sound [l] z To have students read the sentences z To teach new words with sound [l] z To be able to listen to and write the words with sound [l]
Writing : Happy Birthday!
Teacher
Objectives
Students z To be able to read the sentences z To be able to learn new words with sound [l] z Writing, Functions listening and reading the words which have sound [l] z Learning new words Phonics/ words z sound [l] z turtle, table, nursing bottle
How to teach
z Have students color the words classifying the words that have [e] sound words and [ei] sound words. z Teach the new words with [e] and [ei] sounds. z Have students color the picture of each word. z Have students listen to the sound of words again and have them repeat after you.
How to teach
z Have students guess the words of the uncompleted sentences. z Have students write the words. z Teach the new words with [l] sound. z Have students color the picture of each word. z Have students listen to the sound of words again and have them repeat after you.
Level focused
Level focused
References
LEVEL 2
16
Teacher's Guide
Writing : 4 Square!
z To have students fill in the crossword puzzle z To teach new words which that have double 'o' z To be able to have students listen to or read the words Students new words with variety z To be able to fill in the crossword puzzle z To be able to learn new words that have double 'o' Functions z Writing the words in the crossword z Learning new words z The words that have double 'o' (wood, book, hood.)
z To have students listen to or read the words Teacher z To have students classify and find the same sound z To Objectives teach sounds z To be able to have students listen to or read the words Students z To be able to classify and find the same sound z To be able to learn new words with variety sounds z Listening or reading the words with Functions variety sounds z Classifying and finding the sounds z Learning new words z could : would, should Phonics/ words z shoulder : soul, boulder z touch : famous z your : pour, four Phonics/ words
How to teach
z Have students say the pictures. z Have students fill in the crossword puzzle. z Teach the new words that have double 'o'. z Have students listen to the sound of words again and have them repeat after you.
How to teach
z Have students listen or read the words. z Have students find the words which have same sounds in the Word Box. z Teach the new words. z Have students listen to the sound of words again and have them repeat after you.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on pronunciation rather than words.

z [Advanced] For students working at a faster pace, have them pronounce fluently. z [Supplementary] For students working at a slower pace, help them pronounce correctly. Focus on pronunciation rather than words. z To teach sound ph[f], -gh[f] Teacher z Materials : color pencils Objectives z To have students write the words with sound ph[f], -gh[f] z To teach new words z To be able to -gh[f] learn sound ph[f], z Materials : color pencils
Writing : Photo Fun
References
Writing : Picture crossword !
Students z To be able to write the words with sound ph[f], -gh[f] z To be able to learn new words z Learning sound ph[f], -gh[f] z Learning new words z sound ph[f], -gh[f]
Objectives
Teacher
z To have students listen to or read the words
Functions Phonics/ words
17
LEVEL 2
Phonics
z ph[f] : phone, elephant, photos, graph z -gh[f] : laugh, cough
How to teach
z Have students listen or read the words. z Have students underline the words that have the silent consonants. z Teach the new words. z Have students circle the hidden picture for the words that have silent consonants. z Have students listen to the sound of words again and have them repeat after you.
How to teach
z Have students listen to or read the words. z Have students write sound ph[f] or -gh[f] in the blank. z Teach the new words. z Have students match each word to its pictures. z Have students listen to the sound of words again and have them repeat after you.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. And have them find the other sound of rest words. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words with pictures in order to help their understanding. Focus on pronunciation rather than words.
Level focused
z [Advanced] For students working at a faster pace, have them pronounce fluently. rest words. z [Supplementary] For students working at a slower pace, help them pronounce correctly and teach them new words with pictures in order to help their understanding. Focus on pronunciation rather than words. And have them find the other sound of
References
References
Reading : SHHHHHHHH !
z To teach silent consonants z To have students underline the words that have silent consonants Teacher z To have students circle the hidden picture for the words that have silent consonants Objectives z To teach new words z To be able to learn silent consonants. z To be able to underline the words that have silent consonants Students z To be able to circle the hidden picture for the words that have silent consonants z To be able to learn new words Functions z Learning silent consonants z Learning new words z The words that have silent consonants (sigh, knife, wrench.)
Phonics/ words
LEVEL 2
18
Phonics
Paint pails
Help Sadie Snail paint her friend's house green. The paint she needs is in the buckets with the same vowel sound you hear in rain. Color those buckets green. Color all of the other buckets a different color.
19
LEVEL 2
Phonics
Hay day
Write the answer to the riddle in the blank. The answer will have the same long vowel sound you hear in picture clues to help. . Use the
LEVEL 2
20
Phonics
What do you see?

