Training Textbook

Class :
Name :
Teachers and Subjects

Zoe : Immersion Class, Classroom English A
Nick : English Conversation, Classroom English B
Stewart : Storytelling, Classroom English C
Classes
Class A
Class B
Class B
Elementary
School
Name
Elementary
School
Name
Elementary
School
Name
10
11
Time Table for Class A

Date
Time
(9:10
-9:50)
(10:00
-10:40)
(11:00
-11:40)
(11:50
-12:30)
2/16
2/17
(Tue)
(Wed)
Topic
Orientation
Storytelling 2
Place
Multipurpose Rm
Library
Topic
S.L
Place
Multipurpose Rm
Topic
Storytelling 1
Place
Library
2/18
(Thu)
(Fri)
English
Classroom
Conversation 3
English 3
Gym
Art Rm
Classroom
Immersion
English 1
Learning 2
Art Rm
Cooking Rm
Immersion
Learning 1
2/19
Storytelling 3
Art Rm
Library
Storytelling 4
Library
English
Conversation 4
Gym
English
English
Classroom
Immersion
Conversation 1
Conversation 2
English 2
Learning 3
Place
Gym
Gym
Art Rm
Multipurpose Rm
Date
2/22
2/23
2/24
2/25
(Mon)
(Tue)
(Wed)
(Thu)
Topic
Time
Immersion
English
Classroom
Immersion
Learning 4
Conversation 6
English 6
Learning 7
Place
Science Rm
Gym
Art Rm
Music Rm
Topic
Storytelling 5
Storytelling 6
English
English
Conversation 7
Conversation 8
Place
Library
Library
Gym
Art Rm
Topic
(9:10
-9:50)
(10:00
-10:40)
Topic
(11:00
Classroom
Immersion
Immersion
English 4
Learning 5
Learning 6
Art Rm
Science Rm
Cooking Rm
Multipurpose Rm
Storytelling 7
Closing Ceremony
Library
Multipurpose Rm
Discussion
-11:40)
Place
Topic
(11:50
English
Classroom
Conversation 5
English 5
Gym
Art Rm
-12:30)
Place
Time Table for Class B
Date
Time
(9:10
-9:50)
(10:00
-10:40)
(11:00
-11:40)
(11:50
-12:30)
2/16
2/17
2/18
(Tue)
(Wed)
(Thu)
Topic
Orientation
Place
Multipurpose Rm
Topic
S.L
Place
Multipurpose Rm
Topic
Place
Topic
Place
Date
Time
English
Conversation 1
English
Conversation 2
Gym
Storytelling 2
Library
2/19
(Fri)
Classroom
English 3
Gym
Classroom
English
Immersion
English 1
Conversation 3
Learning 4
Gym
Gym
Science Rm
Storytelling 1
Immersion
Learning 3
Storytelling 3
Gym
Library
Multipurpose Rm
Library
Immersion
Immersion
Classroom
English
Learning 1
Learning 2
English 2
Conversation 4
Art Rm
Cooking Rm
Gym
Gym
2/22
2/23
2/24
2/25
(Mon)
(Tue)
(Wed)
(Thu)
Topic
Storytelling 4
Place
Library
(9:10
Immersion
Classroom
Learning 6
English 6
Cooking Rm
Gym
Storytelling 7
-9:50)
Topic
(10:00
English
English
Conversation 5
Conversarion 6
Gym
Gym
Storytelling 6
Library
English
Conversation 8
-10:40)
Place
Topic
(11:00
Classroom
English 4
Storytelling 5
Library
English
Conversation 7
Gym
Discussion
-11:40)
Place
Topic
(11:50
-12:30)
Place
Gym
Library
Immersion
Classroom
Immersion
Learning 5
English 5
Learning 7
Gym
Music Rm
Science
Rm
Gym
Multipurpose Rm
Closing Ceremony
Multipurpose Rm
Time Table for Class C
Date
Time
(9:10
-9:50)
(10:00
-10:40)
(11:00
-11:40)
(11:50
-12:30)
2/16
(Tue)
Topic
Orientation
Place
Multipurpose Rm
Topic
S.L
Place
Multipurpose Rm
2/17
2/18
2/19
(Wed)
(Thu)
(Fri)
Immersion
Immersion
Classroom
Learning 2
Learning 3
English 3
Cooking Rm
Multipurpose Rm
Music Rm
Classroom
English 1
Music Rm
Storytelling 3
Library
English
Conversarion 3
Gym
Immersion
English
English
Immersion
Learning 1
Conversation 1
Conversation 2
Learning 4
Place
Art Rm
Gym
Gym
Science Rm
Topic
Storytelling 1
Storytelling 2
Place
Library
Library
Music Rm
Library
2/22
2/23
2/24
2/25
(Mon)
(Tue)
(Wed)
(Thu)
Topic
Date
Time
Topic
(9:10
English
Conversation 4
Storytelling 6
Classroom
English 2
Storytelling 4
Classroom
English
English 6
Conversation 7
Music Rm
Gym
-9:50)
Place
Topic
(10:00
Gym
Library
Immersion
Immersion
Immersion
English
Learning 5
Learning 6
Learning 7
Conversation 8
Science Rm
Cooking Rm
Mustic Rm
Music Rm
Storytelling 7
Discussion
Library
Multipurpose Rm
-10:40)
Place
Classroom
English
English 4
Conversation 5
Place
Music Rm
Gym
Topic
Storytelling 5
Place
Libaray
Topic
(11:00
-11:40)
(11:50
Classroom
English
English 5
Conversation 6
Music Rm
Gym
Closing Ceremony
-12:30)
Multipurpose Rm
<Immersion Learning>
1. Ladybug play-dough
4
2. Making pancakes
7
3. Fun with a Ball
10
4. Animals
13
5. Fool Your Senses
16
6. Making Fruit Salad
19
7. I Have a Dream
<English Conversation>
22
1. New Year's Resolutions
25
2. Being Healthy
28
3. Choosing a Mate
31
4. Marriage and Divorce
34
5. Women's Rights in Korea
37
6. English Education in Korea
40
7. Travel
43
8. Let's Check Out a Movie
<Storytelling>
1. Jack and the Beanstalk
2. We're Going on a Bear Hunt
3. The Gruffalo
4. Three Little Pigs
5. Snow White
6. Proverbs
7. Willy the Dreamer
46
49
52
56
61
65
69
<Classroom English>
1.
2.
3.
4.
5.
6.
Everyday Classroom Routines
Involving the Learners
Managing the Classroom
Working with the Textbook
Using Technology
Developing Skills
73
76
78
81
84
86
Enjoy English, Teach it with Joy!
Subject : Art
Topic : Ladybug play-dough
Materials : Play-dough and various instruments
http://www.create-kids-crafts.com/playdoughbook-ladybug.html
Words
medium, flatten, wings, bottom, tiny
Body: Make a medium sized ball and flatten the bottom.
Head: Make a small ball and press it onto one end of the body.
Use a drop of water to help it stick if needed.
Wings: Make a small ball and flatten it to make a flat circle. Cut
the circle in half. Press one-half of the circle onto one side of the
ladybug's body and the other half of the circle onto the other half
of the body. Spread them open a bit over the body so the body is
showing between the two half circles. For the spots on the wings,
make 6 tiny balls, flatten them and press them onto the wings.
Legs: Roll out 6 thin, short snakes and press them under the
body.
Mouth: Take a plastic knife and indent it
into the centre of the head for an open
mouth.
Eyes: Make 2 tiny balls, flatten them to
make tiny circles and press them onto the
head. Make 2 more tiny balls for pupils and
lightly press them on top of the flattened circles.
I feel interested and confident in this activity.
- 1 -
<Worksheet 1>
Find the words in a crossword puzzle.
- 2 -
<Worksheet 2> Insect Bingo
Let's play bingo.
- 3 -
Subject : Cooking
Topic : Making Pancakes
Materials : plate, knife, fork, ladle, frying pan, bowl,
spatula
whisk, stove,
Ingredients
Pancake mix,
butter, milk, eggs, syrup
Let's make pancakes.

1. Put pancake mix in a bowl.
2. Crack eggs into the bowl.
3. Add some milk.
4. Whisk until mixture is smooth.
5. Heat a frying pan.
6. Put some butter in the frying pan and spread it all over the
pan.
7. Ladle some of the mixture into the frying pan.
8. Fry until golden on the bottom.
9. Flip over to cook on the other side.
10. Serve with syrup.
- 4 -
<Worksheet 1> Making Pancakes
Search the words
Write the words
put
crack
serve
- 5 -
<Worksheet 2> Making Pancakes
Connect the pictures and the units.

a bag of flour
a bottle of ketchup
a bunch of bananas
a carton of eggs
two cans of tuna fish
- 6 -
Subject : Physical Education 1

Topic : Fun with a Ball
Materials : One ball per class
Words
catch, clap, ball, turn, closed
Keep these questions in mind.

