Teacher's Book

2006 Dongjak English Camp
Dongjak District Office of Education

Written by
John Berisford
Paul Lawley-Jones
Paul O’Farrell
Ruth Olsen
Anna Thomas
Reuben Wackerle
Corey Williams
Nice to meet you!
At the end of this day I will know:
how to introduce myself.
useful classroom English.
all my classmates’ names.
interesting things about my
classmates.
Day 1: Nice to Meet You!
Task 1
●Introduce yourself to the students and tell them some things about you.
● Prepare a half sheet of paper for each student in the class. They will use this to
design a name card that will be attached to their desk. (Or you can hang them around
the room). Encourage the students to have very unique designs.
●Have each student stand up and introduce him/ herself to the whole class.
Page 4 Dongjak District 2006 Winter English Camp

Let’s introduce ourselves and say hello to your classmates.
Task 1
Hobby Food Entertainer
Sport Animal Toy
Think of your favorite Hobby, Food, Entertainer, Sport, Animal, and Toy.
In the middle of the paper, write your name and the 6 favorite things around
your name.
Stand up and tell everyone your name and your 6 favorite things.
Dongjak District 2006 Winter English Camp Page 5

Task 2
●Go over the camp and classroom English. Make sure they know how to say each
statement or question.

Task 2
Close your books. Open your books. Help each other.
Put away your books. Raise your hand. Sit down
Take out your books. Work in groups.

Let’s go over some Korean and English Questions!
1. 질문이 있습니다. I have a question.
2. 실례합니다. Excuse me.
3. 기다려 주세요. Wait a moment, please.
4. 질문을 이해하지 못했어요. I don't understand the question.
5. 영어로 ______은 무엇입니까? What is ________ in English?
6. ____은 무슨 의미입니까? What does _______ mean?
7. 이 낱말의 철자는 어떻게 쓰나요? How do you spell this word?
8. 도와 주십시오. Please help me.
9. 이 단어는 어떻게 발음합니까? How do you pronounce this word?

Task 3
●The concentration game is designed for the students to practice each others’ names.
You can play it a few times.

Task 3
• Make a big circle.
• Practice the “concentration” chant together, while clapping your hands.
• “Concentration, now beginning.

Keep the rhythm, keep the rhythm going.
Kate, Kate, David, David, Julia, Julia,...”
• Call out your name twice, then a classmate’s name twice.
• The person whose name was called out should say his/her name twice and a different
classmate’s name.
• If someone calls your name and you don’t quickly respond, you are OUT. Last person
is the winner.

Task 4
●This game encourages students to guess something about a fellow student. Here, the
Korean teachers can help check to see if they are spelling their sentences correctly.
Extra Game
●If you have some time remaining, you can play “Traffic Jam”
●If there are 12 students, 3 students will be the same vehicle. Use car, boat, truck,
plane, or any other vehicle.
●Put 11 chairs in a circle and 1 in the middle. The student sitting in the middle will call
out a vehicle. Those students and the one in the middle will quickly move to a different
chair. The 1 student who doesn’t get a seat in the outer circle is now in the middle.
After a few times, you can call out traffic jam. That means all students get up and
move to a new chair.

Task 4
Here are the rules:
1. The teacher will give you 3 small pieces of paper. Write a secret on each paper. “I am
really good at soccer”
2. Now, give the pieces of paper to the teacher.
3. Take three pieces of paper from the box. Be sure not to have your own.
4. Read the secret as a question to the whole class. “Who is really good at soccer?”
5. If someone thinks they know the answer, raise your hand and guess!!

I know:
▢ my classmates’ names.
▢ the classroom English.
▢ some interesting things about my classmates.
▢ how to introduce myself.

Family and Self
At the end of this day I will:
know what my new friends like,

play, and eat.
be able to introduce a new friend.
be able to say the words for family
be able to talk about my family.
Day 2
Lesson Plan
Family and Self
Class Session 1
Personal Information and Introductions
Activity 1
Warm up: “Anything but Fine” (10 min)
Students take turns answering the question “How are you?” Review alternate responses to,
“I am fine. Thank you. And you?” Use face picture cards or gestures to practice.
Students throw a ball and ask “How are you?” The student who catches the ball must answer,
“I'm ____ “(OK, not bad, good, etc. . .), then asks, “How are you?” and throws the ball to a
different student.
Activity 2
Review Game: (Asking Personal Information) Find somebody who . . . BINGO (20 min)
Review the language:
Do you like _______?
Do you play _______?
Do you have _______?
Do you eat________?
Handout the Bingo card. Make students repeat the phrase on each box and check for
understanding.
To Play: Students walk around the room and ask other students about one box on the Bingo
card. Example – Do you have 2 sisters? If the student answers yes, they sign the box. Bingo
is achieved when all the boxes are signed. If you are using incentives/prizes, this is a good
time to give a sticker, etc. to everybody for achieving Bingo.
Activity 3
Practice Activity: Game - Changing places (20 min)
Explain and practice the game language.
Students repeat the target phrases: (check for understanding & explain)
Friends who like _____
Friends who play _____
Friends in __________ (e. g. red, black, blue)
Friends who are _____ (e.g. boys, girls)
Check comprehension by having students stand up for several examples of each phrase.
Teacher says, “Friends who like ice cream.”
The students who like ice cream must stand up.
Game: Put chairs (1 for each student) in a circle. Stand in the middle of the circle and use
one of the target phrases such as “Friends who are girls” The girls must change seats. Find a
seat for yourself. One student will be left standing who must then use a new phrase.

BINGO - Find somebody who . . .
Example A: Do you like ice cream? B: Yes, I do. No, I don’t.
Do you ________? Do you ________?
like ice cream like English

like reading books like math like dogs
Name: Name:
Name: Name: Name:
have 2 sisters eat pizza eat bondegi eat hamburgers

have 2 brothers
Name: Name: Name: Name:
Name:
play tennis play piano play computer games

play drums play baseball
Name: Name: Name:
Name: Name:
Activity 4
Presentation: Introductions (Asking and answering basic questions about self.) (10 min)
Two teachers (Native teacher and Korean teacher) model a basic introduction conversation.
(“Hi! What's your name? Where are you from?”) Bring a few pictures and/or maps if possible
to illustrate where you are from.
Get a student or another teacher to stand up/come to the front for a third party introduction.
(Oh. Hi Anna, This is Mira. She's from Seoul. Etc... .)
Activity 5
Practice: (10 min)
See handout with questions & answer prompts.
Partners ask the questions and fill in the missing information.
What is your name? This is _______
Where school do you go to? She/He goes to _______________.
Where do you live? She/He lives in _____________.
What do you like? She/He likes _________.
What do you play? She/He plays___________.
Activity 6 (As time allows)

Students use the information from the handout to introduce a friend to the class.
Call on pairs by turn to introduce one another. (Or get volunteers.)

Activity 5
Interview your new friend:
Questions ????? Answers
What’s your name?

This is __________.
Hi! My name is Mira
She/He lives in ______________.
Where do you live?
What school do you go She/ He goes to ____________.

to?
She/ He is _____________ years

How old are you? old.
What do you like?

She/ He likes ________________.
What sport do you play?

She/He plays _______________.
Do you play music?

What instrument? She/ He plays _______________.
Lesson Plan

Family and Self
Class Session 2
Family
Activity 1
Warm up: Realia (10 min)
Teachers bring a picture (or draw a picture) of their family. Use a large picture or pass the
picture around for students to see.
Tell about your family with basic sentences.
Example: This is my sister. Her name is Lori. She likes cats.
Prompt students with questions about the picture - Who is this?
Activity 2
Review: (10 min)
Use the pictures from Activity 2 in the student workbook or the family memory cards.
Practice family vocabulary words with pictures. Add more or less vocabulary depending on
the level of your students.
Activity 3
Practice: Game – Memory (20 min)
Put students in teams of four.
Students turn picture cards face down on the table. By turns, students turn two cards over
and say the vocabulary word. Example: Grandmother, Uncle
When students get a match they can keep the pair. Play until all the cards are matched.
Play again if students enjoy the game.

