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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
st nd rd th th
is intended for the 1 and 2 graders, level 2 for the 3 and 4 graders, and level 3 for the 5 and
6th graders, the worksheets of different levels can be taught in any grade classes according to students'
English skills. Level-focused teaching guides are presented in every Teacher's Guide.
Third, the approach based on thought groups is applied. The communicative expressions are approached
by thought groups, not by words. The words and vocabulary are intended to be acquired in the context
by learning key expressions based on the thought groups, and then the students' power of retention and
application for the expressions is pursued to be elevated by generating them in thought groups.
Fourth, topic based approach is pursued. Considering that the learners are young and live in the rural
areas, this workbook consists of topics that are categorized by extracted concrete communicative
1 Page
New English For Korean Kids
functions. The following shows the general course of this workbook.
◈ Emphasis on authenticity ◈ Level-focused

- emphasis on students' real lives - level-focused teaching activities
- emphasis on authentic input - 3 stages by level
- real material centered
◈ Pattern sentence centered ◈ Topic based

- emphasis on significant patterns - teaching aid for after-school classes
- sublating word centered - topics from categorizing functions
- thought group centered - 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.
W orksheets
LEVEL Teacher's G uide
1 ￭ Constructing by levels
￭ Presenting by levels
￭ Mostly 1 activity per page
T ￭ Explaining by activities
￭ 20 minute worksheets
O ￭ Content organization
LEVEL -Content organization(11 activities)
-Objectives: of teachers
P Speaking(1) + Listening(1) + Reading(1) + Writing(1) +
2 and students
I G ame(2) + Story(1) + Art project(1) + C ulture(1) +
-Key expressions
Differentiated activity(2)
C -How to teach: level
-Contents of differentiated activities: rhythmic movement or
focused guidance, examples,
LEVEL play for level 1, work & play activity or subject-immersion
references (materials, books,
for level 2, and project type tasks or other supplementary
3 web-sites, etc.)
activities for level 3
20 topics were extracted through categorization of concrete communicative functions converted from
Page 2
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 2 To convert them 3 To make important 4 To categorize them

expressions into English key communicative into 20 topics,
(sentences) used expressions and to functions concrete and to name them
highly frequently extract important and elaborate appropriately
▶ ▶ ▶
in students' lives communicative (ex.talking about according to their
by observation functions 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 Criterion 2 : Kinds of verbs

LEVEL 1 - Personal ․ family life LEVEL 1 - Common verbs and 'be' verbs
LEVEL 2 - School ․ neighborhood life LEVEL 2 - Including auxiliary verbs
LEVEL 3 - Social ․ national life LEVEL 3 - Including auxiliary verbs
Criterion 3 : Kinds of sentences Criterion 4 : The tense

LEVEL 1 - Declarative sentence, YES/NO questions LEVEL 1 - Simple present, present progressive form
LEVEL 2 - Including WH-questions LEVEL 2 - Simple present, present progressive form
LEVEL 3 - Including WH-Q with WH-phrases LEVEL 3 - Including the past and future tenses
Criterion 5 : Sentence pattern and TG Criterion 6 : Frequency of usage

LEVEL 1 - 3>1>2 sentence pattern/below 1 TG In TOPIC and FUNCTIONs, expressions spoken
LEVEL 2 - 3>1>2 sentence pattern/below 2 TG in high frequency are used as (key) expressions
LEVEL 3 - 4, 5 pattern is possible/below 3~4 TG for lower levels
The worksheets in each level are usually composed of speaking, listening, reading, writing, games,
story, culture, art project, and other differentiated activities. Each worksheet also has an organization
criterion. The next table describes the organization criteria of each activity.
3 Page
SPEAKING LISTENING READ ING
Ⅰ: Phrases, 1 TG Ⅰ: Phrases, 1 TG Ⅰ: Words, pictures

Ⅱ: Sentences, 2 TGs Ⅱ: Sentences, 2 TGs Ⅱ: Phrases, 1 TG
Ⅲ: Sentences, above 2 TGs Ⅲ: Sentences, above 2 TGs Ⅲ: Sentences, above 2 TGs
W RITING G AME STORY

1. Pattern type story
Ⅰ: Alphabet, 1~2 syllabic words 1. Considering students'
developmental stages 2. Below 4 TGs in a sentence
Ⅱ: Words Ⅰ: 6 sentences ↓, word substitution
2. Activities with spoken and
Ⅲ: Above phrases written skills Ⅱ: 10 sentences ↓,1 TG substitution
3. Appropriate for functions Ⅲ: 15 sentences↓, 1 TG↑ substitution
D ifferentiated Activity ART PROJECT CU LTU RE

1. Supplementary activities
2. Various activities 1. Considering students' 1. Events relevant to the month
Ⅰ: Rhythmic movement or play developmental stages
2. Authentic contents
Ⅱ: Work & play activity or 2. Activities with spoken and
written skills 3. Comparing and understanding
subject-immersion
Ⅲ: Project type tasks 3. Appropriate for functions cultures
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 ￭ Likes & dislikes ￭ Sports ￭ Tim e ￭ Jobs
￭ Etiquette ￭ Motions ￭ Fam ily ￭ Shopping ￭ Location
8 August 9 September 10 October 11 November 12 D ecember

￭ Shapes ￭ Weather ￭ Food ￭ Life stories ￭ Calendar
￭ The world ￭ School days ￭ Directions ￭ People & life ￭ 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
Page 4
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 Etiquette
z Understanding numbers of 0 through 30 z Greeting people
M z Counting things with numbers 1~30 z Introducing yourself & friends to other people
A z Asking for & telling a phone number z Exchanging personal information
R
C z Making a phone call z Understanding table manners
H z Asking a friend to do some work z Finding differences of etiquette between
together over the phone nations
z Sending and receiving an SMS z Understanding other countries' etiquette
Likes & dislikes Motions

z Naming what you like
z Naming what you dislike z Naming words of motions
A z Following imperatives to make a motion
P z Asking & answering likes & dislikes using
R yes/no questions z Giving imperatives to make a motion
I z Asking & answering likes & dislikes using z Telling your current activities
L wh-questions z Asking & answering current activities
z Naming your hobby z Asking & answering the abilities of
z Asking for & telling hobbies movement
Family
Sports
z Naming family relationships
z Naming sports
z Introducing your family to other people
M z Saying prohibition
A z Telling the ages of family members
z Asking help for injuries
Y z Asking for the ages of family members
z Inviting friends to play a sport
z Describing the information of family members
z Asking & answering sports someone likes
z Asking for & telling the information of family
z Asking for & telling personal talents about sports
members
Time
z Understanding numbers about time Shopping
z Asking for & telling time z Offering to go shopping
J
U z Apologizing for leaving at the moment z Understanding different currencies
N z Making an appointment z Asking for & offering help
E z Asking & answering when someone does z Asking for & telling the price of item
activities z Talking about items to Purchase
z Asking & answering when something z Giving & receiving gift bought
was done
5 Page
Jobs
Location
z Naming jobs
z Understanding the prepositions of location
z Naming personal talents
J z Locating objects as instructed
U z Telling jobs of your family members
z Describing the location of objects
L z Asking for & telling people's jobs
z Describing the location of buildings
Y z Asking for & telling personal talents
z Asking for & telling the location of objects
related to jobs
z Asking for & telling the location of
z Talking about the jobs you want to be
buildings
in the future
The world
Shapes
A z Naming countries, oceans & continents
z Naming shapes & colors
U z Asking for & telling nationalities
G z Drawing & coloring shapes & things
z Asking for & telling the country you want to visit
U z Describing shapes & colors of objects
z Asking for & telling a nation's characteristic
S z Understanding plurals with shapes
z Telling the country you want to visit with reasons
T z Comparing things
z Sending & receiving an e-mail of introducing
z Asking & answering comparison
countries
S Weather School days

E
P z Naming weathers & feelings z Naming objects in the classroom & school
T z Expressing your feeling z Asking for & telling the possession of objects
E z Expressing the weather using an exclamation z Asking & answering about objects
M z Asking for & telling weathers z Naming subjects
B
E z Asking for & telling feelings z Asking for & telling favorite subjects
R z Asking for & telling favorite seasons z Talking about your class timetable
Food
z Naming meals & food Directions
O
C z Asking & answering about food using z Understanding prepositions of place
T yes/no questions z Naming buildings
O z Asking & answering about food for meals z Giving directions
B using wh-question z Asking for directions
E
R z Discussing the menu z Asking how to get to destinations
z Making food as instructed z Naming modes of transportation
z Inviting & sharing food
Life stories
z Telling your daily schedule in series of time People & life
N
O z Asking for & telling what time someone z Naming animals & plants
V does the work at z Naming parts of people's body
E z Telling a personal past experience z Describing the characteristics of animals
M z Asking for & telling what someone & plants
B
experienced z Describing people's appearances
E
R z Telling your plan to do some work z Comparing the characteristics of animals & plants
z Asking for & telling when someone will z Asking for & telling people's appearances
act the plan
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General Instruction
Calendar
Reason
D z Naming 7 days of the week & 12
E z Telling things you like or not with reasons
months
C z Telling activities you want to do or not
E z Understanding ordinal numbers 1st~31st
with reasons
M z Understanding dating
z Asking for & telling reasons
B z Asking for & telling the day of the week
z Requesting permission
E z Asking for & telling the date
R z Permitting or refusing requests with reasons
z Talking about special days & giving
z Talking about the past events with reasons
celebrations
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

z To have students utilize the auxiliary
Teacher
verb 'will' meaning the future action and students' objectives of the lesson. Teacher's
Objectives
z To present the plans for the coming objectives are stated in terms of the pattern
Students
summer vacation to his/her friends
grammar and language skills that teachers should
z Asking and answering about plans for
Functions
the summer vacation teach and students' objectives in terms of the
z What will you do during ~ ? results of linguistic behavior that learners should
z I will go to my uncle's.
Key Expressions
z I am going to learn how to play the achieve. This means that teachers should teach
piano.
students to utilize those pattern grammar
proficiently and to have sound communicative skills. Communicative functions and key expressions are
the linguistic elements for students to learn during the class. All the activities they preform should
result in having students achieve the objectives.
How to teach presents how to teach each activity step by step, Level focused suggests how to
teach students with different levels of English, and References provides supplementary texts,
teaching materials, books, and web-sites that are needed during the lesson.
7 Page
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.
Page 8
CONTENTS NEW ENGLISH FOR KOREAN KIDS
Book 1
General Instruction
① 3월 - Phone
② 3월 - Etiquette
③ 4월 - Likes & Dislikes
④ 4월 - Motions
⑤ 5월 - Sports
⑥ 5월 - Family
⑦ 6월 - Time
Book 2
General Instruction
① 6월 - Shopping
② 7월 - Jobs
③ 7월 - Location
④ 8월 - Shapes
⑤ 8월 - The World
⑥ 9월 - Weather
⑦ 9월 - School Days
⑧ 10월 - Food
Book 3
General Instruction
① 10월 - Direction
② 11월 - Life Story
③ 11월 - People & Life
④ 12월 - Calendar
⑤ 12월 - Reason
⑥ Phonics
Book 2
General Instruction
① 6월 - Shopping
1) Level 1 ……………………………………… 3
2) Level 2 ……………………………………… 18
3) Level 3 ……………………………………… 33
② 7월 - Jobs
1) Level 1 ……………………………………… 3
2) Level 2 ……………………………………… 19
3) Level 3 ……………………………………… 34
③ 7월 - Location
1) Level 1 ……………………………………… 3
2) Level 2 ……………………………………… 18
3) Level 3 ……………………………………… 34
④ 8월 - Shapes
1) Level 1 ……………………………………… 3
2) Level 2 ………………………………………18
3) Level 3 ………………………………………34
⑤ 8월 - The World
1) Level 1…………………………………………3
2) Level 2 ………………………………………18
3) Level 3 ………………………………………33
⑥ 9월 - Weather
1) Level 1 ……………………………………… 3
2) Level 2 ……………………………………… 18
3) Level 3 ……………………………………… 33
⑦ 9월 - School Days
1) Level 1 ……………………………………… 3
2) Level 2 ……………………………………… 18
3) Level 3 ……………………………………… 33
⑧ 10월 - Food
1) Level 1 ……………………………………… 3
2) Level 2 ……………………………………… 18
3) Level 3……………………………………… 33
SHOPPING
In this unit, students will learn expressions related to shopping that are very useful in
daily life. Students will learn what to say in English when they buy something and
expressions used when asking for and giving opinions at a store. Students will learn to use
the expressions of asking and answering about things they want.
In Level 1, students will use basic expressions like, "I want a cap." and "Let's go
shopping.". Students will also learn how to say what they want to buy and to invite
someone to go shopping.
In Level 2, students will learn how to ask and answer the price of an item and how
to offer help in a store.
In Level 3, students will learn how to ask questions about something they want to
buy. Also, they will work on reading and writing sentences about shopping.
Contents
Activities Functions Key Expressions
z I want a(n) book.
Speaking z Saying the shopping items and asking to go shopping
z Let's go shopping.
z I want a pencil.
Listening z Saying what I want to buy
Reading z Reading the items I want z I want a pencil. Let's go shopping.
z I want a(an)_____. Let's go shopping.
L Writing z Writing the proper letter about the expression of shopping
z book, apple, jacket, etc.
E Game 1 z Saying the items what I want and offering to go shopping

z I want an eraser.
V Game 2 z Offering to go shopping

z I want an eraser. Let's go shopping.
E z I want a(n) _____.
Story
L z Understanding the expressions used when shopping
z I want a pencil.
1 Chant z Saying what I want to buy
z I want a pencil. Let's go shopping.
Finger play z Expressing the shopping items and preference z Do you like this pencil?
z Yes, I like it. / No, I don't like it.
Art project z Saying what items I want to buy z I want a book.
Culture z Comparing currencies between nations z Pound, Dollar, Won, Euro, Yuan, Yen
Speaking z Asking and answering the price of items z How much is it? / It's 7 dollars.
Listening z Listening and answering the price of items z How much is this book? / It's 7 dollars.
z Reading the expressions about asking and answering the price
Reading z How much is this? / It's seven dollars.
of products
Writing
L z Writing the expressions about asking and answering the price z I'll take it. / It's too expensive.
E Game 1 z Asking and answering product names and prices z What's this? / It's a pencil. /How much is it?
V Game 2 z Asking and answering the price of items z How much is this? / It's seven dollars.
E Story z Talking about items I want and answering the price

z I want a doll. How much is it?
z It's two dollars.
L
Writing 2 z Writing the words about shopping z How much is it? / The ______ is 55 dollars.
2
z May I help you? How much is it?
Role play z Saying the expressions about shopping
z It's _____ dollars. I'll take it.
z What's this? It's a ruler.
Art project z Selling and buying products
z How much is it? It's 7 dollars.
Culture z Understanding how other countries count money
z May I help you? / Yes, please. How much is this ball?
Speaking z Offering help and asking and answering the price of items
z It's seven dollars.
z May I help you ?
Listening z Understanding the conversation about shopping z I'm looking for a skirt. How much is it?
z It's _____ dollars. It's expensive.
z Reading the sentences and understanding the situations related z What do you want? I want a watch.
Reading
to buying and selling z Can I help you?
L Writing z Rearranging the sentences about shopping.

z
z
May I help you? How much is it?
Its' too expensive. / Here is your change.
E Game 1 z Having a conversation about selling and buying items
z
z
May I help you? How much is this? It's ______dollars.
It's expensive. / I'll take it.
V z Here you are. Here's your change.
E Game 2
z Asking and answering using the expressions about buying and z
selling z
How much is it? It's 7 dollars.
It's too expensive./ I'll take it.
L z Writing the sentences related to shopping and talking about
z What do you want? / I'm looking for a pencil. How much is it?
Story z It's 7 dollars.
3 the story
z It's too expensive.
z May I help you? How much is this?
Task 1 z Writing the expressions related to shopping
z It's ______ dollars. I'll take it.
z I'm looking for a hat.
Role play z Saying the expressions related to shopping
z I want a doll for my sister.
Art project z Identifying the items available in each store z the name of items
z How much is it? / It's 7 dollars.
Culture z Understanding various markets between countries
z It's too expensive. / I'll take it.
LEVEL
1 SHOPPING
z Have the students choose and color five pictures of the nine
in the bingo squares.
Speaking : Let's speak z The teacher then begins calling out items in a random order.
(ex. "I want a hat. Let's go shopping.")
z To have students say the items and ask z If a student has colored the item chosen by the teacher, he or
Teacher
to go shopping she should mark that square.
Objectives
z To be able to say the shopping items z The first student who has marked off all five of his or her
Students
and ask to go shopping colored squares is the winner.
z Saying the shopping items and asking to
Functions
go shopping
z I want a(n) book . Level focused
Key Expressions
z [Advanced] Have students write the sentences featured in the
bingo game.
How to teach
z Have students look at the picture on the worksheet.
References
T : What does she want to have? z Script
S : She wants a skirt and a T-shirt.
Hansu : Mina, I want a bag. Let's go shopping.
T : Guess what her father is going to tell her?
Mina : Sounds good. I want a skirt.
S : OK. Let's go shopping.
z Have the students think about the shopping items in each Hansu : I like shopping.
store and say "I want a(an) ." z Materials: colored pencils
z Have students pretend to be a father and say, "Let's go
shopping."
R e a d in g : L e t 's r e a d
Level focused
z [Advanced］Students can use many kinds of shopping items z To have students read the names of
when they say "I want a (an) ." Teacher shopping items and match them with
z [Supplementary] The teacher can show only a few shopping the right pictures
items. Objectives
z To be able to read the names of
Students shopping items and match them with
References the right pictures
z Materials: Pictures of shopping items Functions z Reading the items I want
Key Expressions z I want a pencil. Let's go shopping
Listening : Let's listen

How to teach
z Have students read each word and match them with the right
z To have the students understand the pictures.
Teacher
expressions about shopping z Have students see each picture and match them with the right
Objectives z To be able to understand the words.
Students expressions about shopping
z To be able to present their chant
Level focused
Functions z Saying what I want to buy
z [Advanced] Have students read the words in related
z I want a pencil.
Key Expressions expressions. (ex. I want a cap. Let's go shopping.)
z [Supplementary] Have students read the words again and
practice the key expressions.
How to teach
z Have the students listen to the script. References
z Once they have listened to the script, the students should z Use copies of the shopping item pictures with their names in
match each character to the items they want to buy. big writing to show the students or to put on the board.
3 LEVEL 1
Shopping
z More shopping items can be added.

Level focused
z [Advanced] If students finish the game quickly, have them
Writing : Let's write. write the sentences for each space of the board.
z To have the students write the proper

Teacher letter about the expression used when
Game 2 : My land game
Objectives shopping
z To be able to write the proper letter
Students
about the expression of shopping z To have the students understand the
z Writing the proper letter about the Teacher names of shopping items and
Functions
expression of shopping suggestions with My land game
z I want a(an) . Let's go shopping. Objectives
Key Expressions z To be able to understand the names of
z book, apple, jacket, etc. Students shopping items and suggestions to go
shopping
How to teach Functions z Offering to go shopping
z [A] Have the students say the expressions used when Key Expressions z I want an eraser. Let's go shopping.
shopping and write the missing letters correctly. Have the
students write letters in the blanks.
z [B] Have the students say the words and write the beginning How to teach
sounds in the boxes.
z Do rock-scissors-paper with a partner. The student who won
z [C] Have the students recognize and trace the beginning
is player 1, and the student who lost is player 2.
sounds of each word.
z Have the students put coins at 'START' and flip the coins on
the pictures chart.
Level focused z Have the students say "I want a ruler." with the name of the
item the coin lands on and "Let's go shopping."
z Writing words for 1st and 2nd grade students can be difficult,
z If the student says the two sentences correctly, he or she can
so have them write letters to understand their sounds.
take that space.
z [Supplementary] The teacher could write the missing letters
z Take turns and lay the game for about 10 minutes.
on the board and students could copy them.
z The one who takes the most spaces is the winner
z If a student's coin lands on another student's space, he or she
loses a turn.
Game 1 : Board game
Level focused
z To have students say the items with
Teacher
making their shopping bag z [Advanced] Have the students make a survey table, say
Objectives
z To be able to say the items what they items they want, and play bingo games.
Students
want to buy z [Supplementary] Have the students say the shopping items
z Saying the items what I want and they want to buy again and practice the expressions with the
Functions
offering to go shopping teacher.
z I want an eraser.
Key Expressions
References
z Make picture cards from the 'My Land' game table and
How to teach practice the names of the shopping items with the expression
z Have the students work in pairs. "I want a(n) book."
z Have the students play rock-scissors-paper against one z Copy more bingo sheets and practice saying wishes to buy
another, with the winner moving forward one space on the different items and offers to go shopping.
game board.
z The student that advances one space should then complete the
game's expression. (ex. "I want a pencil, let's go shopping.")
LEVEL 1 4
Teacher's Guide
their own actions in groups.

Story : I want a skirt z Using the same rhythm, students should cut and paste an item
from the shopping list into the chant script, and change the
z To have the students understand the chant accordingly, (ex. "I want a book, book.")
Teacher
expressions used when shopping
Objectives
z To be able to understand the Level focused
Students
expressions used when shopping z [Advanced] Students can think of additional items to be
z Understanding the expressions used included in the chant.
Functions
when shopping
Key Expressions
z I want a(n) . References
z materials : castanets, chant bottles
How to teach
z Read the story aloud. Finger play: At the store
z Ask the students the following questions or make up your
own. z To make students understand and use
T: What does the daughter want to buy? Teacher the expressions of suggestion and
What does the mom say? preference related to shopping
Objectives
Where are they going? z To be able to understand and use the
Students expressions of suggestion and
Does she like pink? Does she like purple?
preference related to shopping
Does she like white?
What color does she like? z Expressing the shopping items and
Functions
preference
Level focused z I want a pencil. Let's go shopping.

Key Expressions z Do you like this pencil?
z The key expression is "Let's go shopping.", so have the z Yes, I like it. / No, I don't like it.
students use that expression as much as possible.
z Before the teacher reads the story to the students, give them
a chance to guess what the story is about. How to teach
z Cut and glue the finger play pictures.
z Have the students think that they are a customer or a clerk.
z Have the students take a role, a customer or a clerk, using a
Chant : Let's chant
finger puppet.
z The customer says "I want a pencil. Let's go shopping."
z To have the students make their own
z The clerk says " Do you like this pencil?"
Teacher chant using the expressions used when
z The customer says "Yes, I like it." or "No, I don't like it."
shopping
Objectives z Then students switch the roles and practice.
z To be able to make their own chant using
Students the expressions used when shopping
z To be able to present their chant
Level focused
z [Advanced] Have the students make a story and do a role
Functions z Saying what I want to buy
play using the expressions "I want a cap." "Let's go shopping."
z I want a pencil. "Do you like this cap?" and so on.
Key Expressions
z Let's go shopping. z [Supplementary] Have the students practice the expressions "I
want a pencil." "Let's go shopping." "Do you like this pencil?"
with the teacher.
How to teach
z The teacher should first demonstrate the chant.
z Have the students listen to the chant - ensure they
understand the rhythm.
z When the students chant/sing, have them make and perform
5 LEVEL 1
Shopping
currencies in the world.

Art project : Making a shopping bag z [Supplementary] Have the students say the differences
between Korean Won and other currencies.
z To have the students say the items with
Teacher
making their shopping bag
Objectives
z To be able to say the items what they
References
Students
want to buy z Materials : a world map, pictures of different currencies.
Functions z Saying what items I want to buy z http://numerousmoney.com/tboard/board.php?board=kkknewsmain

&command=skin_insert&exe=worldmap
Key Expressions z I want a book.
How to teach
z Have the students decorate their shopping bags.
z They can illustrate the bags anyway they like as long as it is
related to shopping.
z Once the bag is illustrated, cut out the bag, fold along the
dotted line, and paste the two sides together.
Level focused
z [Advanced] Students can write a list of all items featured on
their bag.
References
z Shopping bag template.
z Materials : pictures from magazines, colored pencils, scissors,
glues, etc.
Culture : World money
z To have the students learn about the

Teacher
different currencies in the world
Objectives
z To be able to understand different
Students
currencies
Functions z Comparing currencies between nations
Key Expressions z Pound, Dollar, Won, Euro, Yuan, Yen
How to teach
z Show the pictures of different countries' currencies.
z Have the students find the differences between Korean Won
and other countries' currencies.
z Have the students know the names of other countries'
currencies.
Level focused
z [Advanced] Have the students search and talk about more
LEVEL 1 6
Shopping-Speaking
Let's speak
A. Let's shopping.
Supermarket
※ 무엇을 갖고 싶은지 나머지 반을 그리고 영어로 말해 봅시다. I want a . 7 LEVEL 1

Shopping-Listening
Let's listen
A. Listen and match.
Hansu Mina
• •
• • • • • •
B. Let's play a bingo game.
LEVEL 1 8 ※ 무엇을 갖고 싶은지 점선을 따라 그려보고 말해보세요. I want a .

Shopping-Reading
Let's read
A. Read and match.
I want a(n) __________. go shopping.
a skirt • •
an eraser • •
a ruler • •
a pencil • •
a book • •
a cake • •
a banana • •
an orange • •
I want a ___.
※ 여자 친구가 갖고 싶어 하는 것은 무엇일까요? ◎암호: 2,15,15,11 9 LEVEL 1
Shopping-Writing
Let's write
A. Write and say.
1. a boo .
2. I t is an p p le .
3. is a en c il.
B. Write the beginning sound.
1. 2.
3. 4.
C. Match and write.
1. ⓑ ▪ ▪ to m ato
2. ⓣ ▪ ▪ b an an a
LEVEL 1 10 ※ want I banana . → _____ ________ __________ _

Shopping-Game 1
Board game
A. Let's play a board game.
I want .
shopping.
Start!
※ 9 23, 1, 14, 20 1, 14 . → ___ _______ ____ ________. 11 LEVEL 1

Shopping-Game 2
My land game
A. Let's play the game.
_______ a(n) book. Let's go .
START
HERE
LEVEL 1 12 ※
L ’ o sh .
Shopping-Story
I a skirt!
A. Listen and speak.
Mom. I want OK. Let's go

a new skirt. shopping.
These are pants.
These are boots.
This is a T-shirt.
Here is Oh, I like it. You look

a skirt. very good.
※ 를 채워 제목을 만들어 봅시다. 13 LEVEL 1

Shopping-Chant
Let's chant
A. Let's practice!
● ○ ● ○
Let's go shopping Let's go shopping
I want a pencil pencil
I want a pencil (Clap)
B. Make your own chant!
● ○ ● ○
Let's go shopping shopping shopping
I
want
I want
`
Cut and
paste!
LEVEL 1 14 ※ 숨은 그림을 찾아 문장을 만들어 보세요.

Shopping-Finger play
At the store
A. Let's talk with a friend.
At the store
Customer: _______ a pencil. Let's go shopping.

Clerk: Do you like this pencil?
Customer: Yes, I like it. / No, I don't like it.
※ 맞는 대답에 O 하세요.
Do you like this ? [Yes, I like it. / No, I don't like it.] 15 LEVEL 1
Shopping-Art project
Making a shopping bag
LEVEL 1 16
Shopping-Culture
World money
A. Let's learn about different currencies.
The U.S.A. : Dollar D.P.R.K. : Won
The U.K. : Pound Europe : Euro
Japan : Yen China : Yuan
Korea : Won Australia : Dollar
※ ‘ ’에 들어갈 알파벳은? D llar, W n, P und, Eur 17 LEVEL 1

LEVEL
2 SHOPPING
related to shopping
z [Supplementary] Have students listen to the expressions in
S p e a k in g : L e t 's s p e a k shopping, choose correct pictures again and practice the
expressions.
z To have the students ask and answer
Teacher
the price of items
Objectives
z To be able to ask and answer the price
References
Students
of items z [A]
Functions z Asking and answering the price of items

(1) A: What a nice bag! How much is it?
z How much is it? B: It's thirty dollars.
Key Expressions
z It's 7 dollars. (2) A: I want this book. How much is it?
B: It's twenty dollars.
(3) A: I want this skirt. How much is it?
How to teach B: It's forty seven dollars.
z Have the students work in pairs.
z Students can ask each other "How much is it?"
z [B]
z Their partners should answer with the correct price.
z Have the students connect each clothing item with price. (1) A: I want this cake. How much is it?
z Students should go down the ladder from each item to its B: It's 27 dollars.
price by always taking the available horizontal 'rung'. A: OK. I will take it.
z Have the students complete the dialog and practice the
expressions. (2) A: What do you want? B: I want this watch. How much is it?
A: It's 80 dollars. B: It's too expensive.
Level focused A: How about this one? B: How much is it?
A: It's 40 dollars. B: OK. I will take it.
z [Advanced] Students can write the key expressions on the
notebook.
Reading : Let's read

L is t e n in g : L e t 's lis t e n
z To make the students read the
z To understand the expressions to ask Teacher expressions about asking and answering
Teacher
and answer the price of items the price of products
Objectives
Objectives z To be able to read the expressions
z To be able to understand the Students about asking and answering the price of
Students
expressions related to shopping products
z Reading the expressions about asking
z Listening and answering the price of Functions
Functions and answering the price of products
items
z How much is this?
z How much is this book? Key Expressions
Key Expressions z It's seven dollars.
z It's 7 dollars.
How to teach
How to teach
z [A] Have the students read each dialog and number the
z Have the students listen to the dialogs and match the pictures
picture correctly.
to the correct price.
z Have the students repeat the dialogs.
z Have the students listen to the dialogs and choose what they
z [B] Have the students find the words in the box from the
bought.
scrambled letters.
z Have the students listen to the dialogs twice.
z The students should circle the words they find.
Level focused Level focused

z [Advanced] Have the students listen to more expressions
z [Advanced］Students can make their own dialog with those
LEVEL 2 18
Teacher's Guide
pictures. z [Advanced] Have the students include additional shopping

z [Supplementary] The teacher can read the dialog to the items that they want to buy.
students emphasizing the price. z [Supplementary] Have the students ask and answer the
expressions related to shopping again.
Writing : Let's write. References

Picture Part
z To have the students understand and A : What's this? B : It's a(n) pencil.
Teacher write the expressions about the price of
Objectives Number Part
items
z To be able to write the expressions A : How much is it? B : It's seven dollar(s).
Students
about price of items z If it is possible, make a large copy of the tic tac toe game board.
z Writing the expressions about asking and z If it is possible make copies of additional shopping item pictures
Functions
answering the price and numbers.
z I'll take it.
Key Expressions
Game 2 : Guessing game

How to teach
z Students should unscramble the words and write the correct z To have the students ask and answer
Teacher
sentences. the price of items
Objectives
z Practice reading the sentences. z To be able to ask and answer the price
Students
z Students should complete the sentences by writing the missing of items
words. Functions z Asking and answering the price of items
z How much is this ?

Level focused Key Expressions
z [Advanced] Give the students complicated sentences, or
remove more words from the sentences.
How to teach
z Each student has a slip with three boxes.
z In the first box, have the students draw one shopping item.
Game 1 : Tic tac toe z In the third box, have the students write the price.
z First, have the students show the item on their slip to other
z To have the students ask and answer students and ask the price while hiding the price they wrote.
Teacher
about shopping items and their prices. z "How much is this?"
Objectives
z To be able to say product names and z The other students must guess the price and answer it such
Students
prices. as "It's dollars."
z Asking and answering product names z Then have the student show his or her price.
Functions
and prices
z What's this?
z It's a pencil. Level focused
Key Expressions
z How much is it?
z It's two dollars. z [Advanced］The item can be plural and students will use the
following expressions.
"How much are they?" "They are dollars."
How to teach
z Have students do rock-scissors-paper. The winner goes first.
References
z The students who gets five boxes in a row wins the game.
z Choose pictures, speak about the 'Picture part', choose numbers, z Materials : pictures of shopping items, colored pens, scissors
and speak the 'Number part'.
Level focused
19 LEVEL 2
Shopping
How to teach
Story : Mina's birthday
z Have students read and understand the example first.
z To have the students listen to the story z Have the students complete the sentences with the pictures.
Teacher
and understand the story
Objectives
z To be able to listen to the story and
Students Level focused
remember the prices of the items
z Talking about items I want and z [Advanced] Have the students add more shopping items to the
Functions
answering the price worksheet.
z I want this doll. How much is it? z [Supplementary] Have the students play an easy game again and
Key Expressions
z It's two dollars. practice the words with the teacher.
How to teach
z Have the students listen to the story. Role play : At the department store
z Students should listen carefully for the prices of the three
goods and fill in the boxes in part B. z To have the students say the
Teacher
z Have the students perform the story in groups. expressions related to shopping
Objectives
z To be able to say the expressions
Students
related to shopping
Level focused Functions z Saying the expressions about shopping
z [Supplementary] If students don't understand the story, have z May I help you? How much is it?
them listen 3 more times. Key Expression
z It's dollars. I'll take it.
References
How to teach
z Script
z Have students read the dialog and understand it.
① Today is Mina's birthday. Hansu wants to give her a z Half of the students can be clerks and the other half can be
present. customers.
Hansu : How much is it? z Have the students practice their role in groups or in pairs.
Clerk : It's 20 dollars. z After practicing, clerks sell items while customers look around
Hansu : It's too expensive. and buy them.
② Hansu : How much is it?
Clerk : It's 10 dollars. Level focused
Hansu : It's too expensive.
z [Advanced］Students can choose situation B.
③ Hansu : How much is it?
z [Supplementary] Students can choose situation A.
Clerk : It's 9 dollars.
④ Hansu : Okay. I'll take it. Bye.
References
z Students can bring real products or pictures from home.
Writing 2 : Let's write
Art project : My store

z To have the students write some words
Teacher related to asking and answering the prices
z To have the students acquire the
Objectives of items.
Teacher expressions needed to sell and buy
z To be able to write some words related to Objectives
Students products
shopping
Students z To be able to sell and buy products
Functions z Writing the words about shopping
z How much is it? Functions z Selling and buying products
Key Expressions
z The ball is twelve dollars. z What's this? It's a ruler.
Key Expressions
z How much is it? It's 7 dollars.
LEVEL 2 20
Teacher's Guide
How to teach
z Have students bring magazines or newspapers with pictures of
shopping items and numbers.
z Have the students draw a store, name it and decorate it.
z Have the students glue pictures of shopping items they would
like to sell.
z Have the students decide the price of each shopping item.
z The students can ask and answer about the products and their
prices.
Level focused
z [Advanced] Have the students use more expressions, such as
"It's too expensive. I want a cheaper one.", "How about this
one?", etc.
z [Supplementary] Have the students practice how to say what
the products are and their prices with the teacher.
References
z Materials : scissors, newspapers, magazines, glues.
Culture : Counting money
z To have the students understand how

Teacher
other countries count money
Objectives
z To be able to understand how other
Students
countries count money
z Understanding how other countries count
Functions
money
Key Expressions
How to teach
z [A] Show the ways of counting money and have students
guess where they're from.
z The answer is 2, 3, 1
z [B] Have the students find the differences between the bills
z The teachers can bring and show some real bills to the
students.
z Have the students trace the words and the numerical values.
Level focused
z Students may be confused about the position of $. It is placed
before the number not after.
References
z Materials : currencies of other countries
21 LEVEL 2
Shopping-Speaking
Let's speak
A. Look and speak.
A : How much is it?

B : It's dollars.
$15 $30 $23
$10 $6 $8 $13 $5
LEVEL 2 22 ※ How much are and ? It's _____ dollars.

Shopping-Listening
Let's listen
• $ 35
(1) •
• $ 27
• $ 30
(2) •
• $ 47
• $ 57
(3) •
• $ 20
B. Listen and choose what they bought.
① ② ③ ④
(1)
$17 $27 $7 $10

① ② ③ ④
(2)
$8 $80 $14 $40
※ How much is this ? → ’ _____ dollars. 23 LEVEL 2

Shopping-Reading
Let's read
A. Read and number the picture.
$45
A : much are these?
1
B : They are 30 dollars.
A : How is this?
2 $30
B : It's 80 dollars.
A : It's too expensive.
A : is this?
3
B : It's 45 dollars.
A : OK. I'll take it.
B. Look, circle and match.
pants book pencil shirts
c u a b o o k k is o p e n c ilp u e k t o s h ir t s m m o g z p a n t s t o y
jacket eraser notebook ruler
q ic ja c k e t u u y ie r a s e r n b m r u le r z x p io e n o t e b o o k
LEVEL 2 24 ※ 그림 속의 사과는 모두 몇 달러인가요? (an = 1 dollar.)

Shopping-Writing
Let's write
A. Make correct sentences.
1. much How is it
2. seven It is dollars
.
3. I'll it take
.
4. expensive It's too
.
B. Complete the sentences.
1. (How much / ball?) How much is the ball?
2. (How much / pizza?) _______________________
3. (The book / $5) The book is five dollars.
4. (The doll / $19) __________________________
5. (The skirt / $23) _________________________
※ 표정과 어울리는 표현을 고르세요. (It's too expensive. / I'll take it.) 25 LEVEL 2
Shopping-Game 1
Tic tac toe

A. Let's play the game.
Picture Number
A : What's this? A : How much is it?
B : It's a(n) pencil. B : It's seven dollar(s).
1 1 17 9 22 2 18 26
27 11 8 11 5 19 9
7 8 12 23 10 12 27 8
24 45 14 13 7 4 34 31 4
11 8 66 15 22 24 23 33 9
20 9 24 17 31 7 15 11 14
34 19 24 18 33 16 12 22 24
27 56 32 19 11 6 5 9
31 16 34 20 35 13 11 8 12 25
22 33 12 42 9 1 10
11 14 41 39 11 12 27 30
17 8 66 15 7 22 29
(chair / cake).
What's this?
LEVEL 2 26 ※ ’
Shopping-Game 2
Guessing game
A. Guess the price.
27 LEVEL 2
Shopping-Story
Mina's birthday
A. Let's listen to the story.
1 2
3 4
B. Let's write the price.
dollars dollars dollars
LEVEL 2 28 ※ 8, 15, 23 13, 21, 3, 8, 9, 19 20, 8, 9, 19 ?

Shopping-Writing 2
Let's write
A. Look at the picture and make a sentence.
<Example>
The ball is twelve dollars.
(1) The s_____ is twenty dollars. ☆t's expensive.
How m _ _ _ is it?
(2)
The b_ _ _ p _ _ _ is 24 do∬ars.
(3) _ _ _ d_ _ _ _ is fif†y-five dollars.
H_ _ m _ _ _ ♂s it?
(4)
The ca◇e is 12 doll♧rs. It's cheap.
H_ _ m _ _ _ is it?
(5)
___________ is t€n dollars.
※ ☆ '∬ †♧ ◇ € ♂†. → _ '_ _ _ _ _ _ _ _ . 29 LEVEL 2

Shopping-Role play
At the department store

A. Do a shopping role play.
<Situation A>
Clerk : May I help you?
Customer : How much is it?
Clerk : It's dollars.
Customer : I'll take it. Here you are.
Clerk : Thank you. Here's your change.
<Situation B>
Clerk : May I help you ?
Customer : How much is it ?
Clerk : It's dollars.
Customer : It's too expensive.