1. How many times can you
the ball without dropping it?
2. Can you ______ your hands before catching the ball?
3. Can you clap under your leg before catching the
4. Can you
around before catching the ball?
5. How many times can you catch the ball, while walking around?
6. How many times can you catch the ball with your eyes
- 7 -
<Worksheet 1> Fun with Balls
Read the words and write the letters in the circle.
Word by Word Picture Dictionary, p. 108
A. hit
B. pitch
C. throw
D. pass
E. serve
F. bounce
G. dribble
H. shoot
Search the words.
- 8 -
<Worksheet 2> Fun with Balls
Cut and play bingo game.
http://www.mes-english.com/
- 9 -
Subject : Science
Topic : Animals
Materials : ppt
Where do animals live?
Words
hive, fox, hole, snake, den, bat, mole, poke, bats, bee
3)
1) A (
) lives in a home.
A (
) lives in a hole.
A (
) digs a home.
A (
) is warm.
4)
A (
) is safe.
2) A (
) has a home
A (
) can live under a stone.
The sun is hot.
5)
A (
) will not get hot under
a stone.
A (
) has a home.
Some (
) live in caves.
Lots of (
) live in this
cave.
A (
) is at home in a hive.
The (
) looks like a dome.
Do not (
) a hive. It will
make the bees mad!
A (
) has a home.
A (
) lives in a den.
A (
) is a safe home.
- 10 -
<Worksheet 1>
Where do animals live?
Animal
Home
mole
ant
fox
tiger
bat
bear
Think about it
1. Why is a hole a good home for a mole?
2. When will the snake come out from under the stone?
- 11 -
<Worksheet 2>
Fill in the blanks.

manta ray, octopus, sea horse, whale, dolphin, shark
Write the answers.

* Which animals have big teeth?
* Which animals are born alive?
* Which animals swim in groups?
* Which animals jump high above in water?
* Which animals depend more on hearing than on seeing?
* Which animals have eight arms?
* Which animals lay eggs?
- 12 -
Subject : Science 2
Topic : Fool Your Senses
Materials : Paper
Words
cylinder, roll, lift, beside, palm
The Earth in the Palm of your Hand
1. Make a cylinder by rolling a piece of

paper.
2. Look through the cylinder with your

right eye and close your left eye.
3. Hold your left hand open beside the

cylinder.
4. Open your left eye and look at your
left palm.
5. Wow!! The Earth is in your palm!
- 13 -
<Worksheet 1> World Map
http://www.enchantedlearning.com/
1. Label Africa, Antarctica, Asia, Australia, Europe,

North America, South America, the Equator, the North Pole, and
the South Pole.
2. Mark where you live on the map with an "X"
3. Do you live in the Northern Hemisphere or the Southern
Hemisphere?
4. What is the name of the continent in which you live?
5. What is the name of the country in which you live?
- 14 -
<Worksheet 2>
Handkerchief Race
Pass the flash cards of the countries out to the students. Have
students sit in a group or in a circle. The teacher holds a
handkerchief up and then calls out a card. The two students who
have that card stand up and try to get the handkerchief first.
* Cut the word cards.
Australia
Canada
Russia
Cuba
Denmark
Finland
India
Korea
Brazil
China
Mexico
Colombia
Egypt
Greece
Japan
USA
Australia
Canada
Russia
Cuba
Denmark
Finland
India
Korea
Brazil
China
Mexico
Colombia
Egypt
Greece
Japan
USA
- 15 -
Subject : Cooking 2
Topic : Making Fruit Salad
Materials : Bowl, spoon, knife
Ingredients
banana, pineapple, tangerine, apple, kiwi, yogurt
Recipe
1. Chop all the fruit into bite-size pieces. Each piece should be a
little bigger than your thumbnail.
2. Arrange the fruit on a platter, put into individual bowls.
3. Add the yogurt.

4. Mix them.
5. Eat!
- 16 -
<Worksheet 1> BINGO
Fruits
fruit
vegetable
cherry
tomato
strawberry
watermelon
pineapple
apple
pear
orange
peach
lemon
banana
potato
celery
bean
pumpkin
mushroom
eggplant
cabbage
- 17 -
grape
carrot
lettuce
corn
green pepper
onion
cucumber
spinach
broccoli
garlic
chili
<Worksheet 2> Crossword Puzzle
The Kitchen
Across
4. What do you eat soup in?
7. What do you slice bread
with?
9. Where do you fry eggs?
10. What do many Asians use
to eat food?
11. What do you make soup
Down
1. Where do you heat pots and pans?
2. What do you eat soup with?
3. What do you drink water from?
5. Where do you wash dishes?
6. Where do you keep cups, glasses, plates, and bowls?
8. What do you keep ketchup in?
10. What do you pour coffee into?
12. What do you serve food on?
13. What do you keep jam in?
15. Where do you bake bread?
- 18 -
in?
13. What do you make
lemonade in?
14. Where do you keep milk
cold?
16. Where do you keep meat
frozen?
Subject : Music
Topic : I Have a Dream
Materials : youtube
Words and Useful Expressions

dream, fairy tale, future, wonder, angels, stream
Let's sing together
I Have a Dream
I have a dream
I have a dream, a song to sing
To help me cope with anything
If you see the wonder of a fairy tale
You can take the future even if you fail
I believe in angels
Something good in everything I see
I believe in angels
When I know the time is right for me
I'll cross the stream - I have a dream
- 19 -
<Worksheet 1> I Have a Dream
Listen to the song several times and fill in the blanks.
Let's try!
I have a (
)
I (
A song to (
) a dream
)
A fantasy
To help (
) cope
To help (
) through
With anything
Reality
If you (
) the wonder
And my destination
Of a fairy (
)
Makes it worth the (
You can take the f(
)
Pushing through the darkness
Even if you fail

Still (
I (
) mile
) in angels
I believe (
Something (
) angels
) in everything
Something good in everything
I see
I (
I believe in (
)
I believe in angels
When I know the time is right for me

When I know the (
(
) is right
) cross the stream

for (
I have a (
)
I'll cross the (
I have a dream
I'll cross the stream
- 20 -
<Worksheet 2>
Write the correct answer.
1. She travels in space in a space shuttle. (
2. He works at a police station. He protects other people. (

3. She paints pictures. She likes Picasso. (
4. He makes food in a restaurant. (
)
)
5. He works in the post office. He delivers letters to people. (
6. He plans or makes things like buildings and airplanes. (
7. He tells us the weather on TV or the radio. (
8. He works in the hospital. He takes care of people's health. (
9. Jim cuts and styles hair. He makes people beautiful. (

10. Bob acts in movies. He is very famous. (
)
)
11. My father has a farm. He grows grapes and apples. (

12. She works in the hospital. She helps doctors. (
)
)
a. hairdresser
b. doctor
c. actor
d. farmer
e. nurse
f. engineer
g. astronaut
h. weatherman
i. mail deliver
j. policeman
k. cook
l. painter
- 21 -
Subject : English Conversation 1

Topic : New Year's Resolutions
Materials :
Let's read this article.

New Year's Eve has always been a time for looking back to the past,
and more importantly, forward to the coming year. It's a time to reflect
on the changes we want (or need) to make and resolve to follow through
on those changes. Did your New Year resolutions make our top ten list?
1. Spend More Time With Family & Friends
2. Become Fit
3. Lose Weight
4. Quit Smoking
5. Enjoy Life More
6. Quit Drinking
7. Get Out of Debt
8. Learn Something New
9. Help Others
10.Get Organized
Words and Phrases

1. look back : think about something that has happened in your past
2. reflect : think over; mull over
3. resolve : find an acceptable solution to a problem or difficulty
- 22 -
<Worksheet 1> New Year's Resolutions
Questions for Discussion

1. What are your New Year's Resolutions?
2. Is there someone supportive you can work with?
3. It is known that the majority of people who make New Year's Resolutions
will not accomplish what they set out to do. Why do you think people
fail with them?
4. How can New Year's Resolutions be successful?
Role-play
A:
B:
A:
B:
A:
B:
Happy New Year!

Happy New Year to you too, Sean.
Can you meet me for drinks tonight?
No, I'm sorry. But I can't.
Why?
Because I just made a New Year's resolution to stop drinking.
So, that's out of the question.
A: That's no fun.
B: I don't need to drink to have a good time.
Let's meet at a coffee shop.
A:
B:
A:
B:
A:
B:
Do you want to see a movie tonight?