Pictures of Family
Family

Family Memory Cards
niece
nephew parents family
daughter
cousin mother pet

aunt
grandparents father
children sister
great-grandfather
son
grandfather
uncle
brother grandmother
great-grandmother
Family and Self
Class Session 2
Family
Activity 4
Practice: (30 min)
Students draw a family tree using the template. Model a drawing using the template first.
Activity 5
Speaking:
Pair practice: Students explain their pictures with basic sentences. “This is my mother.
Her name is _____. She likes_______.” etc. . .

Day 2 Checklist
I can:
▢ ask what people like, e.g. “Do you like dogs?”
▢ ask what people play, e.g. “Do you play baseball?”
▢ change seats when my new friends say so, e.g. “Friends who are boys.”
▢ ask questions about a new friend, e.g. “What school do you go to?”
▢ introduce a new friend, e.g. “This is Mira. She goes to Hana Elementary
School.”
▢ say family words in English.
▢ talk about my family, e.g. “This is my brother. He likes computer games.”

Polite Requests
At the end of this day I will know:
how to ask for a favor politely.

how to make a request politely.
more vocabulary words.
more action verbs.
Day 3: Teacher’s Guide and Resources
Morning Session
Task 1
● Ask if they know what the question in the caption means. Let them know they
will be practicing a dialogue using that question.
● Go over each picture as a class and see if they can match it to the correct letter
●Possible hard words to understand:
vacuum- 진공청소기로 청소하다 sweep the floor- 바닥을 쓸다
iron the clothes- 다림질하다 wash dishes- 설거지하다

Day 3: Morning Class
Could you do me a favor?
Task 1
Try to match the actions with the pictures.
1 2 3
4 5 6
7 8 9

10 11 12
13 14 15
A. feed the baby. B. cook dinner C. turn on the light
D. open the door E. go to the market F. feed the cat
G. go food shopping H. feed the dog I. iron the clothes
J. walk the dog. K. turn off the light L. shut the door.
M. wash the dishes N. vacuum the carpet O. sweep the floor

Morning Session
Task 2
●Practice the dialogue with the students. This may be a little hard for them.
Have them repeat after you as a whole class.
●You will need to prepare 4 sets of cards for the students to use.
●The first dialogue is for when they have a card to give. The second dialogue is
for when they don’t have a matching card to give.

Task 2
Now let’s practice asking for help!
Have the card:
A: Hello, could you do me a favor? B: Sure, what do you need?
A: Could you ______? B: Yes, no problem.
A: Thank you very much. B: Sure, anytime.
Don’t have the card:
A: Hello, could you do me a favor? B: Sure, what do you need?
A: Could you _____? B: Sorry, I’m busy right now.
A: That’s okay, I will ask B: Okay. Bye for now.

someone else.
Great Job!
The teacher will give you a set of cards and explain the card game to
you. Listen carefully!

Morning Session
Task 3
●This is a puzzle and a code game. Here the students can find common words
they just used in their card/ dialogue game.
●The code game answers:

o I don’t understand the question.
o Could you do me a favor?
o Please, raise your hand.

Task 3
Could you do me a favor?
K B M G A X I S Y W P
O E T E A M U U C A V
O U N B A B Y G A L I
C T N R E N N I D K K
L A K R O I B T U X R
O E R H P O A U K A K
T B O P E X D Y W I O
H H O U E T R A M P Z
E H G H W T S W O R P
S C W I S H U T D E M
L R O O L F L M A E I
BABY CARPET CLOTHES

COOK DINNER DOOR
FLOOR LIGHT MARKET
SHOPPING SHUT SWEEP
VACUUM WALK WASH

Secret Code:
1 2 3 4 5 6 7 8 9 10 11 12 13
A B C D E F G H I J K L M
16 17 18 19 20 21 22 23 24 25 26 14 15
P Q R S T U V W X Y Z N O
1. 9 4 15 14 20 21 14 4 5 6 18 19 20 1 14 4 20 8 5
17 21 5 19 20 9 15 14.
_______________________________________________________
2. 3 15 21 12 4 25 15 21 4 15 13 5 1
6 1 22 15 18?
_______________________________________________________
3. 16 12 5 1 19 5 18 1 9 19 5 25 15 21 18 8 1 14
4.
_______________________________________________________
Let’s try to make our own code!
1._________________________ 2.________________________
3._________________________ 4._________________________

Afternoon Session:
Task 4
●This is a review game from the morning session.

●Divide the students into 2 teams. I student comes up and will roll the dice.
●He/ She will either: act, draw, or draw with other hand.
●If their teams doesn’t guess, the other team can.

Afternoon Class:
Task 4
Mini Warm-Up Game
• Divide the class into two groups.
• One person from each team takes a turn coming to the front of the board.
• You will roll the dice and do the following action.
#1-2 Act what’s on the card 2 points
#3-4 Draw what’s on the card 3 points
#5-6 Draw using other hand 4 points
• His team members will have 30 seconds to try to guess the action.
• If they can’t the other team can steal the points!
• The team with the most points is the winner!!

Afternoon Session:
Task 5
●This is similar to the morning session. This time, the students should know some,
if not most, of the words.
(backpack, lunch box, notebook, briefcase, winter coat, jacket, coffee pot, tea pot,
skateboard, cane, soccer ball, scarf, shopping bag, mittens, hand bag, suit case,
winter hat, coffee cup, plate, unicycle)
●Ask the class as a whole if they know each word.

●Practice the dialogue with the students; having them repeat as a class after you.

Task 5
Do you know what each item is?
1 2 3
4 5 6
7 8 9

11 12
10
13 14 15
16 17 18
19 20
Did you learn some new words??

OK, it’s time to practice our next conversation!
If you have a card:
Person #1: Excuse me, may I take your ___________?
Person #2: Yes, thank you. That’s very kind of you.
Person #1: Don’t mention it. It’s my pleasure.
If you don’t have a card:
Person #1: Excuse me, may I take your ___________?
Person #2: No, thank you. That’s alright.
Person #1: I understand. Maybe next time.

Afternoon Session:
Task 6
This is a review puzzle of the words they just learned.
Notes:
If you find yourself having too much spare time, they can play a “Memory Game” with the
cards.

Task 6
Try to unscramble the words and make a phrase at the bottom!
May I take your coat?
Did you get the answer?

I know:
▢ how to ask for a favor politely.
▢ how to make a request politely.
▢ more vocabulary words.
▢ more action words.

Time, Days, Months and Seasons
At the end of this day I will be able to:
tell the time.

talk about the days of the week.
talk about the months of the year.
list the four seasons and talk about
my favorite one.
PART A- Time
Can you tell the time? What time is it right now?
It’s 3 o’clock → 3.00

It’s half past four→ 4.30
It’s quarter past two→ 2.15
It’s ten past five→ 5.10
What time is it?
It’s quarter to six→ 5.45
It’s ten to three→ 2.50
It’s twenty past one→1.20
It’s five to eight→ 7.55

Day 4 –Time, Days, Months and Seasons
Part A - Time
Activity 1
This activity requires the teacher to first teach time to the hour. All the clock
hands show time to the hour so make sure the students know how to ask the
time and answer: ‘It’s five o’clock” etc… Also show the students which hand is
the hour hand and which hand is the minute one. Students then fill in the time
under the clocks.

Activity 1
Write the correct time underneath each clock.
It's nine o'clock

Part A - Time
Activity 2
This is a similar activity to the previous one but this time the students have to draw the clock
hands on the clock face to the time shown underneath. This time it is not only times to the
hour so students need to be taught how to say: half past, quarter to, twenty-five past, ten to
etc.
A good way to show them this is to draw a clock on the board and halve it. Show them that
everything in the first half is ….past… and everything in the second half is …. to…… After
they understand this, draw a line to quarter the clock so they understand a quarter past and a
quarter to.

Activity 2
Draw the hands on the clock to show the correct time.
8.00 6.15 4.30 2.00
3.15 5.45 7.50 1.20
11.15 6.05 3.35 9.10

Part A - Time
Activity 3
This memory game needs to be prepared beforehand. The clocks and written times need to
be photocopied and cut (make enough copies for groups of 4 to have one set each). It may
be a good idea to familiarise the students with the times on the cards first by going through
them all with the whole class first and discussing the different ways of telling the time.