Can you give me a discount ?
Clerk : OK. It's dollars.
Customer : Thank you. I'll take it.
? I help May you

LEVEL 2 30 ※ → ______ ___ ________ _____ _
My store
A. Draw a store and sell your products.
store
Grocery Store Stationery Store Clothing Store
31 LEVEL 2
Shopping-Culture
Counting money
A. Different ways of counting money
1. The U.S.A., England 2. Africa 3. Korea, Japan, China
B. Write American dollar bills.

one dollar $ 1.00
ten dollars $ 10
one hundred dollars
LEVEL 2 32
LEVEL
3 SHOPPING
How to teach
Speaking : Let's speak z [A] Have the students listen to each conversation and write
proper number in the boxes.
z [B] Have the students listen to the dialog in the clothing store
z To have the students offer help and ask and answer each question.
Teacher
and answer the price of items
Objectives
z To be able to offer help and answer Level focused
Students
about the shopping items
z [Supplementary] For 'Listen and answer.', the teacher can read
z Offering help and asking and answering
Functions the questions and explain them.
the price of items
z May I help you?
Key Expressions z Yes, please. How much is this ball? References
<Listen and number>
1. customer : Here you are. (paying the money)
clerk : Thank you. Here's your change.
How to teach 2. customer : I'm looking for a new T-shirt.
z Introduce key expressions and practice them with the students. clerk : How about this one? It's very pretty.
3. clerk : May I help you?
z Explain how to play the information gap activity.
customer : I'm just looking around.
z Have students practice the expressions in pairs and cut the 4. customer : Can I try this on?
worksheet along the dotted line. clerk : Sure, you can. The dressing room is over there.
z Each student has different information. For example, A has
information about book, but B doesn't. So, A student can be a <Listen and answer>
clerk and B student can be a consumer. clerk; May I help you?
customer : Yes, please. I'm looking for a skirt.
clerk : What color would you like?
Level focused customer : I want it in black.
clerk : Oh, we have a beautiful black skirt. How about this
z Have the students use more expressions according to their one ?
levels customer : I like it. How much is it?
z Have the students review the expressions of asking and clerk : It's $57.
answering about items they want to buy. customer : It's expensive. Do you have a cheaper one?
clerk : Of course. What about this one?
This one is in black and it's only $30.
References customer : It's great. Can I try it on?
clerk : Sure. The dressing room is over there.
z Use more shopping items for the expressions of offering help
and asking and answering the price of items.

z To have the students read the simple
Teacher
expressions about buying and selling
z To have the students understand the z To be able to read and match
Teacher
conversation about shopping expressions about shopping with the
Objectives Objectives
z To be able to understand the
Students Students pictures
conversation about shopping
z To be able to find the words in a word
z Understanding the conversation about
Functions search
shopping
z Reading the sentences and understanding
z May I help you ?
Functions the situations related to buying and
z I'm looking for a skirt. How much is it?
Key Expressions selling
z It's dollars.
z What do you want?
z It's expensive.
Key Expressions z I want a watch.
z Can I help you?
33 LEVEL 3
Shopping
Game 1 : Let's go shopping

How to teach
z Students should read the sentences.
Teacher z To have the students sell and buy items
z They should then match the sentences to the correct pictures.
Objectives
z Students have to find key vocabulary in a word search. Students z To be able to sell and buy items
z Having a conversation about selling and

Functions
Level focused buying items
z [Advanced] Have the students make up and write sentences z May I help you?
using shopping vocabulary. z How much is this? It's dollars.
Key Expressions
z It's expensive. I'll take it.
z Here you are. Here's your change.
References
z Materials : crayons
How to teach
z First, have students divide into two groups, clerks and
customers.
Writing : Let's write z The clerks put prices on their items and sell them.
z The customers buy 5 items with only 30 dollars within 3
z To have the students understand and minutes.
Teacher
write the sentences about shopping z Have the customers fill in their shopping list while shopping.
Objectives z The customer who is able to purchase 5 items with only 30
z To be able to write about the
Students dollars within 3 minutes wins.
sentences about shopping.
z Have the students take turns.
z Rearranging the sentences about
Functions
shopping.
Level focused
z May I help you? How much is it?
Key Expressions z Its' too expensive. z The teacher can change the rules of the game. For instance,
z Here is your change. the number of items, the amount of money and the length of
time.
How to teach
References
z Have the students arrange the words in the correct order and
write the sentences. z Materials : shopping items, paper money, shopping list, timer
z Have the students look at the pictures and complete the
sentences.
Game 2 : At the shop

Level focused
z [Advanced] Have the students write asking and answering z To have the students speak the simple
Teacher
expressions about shopping. expressions about buying and selling
Objectives
z To be able to ask and answer using the
z [Supplementary] Have the students trace and copy the Students
sentences, write the words in correct order again, and practice
z Asking and answering using the
writing with the teacher. Functions
z How much is it?
References Key Expressions z It's 7 dollars.
z It's too expensive./ I'll take it.
z The teacher can make more scrambled sentences on the board.
z Students can write more sentences in their notebooks.
z Students can make their own scrambled sentences for pair works.
How to teach
z Choose eight items for the students to sell. And then have the
students draw or paste the items on the worksheet.
LEVEL 3 34
Teacher's Guide
z Individually, students should choose prices for their eight z It is a good idea to change the shopping items and/or situation
items. of the story.
z Give the students some game money. z Materials : pencil, crayons
z The purpose of this activity is to have the students use the
key expressions as much as while selling and buying the
items. Therefore, it is important not to give them too much
game money so they have to look for bargains or better deals. Task 1 : Make your own dream store
z Stress the importance of speaking only in English.
z To have students make a cartoon using
Teacher
the expressions about shopping
Level focused Objectives
z To be able to make a cartoon using the
Students
z [Advanced] Split the students into groups - customers and expressions about shopping
clerks. z Writing the expressions related to
Functions
shopping
z May I help you? How much is this?
References Key Expressions
z It's dollars. I'll take it.
z Explain a little about how much $1 is in Korean Won, and
what you might expect to be able to buy for a certain price.
z game money How to teach
z Have the students review the expressions in the box.
z Students should come up with a story for the cartoon.
z Students can use the expressions in the box for their cartoon.
Story : I want a soccer ball
z The cartoon should be related to shopping.
z After making the cartoon, have students share them in class.
z To have the students make their own
Teacher story about shopping and talk to others
about it
Level focused
Objectives
z To be able to write their own story z Have students make an authentic situation by making a cartoon
Students
about shopping and present the story z [Advanced] Students can use various expressions about
z Writing the sentences related to shopping.
Functions
shopping and talking about the story z [Supplementary] Students can make a simple story.
z What do you want?

z I'm looking for a pencil. How much is it?
Key Expressions
z It's 7 dollars.
Role-play : My sister's birthday
z To have the students use simple

Teacher
How to teach expressions about buying and selling
Objectives
z To be able to use simple expressions
z Have the students make a story related to shopping. Students
about buying and selling
z Have the students draw cartoons for each sentence.
z Saying the expressions related to
z After making their own story, have the student talk to one Functions
shopping
another about the story. z I'm looking for a hat.
Key Expressions
z I want a doll for my sister.
Level focused
z [Advanced] Have the students add more to the story or make How to teach
a new story.
z Have the students guess the situations of the pictures on the
z [Supplementary] Have the students line up in order after giving
worksheet.
a flash card and do a whisper game.
z Have the students read the scripts.
z Ask questions about the script to check the student's
References understanding. (ex. "How much is it?")
z If it is possible, it is a good idea to have the students make a z Assign each student a role and have them practice the role
role play with the story. play.
35 LEVEL 3
Shopping
z Have the students perform the role play.

countries
z How much is it?
Level focused Key Expressions z It's 7 dollars.

z It's too expensive/ I'll take it.
z [Advanced] Add more phrases - "'Do you have it in another
color?", etc.
How to teach
z Students should think of 6 different items to sell in their Yard
References
Sale.
z Role play script z They should also give each item a (reasonable) price.
z Materials : costumes, items z Give each student a small amount of game money.
Level focused
Art project : Welcome to my store z [Advanced] - Split the students into groups - customers and
clerks.
z To have the students understand the
Teacher
names of items in each store
Objectives
z To be able to understand the names of References
Students
items in each store z Explain a little about how much $1 is in Korean Won, and
z Identifying the items available in each what you might be able to buy for a certain price.
Functions
store z A sample money.(The teacher may enlarge the picture)
Key Expressions z the name of items
Sample
How to teach
z Have the students pick of the 12 store cards.
z Have the students draw their store on a big piece of paper.
z Students must put at least 10 items in their store.
z Students should name each item.
Level focused
z [Advanced] Give students a chance to learn new items in
different stores.
z [Supplementary] Students can choose a stationery store and
write some items, for instance, books, pencils, erasers, etc.
References
z Materials : paper dictionary or electronic dictionary, construction
papers, colored pens, pictures of shopping items
Culture : Yard Sale
z To have the students understand various

Teacher
markets
Objectives z To be able to understand various
Students markets and to speak the expressions
about buying and selling
Functions z Understanding various markets between
LEVEL 3 36
Shopping-Speaking
Let's speak
A. Let's ask and answer about prices.
Clerk: May I help you?
Consumer: Yes, please. How much is this ball ?
Clerk: It’s eleven dollar(s).
$ 34 $ 25
$ 12 $ 1
----------------------------------
B
$ 11 $ 17
$ 65 $ 35
※ ? → ____ _____ ? 37 LEVEL 3

Shopping-Listening
Let's listen
A. Listen and number the pictures.
B. Listen and answer.

May I I'm looking
help you? for .
clerk customer
1. What is the customer looking for? ( )

① pants ② a skirt ③ a jacket ④ socks
2. What color would the customer like? ( )

① red ② blue ③ black ④ white
3. How much will she pay for the skirt? ( )

① $ 57 ② $ 30 ③ $ 13 ④ $ 50
LEVEL 3 38 ※ I'm a red T-shirt. looking for →

Shopping-Reading
Let's read
A. Read and match.
A : What do you want?

• •
B : I want a watch.
A : Can I help you?

• •
B : I'm looking for a doll.
A : How much is it?

• • $17
B : It's seventeen dollars.
B. Find and circle.
doll
jacket
hat
b s h i r t a t skirt
a j s c d o l l
p a n t s c e a shirt
e c a b h a t b
n k g l o v e s pants
c e e s e e e k pencil
i t a w s d t i
l w v q s d t r gloves
z x a e k i y t
shoes
※ Find the right sentence.

Hawmuchisthis?It'stwodollars.Iwantanwatch.CanIhelpyou? 39 LEVEL 3
Shopping-Writing
Let's write
A. Let's write the words in the correct order.
1. I / May / help / you / ?

→ ______________________________________________
2. it / How / is / much / ?
→ ______________________________________________
3. 15 / It / dollars / is / .
→ ______________________________________________
4. too / It / expensive / is / .
→ ______________________________________________
5. about / this / How / one / ?

→ ______________________________________________
6. will / I / it / take / O.K. / , / .

→ ______________________________________________
7. your / change / Here / is / .

→ ______________________________________________
1 → How much is the skirt?
2 → ____________ the book?

3 → ____________________ ?
13, 1, 25 9 8, 5, 12, 16 25, 15, 21?
LEVEL 3 40 ※
Shopping-Game 1
Let's go shopping
A. Let's do a shopping game.
Rules
1. clerks : sell items, put prices on the items
2. customers : buy items within 3 minutes, buy 7 items with 30
dollars
Shopping List
Number Items Price
Total
※ 거울에 비추어 읽어 보세요. 41 LEVEL 3

Shopping-Game 2
At the shop
A. Let's collect cards.
A : How much is this?

B : It's 7 dollars.
A : I'll take it. / It's too expensive.
$ 8 $
$ $
$ $
$ $
LEVEL 3 42 ※
How much is this?
' .
Shopping-Story
I want a soccer ball !

A. Make your own story.
- Draw a cartoon and make your own story. Then have a conversation with
your friend.
You can use these sentences!

Let's go shopping. I want a bike. It's too expensive. OK, I will take it.
How about this one? Here is your change. It's 7 dollars. How much is it?
I'm searching for a book. May I help you? What do you want?
1 2
3 4
5 6
7 8
※ [Read and circle.] I want blue pants. 43 LEVEL 3

Shopping-Task 1
Make your own dream store!

A. Let's make a cartoon.
Use the following May I help you? I'm looking for pencils. It's 5 dollars.
sentences for this How much is it? It's expensive/cheap. How about this one?
cartoon It looks good. I like it. Can I try it? I don't like that color.
Title :
LEVEL 3 44 ※ [Correct the sentence.] i dOn't likE thet color. →

Shopping-Role play
My sister's birthday
A. Let's role play.
: May I help you?
30$ : Yes, please.

I'm looking for a hat.
How much is this?
15$
: It's dollars.
: It's too expensive.
: Can I help you?
: Yes, I want a doll for my

sister.
How much is this?
7$
: It's dollars.
10$
: I'll take it.
※ How much is this ?
→ ____ ___ ________.

I ' i .
45 LEVEL 3
Welcome to my store
A. Make your own store.
grocery
clothing store book store
store
appliance
shoe store supermarket
store
car dealer stationery

shop store flower shop
hardware souvenir jewelry

store shop store
1. Pick a store card.

How to make 2. Draw your store on a big piece of paper.
3. Put at least 10 items in your store.
4. Name each item.
LEVEL 3 46
Shopping-Culture
Yard sale
$
$
YARD
SALE
SAT. JUNE 25th
2 pm - 5 pm
47 LEVEL 3
JOBS
Job provides a range of occupations. Many people prepare specs to get a job. They
have to get their education and training pathways. In this topic, we can gives them useful
mind about what occupations suit you best, based on your interests and abilities.
In this topic, students will learn basic concepts of naming jobs, naming personal talents
such as 'teacher', 'doctor', 'cook', 'I can sing'. Also, students will learn basic expressions
associated with jobs such as 'What do you do?', 'Does your father work?', 'What do you
want to be?' In addition, they will learn telling about your family members' job, asking for
& telling about people's jobs, asking for & telling about personal talents related to jobs and
talking about the jobs you want to get in the future.
Students should be encouraged to say job words in many cases so they can express
them naturally. Job is very important for people, so make sure that practicing the job
expressions will be necessary to them.
Through the 'job' topic, students will be able to learn about different cultures by
being asked certain questions about their "future job" and about what they think about
different cultures concerning to jobs.
This topic will help to enhance their understanding about job and build right information
with them.
Contents
Speaking z Recognizing and naming jobs z teacher, doctor, cook, singer
Listening z Listening to and identifying jobs z teacher, doctor, cook, singer
z Can you run?

Reading z Reading action words related to particular jobs
z Yes, I can. / No, I can't.
L Writing z Writing action words related to jobs z swim, ski, skate, dance, sing, run, cook
E Game 1 z Identifying my- and my friend's jobs

z I am a cook.
z You are a cook.
V Game 2 z Identifying and saying my friend's job z He/She is a doctor.
E
L Story z Identifying my family member's job and its characteristic z My grandfather is a carpenter.
1 Song z Understanding the expressions about jobs z What do you do? / What is your job?
Chant z Understanding the expression of saying job z I am a student. / You are a cook. / He is a doctor.
Art project z Telling jobs z I am a singer.
Culture z Understanding jobs of America in the future z I am a student. / I want to be a pilot.
Speaking z Recognizing and saying jobs z He/she is a doctor.
Listening z Recognizing my family members' jobs z What is your father's job? He is a doctor.
Reading z Reading and identifying my family members' job z My father is a police officer.
L Writing z Identifying and connecting personal pronoun with jobs z She is a banker.
E Game z Asking and answering about jobs

z What is his/her job?
z He/ she is a cook.
V Task z Surveying and identifying my friend's family members' jobs z He/She is a doctor (teacher, scientist, singer, etc.).
E
L Story z Describing jobs z I like to sing. / I have many fans. / who am I?
2 Chant z Asking and answering jobs through a chant z Who is he/she? / He/she is a doctor.
Role play z Understanding and writing the situations of jobs z What does she do? / She is a chef.
Art project z Recognizing the connection between jobs z I am a baker.
Culture z Telling my jobs for the future z I will be a pilot.
Speaking z Talking about the jobs you want to have in the future z What do you want to be?
Listening z Identifying what your friends want to be z I want to be a teacher.
z This is my brother.
Reading z Reading and identifying the passage of jobs
z He/She is a fire fighter?
L Writing z Recognizing my friends' future jobs
z What do you want to be?
E z I want to be a soldier.
z What's your aunt's job?
V Game 1 z Asking and answering about jobs
z He/She is a music teacher.
E Game 2 z Talking about jobs through bingo game z What's your mother's job?
L
Story z Understanding the story about jobs
3 z What does she do? / She is a singer.
Role play z Talking about my family members' jobs
z What do you want to be? / I want to be a teacher.
z This is my dad. He is a doctor.
Task 1 z Telling my family members' jobs to my friends
z I want to be a doctor.
z This is my wife.
Task 2 z Telling my future family members' jobs
z She is a bus driver.
LEVEL
1 JOBS
z To have students listen to a job name
Speaking : Let's speak Teacher
and be able to identify it
Objectives
z To have students recognize and name z To be able to listen to a job and
Teacher Students
jobs recognize what it is
Objectives
Students z To be able to recognize and name jobs Functions z Listening to and identifying jobs
Functions z Recognizing and naming jobs Key Expressions z teacher, doctor, cook, singer
Key Expressions z teacher, doctor, cook, singer
How to teach
How to teach z Play the snatch game as review.
z Students, working in pairs, put one set of job cards between
z Show students job flash cards and have them repeat after the
them.
teacher.
z The teacher calls out a job. The student who snatches the
z Have students cut the picture cards. Do motions pertaining to
picture card first gets to keep the card. The student with the
each job. Have students hold up a picture card for the job and
most cards at the end of the game wins.
say the job aloud.
z Call out a job at a time. Have students color in the bold
z Say the job names and have the students do the actions while
letters of the jobs on the worksheet. If there is no picture
standing up.
beside the word, have them draw a picture about the job.
z Have a volunteer come to the front of the class. Whisper a
job in the student's ear and have him/her do an action
expressing the job. Level focused
z The person who says the correct job comes to the front and z [Advanced] Say the jobs correctly and incorrectly. Have the
does the next action. students make an O with their arms if the word is said
z Have students form lines. The first student in each line faces correctly and an X if it's said incorrectly.
the front of the class and everyone else faces the back. z [Supplementary] Say the job names and have the students do
z Show a job card to the first students of each line. the corresponding motions.
z He or she will tap the next student on the shoulder and show
a motion about the job.
z The rest of the students do the same until the last student
References
sees the motion and runs to the front and whisper the job to z Materials : job cards
the teacher.
Level focused
z [Supplementary] If students have difficulty in learning 9
different jobs, decrease the number of the jobs taught in one z To make students read action words
Teacher
class. associated with jobs
z For additional practice, put all the job cards on the board. Objectives
z To be able to read and recognize action
Have the students close their eyes and then take a card away. Students
words associated with jobs
Have the students guess which job card is missing.
z Reading action words associated with
Functions
particular jobs
References z Can you run?
Key Expressions
z Materials : job cards, photos of people doing their works
How to teach
Listening : Let's listen z [A] Introduce the expressions with the students. Explain what
the expressions mean and have the students read them.
z [B] Present action word cards and have the students repeat
the words after the teacher.
z Do actions associated with each job while saying the words,
3 LEVEL 1
Jobs
and have the students do the actions.

References
z Next, show the word cards and have the students read the
words aloud. z Materials : motion flash cards, notebooks
z Practice the expressions "Can you ______?", "Yes, I can.", and
"No, I can't." with various action words.
Game 1 : Ladder game
Level focused . z To make students practice using job

Teacher
z Make a survey with actions written at the top. On the left words in a sentence
Objectives
side, have students write their friends' names. They will go
z To practice job words by saying a
around the room and ask their friends, "Can you skate?", "Can Students
sentence out loud
you swim?", etc. The friends will respond, "Yes, I can." or
"No, I can't.". Have the students put an X in the spot if the Functions z Identifying my- and my friend's jobs
student says 'no', and an O if the student responds 'yes'. z I am a cook.
Key Expressions
z You are a cook.
References
z Materials : action word cards, survey sheets
How to teach
z Review job names with flash cards.
z Do an action pertaining to a job and have the students say
Writing : Let's write what job it is. Have the students use the phrase, "You are a
farmer."
z To have students learn how to write z After they say correctly, say "I am a farmer." and have them
Teacher
action words associated with jobs repeat after you.
Objectives
z To be able to write action words z Have volunteers come to the front of the classroom and act
Students
associated with jobs out some other jobs.
z Writing action words associated with z Divide the class into groups of 6. Have each student write
Functions
jobs their names above each number on the top.
Key Expressions z swim, ski, skate, dance, sing, run, cook z Each student takes a guess what job they will get by saying,
"I am a cook."
z Go down the ladder, a number at a time. When a student gets
How to teach to the bottom of the ladder, the rest of the group says, "You
are a driver."
z Write the motion words on the board.
z Student who made a correct guess gets a point.
z Students should write the words in the air along the teacher.
z Have the students trace each word on their worksheet.
z Have the students line up in two lines. Level focused
z Have everyone in the lines turn around and face the back z [Advanced] Pass out a job card to each student. When the
except the first students.
teacher says "Go.", have them stand up and try to find other
z Show the first students a motion card.
students with the same card. They should use the phrase "I
z The first student in each line will do the action from the card
am a cook." and only speak English. The first group to
for the second student, who will do the action for the third
student and so on. everyone with the same card wins the game.
z The last student will run to the front and write down the z [Supplementary] Give students magazines or newspapers.
motion word on the board. The first student to write the word Have them cut out pictures of people doing different jobs and
correctly gets a point for his or her team. present them to the class.
Level focused References

z [Advanced] Prepare a dialog for the students and read it to
z Materials : job cards, magazines or newspapers
the class. When the students hear a motion word from the
dialog, have them write it down in their notebook.
z [Supplementary] If students find it too difficult to write eight
new words, decrease the number of words.
LEVEL 1 4
Teacher's Guide
Game 2 : Board game Key Expressions z My grandfather is a carpenter.
z To have students identify and say their

Teacher
friends' jobs How to teach
Objectives
z To be able to identify and say their z Introduce the new family words with flash cards.
Students
friends' jobs z Review the phrase "I can sing."
z Teach new verbs, such as, make, drive, cook, and play.
Functions z Identifying and saying my friends' jobs
z Show students the pictures from the story and ask them who
Key Expressions z He/She is a doctor. they are and what they can do.
z Read the story slowly to the students.
z Afterwards, ask them questions, such as "What can my brother
How to teach do?".

z Read the story again.
z For review, have the students stand in two lines.
z Divide the class into five different groups and assign a family
z Show the first two students a flash card.
member to each group.
z The student who answers first, "I am a cook." gets to sit
z Have them practice their parts and then read them to the
down. The first student of the other line must go to the back
class together.
of the line.
z Students should use motions while saying what the family
z The first line to have everyone sit down wins the game.
members can do.
z Teach what the expression "He/She is ..." means.
z Assign different family members to the groups and repeat the
z Divide the class into groups of four and give a dice to each
activity.
group.
z When a student rolls a dice and moves to a space, he/she
must say the job in "He/She is a ..." expression. Level focused
z [Advanced] Have students change the roles of the family.
Level focused ex) My mother is a teacher. She can teach.

z Make sentence cards from the story and put them on the
z [Advanced] Before the students begin the dice game have
board. Scramble the sentences so they do not match. Have
them choose a job from the board. If they land on their job,
students find and pair up the matching sentences.
they can say "I am a _______." and move two spaces forward.
If they land on a different student's job, they have to move
one space back. References
z Have students play the board game many times. z Materials : picture cards, sentence cards
References
z Materials : dice, flash cards Song : Let's sing
z To have the students sing the song

Teacher
while saying phrases related to jobs
Objectives
Story : A family story z To be able to sing the song while
Students
saying phrases related to jobs
z To have students understand family Functions z Understanding the expressions about jobs
Teacher words and what people with different
jobs can do Key Expressions z What do you do? / I am a pilot.
Objectives
z To be able to understand family words
Students and what people with different jobs can
do
z Identifying my family member's job and How to teach
Functions
what they can do z Teach the phrases "What do you do?" and "I am a pilot." to
5 LEVEL 1
Jobs
the students. learned in previous lessons.

z Review the jobs with flash cards. z Have each group practice the new chant.
z Play the song for the students once.
z Have students listen and repeat each line of the song.
Level focused
z Have the students sing the whole song.
z Add motions to go with each job. z [Advanced] Start the rhythm for the chant. Start the chant
z After the students know the song well enough, give different with one student, and then move around the classroom so that
roles to groups in the class. For example, the right half of the each student says one verse for the chant. The students can
class can sing "What do you do?" and the left side can sing not say a job that is said by another student. Try to keep the
"I'm a pilot.". rhythm steady throughout the whole chant.

z [Advanced] After the students sing "What do you do?", hold z Materials : picture cards
up a job card and have the students say. "I'm a .", according
to the card.
z [Supplementary] Place job flash cards on the board in the
order that they are said in the song. It may also be helpful to Art project : Telling jobs
write the song lyrics on the board or have them presented as
a power point. z To have students draw and write
Teacher
sentences about jobs
Objectives
References Students
z To be able to draw and write sentences
about jobs
z Materials : 'What do you do?' song, job flash cards
z http://www.genkienglish.net/whatdo.htm Functions z Writing sentences about jobs
Key Expressions z I am a singer.
Chant : Let's chant

How to teach
z To have students practice saying jobs in
Teacher
sentences z Review the jobs with flash cards.
Objectives
z To be able to say jobs in sentences in a z In the first box that says 'I' at the top, have students draw a
Students
chant picture of what they want to be and complete the "I am a
z Understanding and saying jobs in ______." at the bottom of the box.
Functions
sentences z In the next three boxes, have students write friend, mother,
z I am a student. / You are a cook. / He
Key Expressions father, sister, or brother in the blank next to 'My' and draw about
is a doctor.
a real or imaginary job of that person. Also have them complete
the sentences at the bottom of the boxes.
How to teach z Have students present their drawings to the class.
z [A] Review the phrases "I am", "you are", and "he/she is" by
using people as examples. For example, motion to yourself and Level focused
say "I am a teacher.". Point to a student and say, "You are a
z [Advanced] Have students write more expressions, such as, "I
student.". And show a picture of a singer, for example, Bono,
am a student. I want to be a baseball player because I can
and say, "He is a singer.".
run fast and catch balls very well."
z Make a rhythm by patting your legs and clapping your hands
z [Supplementary] Have students use dictionaries to write the
and have the students follow along.
expressions and practice the expressions with the teacher.
z Do the chant with the rhythm the class is making.
z When the class knows the chant and the rhythm, split them
into groups of four. References
z [B] Have the students change the jobs of the chant. Have z Materials : colored pencils or crayons
them write from the bottom of the worksheet or from the jobs
LEVEL 1 6
Teacher's Guide
Culture : It's my job
z To have students say what they want to

Teacher
be in the future
Objectives
z To be able to say what they want to be
Students
in the future
Functions z Saying what I want to be in the future
Key Expressions z I am a student. / I want to be a pilot.
How to teach
z Teach the new phrases, "What do you want to do?", and "I
want to be a _______."
z Review job names with flash cards.
z Have students name the jobs.
z Have the students draw many jobs and practice the sentences.
z Add motions to go with each job.
z After the students draw the picture, give them chances to
present their future jobs. For example, "I want to be a pilot."
Level focused
z If possible, explain jobs in your countries.
z If the teacher has experienced a cultural difference concerning
jobs in Korea, share that experience with the students.
References
z Materials : colored pencils or crayons
7 LEVEL 1
Jobs-Speaking
Let's speak
A. Speak out.
teacher farmer singer
scientist police officer pilot
pianist driver cook
LEVEL 1 8 ※ 어떤 단어가 숨어있는지 ○해서 찾아봅시다. t e a c h e r d r iv e r c o o k

Jobs-Listening
Let's listen
A. Look and listen.
※다음 부분 그림을 보고 직업을 추측하여 써 봅시다. [ ] m e f a r r → 9 LEVEL 1

Jobs-Reading
Let's read
A. Listen and read.

Can you ?
Yes, I can. / No, I can't.
B. Do actions while saying the words.
3,1,14 25,15,21 19,9,14,7 ?

LEVEL 1 10 ※ → C___ y___ s_____?
Jobs-Writing
Let's write
A. Trace the words.
※ ( swim / cook ), ( skate / ski ) 11 LEVEL 1

Jobs-Game 1
Ladder game
LEVEL 1 12 ※ Unscramble. cook I am a .

Jobs-Game 2
Board game
Move 5 spaces
forward.
Lose a turn.
He is a 4, 15, 3, 20, 15, 18.

※ 13 LEVEL 1
Jobs-Story
A family story
This is my family.
<디지털>
My grandfather is a carpenter.
He can make furniture.
My father is a bus driver.

He can drive a bus.
My mother is a cook.
She can cook.
My brother is a student.
He can read English books.
My sister is a pianist.
She can play the piano.
LEVEL 1 14 ※ 다음 그림의 첫 소리를

조합해서 단어를 만들어보세요. He can play the .→ .
Jobs-Song
Let's sing
What do you do?
1. What do you do? I'm a pilot. (x3)

What do you do? I'm a chef. (x3)
What do you do? I'm a farmer. (x3)
What do you do? I'm a teacher. (x3)
2. What do you do?

And what is your job?
What do you do?
And what is your job?
3. What do you do? I'm a doctor. (x3)

What do you do? I'm a student. (x3)
What do you do? I'm a fire fighter. (x3)
What do you do? I'm a police officer. (x3)
4. What do you do? I'm a carpenter. (x3)

What do you do? I'm a singer. (x3)
What do you do? I'm a dentist. (x3)
※[Circle and say.] I am a . [bus driver ], [fire fighter ] 15 LEVEL 1

Jobs-Chant
Let's chant
A. Let's chant!
● ○ ● ○
I am a student student
You are a cook cook
He is a doctor (clap)
B. Let's make a chant!

`
● ○ ● ○
I am a student student
You are a
He is a
singer farmer teacher
LEVEL 1 16
Jobs-Art project
Telling jobs
A. Draw and complete the sentences.
I My _________________
(job: ) (job: )
• I am a _______________. • He/She is a _______________.
My _________________ My _________________
(job: ) (job: )
• He/She is a ______________. • He/She is a ______________.
※다음을 따라 써 봅시다. 17 LEVEL 1

Jobs-Culture
It's my job
A. Let's draw jobs you want to have in 20 years.
LEVEL 1 18 ※다음을 거울에 비춰 읽어봅시다.

LEVEL
2 JOBS z Introduce the new key expressions, "What is your father's
Speaking : Let's speak job?" and "He is a doctor."
z Have students listen to the teacher and repeat the key
expressions with different family members and jobs.
z To have students understand different
Teacher z After going over the word map, have students get in pairs and
jobs
Objectives practice speaking the key expressions and listen to each other.
z To be able to say the names of the job z While students are practicing, go to individual students and ask
Students
and be able to explain the job questions about family members' jobs and have the answer.
Functions z Recognizing and saying jobs

Level focused
Key Expressions z He/She is a doctor. z [Advanced] Have students practice asking and answering with
a partner.
z [Supplementary] Minimize the amount of words in the word
map and have students focus on the words they already know.
How to teach Focus on the key expressions.
z Show students the pictures of different jobs.
z First have them listen and repeat after the teacher. References
z Repeat the words many times until the students learn the
z Materials : job cards
words.
z Introduce the key expression, "He/She is a doctor.", and
explain the difference between he and she.
z Have students say "He/She is a _______." while showing the
picture cards.
z Have students fill in the blanks using the words at the bottom.
z Check the answers. z To make students read about the
Teacher
different jobs that family members have
Objectives
Level focused z To be able to read and understand the
Students
jobs that their family members have
z [Supplementary] Introduce a minimal amount of jobs and focus
z Reading and identifying my family
on the expressions rather than the vocabulary. Help students Functions
members' job
with difficulties in completing the sentences.
Key Expressions z My father is a police officer.
References
z Materials : job cards, key expression on the board
How to teach
z [A] Review the jobs and family member words. Explain any
words that students are not familiar with.
Listening : Let's listen z Have students look at the picture. Have students repeat the
sentences after the teacher. Read the sentences for the
z To have students listen to a job and name students if they find it difficult to read them on their own.
Teacher
and identify it z Check the answers.
Objectives
z To be able to listen to a job and z [B] Explain that this activity is about different jobs and their
Students
recognize what it is work places.
z Go over the jobs and the work places.
Functions z Recognizing my family members' jobs
z Have students match the jobs with appropriate work places.
z What is your father's job? He is a z Check their answers.
Key Expressions
doctor.
Level focused .
z [Advanced] Have students practice asking and answering with
How to teach
the key expressions.
z Review the last lesson on jobs. z [Supplementary] If students find the words too difficult, focus
19 LEVEL 2
Jobs
on the key expressions, not on the vocabulary.

Functions z Asking and answering about jobs

z What is his/her job?
z He/She is a cook.
z Materials : picture cards
How to teach
z Review jobs using a presentation or flash cards.
Writing : Let's write
z Divide the class into groups of 3~5.
z Present the game board on the screen. Also, have a copy of
z To have students write sentences about
Teacher the game board on the teacher's desk to mark where each
jobs
Objectives team is.
z To be able to write sentences about z Show a demonstration of how to play the game. The teacher
Students
jobs rolls the dice and lands on a space. Have the students ask,
Functions z Writing sentences about jobs "What is his/her job?", and the teacher answers, "He/She is a
cook."
Key Expressions z She is a baker. z Have the groups take turn to roll the dice. The rest of the
class should ask the group, and the group members answer in
unison.
z First team to reach "Finish" wins the game.
How to teach
z Write down the job words on the board. Have students write
Level focused
along the teacher in the air.
z After writing the words, have students read the vocabulary as z [Supplementary] Help students say the expressions if they
a class. find it difficult to say them correctly.
z Show picture cards and have students say "He/She is a _____."
z Have students write the sentences next to each picture.
References
z For a review, have students stand in lines of four.
z Show a word to the first students in each line and have them z Materials : picture cards, dice
write it on the next student's palm.
z The last students of the lines will run to the board and write
the word. The first student to write the word correctly gets a
point for his/her team.
Task : Survey
z Have the first student of each line go to the back of the line
and repeat the activity until all students have played the last z To have the students ask and answer
Teacher
student's role. about the family members' jobs
Objectives
z To be able to ask and answer about the
Students
family members' jobs
Level focused
z [Advanced] Have them focus on writing neatly. z Asking and answering about the family
Functions
z [Supplementary] If there are too many words for the students members' jobs
to learn, have them focus on a few key words.

Key Expressions z He/She is a doctor.
References
z Materials : job cards
How to teach
z Before doing the survey, have the students practice key
Game : Board game expressions with the pictures.
z All the students stand up and walk around the classroom with
z To have students ask and answer about a worksheet.
Teacher
Objectives jobs z One student, A, asks "What is your father's job?" to another
Students z To able to ask and answer about jobs student, B.
LEVEL 2 20
Teacher's Guide
z Student B answers what his father's job is.

References
z Student A writes student B's name and his father's job.
z Have students ask other friends and complete the chart. z Materials : job cards
Level focused
z During the game, the teacher has to monitor the students' Chant : Let's chant
activities.
z According to the students' level, the teacher can increase or z To have students ask and answer about
Teacher
decrease the number of words. jobs through a chant
Objectives
z To be able to ask and answer about jobs
Students
through a chant
References
z Asking and answering jobs through a
z Materials : picture cards, chart(to attach on the board or to Functions
chant
show on TV)
Key Expressions z Who is he/she? / He/She is a doctor.
Story : Guess who! How to teach

z Go over the jobs and sentences in the chart.
Teacher z To have students describe different jobs z Make a rhythm that the students can follow.
Objectives z Try to find a motion for each job.
z Have the students repeat the chant after the teacher line by
Students z To be able to describe different jobs
line. Have them do the motions for each job.
z After doing the chant a few times, divide the class in two and
Functions z Describing jobs
have a group chant the asking part and have the other group
z I like to sing. / I have many fans. / who chant the answering part.
Key Expressions
am I?
Level focused
z [Advanced] After the students chant "He is a doctor." many
How to teach
times, hold up a job card and have the students chant the
z Review the list of jobs with the students. answering part according to the cards.
z There are many phrases in this lesson and it will be difficult z [Supplementary] Place flash cards on the board in the order
to have students recognize all of them. Try to focus on just that they are said in the song. It may also be helpful to write
one or two expressions that give the students good clues to the chant on the board or have it presented on the screen.
guess what the jobs are.
z Have students work in groups. Try to group students so that
advanced students can work with other students.
References
z Have each groups create riddles about jobs in the boxes. z Materials : job cards
z After they finish, allow a member from each group a riddle to
the teacher. The teacher guesses what job the student is
describing.
z Repeat this process until most students have had a chance to Role play : Let's role play
tell the riddles. Have students answer instead of the teacher
as well. z To have students write a dialog about
Teacher
jobs
Objectives
Level focused Students z To be able to write a dialog about jobs
z [Advanced] After the students tell the riddles, the teacher can z Understanding and writing a dialog
make more riddles and have students guess and answer what Functions
about jobs
jobs the teacher is describing.
Key Expressions z What does she do? / She is a chef.
21 LEVEL 2
Jobs
How to teach Culture : I want to be a pilot.

z Introduce the dialogs to the students. Act out the dialogs with
a co-teacher. z To have students identify and say what
z Have students pair up and practice the dialogs. Teacher
they want to be in the future
z Have students come up with a different situation and create a Objectives
z To be able to identify and say what
new dialog about jobs. Encourage them to use their imagination Students
they want to be in the future
and be creative.
z Give students time to practice and remember their lines. Functions z Saying what I want to be in the future
z Have each group perform in front of the class.
Key Expressions z I am a student. / I want to be a pilot.
Level focused
z [Advanced] Have students add more lines to their dialogs. How to teach
Have them get materials or costumes for their presentation.
z Teach the new phrases, "What do you want to do?", and "I
want to be a _______."
References z Review job names with flash cards.
z Materials : basic stationery for students to use as props z Have students name the jobs.
z Have the students write many jobs and practice the sentences.
z Add motions to go with each job.
z After the students write the sentences about jobs, give them
Art project : Making a mini-book about chances to present their future jobs. For example, "I want to
jobs be a pilot."
z If you have experienced cultural differences about jobs
z To have students understand how one between Korea and other countries, say that experience to the
Teacher students.
job is related to another
Objectives
z To be able understand that the jobs are
Students
related to each other Level focused
z Show pictures of various jobs to enhance students'
Functions z Recognizing the connection between jobs
understanding.
Key Expressions z I am a baker. z Feel free to introduce other types of jobs in class.
References
How to teach
z Materials : flash cards of various jobs
z Make and bring in a sample mini-book to the class and introduce
the activity to the students.
z Show the picture and read the book to the students.
z Have the students cut out the mini-book along the outline, slit
the thick lines in the middle, and fold to make the mini-book.
Have them color the pictures for a few minutes.
z Check each student's book to make sure it is in order.
z Have students come to the front and present the mini-book to
the class.
Level focused
z [Advanced] Have students think about other jobs that can
come after the police officer.
References
z Materials : colored pencils or crayons, a sample mini-book
LEVEL 2 22
Jobs-Speaking
Let's speak
A. Speak and fill in the blanks.
He is a doctor. He is a .
He is a . She is a .
She is a . He is a .
He is a . She is a .
teacher, doctor, singer, farmer,

scientist, cook, bus driver, fire fighter
※ 9 23,1,14,20 20,15 2,5 1 3,15,15,11. 23 LEVEL 2

Jobs-Listening
Let's listen
A. Talking about your family members' jobs
father
he mother
people
boy
she
girl brother
sister
T : What is your father's job?

S : He is a doctor.
T : What is your sister's job?

S : She is a singer.
teacher, doctor, singer, farmer,

scientist, cook, bus driver, fire fighter
LEVEL 2 24 ※바르게 고쳐 써 봅시다. [ YouL fader is A bus driBer. ]

Jobs-Reading
Let's read
A. Read and number.
② ⑤ ⑥
③
④
1. My grandfather is a doctor. ( )
2. My grandmother is a pianist. ( )
3. My father is a police officer. ( )
4. My mother is a pilot. ( )
5. My uncle is a nurse. ( )
6. My older brother is a cook. ( )
B. Match the jobs and work places
scientist • • (a )
mechanic • • laboratory
professor • • garage
cook • • (k )
pilot • • university
lawyer • • court
※적절히 끊어(/) 읽어 봅시다. [ My/grandmotherisanurse. 25 LEVEL 2

Jobs-Writing
Let's write
A. Read and write the sentences.
baker She is a baker.
cook He is a cook.
teacher
lawyer
pilot
fire fighter
hairdresser
writer
police officer
farmer
LEVEL 2 28 ※She is a . → __________

Jobs-Game
Board game!
bus driver
singer
lawyer
teacher pilot fire fighter
Move
ahead
farmer 1 space.
Move
back
1 space. baker
carpenter writer
A : What does he/she do?

B : She/He is a .
※Find a sentence. [zxcvbHeisacarpenterhjkl] 27 LEVEL 2

Jobs-Task
Survey
A. Let's do a survey.
Dialog
Sumi : Hi, Jinho?
Jinho : Hi, Sumi?
Sumi : What is your father(mother)'s job?
Jinho : He(She) is a teacher.
MY father(mother) is....
Name Father Mother
Jinho doctor teacher
LEVEL 2 28 ※She is a . → __________

Jobs-Story
'Guess who!'
A. Let's make riddles related to jobs.
I like music. 1 2
I sometimes play the guitar.
I have many fans.
I sing very well.
Who am I?
3 4
5 6
7 8
※직업에 관한 단어 세 개를 찾아봅시다. [zxccarpenterertlawyeropipilotuyt] 29 LEVEL 2

Jobs-Chant
Let's chant
A. Let's chant about jobs.
He is a She is a He is a She is a
doctor. teacher. farmer. scientist.
He is a She is a He is a He is a
cook. singer. fire fighter. bus driver.
He is a doctor! ♩♬
Who is he? He is a doctor./ ho is she? She is a teacher.//

Who is he? He is a farmer./ Who is she? She is a scientist.//
Wow! How g eat jobs!!
Who is he? He s a cook. / Who is she? She is a singer. //
Who is he? He is a fire figh er./ Who is he? He is a bus driv r. //
Wow! How great jobs!!
LEVEL 2 30 ※She is a .
Jobs-Role play
Let's role play
<Dialog A>
Younghee : Is she your sister?

Minsoo : No, she isn't. She is my cousin, Miyoung.
Younghee : What does she do? Is she a post officer?
Minsoo : No, she isn't. She is a student.
<Dialog B>
Younghee : What does your father do?

Minsoo : He is a teacher. He teaches students.
Younghee : Do you want to be a teacher like your father?
Minsoo : No, because I don't like to teach students.
Younghee : What do you want to be?
Minsoo : I want to be a baseball player. I can play well,
Younghee : Good luck!
<Dialog C>
※직업에 관한 단어 세 개를 찾아봅시다. [zxccarpenterertlawyeropipilotuyt] 31 LEVEL 2

Jobs-Art project
Making a mini-b ook about jobs
LEVEL 2 32 ※다음을 거울에 비춰 읽어보세요.

Jobs-Culture
I want to be......
A. Various jobs
teacher painter policeman fire fighter nurse
director pharmacist carpenter singer scientist
mailman merchant professor office worker writer
clerk engineer doctor cook pilot
farmer sailor soldier pianist driver
B. I want to be......
C. If you know cultural difference between Korea

and other countries, share it with your friends.
33 LEVEL 2
LEVEL
3 JOBS
z To have students listen to statements
Speaking : Let's speak
Teacher about jobs and identify which jobs they
are describing
z To have students talk about jobs they Objectives
Teacher z To be able to listen to statements about
want to have in the future Students jobs and identify which jobs they are
Objectives
z To be able to talk about jobs they want describing
Students
to have in the future z Listening to and understanding
Functions
descriptions about jobs
z Talking about the jobs you want to have
Functions Key Expressions z A person who helps animals and pets
in the future
Key Expressions z What do you want to be?
How to teach
z Teach different jobs in the table at the bottom of the page.
How to teach
Show pictures associated with the jobs to enhance students'
z [A] Show the students job flash cards, having them repeat the understanding.
jobs after the teacher. z Read the seven statements about jobs to the students. Read
z Introduce the expression, "What do you want to be?" and one more time slowly, and have the students write the jobs
"Why do you want to be that?" to students. Explain with words in the blanks.
examples. z Check their answers. Have students repeat the statements
z Ask if they know what 'dream' means and explain it. after the teacher.
z Have students think about words associated with dream. Have z Show pictures of people in their work places and ask students
them write the words in the mind map. Ask students to share "Where are they?". Explain about the jobs and work places in
their words and write them on the board. the table in the middle of the page.
z [B] Have students get into groups and help each other write a z Have students fill in the jobs and work places in the blanks.
small paragraph about what they want to be when they grow
up. Go around the class and help them with grammar and
Level focused
ideas.
z Have students present their paragraphs to the class. z [Advanced] Write down job names on the board. Divide the
class into two teams. Have one person from each team come
to the board and put their back to it. Say a place where a
Level focused person works and the students must turn around, find the
z Vary the number of job names taught based on the students' correct job, and circle it. The first person to circle the correct
level. For example, if the class level is high, you can teach job gets a point for his/her team.
all fifteen job names. If it is low, maybe just teach six. z [Supplementary] Say the jobs and have the students do the
z For additional practice, put all the job cards on the board. corresponding motions. This will help with memorization.
Have the students close their eyes and then take a card away.
Have the students guess which job card is missing.
References
z Materials : job cards, a slide show with pictures associated
References with the jobs
z Materials : job cards, photos of people performing their jobs

z To have students read important
Teacher phrases associated with jobs and
Objectives understand family members' jobs
z To be able to read and recognize family
Students
members' jobs
z Reading and understanding passages
Functions
about jobs
z This is my brother.
Key Expressions
z He is a fire fighter.
LEVEL 3 34
Teacher's Guide
z [B] Review the jobs in the box.