Circle the words that have the same long vowel sound you hear in circled. . Then circle the picture for each word you
sheep spray
shell eel
three chain
plain wheel
bee well
21
LEVEL 2
Phonics
Jean and Dean

Jean erased all of the words below Dean's pictures. Help Dean write the words under the right pictures.
LEVEL 2
22
Phonics
Eeeeek!
Help the mouse find the things he can hide under to keep from being hit by the broom. Color the things with the same long vowel sound you hear in .
23
LEVEL 2
Phonics
Hidden words
Write the word for each picture. Then find the words in the seek-and-find.
LEVEL 2
24
Phonics
Crazy crossword
Use the clues to help you fill in the crossword puzzle. The words will have a long "i" sound like you hear in .
25
LEVEL 2
Phonics
Shy tyrone
Shy Tyrone likes to play cars with Tim. Tyrone and Tim have a lot of cars that look alike. Tyrone writes words that have a long "i" sound on his. Help them divide the cars, so Tyrone can go home for dinner.
LEVEL 2
26
Phonics
The man and the dog

Use the words in the Word Box to fill in the blanks in the story. Then number the pictures in the right order.
27
LEVEL 2
Phonics
What a day!
Write the word with a long "o" sound for each sentence. The picture below will help you fill in the missing words. Then circle the hidden picture for each word.
LEVEL 2
28
Phonics
Oh deer!
Moe and Joe saw an animal run across the road. To find out what it was, color all the words brown that have the same vowel sound you hear in green. . Color all of the other words
Bonus: This is a picture of one of the long o words you colored. What is it?
29
LEVEL 2
Phonics
Meal Time
Write words with a long "o" sound from the Word Box to complete this story. Then find those words in the seek-and-find.
LEVEL 2
30
Phonics
Scare the crows

These crows do not like long "o" words. Make a scarecrow that will scare them away. Cut out the scarecrow body parts, Glue the parts with long "o" words on another sheet of paper to make a scarecrow.
31
LEVEL 2
Phonics
The new stew

Help Chef Jeff make a new kind of stew. Color the foods that have a word with the long "u" vowel sound like you hear in the word "few." Also, color the foods that have a word with the "oo" sound like you hear in the word grew. Put an (X) on all other foods.
LEVEL 2
32
Phonics
When I am Blue...
Use the words in the Word Box to complete the story. Then draw a picture from the story.
33
LEVEL 2
Phonics
Oodles of cool words

Write the word for each picture. Then find the words in the seek-and-find.
LEVEL 2
34
Phonics
Right on target
Unscramble the letters to make words that have the vowel sound you hear in the work bark. Then match each word to its picture.
35
LEVEL 2
Phonics
Dinner time
Write the word that completes each sentence in the blanks. Use the letters in the circles to find the answer to the riddle.
LEVEL 2
36
Phonics
The corny fort

Circle the words that have the same vowel sound you hear in the word you circled. . Then circle the hidden picture for each word
torch card
farm fort
fork cork
flag star
corn colt
37
LEVEL 2
Phonics
Put out the fire

Help the fireman keep the fire under control. Color and cut out the water buckets and paste them over the flames that do NOT have the same vowel sound you hear in fire.
LEVEL 2
38
Phonics
Spare square
Color the square blue that have the same vowel sound as Color all of the other squares pink. .
39
LEVEL 2
Phonics
Catching Air
Help the basketball player find the right balls to use in the game. Color the balls orange that have the same vowel sound as .
LEVEL 2
40
Phonics
Oh, boy!
Help Roy and Joy find their new toy. Color the words purple that have the same vowel sound you hear in their names. Color all of the other words yellow.
41
LEVEL 2
Phonics
Check it out
Use the words in the Word Box to complete this story. Then find those words in the seek-and-find.
LEVEL 2
42
Phonics
At dawn
Use the words in the Word Box to complete the story. Then draw a picture from the story in the box.
43
LEVEL 2
Phonics
All day
Use the words in the Word Box to complete this story. Then find those words in the seek-and-find.
LEVEL 2
44
Phonics
My grandpa
Read the story below, then number the pictures in the right order according to each sentence.
45
LEVEL 2
Phonics
Get the swing of it