No, I'm turning over a new leaf.
What's that?
I watch too much TV and too many movies these days.
What's wrong with that?
I waste too much time in front of the TV set.
I'm going to read a good book tonight instead.
- 23 -
<Worksheet 2> New Year's Resolutions
Useful expressions
1. I still have last year's resolution to finish.
2. It's a hard habit to break.
3. How's your New Year's resolution coming along?
4. I'm turning over a new leaf.
(change your way of life to become a better, more responsible person)
5. Better late than never!
Group Work
Did you have any New Year's Resolutions?
How are they coming along? Make a list of things you want to achieve.
(e.g., lose weight, improve English skills, etc.)
Share your list with your class. Perhaps they have suggestions or
advice to give you.
- 24 -

Topic : Being Healthy
Materials :
Let's read this article

Everyone wants to be healthy, but we often don't take time to pay
attention to maintaining our bodies. Instead, we wait until something goes
seriously wrong to do anything.
Keeping fit through exercise and eating well and seeing your doctor for
regular physicals and exams can ward off more serious conditions as you
age. Just 30 minutes a day of walking can improve your health and help
you lose weight. Take vitamins to supplement the nutrients you may miss
in your diet and to keep your body running well. Early cancer screening
can catch cancers while they are treatable. Regular physicals
can catch high blood pressure and cholesterol before they cause a heart
attack.
Make sure you have health insurance just in case.
If you don't have insurance there are government
and charitable programs that can help you out.
Just like changing the oil on your car keeps your
engine running, if you take the time to maintain
your body you can live a longer, healthier life.
Words and Phrases

1. Physicals:
When a doctor examines your whole body
2. Condition : an illness, a disease, a problem etc

3. Supplement : to add to, to increase, to replace.
4. Charitable (charity) : Organizations who give aid or money to people
who need it.
Being charitable is being kind and
involves giving.
- 25 -
<Worksheet 1> Being Healthy
Reading Comprehension
1. What do people normally wait for before they try getting healthy?
2. What helps to ward off bad health conditions?
3. How much exercise should you get each day?
4. What should you take to supplement your diet?
5. What does early cancer screening catch?
6. What can catch high blood pressure and cholesterol at an early stage?
7. What should you always havejust in case?
What happens when you take time to maintain your body?

1. What are the advantages of being healthy?
2. What are the disadvantages of being healthy?
3. What do you do to keep healthy?
4. What activities can you do to keep fit?
5. What food should you eat to be healthy?
6. What food should you not eat to be healthy?
7. Do you have any opinions about health insurance?
8. Lets brainstorm as many different foods as possible.
9. Lets brainstorm as many different sports as possible.
- 26 -
<Worksheet 2> Being Healthy
Role-play
David: Hi, Jane. How are you?
Jane:
Hi, David. I am well. How about you?
David: I am very good. I have been trying to be healthy recently.

Jane : Oh, really? What have you been doing?
David: I have been eating healthy food and going to the gym.
Jane:
What types of food are you eating?
David: I am eating lots of fruit and vegetables. I try not to eat too
many sweet foods like chocolate or candy.
Jane: Thats really good.
What do you do at the gym then?
David: I go on the running machine and I lift a lot of weights. What

about you Jane, do you do any exercise?
Jane:
Yes, I play some sports like tennis and badminton.
David: That sounds fun.

Jane:
What about food?
Do you eat healthy food?
I try to but I like chocolate too much.
David: Oh well, a little chocolate is OK for you.

some time together?
Jane: That sounds like a good idea. Lets do it!
Useful expressions
1. You are in bad shape.
2. I feel fighting fit.
3. I am feeling under the weather.
4. She likes to keep fit.
5. He is as fit as a fiddle.
- 27 -
Can we play tennis

Topic : Choosing a Mate
Materials :
Let's read this article

In 1989 a study was conducted by a psychology professor at the
University of Michigan to find out if there were any differences in mating
preferences among the different cultures around the world.
Ten thousand
people in 33 countries on all continents around the world took part in the
study. They were asked to rank the traits from which was the most
important to them to which was the least important.
As was expected, males everywhere look for
attractiveness
and
youth
in
mates
while
women want marriage partners who are older

and who are able to be good providers. The
findings were exactly the same for every
culture, whether it was the Zulus[of Africa],
the Brazilians, or the Chinese.
Words and Phrases

1. mating preferences: the kind of man or woman they want to marry.
2. traits: characteristics
3. mates: wives. Mates can be used to mean husband or wife.
4. good providers: can make enough money to live a comfortable life.
- 28 -
<Worksheet 1> Choosing a Mate

1. Why do you
think that men and women in all cultures around the
world look for the same characteristics in their mates?

2. Place each of the following qualities from most important to least
important according to your opinion:
physical attractiveness
intelligence
money
family background
education
neatness and cleanliness
kindness and gentleness
3. How many children would you like to have? What will you do if
your husband or wife disagrees with your opinion?
4. What could be the reasons why some people remain single?
5. What are the advantages and disadvantages of getting married? Of
remaining single?
Role-play
Jill : Melanie tells me Melvin asked you out and you turned him down.
Beth: He's such a womanizer and he's full of himself.
I wouldn't give him the time of day.
Jill :Are you foolish?
My heart pitter-patters when he's around me.
He's so good-looking.
Beth: Well, it sounds like you're already in love with him.
Why don't you ask him out?
Jill : I'm afraid of getting hurt.
Beth: I personally don't trust men like him.
He's not the marrying type.
- 29 -
<Worksheet 2> Choosing a Mate
Useful expressions
1. I wouldn't give you the time of day.
2. Do you have a screw loose or something?
3. Every time I see her, my heart pitter-patters.
4. I fell head over heels for him the first time I laid eyes on him.
5. You'll be just another feather in his cap.
6. It's about time they tied the knot.
Group Work
If you're not married, what is the idea of a 'perfect' spouse?
Is there an equivalent to a wedding shower?

If you're married, share in detail your wedding day.
- 30 -

Topic : Marriage and Divorce
Materials :

Marriage and divorce are both common experiences. Healthy marriages
are good for couples mental and physical health. They are also good for
children; growing up in a happy home protects children from mental,
physical, educational and social problems. However, about 40 percent to
50 percent of married couples in the United States divorce. The divorce
rate for subsequent marriages is even higher.
As of mid-1995, the divorce rate in Korea stood at
25%. More Koreans are getting divorces than ever
before. We mostly hear about how members of the
younger generation just don't understand what
marriage is supposed to be, that they're only looking
for a quick way to satisfy their sexual desires, or
that today's newlyweds
give up too easily when problems start to occur.
Words and Phrases

1. subsequent : happening or coming after something else
2. the .....25% : 25% of all the people who get married later get a
divorce.
3. newlyweds : newly married couples
- 31 -
<Worksheet 1> Marriage and Divorce

1. Why do you think that more young married couples nowadays are getting
a divorce than in the past? What reasons do you think can explain this
new trend?
2. If you were in a bad marriage, would you rather stay in the marriage or
get a divorce and become single again? Why?
3. Do you think there are any good reasons for getting a divorce?
If so, what are they?
4. If the divorce rate continues to grow, what changes will occur in Korean
society?
Why do you think so?
5. In divorce cases where children are involved and money is not a

problem, which parent do you think is better able to take care of the
children-the mother or the father? Why do you think so?
Role-play
A: I heard that Marilyn and James are getting a divorce.
B: That's terrible. What happened to them?
A: James gave her two choices.
Either she quits her job or they get a divorce.
B: What? What a chauvinist!
I don't blame her for not wanting to give up her job.
A: I agree.
These days two-income families are so common.
- 32 -
<Worksheet 2> Marriage and Divorce
Useful expressions
1. Did you hear that Carol and Brad are splitting up?
2. Their relationship started going downhill.
3. She needs to get married before she gets over the hill.
Tips for marriage and happiness

Try not to complain all the time. It seems many people complain
just to complain. You don't have to mention every little thing that
happens and complain about it.
When you realize there is a problem, don't become closed-mouthed.