How to teach
z Have students read the statements and guess what job words
z Review jobs with students. Then introduce family vocabulary are missing for each statement. If students find it difficult to
with flash cards. (mother, sister, cousin, uncle, aunt, husband) read and understand them, read the statements for them.
Also introduce and explain the word, neighbor. z Check their answers.
z Draw a small family tree on the board to explain the z Have the class get into pairs. Explain that one person will be
vocabulary. a runner and one person will be a writer.
z Have students draw their own family tree in their notebooks. z Put the sentences they just completed somewhere far away
z Have students look at the pictures and identify the jobs. from the groups(just outside the class or on the blackboard),
z Have students read the sentences in the boxes. Have them and have the runners run up to the sentences, read a line or
draw lines to connect the pictures to the sentences that two, and run back to their partner to tell what he/she read.
describe the pictures. Their partner should write what the runner tells him/her.
z Check the answers with the students. z The first team to finish writing all the sentences should bring
z Have students repeat the sentences after the teacher. Have the writing to the teacher. Circle any mistakes and have them
them practice reading the sentences in pairs. correct the mistakes.
Level focused . Level focused

z [Advanced] Make a survey table for family members and jobs. z [Advanced] Keep the blanks in the sentences when students
Have students go around the classroom and ask, "What does are running around. Have the runners think of the correct
your mother/father/brother do?" and record their friends' answers to report to the writer.
answers.
References
References z Materials : jobs flash cards, sentence cards
z Materials : family word cards, job word cards, survey sheets
Game 1 : Board game

Writing : Let's find out my friends' future jobs
z To have students ask and answer about
z To help students learn various words Teacher
Teacher jobs through a game
used with jobs
z To be able to write job words with
Students z To be able to ask and answer about jobs
correct spelling Students
through a game
Functions z Recognizing my friends' future jobs
z What do you want to be? Functions z Asking and answering about jobs
Key Expressions
z I want to be a soldier.
z What's your mother's job?
Key Expressions
z She is an artist.
How to teach
z [A] Write different jobs on the board and see if students can How to teach
act out the jobs.
z Review the jobs with the students.
z Go over many types of jobs using a slide show. Have students
z Show students the game board and go over what each space
pick a job they want to have when they grow up and write it
says. Have Students repeat after the teacher.
down.
z Have students pair up for the game.
z Have students repeat "What do you want to be?" after the
z Have student A roll the dice. If A lands on a space with a
teacher.
sentence, B must ask the question for that questions. For
z Have them go around the classroom and ask their friends,
example, if A lands on "I want to be a lawyer.", B must ask
"What do you want to be?", listen to their answers, and record
"What do you want to be?". If A lands on a question, "What's
them in the table.
your mother's job?", B asks the question to A. A should
z Have some students stand and read their result. ex) "Minsu
answer, "Yes, she does. She's an artist."
wants to be a teacher. Mina wants to be a designer."
35 LEVEL 3
Jobs
Level focused Teacher z To have students understand a story

z [Supplementary] Give students magazines or newspapers. Objectives
Have them cut out pictures of people doing different jobs and Students z To be able to understand a story
present them to the class.

Functions z Understanding the story about a job
Key Expressions
References
z Materials : job cards, dice, magazines or newspapers
How to teach
z Show the advertisement to the students. Ask them if they
Game 2 : Bingo understand the advertisement.
z Read and explain the story to the students.
z To have students ask and answer about z Ask some questions to check their understandings.
Teacher
other people's jobs z Read the story one more time.
Objectives
z To be able to ask and answer about z Have the students answer to the questions below the story.
Students z Check their answers.
other people's jobs
z Have a discussion about the advertisement.
Functions z Talking about jobs through a game
Key Expressions z What's your mother's job? Level focused

z [Advanced] Have student write down the answers to the
questions and their opinions.
How to teach z [Supplementary] Have students listen to the teacher's

questions and answer them verbally instead of writing the
z Review the jobs with the students. The teacher does motions answers.
related to different jobs and have students guess what job the
teacher is miming.
z Have the students write 9 job words in the bingo table. References
z Decide how many lines or what shape the students need to z http://www.islandreefjob.com
make. (H shape, T shape, X shape, etc.)
z Have the students ask the teacher, "What is your mother's
job?" or "What is your father's job?". The teacher answers,
"She is a doctor." Have the students cross out the box with Role play : Let's role play
the job the teacher answered with.
z Have volunteers to come to the front and do the teacher's z To have students understand family
Teacher
role. members' jobs
Objectives
z To be able to understand family
Students
Level focused members' job
z [Advanced] The teacher can write many job words on the Functions z Talking about my family members' jobs
board and have the students choose from that list and fill in
the bingo table. z What does she do? / She is a singer.
z Play the bingo game many times. Key Expressions z What do you want to be? / I want to be
a teacher.
References
How to teach
z [A] Have students draw a family tree for their family.
z [B] Read the dialog to the students.
Story : The best job in the world z Divide the class into groups. Have them discuss about the
dialog, look at each other's family tree, and create a dialog for
a role play.
LEVEL 3 36
Teacher's Guide
z Walk around the classroom and help students with ideas and
their works. Task 2 : My family's future jobs
z Have each group come to the front and perform the dialog.
z To have students introduce family

Teacher
Level focused members‘ jobs
Objectives
z [Supplementary] Have students change some parts of the z To be able to introduce family members'
Students
dialog, like the family member and his/her age, and do a role jobs
play with the dialog.
Functions z Telling my future family members' jobs
References
z This is my wife.
z Materials : scripts Key Expressions
z She is a bus driver.
Task 1 : My family How to teach

z Have the students imagine their future family's jobs such as
z To have students introduce their family his or her husband/wife's job.
Teacher
members' jobs z Have the students draw their imaginary future family and
Objectives pictures about their jobs.
z To be able to introduce their family
Students z Also have the students write sentences like "This is my wife.
members' jobs
She is a bus driver." under the picture.
z Telling my family members' jobs to my
Functions z Have students come to the front and present their work to the
friends
class.
z This is my dad. He is a doctor.
Key Expressions
z I want to be a doctor.
Level focused
z [Supplementary] Have students do the activity and present in
pairs.
How to teach
z Study the expressions at the bottom of the worksheet. Have
References
students repeat after the teacher.
z Review jobs with flash cards. z Materials : colored pen, crayons
z Have students paste a photograph of their family in the first
box.
z Have students write as many sentences as possible about their
family members, including their ages and jobs.
z Have students introduce their family members to the class.
Level focused
z [Advanced] After the students present, the teacher can ask
questions like "What does your mother do?" to the student.
Have the student answer the questions.
z [Supplementary] Write the key expressions with blanks on the
board. Have students copy the sentences and fill in the blanks.
References
z Materials : sample scripts
37 LEVEL 3
Jobs-Speaking
Let's speak
A. Create a mind map about jobs. Start with the word, dream.
DREAM
B. What do you want to be? Why do you want to be that?

Write about your future job in detail.
[example]
I want to be a scientist in the future.
I am interested in the environment.
I think that pollution and global warming are serious problems.
I want to learn more so I can help solve the problems.
LEVEL 3 38 ※다음을 적절히 끊어(/) 읽어봅시다. [I/wanttobeascientistinthefuture.]

Jobs-Listening
Let's listen
A. Listen to the dialog and write the jobs.
1 . a person who helps you with your money ______________
2. a person who helps animals and pets ______________
3. a person who puts out fires ______________
4. a person who studies the stars, the moon, and the universe ______________
5. a person who takes photos of people and objects ______________
6. a person who works in a laboratory and does experiments ______________
7. a person who helps people and enforces the law on the streets ______________
jobs places jobs places

cook restaurant farmer farm
pilot theater/studio dentist dentist's office
doctor hospital ( ) laboratory
( ) airplane sales clerk store
lawyer ( ) businessman office
( ) garage professor ( )
jobs
secretary engineer factory worker prosecutor
postal worker pilot fire fighter teacher
nurse banker journalist dentist
taxi driver mechanic sales clerk cook
police officer photographer actor/actress businessman
zoo keeper doctor astronomer professor
scientist artist lawyer veterinarian
※Unscramble. k b a n r e r i a t s t t i s d e n t 39 LEVEL 3
Jobs-Reading
Let's read
A. Let's match the pictures with the sentences.
• • • •
• • • •
This is my
This is my This is my This is my
sister. She is a
brother. He is aunt. She is an uncle. He is a
dental assistant.
a fire fighter. artist. doctor.
• • • •
• • • •
This is my This is my This is my This is my

eldest sister. cousin. He is a neighbor. He is mother. She is
She is a cook. mechanic. an engineer. a homemaker.
LEVEL 3 40 ※다음 숨은 그림을 찾아 문장을 완성해 봅시다. [She is an ______.]

Jobs-Writing
Let's write
A. Ask about what your friends want to be.
Q : What do you want to be?
A : I want to be a .
Name Future Job
B. Fill in the blanks using the following words.
barber, butcher, cashier, dentist, doctor, painter, businessman,

actress, journalist, police officer, photographer, soldier, professor,
cook, zoo keeper, prosecutor, astronomer, mechanic, pilot, teacher
1. The ___________ keeps our country safe against enemies.
2. The _______________ takes pictures of me.
3. I saw a ____________________ feeding the bears.
4. The __________________ chases a thief.
5. The ______________ cuts my hair.

6. My teeth hurt so I go to see the ________________.
7. I pay the _____________ at the supermarket.
8. The _____________ fixes my car.
9. The _______________ cuts and sells meat.
※I want to be a o z o e e k p r e . 41 LEVEL 3
Jobs-Game 1
Board game
What's your
sister's job?
What's your
What's your
mother's job? What's your
father's job?
uncle's job?
LEVEL 3 42 4,15,5,19 25,15,21,18 1,21,14,20 23,15,18,11?

※
Jobs-Game 2
Bingo
singer cook bus driver
computer
programmer pianist teacher
pilot nurse police officer
43 LEVEL 3
Jobs-Story
The best job in the world

A. Read the article about ‘the best job in the world' and answer the
questions below.
Have you heard about 'The best job in the world'? You can swim,
and play every day, then record your adventures on your blog. The
salary for this job is AUD150,000. It is almost 150,000,000 won.
Isn't it amazing?
It is an advertisement to promote sightseeing tours in Australia.
They succeeded in advertising. Almost 34,000 people applied for the
job.
At the end, British adventurer Ben Southall got 'the best job in
the world'.
1. What do we call this job?

2. How long do you work for?
3. How many people applied for this job?
4. What can you do in this job?
5. Do you want to get this job?
LEVEL 3 44 ※원어민 선생님의 어린 시절 장래희망은 무엇이었는지 여쭤봅시다.

Jobs-Role play
Let's role play

A. Draw a family tree for your family.
B. Let's role play.
Betty: How old is your grandmother?

Bush: He is sixty seven years old.
Betty: What does she do?
Bush: She is a singer.
Betty: Oh really? Do your want to be a singer like your grandmother?
Bush: No, I don't. I want to be a volleyball player. What do you want to be?
Betty: I want to be a teacher. I love children
※그림과 어울리면 Yes, 어울리지 않으면

No로 시작하는 대답을 해 봅시다.
Does your mother work? [ ] 1) 2) 3) 45 LEVEL 3
Jobs-Task 1
My family
Paste your family picture in the box &
introduce your family including their jobs.
★ examples ★
▶ This is my dad. He is a farmer.
▶ This is my mom. She is a housewife.
▶ This is my brother, ○○○. He wants to be a pilot.
▶ This is my sister, ○○○. She wants to be a nurse.
LEVEL 3 46 다음 단어를 읽고 연상되는 직업을 갖고 싶다고 영어로 말해 봅시다. stars spaceship alien
Jobs-Task 2
My family's future jobs

A. Have you ever imagined what your future job will be? How
about your future wife or husband's job? Will you have
sons or daughters?
B. Draw your future job and your future family members'

jobs. Then introduce them.
47 LEVEL 3
LOCATION
In this topic, 'Location', students will be identifying and defining prepositions. Teachers
need to teach prepositions that refer to location and directions. Students should be able to
understand how the words, in, on, under, and next to, are words to describe location of
objects and places. Students might also show their understanding of the usage of the words
by using the words in sentences.
There is an excellent way to teach simple prepositions. Bring a box and a pencil to
class. Move the pencil near the box. Explain what 'near' means and that it's a preposition.
Now put it on the box. Again, explain what 'on' means and that it's a preposition. Most of
the common prepositions can be presented this way.
Most prepositions have their opposite prepositions. It's a good challenge to have the
students say the opposite preposition when the teacher says a preposition. For example,
when the teacher says "behind", they must say "in front of". It's extra challenging if the
teacher shows a card to them and ask them to say the opposite because their first reaction
will be to say what's on the card. Also, do activities as a group. One activity students
really enjoy is to have the teacher direct the students around the room. For example, say,
"Everybody, stand next to the heater!" and when everyone has moved next to the heater,
give them a new direction. Alternatively, create an obstacle course in the classroom using
tables, chairs, etc. Students enjoy getting active and being directed to crawl under the table
and walk around the chair three times. By including activities like this, the students will
have fun and learn prepositions in a very fun way.
Contents
z Speaking about the location of objects using simple
Speaking z The monkey is in the box.
prepositions
Listening z Listening and expressing the location of animals z The bear is in the house.
Reading z Reading simple prepositions z in, on, under, next to
L Writing z Writing simple prepositions z in, on, under, next to
E Game 1 z Listening and expressing the location of objects z Where is the pencil? The pencil is on the desk.
V Game 2 z Asking and answering questions about location z The rabbit is on the house.
E
L Story z Recognizing the missing preposition in the story z a cat on a pig
z Saying simple
1 Chant
movements
expressions about location with rhythmic
z I'm in the box.
Game 3 z Listening to and expressing the location of objects z The ruler is in the pencil case.
Art project z Writing prepositions by making a story book z The girl is on the rock.
Culture z Understanding different animal sounds through singing z quack, bow, oink, moo
Speaking z Saying simple expressions related to the location of places z Where is the restroom? It's in the corner.
z Recognizing prepositions after listening to sentences related to

Listening z The girl is on the diving board.
location
Reading z Reading sentences describing an object's location z The almond is in the chocolate.
L Writing z Writing sentences describing an object's location z Where is the dog? The dog is under the table.
E Game 1 z Asking and answering the location of objects and places z Where is the table? Its' next to the tree.
V Game 2 z Asking and answering questions about location z Where is the box? Its on the table.
E
z Understanding the location of people, places, and objects
L Story
through reading
z Where is mom? She's in the kitchen.
2 Chant z Saying simple expressions about location with movements z Where is the restroom? It's in the corner.
Art project z Listening to and expressing the location of objects z Where is your book? It's on the desk.
Role play z Asking and answering questions about location z Where is the restroom? It's in the corner.
Culture z Learning and writing vocabulary related to summer z hot, swim, camping, vacation, summer
z Speaking about the location of objects and places using more

Speaking z Where is the bookstore? It's behind the bank.
advanced prepositions
z Recognizing the location of a place after listening to a
Listening z Where is the school? It's in front of the bank.
description
z Reading and understanding a story about the location of rooms
Reading z Lucy's room is between Lisa's and Yuna's.
in a house
L Writing z Identifying and writing appropriate prepositions z The desk is next to the closet.
E Game 1 z Reading, understanding, and creating sentences about location z Where is the restaurant? It's on your right.
V Game 2 z Asking and answering questions about location z Where is the police station? It's over there.
E
L Story z Saying asking and answering questions about location z Where is my bag? It's behind the chair.
3 Task 1 z Reading and understanding a dialog about location z Where is the bee? It's next to your sandwich.
z Identifying and filling in the missing prepositions in a news

Task 2 z Korea's first rocket to go into space.
paper article
z Where is the treasure? It's between the hospital and the
Art project z Expressing the location of places on a map
church.
Culture z Learning and reading vocabulary related to summer z beach, camping, fan, hot, parasol, sunny, watermelon...
LEVEL
1 LOCATION z [B] The teacher will ask questions about the animals in the
picture, "Where is _______?"
Speaking : Let's speak z Have students listen and answer the questions using the
picture and sentences in their textbook.
z To have students answer simple z Have the students repeat each answer twice.
Teacher
questions about the location of objects
Objectives
z To be able to answer simple questions Level focused
Students
about the location of objects z [Advanced] Have the students write the sentences without
z Speaking about the location of objects pictures.
Functions z [Supplementary] Have students repeat the four sentences after
using simple prepositions
the teacher a few times.
Key Expressions z The monkey is in the box.
References
How to teach z Materials : pictures (to attach on the board or to show on
z [A] Have a box and a monkey or any other object to use in TV)
the class or have the students look at the pictures in their
textbook.
z Ask the students where the monkey is and have them give the
appropriate answers. Reading : Let's read
z Have the students repeat the sentences after the teacher.
z [B] Use objects in the classroom to practice "My _____ is ___ z To have students read the prepositions
Teacher
the _____." expression with the students. and match them to pictures
Objectives
z To be able to read the prepositions and
Students
Level focused match them to pictures
z [Supplementary] Give each student a doll/object. Make a
Functions z Reading simple prepositions
sentence with a preposition from the textbook. Then, have the
students repeat the sentence and act it out with their Key Expressions z in, on, under, next to
doll/object on the desk.
References How to teach

z Materials : box, monkey, dolls/objects z [A] Have the students read each preposition aloud.
z Hvae the students match the prepositions to the pictures.
z [B] Have students read the prepositions. and cut and glue the
Listening : Let's listen appropriate objects on the picture.
z After reading. students can talk about the picture in pairs.
z To have students understand expressions S1 : "Where is the dog?"
Teacher
about location S2 : "It's under the table."
Objectives
z To be able to understand expressions
Students
about location Level focused
z Listening and expressing the location of
Functions z [Supplementary] Ask the students where different objects are
animals
in the 'cut and glue' picture.
Key Expressions z The bear is in the house.
References
How to teach z Materials : scissors, glue
z [A] The teacher should describe the location of the animals in
the picture using on, in, under, and next to.
3 LEVEL 1
Location
z Students take turns to ask their partners where the objects

Writing : Let's write should be glued.
S1 : "Where is the pencil?"
S2 : "The pencil is on the desk."
Teacher z To have students write prepositions Then, S1 glues his or her pencil on the desk.
Objectives
Students z To be able to write prepositions
Level focused
Functions z Writing simple prepositions
z [Advanced] Students can choose additional objects to draw on
Key Expressions z in, on, under, next to the picture.
z [Supplementary] After completing the activity, students will
choose a new partner and discuss where the objects are with
the new partner.
How to teach
S1 : "Where is your pencil?"
z Have the students read the prepositions in the word box. S2 : "My pencil is on the desk. Where is yours?"
z Demonstrate the correct way to write each word.
z Have the students practice writing each word before writing in
the answers.
References
z Have students look at each picture, select appropriate words z Materials : scissors, glue
from the word box, and write them in the blanks.
z Have the students read the sentences together to check their
answers.
Game 2 : Board game
Level focused
z [Supplementary] Practice writing the prepositions many times. z To have students ask and answer simple
Teacher
Objectives
References z To be able to ask and answer simple
Students
z Materials : pictures (to attach on the board or to show on questions about the location of objects
TV) z Asking and answering questions about
Functions
location
Key Expressions z The rabbit is on the house.

Game 1 : Pair game
How to teach
z To have students ask and answer simple
Teacher
questions about the location of objects z Have students pair up.
Objectives z Give each pair the dice(with 1s and 2s on it)and two markers.
z To be able to ask and answer simple z S1 will roll the dice, move his/her marker, and make a
Students
questions about the location of objects sentence about the picture they land on. ex) "The rabbit is on
the house." If they are unable to make a sentence, they must
z Listening and expressing the location of return to the space they came from.
Functions
objects z S2 will then take a turn.
z The game continues until both members reach "finish".
z Where is the pencil? z The student who reaches "finish" first wins the game.
Key Expressions
z The pencil is on the desk.
Level focused
z [Advanced] When a student lands on a space, his/her partner
How to teach will ask a question about the picture.
z Have the students pair up. S2 : "Where is the rabbit?"
z Students will cut out the stationery items at the bottom of the S1 : "The rabbit is on the house."
page.
LEVEL 1 4
Teacher's Guide
References
Chant : Where are you ?
z Materials : dice (with 1s and 2s), markers
z To have students practice asking and
answering simple questions about
Teacher
location through chanting and rhythmic
Story : Animal totem pole Objectives
movements
z To be able to practice asking and
answering simple questions about
Students
z To have students listen to and location through chanting and rhythmic
Teacher
understand the story movements
z Saying simple expressions about location
Objectives Functions
with rhythmic movements
z To be able to listen to and understand
Students Key Expressions z I'm in the box.
the story
z Recognizing the missing preposition in

Functions How to teach
the story
z [A] To begin with, have students listen to the 'Where are
Key Expressions z a cat on a pig you?' chant. Then perform the chant with movements that
correspond to the words in the chant.
z Have students perform the chant with you.
z [B] If the students can chant 'Where are you?' well, then
How to teach
change the key preposition and corresponding movements and
z [A] Read the story to the students. chant again.
z Have the students fill in the missing preposition, on, in each
blank.
z Do listen and repeat with each line.
Level focused
z Read the story together. z [Advanced] Students who can read should be encouraged to
[B] Have the students draw an animal of their choice under read the words as they listen.
the hippo. z [Supplementary] A box and candy could be given to each
z Students should ask the person sitting next to them what they student to use, so they can demonstrate the words of the
have drawn. chant.
S1 : "What is the hippo standing on?"
S2 : "The hippo is on a _______. How about you?"
References
z Materials : boxes, candies
Level focused
z [Supplementary] After reading the story together, test the
students' reading and their memory of the story by saying the
beginning part of each line, and having students complete the Game 3 : Pair game
lines.
ex) Teacher : a cat...
z To have students practice listening to
Students : on a pig
Teacher and speaking in sentences with
In section B, have the students walk around the classroom and
prepositions
ask other students what their hippo is standing on. Objectives
z To be able to practice listening to and
Students
speaking in sentences with prepositions
References
z Listening to and expressing the location
z Materials : pictures (to attach on the board or to show on Functions
of objects
TV)
Key Expressions z The ruler is in the pencil case.
5 LEVEL 1
Location
How to teach
z Have the students pair up.
References
z Explain that they will take turns to give instructions on where z Materials : colored pencils, scissors, glue, paper, sample book
to draw the objects in the box.
ex) S1 : "The pencil is next to the eraser."
(S1 and S2 draw a pencil next to an eraser.)
S2 : "The ruler is in the pencil case." Culture : Animal sounds
(S1 and S2 draw a ruler in a pencil case.)
z Give the students a time limit and make sure they understand
z To have students understand the
they cannot look at each other's picture. Teacher
different noises animals make in English
z When time is up, have the students compare their drawings. Objectives
z To be able to understand the different
Students
noises animals make in English
Level focused z Understanding different animal sounds
Functions
z [Advanced] After completing the activity, have the students through singing
write sentences that correspond with their picture. Key Expressions z quack, bow, oink, moo
References
How to teach
z Materials : pictures (to attach on the board or to show on
TV) z [A] Have the students look at the pictures.
z Ask the students what the animal in the first picture is and
what sound it makes in Korean.
z Explain that in English, the animal makes a different sound.
Art project : In the lake Demonstrate the English sound to the students and have them
repeat after the teacher.
z After practicing the sound, read the sentence at the bottom of
z To have students make a book
Teacher the picture and have the students repeat after the teacher.
containing prepositions
Objectives z Repeat the process for each picture.
z To be able to make a book containing
Students
prepositions z [B] Have students watch and listen to the clip.
z Writing prepositions by making a story z Play the clip again and have the students sing along.
Functions
book
Key Expressions z The girl is on the rock. Level focused

z [Supplementary] Talk about other domestic/farm animals and
the noises they make in English and Korean. After teaching
How to teach the students about the different noises animals make in
z Make a sample book before class. English, play a guessing game. The teacher should make an
z Read the book to the students twice. For the first time, have animal sound and the students should guess what animal it is
the students listen, and for the second time, have them do and shout out its name in English.
listen and repeat after the teacher. Teacher : "moo"
z Have the students write the missing prepositions in the blanks. Students : Cow!
z After explaining how, have them make the book. Alternatively the students could play the guessing game in
pairs.
Level focused
References
z [Advanced] Students could copy the sentences (from the
template) and draw their own pictures in a blank book. If the z Materials : EBS 'Animal Sounds' flash file (The files are in
students level is very high, they could make their own story the 'CD-ROM')
using the prepositions.

z [Supplementary] Ask students to present and read their books
to the class.
LEVEL 1 6
Location-Speaking
Let's speak
A. Speak out.
The is on the .
The is in the .
The is under the .
The is next to the .
B. Where is your pencil?
My is ______ the ________.
※ is (on/under/next to) the . is (on/under/next to) the . 7 LEVEL 1

Location-Listening
Let's listen
A. Look and listen.
B. Listen, write, and say.
1.
The is _______ the .
2.
3.
4.
LEVEL 1 8 ※ 숨은 그림 찾기! is [next to/on/under]the .

Location-Reading
Let's read
A. Read and match.
next to in under on
B. Cut and glue.
in
on
on
on
next to
under
9 LEVEL 1
Location-Writing
Let's write
A. Fill in the blanks.
under, on, next to, in
1.
The monkey is ______ the box.
2.
3.

4.
LEVEL 1 10 ※ u□d□r, o□, n□□t □o, i□

Location-Game 1
Pair game
A. Where is the ______ ?
B. Cut and glue.
11 LEVEL 1
Location-Game 2
Board game
A. Play the board game.
start
→
finish
←
LEVEL 1 12 ※ 그림 속에 있는 동물들을 영어로 말해 봅시다.

Location-Story
Animal totem pole
A. Read the sentences and fill in the blanks with 'on'.
a cat _____ a pig
a pig _____ a dog
a dog _____ a frog
a frog _____ a duck
a duck _____ a monkey
a monkey _____ a hippo
B. Draw an animal under the hippo.

- What is the hippo standing on?
※ is u . 13 LEVEL 1
Location-Chant
Where are you?

A. Let's chant.
Where are you?
I'm a . I'm a .
, , I'm a .
Let's play 'Hide & Seek'.

Ready go!
Where are you? Where are you?
I'm in the , I'm in the .
in, in, I'm in the box.

Wow, yummy! yummy!
B. Let's chant more.
in, on, next to, under
LEVEL 1 14 ※ I'm [9, 14] the box.

Location-Game 3
Pair game
A. Draw the same picture with your friend.
<example>
A: The is next to the .

(A and B draw.)
B: The is in the .
(A and B draw.)
...
※ 다음 상황을 설명할 수 있는 표현을 최대한 많이 말해 봅시다. 15 LEVEL 1

Location-Art project
In the lake
A. Let's make a story book.
The is
______ the .
The is
The is
______ the .
________ the .
LEVEL 1 16 ※ Unscramble [ is e x n t o t .]
Location-Culture
Animal sounds
A. Let's say.
B. Let's sing.
※ 동물소리 중에 빠진 알파벳을 찾아보세요. 17 LEVEL 1

LEVEL
2 LOCATION
z To have the students understand

z To have students ask and answer simple Teacher
Teacher expressions about location
questions about the location of places
Objectives
Objectives
z To be able to understand expressions
z To be able to ask and answer simple Students
Students about location
questions about the location of places
z Saying simple expressions related to the z Recognizing prepositions after listening

Functions Functions
location of places to sentences related to location
z Where is the restroom? Key Expressions z The girl is on the diving board.
Key Expressions
z It's in the corner.
How to teach How to teach

z Read the question and the answer for the first picture but z [A] Do listen and repeat with the four prepositions in the
pause where the preposition should be. See if the students can activity.
guess which preposition should be used. After guessing, have z The teacher should say 4 sentences with one of the 4
the students write the correct preposition in the blank. Do prepositions. ex) "The bank is next to the post office." The
listen and repeat with the question and answer before moving students will listen to each sentence, identify the preposition
onto the next picture. in it, and connect the correct preposition to each number.
z After completing the three pictures, give the students 2 to 5
minutes to draw their own picture and complete the question z [B] The teacher will say something about each picture and the
and answer below it. students will decide whether it is true or false and mark the
z Ask the students to share their picture with the class. picture with an O or X.
z Group the class into pairs and have the students practice the ex) Teacher : "The girl is on the diving board."
expressions for each picture, taking turns to ask and answer Students : (Mark the picture with an O.)
the question.
ex) S1 : "Where is the restroom?"
Level focused
S2 : "It's in the corner."
S2 : "Where is the restroom?" z [Advanced] Ask the students where certain objects are in the
S1 : "It's in the corner." pictures.

Teacher : "Where is the girl?"
Students : "The girl is on the diving board."
Level focused
z [Advanced] Have the students write another sentence with a
References
preposition for each picture.
z [Supplementary] Give each student a doll/object. Say a z [A] 1. The bank is next to the post office.
sentence using a preposition from the textbook. Have the 2. The dog is under the tree.
students repeat the sentence and act it out with their 3. The pen is in the pencils.
doll/object and desk. 4. The bag is on the desk.
[B] 1. The girl is on the diving board.

References 2. The desk is next to the closet.
z Materials : pictures (to attach on the board or to show on 3. The dog is on the desk.
TV) 4. The almond is in the chocolate.
LEVEL 2 18
Teacher's Guide
z Have the students trace and complete the first set of

Reading : Let's read sentences.
z Have the students create one more question and answer
related to the picture. ex) Where is the vase? The vase is
z To have students read and construct
Teacher next to the books.
sentences with prepositions
z Have the students create a question and answer for each of
Objectives
z To be able to read and construct the pictures in bottom section. After completing their
Students
sentences with prepositions sentences, ask the students what they have written.
z Reading sentences and describing an

Functions
object's location
Level focused
z [Advanced] Give each student a piece of paper and have them
Key Expressions z The almond is in the chocolate. draw their own picture and write a question about it. As a
class, in groups or in pairs, the students should share their
pictures and have their group members/partner answer the
question.
How to teach z [Supplementary] In pairs have the students practice asking and
z [A] Read the sentences to the students while they follow the answering the questions they have written for each picture.
words with their finger.
z Ask the students what preposition is in each sentence.
References
z Have the students do listen and repeat with the sentences.
z Materials : paper
z [B] Have students cut out the words at the bottom of the
page and arrange them in order.
z When they are finished, ask them what the sentences are.
Game 1 : The spinner game
Level focused z To have students ask and answer simple

z [Advanced] After completing [B], each student could be given Teacher questions about the location of objects
a piece of paper and scissors to create their own scrambled and places
Objectives
sentences for another student to rearrange. z To be able to ask and answer simple
z [Supplementary] Activity [B] could be done alone or in pairs. Students questions about the location of objects
and places
z Asking and answering about the location
References Functions
of objects and places
z Materials : scissors, glue, paper
z Where is the table?
Key Expressions
z It's next to the tree.

How to teach
z Have the students make pairs and give a paper clip to each
z To have students write sentences
Teacher pair.
containing prepositions
Objectives z Tell the students they need to put the paper clip in the middle
z To be able to write sentences containing of the board and use the tip of a pencil to hold it in place. S1
Students
prepositions will spin the paper clip. According to the picture S1's paper
z Writing sentences and describing an clip points to, S2 will ask S1, "Where is the...?" and S1 will
Functions
object's location reply "It's...."
ex) S2 : "Where is the table?"
z Where is the dog?
Key Expressions S1 : "It's next to the tree."
z The dog is under the table.
z Before starting the activity, do a demonstration of the activity
with one student.
How to teach
19 LEVEL 2
Location
Level focused
Story : In the house
z [Advanced] After playing the game, have the students write a
question and an answer for each space of the spinner.
z To have students read, listen to and
Teacher
understand the story
References Objectives
z To be able to read, listen to and
z Materials : paper clips Students
understand the story
z Understanding the location of people,

Functions
places, and objects through reading
Game 2 : My land game
z Where is mom?
Key Expressions
z She's in the kitchen.
z To have students ask and answer simple
Teacher questions about the location of objects
and places
Objectives How to teach
z To be able to ask and answer simple
Students questions about the location of objects z Read the story to the students twice. Have them follow the
and places story with their fingers while listening to the teacher. Then,
z Asking and answering questions about have them repeat after the teacher line by line.
Functions
location z After reading the story together, ask the students some
z Where is the box? questions about it.
Key Expressions
z It's on the table. ex) Teacher: "Where is mother?"
Students: "She's in the kitchen."
z Have the students make groups of 4.
How to teach z Tell the students they are going to make this story into a role
z Have the students pair up and give a coin/eraser to each pair. play. Each group will need to assign the roles, practice the
z The teacher should demonstrate how to play the game with a lines, and present the role play to the class.
student.
z S1 will place the coin/eraser on the 'coin' spot and flick it on Level focused
to the board. S2 will ask a question.
z [Advanced] Students should be encouraged to add a few more
S2 : "Where is the box?"
of their own sentences to the role play.
S1 : "It's on the table."
If S1 is able to answer the question correctly, S1 wins the
space and marks it. Then it's S2's turn. If a student lands on References
another student's space, he/she can take the space by
z Materials : role-play mask
answering the question correctly. When time is up, the student
with the most spaces wins the game.
Level focused Chant : Where is the restroom?

z [Advanced] S1 will choose a picture and ask a question about
it. S2 will have to find the picture. S1 is talking about, and z To have students practice asking and
answer according to the picture. Teacher answering simple questions about
S1 : "Where is the cat?" location through chanting
Objectives
S2 : "It's in the box." z To be able to practice asking and
If S2 is right, he/she gets to choose a picture and ask a Students answering simple questions about
question to S1. If he/she is wrong, he/she must guess again. location through chanting
z Saying simple expressions about location
Functions
with movements
References
z Where is the restroom?
z Materials : coins or erasers Key Expressions
LEVEL 2 20
Teacher's Guide
Level focused
How to teach z [Advanced] After completing the activity, have the students
z [A] Demonstrate the chant with a lively rhythm. write sentences that correspond with their picture.
z For the second time, do the chant with movements that
correspond to the words in the chant.
References
z Have students perform the chant with the teacher.
z [B] If the students can chant 'Where is the restroom?' well, z Materials : colored pencils
change the place, location, and corresponding movements, and
chant together again.
z Have the students write the new words in their textbooks.
Role play : Let's do a role play
Level focused
z [Advanced] Students who can read should be encouraged to z To have students read and perform a
Teacher
read the words quietly as they listen. role play
Objectives
z To be able to read and perform a role
Students
References play
z Materials : pictures (to attach on the board or to show on
z Practicing asking and answering
TV) Functions
questions about location
z Where is the restroom?

Key Expressions
Art project : In my room
z To have students practice asking and How to teach

Teacher answering simple questions about the
z Read the dialog to the students while they follow the words in
location of objects
their books. Ask the Korean meaning of each sentence to
Objectives
z To be able to practice asking and make sure they understand the dialog. Do listen and repeat
Students answering simple questions about the with each line.
location of objects z Have the students practice the dialog a number of times.
ex) Nami Jinho
z Listening to and expressing the location 1. Teacher Students
Functions
of objects 2. Girls Boys
3. Group A Group B
Key Expressions z Where is your book? It's on the desk.
z Have the students make pairs and cut out the finger puppets.
z After a few minutes of practicing, have some students
demonstrate the dialog to the class.
How to teach
z Have the students pair up. Level focused
z Explain that they will take turns at asking and answering
z [Advanced] Encourage the students to add their own sentences
where some objects are in the room, and that they need to
to the role play or make their own role play.
draw the objects according to their conversation.
ex) S1 : "Where is your book?"
S2 : "It's in the corner." References
Then, in their own book, both S1 and S2 draws a book in the
z Materials : scissors, glue
corner.
z Give the students a time limit and make sure they understand
that they cannot look at each other's pictures.
z When time is up, have the students compare their drawings.
21 LEVEL 2
Location
Culture : Summer vacation plan
z To have students learn vocabulary

Teacher
related to summer
Objectives
z To be able to learn vocabulary related
Students
to summer
z Learning and writing vocabulary related

Functions
to summer
Key Expressions z hot, swim, camping, vacation, summer
How to teach
z Ask the students about summer. Brainstorm words that are
associated with summer.
z Have students create a mind map about summer.
z [A] Teach the five words in the book, hot, swim, camping,
vacation, and summer, to the students.
z [B] Have the students unscramble and write the words.
z Talk about summer vacation with the students.
ex) Teacher : "What will you do during the summer vacation?"
Students : "I will go camping."
The teacher can tell the students what they could do during
the summer. The teacher can also tell the students about his
or her own plan for the summer vacation.
Level focused
z [Supplementary] Students should draw a picture about their
summer vacation.
z [Advanced] Students should write about their summer vacation
plan.
References
z Materials : word flash cards
LEVEL 2 22
Location-Speaking
Let's speak
A. Look and speak.
▫ Whe e s the sausa e

▫ Where is the restroom?
s op?
▪ It's ___ the c r er.
▪ It's ________ Pizza king.
▫ Where is the post office? ▫ Where is ________ ?

▪ It's ___ your right. ▪ It's ____________ .
※ It's your . 23 LEVEL 2

Location-Listening
Let's listen
❶ ❷ ❸ ❹
• • •
• • • •
next to in under on
B. Listen and mark O, X.
LEVEL 2 24 ※ Where is ? It's □□ the chocolate.

Location-Reading
Let's read
A. Let's read.
The girl is on the diving board. The almond is in the chocolate.
The dog is under the desk. The desk is next to the closet.
B. Rearrange the sentence.

is Where ? restroom the
corner It . in the is
next is the . It to tree
※ is _______ the desk. 25 LEVEL 2

Location-Writing
Let's write
A. Trace and write.
LEVEL 2 26 ※ Unscramble is in The cat the box .

Location-Game 1
The spinner game

A. Let's play the spinner game.
on
in
under next to
restroom bank
post living
office room
Q : Where is the ______ ?
A : It's _____________________ .
※ 적절히 끊어(/) 읽어 봅시다. [It's/nexttothetable.] 27 LEVEL 2

Location-Game 2
My land game
A. Let's play my land game.
Coin
Q : Where is the ______ ?
A : It's _____________________ .
LEVEL 2 28 ※ 숨은 그림을 찾아 말해봅시다. Where is ? It's (in/on/under) the table.

Location-Story
In the house
A. Let's read a story.
D d, I'm home.
Where is mom?
She's ___ the ki chen.
She's making sandwiches.
Mom, I'm ome.
Wow, it looks delicious.
______ is Timmy?
He's ___ the bathroom.
He's washing his hands.
Wash your hands first.
Hi, Timmy.
______ ___ my new glove?
It's ___ the living room.
It's ove there.
It's _______ the ta le.

h, no.
Willy is eating y new
glove.
※Where is ? It's in the [ .] 29 LEVEL 2

Location-Chant
Where is the restroom?

A. Let's chant.

Sorry?
Oh, it's over there.
Oh, I can't see it.
It's in the corner.
In the corner?
Yes, over there.
B. Let's make a chant.
Where is the ______ ?

Sorry?
Where is the ______?
Oh, it's over there.
Oh, I can't see it.
It's _________
_________?
Yes, over there.
LEVEL 2 30
In my room
A. Draw a room with your friend.
examples
A : Where is your book?

B : It's on the desk.
(Draw the objects in the box.)
B : Where is your toy car?

A : It's under the bed.
...........
31 LEVEL 2
Location-Role play
Role play
A. Let's do a role play.
<example>
Nami: Where is the restroom?
Jinho: It's over there.
Nami: Where is it? I can't find it.
Jinho: It's in the corner.
Nami: Oh, it's next to the stairs.
LEVEL 2 32
Location-Culture
Summer vacation plan
hot swim camping
A. Let's write.
tho
miws
gaipcnm
ctaanivo
rmumse
33 LEVEL 2
LEVEL
3 LOCATION
Speaking : Let's speak Listening : Let's listen
z To have students answer simple z To have students understand

Teacher Teacher
questions about the location of objects expressions about location
z To be able to answer simple questions z To be able to understand expressions
Students Students
about the location of objects about location
z Speaking about the location of objects z Recognizing the location of a place after
Functions and places using more advanced Functions
listening to a description
prepositions
z Where is the school?
z Where is the bookstore? Key Expressions
Key Expressions z It's in front of the bank.
z It's behind the bank.
How to teach How to teach

z [A] Prepare a box and an object. z The teacher should make a town with a school, a department
z Review basic prepositions like in, on, and under. Place the store, a bakery, a bookstore, a park, and a drug store, and
object on the box and ask the students "Where is the ____?". write a paragraph about it before teaching this class.
If the students answer correctly, "The _____ is on the box.", z Review the places at the bottom of the page.
change the position of the object and ask them the question z Have the students cut out the places at the bottom of the
again. page.
z Do listen and repeat after each answer emphasizing the z Read the teacher's paragraph about the town slowly. While
preposition. listening to the teacher, the students should be pasting the
z Using the box and the object, teach 'behind', 'in front of', 'next places they have cut on the map.
to' and 'between'. z Read the paragraph twice so the students can check their
z Test the students' understanding. Give them a box and an work.
object. Tell the students where the object should be like, "The
pencil is behind the box." Have the students say the sentence
while moving the object.
Level focused
z [Advanced] Have the students write some sentences about the
z [B] Explain that the same prepositions we use for objects can picture in their worksheet.
be used for places. Have the students look at the picture in
section B and ask them "Where is the bookstore?". The
References
students should be able to reply "It's behind the bank."
Level focused
z [Supplementary] Have the students make pairs and practice
asking and answering questions about the pictures in the Reading : Let's read
textbook.
ex) S1 : "Where is the monkey?"
S2 : "The monkey is on the box." z To have students read and comprehend a
Teacher
Alternatively, they could use their desk and object to practice story
Objectives
the question and the answer. z To be able to read and comprehend a
Students
story
References z Reading and understanding a story about

Functions
the location of rooms in a house
z Materials : boxes, objects
z Lucy's room is between Lisa's and

Key Expressions
Yuna's.
LEVEL 3 34
Teacher's Guide
How to teach References

z First, have the students read the story alone. z Materials : pictures (to attach on the board or to show on
z Then, read the story to the students while they follow the TV)
words in the textbook.
z Have the students take turns to read the story aloud. For
example, student A can read the first sentence and the rest of
the class can repeat after him or her. Then, student B can Game 1 : Pair game
read the second sentence and the rest of the class repeat
after him or her, and so on.
z Give the students five minutes to cut and paste the pictures of z To have students ask and answer simple
Teacher
the characters into the correct rooms. questions about the location of objects
Objectives
z Check their answers. z To be able to ask and answer simple
Students
Level focused z Reading, understanding, and creating
Functions
z [Supplementary] Have the students make pairs and do 'ask sentences about location
and answer'.
z Where is the restaurant?
ex) S1 : "Where is Lucy's room?" Key Expressions
z It's on your right.
S2 : "Lucy's room is between Lisa's and Yuna's."

z Materials : scissors, glue z Have students make pairs.
z Give each pair a die (with 1s and 2s on it) and two markers.
z Students will take turns to roll the die and move the marker.
The students should read what's written in the space they land
Writing : Let's write on. ex) "Where is the restaurant?" If the student is unable to
read the sentence, they must return to the space they came
z To have students write some from and it's their partner's turn.
Teacher
Objectives prepositions z The game continues until both members have reached the "You
Students z To be able to write some prepositions win!" space.
z The student who reaches the "You win!" space first wins the
z Identifying and writing appropriate
Functions game.
prepositions
Key Expressions z The desk is next to the closet.