Activity 3
It’s time to play a memory game! In groups of four place the cards upside down so you
cannot see the writing. Take turns choosing two cards to turn up. When you have turned one
up, try to find the matching card that says the same time. For example these two cards match:
twenty to seven
6:40

Part A - Time
Activity 4
Students play this game in groups of four. Student A rolls the dice. The other students must
ask Student A : “What time is it?” Student A must then say out loud the time shown on the
clock he or she lands on. If the student makes a mistake, he or she misses a turn the next
time around. The first student to reach the end wins. This may go very quickly in groups of
four so it could be played in pairs as well to ensure everyone gets to practice saying the time
out loud.

Activity 4
Now, let’s see what you have learnt by playing a time board game.
In groups of four, play the board game. You must ask the student who is rolling the dice:
“What time is it?” That student must answer correctly: “It’s 2 O’clock” etc… If a student
answers incorrectly, he or she misses a turn. Remember to speak nice and loudly!

Part A - Time
Activity 5
Brainstorm on the board daily activities such as brushing teeth, eating lunch, watching T.V,
going to bed etc… Ask what time they do these things and then students write in the table 6
things they do most days and the times they do them from.
When students have finished, use this opportunity to go over the question: “What time do you
…..?” before their next task which involves them asking their classmates what time their
classmates do things. The students write the name of the student at the top and then the time
in the box below.
After they have finished, you could play a guessing game. Students have to guess who goes
to bed at 9 o’ clock, who eats dinner at 6 o’clock etc.

Activity 5
Write down 6 things you do every day and the times you do them at.
What I do From To
I wake up 6:00 am 6.10 am
Now interview your friends and write their answers in the columns below.
A: What time do you get up?
B: I get up at seven o’clock.
Name→
Daily
activity
↓
go to school
have lunch
eat dinner
watch T.V.
go to bed

Part B- Days, Months, and Seasons
Activity 1
Elicit all the days of the week from the students and put them in a random order on the board.
The students have to then write the days of the week from Monday to Sunday in the correct
order in the table in their books. Ask students what their favorite day is and why.
Another possible game to play is a kind of team game. The students make 2 teams but
remain seated. Beforehand, put up signs with the days of the weeks written on them in
various parts of the classroom. 2 students come to the front and the students must ask you:
Teacher, what day is your favorite day? Or Teacher, What day do you play tennis? etc. You
answer and whichever day you say, the 2 students must run to where that day in the
classroom is. The student who touches it first gets one point for their team.
Activity 2
This is a days of the week Twister game involving lots of physical movement. It is played in
pairs.
1. The days of the week cards below need to be photocopied. Only one set is needed
between two students. The students can then cut out the cards.
2. Students stand up and spread the cards in a circle around them.
3. Student A asks “what day is it today?”
4. Student B answers “it’s Monday.” (or Tuesday/Wednesday etc..)
5. Student A then places one hand or foot on the Monday card.
6. The game continues like twister with student B continuing to say what day it is to make
it as hard as possible until Student A falls over. Then it is Student B’s turn to try placing
hands and feet on the cards.
7. A good rule to have is that you cannot move the right hand or left foot etc twice in a
row, both hands and feet should be on the cards before you can move a hand or foot
again.
8. After the first round, get the students to spread the cards wider to make it more
challenging.

PART B- Days, Months, Seasons
What day is it today? It’s Wednesday.

What day is your favorite day? My favorite day is Tuesday.
Activity 1
Put the days of the week in order by writing them in the numbered boxes.
1. 2. 3. 4. 5. 6. 7.
Tuesday Sunday Friday Thursday Saturday Monday
Activity 2
Days of the week twister game.
Choose a partner. You will need to practice asking and answering this question to play the
game:
• What day is it today?

• It’s Monday/Tuesday/Wednesday/Thursday/Friday etc.
Your teacher will now explain to you how to play this game. Are you are feeling flexible and
ready to move about?

Activity 3
Try to elicit the different months of the year by asking when various students’ birthdays are.
Students then must unscramble the 12 months of the year in the table. If students have
difficulty with this activity there are plenty of hints in the following activities.

Activity 3
How many months are there in one year? What are the different months of the year called?
Unscramble the words below to find out.
YNAARJU
UASTUG
TBORECO
BUYRFEAR
LUYJ
ALIPR
RBMEDECE
CHAMR
YAM
EETEMSBRP
NEMVOREB
JNEU

Activity 4
The students must fill in the missing words in the poem using the pictures to help them. The
poem is below in its entirety. The poem should lead to a discussion on months and seasons
as a precursor to the next activity.
January brings the snow, Makes our feet and fingers glow.
February brings the rain, Thaws the frozen lake again.
March brings breezes loud and shrill, Stirs the dancing daffodil.
April brings the primrose sweet, Scatters daisies at our feet.
May brings flocks of pretty lambs, Skipping by their fleecy mams.
June brings tulips, lilies, roses, Fills the children's hands with posies.
Hot July brings cooling showers, Apricots and pretty flowers.
August brings the cobs of corn, Then the harvest home is borne.
Warm September brings the fruits, Sportsmen then begin to shoot.
Fresh October brings the pheasant, Then to gather nuts is pleasant.
Dull November brings the blast, The leaves are moving fast.
Chill December brings the sleet, Blazing fire and holiday treat.

Activity 4
What are the months of the year like? Fill in the missing words in the poem to find out. Use
the pictures to help you.
January brings the ___________ . Makes our feet and fingers glow.
F y brings the __________ . Thaws the frozen lake again.
M h brings breezes loud and shrill, stirs the dancing daffodil.
A l brings the primrose sweet, scatters daisies at our _______ .
M brings flocks of pretty_______ , skipping by their fleecy moms.
J e brings tulips, lilies,_________ . Fills the children's hands with

posies.
Hot J y brings cooling showers, ___________ .and pretty flowers.
A t brings the cobs of corn, then the harvest home is borne.
Warm S r brings the fruits, then begin to shoot.
Fresh O r brings the pheasant, then to gather nuts is pleasant.
Dull N r brings the blast, the ________ are moving fast.
Chill D r brings the sleet, Blazing _______ and holiday treat.

Activity 5
Since students love to talk about Korea’s four seasons, ask them which months they think
make up each season in Korea. Students then match the months to the season by drawing a
line. Also ask students if they know the other name for ‘fall’ because ‘autumn’ sometimes
appears in this chapter. Also during this activity try to discuss with students what happens in
various seasons and what you can do in various seasons as a lead in to the next activity.
Activity 6
Brainstorm on the board each season or get students to work in groups to write as many
words relating to a season as possible. Students must then answer the questions about each
season.

Activity 5
Draw a line to show which months belong to each season in Korea.
March
August • spring
May
January
November • summer
July
September
February • fall
December
June
October • winter
November
Activity 6
Answer the questions about the seasons below:
What do you wear in winter?
What can you do in summer?
What holiday is in autumn?
What’s the weather like in spring?

Activity 7
Students must write the name of the season above each apple tree. They can also colour in
the tree in appropriate colours for each seasonal change the apple tree goes through.

Activity 7

Activity 8
As a final activity, in pairs, students make a poster on coloured paper about their favorite
season. The important thing is to make sure they write at least 5 things on the poster in
English. Things like:
• In spring the flowers come out
• In winter there is lots of snow
• In Autumn the leaves are orange and red etc.

Activity 8
Seasonal Posters
What is your favorite season?
In pairs make a poster of your favorite season. You must write at least 5 things relating to
your favorite season on the poster. Afterwards, you can tell the class all about your poster
and why it is your favorite season.

Day 4 Checklist
I can:
▢ tell the time to the hour, e.g. “ It's 9 o'clock”.
▢ tell different times, e.g. “It's quarter past two”, “it's twenty-five to six”.
▢ list and describe different daily activities and say at what time I do them,
e.g. “I brush my teeth at 7 o'clock , I have dinner at half past six”.
▢ write and say the days of the week and what day it is today, e.g. “Today
is Monday”
▢ write and say the months of the year.
▢ write and say the four seasons.
▢ talk about which months are in which seasons and what changes in
nature there are in different seasons, e.g. “January is in winter and it is
very cold”.
▢ talk about my favourite season and why it is my favourite season, e.g.

“Spring is my favourite season because the birds sing and the flowers
bloom”.