Talk about it right away. Don't let it linger on so long that you want
out of the marriage.
Don't expect your spouse to come home every night feeling the
same way. None of us will want to be totally loving or caring all of
the time. We all need to be grumpy, tired, or frustrated at times.
Accept that your spouse may want silence or to be alone. We can
still be kind to each other. We should let each other know that we've
had a hard day. We should then accept their behavior as a necessary
part of life. If this behavior becomes too excessive, then we know
there's something wrong with our spouse or the relationship. We will
then need to seek help. Don't let it get too far out of hand.
Don't blame others if your marriage is unacceptable. Accept your
responsibility. You made that choice. You may have made a bad
choice, but it was your choice. Find out what you can do to avoid
making those same mistakes again. This may be a painful process for
some when they realize they aren't perfect. Correct what is wrong
and move on.
- 33 -

Topic : Women's Rights in Korea
Materials :

Will High-Heel-Friendly Streets Keep Seoul's Women Happy?
In May 2009, the city government in Seoul started painting 5,000 parking
places pink throughout the city. The pink parking spots are for women so
they don't have to walk so far in painful high heels.
Professor Chang Pil Wha says the initiative may help women, but the
real issue for women is getting jobs and equal pay. Less than 10,000,000
women are employed nationwide compared to 14,000,000 men. In Seoul
many women work very long hours, and employers
do not help working mothers keep a manageable
balance between their jobs and families.
So women want equal opportunity, not pink parking
places. Eunyoung Cho, a 25-year-old student, says
"They are saying that they are doing many things for
women, but we do not see any noticeable changes
We don't want pink parking spots." She says that Korean women want
more choices for child care so that they don't lose jobs to men when
they have families.
http://www.time.com/time/world/article/0,8599,1914471,00.html
Words and Phrases

1.
2.
3.
4.
Initiative: a new policy by the government

Issue: problem
Manageable: something that can be done; something possible
Balance: the act of dividing equal attention to more than one
problem
<Worksheet 1> Women's Rights in Korea
- 34 -
Reading Comprehension
1. What is the city government in Seoul doing to help women?
(a.) Giving women time off of work
(b.)
Painting parking places pink
(c.)
Raising womens pay
(d.)
Reducing womens working hours
2. How do Korean women feel about this?

(a.) They are very happy about it.
(b.)
They dont care about it.
(c.)
They are dissatisfied with it.
(d.)
They are confused by it.
3. What do Korean women really want?

(a.) They want equal opportunity through programs like child care
services.
(b.)
They dont want anything else; they are happy.
(c.)
They want less expensive housing.
(d.) They want pink parking places.

1. Do you support the pink parking places?
2.
Do
you
think
women
are
right
to
complain
about
their
opportunities?
3. What do you think are better solutions than pink parking places?
- 35 -
unequal
4.
Why do you think Korean women have unequal opportunities compared

to women in other highly developed countries?
<Worksheet 2> Women's Rights in Korea
Role-play : A small disagreement between a man and a woman

Woman: Did you hear? The city government is painting 5,000 parking
places pink for women.
Man
: Wow, you must be so happy! I am sure that you hate walking

far in your high heels.
Woman: Thats true, but I think there are many better things the
government could do for us women.
Man
: You should not complain. The government isnt reserving parking

places for us men!
Woman: I should not complain? Let me ask you, how much money do you
make each month?
Man
: I make 3 million won. Why do you say that?
Woman: We work in the same position and I have worked for 2 more
years than you have, but I only make 2.5 million won!
Man
: Oh, really?
Woman: Yes, now perhaps you see why women complain!
Useful expressions
1. Womens rights
2. Equal opportunity
3. Freedom from discrimination
4. I am woman, hear me roar.
- 36 -

Topic : English Education in Korea
Materials :

Koreans Still Taught Mute English
English education in Korea is sometimes called "mute English education,"
meaning that people cannot really speak the language. English education
in Korea is behind other countries. Koreans learn English in school for
15 years, but some Koreans cannot have a conversation in English, so
some people say that the English education policy in Korea should be
changed.
The Ministry of Education tried to change
English textbooks to emphasize conversation;
they also tried to create English classes that are
taught only in English. Some people say that
this is not enough. They want more change
in English education. They say that Korea
should recruit Korean
emigrants who live abroad. Seoul National
University professor Lee Sang-eok says that if
Korean-Americans came to Korea and were in Korea's English teaching
program, they would be a big help. Lee says that Korean schools should
first recruit English education majors and then ask them to finish basic
language education courses.
http://www.chosun.com/w21data/html/news/200006/200006090279.html
Words and Phrases

1.
2.
3.
4.
Mute: silent; quiet

Emphasize: to give priority to; to make more important
Emigrant: a person who moves to another country
Recruit: Hire; ask someone to work for a company
<Worksheet 1> English Education in Korea
- 37 -

1. Why do you think some Koreans have trouble with English education,
especially English conversation?
2. Do you support recruiting Korean emigrants who live abroad?
3. How else can Korea improve its English education?
4. Do you think Korea should emphasize English education so much?

Why or why not?
Role-play : Two Ministry of Education officials discuss English

education in Korea
Ministry Official 1: Korea is still behind other countries in English
education.
Ministry Official 2: Yes, this is a big problem because English is
becoming a global language.
Ministry Official 1: So, what should we do?
Ministry Official 2: We should use multiple solutions. First, we should
emphasize conversation classes even more.
Ministry Official 1: Thats a good idea. I think we should also try to
recruit English education majors.
Ministry Official 2: Yes, that would help a lot.
Ministry Official 1: And for young students who speak no English, we
should hire Korean emigrants who live abroad.
Then they can communicate in Korean.
Ministry Official 2: I agree! Lets introduce these solutions at our next
meeting.
- 38 -
<Worksheet 2> English Education in Korea
Useful expressions
1. Lingua franca
2. Standardized testing
3. Lags behind
4. To have trouble with
Written Survey
1. Do please write your opinion on English education in Korea:
- 39 -

Topic : Travel
Materials :

If a single trip could change your life, would you take it? Travel can
inspire. Travel can be so much fun. Travel teaches us new things. Travel
reminds us that we can make a difference in new places. Travel can
prepare you for your future.
Indeed, travel is all this and much more. One of
the best things about going abroad is that it
makes you more respectful of other cultures, and
to better understand your own culture and values.
It also teaches you more about yourself. Travel
has a lasting impact on your world views, your
self-confidence and your maturity. The experience
of travel is normally life-transforming.
Traveling far from home will give you the
opportunity to learn from your mistakes, and
gather skills that will be useful for you later in life. Traveling and being
away from your family and your home can help you to become more
independent and a better person. So if you could take that life-changing
adventure, would you take it?
Words and Phrases

1. Inspire : to make you want to do something
2. Respectful : to be aware of and listen to other views
3. Transforming : changing from one thing to another
4. Opportunity : a chance
- 40 -
<Worksheet 1> Travel

1. What are the advantages of traveling?
2. What are the disadvantages of traveling?
3. Where have you traveled before?
4. Where would you like to travel to and why?
5. Would you like to go traveling on your own or with someone else?
6. Do you have any stories about traveling?
7. Can you name all the different modes of transportation?
8. Lets brainstorm as many countries as possible.
Role-play
David:
Jane :
David:
Jane :
David:
Jane :
David:
Jane :
David:
Jane :
David:
Jane :
David:
Jane :
David:
Hi, Jane. Whats happening?

Hi, David. Not much. What have you been doing recently?
I went traveling for three months.
That sounds interesting. Where did you go?
I went to Europe and visited many countries.
Cool. What countries did you visit?
I visited the United Kingdom first.
What is the United Kingdom?
It is England, Scotland, Wales and Northern Ireland.
Four countries, that sounds like fun.
Yes, it was. Second, I went to France and third, I went to Spain.
That sounds amazing. Did it cost a lot of money?
Yes, it did, but the experience was worth it.
I have never been traveling before. Would you recommend it?
Yes, I would. Everyone should travel. Where would you like to
travel to?
Jane : I would like to go to Italy because I love spaghetti.
- 41 -
<Worksheet 2> Travel
Useful expressions
1. Do you travel light?
2. Bad news travels fast.
3. Lets hit the road!
4. Its a country mile.
5. He lives out of his suitcase.
Game
* Split class into two teams
* One person from each team will come to the front of the classroom.
* The two team representatives will be given a post-it note with a
mode of transportation on it/or countries.
They will not know what
the vehicle is.

* Their team will give them three clues and then they have to guess
what it is.
* The Team will be awarded one point for each correct answer.
* The Team with the most points wins.
- 42 -

Topic : Let's Check Out a Movie
Materials :
Let's read this article about the movie 'Avatar'

On a chance meeting after getting separated from his team, Jake's
Avatar is rescued by Neytiri, a Na'vi princess, who brings him into her
tribe in order to give the humans a second chance at relating to this
new
environment. When word gets out of his increasing time with the alien
species, Quaritch enlists Jake to do some reconnaissance for the
company, as they'd like to persuade the tribe to move their home
before
taking more drastic measures to harness the treasure hidden below.
Yet as Jake becomes one with the tribe and begins to understand the
secrets of Pandora, his conscience is
torn between his new adopted
world and the wheelchair-bound one
awaiting him when the psychic
connection to his Avatar is broken.
Soon battle lines are drawn and Jake
needs to decide which side he will fight
on when the time comes.
Words and Phrases

1. reconnaissance: the activity of getting information about an area for
military purposes
2. drastic: extreme in a way that has sudden, serious, or violent effect
on something
3. psychic: connected with strange powers of the mind and not able to
be explained by natural laws.
- 43 -
<Worksheet 1> Let's Check Out a Movie

1. What's your favorite film? Why do you like it? Who stars in it?
Who directed it? Does it hold any special memories for you?
2. Do you prefer to watch films made in your country or Hollywood

movies? Why?
3. Have you ever downloaded a film from the internet-either legally

or illegally? Have you ever watched a film on a) plasma TV,
b) a very large IMAX screen, c) an iPod?
Compare these experiences to watching films on a normal TV.
4. If a film was made of your life, who would star as you?