Level focused
z [Advanced] Advanced students should read what's written in
How to teach the space and create a question or an answer. If S1 lands on
z Review previously learned prepositions and their spellings. "Where is the restaurant?", he/she should create an answer,
z Demonstrate the correct way to write each word. for example, "It's next to the bank." If S1 lands on "It's over
z Students should look at each picture and write the appropriate there.", he/she should create a question like "Where is the
prepositions or objects in the blanks. ball?"
z Have the students read the sentences together to check their z [Advanced] Students can write an answer if they land on a
answers. question, and write a question if they land on an answer.
z [Advanced] Have the students write a new sentence for each z Materials : dice (with 1s and 2s), markers
question using a different subject.

ex) 3. "The egg is on the ham."
z [Supplementary] Have the students draw their own picture and
sentence with blank spaces.
35 LEVEL 3
Location
How to teach
Game 2 : Dice game
z Have the students read the story by themselves.
z To have students ask and answer simple z Ask them what happens in the story.
Teacher z Read the dialog to the students while they follow the words in
Objectives their books. Do listen and repeat with each sentence and ask
z To be able to ask and answer simple
Students its Korean meaning to the students.
z Have the students practice the dialog a number of times.
z Asking and answering questions about ex) Mom Jinho
Functions
location 1. Teacher Students
2. Girls Boys
z Where is the police station?
Key Expressions 3. Group A Group B
z It's over there.
z Have the students make pairs. Before practicing in groups,
have them cut out the finger puppets.
How to teach z After practicing, have some students perform the role play to
the class.
z Review the place words on the dice.
z Have the students make pairs and have each student make the
dice from the worksheet. Level focused
z Demonstrate how to play the game with a student.
z [Advanced] Students should be encouraged to add their own
z S1 will throw both dice. S2 will ask a question that S1 has to
sentences to the role play or make their own role play.
answer.
ex) S1 : "Where is the hospital?"
S2 : "The hospital is next to the police station." References
Level focused
z [Advanced] After playing, have the students write some of the
sentences they used during the game.
Task 1 : Where is the bee?
z [Supplementary] As the students play the dice game, they can
draw a map of a town according to the questions and answers
they use in the game. For the example conversation between z To have students read and comprehend a
Teacher
S1 and S2 above, the two students would draw a hospital and simple dialog
Objectives
a police station next to each other. z To be able to read and comprehend a
Students
simple dialog
z Reading and understanding a dialog about
location
z Where is the bee?
Key Expressions
z It's next to your sandwich.
Story : Role play

How to teach
z To have students read and perform a z [A] Have the students read the dialog by themselves and try
Teacher
role play to identify the order of the bee's locations.
Objectives
z To be able to read and perform a role z Read the dialog to the students to give them a second chance
Students
play to complete the task.
z Asking and answering questions about z Ask the students where the bee was in each stage of the
Functions dialog.
location
ex) Teacher: "Where was the bee first?"
z Where is my bag? Students: "It's next to your sandwich."
Key Expressions
z It's behind the chair.
z [B] Have the students cut the bee picture out of the textbook.
z Have the students make pairs.
LEVEL 3 36
Teacher's Guide
z S1s of the pairs should close their eyes. S2s will place the
bee somewhere and ask, "Where is the bee?". The S1 will
References
guess where the bee is and answer, "Is the bee behind my
back?", for example. When S1 correctly guesses where the bee z Materials : newspaper, magazine
is, the students should switch the roles.
Level focused
Art project : Treasure map
z [Advanced] Have each pair write their own script using the
"Where is the bee?" dialog as a template.
z [Supplementary] Have students trace or copy the "Where is z To have students write and speak about
Teacher
the bee?" dialog. the location of places and objects
Objectives
References Students
z To be able to write and speak about the
location of places and objects
z Materials : scissors, pencils
z Expressing the location of places on a

Functions
map
Task 2 : E.N.I.E.(English Newspaper in Education)

z Where is the treasure?
Key Expressions
z It's between the hospital and the church.
z To have students read and understand a
Teacher
simple newspaper article
Objectives
z To be able to read and understand a How to teach
Students
simple newspaper article
z [A] Have each student choose 1 of the 6 houses from the
worksheet. Have them write their friends' names on the 5
z Identifying and filling in the missing houses.
Functions
prepositions in a newspaper article
z Give each student scissors, glue and paper.
z Have them cut out the places from the worksheet and paste
Key Expressions z Korea's first rocket to go into space.
them on a piece of paper to create a map of a town.
z Students should hide a treasure somewhere in their map.
z [B] Have the students write about their town. ex) The
How to teach restaurant is between the hospital and the church.
z [A] Give the students a few minutes to read the article by
themselves. When they have finished reading, ask them some
Level focused
questions about the article. ex) "What is the article about?"
z Ask the students which prepositions should go in the blanks. z [Supplementary] For activity B, have the students make pairs
One by one, have the students answer and fill in the blanks. and ask each other about their respective town
z Read the article to the students once and then have them ex) S1 : "Where is your house?"
listen and repeat after the teacher, line by line. S2 : "My house is next to the school."
z [B] Have the students answer the question.
z Check their answers. If the students don't know the answer,
References
read the relevant section of the article again.
z Materials : glue, scissors, paper(A3 size preferable)
Level focused
z [Advanced] Students should write their own thoughts about
this news. Discuss the event further, like what will happen in
the future.
z [Supplementary] Have the students draw their own artificial
satellite.
37 LEVEL 3
Location
Culture : Summer word search
z To have students learn vocabulary

Teacher
related to summer
Objectives
z To be able to learn vocabulary related
Students
to summer
z Learning and reading vocabulary related

Functions
to summer
z beach, camping, fan, hot, parasol, sunny,

Key Expressions
watermelon...
How to teach
z Ask the students about summer. Brainstorm words that are
associated with summer.
z Have students create a mind map about summer.
z Teach the students the 12 words in the textbook.
z Have the students complete the word search.
z Talk about summer vacation with the students.
ex) Teacher : "What will you do during the summer vacation?"
Student : "I will go camping."
The teacher could tell the students about his or her own plans
for the vacation.
Level focused
z [Supplementary] Have students draw a picture about their
summer vacation.
z [Advanced] Have students write about their summer vacation
plan.
References
LEVEL 3 38
Location-Speaking
Let's speak
A. Look and speak.
The monkey is behind the box.
The monkey is in front of the box.
The monkey is between the boxes.

B. Where is.... ?
Where is the bookstore? Where is the bank?

It's _______ the bank. It's _______ the bookstore.
[ ] ※ What' the box? Just guess! 39 LEVEL 3

Location-Listening
Let's listen
A. Listen and do.
LEVEL 3 40
Location-Reading
Let's read
A. Read and do.
41 LEVEL 3
Location-Writing
Let's write
1.
Red
The blue box is
Blue
__________ the red box.
2.
The desk is __________ the closet.
Where is __________ ?
It is ___________________.
3.
Where is the ham?
The ham is _________
the egg and cheese.
4.
Where is the girl?
She is _______ the diving board.
5.
_______ is the almond?
It is _______ the chocolate.
6.
_________ is __________?
________________________________.
LEVEL 3 42 ※ Where is ? It's the ham.

Location-Game 1
Pair game
A. Let's play a board game.
The bank is
Where is the It's between behind the
restaurant? the tree and school.
the building.
_____ is
the park?
____ __ the It's over It's on

police office? there. your right.
- Go back
2 spaces - Is there
a subway
station
near here? Sorry,
I don't know.
※ is __ __ the . 43 LEVEL 3
Location-Game 2
Dice game
A. Play a game.
LEVEL 3 44
Location-Story
Role play
A. Read the story.
Jinho: Mom, where is my bag?
Mom: It's over there.
Jinho: Where is it? I can't find it. Hmm.
Nami: Jinho, your bag is under the desk.
Jinho: Under the desk? Where is the desk?
Nami: It's behind the chair.
Mom: Jinho, clean up your room, please.
Jinho: Yes, mom.
B. Do a role play
※ Unscramble there over It's 45 LEVEL 3

Location-Task 1
Where is the bee?

A. Read and number the pictures.
Sara : Look! A big bee!

David : Where?
Sara : It's next to your sandwich!
David : Where?
Sara : Behind your back!
David : Behind my back? (Looks back.)
Sara : No. It's under the table now.
David : There's nothing under the table.
Sara : David! The bee is on your hair!
B. Let's find your bee!
LEVEL 3 46 [ ] ※ The ham is _______ a cheese and an egg.

Location-Task 2
E. N. I. E.
A. Read and fill in the blanks.
Korea's First Rocket to Go _____ Space
Korea will send its first rocket

_____ space next month.
Our first space rocket is called
'Naro'.
It will fly _____ space ____ July
30.
If successful, Korea will be the
13th country ____ the world to
have its own artificial satellite. 2009.6.25.
Let's hope Naro will go _____
space safely! in, on, into
B. Let's talk.
What is the name of the first Korean space rocket?
__________________________.
......
※ It will fly space. 47 LEVEL 3

Treasure map
A. Let's make a new town.
B. Let's write about your town.
LEVEL 3 48
Location-Task 2
Summer word search

A. Search the words about summer.
※ 여름에 관한 단어를 세 개 찾아 ○ 해 봅시다. [frehotgersunnyiofanlxes] 49 LEVEL 3

SHAPES
We use shapes and colors to describe things. When an object's shape and color are
described, the listener can picture the object in their mind just listening to the
description. Asking and answering how many items there are, and comparing sizes and
amount are also essential communicative functions of daily conversations.
The main objective of this unit is to have students learn the names of different
shapes and colors. They will have opportunities to talk about the shapes and colors of
objects and to compare different objects using comparative expressions.
Students will be able to describe shapes and colors of objects and to ask and answer
questions about different objects in real life situations. The students will learn not only
through worksheets, but also through games, stories, songs, and arts and crafts.
Contents
Speaking z Identifying the colors and the shapes z It's a red(a circle).
Listening z Understanding the names of the colors and shapes z It's a green triangle.
Reading z Reading the names of the shapes and colors z It's a red circle.
Writing z Writing the names of colors and shapes z It's a green triangle.
L Game 1 z Identifying and saying the colors and shapes

z What color and shape is this?
z It's a green triangle.
E Game 2 z Identifying and saying the shapes and colors
V z It's a green triangle.
E Chant z Recognizing and chanting the colors and shapes

z What do you see?
z I see a yellow circle.
L Song z Recognizing and saying the colors
z What color is this?
z It's red.
1 z What color and shape is this?
Art Project 1 z Identifying and saying the colors and shapes
z What shape is this eraser?
Art Project 2 z Drawing and saying the colors and shapes
z It's a rectangle.
Culture z Comparing the colors and shapes among national flags
z It's a spade.
Speaking z Saying the plurals with shapes
z There are five spades.
Listening z Understanding the plurals with shapes z There are five stars.
Reading z Reading the plurals with shapes z There are five stars.
Writing z Writing the plurals of shapes z There are five stars.
L Game 1 z Asking and answering how many shapes my friends have

z How many stars do you have?
z I have four stars.
E Game 2 z Describing shapes and colors
z The red triangle has three corners.
V z There are two clovers.
E Story z Understanding the sentences with shapes in plurals

z The shape has three sides.
z It's a triangle.
L Song z Understanding the plurals with shapes
z There is a shape has three sides.
z It's a triangle.
2 z How may corners does a triangle have?
Task z Describing the shapes in plurals
z It has three corners.
z How many stars are there?
Art Project z Drawing and describing the shapes in plurals
z There are five stars.
z How many circles are there?
Culture z Comparing colors and shapes among the houses of different countries
z There are five circles.
Speaking z Comparing the shapes using the comparatives z The red oval is bigger than the yellow one.
Listening z Understanding the comparatives of shapes z The blue star is bigger than the red oval.
z The blue star is taller than the gray one.
Reading z Reading and matching the comparatives with pictures
z The purple clover is the biggest one.
z The gray star is taller than the blue one.
Writing z Writing the comparatives of shapes
z The green clover is the biggest one.
L Game 1 z Asking and answering about the different sized shapes they drew
z Is it smaller than the basketball?
E z Yes, it is./ No, it isn't.
V Game 2 z Identifying the biggest shapes and coloring them

z Is the red oval bigger than the yellow one?
z Yes, it is./ No, it isn't.
E Story z Understanding how to use the comparatives z I am stronger than you.
L Quiz 1 z Saying the shapes using the comparatives
z Which shape has more corners?
z Which shape has the most corners?
3 z Asking and answering about the shapes and colors in the z Is the red oval bigger that the yellow one?
Quiz 2 comparatives z The red oval is the biggest.
z Which shape is bigger?
Art Project z Talking about the shapes and colors in the comparatives
z The blue star is bigger than the red one.
z Which flag has more stars?
Culture z Comparing the colors and shapes in the comparatives
z The Chinese flag has more stars than the Chilean one.
LEVEL
1 SHAPES
How to teach
Speaking : Let's speak z Have students repeat the colors and shapes after the teacher.
z Show the shapes on the board.
z Ask how many shapes there are.
Teacher z Divide students into pairs.
the colors and the shapes
Objectives z Have student A say the color and the shape. Student B has to
Students point at the figure A is describing.
colors and the shapes
ex) A : What is it?
Functions z Identifying the colors and the shapes B : It's a blue circle.
Key Expressions z It's red (a circle). A : (Points at the blue circle.)
z Have one student come to the board and point to the shape
the teacher says.
How to teach
z [A] Have students look around the classroom. Level focused
z Have students say the colors they see in the classroom. z [Advanced] Have students understand the phrases 'How many
z Show colored paper or colored pencils. triangles (are there)?' and '(There are) two triangles.'
z Have students repeat the color names after the teacher. z [Supplementary] Make sure students can count the numbers.
z Have students point to the colors that the teacher says.
z Have the same procedures with shapes.
z [B] Students guess and say the name of the object when the References
teacher says its color and shape. z Materials : shape flash cards
z Have students ask questions to the teacher.
ex) A : What shape is it?
B : What color is it?
z Give a point to the student who makes a correct guess.
z Students practice the dialog with a partner.
z To have students read the names of the
Teacher
shapes and colors
Objectives
Level focused z To be able to read the names of the
Students
z [Advanced] Teach more colors in advanced learning class. shapes and colors
z [Supplementary] Teach three or four colors and shapes. Have z Reading the names of the shapes and
Functions
students say only the answer if they cannot say the question colors
in slower learning class. Key Expressions z It's a red circle.

z Materials : colored papers or colored pencils z Have students repeat the colors and shapes after the teacher.
z http://www.atozteacherstuff.com/pages/508.shtml z Have students match the words and shapes.
z Divide students into two groups.
z Have students ask and answer about the figures in the box.
ex) A : What is it?
Listening : Let's listen B : It's a red rectangle.
z To have students understand the names Level focused

Teacher
of colors and shapes
Objectives z [Supplementary] Have students say and spell out the words in
z To be able to understand the names of
Students chorus.
colors and shapes
z Understanding the names of colors and

Functions References
shapes
z Materials : colored papers, word flash cards
Key Expressions z It's a green triangle.
3 LEVEL 1
Shapes
Writing : Let's write Level focused

z [Supplementary] Before playing this game, review different
shapes and colors.
z To have students write the names of
Teacher
colors and shapes
Objectives
References
z To be able to write the names of
Students
colors and shapes z Materials : music, various colored shapes
Functions z Writing the names of colors and shapes
Key Expressions z It's a green triangle.

Game 2 : Touch the shapes
How to teach
z To have students identify and touch the
Teacher
z Prepare colored papers and word flash cards. shapes using their body
z Have students say the colors and shapes. Objectives
z Have students find the color and shape words that the teacher z To be able identify and touch the
Students
says on their worksheet. shapes using their body
z Have students write the color and shape words.
z Identifying and saying the shapes and
Functions
colors
Level focused
z What color/shape is this?
z [Supplementary] Prepare colored pens and have students write Key Expressions
the words with the same colored pen as the shape's color.
z Have students follow the procedure on writing.
How to teach
References z Scatter the shapes of different sizes and colors on the floor.
z Materials : colored paper, colored pencils, word flash cards
z One person from each team comes to the front and puts their
right/left, hand/foot on the shape called out by the teacher.
z Move hands or feet from one colored shape to another.
Game 1 : Find and step on It z The teacher can choose any color/shape and call it out.
z A student can play the teacher's role.
z To have students identify and say the

Teacher
colors and shapes Level focused
Objectives
z To be able to identify and say the z [Supplementary] Have students practice topic sentences before
Students
colors and shapes doing this activity.
z Identifying and saying the colors and z Encourage volunteer students to act out or open their mouth
Functions
shapes wide so other students can get it easily.
Key Expressions
z It's a green triangle. References
z Materials : various colored shapes
How to teach
z Scatter the shapes of different sizes and colors on the floor.
Chant : What do you see?
z Have students make a big circle and walk around the shapes
to music holding hands.
z When the music stops, students jump on to the shape that has z To have students listen to 'What do
Teacher
been called out. you see?' chant and understand it
Objectives
z Have students repeat the shape and color that teacher says. z To be able to listen to 'What do you
Students
z Decrease the number of shapes as the game continues. see?' chant and do the chant
z Students who can't step on the shapes are out.
Functions z Recognizing and chanting the colors and
LEVEL 1 4
Teacher's Guide
shapes Level focused

z What do you see?
Key Expressions z [Supplementary] Put the colored paper on the walls of the
z I see a yellow circle.
classroom, so they can have fun finding the colors.
How to teach
References
z Put shape flash cards on the board and have students practice
z Materials : word flash cards, construction papers
saying them.
z Rainbow song
z Tell students the chant while pointing to each shape flash card
z http://jr.naver.com/english/view.nhn?id=dongyo&cid1=2&nid=83&page=1&
so they can understand easily.
od=
z Have students look at the board while listening to the chant.
z After listening once or twice, encourage students to speak out
the chant and clap their hands to the rhythm.
z Divide students into two groups and chant. Have one group Art project 1 : Hold up the shapes
chant the asking part and the other group chant the answering
part. z To have students listen to shapes and
z Have the groups switch roles. Teacher
hold them up
Objectives
z To be able to identify the shapes and
Students
Level focused repeat the shape's name
z [Supplementary] Use three or four shape flash cards. z Identifying and saying the colors and
Functions
shapes

z Materials : shape flash cards
z Brown bear, Brown bear, What do you see?(by Eric Carl)
z http://www.hubbardscupboard.org/i_see_shapes.html How to teach
z Let students have many sheets of various colored papers.
z Have students cut out the various shapes that the teacher says.
z Have students spread the shapes on the desk.
Song : Sing the rainbow song
z Have students hold up the shapes in the order that the teacher
calls out.
Teacher z To have students sing the rainbow song z Once students gets used to the shapes and colors, call out
several shapes at once.
Objectives
z To be able to sing and point to the z Use the chant 'Give me a red circle.' to check the recognition
Students
colors of the students. Have students shout 'red circle' and raise up
their red circle.
Functions z Recognizing and saying the colors
z What color is this? Level focused

Key Expressions
z It's red.
z [Supplementary] Use only 3 or 4 shapes.

z Have students talk about their experience of seeing a rainbow. z Materials : construction papers, scissors
z Have students say the colors of the rainbow. z http://www.kizclub.com/craft/pocket-circle.pdf
z Put color flash cards on the board and have students practice
saying them.
z Have students point to each color flash card so they can
understand. Art project 2 : Find the same shapes
z Have students listen to the rainbow song.
z Have students sing the song altogether.
z To have students draw and say colors
z Have students point out the colors while singing the song. Objectives Teacher
and shapes
5 LEVEL 1
Shapes
they usually like drawing and coloring very much.

z To be able to draw and say colors and
Students
shapes
z Drawing and saying the colors and References
Functions
shapes
z Materials : models of national flags, world map
z What shape is this?
Key Expressions z http://www.crwflags.com/fotw/flags/cbk.html
z It's a triangle.
z Meaning of the flags
Different flags have different meaning in different countries. In
How to teach general, red represents courage, white represents purity and blue
represents justice. There are four meanings in the Korean flag;
z Have students look around the classroom.
justice, richness, vitality and wisdom.
z Have students find realia with learned shapes.
z Have students draw things inside or outside of the classroom.
z Have students draw the objects on the worksheet.
z Have students come to the front and talk about their picture.
ex) This is a clock. This is a circle. It's white.
z Check students' work by asking them what color and shape the
objects are.
Level focused
z [Supplementary] Give students plenty of time to draw because
they usually like drawing and coloring very much.
References
z Materials : colored pens
z http://www.first-school.ws/theme/mini_theme/houses.htm
Culture : Common symbols
z To have students recognize the colors

Teacher
and shapes on the national flags
Objectives
z To be able to understand and say the
Students
colors and shapes on the national flags
z Comparing the colors and shapes among
Functions
national flags
z What color/shape is this?
Key Expressions
How to teach
z Show various national flags.
z Have students say the flags of countries that they know.
z Have students say what they like and say why they like it.
z Have students say the colors and shapes of certain flags.
ex) It has three rectangles. It has three colors: red, …….
z Explain the flag is the symbol of a nation and it shows the
country's spirit and history.
Level focused
z [Supplementary] Give students plenty of time to draw because
LEVEL 1 6
Shapes-Speaking
Let's speak
What color〔shape〕is this?
It's red(a circle).
A. Shapes and colors.
B. Say the shapes and colors.
※ 위 활동지에 나온 그림 이외에 ○(circle) 모양의 사물을 영어로 세 가지만 말해 봅시다. 7 LEVEL 1

Shapes-Listening
Let's listen
A. Listen and find the shapes and colors.
What color and shape is this?

It's a green triangle.
LEVEL 1 8
Shapes-Reading
Let's read
A. Read and match the shapes and colors.
It's a red circle.
red circle
yellow triangle
green square
blue rectangle
• • green circle
• • yellow rectangle
• • red square
• • yellow square
• • red rectangle
• • blue triangle
• • blue circle
• • green triangle
※ □ + □ = r . 9 LEVEL 1
Shapes-Writing
Let's write
A. Let's write the shapes and colors.
red circle
yellow triangle
green squire
blue rectangle
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
__________________________________________ __________________________________________
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
__________________________________________ __________________________________________
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LEVEL 1 10
Shapes-Game 1
Find and step on it

A. Step on the shapes the teacher calls out.

※ 위 사진에서 학생들이 밟고 서 있는 도형의 색과 모양을 써 봅시다. [R S ] 11 LEVEL 1

Shapes-Game 2
Touch the shapes

A. Touch the shapes the teacher calls out.

LEVEL 1 12 ※ 다음 그림과 맞으면 , 틀리면 에 색칠하세요. [ Blue triangle] [ or ]

Shapes-Chant
What do you see?

A. Let's chant.
What do you see?

I see a yellow circle.
, , , , , , , ,
What do you see? What do you see? What do you see? What do you see?
I see a I see a I see a I see a

looking at me. looking at me. looking at me. looking at me.
, , , , , ,
, ,
What do you see? What do you see? What do you see? What do you see?
I see a I see a I see a I see a ( )
looking at me. looking at me. looking at me. looking at me.
, What do you see?
We see a , , , , ,
, and looking at me.
※ Unscramble and find out the color and shape. e r g e n l c r i c e 13 LEVEL 1

Shapes-Song
Sing the rainbow song

A. Point to the colors that are sung.
What color is this?

It's red.
Rainbow song
Red and yellow and pink and green

Purple and orange and blue
I can sing a rainbow,

sing a rainbow,
sing a rainbow, too.
Listen with your eyes,

Listen with your eyes.
And sing everything you see.
You can sing a rainbow,

sing a rainbow,
sing along with me.
※ 우리나라에서는 무지개를 일곱 가지 색깔로 구분합니다.

LEVEL 1 14 우리나라에서 구분하지 않으나 위 노래에 등장한 색은 무엇인가요?
P
Shapes-Art project 1
Hold up the shapes

A. Cut out and hold up the shapes called out.

15 LEVEL 1
Shapes-Art project 2
Find the same shapes

A. Find the same shapes and draw them.
What shape is this?

It's a triangle.
LEVEL 1 16 ※ □모양의 사물을 영어로 세 가지 말해 봅시다.

Shapes-Culture
Common symbols
What color〔shape〕is this?
It's ________.
A. Color the flags and describe them using shapes and colors.
New Zealand United Kingdom Australia
Cameroon Ghana Congo
B. Create a flag that represents yourself.
※ 위 국기에 등장하지 않는 색은 무엇인가요? 1)red 2)pink 3)blue 4)white 17 LEVEL 1

LEVEL
2 SHAPES
Functions z Understanding the plurals with shapes
Key Expressions z There are five stars.
z To have students say the plurals with
Teacher
shapes
z To be able to say the plurals with
Students z Have students repeat plurals of shapes after the teacher.
shapes
z Show the pictures of eight objects on the board.
Functions z Saying the plurals with shapes z Ask what each object it is.
z It's a spade. z Ask some questions about the objects.
Key Expressions
z There are five spades. ex) What does it look like? What shape is this?
What shape can you see in this picture?
How many circles can you see in this picture?
How to teach z Have students cut out 8 boxes of objects from the worksheet.
z Have students ask "How many stars are there?"
z [A] Have students look around the classroom.
z Answer the students' question.
z Have the students say the shapes they see in the classroom.
ex) There are 5 stars.
z Have the students count the shapes that they've found.
z Have students paste 5 stars in the table.
z Ask students how many circles they've found.
z Check if students are able to answer the same question.
z Teach the different shapes in the table.
ex) Teacher: How many stars are there?
z Say the sentences with emphasis on the plural form.
Students : There are 5 stars.
ex) A: There is one circle in this picture.
B: There are five rectangles here.
z Have students repeat after the teacher while looking at the Level focused
shapes.
z [Advanced] Have students describe the colors and shapes of
z Have students point to the shapes that the teacher says.
objects in the classroom.
z [B] Have students point to the figures when the teacher says
the color and shape.
z Have students ask the questions to the teacher. References
ex) A : What shape is it? z Materials : scissors, glues
B : What color is it? z http://www.storyplace.org/preschool/activities/shapesonact.asp
z Have the students practice the key expressions with a partner.
Level focused
z [Supplementary] Only teach simple phrases like "There is one
clock.", "There is one circle.", "How many circles?", and "Two
circles." z To have students read the plurals with
Teacher
shapes and color the shapes
Objectives
References Students
z To be able to read the plurals with
shapes and color the shapes
z Materials : shape flash cards, color flash cards
z http://www.first-school.ws/THEME/shapes_preschool_printables.htm z Reading and understanding sentences
Functions
about colors and shapes

How to teach
z To have students understand the plurals
Teacher z Ask the students about the shapes on the worksheet.
with shapes
Objectives ex) A: What shape is it?
z To be able to listen and understand the
Students B: It's a rectangle.
plurals with shapes
z Have students read the sentences and color the shapes.
LEVEL 2 18
Teacher's Guide
z When students complete the worksheet, have students read the A : How many sides are there?
sentences many times. B : There are three sides in a triangle.
z Have students repeat after the teacher. A : What shape has five points?
z Have students read together.
References
Level focused z Materials : word cards, shape pictures
z [Supplementary] Help students recognize and read the words.
z Have students practice over and over in various ways.
z Ask students about objects that students can see in the Game 1 : Who has more stars?
classroom.
z To have students ask and answer who

References Teacher
has more shapes on their cards
z Materials : colored pencils Objectives
z To be able to ask and answer who has
Students
more shapes on their cards
z Asking and answering how many shapes
Functions
my friends have
z To have students write the plurals of
Teacher
shapes z How many stars do you have?
Key Expressions
Objectives z I have four stars.
z To be able to write the plurals of
Students
shapes
How to teach
Functions z Writing the plurals of shapes
z Have students work in pairs.
z Have students cut out the cards from the worksheet.
z Have each student take 12 cards from a stack of 24 cards.
z The students will take turns asking their partner a question.
How to teach ex)A : Do you have stars?
B : Yes, I do. / No, I don't.
z Check to see if students know the shapes that they've learned.
z If student B has a star card then he/she has to put it on the
z Teach the sentences that begin with "There is..." and "There
desk faced down. If he/she has more than one star card,
are..." are different.
he/she has to choose one card and put it faced down.
z Review the shapes and colors with the figures on the
z Then student A asks how many starts B has on his/her card.
worksheet.
ex) A : How many stars do you have?
ex) Teacher : What shape is it?
B : I have five stars.
Students : It's an oval.
z The students will show their cards to each other, and the
Teacher : How many ovals are there in all?
student with a card with more stars take the other student's
Students : There are two ovals.
card as well.
z Give students time to work on the writing exercise.
z Each pair will repeat this procedure 6 times.
z When students are finished, check the answers by reading the
z The student with more cards after 6 turns wins the game.
sentences as a class.
z Have students repeat the sentences after the teacher.
z Have all students read together. Level focused
z [Supplementary] Show the students a demonstration of how to
Level focused play the game.
z According to students' level, increase or decrease the number
z [Advanced] Give students more chances to be exposed to
of cards.
words and sentences that describe shapes. Have students ask
and answer questions on shapes.
ex) A : Which shape has three corners? References
B : The triangle has three corners.
19 LEVEL 2
Shapes
z Materials : scissors
z It's a triangle.
How to teach
Game 2 : Get the mark on the shape
z Ask and talk about what comes to the students' mind when
looking at various shapes.
z To have students describe the shapes z Have students look at the title of the story and guess what
Teacher
and colors will happen in the story.
Objectives
z To be able to describe the shapes and z Read the story with the students.
Students
colors z Have students find the answers to the questions.
z Have students read the story with the teacher with a rhythm.
Functions z Describing shapes and colors
z After listening once or twice, encourage students to speak out
z The red triangle has three sides. the story with the teacher.
Key Expressions
z There are two clovers.
Level focused
How to teach z [Advanced] Have students tell the story to each other.
z Have students practice the key expressions before playing this

game. References
z Divide the students into two teams.
z http://www.storyplace.org/preschool/activities/shapesonstory.asp
z Spread various shapes on the floor.
z Have one student from each team come to the front and
throw a coin on to the game board.
z Have the student describe the shape of the space his/her coin Song : There is a shape
landed on. If he/she can describe the shape correctly, his/her
team get as many points as the space says. (Smaller shapes z To have students sing the 'There is a
should have more points.) Teacher
shape' song
z Lower level students can get help from their team members. Objectives
z To be able to sing the 'There is a
Students
shape' song
Level focused
Functions z Understanding the plurals with shapes
z Decide the type and amount of shapes according to the level
of the class. z There is a shape that has four sides.
Key Expressions
z [Advanced] The game can be played in groups of 2~4. z It's a rectangle.

z Materials : different colored paper with various shapes, game z Ask students if they know the BINGO song.
pieces(ex. coins) z Have students learn and sing the BINGO song.
z Have students review and talk about the sides/corners of
shapes.
Story : What Is It? z Read the lyrics of the song slowly to the students.
z Have them practice saying the lines, repeating after the
teacher.
z To have students understand the
Teacher z Have students sing the 'There is a shape' song.
sentences with shapes in plurals
Objectives z Have students change the lyrics of the song with other shapes.
z To be able to understand the
Students (circle and oval, star and diamond, spade and clover, etc.)
sentences with shapes in plurals
z Have students sing along with the music and repeat until they
z Understanding the sentences with can sing it fluently.
Functions
shapes in plurals
Key Expressions z This shape has three sides. Level focused
LEVEL 2 20
Teacher's Guide
z [Supplementary] Have students sing just the first part of the

song.
Art project : Make a village
References
z To have students draw and describe the
Teacher
z If you put the song on repeat and sing it many times, it will shapes in plurals
Objectives
be more exciting. z To be able to draw and describe the
Students
shapes in plurals
z Drawing and describing the shapes in
Functions
Task : Let's make a chart plurals
z How many stars are there?
Key Expressions
z There are five stars.
z To have students describe the shapes
Teacher
in plurals
z To be able to describe the shapes in
Students z Review and make sure that the students know the shapes.
plurals
z Have students say the things they can see in the village.
(trees, house, animals, cars, etc.)
Functions z Describing the shapes in plurals
z Have students draw a village using shapes.
z How many corners does a triangle z Have students change the shape's size and color.
Key Expressions have? z When they are done, have students make a story by describing
z It has three corners. shapes.
z Have students come to the front and explain their picture.
How to teach
z Have students sing the 'There is a shape' song. References
z Ask the students how many shapes there are. z Materials : colored pencils
z Have students ask for the color/corner/side about the shape
the teacher is thinking about. Have them listen to the
teacher's answer and fill the chart.
Culture : What's different?
ex) Students : What color is it?
Teacher : It's blue.
Students : How many corners does it have? z To have students recognize the colors
Teacher : It has 3 corners. Teacher and shapes among the houses of
Students : How many sides does it have? different countries

Objectives
Teacher : It has 3 sides. z To be able to understand and say the
Teacher : Do you know the name of the shape?

Students colors and shapes among the houses of
different countries
Which shape is it?
Students : It's a triangle. z Comparing colors and shapes among the
Functions
houses of different countries
Teacher : That's correct. Write it in the chart.
z Have students say the sentence describing the shape's number z How many circles are there?
Key Expressions
z There are five circles.
of sides, corners, and color.
How to teach
Level focused
z [A] Show various types of houses.
z [Advanced] Teach the students how to describe star, oval,
z Have students say the houses that they know.
spade, heart, diamond and clover.
z Have students talk about what they like and ask why they like it.
z [Supplementary] Teach fewer shapes and have students repeat
z Have students say the colors and shapes of the houses.
sentences many times.
z Have students talk about the materials(straw, snow, tepees out
of animal skins, tree, branches, mud, grass etc.) used for each
References house.
z Materials : colored pencils z [B] Have students draw their dream house and introduce it to
21 LEVEL 2
Shapes
the class.
ex) Teacher : What kind of house would you like to live in?
Students : I would like to live in an igloo.
Level focused
z [Advanced] Have students recognize the materials used for
each house and the different shapes in each house.
z [Supplementary] Have students focus on the shape of the house.
References
z Materials : colored pencils
LEVEL 2 22
Shapes-Speaking
Let's speak
It's a spade.
There are five spades.
A. Listen and repeat.
♠ ♥ ♣
star oval spade heart diamond clover
B. Ask and answer.
♥♠
♣
♥♥♥♥♥♠
▲ ♣
※ How many green stars are there? There are _____ green stars. 23 LEVEL 2
Shapes-Listening
Let's listen
A. Listen and paste.
There are five stars.
1 5
2 6
3 7
4 8
LEVEL 2 24
Shapes-Reading
Let's read
A. Read and color the shapes.
There is a green circle. There is a red triangle.
There is an orange square. There is a blue oval.
There is a yellow star. There is a black rectangle.
There are two red hearts. There are four blue spades.
♡♤♡♤♡♤ ♡♤♡♤♡♤
♡♤♡♤♡♤ ♡♤♡♤♡♤
I have seven green clovers. I have eight pink diamonds.
♧◇♧◇♧◇ ♧◇♧◇♧◇
♧◇♧◇♧◇ ♧◇♧◇♧◇
♧◇♧◇♧◇ ♧◇♧◇♧◇
※ 어떤 단어가 숨어 있나요? cbacloverdai 25 LEVEL 2

Shapes-Writing
Let's write
A. Write the answer in a complete sentence.
one, two, three, four, circle, square, triangle,

five, seven, eight, ten, rectangle, diamond, heart,
twelve, twenty star, oval, clover, spade
1.
2.
3.
4. ♣♣♣♣♣♣♣
5.
6. ♠♠♠♠♠♠♠♠
♥♥♥♥♥♥♥♥♥♥
7.
♥♥♥♥♥♥♥♥♥♥
8.
9.
10.
■■■■■■
■■■■■■
LEVEL 2 26 ※ 다음 반쪽을 보고 원래 도형을 추측해서 말해 봅시다. [ ]

Shapes-Game 1
Who has more stars?

A. Cut out the boxes and play the game.
How many stars do you have?

I have four stars.
♠ ♠
♠ ♠♠ ♠♠♠
♠ ♠
♥ ♥
♥ ♥♥ ♥♥♥
♥ ♥
♣ ♣
♣ ♣♣ ♣♣♣
♣ ♣
★ ★
★ ★★ ★★★
★ ★
◆ ◆
◆ ◆ ◆ ◆ ◆ ◆
◆ ◆
※ 9 8,1,22,5 20,23,15 4,9,1,13,15,14,4,19. 27 LEVEL 2

Shapes-Game 2
Get the mark on the shape
A. Play the 'Get the mark on the shape' game.
• The red triangle has three sides.

• The orange star has five points.
• The blue circle has no corners at all.
• There are two clovers.
4
5 7
2
✹
Sorry ! Take a rest!
8
10
♥♥♥ 3
4
♥♥♥
♤ 6
5
5
♣
2 ♣
5
1 ♣
Try
again! 7 ◆ 6
※ 다음 암호를 풀어 도형을
LEVEL 2 28 알맞은 색으로 칠해 봅시다. [ ] [○◇□△]
Shapes-Story
What is it?
A. Fill in the blanks and talk about the shapes.
The shape has three sides.

It's a triangle.
Story of Shapes
(Created by PLCMC)
The shape has four sides all just the same.

I can guess this shape and I can say its name.
It's a !
This shape has three sides.

It looks like an ar ow.
One end is wide and the other is narrow.
It's a !
This pretty shape is just like a ball.

It looks lik it could bounce if it happene to fall.
It's a !
I sometimes see this shape when I visit the sea.

Lying on the bench just waiting there for me.
It's a !
※ 위에 등장하지 않은 모양을 찾아 색으로 칠하세요. [□△○☆♡] 29 LEVEL 2

Shapes-Song
There is a shape
A. Sing 'There is a shape' with shapes.
There is a shape that has three sides.

It's a triangle.
There is a Shape
(Sing along to B-I-N-G-O)
There is a shape that has four sides,

But it is not a square. NO!
It's a rectangle.
It's a rectangle.
It's a rectangle.
It is not like a square. NO!
Two sides are long, two sides are short.

They are not the same. NO!
It's a rectangle.
It's a rectangle.
It's a rectangle.
The sides are not the same. NO!
※ a=1, b=2... 위 노래에 등장한 도형을 찾아 [2, 12, 1, 3, 11] color로

LEVEL 2 30 색칠하세요. [○△ □♡]
Shapes-Task
Let's make a chart

A. Listen and fill in the chart.
How many corners does a triangle have?

It has three corners.
rectangle circle square triangle pentagon trapezoid
♠ ♥ ♣
color corners sides shape
※ 다음 도형이 위 표에 있으면 , 없으면 에 색칠하세요. [yellow circle ][blue square ] 31 LEVEL 2

Shapes-Art project
Make a village
A. Draw your village with these shapes.
How many stars are there?

♥
♣♠
<example>
♠
♣♣
LEVEL 2 32 ※ 다음을 거울에 비춰 읽어 보세요. [ ]

Shapes-Culture
What's different?
A. Describe the houses using shapes and colors.
How many circles are there?

There are five circles.
igloo boat house
ger mosque
B. Create a house that you want to live in.
33 LEVEL 2
LEVEL
3 SHAPES
z Review the comparative structure.
Speaking : Let's speak z Have students make sure they have used the correct form of
the comparative adjectives.
z Say comparative statements for the 7 sets of pictures.
z To have students say the shapes using
Teacher ex) The pie is bigger than the melon. (Students circle yes.)
the comparatives
Objectives The ball is smaller than the eraser. (Students circle no.)
z To be able to say the shapes using the
Students
comparatives
Level focused
z Comparing the shapes using the
Functions z [Advanced] Have students write the comparative adjectives on
comparatives
their worksheet.
z The red oval is bigger than the yellow z [Supplementary] Prepare several pictures or realia to compare.
Key Expressions
one.
References
How to teach z Materials : words cards, pictures of shapes
z Have students say the names of the shapes.

z Have two students of different heights come to the front.
Then ask the other students, "Are these two the same Reading : Let's read
height?". When the students answer, "No.", state the
comparative sentence, "S1 is taller than S2." z To have students read and match the
z Continue comparing other things until students are familiarized Teacher comparatives and superlatives with
with the structure. pictures
z Introduce and teach the superlative, too. Objectives
z To be able to read and match the
z Compare the sizes of the figures on the worksheet. Students comparatives and superlatives with
z Have students practice saying the comparative expression with pictures
a partner.
z Reading and matching the comparatives
Functions
and superlatives with pictures
Level focused
z The blue star is taller than the gray
z [Advanced] Let students use more adjectives. Key Expressions one.
z The purple clover is the biggest one.
References
z Materials : word cards, pictures of shapes How to teach
z Read the sentences and have students silently read along with
the teacher.
Listening : Let's listen z Read it again and have students repeat after the teacher.
z Have students read and match the right sentences.
z Check the answers as a class.
z To have students listen to the
Teacher comparatives and choose the correct
picture Level focused
Objectives
z To be able to understand the z [Advanced] Have students practice reading.
Students comparatives and choose the correct z [Supplementary] Read the sentences clearly to students and
object have them repeat after the teacher.
z Understanding the comparatives of

shapes
z The blue star is bigger than the red z www.kizclub.com/ www.abcteach.com

Key Expressions
oval.

How to teach
LEVEL 3 34
Teacher's Guide
z To have students write the Level focused

Teacher
comparatives and superlatives of shapes z [Supplementary] Before playing this game, practice the
Objectives
z To be able to write the comparatives expressions many times until the students can say them
Students
and superlatives of the shapes fluently.
z Writing the comparatives and

Functions
superlatives of shapes References
z The gray star is taller than the blue
z Materials : pictures of shapes and colors
Key Expressions one.
z The green clover is the biggest one.
Game 2 : I found it!

How to teach
z Have students complete the statements using the comparative
and superlative adjectives. z To have students identify the biggest
Teacher
z Explain that there could be several possible answers for each shapes and color them
sentence. Objectives
z Walk around the class and monitor the students' works. z To be able to identify the biggest
Students
z Have students check their answers in pairs. shapes and color them
z Have students read their answers.
z Identifying the biggest shapes and
Functions
coloring them
Level focused
z Is the red oval bigger than the yellow
z [Supplementary] Have students do the work in pairs or in
Key Expressions one?
groups.
z Yes, it is./ No, it isn't.
References
How to teach
z Materials : word cards, pictures of shapes and colors
z Have students practice the procedure.
ex) A: Do you have an oval?
B: Yes, I do.
Game 1 : Ten questions A: How many ovals do you have?
B: I have 3 ovals.
A: What color are they?
Teacher B: They are red, green and yellow.
the different sized shapes they drew
Objectives A: Is the red oval bigger than the yellow one?
B: Yes, it is.
Students A: Is the yellow oval bigger than the green one?
different sized shapes they drew
B: No, it isn't. The Green oval is bigger than the yellow
z Asking and answering about the one.
Functions
different sized shapes they drew A: Oh, I got it! The red oval is the biggest.
z Is it smaller than a basketball? z Have students work in pairs.
Key Expressions
z Yes, it is./ No, it isn't. z Hand out the worksheets that has one shape in 3 sizes.
z Have students hide their shapes from their partner.
z Have students ask and answer the procedure.
How to teach
z Whoever finds out the biggest shape's color first wins.
z Have students draw an object.
z Have students ask and find out what they drew by asking
Level focused
questions in the comparative form.
ex) S1 : Is it smaller than a basketball? z [Advanced] Hand out a blank paper. Have students play the
S2 : Yes, it is. /No, it isn't. game by drawing the shapes themselves.
z Students can only ask ten yes or no questions. z [Supplementary] Have students play in groups of 4 or 6.
Story : The sun and the wind
35 LEVEL 3
Shapes
answer in the right most column.

z Check the answers with the students.
z To have students read the story and
Teacher
understand how to use comparatives
Objectives Level focused
z [Supplementary] Help the students who need help. When
Students z To be able to use comparatives
students are finished with the activity, write the answers on
the board for the students to look and compare with their own
Functions z Understanding how to use comparatives
work.
Key Expressions z I am stronger than you.