Shopping
At the end of the day, I will be able to:
understand a story about a shopping
penguin.
read, say, and write the names of products.
place products in different types of stores.
talk with people in stores.
Day 5 - Shopping
Materials:
1. Shopping Day Story PowerPoint,
2. Shopping Section of the Textbook,
3. 30 large product cards,
4. tape,
5. Stores and Products PowerPoint,
6. 4 sets of Small Product Cards for Go Fish/Role Play,
7. Model Dialog,
8. Shopping Dialog PowerPoint
Session One
45 minutes
1. Tell the students to turn to the first page of the shopping section in their textbook (Day
5). With the co-teacher’s assistance, review the objectives for the day with the
students.
2. Then have students look at the picture of the penguin on the second page of the
shopping section of the text. If a computer and projector are available, open the
Shopping Day Story PowerPoint.
3. Ask students to identify vocabulary in the picture. Write the vocabulary words on the
board and have the students write them on the picture. Potential vocabulary words
include: penguin, Rara, backpack, store, fish market, seller, shopkeeper, buyer,
shopper, fish, shopping cart, and shopping.
4. Let the students know that a fish market is one type of store or place to buy products.
Ask them to identify other types of stores where they like to shop. You could make a
list of these on the board, or have students draw a picture of their favorite store and
share it with the class.
5. Tell the students that the story is a true story about a real penguin named Rara. Read
the story to the students one time. Have them look at the pictures as you read.
Remember to point to the pictures as you read.
6. Next, read the story again. This time have the students look at the words to the story
as you read.
7. Finally, have the students practice reading the story to you. Afterwards, direct them to
the real picture of Rara in the text or on the PowerPoint.
8. Have the students begin tasks three through seven in the textbook. Complete the
pronunciation task together. The other tasks can be completed either individually or in
groups. Be sure to check student answers after they complete each task before
moving on to subsequent tasks.

Shopping Day

Day 5 - Shopping
Session One
25 minutes
• Divide the students into five groups with four students in each group. Give each group
6 randomly selected Large Product Cards. Have each group come up to the board,
sort their product cards into groups, and tape them to the board. Afterwards, have
students identify and name each of the groups.
• Introduce the actual groupings of the products and the stores in which you can find
them. The Stores and Products PowerPoint contains all the products under their
respective store names. As you are organizing the products, have students write the
names of the products along with their accompanying articles in the table under task
eight in the text. After organizing each group, have the students practice saying the
names of the products aloud.
• If there is any extra time, you could have the students make a list of ten random items.
Then you could also make a list of twenty-five random items. Read your list aloud. If
students hear a word that they have written, they can place a check next to it. The first
person to check all ten words yells “bingo” and receives a prize.

Task 8
Stores and Products
Produce Electronics
Butcher Bakery Clothing Store
Market Store

Day 5 - Shopping
Session Two
40 minutes
1. Introduce the students to the concept of buyer and seller. In particular, the language
used when a buyer approaches the seller.
Buyers: Do you have _____ ________?
Sellers: Yes, here you are. OR No, I’m sorry. I don’t have any.
The co-teacher could help you model this language using some of the product cards.
The language is also modeled on the Shopping Dialog PowerPoint.
2. Play a game of Go Fish using the target language. Make two copies of the small
product cards. Two copies are necessary to create matching pairs for one Go Fish
deck. Cut out the cards and glue them to some cardboard before class. You’ll need to
create four decks.
3. To play the game, divide the students into four groups of five students. Give each
group a deck of cards. The students must mix up the cards before playing. One
student will deal five cards to each student in the group. The remaining fifteen cards
will be placed in the middle of the group. The person to the left of the dealer starts
first. They are the buyer and will use the buyer’s language. They can ask any player
they choose for a particular product card which they also hold. The people they ask
respond using the seller’s language. If a buyer receives a “no” answer, he or she must
draw one product card from the deck in the middle. If the buyer makes a product
match, then he or she must show the match to everyone and place it face up in front of
him or herself. The buyer may continue collecting matches until he or she receives a
“no” answer. The winner of the game is the one who collects the most matches. The
game continues until all the cards are matched. You will want to provide a simple
demonstration of the game with the help of your co-teacher. Allow the students to play
the game multiple times within the allotted time.

Task 9
a, an
1. Seller: May I help you?
2. Buyer: Yes, I am looking for ____ _____________.
3. Seller: Here _____ _____.
4. Buyer: How much _____ _____?
5. Seller: _______ twenty dollars.
6. Buyer: Okay, I’ll buy______.
a pair of, some

• Seller: May I help you?
• Buyer: Yes, I am looking for ______ _________.
• Seller: Here ______ _______.
• Buyer: How much ______ _______?
• Seller: ________ one dollar.
• Buyer: Okay, I’ll buy ________.

Day 5 - Shopping
Session Two
30 minutes
1. Introduce students to the language used when the seller approaches the buyer.
Seller: May I help you?
Buyer: Yes, I am looking for __ ______.
Seller: Here ____ ____.
Buyer: How much ____ _____?
Seller: ______ twenty dollars.
Buyer: Okay, I’ll buy _____.
This will give students an opportunity to hear and use relevant shopping language and
also practice using singular and plural forms. You can use the Model Dialog Script
and some product cards to demonstrate the use of the target language with the co-
teacher. The Shopping Dialog PowerPoint also has examples of the language and is
a great way to review the dialog with the students after it has been demonstrated with
the co-teacher.
2. After completing the demonstrations and reviewing the language with the students,
have the students complete task nine in their text. Then review the answers with the
class.
3. Next, direct the students to the shopping list on under task ten in their text. Practice
saying the twenty products on the list as a class. Then have the students circle eight
random products on the list.
4. Mix together the Small Product Cards from two decks of Go Fish. Divide the students
into two even groups. Designate one group as sellers and the other as buyers. Give
eight random product cards to each seller. Have the sellers approach the buyers and
use the target language:
Buyer: Yes, I am looking for ____ _____.
Seller: Here ____ ____. OR I’m sorry. I don’t have any.
The sellers must try to give away all their cards to the willing buyers while using the
language. Buyers cannot accept anything that is not circled on their list. After
completing the game once, have the buyers and sellers switch roles and play again.
Collect the cards and redistribute them to the new sellers, and have the new buyers
use their shopping lists.
5. After completing the role play, guide students in completing the Day 5 checklist at the
end of the shopping section of their text. If there is any extra time, you could play
another game of bingo with the students using the product vocabulary.

Task 10
Shopping List
some doughnuts a pair of socks

an Mp3 player a pair of glasses
a pair of pants a notebook computer
some carrots some cookies
some rolls a coat
an Xbox a camera
some panties some grapes
some pork chops a cake
a pie some headphones
some DVDs a T-shirt

Day 5 Checklist
I can:
▢ understand the penguin story.
▢ read the names of products.
▢ say the names of products.
▢ write the names of products.
▢ place products in different stores.
▢ talk with people in stores.

Food And Health
talk about food I like/dislike.

talk about healthy/unhealthy food.
describe parts of the body.
tell someone if I am sick and help
someone who is sick.
Food and Health.
Morning Session
Introduction
Warm students up by asking general questions about food, what they had for breakfast, what
food they love, what food they hate etc. Maybe do a brainstorming crossword on the board
like starting off with a phrase like “Delicious Food” and the kids have to link in other food
related words into the phrase in a crossword manner.
Task 1
Students have to place the words into the correct category. After, get the kids to add as many
extra words into each category as they can.

PART 1 - Food
Introduction
1. What are your favourite foods?
2. Do you like fruit? What is your favourite fruit?
3. Do you eat fruit everyday?
4. Do you like vegetables? What are your favourite vegetables?
5. Do you eat vegetables everyday?
6. What meat do you like?
7. What do you drink everyday?
Task 1
• Are these fruits, vegetables, drinks or meats?
Water Potato Fish Pork Pear Chicken
Apple Strawberry Tea Beef Onion
Lettuce Pineapple Milk Cabbage Soda
FRUIT VEGETABLES DRINKS MEAT
1. What is junk food?

2. How often do you eat junk food?
3. Is it good or bad for you?

Food and Health.
Morning Session
Task 2
Try to elicit “Junk Food” by telling them that yesterday you had a pizza for breakfast, burger
for lunch, ramyen as a snack and choco pies for dinner!Students then right down as many
junk foods as they can think off and put them together with their own words from Task 1 into
the Venn diagram.