Who would direct it? Would it be a drama, a comedy, an action
adventure, or a horror film?
What would be the most important events in the plot? Why?
Role-play
Christina: Let's check out a movie tonight.
Toby
: Sure, what's out these days?
Christina: I feel like seeing a SF or adventure like 'Avatar'.

Toby
: I'd rather see a thriller.
Christina: But, I'm not in the mood for that kind of movie.
I'd rather see something that really hits home.
How about a romantic comedy for a nice change of pace?
Toby
: Great!
- 44 -
<Worksheet 2> Let's Check Out a Movie
Useful expressions
1. What's out these days?
2. I'm not in the mood for a horror movie.
3. I think 'Avatar' is a must see.
4. I'll call the box office for show times.
5. I heard it's a real tearjerker.
6. It must have really hit home for you.
Group Work
Do you like going to the movies?
There are many types of movies.
(action, comedy, horror, tearjerker, sci-fi, western, animation,......)
What's your favorite type of movie?
Do you have a favorite actor/actress/director?
- 45 -
Subject : Storytelling 1
Topic : Jack and the Beanstalk
Materials : None
Words
homonym, been, bean, chip, tale

After learning what homonyms are, find the homonyms
- 46 -
<Worksheet 1>
Jack and the Beanstalk
On the way to market, Jack meets a

man and exchanges the cow for some
magic beans.
Joseph Jacobs
'Fee, fi, fo, fum,' the giant comes into

the kitchen and eats his breakfast,
counts his gold and falls asleep.
Jack and his mother are very poor.

Jack's mother tells him to sell their
cow at the market.
Jack and his mother are now rich and

live happily ever after.
Jack's
mother
is
very
angry
and
throws the beans out of the window.
Jack chops down the beanstalk and
Jack takes the gold.
the giant falls down.
Jack climbs to the top of the
Jack goes into the castle and eats
beanstalk.
some food.
Jack climbs down the beanstalk and
During the night a beanstalk grows
the giant follows him.
and grows and grows up into the sky.
- 47 -
<Worksheet 2>
Jack and the Beanstalk

Character study
Jack
The Giant
Physical appearance
Clothes
Lives in a ...
Favorite food
Likes to read
Characteristics
Other
Useful Tips
This story has endless possibilities for activities and topics here are
only two approaches:
1.
Science - Plants: One topic that can be a great learning
experience is to do activities related to plants and how seeds grow.

2. Game one student leaves the room momentarily while the
teacher hides a particular object in the room.
The selected student
must try and find it when requested to come back in.
When the
student returns to the room, s/he will be guided to the hidden object
by the other students.
The other students will use particular phrases
to help their classmate.
The key phrases used will be based on the
theme of warmth/coldness to determine how close one is to the

hidden object.
3.
Alphabet Letter :
Soft sound G Giant and hard G for Goose: The
Giant and Goose.

- 48 -
Topic : We're Going on a Bear Hunt
Materials : PPT of the book "We're Going on a Bear Hunt",
scissors, glue
Words
grass, river, mud, forest, snowstorm, cave, over, under, through
Let's talk about the bear.
B e a rs
four strong legs

honey
fish
thick fur
sleep (hibernation)
caves
fruits
sharp claws
forests
Complete the sentences using the words provided in the wordbox.
They have
They live in.
They eat
They..
- 49 -
<Worksheet 1> We're Going on a Bear Hunt
Let's make a story map.
Choose some pictures.

Cut and glue them in the empty boxes above.
grass
forest
cave
river
snowstorm
mud
- 50 -
<Worksheet 2> We're Going on a Bear Hunt
Match the words with pictures.

Swishy swashy
forest
Splash splosh
grass
Squelch squerch
river
Stumble trip
snowstorm
Hoooo woooo!
cave
Tiptoe tiptoe
mud
Useful Tips
Memory Game
Sit in a circle. The first child starts and says "Im going on a bear
hunt and I need to take a hat." The next person then says "Im going
on a bear hunt and I need to take a hat (and then adds in their own
item), a banana." So then the next person in the circle would say
"Im going on a bear hunt and I need to take a hat, a banana and a
towel." It carries on like this until the last child in the circle has to
repeat every item that has been mentioned.
- 51 -
Topic : The Gruffalo
Materials : The big book "The Gruffalo", heavy paper, scissors,
kitchen skewer, brass paper fastener, string
Words
mouse, lunch, owl, tea, snake, feast
Listen to the story and fill in the blanks.

A ________ took a stroll through the deep dark wood.
A fox saw the mouse and the mouse looked good.
Where are you going to, little brown mouse?
Come and have _________ in my underground house."
It's terribly kind of you, Fox, but no I'm going to have lunch with a gruffalo.
On went the mouse through the deep dark wood.
An _______ saw the mouse and the mouse looked good.
Where are you going to, little brown mouse?
Come and have tea in my treetop house."
"It's frightfully nice of you, Owl, but no I'm going to have ________ with a gruffalo."
A ________ saw the mouse and the mouse looked good.
"Where are you going to, little brown mouse?
Come for a feast in my log pile house."
"It's wonderfully good for you, Snake, but no-
I'm having a _______ with a gruffalo."

- 52 -
<Worksheet 1> The Gruffalo
What does a Gruffalo have?

knobbly knees, terrible tusks,
terrible claws,
turned-out toes, a poisonous wart,
terrible teeth,
black tongue
orange eyes
purple prickles
- 53 -
<Worksheet 2> The Gruffalo
Make your own Gruffalo's Child Jumping Jack.

Materials
heavy paper, scissors, kitchen skewer, brass paper fastener, string
- 54 -
Useful Tips
Guess the mime
Show the children the mouse, Gruffalo, fox, snake and owl; practise
the names of the animals.
Mime one of the animals. Let the children guess which animal you
are miming. (let all children join in the mime)
Continue with the other animals. (or let one of the children mime)
This can also be played as a teem game.
Whisper Game
Whisper a word or sentence in the childs ear next to you(e.g. 'The
Gruffalo is afraid' or 'The mouse is clever'.) He/she then whispers
the same phrase in the next child's ear and so on until the phrase
reaches the last child. He/she then says the sentence out loud to see
if it's the same as the original message.
If the group is large, say the sentence to the children right and left
of you. The two children on the opposite side of the circle say what
they have heard.
I am afraid of .
Ask the children: 'What are you afraid of?'
If the children do not have enough language to come up with things
themselves, you can show them pictures and ask 'Are you afraid of
spiders?' Encourage the children to say: 'I am (not) afraid of
spiders.' For children who can express themselves well you can ask
'why are you afraid of .?'
- 55 -
Topic : Three Little Pigs
Materials : The book "Three Little Pigs", PPT File, paper bag, glue,
tape, gray color pencil
Words
would, should, how, can, did
Listen to the story and make sentences.
An "asking" sentence begins with a capital letter and ends with a question mark.
Questions often begin with one of these words.