References
z Materials : word cards, pictures of shapes and colors
How to teach
z Talk about who is stronger than whom in the class.
z Have students read the passage silently.
Quiz 2 : Exchange informations
z Help students with any new words.
z Ask students questions about the story.
z Read the passage and have students repeat after the teacher. z To have students find out the shapes
z Have students read the passage in various tones. Teacher that they have and ask questions in the
z Have students do a role play. comparatives
Objectives
z To be able to find out the shapes that
Level focused Students they have and ask questions in the

comparatives
z [Advanced] Prepare masks and pictures and get students to do
z Asking and answering about the shapes
a role play. Functions
and colors in the comparatives
z Is the red oval bigger that the yellow
References Key Expressions one?
z Materials : masks or headbands(the sun and the wind), coat, etc. z The red oval is the biggest.
How to teach
Quiz 1 : Which shape has more corners? z Have students work in pairs.
z Have students draw a set of shapes in different colors.
z Have students ask the following questions to their partners.
z To have students say the shapes using
Teacher A: What shape do you have?
the comparatives
B: I have stars.
Objectives
z To be able to say the shapes using A: How many stars do you have?
Students
the comparatives B: I have 3 stars.
A: What colors are the stars?
z Saying the shapes using the
Functions B: They are red, yellow and green.
comparatives
A: Is the red star bigger than the yellow one?
z Which shape has more corners?
Key Expressions B: Yes, it is.
z Which shape has the most corners?
A: Is the red star bigger than the green one?
B: No, it isn't.
How to teach A: Oh, I get it. The yellow star is the smallest and the
green star is the biggest. (Draws the 3 stars and color
z [A] Explain and practice the key expressions with the
them accordingly.)
students.
z Go over the shapes in the table and have the students write
the names under each shape. Level focused
z Explain what fewer, more, the most and the fewest mean. z [Advanced] Let students use more shapes and colors to ask
z Read the phrases on the left column to the students and have and answer about.
the students look at the figures in the middle and write the
LEVEL 3 36
Teacher's Guide
z Have students say which flags they like and ask why they like
References
it.
z Materials : word cards, pictures of shapes and colors z Have students state the colors and shapes of certain flags.
ex) It has three rectangles. It has three colors: red, …….
z Have students use the comparative adjectives they have
Art project : My space shuttle learned to describe the colors and shapes of certain flags.
z To have students make a space shuttle Level focused

Teacher
with shapes and talk about it
Objectives z [Supplementary] Let students use dictionaries or internet.
z To be able to make a space shuttle
Students
with shapes and talk about it
z Talking about the shapes and colors in References
Functions
the comparatives z Materials : model national flags, world map
z Which shape is bigger? z http://www.crwflags.com/fotw/flags/cbk.html
Key Expressions z The blue star is bigger than the red z Color Meanings :
one. In Iran, blue is the color of mourning while in the West,
something blue represents traditional bridal love.
How to teach Red is often the color worn by brides in the East while it is
the color of mourning in South Africa. In Russia, the Bolsheviks
z Explain what a space shuttle is.
used a red flag when they overthrew the Tsar, thus red became
z Have students make their space shuttle by drawing and/or
associated with communism. Red represents power. Therefore the
cutting colored papers into shapes and pasting them.
red power ties with business people and the red carpet for
z Have students decorate the universe around the space shuttle.
celebrities and VIPs. Red is the color of happiness and prosperity
z Have students talk about what they have made.
in China and may be used to attract good luck.
Yellow is for mourning in Egypt and actors of the Middle
Level focused Ages wore yellow to signify the dead. Yet yellow has also
represented courage (Japan), merchants (India), and peace.
z [Advanced] Have students use more shapes and colors.
The color of mourning for widows in Thailand, purple, was
the favorite color of Egypt's Cleopatra. It has been traditionally
References associated with royalty in many cultures. Purple robes were worn
z Materials : colored paper, scissors, glues by royalty and people of authority or high rank.
In most Western countries black is the color of mourning.
Among young people, black is often seen as a color of rebellion.
In most Western countries, white is the color for brides. In
Culture : What's different? the East, it's the color for mourning and funerals. White is often
associated with hospitals, especially doctors, nurses, and dentists.
z To have students recognize the colors Some cultures viewed white as the color of royalty or of a deity.
Teacher
and shapes of the national flags Angels are typically depicted as wearing white.
Objectives
z To be able to understand and say the
Students
colors and shapes of the national flags
z Comparing the colors and shapes in the
Functions
comparatives
z What shapes does this flag have?
z Which flag has more stars?
Key Expressions
z The Chinese flag has more stars than
the Chilean one.
How to teach
z Show various national flags.
z Explain that the flag is the symbol of a nation and it shows
the country's spirit and history.
z Have students say the flags of the countries that they know.
37 LEVEL 3
Shapes-Speaking
Let's speak
The red oval is bigger than the yellow one.
A. Listen and repeat.
♣ ♣
This is big. This is bigger. This is the biggest.
B. Ask and answer in the comparative form.
♣ ♣ ♣ ♠♠ ♤
♥ ♥ ♥ ♣ ♠♥
LEVEL 3 38 ※ Color the biggest one green. [ ]
Shapes-Listening
Let's listen
A. Listen carefully and choose 'yes' or 'no'.
The blue star is bigger than the red oval.
yes no
yes no
yes no
yes no
yes no
♤ yes no
♣ ♥ yes no
※ 다음 중 알맞은
The ______ ______ is bigger
말을 골라 넣으세요. than the ____ _____. 39 LEVEL 3
Shapes-Reading
Let's read
A. Read and draw a line to the matching statement.
The blue star is taller than the gray one.

The purple clover is the biggest one.
The blue star is taller

1. z z
than the gray one.
The blue diamond is bigger

2. z z
than the orange star.
The red oval is bigger than

3. z z
the yellow one.
The brown diamond is

4. z z
shorter than the blue one.
5.
♣♣♣ z z
The orange heart
smallest one.
is the
6.
♠♠♤ z z
The green clover
tallest one.
is the
♥♥♥
The purple clover is the
7. z z
biggest one.
8.
♣ ♠♥ z z
The black spade
biggest one.
is the
LEVEL 3 40 [ ] [The pink square is ______ ____ the yellow one.]

Shapes-Writing
Let's write
A. Fill in the blanks and complete the sentences.
The gray star is taller than the blue one.

The green clover is the biggest one.
▪ The _______ _______ is taller than the blue star.

▪ The blue diamond is _______ than the ________ ________.
▪ The yellow oval is _______ than the red oval.
▪ The brown diamond is longer than the _______ diamond.
▪ The red heart is the ________ ________.
▪ The _______ _______ is the biggest clover.
▪ The purple clover is the _________ one.
▪ The black spade is the _________ one.
1.
2.
3.
4.
5.
♣♣♣
6.
♠♠♤
7.
♥♥♥
8.
♣ ♠♥
※ Color the smallest one red. [ ] 41 LEVEL 3
Shapes-Game 1
Ten questions
A. Draw an object and play the guessing game.
Is it smaller than a basketball?
It is bigger than and

LEVEL 3 42 ※ 다음 조건을 만족하는 적절한 물체를 찾아봅시다. smaller than .
Shapes-Game 2
I found it!
A. Find out the shape.
Is the yellow oval bigger than the green oval?
□ ■ ■ ■
♤ ♠ ♠ ♠
○
※ 다음 조건을 만족하는 도형을 It is bigger than the red oval

찾아 pink색으로 칠하세요. and smaller than the blue star. 43 LEVEL 3
Shapes-Story
The sun and the wind

A. Read the story and do a role play.
I am stronger than you.
The Sun and the Wind
Narrator: The sun met the wind.

Sun: You are blowing away trees and houses. You look very
strong.
Wind: Yes, I am. Thank you.
Sun: I'm stronger than you.
Wind: I don‘t think so. I'm .

Sun: Can you make the man take off his coat?
Wind: Sure, .
Narrator: The wind began to blow hard and the man held
his coat tight. He doesn't take off his coat. Then,
the sun began to shine. The man felt warm and
. He took off his coat.

Wind: Sun, you are stronger than me.
LEVEL 3 44 ※ The sun is s______ t___ the wind.

Shapes-Quiz 1
Which shape has more corners?

Which shape has more corners?
Which shape has the most corners?
A. Write the shape's name below.

rectangle circle square triangle pentagon trapezoid
♠ ♣
♥
B. Ask and answer.
fewer sides
fewer corners
more sides
more corners
the most sides
the most corners
the fewest sides
the fewest corners
fewer sides than □→ red

more sides than □→ blue, the most sides → yellow [ ] 45 LEVEL 3
Shapes-Quiz 2
Exchange informations
Is the red oval bigger than the yellow one?
The red oval is the biggest.
A. Ask and draw your partner's shapes in the empty space.
3
♣ ♣ ♣
4
♥ ♥ ♥
1
3
♠♠ ♤
4
♣ ♠♥
I'm bigger than the brown diamond. I have more sides than
LEVEL 3 46 ※ Find the shape. a triangle. I have fewer sides than a pentagon. Who am I?
Shapes-Art project
My space shuttle
A. Make your space ship traveling the universe with shapes.
Which shape is bigger?

The blue star is bigger than the red one.
※ Unscramble. is heart bigger The red than the blue star 47 LEVEL 3
Shapes-Culture
What's different?
Which flag has more stars?
The Chinese flag has more stars than the Chilean one.
A. Describe the flags using shapes and colors.
Saint Vincent
Korea China and the Grenadines Bosnia
Tunisia Chile Saint Lucia Brazil
B. Create a school flag with your partner.
C. Tell the meaning of the flag that you have made.
Name : Date :
Title :
This flag is a symbol for my school. The flag shows __________ .
_______________________ mean(s) ____________________ .
The flag has __________________ . Do you like my school flag?
LEVEL 3 48
THE WORLD
People today travel across borders and oceans for various reasons like works, schools,
and families. Through the media, people indirectly explore new places and see and learn
about the world. It is very important to learn about different countries and cultures of the
world. In the future, the frequency of trip around the world will increase remarkably.
The main objective of this unit is to have students learn the names of different
countries, the oceans, and the continents, and know their geographic locations. The
students will be able to ask and answer which country or city a person is from. The
students will learn through a series of interactive dialogs, games, and role plays. The
students will also learn how to state which countries they wish to visit, understanding each
country's characteristics and unique culture.
Contents
z Where are you from?
Speaking z Asking and answering nationality
z I'm from Korea.
Listening z Understanding my friends' nationalities z I'm from Canada.
Reading z Reading and matching the names of countries with nationalities z I'm from Korea. I'm Korean.
L Writing z Writing the names of countries z I'm from Korea.
E Game 1 z Asking and answering about my friends' nationalities z Where are you from? I'm from Korea. I'm Korean.
V Game 2 z Saying the names of different countries z Where are you from? I'm from Korea.
E z Where are you from? I'm from Canada. I'm Canadian.
L Story z Understanding a story about asking and answering nationality
z Nice to meet you.
z Recognizing the national flags and singing the 'Where are you
1 Song
from?' song
z Where are you from? I'm from Korea.
Quiz z Knowing the names of countries and matching the flags z Where are you from? I'm from Korea.
Art project z Recognizing and saying the names of famous foods of various countries z I'm from Korea. I like Kimchi.
z Recognizing and saying the names of traditional clothes from

Culture z This is Hanbok of Korea.
various countries
z Where do you want to visit?
Speaking z Asking and answering about the countries you want to visit
z I want to visit Korea.
Listening z Asking and answering where they want to visit
z I want to visit Namdaemun in Korea.
z Reading and matching the statements with the pictures of z Where do you want to visit?
Reading
animals z I want to visit Australia. I like kangaroos.
L Writing z Writing the names of the continents and the oceans z I want to visit Korea. It is in Asia.
E Game 1 z Saying the country and the continent I want to visit

z Where do you want to visit? I want to visit Korea.
z Korea is in Asia.
V Game 2 z Guessing and saying the country I want to visit
E z I want to visit Korea.
L Story z Saying the country and the continent I want to visit z I want to visit Korea in Asia.
2 Task 1
z Asking and answering the country and the continent you z Where do you want to visit?
want to visit z I want to visit Korea in Asia.
Task 2 z Saying the capital city and the country I want to visit z I want to visit Seoul in Korea.
Art project z Recognizing and saying the national flowers of various countries z The national flower of France is iris.
z Recognizing and saying the names of the landmarks I want to

Culture z I want to visit the Great Wall in China.
visit
Speaking z Saying which country I want to visit and why z Korea is famous for Gyeongbok Palace.
Listening z Identifying where the famous places are located z Korea is famous for Gyeongbok Palace.
z I'm from Korea.

Reading z Reading and writing about nationalities and famous places
z Korea is famous for Gyeongbok Palace.
L Writing z Writing sentences about famous places of different countries z Korea is famous for Gyeongbok Palace.
E Game z Talking about the popular sports of different countries

z Why do you want to visit Brazil?
z Brazil is famous for soccer.
V z Asking and answering about the popular places for a field z Why do you want to visit France?
Story
E trip z France is famous for the Eiffel Tower.
L Task 1 z Writing about the country I want to visit

z Korea is famous for Bulguk temple.
3 Task 2 z Reading and writing about world's historical sites
z I visited Egypt.
Task 3 z Writing an e-mail about the popular places I visited
z Egypt is famous for the pyramids.
z Why do you want to visit the U.K.?
Art project z Talking about the popular places around the world
z The U.K. is famous for Big Ben.
Culture z Recognizing and understanding greetings around the world

LEVEL
1 THE WORLD
z Have students repeat the names of countries after the teacher.
z Show the national flags.
Speaking : Let's speak z Have students repeat "I'm from Korea."
z Have students find and check the answer on their worksheet.
z To have students ask and answer the z Have a student come to the board and point to the countries
Teacher
names of countries on the map or point to the national flags of countries that the
Objectives
z To be able to ask and answer the teacher says.
Students
names of countries
Functions z Asking and answering nationality Level focused

z [Advanced] Have students recognize the /f/ sound in the
z Where are you from? Philippines.
Key Expressions
z I'm from Korea.
References
How to teach z Materials : map, various national flags
z Have students talk about the countries that they know.

z Have students say the countries that they want to go to.
z Show a globe or a world map and have students find Korea Reading : Let's read
and other countries.
z Show the flags of countries and ask students which countries'
z To have students read the names of
flags they are. Teacher
countries and nationalities
z Have students repeat the names of countries while the teacher Objectives
shows the flags and the map. z To be able to read the names of
Students
z Have students point to the flag of the country that the teacher countries and nationalities
says. z Reading and matching the names of

z Have students practice the dialog many times. Functions
countries with nationalities
Level focused z I'm from Korea.

Key Expressions
z I'm Korean.
z [Supplementary] Let students just answer if they cannot ask
the question.
z [Advanced] Teach more countries. How to teach
z Have students repeat the countries' names and nationalities
References after the teacher.
z Materials : world map, globe, various national flags z Practice the dialog with different countries.
z Have students read and match the flags with the names of the
countries and the nationalities.

Level focused
z To have students understand the z [Supplementary] Teach less countries' names and nationalities if
Teacher questions about their friends' students find it too difficult to study 9 different countries and their
Objectives nationalities nationalities.
z To be able to understand the questions
Students
about their friends' nationalities
References
Functions z Understanding my friend's nationality
z Materials : various national flags
z http://esl.about.com/od/teachingbeginners/a/ab_11beg.htm
Key Expressions z I'm from Canada.
z http://a4esl.org/q/h/9801/cg-nationalities.html
How to teach
3 LEVEL 1
The World
z The teacher chooses one picture and answers, "I'm from

W r it in g : L e t 's w r it e Korea. I'm Korean."
z The students, then, can turn the picture of Korean flag upside down.
z To have students write the names of z The student who makes the lines or the shape should shout, "Bingo!"
Teacher
countries and wins the game.
Objectives
z To be able to write the names of
Students
countries
Level focused
Functions z Writing the names of countries
z The teacher can increase or decrease the number of countries,
Key Expressions z I'm from Korea. depending on the levels of the students.

z Materials : pictures of flags
z Have students look at the flags and say the names of the
countries.
z Have the students write the names of countries.
z Walk around the classroom and make sure that the students Game 2 : World Cup
have written them correctly.
z Ask the students, "Where are you from?" and have them z To have students say the names of
Teacher
answer with the 9 country names in order. countries
Objectives
z To be able to say the names of
Students
Level focused countries
z [Supplementary] Prepare worksheets with dotted names of Functions z Saying the names of different countries
countries for the students to trace.
Key Expressions
z I'm from Korea.
References
z Materials : word cards, national flags
How to teach
z Have each student choose a country. Every student must
Game 1 : Bingo choose a different country.
z Have each student write their names and their countries on
the board in tournament style. (Example on the reference)
z To have students ask and answer about z Have students repeat after the teacher a short dialog.
Teacher
their friends' nationalities ex) A: Hello, my name is Peter Lee and I'm from Canada.
Objectives
Where are you from?
z To be able to ask and answer about
Students B: Hi, my name is Steven Im and I'm from Korea.
their friends' nationalities
Nice to meet you.
z Asking and answering about my friends' z Have the students come to the front of the class and say the
Functions
nationalities dialog with the person they are meeting.
z Where are you from? z Have the students play rock-paper-scissors and the winner
Key Expressions z I'm from Korea. will move on.
z I'm Korean. z Repeat until there is one person left in the tournament.
How to teach Level focused

z Show the pictures. z [Supplementary] Use an easier dialog.
z Have students say the names of countries and nationalities. z [Advanced] Use a harder dialog, and as winners move on,
z Have students cut the boxes and place them on the desk like introduce new dialogs. (ex. In Canada, it is really cold.)
a bingo table.
z Decide how many lines or what kind of shape(X shape, T
References
shape, H shape, etc.) students need to make.
z Have students ask the question, "Where are you from?" z Materials : various national flags
LEVEL 1 4
Teacher's Guide
z http://www.samplewords.com/docthumbs/home-tournament-16-thumb.jpg
How to teach
z Have students say the names of countries.
z Have students repeat the lines after the teacher.
Story : Let's be friends z Have students listen to the song and sing along.
z The first group sings one line (ex. "Where are you from?")
z To have students understand a story
Teacher and the other group sings the next line.
about asking and answering nationality
Objectives z Have two groups take turns to sing while they try to sing
z To be able to understand a story about louder and better than the other team!
Students
asking and answering nationality z The names of the countries can be changed.
z Understanding a story about asking and

Functions
answering nationality Level focused
z Where are you from? z [Supplementary] Have students use flags and hold them up at
z I'm from Canada. appropriate time.
Key Expressions
z I'm Canadian.
z Nice to meet you.
References
z Materials : pictures of flags
How to teach
z http://de.edunet4u.net/digitalEnglish/index.jsp
z [A] Read the story to the students.
z Have them repeat after the teacher line by line.
z Have students practice the dialog like a role play.
Quiz : Unscramble
z Invite a few students to the front to perform the role play.
z Have students role play, vote for the best group, and give a
prize to the winning group. z To have students know the names of
Teacher
z [B] Have students cut and paste the flags of the countries in countries and match the flags
Objectives
the story, in the boxes. z To be able to know the names of
Students
countries and match the flags
Level focused z Knowing the names of countries and

Functions
z [Advanced] Encourage students to use different countries and matching the flags
nationalities in the role play.
Key Expressions
z I'm from Korea.
References
z Materials : various national flags, costumes or headbands for How to teach
role playing
z Show students the flags of various countries and check and
see if they know them all.
z Hold up the flag while the students try to unscramble that
Song : Where are you from? country's name.
z To have students sing the 'Where are Level focused

Teacher
you from?' song
Objectives z [Supplementary] Tell students the names of countries and help
z To be able to sing the 'Where are you
Students them arrange the alphabets in order.
from?' song
z [Advanced] Divide the students into 2 groups and see which
z Recognizing the national flags and singing group can finish first.
Functions
the 'Where are you from?' song
z Where are you from? References

Key Expressions
z I'm from Korea.
z Materials : pictures of various national flags
5 LEVEL 1
The World
Art project : The world's foods How to teach

z Talk about Hanbok with students.
z To have students recognize and say the ex) This is Hanbok of Korea. Hanbok is Korean traditional
Teacher names of famous foods of various clothes.
countries z Introduce the traditional clothes of various countries with pictures.
Objectives
z To be able to recognize and say the Have students guess which countries the clothes are from.
Students names of famous foods of various ex) Kimono-Japan, Fez-Morocco, Kilt-Scotland,
countries Sarong-Malaysia, Sari-India, Qi Pao-China, Ao Dai-Vietnam
z Recognizing and saying the names of z Have students write the names of the traditional clothes under the
Functions
famous foods of various countries names of the countries.
z Have students choose one country and introduce its traditional
z I'm from Korea.
Key Expressions clothes to the class.
z I like Kimchi.
Level focused
How to teach
z [Advanced] Have students do a role play with the pictures of
z Have students talk about their favorite food.
national flags.
z Ask the students if they know which countries those foods
come from.
z Show students pictures of various foods and tell them which References
countries they are from. z Materials : pictures of flags, the pictures of traditional clothes
z Have students draw the famous foods of various countries that of countries
they like.
z Have students introduce their food with pictures.
ex) I'm from Korea. I like Kimchi.
Level focused
z [Supplementary] Students having difficulties can cut and paste
the printed pictures and introduce them.
ex) This is my favorite food. This food is from China.
z [Advanced] Let the student introduce the foods in more
detail, such as their ingredients and how they are made.
References
Culture : Traditional clothes
z To have students recognize and say

Teacher the names of traditional clothes from
various countries
Objectives
z To be able to recognize and say the
Students names of traditional clothes from
various countries
z Recognizing and saying the names of
Functions traditional clothes from various
countries
Key Expressions z This is Hanbok of Korea.
LEVEL 1 6
The World-Speaking
Let's speak
A. Ask and answer.
Where are you from?
I'm from Korea.
※ 다음은 어느 국기의 일부일까요? I'm from K . 7 LEVEL 1

The World-Listening
Let's listen
A. Listen and find.
I'm from Canada.
1. ( ) ( ) ( )
2. ( ) ( ) ( )
3. ( ) ( ) ( )
LEVEL 1 8 ※ red and yellow로만 이루어진 국기를 찾아 말해봅시다. I'm from C .

The World-Reading
Let's read
A. Read and match.
I'm from Korea.
I'm Korean.
• Korea • • Korean
1. •
2. • • The U.K. • • Australian
3. • • Japan • • Chinese
The
4. • • Philippines • • Japanese
5. • • China • • Canadian
6. • • The U.S.A. • • British
7. • • Australia • • Thai
8. • • Canada • • Filipino
9. • • Thailand • • American
※다음 중 아시아에 있는 나라를 세 개 찾아 ○해 봅시다. [otekoreazqlschinaxiajapanisu] 9 LEVEL 1

The World-Writing
Let's write
A. Write the names of countries.
I'm from Korea.
Korea the U.S.A. Canada
China Japan Thailand
the Philippines Australia the U.K.
LEVEL 1 10 ※ 국가의 첫 자를 알파벳 순서대로 나열하면 우리나라는 몇 번째인가요?

The World-Game 1
Bingo
A. Cut out the boxes and play bingo.
Where are you from?
I'm from Korea.
Russia Spain Germany

Russian Spanish German
11 LEVEL 1
The World-Game 2
World Cup
A. Play the World Cup with rock-paper-scissors.
Where are you from?
I'm from ________.
LEVEL 1 12 ※ □와 같이 9개의 국가를 정한 후 □ 안의 국기를 이용하여 빙고를 해 봅시다.

The World-Story
Let's be friends
A. Read the story.
Let's be friends
Teacher : Hello, everyone.
Students : Hello, Ms. Kim.
Teacher : We have new students.
Allen : Nice to meet you. I'm Allen.
Students : Nice to meet you, too, Allen.
Where are you from? paste
Allen : I'm from the U.S.A. I'm American.
Clark : Nice to meet you. I'm Clark.

paste
I'm from Canada. I'm Canadian.
Students : Nice to meet you, too, Clark.
Let's be friends!
B. Cut and paste.

✄
13 LEVEL 1
The World-Song
Where are you from?
Canada! Canada! Canada!

Thailand! Thailand! Thailand!
England! England! England!
Korea! Wow!
Where are you from?

Where are you from?
I'm from Thailand.
I'm from England.
Where are you from?

Where are you from?
I'm from India.
I'm from Philippines.
I'm from Canada.
Where are you from?

Where are you from?
I'm from Korea.
LEVEL 1 14 ※ 위 노래가사에 몇 개의 국가가 나오나요?

The World-Quiz
Unscramble
A. Unscramble the names of the countries.
Where are you from?
I'm from Korea.
r o n a
K d
C
e a a a
Korea
a r r i
c l
n F z
e B a
i e n J
V p
a t a
n m a
A i C n
e r
c i
a a
m h
※ It has a yellow star. 어느 나라 국기인가요? I'm from V . 15 LEVEL 1

The World-Art project
The world's foods

A. Draw famous foods of various countries.
I'm from Korea.

I like Kimchi.
Korea Italy
LEVEL 1 16 ※ Unscramble. are from you Where ?

The World-Culture
Traditional clothes
A. Find and talk about the clothes that represent the
countries.
This is Hanbok of Korea.
China Turkey Vietnam Scotland
Japan Korea India
※ 다음과 같은 신발을 신고 있는 사람을 찾아 소개해 봅시다. I'm from S . 17 LEVEL 1

LEVEL
2 THE WORLD z Show and explain the pictures of the world's famous places.
Speaking : Let's speak (the Eiffel Tower in France, the Statue of Liberty in the
U.S.A., Namdaemun in Korea, Colosseum in Italy, Kyongbok
Palace in Korea, Opera House in Australia, and the White
Teacher House in the U.S.A.)
the countries they want to visit
Objectives z Have students repeat the names of famous places after the
z To be able to ask and answer about the teacher.
Students
countries they want to visit z Have students repeat saying, "Where do you want to visit? I
want to visit the Eiffel Tower in France."(famous place and
z Asking and answering about the
Functions the country name or famous place only)
countries you want to visit
z Have students ask, "Where do you want to visit?"
z Where do you want to visit? z Choose one student to answer, "I want to visit the White
Key Expressions
z I want to visit Korea. House in the U.S.A."
z Have students find and check the answers on their worksheet.
z Have a student come to the board and point to the picture
How to teach that the teacher says.
z Have students talk about the countries they know and the
countries they want to visit. Level focused
z Show a map and have students find Korea and other various z [Advanced] Show more pictures of the world‘s famous places
countries. and make more questions for the students to answer.
z Show the flags and ask students which country they want to
visit.
z Say the names of some countries while showing the flags and
References
the map, and have students repeat after the teacher. z Materials : pictures of the world's famous places
z Have students point to the flag that the teacher says. z http://www.timeforkids.com/TFK/kids/games/white/0,28416,1054
z Students practice the dialog with different country names. 137,00.html
z http://www.gigglepotz.com/krc_famousland.htm
z http://www.paperlandmarks.com/
Level focused
z [Supplementary] Have students practice answering the
questions only if they have difficulty in asking the question.
z [Advanced] Teach more countries and continents.
References z To have students read and match the

Teacher
statements with the pictures of animals
z Materials : map, globe, various national flags Objectives
z To be able to read and match the
Students
statements with the pictures of animals
Listening : Let's listen z Reading and matching the statements

Functions
with the pictures of animals
z To have students ask and answer where Key Expressions z I want to visit Australia.
Teacher
they want to visit I like kangaroos.
Objectives
z To be able to ask and answer where they
Students
want to visit How to teach
z Asking and answering where they want
Functions z Talk about the animals in the pictures.
to visit
z Have students find out which countries the animals are famous
z Where do you want to visit? in.
Key Expressions
z I want to visit Namdaemun in Korea. z Show the statements on the screen and have the students
repeat them after the teacher.
z Have students read and match the statements with pictures.
How to teach
z Have the students practice reading the statements in pairs.
LEVEL 2 18
Teacher's Guide

Level focused Key Expressions z I want to visit Korea.
z Korea is in Asia.
z [Supplementary] Have students listen to the teacher and
match if they can't read the sentences.
How to teach
References z Show the game board to the students.
z Have students repeat the expressions on the game board after
z Materials : word cards, pictures of national animals
the teacher.
z Have students pair up and play the game. Give a coin to each
pair. Head is 2 spaces and tail is 1 space.
Writing : Let's write z When a student flips the coin move his/her marker, and must
answer the question in the space. If he/she cannot answer
z To have students write the names of correctly, he/she has to go back to the space he/she was and
Teacher
the continents and the oceans loses a turn. The student who reaches "Finish!" first wins the
Objectives
z To be able to write the names of the game.
Students
continents and the oceans .
z Writing the names of the continents and Level focused
Functions
the oceans
z [Advanced] Add more countries and places to the game board.
Key Expressions z I want to visit Korea. It is in Asia.
References
How to teach z Materials : pictures of countries, coins
z Show the map and talk about the six continents and the five
oceans.
z Have students repeat the six continents and the five oceans Game 2 : Guessing game
after the teacher.
z Have the students write the six continents and the five oceans
z To have students say the countries
in the boxes. Teacher
they want to visit
z Walk around the classroom and make sure students write them Objectives
correctly. z To be able to say the countries they
Students
want to visit
Level focused z Guessing and saying the country I want

Functions
to visit
z [Supplementary] Prepare a worksheet with dotted names of
the six continents and the five oceans for the students to z Where do you want to visit?
Key Expressions
trace. z I want to visit Korea.

z Materials : worksheets with dotted words, world map z Show the picture cards or show the pictures on TV.
z Practice the key expressions with the different places on the
worksheet.
Game 1 : Travel around the world z Divide students into two teams.
z A student from team B picks up a picture and says, "Where
do I want to visit?" without showing the picture to the class.
Teacher z The members of team A must try to guess the picture by
they want to visit
Objectives asking, "Do you want to visit Korea?"
z To be able to say the countries they
Students z The student will answer "Yes, I do." if their guess is correct.
want to visit
If the guess is wrong, he/she will say, "No, I don't." If they
z Saying the country and the continent I want
Functions can guess it at the first try, the team will get 3 points. at the
to visit
second try, 2 points, and at the third try, 1 point.
19 LEVEL 2
The World
z The team with the most points wins the game.

Teacher
they want to visit
Objectives
Level focused Students
z To be able to say the countries they
want to visit
z [Supplementary] Decrease the number of pictures and have
z Asking and answering the country and
students use only 2 sentences. Functions
the continent that you want to visit
ex) Where do I want to visit?, Do you want to visit Korea?
z [Advanced] Increase the number of pictures and flags. z Where do you want to visit?
Key Expressions
z I want to visit Korea in Asia.
References
How to teach
z Materials : map, pictures of countries, places, and flags
z Have students say the names of the countries and the
continents while looking at the map and the boxes.
z Have students repeat the names of the countries and the
Story : Where to visit continents after the teacher.
z Have students fill in the six blanks with the names of
z To have students say the country and countries.
Teacher
the continent they want to visit z Have students ask a partner which country he/she wants to
Objectives
z To be able to say the country and the visit.
Students
continent they want to visit
z Saying the country and the continent I
Functions Level focused
want to visit
z [Advanced] Add more countries to the activity.
Key Expressions z I want to visit Korea in Asia. z [Supplementary] Point to the map while the students practice
saying the countries and continents.
How to teach
References
z [A] Talk about your last vacation in a relaxed atmosphere.
z Materials : map, flags of countries
z Ask students where they want to visit for vacations in the
future.
z Read the story to the students.
z Have the students repeat the story after the teacher line by
line. Task 2 : Flags and capital cities
z Have students practice the conversation in groups.
z Invite a few students to the front to perform their role plays.
z Have all the groups perform the role play, vote for the best z To have students say the names of the
Teacher
group, and give a prize to the best group. capital cities they want to visit
Objectives
z [B] Have students cut out the pictures of flags and paste
z To be able to say the names of the
them in the right boxes. Students
capital cities they want to visit
z Saying the capital city and the country

Level focused Functions
I want to visit
z [Advanced] Have the students change the countries and
continents in the role play. Key Expressions z I want to visit Seoul in Korea.

z Materials : national flags, costumes or headbands for role play z Have students say the names of the capital cities that they
know.
z Have students repeat the names of the capital cities after the
Task 1 : On the map teacher while looking at a map or the flags.

z Have students practice the key expressions using the names of
the capital cities.
LEVEL 2 20
Teacher's Guide
z Have students connect the names of the countries and the

capital cities to the flags. z To have students recognize and say
Teacher the names of the landmarks they want
Level focused to visit
Objectives
z [Supplementary] Focus on 3~4 countries and capital cities if
Students names of the landmarks they want to
students find learning 8 countries and capital cities too
visit
difficult.
z Recognizing and saying the names of
z [Advanced] Teach capital cities of more countries. Functions
the landmarks I want to visit
Key Expressions z I want to visit the Great Wall in China.

References
z Materials : national flags
How to teach
z Talk about famous landmarks in Korea.
Art project : National flowers (N Seoul Tower(Namsan Tower), 63 Building, Gyeongbok
Palace, Gwang-Hwa Mun)
z To have students recognize and say the z Introduce different landmarks of various countries with
Teacher
national flowers of various countries pictures.
Objectives z Have students guess the country in which the landmarks are
Students located.
national flowers of various countries
z Have the students practice saying "I want to visit in
z Recognizing and saying the national ." with the places on the worksheet.
Functions
flowers of various countries z Have students think about other famous landmarks and draw
the pictures and write the names in the blank boxes.
Key Expressions z The national flower of France is iris.
Level focused
How to teach
z [Supplementary] Help students understand where the
z Have students say the famous flowers of various countries.
landmarks are located by using maps and flags.
z Have students talk about which flower they like and which
z [Advanced] Use more famous landmarks.
country the flower is from.
z Have students draw the national flowers of various countries
that they like. References
z Have students talk about the national flower that they drew. z Materials : national flags
z Have students introduce their flower with the picture. z tp://www.timeforkids.com/TFK/kids/games/white/0,28416,105413
ex) The national flower of France is iris. 7,00.html
Level focused z http://www.paperlandmarks.com/
z [Advanced] Have students be more specific when they

introduce their flowers.
ex) This is my favorite flower, tulip. The flower has lots of
colors. It is from the Netherlands which is in Europe.
z [Supplementary] Have students introduce their flowers in
simple expressions.
ex) This is tulip. I like tulip. It's from the Netherlands.
References
Culture : Famous landmarks
21 LEVEL 2
The World-Speaking
Let's speak
A. Ask and answer.
Where do you want to visit?

I want to visit Korea.
LEVEL 2 22 ※ : :
The World-Listening
Let's listen
A. Listen and write the number in order.

I want to visit Namdaemun in Korea.
1.
2.
3.
23 LEVEL 2
The World-Reading
Let's read
A. Read and match.

I want to visit Australia. I like kangaroos.
You're a monkey.
You're from Japan. • •
I want to visit Japan.
You're an eagle.
You're from U.S.A. • •
I want to visit U.S.A.
You're a peacock.
You're from India. • •
I want to visit India.
You're a panda.
You're from China. • •
I want to visit China.
You're a kangaroo.
You're from Australia. • •
I want to visit Australia.
LEVEL 2 24 ※ 나는 가 살고 있는 나라에 가보고 싶어요. I want to visit _____.

The World-Writing
Let's write
A. Write the names of the continents and the oceans.

It is in Asia.
② ④
③
⑤
Arctic Atlantic Indian Pacific Antarctic
The 6 continents The 5 oceans
25 LEVEL 2
The World-Game 1
Travel around the world

A. Play a board game.
I want to visit Korea. Korea is in Asia.
Where are
What continent
you from? Go forward is Korea in?
Start
I'm from . 3 spaces. Korea is in
_________.
I speak __________.
Name 2
continents that
begin with A.
Where are you Where are you
What ocean is Where do you Where do you
from?
beside Somalia? want to visit? want to visit? from?
I'm from
______ ocean is I want to visit I'm from
beside Somalia. Chile. . Tunisia.
Go back
2 spaces.
Where are you Name 3 What continent Where do you Where are
from? oceans that is want to visit? you from?
in?
I'm from Japan. begin with The USA is in I'm from
I speak ______. A. ________. _______.
Miss a turn!
Where do you What‘s the

What continent What continent
want to visit? biggest continent?
Finish! is Spain in? is Russia in?
The biggest
Spain is in Russia is in
continent is
________. _________.
________.
LEVEL 2 26 ※ Unscramble. want I Netherlands visit to .

The World-Game 2
Guessing game
A. Play the guessing game.

27 LEVEL 2
The World-Story
Where to visit
A. Read the story.
Father : We can visit only one place.
Where do you want to visit, Carl? paste

Carl : I want to visit Canada in North America.
Father : Ben, where do you want to visit?

paste
Ben : I want to visit Brazil in South America.
Father : Where do you want to visit, Ellen?
Ellen : I want to visit England in Europe. paste
Father : Norman, where do you want to visit?
Norman : I want to visit the U.S.A. paste

Father : Where do you want to visit, Maria?
Maria : I want to visit Korea in Asia.
Father : Oh, my gosh! You all want to visit different places. I
don't want to go anywhere anymore.
B. Cut and paste.
LEVEL 2 28
The World-Task 1
Spot the country

A. Fill in the blanks, ask and answer.

I want to visit Korea in Asia.
Korea The U.K. China Canada The U.S.A. Taiwan

Columbia Nigeria Russia Monaco New Zealand
Africa Europe North America Asia

South America Oceania
※ Which country can play soccer well? T___ __.__ 29 LEVEL 2

The World-Task 2
Flags and capital cities

A. Match the flags to the countries and their capital cities.
I want to visit Seoul in Korea.
1. • • Kor a • • Seoul
2. • • Br zil • • Canberra
3. • • Japan • • Beijing
4. • • The U. .A. • • Brasilia
5. • • C ina • • Ottawa
6. • • Canada • • Tokyo
7. • • urkey • • Ankara
8. • • A stralia • • Washington D.C
LEVEL 2 30 ※ I want to visit . .

National flowers
A. Draw the national flowers of the countries.
The national flower of France is iris.
Korea : the rose of Sharon Canada : maple leaf
France : iris Japan : cherry blossom
Russia : sunflower the Netherlands : tulip
Country's name : _______________
※ 다음 중 꽃 이름 세 가지를 찾아 ○표 하세요. [sigigiirisghgktulipzzsunflowerrouf] 31 LEVEL 2

The World-Culture
Famous landmarks
A. Find and talk about the famous landmarks
that represent different countries.
I want to visit the Great Wall in China.
The Statue of Liberty The Opera House The Tower Bridge

in in in
The Great Wall The Big Ben The Eiffel Tower

in in in
LEVEL 2 32 ※ Which landmark is in China? T__ G_____ W___ .

LEVEL
3 THE WORLD
the names of the cities, and the names of countries in the
Speaking : Let's speak box.
z Have students listen to the teacher, number the pictures, and
z To have students say the country they write the words for each picture.
Teacher
want to visit with a reason z Check if students answered correctly.
Objectives
z To be able to say the country they z Show the answers. Have students correct any mistakes.
Students
want to visit with a reason z Have students practice the key expression with different
places and countries.
z Saying which country I want to visit
Functions
and why
Level focused
z Why do you want to visit Korea? z [Advanced] Show more pictures of the world's famous places.
Key Expressions
z Korea is famous for Gyeongbok Palace.
References
How to teach z Materials : pictures of the world's famous places
z Have students talk about the countries they want to visit.

z Have students say the famous places that they want to visit
and the country that it's located in. Reading : Let's read
z Show the famous places of the world.
z Have students repeat the famous places and countries after the
z To have students read the sentences
teacher while looking at the pictures.
Teacher about nationalities and famous places,
z Have students listen and point to the picture they hear about.
and complete the sentences
z Have students practice the dialog with a partner. Objectives
z To be able to read the sentences about
Students nationalities and famous places, and
Level focused complete the sentences
z [Supplementary] If students find it difficult to say the
z Reading and writing about nationalities
question, have them practice saying the answer only. Functions
and famous places
z [Advanced] Introduce more famous places in the world.
z I'm from Korea.
Key Expressions
z Korea is famous for Gyongbok Palace.
References
z Materials : map, pictures of various famous places in the
world How to teach
z Teach the main expression to the students.
z Read the statements with the students. Have them repeat after
Listening : Let's listen the teacher line by line.

z Have students find the answers from the word box and write
them in the boxes.
z To have students understand the z Have students practice reading the statements with a partner.
Teacher
questions about famous places
Objectives
z To be able to understand the questions Level focused
Students
about famous places
z [Advanced] Show more pictures of the world's famous places
z Identifying where the famous places are and make more statements about them.
Functions
located
Key Expressions z Korea is famous for Gyeongbok Palace.