Task 2
Write down as many kinds of junk food as you can.
Junk Food
Now, fill in the circles below with the food from Task 1 and Task 2.Are they good for your
health, bad for your health or OK in small amounts?
Healthy O.K in Small Amounts Unhealthy

Food and Health.
Morning Session
TASK 3
Elicit the word “pyramid.” Students may already know about food pyramids but
refresh their memories.
Ask them if they think candy should be at the top or bottom (you can probably guess
their answer!) Tell them that this has to be a healthy food pyramid and they must put
junk food at the top and healthy food at the bottom – their Venn diagrams should help
them.
Optional Add On: Students can do pyramids to reflect a healthy day – things they
should spend the most time doing should be at the bottom and things they should
spend the least time doing, at the top.
TASK 4
This is a simple unscrambling game and can be turned into a race or relay game if
you wish.
Optional Add On: You can play a game of Pictionary or charades using words that
have popped up in the lesson.

TASK 3
1. What is a pyramid? This is a Food Pyramid.

2. Write the healthy foods at the bottom and the unhealthy foodS at the top.
TASK 4
Unscramble these words to find the names of some foods.
• h i t e a s p t g: spaghetti 5. n c h i k e c: ___________
• o t o p a t: ___________ 6. b e g a b a c: __________
• r o t a r c: ____________ 7. e l o c a c h o t: ________
• a z i z p: _____________ 8. n o c u c o t: ___________

Food and Health.
Morning Session
TASK 5
Go through the questions that the students must ask in order to find the answers from their
friends. Then, the students must guess what they think their friends answers will be and write
T or F in the correct column. Pair up and then the students must ask their partner the
questions and write T/F. Check the answers together. Students get 1 point for every answer
that they guessed correctly. The student with the most points is the winner.
TASK 6
If you have time, there is a simple wordsearch puzzle to finish part 1.
Optional Add on: Word Relay. Divide the kids into four mixed teams. Line up in front of the
board. Give them a word to start, for example. “Dinner,” the first kids must rush to the board
and write a food related word starting with “r” (the last letter of dinner), for example
“restaurant.” Next kid runs up and writes “tomato” and so on. The team with the most words
after 2 minutes is the winner.

TASK 5
Before you ask your friend, guess what their answers might be! True (T) or False (F).
I Guess T/F My Friend T/F

• My friend drinks milk everyday.
• My friend ate BBQ this week.
• My friend eats fruit everyday.
• My friend likes Chinese food.
• My friend has eaten dog meat.
• My friend likes to eat bread.
• My friend has breakfast everyday.
• My friend loves carrots.
• My friend eats chocolate everyday.
• My friend likes pizza.
TASK 6
R P S M L S W N B V Y G C B Y
F E M K A A H N O W T N P P I
L A S L I T A N W I U S G E K
G W A T E R M E L O N L A N O
R D E G A B B A C B A O I O X
K R E U R U U O D S E K N O T
R R N S M O R T S C P F P I O
N O O P S C G A G A R L I C L
T C O F F E E M N E A Q L N X
O J G C A R R O T T R M G V K
F M O R D E R T E R X M U Z O
U D I E P A Q Z R R V R I B F
I N C P V L Z D U Q Z Y C O W
J R E Q L T Q R X W B L W L Y
W P H M G M S T F E J V V R Y
BOWL CABBAGE CARROT CEREAL COFFEE

DESSERT FORK GARLIC GLASS HAMBURGER
KNIFE MENU NAPKIN ONION ORDER
PEANUT PEPPER PLATE RESTAURANT
SALAD SPOON TEA TOASTTOFU TOMATO
WAITER WATERMELON

Food and Health.
Afternoon Session
TASK 1
Firstly, use an outgoing student (or teacher) to use as your body model. Pointing to different
body parts get the kids to call out any body parts they know. Help them with any new
vocabulary.
Then divide the class into mixed teams. Line them up in front of the board. Have the cut out
body parts (below) piled up beside each team. When you say go, the first student on each
team has to turn over the card, race to the board and draw that body part. When they have
finished they return to the back of their team line. Then the next student turns the next card
and does the same. The first team to finish the body are the winners. You can award a prize
to the team with the neatest picture to discourage sloppy work! (It also helps to draw a
couple of horizontal guide lines on the board to help them with scale).
TASK 2
This is simple revision of body parts. Write the body part next to the pictures.

PART 2 – Parts of the Body
1. What parts of the body do you know?

2. Where are your knees?
3. Where are your toes?
TASK 1
Work with the friends on your team. Line up in front of the board. Teacher will call out a part
of the body. You must run to the front of the board and draw it. The first team to finish the
body wins but there is a prize for the best picture so draw carefully!
TASK 2
Now, write the parts of the body beside the picture.

Food and Health.
Afternoon Session
TASK 3
A little reading comprehension based on a boy hurting his leg. Kids fill the gaps. Optional Add
On: You can get the kids to act out the story or write dialogue for it.
TASK 4
This is an optional activity where students create compound words using “Ache.” A simple
and short game but it might open their minds to word linking, vocabulary building and brain
storming.

TASK 3
Read the story and put the correct words in the gap.
On Friday, Steven was playing ___________ . There was ______
____ on the ground. Steven fell and he hurt his
_________ . His mother took him to ____________ .
The __________ was very nice and gave Steven
_________ . The ___________ looked at him and said
“It is broken!” Steven had to stay in there for three days. But his
___________ visited him everyday so he was not bored!
TASK 4
How many illnesses can you make with the word “ache”?
ACHE

Food and Health.
Afternoon Session
TASK 5
With the help of teacher, the students write down as many illnesses and complaints that they
can think of. They then have to match the problem on the left with the solution on the right.
Optional Add On: Select a kid to call out a problem and another to call out the advice or
solution.
TASK 6
This is an extension of Task 5, to allow the kids some controlled practice of what they have
learned. Divide the class into doctors and patients. Cut out the doctor patients cards (below)
and distribute them to the class. Kids have 2 minutes to remember their sentence after which
the teacher collects their card. Now students must find their match by mingling and speaking
their sentence. You can repeat this game by swapping doctors and patients and playing
again. Repeat as necessary!

TASK 5
1. Who/what is a patient?
2. Think of as many illnesses as you can and write them below.
BackacheStomach-ache Headache Broken leg
1. Now match the patient’s illness with the doctor’s answer.
• I cut my finger. A. You need some throat candy.
• I broke my leg. B. Have a warm drink.
• I’ve a headache. C. Here is a tissue.
• I’ve a toothache. D. You should rest in a quiet room.
• I have a cold. E. Don’t touch me!
• I have a cough. F. Go to the hospital.
• I have pink eye. G. You need a band aid.
• I have a runny nose. H. You should go to the dentist.

Food and Health.
Afternoon Session
TASK 7.
This is a type of “Battleship Game. Firstly kids must place the given words into the grid. They
can write up/down/forward/back or diagonal. THEY MUST NOT LET ANYONE SEE WHERE
THEY WRITE THE WORDS! Divide the kids into pairs. Kids now take turns in trying to guess
where their partners given words are written. If they guess a square that a letter is written in,
they get an extra guess.
For Example - Student A: “B 7?”
Student B: “Hit! That is letter T”
Student A: “B 8?”
Student B: “Hit! That is letter H”
Student A: “Is the word Teeth?”
Student B: “No! Now it is my turn; K 6?”
In the above example the answer was probably Thumb or Throat.

Optional Add On: I have used this game successfully with good elementary students but if
you think it is too difficult for your class you could also replace it with a simple word search
game whereby the kids write in the given words, then fill in the blanks before exchanging
their text book with another student who then searches for the given words.

TASK 6
Now you will take turns being doctors and patients.
Your teacher will give you a card. Patients; remember the sentence and find the
doctor who can help you. Doctors; find the patients you can help.