Imagine you could meet the big bad Wolf. What questions
would you ask him about the Three Little Pigs? Use a different
beginning word for each question you write.
- 56 -
<Worksheet 1>
Paper Bag Wolf Puppet

Instructions:
Print out the template of choice.
Colour the pieces as appropriate and cut them out.
assistance and can be pre-done).
(cutting may require adult
GET FAMILIAR WITH YOUR PAPER BAG:

Look at your paper bag. It should be closed and flat like a piece of paper. Just
like when they are brand new.
On one side, it's all smooth. This will be the BACK of your puppet
It's important that all the kids get the back and front straight at the beginning!
On the other side there's a flippy tab (which is typically the bottom of the bag
when you're carrying your lunch around...)
This flippy tab will be the HEAD
Lift the flippy tab up a bit. Underneath of the tab will be the mouth,
When the child put's their hand in the bag, they'll be able to make the puppet talk.
Look at the remaining part of the front of the bag. (The 3/4 or so of the bag
below the part with the flippy tab) This will be the BODY.
Look at the sides of the bag. There should be a FLAP of paper.
We'll be slipping the arms into this flap, though it isn't a big deal if they glue them
right to the front of the body.
OK, now that we're comfy with our bags, let's craft!
PUTTING IT TOGETHER:
If desired, paint the paper bag grey and let it dry completely.
Print the template of choice and color in the pieces, as necessary.
Cut out the template pieces
Fold the corners of the flippy tab under and glue/ tape them to make a triangular
head shape.
Glue or tape the nose onto the end of the triangle.
Lift the flap/snout and glue the tongue on underneath it.
Glue the eyes and ears onto the head.
Glue the arms onto the bag.
Glue/tape the tail onto the back.
- 57 -
- 58 -
- 59 -
Useful Tips
Blindfolded conversation
Present the students with a short dialogue. Read and practice the
dialogue for 5-10 minutes. Ensure everyone is comfortable with the
dialogue before beginning the game. Arrange the students in a circle
and blindfold one student and place them in the middle of the circle.
Secretly and quietly assign a selected few of the remaining students
particular roles in the dialogue. Then, gently spin the blindfolded
student and then ask them to listen and identify which students are
reading each part of the dialogue. Students reading the dialogue can
try and confuse the blindfolded student by using funny voices.
Once
the blindfolded student has correctly identified everyone involved, you
can ask for another volunteer to be blindfolded. You could play this
game with more advanced students by simply altering the difficulty
and length of the dialogue or allowing the blindfolded student to ask
questions to the students standing in the circle.
What's the time, Mr. Wolf?

Students stand against the back wall of the classroom and the
teacher stands at the front with his/her back to the students. The
students chorus, "What's the time, Mr. Wolf? and the teacher replies,
"It's(e.g. 7 o'clock)". The students then take(7)paces towards the
teacher. If, however, the teacher replies, "It's dinner time!" s/he then
starts chasing the students who are only safe if they touch the back
wall. Any tagged student become new wolves. When one student
remains, and has not yet been tagged, they are the winner and can
receive a small prize.
- 60 -
Topic : Snow White
Materials : The book "Snow White", PPT File
What happened to Snow White? Fill in the blanks.

afraid, and, ate, drank, fell, food, furniture, heard, kind,
knew, must, out of, run, strange, that, to, very, will, so
The huntsman told Snow White to (
) far away (
)
she was (
). She (
) that there were wolves in the
forest and she (
) other wild animals making (
)
noises. She thought, 'If I stay in the forest, I (
) die. I (
) get out of the forest.'
At last she came (
) the forest. She saw a little house at
the floor of the mountain. 'I'll go and knock on the door.' she
thought. 'Then perhaps a (
) person will help me.'
There was no one at home. It was (
) dark now, so she
opened the door. Inside, the (
) was very small, and there
were seven of everything. There were seven cups on the table,
and seven plates of (
). Snow White thought (
)
seven children lived there.
Snow White was (
) hungry, but she didn't want (
)
take someone's dinner. So she (
) a little from each plate
and she (
) a little from each cup. Then she went
upstairs and (
) asleep.
- 61 -
<Worksheet 1>
Find the words.
- 62 -
<Worksheet 1>
Preposition
1. Once upon a time, long, long ago a Queen died after giving birth
(
)a little daughter called Snow White.
2. The King took another wife who often asked her magic
mirror:
' Mirror, mirror (
)the wall, who is the fairest of us all?'
3.
When she knew that Snow White was fairer than her she ordered
a huntsman to:
' Take the child (
)the wood and kill her'.
4. The huntsman let Snow White go. She ran and ran and finally
arrived (
) a small cottage.
5. Snow White was tired, so she went (
)to rest.
6. She lay down (
)one of the seven little beds. Soon she
was fast asleep.
7. Snow White was happy living with the dwarfs.
Every evening she had supper ready (
) them.
Words
infront of,
inside,
upon,
for,
- 63 -
to,
on,
into
Useful Tips
Word Chain
Demonstrate how to play the game with a partner/co-teacher or with
a board diagram to encourage understanding. Start with any word,
preferably a word that everyone is familiar with like sun. The next
person must then say a word that is associated with the word sun
like hotor yellow. If we take hot as an example, the first person
then needs to say a word associated with the word hot like oven
or shower or fireetc. This game can go on for as long or as little
as little as the teacher allows or the level dictates
Back to the Board
Make two teams and place a person from each team in front of the
board and facing away from it. Hold up a flash card or draw a
picture on the board. Students must explain what it is, without saying
the actual word. Teams take in it turns to describe what it is. They
have three attempts and if the selected student cannot guess what it
is, the other team has the opportunity to steal the point. The team
with the most points wins.
- 64 -
Topic : Proverbs
Materials : Proverb cards, pictures
Words
feather, flock, steady, spoil, broth, pot, kettle, strike
Guess the meaning of the sentences in the box. Try to match some of
the sentences with the pictures.
Birds of a feather flock

together.
The early bird catches the
worm.
There is no smoke without
fire.
A sound mind in a sound

body.
Slow and steady wins the
race.
Too many cooks spoil the
broth.
- 65 -
<Worksheet 1>
Complete the sentences and match each word with its picture
1.
_________
in
need
is
friend
indeed.
2. A _______ in the hand is worth two in
the bush.
3. A rolling ________ gathers no moss.
4. Every _______ has his day.
5. It is no use crying over spilt _______.
6. Spare the rod and spoil the ________.
7. There's no smoke without ________.
8. Too many _______s spoil the broth.
9. There's no place like _________.
10. Don't count your __________s before

they are hatched.
Choose one of the above proverbs and explain it to your partner.
- 66 -
<Worksheet 2> Matching equivalent proverbs
Match these proverbs with their equivalents in meaning:

1. Money talks.
A. If a thing worth doing,

it is worth doing well.
2. Silence gives consent.
B. The early bird catches

the worm.
3. No pain, no gain
C. There is no place like

home.
4. More haste, less speed.
D. No answer is also an
answer.
5. First come, first served.
E. Strike while the iron

is hot.
6.
East,
west
Homes
F. A golden key opens
best.
7.
Never
the door.
do
things
by
G.
halves.
Open
confession
is
good for the soul.
8. Make hay while the sun
H. Haste makes waste.
shines.
9. A fault confessed is half
I. Nothing is so certain
redressed.
as the unexpected.
10. It is the unexpected
J.
that always happens.
You
experience
have
hardships
you want to achieve.
- 67 -
to
if
Useful Tips
1. A leopard cannot change its spots.
Things cannot change their innate nature.
2. Blood is thicker than water.
Family relationships are stronger than relationships with other people.
3. Out of sight, out of mind.
Something is easily forgotten or dismissed as unimportant if it is not in
our direct view.
4. No smoke without fire.
There could be some truth in the rumour.
5. It's no use crying over spilt milk.
Don't express regret for something that has happened and cannot be
remedied.
6. A stitch in time saves nine.
A little timely effort will prevent more work later.
7. Better late than never.
It's better to do something, even if it's late,rather than not do it at all.
8. The early bird catches the worm.
Success comes to those who prepare well and put in effort.
9. Haste makes waste.
If something is done too quickly, it may be done carelessly and need to
be redone.
10. A bird in the hand is worth two in the bush.
We have to be satisfied with the little we now have, instead of
believing in acquiring a lot later.
.
.
.
(4) .
(5) .
(6) .
(7) .
(8) .
(9) .
(10) .
- 68 -
Topic : Willy the Dreamer
Materials : The book "Willy the dreamer,
Words
a painter ,a begger, a film-star, a giant, fierce monsters,
a famous writer
Listen to the story and fill in the blanks.
Willy dreams.
Sometimes Willy dreams that he's a ______________, or a
singer,
a sumo wrestler, or a ballet dancer... Willy dreams.
Sometimes Willy dreams that he's ______________,
or an explorer, ______________,
or a scuba-diver..... Willy dreams.
Sometimes Willy dreams that he can't run
but he can fly.
He is ______________,
or he's tiny... Willy dreams.
Sometimes Willy dreams that he's ______________, or a king.
He is a strange landscape,
or all at sea... Willy dreams.
Sometimes Willy dreams of ______________, or super-heroes.
- 69 -
<Worksheet 1> Jobs
Complete the sentences with the correct words from the box
flight attendant, journalist, mechanic, tour guide, professor, coach,
designer, carpenter,
librarian,
architect,
plumber,
Everyone in my family works really hard.