References
z Materials : pictures of the world's famous places
How to teach z http://www.timeforkids.com/TFK/kids/games/white/0,28416,1054
137,00.html
z Have students look at the pictures.
z Explain the world's famous places. Go over the famous places,
33 LEVEL 3
The world
z Show the cards of the various sports one by one and have the
students read the words or say the names of the sports.
z Have students practice saying the names of the sports with
Writing : Let's write the teacher.
z have students repeat the key expressions after the teacher.
z To have students listen and complete z Hand out one sports card to each student.
Teacher
the sentences about famous places z Have students walk around the classroom and find the person
Objectives who has the same card as him/her by asking and answering
z To be able to listen and complete the
Students questions.
sentences about famous places
z Writing sentences about famous places

of different countries
z [Advanced] Add more sports and have students ask more
Key Expressions z Korea is famous for Gyeongbok Palace.
questions to find other students with the same card.

z Review the " is famous for ." expressions z Materials : 2 or 3 sets of sports picture cards
from previous lessons.
z Have students read the words in the tree picture.
z Explain about the world's famous places. Story : Planning a field trip
z Have students repeat "Korea is famous for Gyeongbok Palace."
z Read the script to the students. Students can look at the
words in the tree picture to write what they hear. z To have students ask and answer about
z Have a student come to the board and point to the words that
Teacher the popular places in the world in a
the teacher says. real life situations

Objectives
z Have students practice reading the sentences. z To be able to ask and answer about the
z Make sure that students have written them correctly. Students popular places in the world in real life
situations
Level focused Functions

z Asking and answering about the popular
places for a field trip
z [Supplementary] Prepare a worksheet with the dotted
sentences for them to trace. z Why do you want to visit France?
Key Expressions
z France is famous for the Eiffel Tower.
References
z Materials : picture cards, flags How to teach
z Have the students repeat the story after the teacher line by
Game : Popular sports line.
z Have students practice the dialog as a role play.
z Have students match the flags with the pictures of the popular
z To have students talk about the popular
Teacher places and draw a picture of Gyeongbok Palace.
sports of different countries
Objectives z Invite a few students to the front to perform their role plays.
z To be able to talk about the popular
Students z Give a prize to the team that perform very well.
sports of different countries
z Talking about the popular sports of
Functions
different countries Level focused
z Why do you want to visit Brazil? z [Advanced] Have students change the places and countries for
Key Expressions
z Brazil is famous for soccer. the role plays.

z Talk about sports that the students like. z Materials : costumes or headbands for role play
LEVEL 3 34
Teacher's Guide
z [Supplementary] Show examples of other historical sites to

Task 1 : Travel around the world the students to choose from.
z [Advanced] Have students write about more than 2 historical
z To have students write about the sites.
Teacher
country they want to visit
Objectives
z To be able to write about the country
Students References
they want to visit
z Materials : pictures of famous places
z Writing about the country I want to
Functions
visit
Key Expressions
z Korea is famous for Bulguk temple. Task 3 : An e-mail
How to teach z To have students write about popular

Teacher
z Read the statements with the students. places they want to visit
z Have students pick a country they want to write about. Objectives

z To be able to write about popular
z Write key words and expressions on the board. Students
places they want to visit
z Help students write about a country they want to visit.
z Have students present what they have written. z Writing an e-mail about the popular
Functions
places I visited
Level focused z I visited Egypt.
Key Expressions
z [Supplementary] Show students pictures of countries and z Egypt is famous for the pyramids.
famous places before they write.
z [Advanced] Have students write about them in detail.
How to teach
z Talk about writing an e-mail.
References
z Have students read the passage silently. Ask students to mark
z Materials : map, national flags, pictures of famous places any words that they don't know while reading.
z Have students read the e-mail aloud.
z Write several common expressions on the board.
Task 2 : Historical sites z Have students write an e-mail to a friend. Explain that it
could be a letter and it doesn't matter if they don't have an
e-mail account or don't know a friend's e-mail address.
z To have students learn about world's
Teacher z Walk around the classroom and help students with new words
historical sites
Objectives and expressions.
z To be able to learn about world's
Students z Have a few students come to the front to read their e-mails
historical sites
to the class.
z Reading and writing about world's
Functions
historical sites
Level focused
Key Expressions
z [Supplementary] Give them a list of common phrases that
they can use.
How to teach z [Advanced] Have them write longer e-mails.
z Have students talk about the historical sites that they know.
z Explain about some historical sites in the world. References
z Show the students various historical sites. z Materials : examples of e-mails
z Have students choose a historical site and write about it.
z Have students present what they have written about a
historical site.
Art project : Big Ben
Level focused
Objectives Teacher z To have students talk about the popular
35 LEVEL 3
The world
z Have students understand that they must respect other

places around the world
countries' greetings.
z To be able to talk about the popular
Students z Have students cut out the pictures of greetings and paste
places around the world
them on the right places.
z Talking about the popular places around
Functions z Have students walk around the class and greet their friends as
the world
if they were all from different countries.
z Why do you want to visit the U.K.?
Key Expressions
z The U.K. is famous for Big Ben.
Level focused
How to teach z [Advanced] Have students find more greetings from around the
world.
z Talk about the popular places in the world.
(Korea-Seoul N Tower(NamSan Tower), 63 Building, Gyeongbok
Palace, Kwang-Hwa Mun) References
z Introduce the popular places in the world using the pictures
z Materials : various national flags, pictures of greetings
from Level 2-Culture.
z Explain about Big Ben with some pictures. (shape, height,
history)
z Hand out the enlarged copy of the worksheet.
z Have students repeat the key expression after the teacher.
z Have students come to the front and talk about what they
have made.
References
z Materials : pictures of Big Ben, enlarged copies of the
worksheet, scissors, colored pens
z http://www.timeforkids.com/TFK/kids/games/white/0,28416,1054
137,00.html
Culture : Greetings around the world
z To have students recognize and

Teacher understand that greetings around the
world are different
Objectives
z To be able to recognize and understand
Students that greetings around the world are
different
z Recognizing and understanding greetings

Functions
around the world
Key Expressions
How to teach
z Talk about how they should greet their friends.
z Have students tell the class about greetings of other countries
that they know.
z Introduce greetings of different countries, their body language,
and the logic behind each motion.
LEVEL 3 36
The World-Speaking
Let's speak
A. Ask and answer.
Why do you want to visit Korea?

Korea is famous for Gyeongbok Palace.
※ Unscramble. famous Australia for is kangaroos . 37 LEVEL 3

The World-Listening
Let's listen
A. Listen, number the pictures, and fill in the blanks.
Australia China Egypt France Italy The U.S.A.

Beijing Gaza New York Paris Rome Sydney
pyramids The Great Wall The Colosseum
The Eiffel Tower The Opera House The Statue of Liberty
LEVEL 3 38 ※ Which landmark is in Europe? T__ ______ _____.

The World-Reading
Let's read
A. Read and fill in the blanks.
I'm from Korea.

My country is famous for Gyeongbok Palace.
I'm from .
• My country is famous for .
• We have many lakes.
• We speak English.
• My hometown is Vancouver.
I'm from .
• We have many kangaroos.
• My hometown is Sydney.
I'm from .
• We have a queen.
• My country is in Europe.
The U.K. Australia Canada maple leaves

The Buckingham Palace The Opera House
※다음 중 위 활동지에 나온 단어 세 개를 찾아
○하고 어느 나라와 관련 있는지 말해보세요. ballqwybrasiliajkytworldcup 39 LEVEL 3
The World-Writing
Let's write
A. Listen and write.
1. ____________ is famous for ________________________.
2. ____________ is famous for ________________________.
3. ____________ is famous for ________________________.
4. ____________ ________________________.
5. ____________ ________________________.
LEVEL 3 40 ※ 다음을 영어 문장으로 말해봅시다. [ is famous for .]

The World-Game
Popular sports
A. Find the person who wants to visit the same
place as you.
Why do you want to visit Brazil?

Brazil is famous for soccer.
Brazil soccer Canada skiing
The U.S.A. football Japan Sumo wrestling
Korea Taekwondo Spain bull fighting
41 LEVEL 3
The World-Story
Planning a field trip
Teacher : Hello, class!

Students : Hello, teacher!
Teacher : Next week, we will go on a field trip.
Peter : I want to visit France.
Teacher : Why do you want to visit France?
Peter : France is famous for the Eiffel Tower.
Teacher : Great! Steven, ?

Steven : I want to visit the U.S.A.
Teacher : the U.S.A.?

Steven : The U.S.A. is famous for the Statue of Liberty.
Teacher : Great! But those places are too far.
We will go to the Gyeongbok Palace in Korea.
LEVEL 3 42 ※ 다음을 적절히 끊어(/) 읽어 봅시다. [Why/doyouwanttovisitRussia?]

The World-Task 1
Travel around the world

A. Talk about a country you want to visit.

It is in Asia.
It is near Japan and China.
Korea Korea is famous for Gyeongbok Palace.
I want to visit the U.S.A.

It is in North America.
It is near Canada and Mexico.
The U.S.A. is famous for Disneyland and the
The USA statue of liberty.
I want to visit France.

It is in Europe.
It is near Germany, Italy, and Spain.
France is famous for the Eiffel Tower and
France the Louvre museum.
I want to visit .
It is in .
It is near .
is famous for .
※ 20,8,5 21,19,1 9,19 6,1,13,15,21,19 6,15,18 4,9,19,14,5,25 12,1,14,4 . 43 LEVEL 3

The World-Task 2
Historical sites
A. Talk about the historial sites you want to visit.
The mosques
★ Iraq, Iran, Israel, Turkey - in Middle East
★ Islamic building
The Great Wall

★ China in Asia
★ One of the largest construction in the
world
The pyramids
★ Egypt in Africa
★ Tombs for the Pharaohs
The Eiffel Tower

★ France in Europe
★ To celebrate the 100th anniversary of the
French Revolution
LEVEL 3 44 ※ 질문을 찾아 자신의 생각대로 대답해 봅시다. [W hy d o you w ant to visit ?]

The World-Task 3
An e- mail
A. Write an e-mail.
I visited Egypt.
Egypt is famous for the pyramids.
Your e-mail Joey@talk.co.kr

Friend's e-mail Minee@talk.co.kr
Title Great Pyramids!
Dear, Minee
Hi. This is Joey. How was your vacation?
I visited Egypt. Egypt is famous for the pyramids. Most of the
pyramids are near the Nile River, in the dry desert.
I saw sphinx, too. A sphinx is in front of every pyramid. It is really
big and interesting.
I also visited The Solar Boat Museum. This place is really fun. Next
time, I will introduce the museum more to you. I think you will like it. I
really miss you. See you soon. Take care!
Your friend, Joey
Your e-mail
Friend's e-mail
Title
Dear ________
________________________________________________________I_Visit
ed_(_________)._(_________)_is_famous_for_________________________
______________________________________________________________
______________________________________________________________
____________________________
______________________
※ 다음을 거울에 비춰 읽어 봅시다. [ ] 45 LEVEL 3

Big Ben
A. Make a model Big Ben.
Why do you want to visit the U.K.?
The U.K. is famous for Big Ben.
LEVEL 3 46
The World-Culture
Greetings around the world

A. Greet like people around the world.
Country Greetings
Korea Bow by bending the waist or shake hands paste
Canada Shake hands paste
Place palms together in front of the chest

Thailand paste
and bow slightly
China paste
Japan paste
47 LEVEL 3
WEATHER
In this chapter, students will learn basic vocabulary related to weather, feelings, and
seasons and have conversations using the vocabulary. For students to be able to use these
expression fluently, the key expressions, such as, "How's the weather?", "It's sunny", "How
are you feeling today?", and "I am happy." should be presented in a meaningful way. The
students also should have chances to use these expressions in real life situations.
In Level 1, students will learn words about weathers. They will later learn how to use
the basic expressions through various activities, such as chants, songs and games. In Level
2, students will learn how to express their feelings. In Level 3, they will incorporate these
expressions by asking about weathers and having conversations with a friend. Through
practice, the students will be able to fluently answer the questions and have short
discussions. To aid this process, the students will compare the basic English expressions
used to greet and to talk about weather with the their Korean counterparts. They will learn
about seasons through games and different activities.
The teacher should give authenticity by using language materials related with students'
lives and he/she should give level-focused learning by using level appropriate language
materials and methodologies. The best way for the students to become fluent in speaking is
to practice many times. Therefore, in this unit, the students will practice using the
expressions through many activities.
Contents
z Naming the words related to the weathers z sunny, cloudy, rainy.
Speaking
z Saying the weather z It's cold.
z How's the weather today?
Listening z Listening to and identifying different weathers
z It's snowy.
Reading z Reading and identifying different weathers z It's rainy.
z How's the weather?
Writing
L z Writing sentences about the weather
z It's windy.
E Game 1 z Asking for and answering the weather

z
z
How's the weather?
It's cold.
V Game 2 z Listening to and recognizing the different kinds of weather
z
z
How's the weather?
It's cloudy.
E Game 3 z Speaking and writing expressions related to weathers
L z It's hot.
Story z Listening to and understanding a story related to weathers

1 z How's the weather today?
Chant z Saying today's weather in a chant
z It's sunny today.
Art Project z Speaking and writing today's weather
z It's windy today.
z How's the weather in Korea?
Culture z Comparing the weathers between different countries
z It's rainy in Korea.
z How are you?
Speaking z Asking and answering how I'm feeling today
z I'm happy.
Listening z Listening to and identifying different feelings z I am happy.
z How are you?

Reading z Reading and identifying feelings z I am sick.
z That's too bad.
z How are you?
L Writing z Writing the expressions about feelings
z I am happy.
E Game 1 z Identifying and saying about feelings
z
z
How are you?
I am happy.
V z Are you tired?
Game 2 z Asking and answering about the feelings
E z Yes, I am/No, I am not.
L Game 3 z Saying and writing the expressions about feelings

z How are you?
z I am sad.
2 Game 4 z Reading and making a story
Story z Listening to a story and identifying the feelings z I am happy.
z How are you today?

Art Project z Asking and answering today's feeling
z I am happy today.
z Asking and answering about feelings and weathers in different z How are you? I am sick.
Culture
countries z How's the weather in Canada? It's cold.
z What is your favorite season?
Speaking z Asking and answering about my favorite season with reasons
z My favorite season is winter. Because I can ski.
Listening z Listening to and identifying different seasons
z My favorite season is winter.
Reading z Reading and identifying of my favorite season

Writing z Writing the expressions about my favorite season with reasons
L z
z
My favorite season is spring. Because it's warm.
I like autumn. It's cool.
E Game 1 z Writing the expressions about my favorite season z My favorite season is spring.
V z
z
What is your favorite season?
Game 2
E z Asking and answering about my favorite season
z My favorite season is fall.
L Story z Listening to and understanding the expression about seasons z In spring, it's warm./I can see little plants.
z
3 Game 3 z Asking and answering about my favorite season
z
What is your favorite
My favorite season is
season?
spring.
Task z Writing and telling about my favorite season with reasons
z My favorite season is winter. I can ski.
Art Project z Writing and telling about my favorite season
z My favorite season is winter.
z Understanding how the weathers are for each season in z spring, summer, fall, winter
Culture
different countries z It's warm.
LEVEL
1 WEATHER
z [A] Have the students listen to the dialog.
Speaking : Let's speak z Have the students practice the dialog with the teacher and
their partner.
z To have the students say the weather z Have students do a short role play.
Teacher words, and ask and answer about z [B] Have them listen and check the correct pictures
Objectives weather
z To be able to say the weather words, Level focused

Students
and ask for and talk about weathers
z [Advanced] Read the different kinds of weather with full
z Naming the words related to the sentences and repeat them once.
Functions weathers z [Supplementary] Repeat the spoken weather as many times as
z Saying the weather necessary until the students manage to correctly identify the
z sunny, cloudy, rainy. different kinds of weather. Do motions with your hands or use
Key Expressions
z It's cold. flash cards to aid students' understanding.

z [A] Teach the students different weather by having them z Look and listen
repeat after the teacher. 1. A: How's the weather?
z Ask the students how the weather is and help them answer B: It's snowy.
the questions. 2. A: How's the weather?
z [B] Practice the dialog with the students. B: It's windy.
z Have students practice the dialog many times with their group z Listen and check
members.
1. A: How's the weather?
B: It's rainy.
Level focused 2. A: How's the weather?
z [Advanced] Add extra words to the dialog, such as stormy, B: It's cloudy.
foggy, etc. 3. A: How's the weather?
z [Supplementary] Focus mainly on today's weather. Take extra B: It's cold.
care to ensure that learners are able to say all the different
kinds of weather.

References
z Materials : big picture cards for the students and to attach on
z To have the students read about
the board
Teacher different kinds of weather in full
sentences
Objectives
z To read about different kinds of
Listening : Let's listen Students weather and to connect the sentences

with correct pictures
z Reading and identifying different kinds
z To have the students understand about Functions
Teacher of weather
the weather
Objectives Key Expressions z It's rainy.
z To be able to listen and understand
Students
about the weather
z Listening to and identifying different

How to teach
Functions
weather z [A] Read the sentences with the students.
z How's the weather today? z Have the students draw lines to connect each sentence with
Key Expressions
z It's snowy. the matching pictures.
z Have them trace 'It's' and '.' for practicing writing sentences.
z [B] Read the words with the students.
How to teach
z Have them look at the pictures and circle the correct word for
3 LEVEL 1
Weather
each picture.
Functions z Asking for and answering the weather
Level focused z How's the weather?

Key Expressions
z It's cold.
z [Advanced] Have the students practice the sentences rather
than the words.
z [Supplementary] Provide extra assistance to the students that How to teach
need it.
z Make groups of 2~4 students.
z Each group chooses who goes first.
References z Explain the rules of the game. Everyone starts at the upper
arrow and the students who finish first win the game.
z Materials : big picture cards and word cards for the students
z Each student rolls a dies and move as many spaces as the die
and to attach on the board
says.
z When a student lands on a space, everyone else in the group
asks the student, "How's the weather?"
Writing : Let's write z The students has to answer, "It's ___." according to the
picture. If the student cannnot answer correctly, he/she has to
move back to where he/she was last turn.
z To have the students write the weather
Teacher
expressions
z To be able to write the weather
Students
expressions z [Supplementary] Play the game with the teacher(teacher vs
students) or in teams(team vs team).
Functions z Writing sentences about the weather
z During the game, the teacher has to check their activity.
Key Expressions
z It's windy.
References
z Materials : picture cards, game board, dice
How to teach
z [A] Review the weather words with the students.
z Have the students trace all the words. Then have them circle
Game 2 : Bingo
the correct word for each picture.
z [B] Have the students trace the 3 words in the circles.
z Have the students write the sentence in the boxes. z To have the students say, listen to and
Teacher
identify the different kinds of weather
Objectives
Level focused z To be able to say, listen to and
Students
z [Supplementary] Show the students how to write each identify the different kinds of weather
sentence on the board and have them write along in the air. z Listening and recognizing the different
Functions
kinds of weather
References z How's the weather?

Key Expressions
z It's cloudy.
and to attach on the board
How to teach
z Review the weather with the pictures.
Game 1 : Board game z Have the students cut the pictures and glue them in the bingo
table. For the 9th box, draw in one of the 8 weathers.
z Before starting the game, decide how many lines, or what
Teacher shape the students have to make to win. For example, 3 lines,
about the weather
Objectives H shape, or T shape, X shape, etc.
Students z The students, as a group, can ask the teacher, "How's the
weather
weather?" and the teacher can answer, "It's ___." The teacher
LEVEL 1 4
Teacher's Guide
or the students can ask one of the students and that student
References
can answer, "It's ___."
z The students can mark O or cross out one box at a time. z Materials : paper clips
z The student who makes the lines or the shape first has to
shout, "Bingo!" and wins the game.
Story : The old woman's story

Level focused
z [Advanced] Instead of using cards, student can write the
z To have the students listen to the story
words or sentences. Teacher
and practice the weather expressions
z [Supplementary] Have the students practice writing words or Objectives
phrases that is meaningful. Students
practice the weather expressions
z Listening to and saying the weather
expressions
z Materials : picture cards, a big bingo table.
Key Expressions
How to teach
Game 3 : The spinner game
z Read and tell the story to the students.
z Have the students repeat after the teacher.
z To have the students exercise the z Have the students read the story on their own and trace some
Teacher
different kinds of weather words like ' '.
Objectives z Divide the students into parts, the old woman, the old man,
z To exercise the weather expressions by
Students the guy and the boy.
playing the spinner game
z In a role play, the students can change some words.
z Speaking and writing the weather
Functions
expressions
Level focused
Key Expressions z [Advanced] Have the students have many chances to make
z It's hot.
their own dialog.
z [Supplementary] Read the story to the students many times.
How to teach
z Review the weather expressions. References
z Have the students trace the words under the pictures.
z Materials : hair bands for role play, picture cards
z Then, have the students cut the pictures and glue them on the
board.
z Make groups of 2. Each student takes a turn to flick a paper
clip. When student A flicks the paper clip, student B asks A, Chant : How's the weather?
'How's the weather?' Student A has to answer, "It's ___."
according to the picture.
z To have the students say the different
z If student A answers correctly, he/she can write his/her name
Teacher kinds of weather in a chant with a
on the space. Objectives rhythm
z When all the space are marked, the student with more spaces
Students z To be able to do the weather chant
wins the game.
z If a student flicks a paper clip and it points to a space that is
Functions z Saying today's weather in a chant
already taken, he/she loses a turn.

Key Expressions
Level focused z It's sunny today.
z [Supplementary] Assist the students by practicing the

expressions.. How to teach
z Play the chant for the students.
5 LEVEL 1
Weather
z Have the students practice the words by repeating after the

z To have the students practice the
teacher line by line. Teacher
weather expressions
z Try the whole chant. Repeat a few times until the students Objectives
can chant fluently. z To be able to say, write and draw
Students
z Divide the students into two parts(asking part and answering different kinds of weather
part) and practice the chant. z Speaking and writing the weather
Functions
expressions.
Level focused z How's the weather in Korea?
Key Expressions
z [Supplementary] : Practice the words of the chant many times z It's rainy in Korea.
slowly in short parts. When the students can say small parts
fluently, try the whole chant.
How to teach
z Ask the question, "How's the weather today?" and have the
References students answer.
z Materials : some weather picture cards z Have the students draw a picture and write "It's ___." in the
table.
z Prepare a list of different places in the world and their
weather and ask the questions to them.
z Have the students answer, draw and write today's weather.
Art Project : Let's be an artist
Level focused
Teacher weather expressions and draw today's z [Supplementary] Have the students write the words instead of
weather sentences.
Objectives
z To be able to practice the dialogue and
Students
to draw today's weather References
z Materials : colored pencils, today's weather in other places in
Functions z Speaking and writing today's weather
the world

Key Expressions
z It's windy today.
How to teach
z Ask the question "How's the weather today?" and have the
students answer.
z Have the students draw a picture of today's weather.
z Have the students write a sentence on the line, describing
today's weather.
Level focused
z [Supplementary] Have the students introduce today's weather
to other students.
References
Culture : Today's weather in the world
LEVEL 1 6
Weather-Speaking
Let's speak
A. Speak out.
sunny cloudy rainy snowy
windy warm hot cold
B. Speak with your partner.
How's the weather?
It's .
※그림을 보고 날씨를 말해봅시다. It's . 7 LEVEL 1

Weather-Listening
Let's listen
A. Look and listen.
B. Listen and check(√).
1.
2.
3.
LEVEL 1 8 ※ [A] It's sunny./snowy. [B] It's windy./cloudy.

Weather-Reading
Let's read
A. Read and match.
How's the weather?

snowy
rainy
cloudy
windy
sunny
B. Read and circle(○).
It's hot. cold.
It's cool. warm.
※ 숨어 있는 단어 3 개를 찾아보세요. s n o w y h o t c o ld 9 LEVEL 1
Weather-Writing
Let's write
A. Trace and circle.
sunny. . .
' . ' . ' .
. . .
B. Trace and rewrite sentences.
⇨
' ?
LEVEL 1 10 ※ It's . ' rainy.
Weather-Game 1
Board game
How's the weather?
It's _____ .
9 15'14 .
※ How's the weather? 11 LEVEL 1
Weather-Game 2
Bingo
A. Play a bingo game with the picture cards.
bingo
----------------------------------------------------- cut ---------
windy warm hot cold
How's the weather?

LEVEL 1 12 ※ It's warm. It's cold.
Weather-Game3
The spinner game

A. Play the spinner game with the cards.
----------------------------------------------------- cut ---------
windy warm hot cold
※내가 가장 좋아하는 날씨 그리고 쓰기. It's _____. 13 LEVEL 1

Weather-Story
The old woman's story

A. Read the story below.
It's . Oh my son.
How's the weather? He is a seller.
Oh my daughter.
She is a seller.
Don't worry!
On day, your son is happy.
Thank you!
On day, your daughter is happy.
LEVEL 1 14 ※이야기에 나오지 않은 날씨는? It's sunny. / rainy. / windy.

Weather-Chant
How's the wether?

A. Chant with friends.
How's the weather today?

It's . It is today.

It's . It is today.

It's . It is today.

It's . It is today.
=red =blue It's . / It's . 15 LEVEL . 1

Weather-Art project
Let's be an artist
A. Draw today's weather.
____ ________ .
B. Decorate the classroom.
LEVEL 1 16 ※ the weather How's ? → ___________________.

Weather-Culture
Today's weather in the world
Country Draw the weather Write the weather
Korea
the U.S.A.
the U.K.
Japan
17 LEVEL 1
LEVEL
2 WEATHER
z [Supplementary] Have students practice saying the expressions
Speaking : Let's speak many times before the listening activity.
z To have students ask and state how References

Teacher
they feel today
Objectives z Materials : flash cards
z To be able to ask and state how they
Students z Listen and match.
feel today
1. A: How are you?
z Asking and answering how I am feeling
Functions B: I'm sick.
today
2. A: How are you?
z How are you? B: I'm sad.
Key Expressions
z I am happy. 3. A: How are you?
B: I'm happy.
4. A: How are you?
How to teach B: I'm tired.
z [A] Have students sit in groups of 2 or more. z Listen and check.
z Teach the students how to say how they feel today by
1. A: How are you?
repeating after the teacher.
B: I'm fine, and you?
z Ask students how they feel today and help them to answer.
A: I'm fine, too.
z [B] Have students practice the expressions in pairs.
2. A: How are you?
B: I'm thirsty. It's very hot today.
Level focused
z [Advanced] Teach more feelings to the students.

References
z Materials : flash cards
z To have students read sentences about
Teacher
different feelings
Objectives
z To be able to read sentences about
Students
Listening : Let's listen different feelings
Functions z Reading and identifying feelings

z To have students listen to and identify
Teacher z How are you?
different feelings
Objectives Key Expressions z I am sick.
z To be able to listen to and identify z That's too bad.
Students
different feelings
z Listening to and identifying different
Functions How to teach
feelings
z Go over the pictures with the students.
Key Expressions z I am happy. z [A] Have the students read the feelings and circle true or
false for each feeling.
z [B] Have the students unscramble the words and say the
How to teach expressions.
z Review the feelings.
z [A] Say expressions in the script.
Level focused
z Have students listen to the dialog and match with the pictures.
z [B] Read the script to the students. z [Advanced] Have them write the expressions in activity B,
z Have students listen and check beside the pictures of the instead of saying them.
feelings they heard.
References
Level focused z Materials : flash cards
LEVEL 2 18
Teacher's Guide
z One student in each team picks up two cards.

Writing : Let's write z If the feeling cards are the same, the student has to say "I'm
_______." according to the card, and gets to keep those cards.
z If the cards do not match, the next student takes a turn to
Teacher z To have students write about feelings pick up two cards.
Objectives
z When all the cards are gone, the student with the most cards
Students z To be able to write about feelings wins the game.
Functions z Writing the expressions about feelings

Level focused
z How are you?
Key Expressions z [Advanced] Have them make write the feeling expressions on
z I am happy.
the card and use them instead of picture cards.

z z Materials : flash cards
z [A] Ask "How are you?" pointing at each picture. Have
students answer the questions.
z Have the students trace the hollow sentences.
z Have students complete the sentences. Game 2 : Guessing game
z Check their writings. Correct any mistakes.
z Have students practice reading the sentences. z To have students guess and identify the
z [B] Students draw their face and write their feeling. Teacher
feelings by playing the guessing game
z Have them show their picture to the class and say how Objectives
z To be able to listen to and identify the
they're feeling. Students
feelings by playing the guessing game
Level focused Functions z Asking and answering about the feelings
z [Supplementary] Show them how to write each sentence on z Are you tired?
the black board and have them write along. Key Expressions
z Yes, I am./No, I am not.

z Materials : flash cards z [A] Go over the key expressions. Make sure students can ask
about someone else's feeling before starting the game.
z Invite a volunteer student to come to the front and think of a
feeling.
Game 1 : Matching game
z That student mimes her/his feeling.
z The rest of the class guesses which feeling he/she is miming.
z To have students say different feelings z [B] This game is also a guess game but the students have to
Teacher
by playing the matching game guess the feeling without seeing the mimes.
Objectives
z The teacher can have the student thinking of a feeling reveal
z To be able to say different feelings by
Students one letter at a time.
playing the matching game
Functions z Identifying and saying different feelings

Level focused
z How are you? z [Supplementary] Write the feelings on the black board.
Key Expressions
z I am happy.
References
How to teach z Materials : flash cards
z Have students cut the cards and put them faced down on the
table. Have students shuffle the cards.
19 LEVEL 2
Weather
Game 3 : Ladder game Functions z Reading and making a dialog
z To have students say and write Key Expressions

Teacher expressions about feelings by playing
the ladder game
Objectives
z To be able to say and write How to teach
Students expressions about feelings by playing z [A] Read the sentences 1~7 with the students.
the ladder game z Have the students fill in the blanks and complete the
z Saying and writing expressions about sentences.
Functions
feelings z Have students try to arrange the sentences in a different
z How are you? order to make a dialog. Have them write the numbers of the
Key Expressions sentences at the bottom.
z I am sad.
z Check individual student's answers.
z [B] Have students read the dialog many times.
How to teach
z Give each student a copy of the worksheet.
Level focused
z [A] Have students read and trace the sentences in the boxes.
z Have students write 2 more sentences of their choices in the z [Supplementary] Have students do the activity in groups.
empty boxes. z [Advanced] Have students make more sentences in groups and
z [B] Make groups of 3 or 6. do the activity again.
z Have students 1 number(if the 6 members in a group) or 2
numbers(if 3 members). References
z Have students go down the ladder and read the feeling
expression.
z The student who can read the sentence correctly gets a point.
If a student cannot read the sentence or reaches the bomb
box, he/she does not get a point.
Story : Feelings
z Have students draw more lines on the ladders after each round
and play again.
z The student with the most points at the end of class wins the z To have students listen and understand
game. Teacher why someone feels happy, sad, and
angry
Objectives
z To be able to listen and understand
Level focused
Students why someone feels happy, sad, and
z [Advanced] Have students make another ladder game board angry
with more numbers and expressions.
z Listening to a story and identifying the
z [Supplementary] If students find it difficult to read the Functions
feelings
sentences, let them draw feelings instead of the sentences and
play the game. Key Expressions z I am happy.

z Materials : flash cards z [A] Read and explain the story to the students.
z Have the students trace the words in the box. Have them
write the feeling sentences in the boxes according to the
story.
Game 4 : Right order
z Have students match the pictures with correct sentences.
z [B] Have the students tell their story about when they feel
z To have students arrange the sentences happy to the class.
Teacher
to make a dialog
Objectives
z To be able to arrange the sentences to Level focused
Students
make a dialog
LEVEL 2 20
Teacher's Guide
z [Advanced] Have students tell the story looking at the

feelings and weathers in different
pictures and the sentences.
countries
z [Supplementary] Write the sentences on the board for the
z Asking and answering about feelings
students to copy. Functions
and weathers in different countries
z How are you?
References z I am sick.
Key Expressions
z script z How's the weather in Canada?
z It's cold.
I'm happy on my birthday. I'm happy when I eat sandwiches.
I'm sad when I'm sick. I'm sad when I can't play baseball.
I'm angry when I can't play computer games. How to teach
I'm angry when my mother scolds me. z Have students look at the pictures and guess what the dialogs
are about.
z Read the sentences with students.
z Have them trace the key expressions.
Art project : Making a mask z Explain how weathers are different in different countries.
z To have students ask and answer about Level focused

Teacher
their feelings z [Advanced] Introduce more countries and their weathers.
Objectives
Students
their feelings
References
Functions z Asking and answering today's feeling z Materials : flash cards, pictures about different countries and
their weathers
z How are you today?
Key Expressions
z I am happy today.
How to teach
z Ask the question, "How are you feeling today?" and have the
students answer.
z Have students draw a face with a feeling.
z Have students decorate their masks.
z Have students put on their masks, walk around the classroom,
and ask and answer how they're feeling.
Level focused
z [Advanced] Have them make more than 1 mask.
References
z Materials : flash cards, colored pencils
Culture : How are you, my friends?

Teacher feelings and weathers in different
Objectives countries
Students z To be able to ask and answer about
21 LEVEL 2
Weather-Speaking
Let's speak
A. Speak out.
happy fine sick sleepy
sad angry thirsty hungry
B. Say with your partner.
I'm happy.
How are you?
LEVEL 2 22 ※ I'm . → ___ ______.

Weather-Listening
Let's listen
❶ ❷ ❸ ❹
• • • •
• • • •
B. Listen and check(√).
※ Read and circle. ( I'm fine. / happy. ) 23 LEVEL 2

Weather-Reading
Let's read
A. Circle true or false.
How are you?
I'm sick.
I'm thirsty.
I'm sad.
B. Make sentences.
are How you ? ⇨ ______________
hungry . I'm ⇨ ______________
too . That's bad ⇨ ______________

tHat's 2 bed.
LEVEL 2 24 ※ 어떤 말을 하고 싶었을까요? →
Weather-Writing
Let's write
A. Trace and write.
1. 2.
3. 4.
B. Draw and write.
<My face>
' ______.
I'm 19, 12, 5, 5, 16.

※ How are you ? 25 LEVEL 2
Weather-Game 1
Matching game
A: How are you? B: I'm happy.
I'm thirsty.
LEVEL 2 26 ※ Circle true or false. T F
Weather-Game 2
Guessing game
A. Play a mime game.
A: How are you?

B: (miming)
A: Are you ___?
B: Yes, I'm ____. / No, I'm not ____.
B. Play a guessing game.
A: How are you?

B: Guess my feeling.
A: Are you ___?
B: Yes, I'm ____. / No, I'm not ____.
Are you tired? No, I'm not tired.
※ 거울에 비추어 보세요. → _____ _____ _____ 27 LEVEL 2

Weather-Game 3
Ladder game
A: How are you? B: I'm sad.
A. Trace and write the sentences.
1 2 3 4 5 6
B. play a ladder game.
LEVEL 2 28 ※Find a correct sentence. Howareyu?I'mangry.I'msed.

Weather-Game 4
Right order
A. Make a story.
1. That's too bad.
2. ____ sick.
3. I'm not happy.
4. Hi, Sora. How ___ ___?
5. ' fine. And you?
6. Hello, Anna.
7. Why?
B. Read the story.
※ I'm hungry. → ' . 29 LEVEL 2

Weather-Story
Feelings
• happy
•
• ___
•
•
•
B. Tell your story to your friends.

- When are you happy?
LEVEL 2 30 ※ →
' .
Weather-Art Project
Making a mask
A. Draw your feeling.
How are you?
____ ________.
31 LEVEL 2
Weather-Culture
How are you, my friends?
: How are you?

: I have a cold.
: How's the weather in Canada?

: It's very cold.
: How are you?
:
: How's the weather in Korea?
: It's warm.
: How are you?

:
: How's the weather in Thailand?

: It's very hot.
LEVEL 2 32
LEVEL
3 WEATHER
Level focused
z [Supplementary] For activity B, if students find it difficult to
z To have students ask and state their
Teacher read and answer the questions, read the questions for them.
favorite season
Objectives The teacher also may display the choices with pictures on the
z To be able to ask and state their board.
Students
favorite season
z Asking and answering about my favorite

season with reasons
z What is your favorite season? z Listen and match.
Key Expressions z My favorite season is winter. 1. A: What is your favorite season?

z Because I can ski. B: It's spring. I can see many flowers.
2. A: What is your favorite season?
B: It's fall. It's cool in fall. I can read books outside.
How to teach 3. What a nice day!
z Have students sit in groups of 2 or more. My favorite season is summer. I like to go to the beach.
z Teach the vocabulary about seasons and weather in the 4. What a wonderful day.
pictures. My favorite season is winter. I like to make a snowman.
z [A] Ask students what their favorite season is and help them
z Listen and answer.
answer.
z Teach the dialog to the students. Anne: Hello, Jisu.
z [B] Have students practice the dialog in pairs. Jisu: Hi, Anne. What a nice day!
Anne: Yes, it's nice and sunny.
Jisu: I like spring. What is your favorite season, Anne?
Level focused Anne: My favorite season is summer. Because I like to swim.
z [Supplementary] Focus mainly on how to ask and answer
about favorite seasons.
References Reading : Let's read
z To have students read expressions
and to attach on the board Teacher
about different seasons
Objectives
z To be able to read expressions about
Students
different seasons
z Reading and identifying of my favorite
Functions
season
z To have students listen to and identify
Teacher Key Expressions
different seasons
Objectives
z To be able to listen to and identify
Students
different seasons How to teach
z Listening to and identifying different z [A] Have students read the sentences, look at the pictures,
Functions
seasons and answer the questions.
z What is your favorite season? z Read the sentences with the students.
Key Expressions
z My favorite season is winter. z [B] Have the students read the sentences.
z Have them circle the right phrases and make a dialog.
z Read the dialog with the students.
How to teach
z Before listening, review expressions we have learned. Level focused
z [A] Students have to match as they hear.
z [Advanced] Have the students practice the sentences in pairs
z [B] Students have to answer as they hear.
and perform them as a role play.
z Check their answers.
33 LEVEL 3
Weather
z [Supplementary] Help the students read the sentences with

z Writing expressions about my favorite
motions or flash cards. Functions
season
z I like autumn. It's cool.
References Key Expressions z My favorite season is spring.
z Materials : word flash cards z What is your favorite season?
How to teach
z [A] Explain how to find the pictures in the table and write
the letters on the lines to write the expressions.
z To have the students write sentences z Have them read the expressions.
Teacher
about seasons z [B] Have them find out what the question is.
Objectives z Have them write an answer for the question on the line.
z To be able to write sentences about
Students z Read the expressions together.
seasons
z Writing the expressions about my

favorite season with reasons
z What is your favorite season? z [Advanced] Make the activity into a competition by rewarding
Key Expressions z My favorite season is spring. the student who solves the code first. Also, they can make
z Because it's warm. another picture codes and exchange code with classmates.
How to teach
z [A] Show the pictures to the students. Talk about them with References
the students. z Materials : extra code sheet
z Have the students complete the passages by filling in the
blanks.
z Check the answers by slowly reading it with the students.
z [B] Have the students draw a picture of their favorite season
Game 2 : Board game
and write about it.
z Have the students present their activity to classmates. z To have students ask and answer about
Teacher
seasons by playing the board game
Objectives
Level focused z To be able to ask and answer about
Students
z [Advanced] Have students write 5~6 sentences about why seasons by playing the board game
they like and dislike different seasons.
z Asking and answering about my favorite
z [Supplementary] If students have difficulty in filling in the Functions
season
blanks, write some of the words on the blackboard for them to
copy. Key Expressions
z My favorite season is fall.
References
How to teach
z Have one student in each group roll the dice. When he/she
lands on a space, the rest of the group asks him/her, "What is
Game1 : Code game your favorite season?" The student must answer according to
the picture.
z If the students answers incorrectly, he/she has to go back to
z To have students write expressions
Teacher his last space.
about seasons by playing the code game
z The first student to reach "FINISH" wins the game.
Objectives
z To be able to write expressions about
Students
seasons by playing the code game Level focused
LEVEL 3 34
Teacher's Guide
z [Advanced] Have students answer the reason why they like

How to teach
the season as well.
z During the game, the teacher has to check their activity. z Review the weather expressions with the pictures.
z Have the students trace the sentences under the pictures.
z Then, have the students cut the pictures and glue them on the
References spinner.
z Materials : dice z Make groups of 2. Each student takes a turn to flick a paper
clip. When student A flicks the paper clip, student B asks A,
"What is your favorite season?". Student A has to answer,
"My favorite season is ___ because ." according to the
Story : My four seasons picture.
z If student A answers correctly, he/she can write his/her name
z To have students listen, read and on the space.
Teacher
complete the story z When all the space are marked, the student with more spaces
Objectives wins the game.
z To be able to listen, read and complete
Students z If a student flicks a paper clip and it points to a space that is
the story
already taken, he/she loses a turn.
z Listening to and understanding the
Functions
expressions about season
z In spring, it's warm.
Level focused
Key Expressions
z I can see little plants. z [Advanced] Have students write sentences under each picture.
z [Supplementary] It can be difficult for them to say the
reasons. Assist the students by practicing the expressions.
How to teach
z Have students circle appropriate phrases.
z Have students fill in the blanks to complete the story. References
z Check the answers together. z Materials : scissors, glues, paper clips
z Read the story together.
Level focused Task : My favorite season

z [Supplementary] The teacher should show flash cards or do
motions to enhance students' understanding of the story.
z To have students express their favorite
Explain why each answer is correct in detail. Teacher
season and write about it
z Read the story to the students many times. Objectives
z To be able to express their favorite
Students
season and write about it
References
z Writing about my favorite season with
Functions
z Materials : flash cards reasons
Key Expressions
z My favorite season is winter. I can ski.
Game3 : The spinner game

How to teach
z To have students ask and answer about z [A] Have students draw or attach a picture of their favorite
Teacher
favorite season by playing a game season.
Objectives z Have students write about their favorite season and why they
z To be able to ask and answer about like it.
Students
favorite season by playing a game z [B] Have students present their work and say why they like
z Asking and answering about my favorite the season.
Functions
season
z What is your favorite season? Level focused
Key Expressions
z My favorite season is spring.
35 LEVEL 3
Weather
z [Supplementary] If they find it difficult to write many

z spring, summer, fall, winter
sentences about their favorite season, write some example Key Expressions
z It's warm.
sentences on the board for the students to choose from and
copy.
How to teach
References z Show a world map and tell the students where each country
is.
z Materials : colored pencils, pictures of seasons, glues
z Show some pictures of the countries.
z Have students guess how the weathers for each season are in
the countries.
Art project : Making a mini-book z Have the students write the seasons and how the weathers are
in the table.
z Explain that in some countries, it is always cold or always
z To have students draw and write about
Teacher hot. Also, have the students understand that some countries,
seasons
Objectives like Korea and Italy, have distinctive four seasons.
z To be able to draw and write about z The weather in Australia is famous for its warm climate since
Students
seasons it's located in the Southern Hemisphere. And the weather of
areas near the Equator is very hot.
Functions z Writing and telling my favorite season
z Teach students any special cultures caused by the weathers.
Key Expressions z It is spring.

Level focused
z [Advanced] Introduce and teach about weathers in more
How to teach
countries.
z Have students draw pictures of the 4 seasons, one in each
box.
z Have students write simple descriptions about each season. References
z Have students make a mini-book by cutting and folding the z Materials : colored pencils, a world map, pictures of different
sheet. countries in different seasons
z Have students present their works to the class.
Level focused
z [Advanced] Have them write many sentences about the
seasons.
z [Supplementary] Assist the students in writing.
References
z Materials : colored pencils, scissors
Culture : The seasons of the world
z To have students know how the

Teacher weathers are for each season in
different countries
Objectives
z To be able to know how the weathers
Students are for each season in different
countries
z Understanding how the weathers are for
Functions
each season in different countries
LEVEL 3 36
Weather-Speaking
Let's speak
A. Look and say.
spring summer
fall / autumn winter
A: What is your favorite season?

B: My favorite season is _____
because I (like/can/....) _____.
B. Talk with your friends.

My favorite season is ___.
※ My favorite season is . 37 LEVEL 3

Weather-Listening
Let's listen
❶ ❷ ❸ ❹
• • • •
• • • •
B. Listen and answer.
1. How's the weather today?

① It's nice. ② It's rainy. ③ It's windy. ④ It's cool.
2. What season does Jisu like?