TASK 7
You are going to play Battleship with your friends.
You may right the words in any direction. Remember! Do not let your friends see where
you have written the words!
Where are your friend’s words? Guess!
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
A
Throat Thumb Nurse Earache

Knee Cough Bleed Tissue
Elbow Doctor Ache Pain
Toe Hospital Dentist Teeth

Day 6
I can:
▢ list 10 different fruits and vegetables.
▢ talk about food I like and dislike.
▢ talk about the difference between junk food and healthy food.
▢ list many parts of my body
▢ tell someone if I feel ill.
▢ give advice to someone who is sick.

Directions
describe where a place is.

give directions to a place.
say what happens at a place.
recommend a restaurant.
Day 7: Asking for and giving directions.
The exercises should be followed in order as each one builds on the one before.
A. Warm-up (group activities)

Places (mindmap) -- Elicit the meaning of “Man-made” from the Ss and from that get them
to deduce the meaning of “Natural”. Get the Korean teacher to explain if this doesn’t work.
The Ss complete the mind-map with as many places as they can think of.

Places
In your group, add places to the mindmap.


Relative clauses – Where -- Ss discuss what goes on at each place and fill in the sentence.

Relative Clauses – Where
A ________ is a place where _____________
A bakery is a place where people bake bread, cakes, and donuts.

A factory
A museum
A department store
A park
A prison
A hospital
A garden
A travel agency
A casino
A gas station
A nightclub
A library
A barracks
A laboratory


A Place Where – Ss think of places in Korea to visit and describe them as in exercise 2.
They can present them to the class.

A
Place
Where
an island a small town a city in a mountain near

a lake near an area of a street in a store near
Write down eight interesting places to visit in your country:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
After you write down the name of the place write down what kind of place it is and then write
down what is special about the place:
Jongdongjin is a small town on the East Coast where you can see a beautiful
sunrise.
Wolmido is an area of Incheon where students go on dates.


Location and movement & direction words -- The words have been divided into “Location”
and “Movement & direction words” for simplicity. The students will probably know many of
the locational type, but not so many of the directional type.
Teach any of the words that they miss that are essential to finishing the tasks.

Location & movement and direction words
Location words Movement & direction words

(Loc) (Dir)


Giving Directions – Worksheet 1 & 2 – Use these worksheets to start the Ss using the
specific language points.

There are many ways to give directions. One common way to give directions is to give the
name of the street and then some building nearby. Below are some examples. Fill in the
name of the building that they are talking about:
Street Information Nearby Buildings Floor Information (Option) Possible Buildings?

It’s on 2nd Avenue next to the bank X
It’s on Elm Street between the pharmacy and the on the second floor
shoe store
It’s on the corner of 2nd across from the cafe X
and Elm
Practice the following conversation with a partner using the substitutions in the box:
get some hiking boots

A: Do you know where I can get a cup of coffee? get some aspirin
get some cat food see a movie
B: Sure. You could try the Starry Café.
buy some milk buy a book
A: Where’s that? work out mail a letter
B: It’s on 2nd Avenue across from the pharmacy. buy some pants buy some CDs
A: Thanks. grab a hamburger get a bite to eat
B: No problem
Choose five stores and on another piece of paper write down 2 ways to describe the location
for each of the five stores you choose.

Cloze Activities
Put the words in the box into the blank spaces below:
across front miss take
your how moment to
corner left next transfer
down looking off way
exit lost on where
far
Directions by Street Name and Nearby Landmarks:

A: You look _________________. Can I help?
B: Yeah. I’m __________________ for the
Caprice Theater. Do you know ______________
it is?
A: It’s on the _________________ of Elm
Street and 22nd Avenue. It’s ______________ to
the Art Gallery. You can’t _________________
it.
Directions by Subway or Bus:

A: Excuse me. Can I trouble you for a _____________?
B: Sure. What’s wrong?
A: I’m lost. Do you know _________ to get ________ the Stadium?
B: The easiest _________ to get there is probably by subway. Just ___________ the
Central Line to Broadway Station. ______________ to the Green Line and Get
__________ at Harbour Station. If you go out ___________ number four it should
be right in ____________ of you.
Directions by Foot or Car:

A: Can I get to the Harlton Hotel from here _____________ foot?
B: Sure. It’s not that ______________. Just go ______________ 4th Avenue to Main
Street. Turn ______________ on Main. It should be on ______________ right. It’s
_______________ from the park.

B. Practice (pair activities)

Location – Asking & Answering – Drill the sentences briefly and then get the Ss to practice
with a partner (put stronger Ss with weaker ones if possible). Use the “Map of Downtown” to
practice with. As an extension, use different things in the classroom, or the vicinity, to
practice.
Directions -Asking – Drill the additional items as much as necessary and make sure that the
Ss understand that it doesn’t matter how they mix the phrases.
For both of the above exercises make sure that they use the “Places” and “Location and
movement & direction words” worksheets with this worksheet. The “(loc)” item in the
answers refers to the words in the “Location words” column of the “Location and movement &
direction words” worksheet. The “(place)” item refers to places either from the “Places” work
sheet or any others that they can think of.

Location – Asking & Answering
“Where am I?”
Where is/am/are (person)?
(Person) is/am/are (loc) (place).
“Where is it?”
Where is ①/②? It is (loc) (place).
Practice time ...
Directions -Asking
“How do I get there?”

How can I get to {① / ②}?
Could you tell me ① / ②}?
I want to know ① / ②}.

This is not a question!
Practice time ...
 = how to get to
 = the way to
① = the nearest (place)
② = the (place)

Map of Downtown
Mark the locations of the restaurants that your partner recommends on the map:

B. Practice (pair activities)

Giving Directions Worksheets – Hand out one pair of worksheets first (it doesn’t matter
which) to all pairs. Ss practice with partners using either the language points on the
worksheets or other words that they know. If the pair finishes before others they can come
and get another worksheet. These worksheets will also prepare the Ss for the presentation
stage.

Sheet A
Language Points
Giving Street Names
It’s on Pine Street
It’s on 2nd Avenue.
It’s on the corner of 2nd
and Pine.
Giving Nearby Landmarks
It’s across from the bank.
It’s next to the park.
It’s opposite the library.
Ask your partner where you
can do the following:
buy some steaks.
see a movie
order some sushi
rent a bike
pick up a bathing suit
get some aspirin
purchase some software
Fill in the name of the buildings
that belong in the blanks:
(1) Ming’s Dynasty
(2) Hungry Burger
(3)
(4) Elegant Shoes
(5)
(6) Starlight Videos
(7)
(8) Mike’s Bowling Alley
(9)
(10) Monet Cafe
(11)
(12) Ace Music CDs
(13)
(14) Mark’s Supermarket
Use this map to give your partner suggestions and directions. (15)

Sheet B
Language Points
Giving Street Names
It’s on Pine Street
It’s on 2nd Avenue.
It’s on the corner of 2nd
and Pine.
Giving Nearby Landmarks
It’s across from the bank.
It’s next to the park.
It’s opposite the library.
Ask your partner where you
can do the following:
rent a DVD
go bowling
grab a burger
buy some shoes
pick up some milk
find a music CD
go for a cup of coffee
(1) Ming’s Dynasty
(2)
(3) Bedwell Theater
(4)
(5) Beaches Swimwear
(6)
(7) Niko Bikes
(8)
(9) Albert’s Pharmacy
(10)
(11) Future Computers
(12)
(13) A and A meats
(14)
(15) Edo Sushi
Use this map to give your partner suggestions and directions.

Sheet A
Language Points
Go Down
Go down Pine Street to
Broadway.
Turn
Turn right on Broadway.
Turn left on Pine Street.
It’s on
It’s on your right.
It’s on your left.
Ask your partner how to get to
the following places:
Central Park
Lu’s Italian Restaurant
Speed Athletics
Bilbo’s Jewellery Shop
The Galaxy Theater
Delmore Travel

(1) Star Hotel
(2)
(3) The Starry Café
(4)
(5) Hez Department
Store
(6)
(7) Sauron’s Bookstore
(8)
(9) The Aquarium
(10)
(11) Museum of History
(12)
(13) Superior Supermarket
Use this map to give your partner directions.

Sheet B
Language Points
Go Down
Go down Pine Street to
Broadway.
Turn
Turn right on Broadway.
Turn left on Pine Street.
It’s on
It’s on your right.
It’s on your left.
Ask your partner how to get to
the following places:
Sauron’s Bookstore
The Aquarium
Superior Supermarket
Museum of History
The Starry Café
Hez Department Store

(1) Star Hotel
(2) The Galaxy Theater
(3)
(4) Central Park
(5)
(6) Lu’s Italian Restaurant
(7)
(8) Delmore Travel
(9)
(10) Bilbo’s Jewellery Shop
(11)
(12) Speed Athletics
(13)
Use this map to give your partner directions.