1) My father is designing a hospital. He is an ________________.
2) My mother is on a plane somewhere above the Atlantic Ocean. She's
not on a business trip or on holiday. She's a ______________.
3) My brother Dave makes kitchen cupboards and dining room tables.
He's a ______________.
4) My aunt Lisa is probably putting books back on a shelf. She's a
______________.
5) My cousin Carol is interviewing a politician today. She works for a
newspaper. She's a ______________.
6) My cousin Luigi is fixing somebody's car. He's a _____________.
7)
My
uncle
Martin
is
teaching
economics
at
George
Washington
University. He's a ____________.

8) I've got to take a group of tourists round London later today. I'm
a _____________.
- 70 -
<Worksheet 2>
There are three different stories here. Connect the parts to make the
stories. You can use the parts more than once. Then, write your own
story in your notebook.
Start!
When I was
to be a scientist
young I wanted
to be a computer
programmer.
to be an
architect.
to make
to study
something.
science.
I liked
I need new
knowledge
about it.
My parents
to learn many
decided
things
to play the
computer all the
time.
I liked
to build many
to work on the
to send me
great things.
computer
to Europe.
I desire
to come true
my dream
to learn many
I hope
things there.
to learn foreign
I also expect
to be a
to be the next An
great scientist.
Cheol -su
architecture.
I wish
- 71 -
In Europe, there
are many
buildings to see.
to do what
I wanted
to get a good job.
to build the
tallest building
in the world.
Useful Tips
Q. Whats makes a job a dream job.
Suggest three contributing factors.
Venn Diagram
My Dream
Write about what your dream job was when you were young.
_______________________________
_______________________
_______________________________
_______________________
_______________________________
_______________________
_______________________________
_______________________
_______________________________
_______________________
_______________________________
_______________________
_______________________________
_______________________
- 72 -
Subject : Classroom English

Topic : Everyday Classroom Routines
Materials : MP3 file
Beginning the lesson

Entering the classroom
Everyday greeting
1. Let's go in.
Let's go inside.
Let's go into the classroom.
2. Come in and sit down.
Come in and take your seat.
(Come) this way, please.
3. Hurry up.
Hurry up so that I can start the lesson.
Try to hurry, please.
1. How are you all today?

How are you getting on?
How's everyone feeling today?
2. That's good.
That's good/nice to hear.
I'm glad/pleased/sorry to hear that.
3. I hope you all had a nice weekend
I hope you're all feeling weel/fit.
Meeting a new class.
Taking the register
1. Let me introduce myself.

Allow me to introduce myself.
Let me tell you something about
myself.
2. It's noce to meet you all.
I'm very pleased to meet/see you all
(again).
It'll be fun getting to know you all.
1. Let's see if everyone's here.

I'll just check who's here.
I have to take/check attendance.
2. Who's absent?
Who's missing/away/missing?
Are you all here?
3. What's the matter?
What was the problem?
Have you been ill?
Dealing with lateness
Getting Down to work
1. You're late.
Where have you been?
Why are you late?
2. That's all right. Sit down and we can
start.
Never mind. Let's go on with the
lesson.
Take a/your seat and we can get on.
3. But try not to be late next time.
Try to be here on time next time.
Don't let it happen again.
1. All right. It's time to start our lesson.

Let's start the lesson.
Let's get on with the lesson now.
2. OK, everybody. I'm waiting to start.
Is everybody ready to start?
Settle down, everybody.
- 73 -
Running the lesson

Starting something new
Making things clear
1. Let's speak English.

Now, it's English-only time.
Let me tell you this in Korean.
2. Right everyone.
Good/Fine/OK/Right/Now/Now then.
Stop working now, please, and pay
attention.
3. Let's move on.
(Now)we'll/let's go on.
Let's
move/go
on
to
something
else/different.
4. Now we'll do another exercise.
Now we shall do some group work.
Now I want you to turn to page 17.
1. You have five minutes.

You can spend ten minutes on this.
I'll give you five minutes on this/to do
this.
2. Is everything clear?
Is that clear?
Are there any questions (before we
start)?
Have you all understood?
3. Right. You can start.
Away/Off you go.
Is everybody ready?
Sequencing activities
Checking Progress
1. First, have a look at the text.

Firstly,
let's
run
through
your
homework.
To begin with, we'll check your
homework.
2. Next. read through the new words.
And now, we'll try an exercise.
And now for something different.
3. Last. try to do exercise 3.
Finally, I want you to copy something
down.
For the last thing, take out your
notebooks.
1. Any problems?
Is there anyone who needs help?
Who is finding this difficult?
2. Where are you up to?
How far have you got?
Which question are you on?
Is there something wrong?
Is everything OK?
Stopping
1. OK, everybody. Tow more minutes.
You will have to finish in a minute.
(Just) a couple more minutes/of minutes
more.
2. Have you finished?
Who's/Who has finished?
Who has done them all?
3. Right. That's enough.
That' fine.
You've done enough of that.
4. All right. Stop now.

Stop what you're doing.
Finish up.
5. We'll have a break before going on.
You can have/take a two-minute break.
- 74 -
Ending the lesson

Setting homework
Checking the time
1. For you homework, please do

1. What time is it?
exercese A.
What's the time?
This chapter/lesson/page is your
homework.
Could you tell me the time, please?
This is your homework for today/next
2. It isn't time to finish yet.
lesson.
The bell hasn't gone yet.
2. I want you to finish off exercise C
at home.
There are still two minutes to go.
Finish this off at home.
3. We have five more minute.
I'll go through/over it with you next
We hve five minutes over.
time.
4. Carry on with your work until the bell 3. There will be a test on this next
week.
goes.
There will be a test on chapter 5
Carry on what are you doing.
next time.
I'll test you on the new words some time
Sit quietly until the bell goes.
next week.
4. Don't forget about your homework.
Remember your homework.
Are you all clear about your
homework?
Stopping work
Clearing the class
1. It's time to stop.

We('ll) have to stop/finish now.
It's (about) time (for us) to stop.
2. So, today we've practised asking the
time.
This time you have learned how to write a
letter.
In this lesson we've begun a new unit.
3. We'll finish this next time.
We'll continue working on thins chapter next
time.
Next lesson we'll listen to your
presentations.
4. That's all for today.
That will do for today. You can go now.
That will be all.
1. Please go out now.

Will you please go out.
Out you go now.
2. Take all your things with you.
Don't leave anything behind.
Don't forget your stuff.
3. Could you open the window for me,
please?
Straighten the desks.
Clear everything away.
4. Whose book is this?
Who does this pen belong to?
(Has) Anybody lost a key?
Saying goodbye
Making announcements
1. Goodtye, everyone.
1. Wait a moment. please!
See you (soon).
Just a moment/minute/second, please.
So long.
Hang on a moment/second.
2. See you all again on Tuesday.
2. I have something to tell you.
See you next class.
The next time we meet will be after the I have some announcements to make
holiday.
before you go.
3. Have a nice weekend.
Please pay attention.
Enjoy your holiday.
Enjoy yourselves.
- 75 -

Topic : Involving the learners
Materials :
Getting students to join in

Taking part
Taking turns
1. Can you all hear?

Can you hear all right/clearly/properly/OK?
If you can't hear, come a bit nearer/closer.
5. Has everybody got a pencil?

Have you all got a sheet of paper?
Has everybody got everything they need?
1. In turns.
Take it in turns, starting here.
One at a time, please.
2. Your turn.
You're next.
3. Who's going to start?
Who's first?
4. Who's next?
Who is the next one to try?
5. Who hasn't had a turn?
Who's left?
6. Not you again.
You've already had a turn/go.
7. Let's give someone else a chance.
Let someone else a turn.
Student choices
Working in groups
1. Who would like to do this?

Who wants to come out?
Who wants to come out and write that for
me?
2. Are there any volunteers?
Any volunteers to try the next one?
Is there anybody interested in helping me clear
up?
3. Which group do you want to join?
Which team do you want to be in?
Which topic would you like to take?
4. You can decide.
You can pick/choose.
1. Work in groups.
Get into groups. Three students in/to
each group.
I devide/split the class up into five
groups.
2. Find yourself a partner.
Work together with a friend/your
neighbour.
You two together, and you two, and
so on.
3. Could you join this group?
Could you work with Mikael today?
We need one more in this group.
4. Work on your own.
Work by yourself/yourselves.
Everybody work individually.
5. One of you is A, the other (one)
is B.
2. I'll speak a bit louder.

I'll speak up (a bit).
I'll try and speak more clearly/slowly.
3. Can you see all right?
Can everybody see?
Can you see the picture/board/screen?
4. Is that better?
What/How about now?
Any improvement?
- 76 -
Classroom etiquette
Birthdays and holidays
Wishes
1. What's the date today?