① She likes spring. ② She likes summer.
③ She likes fall. ④ She likes winter.
3. What is Anne's favorite season?

① It's spring. ② It's summer. ③ It's fall. ④ It's winter.
LEVEL 3 38 ※ It's summer. → ____ ______.

Weather-Reading
Let's read
A. Check(√) the answers.
1. What season do you like?
I like summer.
I like winter.
2. What is your favorite season?
My favorite season is spring.
My favorite season is fall.
B. Circle and make a dialog.
: (I like / I don't like) winter. I have a cold.

Do you like winter?
: Yes, my favorite season is (summer / winter).

Because I can ski.
(What is / When is) your favorite season?
: (My / Your) favorite season is fall.

It's (cool and beautiful / hot and humid).
※ 23,8,1,20 9,19 25,15,21,18 6,1,22,15,18,9,20,5 19,5,1,19,15,14? 39 LEVEL 3

Weather-Writing
Let's write
1. What is your favorite ________?

My _______ ________ is spring
because _____ warm.
I can see butterflies everywhere.
2. _____ is _____ _________ season?

____ _______ ________ is _______
_________ it's _____.
I can ______ outside.
3. _____ ___ _____ ________ ______?

____ _______ ________ ____ autumn
_________ ____ cool and beautiful.
____ _____ go on a picnic.
B. Draw a picture of your favorite season and write about it.
My favorite season is summer.

LEVEL 3 40 ※ True / False
Weather-Game 1
Code game
A. Solve the code.
a b c d e f g h i j k l m
n o p q r s t u v w x y z
1. .
______________________________________
______________________________________
2. .
______________________________________
B. Solve the code and answer the question.

1. ?
______________________________________
______________________________________
※ Find a sentence. Ilikesumer.It'scool.Icansky. 41 LEVEL 3

Weather-Game 2
Board game
1 2 3 4 5 6
START
Great!
Go to #10
Sorry.
Stay here!
14 13 12 11 10 9 8
Great!
Go to #12
15
Sorry.
Go back
to #6
16 17 18 19 20 21
FINISH
Sorry. Sorry.
Go back Go back
to #11 to #13
A: What is your favorite season?

B: I like spring. It's nice.
LEVEL 3 42 ※계절이 다른 문장은? It's warm. I can catch butterflies. I like to ski.
Weather-Story
My four □□□□□□□
A. Read and make a complete story.
In _____, the weather gets warmer. (

/ ) see little plants begin to grow.
I like to catch butterflies.
__ , ( / ) is hot. Dad
takes me to the beach. I ___ swim in the
sea. I make a sand castle.
__ ____, the weather gets ( / ). I

can go on a picnic. I like to read books
outside. Leaves turn yellow and red. I like
fall's color.
__ ( / ), the air is . The

land is covered with snow. I like white snow.
_ ___ ski.
※ Let's make a title of the story with the hints. [hint: unscramble "sessoan"] 43 LEVEL 3
Weather-Game 3
The spinner game

A. Play the spinner game.
----------------------------------------------------- cut ---------
My favorite
season is spring.
I can catch
butterflies in the
spring.
LEVEL 3 44 ※ 거울에 비추어 보세요.

Weather-Task
My favorite season
A. Write about your favorite season.
My favorite season is ______.
<Draw a picture or attach your photo.>
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
B. Present your favorite season to your friends.
※[Read and circle.] My favorite season is 19,16,18,9,14,7. 45 LEVEL 3

Weather-Art project
Making a mini-book
A. Make a mini-book with pictures and sentences.
cut ----- fold
1
2 3
LEVEL 3 46 ※ Make a sentence. your ? What is favorite season

Weather-Culture
The seasons of the world
Countries Seasons How's the weather?

spring
Korea
Australia
fall
summer
Egypt
Russia
winter
47 LEVEL 3
SCHOOL DAYS
In this chapter, students will be learning basic vocabulary about school objects to talk
about them with their friends. The students also will be learning expressions to ask and
answer about school objects, including "What is this?", "This is a .", and "Whose
is this?" It's important to give students opportunities to use these expressions in
real-life situations.
In Level 1, students will learn the names of common objects in the classroom and the
school. They will also learn how to ask what the objects are called. In Level 2, students
will learn about different subjects. The students will study and practice talking about school
objects further in Level 2. In Level 3, students will learn about different subjects and how
to ask and tell what their favorite subject is. They will practice using the expressions
through fun activities.
Contents
Speaking z Asking and answering about school objects z What's this? It's a book.
Listening z Listening to and identifying different school objects z What's this? It's a book.
Reading z Reading and identifying school objects z This is a book.
L Writing z Writing sentences about school objects z What is it? It's a chair.
E Game 1 z Saying the names of school objects in a sentence z What's this? This is a pencil.
V Game 2 z Identifying and writing the names of school objects z What's this? It's a ruler.
E Story z Saying what subject I like z I like Korean.
L
Game 3 z Asking and answering about school objects z What is this? It's a bag.
1 Art project z Identifying school objects and different colors z What's this? This is a book.
Listening 2 z Listening to and identifying different school objects z What's this? This is a chair.
Culture z Talking about the school objects z You have a pretty pencil. Thank you.
Speaking z Understanding the uses of school objects z What is it? It's a book. I want to read.
Listening z Listening and identifying different kinds of subjects z Which subject does Jin-ho like? He/She likes math.
Reading z Reading and identifying different kinds of subjects z Do you like music class? Yes, I do. / No, I don't.
L Writing z Writing sentences about subjects z Do you like music class? Yes, I do. I like music.
E Game 1 z Asking and answering whose school object it is z Whose bag is this? It's mine.
V Game 2 z Asking and answering what subject students like z Do you like science? Yes, I do. / No, I don't.
E Story z Reading and writing about school life z Do you like to go to school? I like to go to school.
L Game 3 z Asking and answering whose school object it is z Whose pencil is this? It's mine.
2 Art project 1 z Asking and answering what object students have z Do you have a pencil? Yes, I do. / No, I don't.
Art project 2 z Asking and answering what objects students drew z Do you have a glue? Yes, I do. / No, I don't.
z Comparing and identifying different school objects in two

Culture z I see a clock, a map and a flag in the Korean classroom.
countries' classrooms
Speaking z Asking and answering about favorite subject z What's your favorite subject? My favorite subject is math.
Listening z Listening and recognizing the classes I have each day z What classes do you have on Monday?
Reading z Reading and identifying subjects my friends like z What's your favorite subject? My favorite subject is music.
L Writing z Writing what my favorite subject is z My favorite subject is P.E.
E Game 1 z Surveying and writing my friends' favorite subjects z What's your favorite subject? My favorite subject is P.E.
V Game 2 z Saying what my favorite subject is z What's your favorite subject? My favorite subject is Korean.
E
Story
L z Listening and identifying the expressions about subjects z What's cow's favorite subject? They want to be sports stars.
Game 3 z Asking and answering about favorite subjects z What's your favorite subject? My favorite subject is English.
3
Game 4 z Writing different subjects using full sentences z My favorite subject is P.E.
z What classes do you have on Monday? I have Korean and

Art project z Asking and answering about a time table
music.
Culture z Telling how I go to school z How do you go to school? I go to school by bus.

LEVEL
1 SCHOOL DAYS
Level focused
z [Supplementary] Repeat the school objects as many times as
necessary until the students can correctly identify them.
Teacher z [Advanced] Check students' answers after reading the script
about school objects
Objectives once.
Students
school objects
z Asking and answering about school References
Functions
objects z Script (2, 1, 4, 5, 3, 6)
z What's this? 1. A: What's this?
Key Expressions
z It's a book. B: This is a ruler.
2. A: What's this?
B: This is a chair.
How to teach 3. A: What's this?
z Have the students sit in groups of 2 or more. B: This is a book.
z Say the names of the school objects and have the students 4. A: What's this?
repeat after the teacher. B: This is a desk.
z Point to a picture at a time and ask "What's this?" to the 5. A: What's this?
class. Help the students answer. B: This is a pencil.
z Teach the dialog to the students. 6. A: What's this?
z Have the students practice the dialog with the rest of the B: This is an eraser.
group.
Level focused
R e a d in g : L e t 's r e a d
z [Supplementary] Make sure that the learners are able to say
the names of the school objects well.
z [Advanced] More school objects can be added. z To have the students read the names of
Teacher
school objects in sentences
Objectives
References Students
z To be able to read the names of school
objects in sentences
Functions z Reading and identifying school objects
L is t e n in g : L e t 's lis t e n Key Expressions z This is a book.
z To have the students listen and identify How to teach

Teacher
the names of school objects
Objectives z Show flash cards to aid the students' understanding.
z To be able to listen to the names of z Read the sentences with the students.
Students
school objects and identify them z Have the students match the pictures with the right sentences.
z Listening to and identifying different Have them practice reading the sentences.
Functions
school objects
z What's this? Level focused
Key Expressions
z It's a book.
z [Supplementary] Help the students match the pictures with the
right sentences and read the sentences.
How to teach z [Advanced] If the students' level is high enough, encourage
them to look back at the previous lessons to find correct
z Review the school objects with the students.
sentences, before the teacher reads the sentences to the
z Read the script, number 1 to 6, to the students and have them
students.
write the numbers beside the correct pictures.
3 LEVEL 1
School days
z Call out a sentence at a time, and have the students turn the
References
card upside down.
z Materials : flash cards z Have a student come to the front and call out the sentences.
z Have the students make a line or 3 lines, or a shape(L, H, T,
etc.). The first student to make the lines and shout "Bingo!"
W r i t i n g : Let's write wins the game.
z To have the students write sentences Level focused

Teacher
about school objects
Objectives z [Supplementary] Always make sure students are speaking in
Students sentences, not only words. Also, make sure they use the
school objects
correct article for different objects.
Functions z Writing sentences about school objects z [Advanced] Have the students write the words or sentences
z What is it? on the cards.
Key Expressions
z It's a chair.
References
How to teach z Materials : picture cards
z Read and write the question, "What is it?" with the students.
z Have them trace the first sentence. Point out that the first
letter of the sentence is capitalized and that a sentence ends
Game 2 : Puzzle
with a period.
z Have the students write the rest of the sentences.
z Read the sentences slowly with the students. z To have the students say and write
Teacher
the names of different school objects
Objectives
z To be able to say and write the
names of different school objects
z [Supplementary] Show how to write each sentence on the
z Identifying and writing the names of
black board and then have the students write the sentences on Functions
school objects
their own.
z What's this?
Key Expressions
z It's a ruler.
References
z Materials : big picture cards and word cards How to teach
z Have the students look at the pictures. Have them find the
right word for each picture from the word box.
z Have the students write the words in the puzzle.
Game 1 : Bingo
z Draw the puzzle on the board. Check students' answers by
asking them to call out the spellings for each object.
z To have the students practice saying
Teacher the names of school objects in
Level focused
Objectives sentences
z To be able to say the names of z [Supplementary] Have the students practice writing the words
Students
school objects in sentences many times.
z Saying the names of school objects in

Functions
a sentence References
z What's this? z Materials : big picture cards and word cards
Key Expressions
z This is a pencil.
How to teach Story : I love my school

z Cut out the cards and arrange them to make a 3x3 bingo
table. Objectives Teacher z To have the students listen to the
LEVEL 1 4
Teacher's Guide
z Students in each group take turns to roll the dice.

story and repeat the main expressions
z The first student to reach "Finish!!" first wins the game.
Students z To make the game more interesting, the teacher can offer to
say the main expressions
give a prize, like a sticker, to the winners.
Functions z Saying what subject I like
Key Expressions z I like Korean. Level focused

z [Advanced] Instead of printed picture board, the students use
How to teach a blank board to write words or sentences in the spaces.
z Use the subject name flash cards to explain different subjects

to the students. Do a listen and repeat exercise with the References
names of the subjects.
z Materials : dice with only 1, 2, and 3
z Read and explain the story to the students.
z Have the students repeat the story after the teacher, line by
line.
z Ask the students, "Do you like math?" after reading the story. Art project : This is a book
Help them answer "Yes, I do." or "No, I don't."
z To have the students identify school

Teacher
Level focused objects and different colors
Objectives
z To be able to identify school objects
z [Supplementary] Practice the names of the words and the Students
and different colors
expressions many times.
z [Advanced] Read the story fast and ask the students what z Identifying school objects and different
Functions
words or expressions they heard. colors
z What's this?
Key Expressions
z This is a book.
References
z Materials : subject name flash cards
How to teach
z Show color flash cards to help the students' understanding.
z Go over the dialog with the students.
Game 3 : Board game z Have the students color the school objects.
z Walk around the classroom while asking the questions in the
z To have the students practice asking dialog to check if the students are answering correctly
Teacher and answering about school objects according to the colors in their pictures.
through a game
Objectives
z To be able to practice asking and
Level focused
Students answering about school objects
through a game z [Advanced] Ask the questions about real objects, like a book
or a bag in the classroom.
z Asking and answering about school
Functions z [Supplementary] Go over different colors many times so the
objects
students are able to say the colors they used.
z What is this?
Key Expressions
z It's a bag.
References
How to teach z Materials : colored pencils, color flash cards
z Make groups of 2~4.

z Use the dice showing only 1, 2 and 3. Alternatively, the
students can do rock-paper-scissors, moving 1, 2, and 3
Listening 2 : Let's listen
spaces respectively.
z S1 in each group rolls the dice. When he/she lands on a space,
the rest of the group has to ask him/her, "What is this?". S1 z To have the students listen and identify
Objectives Teacher
must answer correctly: "It's an eraser." different school objects
5 LEVEL 1
School days
z To be able to listen and identify z You have a pretty pencil.

Students Key Expressions
different school objects z Thank you.
z Listening and identifying different
Functions
school objects How to teach
z What's this? z Read the dialog with the students. Show them some simple
Key Expressions
z This is a chair. pencils, pens, and erasers(with simple designs) from a western
country.
How to teach z Have the students compare those with school objects from
Korea(fancy ones).
z Read the script slowly, one by one. Have the students point to
z Have students point out and say how the stationeries are
the pictures of the objects they hear. Walk around the
different. ex) That pencil has only one color and this pencil
classroom to make sure the students point to the right
has a pretty picture on it.
pictures.
z Have the students practice the dialog.
z Have the students practice the dialogs with the teacher and
their partners.
z Practice listening with the real objects in the classroom. Ask Level focused
the students to point to or raise the objects when the teacher z [Advanced] Have the students practice the dialog as well as
says the dialogs. understand the differences of the school objects.

z [Advanced] Say the dialogs at a little faster pace and say z Materials : school objects from western countries
them only once to see how well the students understand.
z [Supplementary] Repeat the dialogs a few times until the
students can point to correct pictures.
References
z Script
1. A: What's this?
B: This is a chair.
2. A: What's this?
B: This is a ruler.
3. A: What's this?
B: This is a pencil.
4. A: What's this?
B: This is a desk.
5. A: What's this?
B: This is a book.
6. A: What's this?
B: This is an eraser.
Culture : I see pretty pencils in Korea
z To have the students compare school

Teacher
objects
Objectives
Students z To be able to compare school objects
Functions z Talking about the school objects
LEVEL 1 6
Schooldays-Speaking
Let's speak
A. Say the expressions.
book glue stick bag
eraser notebook pencil
pencil case ruler pen
What's this?
This is a/an _________.
※ [무엇의 일부분인지 찾아보세요.] What's this? 7 LEVEL 1

School days-Listening
Let's listen
A. Listen and write numbers.
LEVEL 1 8 ※ [Trace and say.] It's a . It's a .

Schooldays-Reading
Let's read
A. Read and match.
● ●
This is a pencil case.
● ●
This is a glue.
● ●
This is an eraser.
● ●
This is a pencil.
● ●
This is a book.
※ [Circle and say.] This is . a pencil case a book 9 LEVEL 1

School days-Writing
Let's write
W ?
A. Write the sentences.
?? is it ?
chair It's a chair.
desk
ruler
pencil
glue
eraser
LEVEL 1 10 ※ [Find and circle.] It's a yellow ruler.

Schooldays-Game 1
Bingo
This is a/an ________.
※ [Read and circle.] It's ( a / an ) . 11 LEVEL 1

School days-Game 2
Puzzle
A: What's this?
B: It's a/an ________.
A. Write the words in the boxes.
What's this?
LEVEL 1 12 ※ [Draw and circle.] It's a pencil. / It's a book.
Schooldays-Story
I love my school
A. Talk about your favorite subjects.
I love to go to school.
Because I study many subjects I like at school.
In the Korean class, I study Korean.

I like Korean.
In the math class, I study math.
I like math.
In the science class, I study science.
I like science.
In the music class, I sing a song.
I like music.
In the art class, I draw a picture.
I like art.
Do you like ?
Yes, I do. I like .
13 LEVEL 1
School days-Game 3
Board game
A. Play the board game.
Start go back
2 spaces
A : What is this?
B : It's a(an) _____.
go ahead miss
2 spaces a turn
go back
2 spaces
Finish!!
LEVEL 1 14 ※ [Read and circle.] a=1, b=2... It's a 3,8,1,9,18.

Schooldays-Art project
This is a book
A. Color the objects and say the expressions.
book eraser bag
What is this?
This is a/an ______.
What colors do you see?
I see ____ and ____.
※ [Make a sentence.] an eraser. It's 15 LEVEL 1

School days-Listening 2
Let's listen
A. Listen and point at the pictures.
LEVEL 1 16 ※ →
Schooldays-Culture
I see pretty pencils in Korea
A. Read and talk about the dialog.
You have a pretty pencil.
Thank you.
I see many pretty things in Korea.
Really? Tell me, what is it?
Yes. I love cute eraser, beautiful pencil and pretty
in Korea.
※ 위 에 좋아하는 학용품을 적고 다시 읽어 봅시다. 17 LEVEL 1

LEVEL
2 SCHOOL DAYS
z Have the students draw lines to connect each sentence with
Speaking : Let's speak the matching pictures.
z Have them listen one more time and check their answers.
z Have the students practice the dialog with the teacher and
z To have the students understand the
Teacher their partner.
uses of school objects
Objectives
z To be able to understand the uses of
Students Level focused
school objects
z [Supplementary] Repeat the subject names many times until
z Understanding the uses of school the students can identify the different kinds of subjects. Use
Functions
objects flash cards to aid students' understanding.
z What is it? z [Advanced] Ask the students "Which subject do you like?" and
Key Expressions z It's a book. have the students answer it.
z I want to read.
References
How to teach z Script
z Have the students practice the names of the school objects by 1. A: Jin-ho, which subject do you like?
having them repeat after the teacher. B: I like English.
z Read the sentences for the students. Ask what object each 2. A: Mee-young, which subject do you like?
number describes and help the students answer the questions. B: I like art.
z Practice the sentences with the students. 3. A: Min-soo, which subject do you like?
B: I like music.
4. A: Seo-young, which subject do you like?
Level focused
B: I like math.
z [Supplementary] Focus mainly on saying the expressions.
Make sure that learners are able to identify the different kinds
of school objects.
z [Advanced] Add another school object, like a bag or a ruler, R e a d in g : L e t 's r e a d
and have the students say descriptions about the objects.
z To have the students read about

References Teacher
different kinds of subjects
z Materials : big picture cards Objectives
z To be able to read about different kinds
Students
of subjects
z Reading and identifying different kinds

Functions
Listening : Let's listen of subjects
z Do you like music class?

Key Expressions
z To have the students understand about z Yes, I do./ No, I don't.
Teacher
different kinds of subjects
Objectives z To be able to understand about How to teach
Students different kinds of subjects and to
z First, read the subject names with flash cards.
connect the words with correct pictures
z Read the sentences with the students.
z Listening and identifying different z Ask the student "Do you like music class?" and have the
Functions
kinds of subjects students answer and why.
z Which subject does Jin-ho like? z Also, have the students talk about what subjects they like and
Key Expressions
z He/She likes math. why in pairs or groups.
How to teach Level focused

z Read the dialogs to the students. z [Supplementary] Explain about the expressions like "Because
z Read the four names on the left with the students. I'm good at...".
LEVEL 2 18
Teacher's Guide
z [Advanced] Have the students practice the sentences rather

How to teach
than the words.
z Have students make pairs.
z Have the students write their names in the score board at the
References bottom of the page.
z Materials : big picture cards and word cards z Put a coin in the "checker" circle.
z Have a student, S1, flick the coin on to the game board.
z S1 asks, "Whose is this?" with the name of the school
object his/her coin lands on. S2 answers, "It's mine."
W r i t i n g : Let's write z According to the points it says for the space, S1 writes the
points in the score board beside his/her name.
z The student who gets the most points wins the game.
z To have the students write sentences
Teacher
about subjects
Students
subjects z [Supplementary] Write school objects on the black board and
make sure the students learn the vocabulary.
Functions z Writing sentences about subjects
z Do you like music class ? References

Key Expression
z Yes, I do. I like music. z Materials : coins
How to teach
z Review the names of the subjects with the students. Game 2 : Subject puzzle
z Review the expressions in the box with the students.
z Have the students trace all the sentences. Then, have them
make and write the rest of the sentences. z To have students find the names of the
Teacher
words and match them to the words
Level focused Objectives z To be able to read the names of

Students different subjects and to practice saying
z [Supplementary] Show the students how to write each
the subjects in a sentence
sentence on the board and have them write along in the air.
z Asking and answering what subject
Functions
students like
References
z Materials : big picture cards and word cards z Do you like science?
Key Expressions
z Yes, I do./ No, I don't.
Game 1 : Flick the coin How to teach

z Review the vocabulary with flash cards.
z Have the students find the names of the subjects in the puzzle
z To have students ask and answer to
Teacher box.
whom the school objects belong
z Ask the students "Do you like ?" with each subject.
Objectives
z To be able to ask and answer to whom z Have the students practice the dialog with their partners.
Students
the school objects belong
Level focused
z Asking and answering whose school
Functions z [Supplementary] Play the game with the teacher.
object it is
z Whose bag is this ?

Key Expressions
z It's mine.
References
19 LEVEL 2
School days
school object it is
Story : Do you like to go to school? z Asking and answering whose school

Functions
object it is
z Whose pencil is this ?

z To have students understand the story Key Expressions
Teacher z It's mine.
and write expressions about school life
Objectives
z To be able to read the story and make
Students How to teach
sentences about school life
z Review school objects with the picture cards.
Functions z Reading and writing about school life z Have the students draw the school object pictures in the bingo
table.
z Do you like go to school? z Before starting the game, decide how many lines, or what
Key Expressions
z I like to go to school. shape the students have to make to win. For example, 3 lines,
H shape, T shape, X shape, etc.
z The teacher can ask, "Whose pencil is this?" to the students.
How to teach
The students must answer, "It's mine." and mark their pencil
z [A] Read the story to the students with their eyes closed. box O or cross it out.
z Teach the new words with flash cards. z The teacher can invite a student to come to the front to play
z Have the students repeat after the teacher. the teacher's role.
z Have the students read the story on their own. z The student who makes the lines or the shape first and shouts
z [B] Have the students answer the questions with the words in "Bingo!" wins the game.
the word box.
z Divide the students into pairs and have them make their own
Level focused
story about school life.
z [Supplementary] Have the students practice writing the words.
z [Advanced] Instead of drawing pictures, students can write the
Level focused
words or "It's my ."
z [Supplementary] Read the story to the students many times.
Explain what the story is about slowly.
References
z [Advanced] When students make their own stories, encourage
them not to use the same sentences from the story but z Materials : picture cards
change them.
References Art project 1 : Let's make and play

z Script
Teacher
I like to go to school. I ride the school bus to school. My possession expression
teacher helps me at school. I sit on my chair in the classroom. I Objectives
like my teacher reading books to us. I like to read books at the z To be able to say the possession
Students
school library. I have crayons in my desk. It is fun to draw. Do expression
you like to go to school?
z Asking and answering what object
Functions
z Answers : chair, books, school bus, school, crayons, teacher students have
z Do you have a pencil?
Key Expressions
z Yes, I do./ No, I don't.
Game 3 : Bingo
How to teach
z Explain the possession expression using flash cards.
z To have the students ask and answer z Have the students make the dice first.
Teacher
Objectives whose school object it is z Have the students make pairs and write their names in the
Students z To be able to ask and answer whose score board at the bottom of the page.
LEVEL 2 20
Teacher's Guide
z Student A takes a guess what school object student B will

References
have and asks to B, "Do you have a pencil?"
z B rolls the dice. If the dice shows the same object as A's z Materials : colored pencils
guess, B answers, "Yes I do." If it's different, B answers, "No,
I don't."
z When the student makes the right guess, he/she can write the
Culture : Korean and American
number under the picture in the score board, beside his/her
classroom
name.
z To have students practice naming

Level focused Teacher school objects in each country's
z [Supplementary] : Practice the question many times with classroom
different objects. Objectives z To be able to practice naming school
objects in each country's classroom
Students
z To be able to compare Korean and
References
American classrooms
z Materials : flash cards, colored pencils z Comparing and identifying different
Functions school objects in two countries'
classrooms
z I see a clock, a map, and a flag in the

Art project 2 : Draw and guess Key Expressions
Korean classroom.

Teacher possession expression and draw school
How to teach
objects z Ask the students, "What do you see in the Korean classroom?"
Objectives
and have them answer. Then, ask about the American
z To be able to practice the possession
Students classroom.
expression and to draw school objects
z Have students compare the two countries' classrooms.
z Asking and answering what objects z Help students with new words they may want to use. ex)
Functions map, flag
students drew
z Show the students where the U.S.A. is on a world map.
z Do you have a glue?
Key Expressions
z Yes, I do. / No, I don't.
Level focused
z [Supplementary] Write the names school objects on the black
How to teach board and make sure the students learn the vocabulary.
z [A] Show the picture cards of school objects to aid students'
understanding.
References
z Have the students choose 2~4 items and draw them on the
desk on the worksheet. z Materials : a world map
z [B] Have a student come out to the front while covering
his/her picture.
z Have the rest of the class take a guess and ask him/her, "Do
you have a glue?".
z Have students pair up and play the guessing game in pairs.
Level focused
z [Supplementary] Practice the expressions slowly many times
before playing the game.
z [Advanced] Instead of drawing the school objects in the
worksheet, the students can draw other objects.
21 LEVEL 2
School days-Speaking
Let's speak
A. Draw lines.
1. I like drawing with it.

I want to draw my • •
face.
2. I can erase with it.

I want to erase bad • •
words.
3. I like reading.
• •
I want to read a story.
4. I can bring pencils in it.

I can put erasers and • •
rulers in it, too.
※ 다음 단어들에 공통으로
LEVEL 2 22 들어있는 알파벳은? [ ] [1)A 2)P 3)E 4)G]
Schooldays-Listening
Let's listen
Which subject _____ _____ like?
He/She likes _________.
A. What subjects do they like?
(1)
• • math
Jin-ho
(2)
• • English
Mee-young
(3)
• • music
Min-soo
(4)
• • art
Seo-young

School days-Reading
Let's read
A. Read the dialogs and talk about your favorite subject.
Do you like ?
Yes, I do.
Why do you like music class?
Because I'm good at singing.
Do you like ?
No, I don't. I like .
Why do you like math?
Because math.
1) Korean class
2) math class
3) I'm good at
4) music class
※ 암호를 풀고 자신의 생각대로 Do you like 5,14,7,12,9,19,8 class?

LEVEL 2 24 대답해 봅시다.
Schooldays-Writing
Let's write
Do you like _____?
Yes, I do. / No, I don't.
I like _____.
Do you like English?
English Yes, I do. I like English.
Do you like music?
science No, I don't. I
Do
math
※ 다음 중 위 활동지에 등장하지 않은
과목을 모두 찾아 영어로 말해보세요. [ 1) 2) 3) 4) ] 25 LEVEL 2
School days-Game 1
Flick the coin

A : Whose is this?
B : It's mine.
A S D
R
2 points 1 point 4 points
E
3 points 6 points 2 points

P
C
4 points 1 point 5 points
K S
5 points 3 points 6 points
checker
Turns
Name 1 2 3 4 Total
A :
B :
※ 다음 암호를 풀어 사물이 위 활동지에
LEVEL 2 26 있으면 "It's mine."으로, 없으면 "It's not

mine."으로 대답해 봅시다. Whose is this?
Schooldays-Game 2
Subject puzzle
A. Search, color, and match.
athletics • • g a t h l e t i c s
math • • w d l s h m a t h q
English • • t a e n g l i s h y
Korean • • a i r p k o r e a n
music • • q v t m u s i c m j
art • • f a j k c b o a r t
moral • • d m o r a l c k y r
society • • n c s o c i e t y r
science • • b i c s c i e n c e
Do you like _______?
※ 다음에서 과목에 관한 단어 세 개를 찾아 ○해 봅시다. [zxcsciencepoiartqwesocietybnm] 27 LEVEL 2

School days-Story
Do you like to go to school?

A. Let's read the story.
I like to go to . I ride the to school.
My helps me at . I sit on my in the
classroom. I like my reading to us.
I like to at the school library . I have in
my . It is fun to .
Do you like to go to ?
school bus teacher chair crayons books school
1. I sit on my ________________ in the clas sroom.

2. I like my teacher reading _____________ to us.
3. I ride the ________________to sc hool.
4. I l ike to go to _________________.
5. I h ave _______________ in my desk.

6. My _______________ helps me at school.
LEVEL 2 28
Schooldays-Game 3
Bingo
Whose ____ is this?
It's mine.
A. Play a bingo game.
pencil case ruler desk
book glue bag
eraser pen pencil
※ Unscramble. e a s c i l c n p e u e g l o k b o 29 LEVEL 2
Schooldays-Art project 1
Let's make and play
A. Play the game with the dice.
Do you have a pencil?

Turns 1 2 3 4 5 Total
Name
2 3 5
LEVEL 2 30 ※ Where is my pencil? It's _____ the desk.

Schooldays-Art project 2
Draw and guess
A. Choose and draw 2~4 items on the desk.
B. Guess my friends' items.
※ Unscramble. ruler is under Your the chair. 31 LEVEL 2

School days-Culture
Korean and American classroom

I see ___, ____, and ___ in the American classroom.
A. Compare the Korean and American classrooms.
Korean classroom
American classroom
LEVEL 2 32
LEVEL
3 SCHOOL DAYS
Level focused
z [Supplementary] Explain and practice the subjects many times
until the students can identify them correctly.
z To have students ask and state their z [Advanced] Have the students ask, answer and write the
Teacher
favorite subject subjects in the time-table in pairs.
Objectives
z To be able to ask and state their
Students
favorite subject References
z Asking and answering about favorite z Materials : subject flash cards
Functions
subject
z What's your favorite subject?

Key Expressions
z My favorite subject is math. R e a d in g : L e t 's r e a d
z To have students read dialogs about

How to teach Teacher
subjects and match the right words
z Have students sit in groups of 2 or more. Objectives
z Teach the students how to express what their favorite subject z To be able to read dialogs about
Students
is by having them repeat the expression after the teacher. subjects and match the right words
z Ask students what their favorite subject is and help them to z Reading and identifying subjects my
Functions
answer. friends like
z Have students practice the dialog with their friends.
Key Expressions
z My favorite subject is music.
Level focused
z [Advanced] Students can add more subjects, like Korean,
How to teach
science, social studies, to the dialog.
z Read the script with the students. Pause before the blanks and
encourage the students to guess what subject each person
References
likes.
z Materials : subject flash cards z Have the students write the subjects in the blanks.
z Have the students match the subjects with the pictures.
z Have the students practice reading the script.
L is t e n in g : L e t 's lis t e n
Level focused
z To have students listen and identify z [Supplementary] Assist those students who need help in filling
Teacher
what classes are on which day in the blanks and reading the sentences.
Objectives z [Advanced] Have the students tell the class what they like to
z To be able to listen and identify what
Students do and what their favorite subject is.
classes are on which day
z Listening and recognizing the classes I

Functions
have each day
References
z Materials : subject flash cards
Key Expressions z What's classes do you have on Monday?
W r i t i n g : Let's write
How to teach
z Practice the key expressions with the students. Have the
z To have the students write the subject
students practice the expressions with a partner. Teacher and the sentence: My favorite subject
z Now read the script to the students and have students write Objectives is Math
the subjects in the boxes.
Students z To be able to write the subject and the
33 LEVEL 3
School days
sentence: My favorite subject is Math Level focused

Functions z Writing what my favorite subject is z [Supplementary] Write subjects on the black board.
Key Expressions z My favorite subject is P.E. z [Advanced] Introduce more kinds of subjects.

z Review the subjects in the pictures. z Materials : subject word cards
z Read the first sentence with the students. Have them trace
the sentence.
z Have students choose 2 more subjects from the table, write
the letters for the subjects in the boxes on the left, and write Game 2 : Roll the dice
the sentences, "My favorite subject is ."
z Monitor students' writing and assist those who need help. z To have students ask and answer what
z Have the students stand up and tell the class what he/she has Teacher their favorite subjects are through a
written. game
Objectives
z To be able to ask and answer what
Level focused Students their favorite subjects are through a

game
z [Supplementary] Show them how to write each sentence on
the black board and then have them copy. Functions z Saying what my favorite subject is

Key Expressions
References z My favorite subject is Korean.
z Materials : subject flash cards

How to teach
z Have the students pair up and give the dice to each pair.
z Review the expressions.
Game 1 : Survey
z Have the students decide who goes first.
z S1 rolls the dice. After moving the marker, S2 asks S1,
z To have students ask, listen and write "What's your favorite subject?". S1 must answer, "My favorite
Teacher what their friends' favorite subjects are subject is ." with the subject written in the space
through a survey he/she landed on.
Objectives
z To be able to ask, listen and write z Have the students take turns to roll the dice.
Students what their friends' favorite subjects are z The student that gets to "Finish" space first wins the game.
through a survey
z Surveying and writing my friends'
favorite subjects
z What's your favorite subject? z [Supplementary] Move around and help those who need help
Key Expression saying the expressions.
z My favorite subject is P.E.

z Have students write their name on the first blank row, and z Materials : dice
write their favorite subject in the box next to their name.
z Have students walk around the classroom and ask, "What is
your favorite subject?" to their friends.
Story : An all-A's school
z Have students write down their friends' names and answers in
the table.
z When everyone's finished, ask a student what another student's z To have students listen to the story
Teacher
favorite subject is or ask the class what the student's favorite and answer the questions
subject is. Objectives
Students
answer the questions
LEVEL 3 34
Teacher's Guide
"Bingo!" and wins the game.

z Listening and identifying the
Functions
expressions about subjects
Key Expressions
z What's cow's favorite subject? Level focused
z They want to be sports stars.
z [Supplementary] Write the subjects called out on the black
board.
How to teach z [Advanced] Have volunteers come to the front and play the
z Read and explain the story to the students. teacher's role.
z Have students read the story and repeat the expressions about
subjects. References
z Have students guess what go into the blanks.
z Materials : words cards
z Read the story with the words in the blanks and have students
fill in the blanks as they listen to the teacher.
z Have the students answer the questions at the bottom.
Game 4 : More and more
z To have students write as many

Level focused Teacher
subjects as possible
z [Advanced] Ask more questions about the story. ex) What is Objectives
z To be able to write many different
the horse good at? Students
subjects
z Writing different subjects using full

sentences
z Materials : copies of the story board
Key Expressions z My favorite subject is P.E.
Game 3 : Bingo How to teach

z Have students sit in groups of 2 or more.
z To have students ask, listen and
z Read and write the sentence on the worksheet.
Teacher identify what another person's favorite
z The student who write the most sentences is the winner.
subject is
Objectives z Check the answers by reading them slowly with the students.
z To be able to ask, listen and identify
Students what another person's favorite subject
is Level focused
z Asking and answering about favorite z [Supplementary] Show them how to write each sentence on
Functions
subjects the black board and then have students copy them.
Key Expressions
z My favorite subject is English. References
How to teach
z Have students write the 8 words in the word box in the bingo
table. Have them choose 1 subject and write it in the 9th box.
Time permitting, have them also draw pictures about each Art project : Making a dice and
subject. a time table
z Before beginning the game, decide how many lines or what
shape students should make. ex) T shape, X shape, H shape, z To have students make the dice with
etc. Teacher the subject names and make a time
z Have the students ask the teacher, "What is your favorite table
Objectives
subject?". The teacher answer, "My favorite subject is math."
z To be able to make the dice with the
Then the students can cross out the math box. Students
subject names and make a time table
z The first student to make the lines or the shape should shout
35 LEVEL 3
School days
z [Advanced] Have students tell the class how they go to

z Asking and answering about a time
Functions school.
table
z What classes do you have on Monday?
Key Expressions
z I have Korean and music. References
How to teach
z Ask the students, "What classes do you have on ______?" and
have students answer.
z Have students make the dice and write subject names on each
face.
z Have students work in pairs. When S1 asks "What classes do
you have on ?" to S2, S2 rolls the dice twice and
answer, "I have and ." Then S1 writes S2's
answers in the time table.
z When students finish filling in the time table, have them
decorate their time tables.
Level focused
z [Supplementary] Write the names of the subjects on the
blackboard for the students.
z [Advanced] Students can also use other subjects they know.
References
Culture : How do you go to school ?
z To have students say how they go to

Teacher
school
Objectives
z To be able to say how they go to
Students
school
Functions z Telling how I go to school
z How do you go to school?

Key Expressions
z I go to school by bus.
How to teach
z Ask the students, "How do you go to school?" and have the
students answer. Help students express their answers in
English.
z Have students draw how they get to school in the box.
z Students can compare the transportations to those in other
countries.
Level focused
LEVEL 3 36
Schooldays-Speaking
Let's speak
A. Say the expressions.
What's your favorite subject?

My favorite subject is ______.
P.E. - soccer art computer
P.E. - ballet music English
※ Find out and answer. [ ] My favorite subject is __________. 37 LEVEL 3

School days-Listening
Let's listen
What class do you have on _______?
I have ______.
A. Listen and complete the time table.
Mon Tue Wed Thu Fri
1 Korean
2 math
math, P.E., art, English, music, science
※ 다음 준비물을 보고 오늘 시간표에
LEVEL 3 38 있는 과목을 추측하여 말해봅시다.
running shoes, ball, bat, glove
Schooldays-Reading
Let's read
A. Read and match.

Jin-ho : I like playing soccer and baseball.
My favorite subject is _____.
Erica : I like singing.
My favorite subject is ____.
Min-soo : I like reading poems and novels.
My favorite subject is _____.
• • music
Jin-ho
• • Korean
Erica
• • P.E.
Min-soo
※ 원어민 선생님이 초등학생 시절 가장 좋아한 과목과 그 이유를 영어로 여쭤봅시다. 39 LEVEL 3

School days-Writing
Let's write
A. Choose a subject and write what your favorite subject is.
English
D C B E A
Jenny
B My favorite subject is P.E.
LEVEL 3 40 ※ My favorite subject is .

Schooldays-Game 1
Survey
What is your favorite subject?
A. Ask what your friends' favorite subjects are.
Name Favorite Subject
Kelly math
※ 바르게 고쳐 써 봅시다. [What iz UR faVoRit subjEcte?] 41 LEVEL 3

School days-Game 2
Roll the dice

math
Korean
ethics
lose
P.E. science
a turn
Move
music ahead
1 space.
Move
back English
1 space.
art social studies
LEVEL 3 42 ※ What's your favorite subject? + = ________.

Schooldays-Story
An all-A's school
A. Read the story and fill in the blanks.
There was an all-A's school in an animal village.

All the animals wanted to become sports stars.
They had to be perfect in every subject to make their parents happy.
Here are some of their stories.
Horse's mom: What's your favorite subject?

Horse: I'm good at running. I like .
Horse's mom: Yes, but I think you should learn .
Horse: I don't like it. I want to be a runner.
Horse's mom: No! Learn swimming, or you won't succeed in life.
Cow's mom: What do you want to be in the future?
Cow: I'm very strong. My favorite subject is P.E.
Cow's mom: No! Jumping is more important.
Cow: I can't . I'm too heavy.
Cow's mom: Learn jumping, or you won't succeed in life.
The horse drank dirty water and got sick.

The jumped a lot and broke its leg.
1. What is cow's favorite subject?

① science ② math ③ English ④ P.E.
2. They want to be .
① singers ② actors ③ sports stars ④ teachers
※ My favorite subject is t m a h → 43 LEVEL 3

School days-Game 3
Bingo
A. Play a bingo game.
Bingo
Word Box
Korean science morals music
English art math P.E.
LEVEL 3 44
Schooldays-Game 4
More and more

What is your favorite subject?
A. Write the sentences with various subjects.

Who writes more sentences will be the winner!
1 My favorite subject is math.

2
3
4
5
6
7
8
9
10
Player
Sum
The winner is .

School days-Art project
Making a dice and a time table

What classes do you have on _______?
I have ______ and ______.
A. Write a subject on each side and make the dice.
Mon Tue Wed Thu Fri

1
2
LEVEL 3 46
Schooldays-Culture
How do you go to school?

A. Draw how you go to school.
※ Unscramble. on I school to foot go . 47 LEVEL 3

FOOD
In this chapter, students will learn basic vocabulary used to talk about foods with
others. Present the key expressions in the chapter including, "What is this?", "This is an
apple.", "It's chicken.", "What do you want to eat?", and "What are your favorite foods?" in
a meaningful way. Give students opportunities to use the expressions in real life situations.
In Level 1, students learn about asking and answering questions life, "Do you like
bananas?", "I like apples.", "What's this?", and "It's an apple.". They will practice the
expressions with their friends. The students will read stories, do role plays, and play
games using the expressions.
In Level 2, students will learn how to ask and answer what kind of food they want.
They will practice asking and answering about foods with pictures, fill in missing letters to
complete sentences, and play games.
In Level 3, students will learn how to order food and how to take orders. They will
also learn other expressions like, "What is your favorite food?" and "I like candies.". They
will practice using the expressions through stories, art projects and games.
Contents
Speaking z Naming food z It's an apple.
Listening z Listening and understanding expressions about food z I have apples.
Reading z Reading and understanding a story z Do you like lemons? / Yes, I do. / No, I don't.
L Writing z Writing expressions about food z This is an apple. These are apples.
E Game 1 z Guessing and saying the names of food

z It's an apple.
z Is this an apple? / Yes, it is. / No, it isn't.
V Game 2 z Guessing and saying about food z Is it a hot dog? / Yes, it is. No, it isn't. It's an apple.
E Story z Listening and understanding the story z It's a cake.
L
Game 3 z Asking and answering food that I like z Do you like bananas? / Yes, I do. / No, I don't.
1
Art project 1 z Talking about fruits that I like z What's this? / It's an orange.
Art project 2 z Asking and answering about food items z What's this? / This is an apple.
Culture z Understanding about Halloween and trick or treat z Have bananas. / Yummy. Thank you!
Speaking z Asking and answering food that I want to eat z What do you want to eat? / I want to eat steak and rice.
Listening z Telling which food my friends want z Which food does Jinho want to eat? / He wants chicken.
Reading z Telling what Calvin wants to eat z What do you want to eat? I want to eat cake.
L Writing z Writing a full sentence and connecting with food picture z What food do you like? / I like pizza.
E Game 1 z Asking and answering about lunch I had z What did you have for lunch? / I had bananas.
V Game 2 z Recognizing and unscrambling the spellings of food words z banana, apple, milk, pear, ect.
E Story z Listening to and understanding the story z Can you help me? / Yes, I can. No, I can't.
L Game 3 z Recognizing the spellings of food words z fish, chicken, pear, milk, ect.
2 Art project 1 z Writing the expressions about food that I like and dislike z I like chicken. / I don't like bananas.
Art project 2 z Asking and answering about food that I like and dislike z Do you like fish? / Yes, I do. No, I don't.
z What are holiday foods in Korea? / There are Songpyeon and

Culture z Understanding different countries' holiday foods
Ddeokkuk.
Speaking z Understanding how to order and take orders in the restaurant z May I help you? / Yes. I'd like bread.
z Which food would you like to order?