C. Presentation (class activity)

Going for a bite – Go over the language needed if necessary, especially the new phrases,
e.g. “I was wondering if you’d like ...”, “What did you have in mind?”, “... in the mood for ...”.
“ ... wouldn’t mind ... “, “ ... could go for ... “.
The class is divided into two groups: callers and receivers. Callers get a Partner B Activity
Sheet plus a map of the Map of Downtown. Receivers get a Partner A Activity Sheet plus a
Restaurant Guide. Callers 'call' the receivers and ask them out to dinner. The receivers
suggest a restaurant and give directions on how to get there. Callers record the location on
the map and the restaurant details on their activity sheet.
As a challenge, have the receivers face away from the callers (callers tap them on the back
and say, "Ring! Ring!, Ring! Ring!'')

Partner A: Other students will call you up and
ask you to go for dinner. Use the restaurant
guide to suggest a restaurant to them.
Name Type of Expression
Restaurant Used (Underline it)
Conversation: Going Out to Dinner Amanda Italian go for a bite
get something to eat
Amanda calls Jeff on the phone to ask him out for have dinner
dinner. go for a bite
A: Hello. get something to eat
B: Hi, Jeff. It’s Amanda. have dinner
A: Hi, Amanda. What’s up? go for a bite
B: Well, I was wondering if get something to eat
you’d like to go for a bite? have dinner
get something to eat go for a bite
have dinner get something to eat
A: Sure. What did you have in mind? have dinner
go for a bite
B: I’m in the mood for Italian.
feel like
have dinner
A: I wouldn’t mind Italian.
go for a bite
could go for
I know a really good place downtown.
have dinner
B: What’s the name of it? go for a bite
A: Mario’s. They have the best pasta in town. get something to eat
tastiest have dinner
hottest go for a bite
B: Where is it? get something to eat
A: It’s on Oak Street next to the hospital. have dinner
on 1st Avenue next to the department store.
on the corner of Pine and Second.
B: Oak Street next to the hospital. I think
I can find that.
A: What time do you want meet?
B: Why don’t we meet at 6 o’clock?
A: Six o’clock it is then. See you there.
Use this map to Expressions for ‘I want’

give directions to in the mood for
your partner. feel like
could go for
“It’s on Oak Street wouldn’t mind
next to the
hospital.” Expressions for Giving directions
It’s on Oak Street next to the hospital
It’s on 3rd Avenue across from the park
It’s on the corner of 2nd between the post office

and Pine. and the law courts

Partner B: Call up other students and ask
them to go for a bite. The other students will
recommend restaurants. Record the
information and mark the restaurants on you
map.
Conversation: Going Out to Dinner Name Restaurant Reason
Recommended
Amanda calls Jeff on the phone to ask him out
for dinner. Jeff Mario’s Pasta Best pasta in town
A: Hello.
B: Hi, Jeff. It’s Amanda.
A: Hi, Amanda. What’s up?
B: Well, I was wondering if
you’d like to go for a bite?
have dinner
A: Sure. What did you have in mind?
B: I’m in the mood for Italian.
feel like
A: I wouldn’t mind Italian.
could go for
I know a really good place downtown.
B: What’s the name of it?
A: Mario’s. They have the best pasta in town.
Use the following choices for choosing a
tastiest
restaurant and cross them out once you’ve
hottest used them: Italian, Chinese, Japanese,
B: Where’s it located? Vietnamese, Greek, Seafood, Mexican, Korean,
A: It’s on Oak Street next to the hospital. Indian.
on 1st Avenue next to the department store.
on the corner of Pine and Second. Expressions for saying ‘I want’
B: Oak Street next to the hospital. I think I’m in the mood for
I can find that. I feel like
A: What time do you want meet? I wouldn’t mind
B: Why don’t we meet at 6 o’clock? I could go for
A: Six o’clock it is then. See you there.
Expressions for Giving directions
Your partner wil It’s on Oak Street next to the hospital
l you give you
directions to It’s on 3rd Avenue across from the park
mark on your
map. It’s on the corner of 2nd between the post office
and Pine. and the law courts
“It’s on Oak
Street next to
the hospital.”

Your guide to the best
restaurants in the downtown area!

Day 7 Checklist
I can:
▢ name different places, e.g. fire station, park.
▢ say what happens at places, e.g. “A bakery is a place where people

bake bread.”
▢ describe places to visit in Korea, e.g. “Sorak Mountain is a mountain on

the east coast where people go hiking.”
▢ ask where places are, e.g. “Where is the bank?”
▢ say where places are, e.g. “The bank is next to the fire station.”
▢ ask for directions, e.g. “How do I get to the bank?”
▢ give directions, e.g. “Go along the road, turn left, it’s on your left next to
the fire station.”
▢ suggest a type of food and recommend a restaurant, e.g. “I feel like

Italian.”, “Mario’s. It has the best pasta in town.”

Jobs & Occupations
talk about different jobss.

say what I want to be.
say why I want to do a job.
ask someone what they want to
be.
Introduction
Classroom discussion
1. What job would you like to have when you grow up?
2. What kind of job does your mother / father have?
3. What are some jobs that pay a lot of money?
4. What are some jobs that are very easy?
5. What are some jobs that are dangerous?
Task 1
(Use words from the list)
Job vocabulary list:
police officer, teacher, doctor, artist, chef, soldier, farmer, banker, nurse,
firefighter, photographer, scientist, secretary, lawyer, pilot, carpenter

Task 2
Doctor
Chef
Artist
Policeman
Waiter
Pilot
Teacher
Barber
Scientist
Carpenter

Task 3
(1)
Open your mouth.
Close your mouth.
Do you feel coldness?
He/She is a _________________.
(2)
Freeze!
Put your hands on your head.
Thanks for your cooperation,
You are under arrest!
He/She is a ________________.
(3)
All stand up.
Sit down.
Clap your hands three times.
Good job.
He/She is a _________________.
(4)
Let’s sing together.
Break!
Louder!
He/She is a _____________.
(5)
One, two, one , two.
Yes, sir!
I will try my best!
He/She is a _____________

Task 4
1) Make groups in the class

2) One person from each group looks at a secret word
3) Students must draw the picture for their team to guess
4) If the team guesses correctly, stand up and spell the word on the board
5) The fastest team to understand the picture, spell the word correctly, gets one point for
their team
INTERVIEW
☞ Interview people in the class. Ask them what they want to be and why.
• Interview sheet
A) What do you want to be? ☺ B) I want to be a _____________________
A) Why? ☺ B) Because I _________________________
Name What? Why?

Task 5
☞ Match the dreams with the reasons. Connect them with lines.
What do you want to be? Why?
I want to be a doctor Because I love children
I want to be a singer Because I can protect people
I want to be a pilot Because I can travel around the world
I want to be a police officer Because I can help sick people
I want to be a teacher Because I can sing well
I want to be a chef Because I can discover ways to cure diseases
I want to be a scientist Because I can make delicious foods
☞ After finishing your work, practice the dialogues with your partner.
A: What do you B: I want to be a

want to be? doctor.
A:Why? B: Because I can

help sick people.
A B

Game Time!
☞ Let’s play the slap game!

Make groups in the class. Put the job cards on the desks in front of you. Hands up!
Slap the job card you hear the teacher call out.
The student with the most cards is the winner!
Task 6
J O B S
Works at a bank Drives a bus Helps sick people Moves to music
$200 $200 $200 $200
Put out fires Teaches students Serves food Flies airplane
$300 $300 $300 $300
On TV or in movies Grow vegetables Takes pictures Delivers mail
$500 $500 $500 $500
Makes and prepares f Uses microphone Fixes teeth Army member

ood
$700 $700 $700 $700
Save people from the Uses tools Typing answering phone Court of law
ocean
$1000 $1000 $1000 $1000

Task 7
1) Divide the class into two groups.