For each picture, write the word that ends in "ing." Then use each word in a sentence.
LEVEL 2
46
Phonics
Quick as a wink
Solve these riddles as fast as you can with words that have the same ending sound you here in .
47
LEVEL 2
Phonics
Thank you
Use the words from the Word Box to complete the story. Then write a thank you letter to someone on another sheet of paper.
LEVEL 2
48
Phonics
The band
Use the words from the Word Box to complete the story. Then number the pictures in the right order.
49
LEVEL 2
Phonics
Mr. Wong's song

Mr. Wong went to see a rock concert. To see which instrument Mr. Wong liked the best, color all of the words orange that have the same ending sound you hear in his name. Color all the other words blue.
LEVEL 2
50
Phonics
The Bell has rung

Use the words in the Word Box to complete the story. Then make the story longer by writing as least three sentences about what are the boy did at home.
51
LEVEL 2
Phonics
Hodge-podge lodge
All kinds of crazy things are happening at the Hodge-Podge Lodge. Use the words in the Word Box to complete the sentences. Then color the picture for each word.
LEVEL 2
52
Phonics
Silly willy
Silly Willy is a little mixed-up. Unscramble the letters to make words with ending sound you hear in word to its picture. . Then match each
53
LEVEL 2
Phonics
Happy birthday!
Write the words with the same ending sound as in the missing words. Then color the picture for each word. to complete the sentences. The picture below will help you to fill
LEVEL 2
54
Phonics
Ned's red guitars

Ned went to a guitar shop to sell his guitars. Ned's guitars were the ones that had the same vowel sound as his name. Color them red. Ned has a buddy named Nate. Nate's guitars have words with the same vowel sound as his name. Shade Nate's guitar gray with a pencil.
55
LEVEL 2
Phonics
4 Square!
Let's play "4 Square." Write the words from the word box in the rectangles with other words that have the same vowel sound. Do NOT write in the shaded boxes.
LEVEL 2
56
Phonics
Picture Crossword
Use the picture clues to help you fill in the crossword puzzle.
57
LEVEL 2
Phonics
Photo fun
Fill in the blanks with "ph" or "gh" make a word. Then match each word to its picture.
LEVEL 2
58
Phonics
Shhhhhhhhh!
Read the words below and look for silent consonants. Draw a line under any consonants that are silent. Then circle the hidden pictures for he words that have silent consonants.
scissors kite
wind
sigh eight
knife rough
bulb comb
wrench
59
LEVEL 2
(Planning) (T aLK) () (Writing) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) (Proofreading) Ji Won Shin( EPIK ) Kyung Ho Park( 2 TaLK ) Johnnie L. Jackson( ) Kent C. Boydston( ) Joe Kim( 2 TaLK) Garry Thorntone( EPIK )
(Consulting) ( ) ( ) (Examination) ( ) ( ) ( ) ( ) ( ) ( ) ( )
(Application) Shin Y oung Lee( 3 TaLK ) Nancy Guerrero( 3 TaLK ) Faline C Lee( 3 TaLK ) Seungsun Park( 3 TaLK )

For Teach and Learn in Korea (TaLK) Program Issued February 2010 Published By National Institute for International Education Address #43, I-hwa-jang-gil, Jong-no-gu, Seoul 110-810, Korea (Not for Sale)

New English For Korean Kids - TaLK (Teach and Learn in Korea) Program Book 3

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New English For Korean Kids - TaLK (Teach and Learn in Korea) Program Book 3

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PREFACE

graders, level 2 for the 3

and 4 graders, and level 3 for the 5 and

Pattern sentence centered