Listening z Recognizing food that the customer ordered
z I'd like to order cake.
Reading z Reading and understanding what food Calvin likes z What is your favorite food? / I like candies.
L Writing z Writing food words

z What food(s) can you see in the refrigerator?
z There's a bottle of milk.
E Game 1 z Recognizing and answering riddles about food z What is it? / It's a cake.
V Game 2 z Asking and answering about food that I like z What is your favorite food? / I like hamburgers.
E z What are your favorite foods? / I like steak, hamburger and
L Story z Listening to and recognizing favorite foods
honey butter.
z Asking and answering about the ingredients needed to make a
Game 3
3 cake
z What do you need to make cake? / I need sugar.
Art project 1 z Understanding some topping words on the pizza z What is on your pizza? / There is rice, ham and cheese.
Art project 2 z Understanding how to order food in the restaurant z What would you like to order? / I'd like to order chicken.
Culture z Understanding representative foods of several countries z Where is kimchi from? / It's from Korea.
LEVEL
1 FOOD
Level focused
z [Advanced] Have students practice asking and answering in
pairs.
z To have students name different kinds
Teacher
of foods
Objectives References
z To be able to name different kinds of
Students z Materials : food pictures
foods
Functions z Naming food
Key Expressions z It's an apple.

How to teach z To have students read and understand

Teacher
the story
z Show students food pictures and have them repeat them after Objectives
the teacher. z To be able to read and understand the
Students
z Point out explain about singular nouns and plural nouns. story
z Introduce and explain about the expressions, "It's an apple."
Functions z Reading and understanding a story
and "These are apples."
z Have students practice the expressions in pairs. z Do you like lemons?
Key Expressions
References
z Materials : picture cards How to teach
z Show pictures of lemons, and have the students repeat 'lemon'
after the teacher.
Listening : Let's listen z Read the story to students.
z Introduce and have students repeat the key expressions after
the teacher. Ask students, "Do you like _______?" with
z To have students listen and understand different food items.
Teacher
sentences about foods z Read the story one more time. Ask some questions about the
Objectives
z To be able to listen and understand story
Students
sentences about foods z Encourage students to guess what the missing word is. Hint
them that it's lemon's color.
z Listening and understanding the
Functions
expressions about food
Level focused
Key Expressions z I have apples.
z [Advanced] Have students practice saying some lines of the
story. Have them say those lines along the teacher, when
he/she reads the story.
How to teach
z [Supplementary] Have students practice saying "Lovely Lilly
z Put the picture cards on the board and review the food items. likes lemons."
z Introduce and have the students repeat the key expressions
after the teacher.
z Have students ask the teacher, "Which food do you have?".
References
Answer "I have a/an _______." with the food items in question z Materials : a picture of lemon, food pictures
number 1 in a mixed order. Have students listen to the
teacher's answers and write numbers in the boxes.
z Repeat the process with number 2.
z Have students practice saying the expressions after the
teacher.
3 LEVEL 1
. Food
Writing : Let's write How to teach

z Prepare a big bag or a box.
z Put some fruits in the bag.
z To have students write sentences about
Teacher z Invite a student to the front and demonstrate how to do the
food items
Objectives activity.
Students z Have the student close his/her eyes and put a hand in the bag.
food items
Ask the student, "What's this?". The student touches a fruit ,
z Writing the expressions about food
Functions guesses what it is, and answers, "It's an apple."
items
z Have students come out in pairs and play the game.
Key Expressions z This is an apple. These are apples.
Level focused
How to teach z If the student does not know how to say the name of the
fruit, help the student. Have the whole class repeat after the
z Go over the pictures of the food items.
teacher.
z Introduce and explain the key expressions. Explain the
difference between is-are, this-these, a-an, and singular
nouns and plural nouns. References
z Look at the pictures with the students and ask appropriate z Materials : different kinds of fruits, a bag or a box
questions according to the number of food items in each
picture.
z Have students answer the questions.
z When students can answer appropriately, have them write the Game 2 : Food pocket game
answers in sentences.
z Check students' works.
z To have students look at a part of a
z Read the sentences and have students repeat after the teacher. Teacher
picture, guess what it is, and say it
Objectives
z To be able to look at a part of a
Students
Level focused picture, guess what it is, and say it
z Students may not be familiar with how to write alphabets Functions z Guessing and saying about food
correctly on the four lines. Show them where each letter's
z Is it a hotdog?
appropriate position is. Key Expressions
z Yes, it is. / No, it isn't. It's an apple.
z The sentences could be written on the board and be copied by
the students.
How to teach
References
z Prepare a poster board with food pictures on it.
z Materials : food pictures z Cover a portion of the picture with a piece of paper showing
only a part of the picture.
z The students will come up in order and try to guess what the
hidden picture is with the question, "Is it a hotdog?". The
Game 1 : T o u c h a n d g u e s s
teacher should answer "Yes, it is." or "No, it isn't."
z If a student guesses correctly, the teacher will show the
z To have students say the names of picture.
Teacher
different food items z When all the pictures are revealed, review the expressions and
Objectives
z To be able to say the names of food items with the board.
Students
different food items z Have students practice the expressions, "Do you like _____?",
Functions z Guessing and saying the names of food "Yes, I do.", and "No, I don't.".
z Is this an apple? / Yes, it is. / No, it

Key Expressions
isn't. Level focused
z Have student practice the expressions many times.
LEVEL 1 4
Teacher's Guide

z Materials : a poster board with partially covered food pictures z Show the fruit pictures to the students. Introduce the new
fruits.
z Have students cut the cards and arrange them to make a bingo
table.
Story : The country mouse and the city mouse z Have a student ask the teacher, "Do you like bananas?".
Answer "Yes, I do." or "No, I don't."
z To have students listen to the story z If the teacher answers, "Yes, I do.", the students can turn the
Teacher bananas picture upside down.
and understand it
Objectives z The teacher can ask the question to a student with a different
Students fruit.
understand it
z The first student to turn 3 cards in a row shouts "Bingo!" and
Functions z Listening and understanding the story wins the game.
z Rearrange the cards and play again.
z What's this? z Have students play bingo in pairs or in groups.
Key Expressions
z It's a cake.
Level focused
How to teach z [Advanced] Have students make their own cards with different
z Say it's time for a story. food items. Have them include other food items learned in the
z Read the story to the students. Read the story in a lively previous lessons. Have them write words instead of drawing
voice. Use different voices for different characters. pictures.
z Ask the students what the story is about.
z Have students practice the expressions, "What's this?" and
References
"It's a cake." many times.
z Read the story one more time and have the students say the z Materials : scissors, food pictures
main expressions along the teacher.
Level focused Art project 1 : Make a fruit book

z [Advanced] Have students do a role play with the story in
groups. Encourage students to change the story a little bit to z To have students draw and talk about
Teacher
create a new dialog for the role play. fruits they like
Objectives
z To be able to draw and talk about
Students
References fruits they like
z Materials : pictures of the city mouse and the country mouse, Functions z Talking about fruits that I like
food pictures
Key Expressions z I like bananas.
Game 3 : Bingo How to teach

z Show the pictures of different kinds of fruits.
z To have students ask and answer about z Have students choose 5~6 fruits that they like.
Teacher
food they like z Have the students fold 4 sheets of A4 papers in half and
Objectives
z To be able to ask and answer about staple them.
Students
food they like z Have the students draw fruit pictures on each page to make a
fruit book.
z Asking and answering about food that I
Functions z Have the students make a cover for the book and decorate it.
like
z Have students present their books to the class.
z Do you like bananas? / Yes, I do. / No,
Key Expressions
I don't.
Level focused
5 LEVEL 1
Food
z [Advanced] Have students write sentences like "I like z Have them substitute different food items and practice the
bananas." instead of writing words. expressions in pairs.
z [Supplementary] If students find it difficult to write sentences,
have them write the fruit words.
Level focused
z Show many pictures about Halloween.
References
z Materials : A4 sized paper, scissors, colored pens, stapler
References
z Materials : food pictures
Art project 2 : Color the picture

Teacher
food items
Objectives
Students
food items
Functions z Asking and answering about food items
Key Expressions z What's this? / This is an apple.
How to teach
z Practice the key expressions, "What's this?" and "This is an
apple."
z Show food pictures to the students. Have them repeat the
words after the teacher.
z Have students color the picture. While students are coloring
the picture, walk around and ask individual students, "What's
this?".
Level focused
z It is more important to practice the expressions than to color
the picture.
Culture : Trick or treat!
z To have students learn about Halloween

Teacher
and trick or treat
Objectives
z To be able to understand about
Students
Halloween and trick or treat
z Understanding about Halloween and

Functions
trick or treat
Key Expressions z Have bananas. / Yummy. Thank you!
How to teach
z Explain about Halloween and trick or treat.
z Have students practice the key expressions.
LEVEL 1 6
Food-Speaking
Let's speak
It is an apple.
These are apples.
bananas apples
grapes chicken
cake oranges
pears fish
※Do you like [ ]? Find and answer your own. 7 LEVEL 1
Food-Listening
Let's listen
A. Listen and write numbers.
Which food do you have?
I have apples.
1.
① ② ③ ④
2.
① ② ③ ④
※ Which fruit do you have?
LEVEL 1 8 I have an lion eraser monkey orange nose .

Food-Reading
Let's read
A. Lovely Lilly likes lemons.
Do you like lemons?

Yes, I do.
Lovely Lilly likes lemons.
Lemons are .
Lemons are sour.
But Lovely Lilly likes lemons.
"Do you like lemons, Lilly?"

"Yes, I do. I like lemons."
What goes in the blank?

1) black 2) blue 3) yellow 4) red
※How many 'L'(l)s are there in the blue box? 9 LEVEL 1

Food-Writing
Let's write
What's this? / What are these?
This is a/an apple. / These are apples.
This is pizza.
What's this?
What are
these?
LEVEL 1 10 ※W at's hi ? This is a c e.

Food-Game 1
Touch and guess

A. Touch and guess what the object is.
What's this ? It's a/an _____.
What's this?
It's a/an _______.
Is this a/an________?
Yes, it is. / No, it isn't. It's a/an ______.
11 LEVEL 1
Food-Game 2
Food pocket game

Is it a hotdog? Yes, it is.
No, it isn't. It's an apple.
Is it a hotdog?
Yes, it is.
Do you like hotdogs?
` Yes, I do.
LEVEL 1 12 ※ Is it a hot dog?[ ] (Yes, it is. / No, it isn't.)

Food-Story
The country mouse and the city mouse
What's this? It's a ____.
Narrator: There was a mouse who lived in the country and a

mouse who lived in the city. One day, the country mouse went
to the city.
Country Mouse: Hello, ♥ity Mouse!
City Mouse: Hi, Country Mouse!
Country Mouse went t♣ the city mouse's house.
Country Mouse: What’s this?
City Mouse: It’s ca◆e.
Country Mouse: ?
City Mouse: It’s a chick☆n. .
Country Mouse: ?
City Mouse: It’s . Let's eat together.
Country Mouse: Yummy, yummy. Thank you.
※What's this? It's a ♥♣◆☆. 13 LEVEL 1

Food-Game 3
Bingo
Do you like bananas?
LEVEL 1 14
Food-Art project 1
Make a fruit book

I like bananas.
1. Draw some fruits . 2. Write a title and your name.
3. Present your book to your friends.
※What's this? This is a . 15 LEVEL 1

Food-Art project 2
Color the picture
What's this? It's _______.
LEVEL 1 16 ※[Unscramble.] What's this? This is a abnnaa .

Food-Culture
Trick or treat!
A. Let's learn about trick or treat.
apples bananas
candies chocolates
ice cream
Trick or treat!
Have some __________.
Yummy. Thank you!
1 17 ※Have s chicken.〔 / . 〕 17 LEVEL 1

LEVEL
2 FOOD the teacher and Draw lines to match the people with food
pictures.
Speaking : Let's speak z Check their answers.
z To have students say the food they

Teacher
want to eat Level focused
Objectives
z To be able to say the food they want z Have students repeat the expressions after the teacher.
Students
to eat z Have them practice the expressions in pairs.
z Asking and answering food that I want
Functions
to eat
Key Expressions
z What do you want to eat? References
z I want to eat steak and rice.
How to teach
z Show pictures of food items on the worksheet and have the
students repeat after the teacher.
z Do listen and repeat with the food cards, once only showing z To have students read and understand
Teacher
the pictures and once only showing the letters. the story
z Ask the students "What do you want to eat?". Have the Objectives
z To be able to read and understand the
students answer using the expression, "I want to eat ___ and Students
story
____."
z Have students practice the dialog in pairs. Functions z Telling what Calvin wants to eat
z What do you want to eat?

Key Expressions
z I want to eat cake.
References
How to teach
z Show pictures of cake, cucumber, coconut and rice. Have
Listening : Let's listen students repeat the words after the teacher.
z To have students listen to the food that z Then, ask some questions about the story.
Teacher they want to eat and understand z Ask the students what are the missing expression and words
Objectives different food words in the boxes.
z To be able to listen to the teacher and z Check their answers.
Students
connect the person with the food z Ask students what they want to eat on their birthdays.
Functions z Telling which food my friends want

Level focused
z Which food does Jinho want to eat? z Have students practice the key expressions.
Key Expressions
z He wants chicken.
References
How to teach z Materials : food pictures
z Introduce and practice the key expressions with the students.
z Ask the students, "Which food does Jin-ho want to eat?"
z Show a food picture. Have students answer according to the
picture.
z Say what each person wants to eat. Have students listen to
LEVEL 2 18
Food
z [Supplementary] Write the words on the board for the

Writing : Let's write students to see and copy.
z To have students identify the missing

References
Teacher
letters and write the sentences z Materials : food flash cards
Objectives
z To be able to identify the missing
Students
letters and write the sentences
Game 1 : Bingo
z Identifying missing letters and writing
Functions
the expressions
z To have students say what they
Teacher
z I like hotdogs. ate for lunch through a game
Key Expressions Objectives
z I like pizza.
z To be able to say what they ate
Students
for lunch through a game
z Asking and answering about lunch I

How to teach Functions
had
z Review the food pictures on the worksheet.
z Have students say "I like hotdogs." with each picture. z What did you have for lunch?
Key Expressions
z Encourage the students to sound the words and guess how the z I had bananas.
words are written.
z Have them refer back to previous lessons to find how each
word is spelled. How to teach
z Have them write the sentences.
z Introduce and explain the key expressions.
z Have them connect the sentences to match pictures.
z Review the food items. Ask "What did you have for lunch?"
z Have students practice reading the sentences.
holding each picture, and have students answer, "I had
bananas."
Level focused z Have students cut the pictures
z Apply phonics.
z Rearrange cards and place them on the bingo table.

z Have students ask the teacher, and the teacher can answer, "I Game 2 : Unscrambling game
had pizza." Then the students can put their pizza card upside
down.
z To have students unscramble food
z Invite a student to come to the front and play the teacher's Teacher
words and say the words in a sentence
role. Objectives
z The student who makes a line or a shape(X shape, H shape, z To be able to unscramble food words
Students
etc.) first wins the game. and say them in a sentence
z Have them rearrange the cards and play again.
z Recognizing and unscrambling the
z Have students play the game in pairs or groups. Functions
spellings of food words
Level focused Key Expressions z banana, apple, milk, pear...
z [Advanced] Have students make blank cards and write words

or sentences instead of using the picture cards.
How to teach
References z Review the food words with food flash cards, only showing the
z Materials : scissors, blank cards words.
z The teacher will give a demonstration of how to unscramble
the letters using "nanaba" as an example.
z Have student unscramble the words and write them under the
scrambled letters.
19 LEVEL 2
Food
z Have them write "I like bananas." in the blanks.

z Check their answers. Game 3 : Puzzle
Level focused z To have students recognize and find the

Teacher
food words in a word puzzle
z The teacher can divide the class into 2 groups, make more
Objectives
scrambled letters, have a student from each team come to the
z To be able to recognize and find the
board, and have them shout and write the word. The first Students
food words in a word puzzle
student to unscramble the words correctly gets a point for
his/her team.
Functions z Recognizing the spellings of food words
References Key Expressions z fish, chicken, pear, milk...
z Materials : food flash cards
How to teach
z Review the food words with food flash cards, only showing the
Story : The Little Red Hen
words.
z Have students find the 5 words in the word puzzle.
z To have students listen to and z Have students circle the pictures of the words they find in the
Teacher
understand the story word puzzle only.
Objectives z Check their answers.
Students
understand it
Level focused
Functions z Listening to and understanding the story z [Advanced] Have students make their own word puzzles with
the food items they learned so far. Have them exchange the
z Can you help me?
Key Expressions puzzles with each other and solve them.
References
How to teach z Materials : food flash cards
z Tell the class it's time for a story.

z Explain the title of the story.
z Read the story to the students in a lively voice. Use different Art project 1 : Make a food book
voices for different characters.
z Ask students some questions about the story.
z Have student practice the key expressions. z To have students write sentences about
Teacher
z Read the story one more time. foods they like and dislike
z Ask the questions what the missing expressions are. Objectives

Students
foods they like and dislike
Level focused
z Introduce the story's plot first. z Writing the expressions about foods I
Functions
z Exaggerate the voice and motions to enhance the students' like and dislike
understanding. z I like chicken.

Key Expressions
z [Advanced] Have students say the key expressions along the z I don't like bananas.
teacher when the teacher reads the story for the 2nd or 3rd
time.
How to teach
References z Introduce different kinds of food with flash cards.
z Materials : character pictures, food pictures z Have students choose 5~6 food items they like and don't like.
LEVEL 2 20
Teacher's Guide
z Fold 4 sheets of A4 papers in half and staple them.

z Draw food pictures on each page and have them write "I like Culture : Holiday foods
chicken." or "I don't like bananas."
z Have them make a cover and decorate it. z To have students understand different
z Have students introduce what foods they like and dislike with Teacher
countries' holiday foods
the book. Objectives
z To be able to understand different
Students
countries' holiday foods
References
z Materials : food flash cards, stapler, colored pens, A4 sized z Understanding different countries'
Functions
holiday foods
papers, scissors
z What are holiday foods in Korea?
Key Expressions
z They are Songpyeon and Ddeokkuk.
Art project 2 : Draw your face with food

How to teach
z To have students ask and answer about z Talk about different country's holidays. Show pictures to
Teacher
food they like and dislike enhance students' understanding.
Objectives z Show pictures of different holiday foods.
Students z Ask "What are holidays foods in Japan?" while showing
food they like and dislike
pictures of Japanese holiday foods. Have students answer in a
z Asking and answering about food that I sentence.
Functions
like and dislike
z Do you like fish?

Key Expressions Level focused
z Teach that different countries have different holidays.

z Have students practice the key expressions with different z Materials : pictures about different holidays and holiday foods
kinds of foods.
z Show the example pictures. Have students use different food
items to make a face.
z Have each student come to the front of the class and present
their works.
z Have students practice asking and answering about each
other's food face in pairs.
Level focused
z Walk around the classroom and help students.
References
21 LEVEL 2
FOOD-Speaking
Let's speak
What do you want to eat?
I want to eat_______and______.
steak cake cereal cheese
a cheeseburger french fries chicken a hotdog
orange juice pizza rice salad
a snack a taco water bread
LEVEL 2 22 ※I want to eat and .

FOOD-Listening
Let's listen
A. Listen and match the person with the food.
Which food does _____ want to eat?
He wants ______. / She wants ______.
(1)
• •
Jin-ho
(2)
• •
Mee-young
(3)
• •
Min-soo
(4)
• •
Seo-young
※Unscramble. wants eat an to She orange. 23 LEVEL 2

Food-Reading
Let's read
What do you want to eat?

I want to eat _______.
Today is Calvin's
Calvin is so happy.
Because Calvin can have a lot of good food.
Calvin's mom ◆sked Calvin, " ?"
"I want to eat cake, cucumber ☆alad, coconut juice, and rice."
At Ca♣vin's birthday party,
Calvin ate , , , and rice.
Calvin is happy to♥ay.
Happy birthday, Calvin!
LEVEL 2 24 ※Calvin wants to eat ☆◆♣◆♥.

Food-Writing
Let's write
A. Connect the sentences to the pictures.
• I like otdogs
• izza
• oup
• acos
• cerea
• sandw ches
• ri e
• chee e
• stea
• read
• s_lad
※적절히 끊어(/) 읽어 봅시다. [What/kindoffooddoyoulike?Ilikepizza.] 25 LEVEL 2

Food-Game 1
Bingo
What did you have for lunch?
I had _______.
LEVEL 2 26
Food-Game 2
Unscrambling game
What kind of food do you like?
I like ___________.
1 nanaba _____________ 11 ilkm _______________
2 pplae _____________ 12 oht odgs _______________
3 garesp _____________ 13 acorrt _______________
4 ihccnek _____________ 14 odntus _______________
5 acek _____________ 15 recael _______________
6 oarneg _____________ 16 awetr _______________
7 eapr _____________ 17 asald _______________
8 fsih _____________ 18 redab _______________
9 ipzaz _____________ 19 tsaek _______________
10 hmabrugre _____________ 20 acnyd _______________
※I lik e a n dog orange nose tea sun . 27 LEVEL 2

Food-Story
The Little Red Hen

Can you help me ____?
Yes, I can. / No, I can't.
Narrator: Once upon a time, there lived Little Red Hen and her friends, Cat, Lion, and
Bear on a little farm.
Little Red Hen: Cat, can you help ♥e plant seeds?
Cat: No, I can’t. I w♣nt to sleep.
Little Red Hen: Lion, ( ) plant seeds?
Lion: No, I can’t. I want to swim.
Little Red Hen: Bear, ( ) plant se◆ds?
Bear: No, I can’t. I’m too tired.
Little Red Hen: Okay, I will do it myself.
Narrator: So the Little Red Hen planted the seeds. Soon, the seeds became plants and
started to grow. They grew bigger and bigger into wheat.
Little Red Hen: ( ) cut it?
Cat, Lion, and Bear: No, I can’t!
Narrator: The Little Red Hen cut the wheat.
Little Red Hen: ( ) grind it?
Narrator: The Little Red Hen ground the wheat into flour.
Little Red Hen: Can you help me ma●e bread?
Narrator: The Little Red Hen made the bread. When it was finished, it smelled so
good!
Little Red Hen: Who can help me eat the bread?
Cat: I can!
Lion: I can!
Bear: I can!
Little Red Hen: No, ( )!
Narrator: The Little Red Hen ate the bread. From then on, Cat, Lion, and Bear always
helped the Little Red Hen.
LEVEL 2 28 ※ Can you help me ♥♣●◆ bread?

Food-Game 3
Puzzle
A. Circle the pictures of the food words you find.
④ ⑤
fish
chicken
①
⑦
pear
cake ②
milk
③ ⑧
※Do you like ①②③④⑤⑥⑦⑧? (Yes, I do. / No, I don't.) 29 LEVEL 2

Food-Art project 1
Make a food book

I like chicken.
I don't like bananas.
1. Make a slit in the middle of 2. Fold the paper in half.

the A4 paper.
3. Draw foods on each page of the book. Present your book to your friends.
LEVEL 2 30
Food-Art project 2
Draw your face with foods

A. Draw your face with different kinds of foods.
Do you like ____?
※위 그림에서 양쪽 칸에 모두 있는 그림이면 Yes, 한 쪽에만 있는 그림이면 No로 묻고 답해 봅시다.
Do you like o r a n g e s ? / Do you like b a n a n a s ? (Yes, I do. / No, I don't.) 31 LEVEL 2

Food-Culture
Holiday foods
Korea the U.S.A. Japan China
soba♥ dumplings
D●deokkuk turkey
Gagami grains
Songpy☺eon pumpkin◆ pie
moc♠hi porridge
What are holiday foods in ___?
They are _____ and _____.
LEVEL 2 32 ※ Do you like ♠♥◆●☺?

LEVEL
3 FOOD
z Have students listen to the teacher and circle the pictures of
Speaking : Let's speak foods mentioned in the dialogs.
z [B] Read the dialog in the box. Read with three food items in
z To have students practice how to order the blanks.
Teacher
and take orders in a restaurant z Have students refer to the previous worksheet, find the words,
Objectives and write the words in the blanks.
z To be able to order and take orders in
Students
a restaurant z Check their answers.
z Understanding how to order and take

Functions
orders in a restaurant Level focused
z May I help you?
Key Expressions z Hand out the worksheet to students.
z Yes. I'd like bread.
z Let the students hear the food names in a sentence first.
z Have the students circle the food the teacher says.
z The teacher will say the sentence first, then the students will
How to teach
listen and repeat.
z Have the students repeat the key expressions after the z Repeat over and over so the students learn it completely.
teacher.
z Read the dialog with the students. Repeat the dialog many
times with different food items.
References
z Introduce and teach the food items and how to read the prices z Materials : food pictures
of foods.
z Have students pair up and practice the dialog.
z Have each pair come to the front and present the dialog as a
role play. Reading : Let's read
z To have students read and understand a

Level focused Teacher
story
z Have students practice the dialog a lot. Objectives
z To be able to read and understand a
Students
story
z Reading and understanding what food
Calvin likes
z Materials : restaurant menu, food flash cards
z What is your favorite food?
Key Expressions
z I like candies.

How to teach
z To have students listen to and z Show pictures of a dentist, toothache, chocolates, candies,
Teacher understand which food the customer cakes, and cream cheese. Then, read the words and have
ordered students repeat after the teacher.
Objectives z Read the story to the students.
z To be able to listen to what the
Students teacher says and circle the food the z Ask some questions about the story.
customer ordered z Have students read the story line by line after the teacher.
z Ask students, "What is your favorite food?". Have each student
z Recognizing food that the customer
Functions answer.
ordered
z What would you like to order?
Key Expressions
z I'd like to order a cake. References
How to teach
z Go over the foods in the pictures.
z Review the dialog in a restaurant.
z Say the dialog a few times with different foods in the picture.
33 LEVEL 3
Food
z Praise the student who answers correctly.

Writing : Let's write z Show the answer on the TV.
z To have students write what they see Level focused

Teacher
in the refrigerator
Objectives z [Advanced] Have students make their own riddles. Have
z To be able to write what they see in volunteers tell the riddles to the class. Have the rest of the
Students
the refrigerator class guess the answer.
Functions z Writing food words
z What foods can you see in the
Key Expressions refrigerator?
Game 2 : Noonchi game
z There's a bottle of milk.
z To have students play the "noonchi"

Teacher
How to teach Objectives game
Students z To be able to play the "noonchi" game
z Talk about the picture of refrigerator.
z Have students listen and repeat the food names after the z Asking and answering about food that I
Functions
teachers. like
z Give a demonstration on how to write the sentences. "There's z What is your favorite food?
Key Expressions
a bottle of milk" as an example. z I like hamburgers.
z Have them write 5 sentences.
z Help those who need assistance.
z Ask "What foods can you see in the refrigerator?" and have
How to teach
students answer in sentences. Write the answers on the board. z Explain how to play the game.
z Have students practice reading the sentences.
1. Split the class into groups of 6~7.
2. Have as many food pictures as the number of students in
Level focused each group. Assign a number to each food.
z Help students with appropriate units of foods. ex) bottles, 3. When the teacher says, "What is your favorite food?", the
packs, boxes, etc. students have to say the food names from #1 to the last
one. Each student can only say one food and they stand up
while saying the food name.
References 4. If there are students who say the food name at the same
z Materials : food pictures time, they are out.
5. The student who does not stand up until the very last
number, he/she is out.
Game 1 : Riddle game
z To have students read the sentences Level focused

Teacher
Objectives and solve the riddle z [Advanced] Have students speak in sentences, not only words.
Students z To be able to solve food riddles z Use many different food names in the game.
z Repeat the game many times, beginning with everyone. Make
z Recognizing and answering riddles about
Functions sure students do not feel left out.
food
z What is it?
Key Expressions
z It's cake. References
z Materials : food picture cards
How to teach
z Read the riddles one by one.
z Use the expression "What is it?".
z Have students guess the answer for the riddles and answer in
a sentence.
LEVEL 3 34
Teacher's Guide
z Have the students work in groups of four.

Story : Goldilocks and the three bears z Before spinning the paper clip, have the students say "What do
you need to make a cake?" then one student spins the paper
z To have students listen to and clip.
Teacher
understand a story z He/she must answer with the word that his/her paper clip
Objectives points at. "I need sugar."
z To be able to listen to and understand
Students z Each student who answered correctly gets the point written in
a story
the space.
z Listening to and recognizing favorite
Functions z If the clip stops on the bomb, that student loses a turn.
foods
z What are your favorite foods?
Key Expressions z I like steak, hamburger and honey Level focused
butter. z Have the students practice the expressions in groups.

z Tell the class it's time for a story. z Materials : paper clips, pictures of ingredients
z Tell tell the story in a lively tone. Use different voices for
different characters.
z Ask students some questions about the story.
z Read the story one more time.
Art project 1 : Let's make pizza
z The name of the main character could be changed to a
student's name. z To have students draw a pizza and
Teacher
learn about pizza toppings
Objectives
z To be able to draw a pizza and learn
about different pizza toppings
z Use exaggerated voice and motions to enhance students'
understanding. z Understanding some topping words on
Functions
the pizza
z What is on your pizza?
z There is rice, ham, and cheese.
z Materials : character pictures, food pictures
How to teach
Game 3 : Spinner game z Ask the students if they know how to make pizza.
z Explain how to make a pizza in a power slide show with
pictures.
z To have students learn the ingredients
Teacher z Go over the toppings below the circle.
needed to make cake
Objectives z Have students draw toppings they like on the dough.
z To be able to learn the ingredients z Have students come up with an interesting name for the pizza.
Students
needed to make cake z Have students come to the front and introduce their pizza to
z Asking and answering about the the class. Have the rest of the class ask the student, "What is
Functions
ingredients needed to make cake the pizza's name? and "What is on your pizza?".
z What do you need to make cake?

Key Expressions
z I need sugar. Level focused
z Have students practice introducing their pizzas.
How to teach
References
z Have the students talk about the ingredients needed to make a
cake. z Materials : colored pens, a power slide show on how to make
z Have the students listen and repeat the ingredient names after a pizza, pictures of different toppings
the teacher. Show pictures of the ingredients.
35 LEVEL 3
Food
Art project 2 : Make a restaurant menu

Level focused
z The teacher may introduce other kinds of foods.
z To have student make a menu and have
Teacher
a conversation with a friend
Objectives References
z To be able to make a menu and have a
Students z Materials : food flash cards (Kimchi, spaghetti, sushi, curry,
conversation with a friend
hamburgers, pineapples, dumplings, noodles, coffee, pizza, and
others), a world map
z Understanding how to order food in the
Functions
restaurant
z What would you like to order?
Key Expressions
z I'd like to order chicken.
How to teach
z Have the students talk about restaurant menus.
z Review the food items learned in previous lessons.
z Have the students draw food items in the boxes. Then, write
the price for each food under the picture.
z Have students share the menu in pairs. Have them practice
ordering food and taking orders in pairs.
References
Culture : Foods in the world
z To have students talk about which

Teacher
country different foods are from
Objectives
z To be able to talk about which country
Students
different foods are from
z Understanding representative foods of
Functions
several countries
z Where is Kimchi from?

Key Expressions
z It's from Korea.
How to teach
z Present a world map on TV.
z Represent each continent by introducing a food from the
countries in the continent.
z Introduce pictures of various kinds of foods from all over the
world. Have the students guess and say where each food is
from. ex) Italy, Japan, Korea, the U.S.A., India, etc.
z Introduce the dialog. Have them answer for each food the
teacher asks about.
z Give the facts to the students.
LEVEL 3 36
Food-Speaking
Let's speak
A. In a restaurant
May I help you?
Yes. I'd like ______.
- Menu -
steak cake cereal cheese

$50 $10 $5 $10
orange juice pizza rice salad

$5 $12 $5 $10
snack taco water bread

$3 $10 $1 $1
waiter: Good afternoon. May I help you?

Ann: Yes. I'd like _________.
waiter: Would you like anything to drink?
Ann: Yes. I'd like _________.
waiter: O.K. Thank you.
Ann: Thanks.
※나는 1 2 $ 짜리 음식과 1 $ 짜리 음료를 시켰습니다. 내가 주문한 것 두 가지는? 37 LEVEL 3

Food-Listening
Let's listen
A. Circle the food that the customer ordered.
B. Listen again. Fill in the blanks.
Hello. What would you like to order?
Hello. I'd like to order __________.
Okay. Anything else?
______ and ______, please.
LEVEL 3 38 ※적절히 끊어(/) 읽어 봅시다. [What/wouldyouliketoorder?]

Food-Reading
Let's read
A. Yummy yummy fruit.
Calvin had a toothache. So Calvin went to see a

dentist.
The dentist ◆sked, "What is your favorite food?"
Calvin said, "I like chocolates, candies, cakes, and
cream cheese."
The dentist asked, "Do you like fruits?"
Calvi♥ said "No, I don't. They're so yucky."
The dentist said, "That's why you got a toothache.
Try to eat fruits, and ●rush your teeth well."
After he got home, he tried fruits like apples,

bananas, grapes, mangos, and oranges.
Calvin said, "Yummy, yummy. They're ♣o yummy.
Now, I like fruits."
And Calvin brushed his teeth, too.
※W h a t is y o u r f a v o r it e f o o d ? I lik e ●◆♥◆♥◆♣. 39 LEVEL 3

Food-Writing
Let's write
A. What's in the refrigerator? Look and write.
What foods can you see

in the refrigerator?
LEVEL 3 40
Food-Game 1
Riddle game
A. Read the sentences and find the right answer.
I am yellow and long.

Popcorn is made from me.
What is it?
It's ________.
I am sweet.
People eat me on birthdays.
What is it?
It's ___________.
I have many different kinds of food between 2 pieces of bread.

I have friends. They are french fries and soda.
You'll be fat if you eat me a lot.
`
What is it?
It's _________.
※W h a t is it ? 〔〕 I t 's a _ _ _ _ _ _ _ _ _ . 41 LEVEL 3
Food-Game 2
Noonchi game
What is your favorite food?

I like ______.
LEVEL 3 42
Food-Story
Goldilocks and the three bears

A. Listen, read, and do a role play.
Narrator: In a small forest lived three bears. One is Papa Bear, one is Mama Bear,
and one is the little Baby Bear.
Mama Bear (to Papa Bear): He is big and tall. He has small eyes, a big nose, a big
mouth, and big ears. He is handsome. He likes steak and honey butter.
Papa Bear (to Mama Bear): She is small and short. She has big eyes, a small nose,
a big mouth, and big ears. She is beautiful. She likes hamburgers and
honey butter.
Mama Bear (to Baby Bear): He is small and short.
Papa Bear: He has small eyes like me.
Mama Bear: He has a small nose like me.
Papa Bear: He has a big mouth and big ears like us.
Mama Bear: He is so cute.
Narrator: Mama Bear made some steak, hamburger and honey butter for breakfast,
but it was too hot. The bear family went for a walk. While they were away, a
little girl name Goldilocks came to the bear house looking for food and a
place to rest.
Goldilocks: I am hungry. This looks delicious!
(to Papa Bear’s food): Oh, this is too hot!
(to Mama Bear’s food): This is too cold!
(to Baby Bear’s food): This is perfect.
Narrator: Goldilocks ate all of Baby Bear’s steak, hamburger and honey butter. Then,
she found three beds.
Goldilocks: I am very tired.
(to Papa Bear’s bed): This is too hard.
(to Mama Bear’s bed): This is too soft.
(to Baby Bear’s bed): This is perfect!
Narrator: While Goldilocks slept, the bear family came home to find a little girl in
Baby Bear’s bed. Baby bear woke her up and said...
Baby Bear: She has long, gold hair. What is your favorite food?
Goldilocks: I like steak, hamburger and honey butter.
Baby Bear: Me, too. Let's be friends.
Goldilocks: O.K. Let's be friends.
※위 이야기에 나오는 음식이 아닌 것은? ①s t e a k ②c h ic k e n ③h a m b u r g e r ④h o n e y b u t t e r 43 LEVEL 3

Food-Game 3
Spinner game
What do you need to make a cake?
I need ___________.
HOW TO PLAY
1. Work in groups of four.
2. Spin the paper clip like in the picture.
3. Say the sentence with the word on the board.
4. If you are correct, you'll get the point on the board.
5. If the clip stops on , you do not get any points.
LEVEL 3 44 ※W h a t e ls e d o y o u n e e d t o m a k e a c a k e ? C h o o s e a n y t h in g y o u
w a n t . ①c h o c o la t e ②c h ic k e n ③s o c k s ④c h e e s e
Food-Art project 1
Let's make pizza

A. Draw some toppings on the dough.
Name your pizza.
bacon, tomato, cucumber, cheese, potato, sweet potato,

pepperoni, corn, sea food
What is the pizza's name?
It's ________.
What is on your pizza?
There are ____, ____, ____, and _____.
45 LEVEL 3
Food-Art project 2
Make a restaurant menu

A. Draw food pictures and write the prices.
What would you like to order?
I'd like to order _______.
- Menu -
$15
LEVEL 3 46
Food-Culture
Foods in the world

A. Write the food names on the world map.
kimchi, spaghetti, sushi, hamburgers, pineapples,

dumplings, fried food, curry, noodles, coffee, pizza
Where is / are ________ from?
It's / They're from _______.
Do you like _______?
47 LEVEL 3
기획(Planning) 자문(Consulting)
박병태(TaLK지원팀장) 손중선(대구교육대학교 교수)
하은경(교육연구사) 이병천(한국교육과정평가원 박사)
집필(Writing) 검토(Examination)
김진도(대구칠성초등학교 교감) 오주연(남대구초등학교 교사)
김정삼(대구광역시교육연수원 교육연구사) 이수진(대구매호초등학교 교사)
강혜영(경상남도교육연수원 교육연구사) 이미정(대구경운초등학교 교사)
류창애(인천장도초등학교 교사) 김수민(대구화남초등학교 영어회화전문강사)
박정원(대구왕선초등학교 교사) 조원호(대구화원초등학교 교사)
백현희(경남의령용덕초등학교 교사) 이창훈(대구신암초등학교 교사)
임 영(전북김제검산초등학교 교사) 황선경(대구진월초등학교 교사)
이광원(전북부안동초등학교 교사)
공영순(대구구암초등학교 교사)
이상문(대구용계초등학교 교사)
교정(Proofreading) 적용(Application)
Ji Won Shin(대구광역시교육청 EPIK 코디) Shin Young Lee(인천양사초 3기 TaLK 장학생)
Kyung Ho Park(대구화원초 2기 TaLK 장학생) Nancy Guerrero(대구다사초 3기 TaLK 장학생)
Johnnie L. Jackson(진주교육대학교 강사) Faline C Lee(전북김제검산초 3기 TaLK 장학생)
Kent C. Boydston(진주교육대학교 강사) Seungsun Park(전 경남용덕초 3기 TaLK 장학생)
Joe Kim(전 경남유곡초 2기 TaLK장학생)
Garry Thorntone(대구구암초 EPIK 교사)

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)

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PREFACE

functions. The following shows the general course of this workbook.

◈ Emphasis on authenticity ◈ Level-focused

◈ Pattern sentence centered ◈ Topic based

1 To extract Korean 2 To convert them 3 To make important 4 To categorize them

Criterion 1 : Range of life Criterion 2 : Kinds of verbs

Criterion 3 : Kinds of sentences Criterion 4 : The tense

Criterion 5 : Sentence pattern and TG Criterion 6 : Frequency of usage

SPEAKING LISTENING READ ING

Ⅰ: Phrases, 1 TG Ⅰ: Phrases, 1 TG Ⅰ: Words, pictures

W RITING G AME STORY

D ifferentiated Activity ART PROJECT CU LTU RE

3 March 4 April 5 May 6 June 7 July

8 August 9 September 10 October 11 November 12 D ecember

Likes & dislikes Motions

S Weather School days

Objectives are divided into teacher's objectives

E Game 1 z Saying the items what I want and offering to go shopping

V Game 2 z Offering to go shopping

E Story z Talking about items I want and answering the price

L Writing z Rearranging the sentences about shopping.

z Materials: Pictures of shopping items Functions z Reading the items I want

Key Expressions z I want a pencil. Let's go shopping

Listening : Let's listen

z More shopping items can be added.

z To have the students write the proper

How to teach Functions z Offering to go shopping

their own actions in groups.

Level focused z I want a pencil. Let's go shopping.

currencies in the world.

Functions z Saying what items I want to buy z http://numerousmoney.com/tboard/board.php?board=kkknewsmain

Culture : World money

z To have the students learn about the

Functions z Comparing currencies between nations

Key Expressions z Pound, Dollar, Won, Euro, Yuan, Yen

※ 무엇을 갖고 싶은지 나머지 반을 그리고 영어로 말해 봅시다. I want a . 7 LEVEL 1

B. Let's play a bingo game.

LEVEL 1 8 ※ 무엇을 갖고 싶은지 점선을 따라 그려보고 말해보세요. I want a .

I want a(n) __________. go shopping.

C. Match and write.

LEVEL 1 10 ※ want I banana . → _____ ________ __________ _

※ 9 23, 1, 14, 20 1, 14 . → ___ _______ ____ ________. 11 LEVEL 1

_______ a(n) book. Let's go .

Mom. I want OK. Let's go

These are pants.

These are boots.

Here is Oh, I like it. You look

※ 를 채워 제목을 만들어 봅시다. 13 LEVEL 1

Let's go shopping Let's go shopping

I want a pencil pencil

I want a pencil (Clap)

B. Make your own chant!

Let's go shopping shopping shopping

LEVEL 1 14 ※ 숨은 그림을 찾아 문장을 만들어 보세요.

Customer: _______ a pencil. Let's go shopping.

Making a shopping bag

The U.S.A. : Dollar D.P.R.K. : Won

The U.K. : Pound Europe : Euro

Japan : Yen China : Yuan

Korea : Won Australia : Dollar

※ ‘ ’에 들어갈 알파벳은? D llar, W n, P und, Eur 17 LEVEL 1

Functions z Asking and answering the price of items

LEVEL 1 10 ※ want I banana . → _ ______ _

※ 9 23, 1, 14, 20 1, 14 . → _ _ ____. 11 LEVEL 1

※ ? → _ ? 37 LEVEL 3