2) One person from each team takes turns coming up to the front.
3) Show a job picture or a word card to a student and have him/her mime the job.
4) His/Her team members try to guess the job.
5) The team that guesses the most correctly in the given time wins the game.
Team A Team B
☞ Guess! What is my job?

Clues Job Clues Job
stethoscope pot, oven
marker, school music, stage
grenade, gun computer
brush whistle
ladder scissors

Task 8
F N M E C J O A L E T P O R C A
L A J Z L D D E B M E E R O V O
F G F F L O O V I U A F C H T Q
T Q L S P N C C A W C A M I C P
U E I A O P E N T N H R W S A C
G E C A L M I V F O E M R C B G
K E S T I R M O M T R E P I Q F
N E W D C H E F N O F R P E E R
D U Q O E T K E W V O E T N F N
I L C S Y O P N T B O H A T Y D
O M Q E B R R R Q S P D E I D T
N E T Z A A E M L W O G I S A G
U L N C R J F P P P I L O T T V
P T S H B G P E R X X R B E E E
N G O P E I R U O E U I Z W N L
N G M A R T I S T O L O P L K S
☞ Find the following hidden words:
police, pilot, scientist, carpenter, teacher,

chef, farmer, doctor, barber,
artist

Task 9
Scramble Answer
1 cteehar
2 hcef
3 ermraf
4 tocdro
5 brbera
6 ittsinecs
7 olitp
8 iasrtt
9 ireosld
10 teerapncr

Task 10
Across
Down
4. A person in the army
1. A person who leads a country
7. A cook
2. People who catch robbers
9. A person who works in a
3. A person who teaches
hospital
5. A person who helps sick people
12. A person who flies a plane
6. A person who fixes teeth
13. Someone who is in the movies
8. Likes to paint and draw
14. A person who uses a computer
10. Someone who builds things
15. A person who works in a
11. This person cuts hair
restaurant

Task 11
☞ Unscramble each of the clue words.
☞ Take the letters that appear in boxes and unscramble them for the final message.

Task 12
D I L O R V E T E N G L
I E S H E O U S W D D S
C A N N G M T I P C E Z
R G E T N S V T S C V N
T E F S I A R N R I M F
Z A H T S S C E I J E I
A B R C B F T I K H D I
G A E U A A L C C N B K
E C O R R E R S J X A I
H E M Y R O T C O D X B
I E S R U N P I L O T H
R F T E B H Q J B U A B
☞ FIND THE SECRET MESSAGE!
ARTIST BANKER CHEF

DENTIST DOCTOR FARMER
NURSE PILOT SCIENTIST
SECRETARY SINGER TEACHER

Day 8 Checklist
I can:
▢ name different jobs.
▢ describe what people do in different jobs.
▢ say what I want to be when I grow up.
▢ explain why I want to do a job.
▢ ask someone what they want to be and why.

Appendix: Game cards & handouts

Day 3 - Morning Session Cards
Feed the baby Feed the cat Feed the dog
Sweep the floor Vacuum the carpet Wash the dishes
Go to the market Go food shopping Shut the door

Day 3: Morning session cards
Open the door Turn on the light Turn off the light
Iron the clothes Walk the dog Cook dinner

Day 3: Afternoon Session Cards
lunchbox notebook
backpack
briefcase winter coat jacket
coffee pot tea pot skateboard

cane soccer ball scarf
shopping bag mittens hand bag
suitcase winter hat coffee cup

plate unicycle

Day 4: Part A: Activity 3
ten to eight
7:50
twenty past seven
7:20
ten past seven
7:10
twenty-five to eight
7:35
twenty-five past seven
7:25
half past two
2:30

five minutes to seven
6:55
half past four
4:30
half past twelve
12:30
half past eight
08:30
half past ten
10:30
half past one
01:30

half past eleven
11:30
half past five
05:30
half past three
03:30

Day 4: Part B: Activity 2
MONDAY TUESDAY
WEDNESDAY THURSDAY
FRIDAY SATURDAY
SUNDAY

Day 5:Shopping
Model Dialog Script

Buyer: Yes, I am looking for a coat.
Seller: Here it is.
Buyer: How much is it?
Seller: It’s twenty dollars.
Buyer: Okay, I’ll buy it.

Buyer: Yes, I am looking for a coat.
Seller: I’m sorry. I don’t have any.

Buyer: Yes, I am looking for some carrots.
Seller: Here they are.
Buyer: How much are they?
Seller: They’re one dollar.
Buyer: Okay, I’ll buy them.

Day 6: Part 2: Task 1
HEAD HAIR EARS

NOSE MOUTH EYES
NECK SHOULDERS SIDES
LEFT ARM RIGHT ARM HANDS
LEFT LEG RIGHT LEG FEET
Day 6: Part 2: Task 6
I BROKE MY ARM QUICK! GO TO HOSPITAL
I BURNED MY FINGER PUT IT UNDER COLD WATER

I AM COLD YOU NEED A SWEATER
I HAVE A HEADACHE GO TO A DARK, QUIET ROOM
I HAVE A TOOTACHE YOU NEED A DENTIST
I’M GOING TO SNEEZE! HERE IS A TISSUE
I HAVE A BAD COUGH PUT YOUR HAND OVER YOUR MOUTH
I ATE TOO MUCH FOOD YOU SHOULD GO FOR A WALK
I’M VERY TIRED TAKE A REST
I’M VERY THIRSTY YOU SHOULD DRINK SOME WATER


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2006 Dongjak English Camp

Dongjak District Office of Education

Page 4 Dongjak District 2006 Winter English Camp

Hobby Food Entertainer

Sport Animal Toy

Dongjak District 2006 Winter English Camp Page 5

Page 6 Dongjak District 2006 Winter English Camp

Close your books. Open your books. Help each other.

Put away your books. Raise your hand. Sit down

Take out your books. Work in groups.

Dongjak District 2006 Winter English Camp Page 7

1. 질문이 있습니다. I have a question.

2. 실례합니다. Excuse me.

3. 기다려 주세요. Wait a moment, please.

4. 질문을 이해하지 못했어요. I don't understand the question.

5. 영어로 ______은 무엇입니까? What is ________ in English?

6. ____은 무슨 의미입니까? What does _______ mean?

7. 이 낱말의 철자는 어떻게 쓰나요? How do you spell this word?

8. 도와 주십시오. Please help me.

9. 이 단어는 어떻게 발음합니까? How do you pronounce this word?

Dongjak District 2006 Winter English Camp Page 9

Page 10 Dongjak District 2006 Winter English Camp

• Make a big circle.

• Practice the “concentration” chant together, while clapping your hands.

• “Concentration, now beginning.

• Call out your name twice, then a classmate’s name twice.

Dongjak District 2006 Winter English Camp Page 11

Page 12 Dongjak District 2006 Winter English Camp

Here are the rules:

2. Now, give the pieces of paper to the teacher.

Dongjak District 2006 Winter English Camp Page 13

▢ the classroom English.

▢ some interesting things about my classmates.

▢ how to introduce myself.

Page 14 Dongjak District 2006 Winter English Camp

At the end of this day I will:

know what my new friends like,

Page 16 Dongjak District 2006 Winter English Camp

like ice cream like English

have 2 sisters eat pizza eat bondegi eat hamburgers

play tennis play piano play computer games

Activity 6 (As time allows)

Page 18 Dongjak District 2006 Winter English Camp

What’s your name?

She/He lives in ______________.

Where do you live?

What school do you go She/ He goes to ____________.

She/ He is _____________ years

What do you like?

What sport do you play?

Do you play music?

Dongjak District 2006 Winter English Camp Page 19

Page 20 Dongjak District 2006 Winter English Camp

Dongjak District 2006 Winter English Camp Page 21

cousin mother pet

Page 28 Dongjak District 2006 Winter English Camp

▢ ask what people like, e.g. “Do you like dogs?”

▢ ask what people play, e.g. “Do you play baseball?”

▢ say family words in English.

▢ talk about my family, e.g. “This is my brother. He likes computer games.”

Page 30 Dongjak District 2006 Winter English Camp

how to ask for a favor politely.

Page 32 Dongjak District 2006 Winter English Camp

Teacher's Book

Teacher's Book

5. 영어로 은 무엇입니까? What is __ in English?

6. 은 무슨 의미입니까? What does ___ mean?