1. Bless you.
What's special about today?
2. Good luck!
What day/date is it today?
Best of luck!
2. Have a good holiday.
I hope you win/do well.
I'd like to wish you all a very happy 3. Well done!
holiday.
Good job!
Have a great vacation.
Thanking
Apologizing and not catching what someone has

said
1. Thank you.
Thanks for that.
2. Here you are.
Take this.
3. Thanks for your help.
It was very kind/nice/good of you to
help.
I (really) am very greatful for your
help.
1. Sorry.
I'm very/terrible/awfully/so sorry (about
that).
I (do) beg your pardon.
2. That's all right.
No problem.
3. Pardon?
I'm sorry. I didn't hear/catch what you
said.
Leaving the classroom.

1. Excuse me for a moment.
I'll be back in a moment.
I'll leave you to it.
2. Excuse me
Could you step aside, please?
Confirming and encouraging

Saying yes
Encouraging
1. Yes.
2. That's right.
Correct.
3. Excellent.
That's good/nice/great/brilliant/fantastic.
4. Well done.
Nicely done/read.
You managed very well.
1. Not quite right.

You're almost/nearly there.
You were almost right that time.
2. Have another try/go/look.
Do your best.
3. There's no hurry.
Take your time.
4. That's better.
I knew you could do it!
Saying no
Complaining
1. No. that's wrong.

Not really.
2. Could be.
It might be, I suppose.
3. You tried your best.
Don't worry about making mistakes.
1. Come on!
Try harder.
A bit more effort. please!
2. You can do better that this.
Is that the best you can do?
I know you're capable of better work.
- 77 -

Topic : Managing the classroom
Materials :
Managing the physical environment

Keeping the classroom comfortable
Keeping the classroom safe
1. Please put your things under your desk.

1. Phew! It's warm in here today.
Make sure your bags are under your seats,
It seems to be too hot/cold in here.
It's very warm/stuffy in this classroom. isn't please.
Move your bag so that no one can trip over
it?
it.
2. Open a window, please.
2. Please move the broken desk out of the
Could you open the door?
way.
3. Let's open the curtains.
Tuck your chair under the desk.
Please let the blinds down/up.
Don't lean back on you chair.
4. Please turn on the light.
3. Be careful! Look out!
4. What a mess!
Let's switch off/on the lights.
This looks really untidy!
5. That's better.
5. Put any rubbish in the bin, please.
How's that?
Get rid of that rubbish (on the floor),
That's the best we can do for now.
please.
Making space
Hands and guestures
1. We need to make some space.

Let's make a nice big space.
Each group needs its own space (to work
in).
2. Please find yourself a space.
Make sure you each have enough space (around
you).
3. Does everyone have enough room to
move?
Please leave some space for your neighbour as
well!
4. Please leave enough space for us to get
thgough.
1. Hands up, please.

Put your hand(s) up.
Please raise your hand.
2. Is your hand up?
That's it, hands right up if you know the
answer.
3. Don't be afraid to put your hand up!
Always the same hands up!
4. Hands down, thank you.
Thank you, hands down again/now.
Moving furniture
Moving around in the classroom.
1. Today we'll have a change.

Let's do things differently today.
It's time to change.
2. We need to move the desks.
We have to rearrange the desks today.
Please push your desks to the side.
3. Please help me move the TV stand.
I need some help with (moving) this.
Could you give me/him/her/us a hand,
please?
4. We have to put the furniture back.
Put the desks in their original rows.
Return the chairs to their refular places.
1. Sit down, please.

Take your seat(s).
Find yourself a seat.
2. Stand up.
Please stand by the door.
3. Come to the front.
Come closer/nearer to the
television/screen.
4. Go back to your seat.
Return to your own place, please.
Sit in your original/nomal seat, please.
5. Bring out your work,please.
Let's see what you have been working on.
- 78 -
Managing the learning environment

Different learner types
Giving instructions
1. Let's think about different ways of

learning.
Today we are going to do a
questionnaire.
2. What is your preferred learning
style?
3. Do you agree with the results of the
questionnaire?
Do you think the results are correct?
1. Please listen to the instructions.

I need to give you some more
instructions.
Listen so that you know what to do.
2. I'll just review the instructions.
I'll go over/through the instructions again/one more
time.
3. Did everyone hear what I said?
Did everyone catch that?
4. Are you with me?
Do you get the idea?
5. You'll find all the instructions on this
sheet.
I've written the instructions on the board.
Gaining attention
Coping with problems
1. There's too much noise.

What a (lots of) noise!
Keep your voices down.
2. Quiet, please!
Hush a bit/Silence, please.
3. Stay where you are.
Don't move.
Stand/Be still, please.
4. Look this way now.
Look over here.
Face the front and listen carefully.
1. Stop that.
That'll do (now).
No more of that.
2. Settle down.
(Let's) calm down (now).
Take it easy, everyone.
3. Behave yourselves!
Stop messing/fooling around.
No pushing/shoving/fighting!
4. Don't disturb the others, please.
Don't
distract/keep
interrupting
your
neighbour.
No cheating.
5. What are you doing?
What happening over there?
Get down from there immediately!
6. There will be trouble.
You will end up in trouble if you continue like
this.
How many times do I have to tell you?
Is there anything I should know?
Let's talk about what's wrong.
- 79 -
Using the classroom creatively

Playing games
Songs, rhymes, and chants
1. Let's play a game.

What about a spelling/rhyming/counting
game?
This is a game with
colours/numbers/letters.
2. Get into two teams.
We need two teams for this next game.
Make/split into two groups.
Let's devide into four teams.
3. Listen carefully to the rules.
Let me tell you the rules.
There are some simple rules to follow.
4. Are you ready?
Shall we begin?
5. It's your turn.
6. One point for this team.
A point for/to team A.
The first team with/to score tem points
wins.
7. Last question/go/time.
This is the last/final round.
1. It's time for a song.

Let's sing.
Now I have a new/pop song for you.
2. Do you know this song?
You might know/recognize this song.
Who
remember
how
this
song
begins/goes?
3. Repeat the words after me.
Try to say/sing the words after me.
Listen carefully to the
tune/melody/words.
Just listen the first time through.
4. Sing along with the recording.
All together.
We'll be singing without any
accompaniment today.
Acting out
Preparing and organizing displays
1. Let's act out this dialogue.

Now we can/shall act this conversation
(out).
How would you act this scene out?
2. Who wants to be the detective?
Who wants to play/read the part of
July?
You can read this part/the narrator.
3. You have five minutes to practise.
Let's rehearse.
Practise with the lines first.
4. Give yourselves a clap.
A big hand for the actors and actresses.
1. You are going to prepare a poster.

Your
task
is
to
produce
a
display/poster.
2. First decide what information to
include.
What are you most important points to
present?
3. Now try out different designs.
Play around with different designs.
4. Let's make the display.
Stick you poster up on the wall.
Using objects and realia
3. Look at it carefully.
Have a close look at it.
Just look, but don't touch.
4. How would you discribe this?
What is is used for?
1. I have something to show you.

Let's see what I have here.
What guesses are there?
2. I'll give you a clue first.
Let me give you some hints/clues.
- 80 -

Topic : Working with the textbook
Materials :
Using the textbook

Distributing
Checking
1. Give out this books, please.

2. Pass these handouts to the back.
Pass these handouts round/along, please.
One each, please.
3. You can keep these handouts.
They're for you to keep.
You can written on them.
4. One between two.
Could you share one worksheet between two?
Three copies for each table.
1. Has everybody got a copy?

Who hasn't got a copy?
Anybody without?
2. You will have to share today.
Could you share your book with Sara?
You can use/borrow my copy this
time.
3. Don't forget next time.
Don't leave it at home next time.
Remember it (for) next time.
Opening the textbook
Turning pages
1. Turn over the page.

1. Take out your books, please.
Next page, please.
Books out, please.
Let's move on to the next page.
Out with your books, please.
2. Now turn to page 57 in your
2. Open your books at page 49.
workbook.
Take out your books and open them at lesson 15.
I want you turn on to page 134.
Turn to/Look at page 29.
Turn on/forward three pages.
Finding the place
Closing and collecting
1. Have you found the place?

Do you know where we are?
Show hom where we are.
2. We're on page 27.
Page 96, everybody.
We're looking at the exercise on page 45.
3. You're on lind 24.
Not that line. The next/previous page 45.
Five lines further down/up.
4. Have a look at section 3, line 2.
(The)
third
section,
(the)
second
line/sentence.
1. Close your books.

All book closed, please.
2. Put your books away now.
Put your book in your desk.
3. Collect the books in.
Collect the sheets (up).
4. Hand you work in as you leave.
Lever your work in my tray.
Make sure you put your test in the
right file.
- 81 -
Using the basic text

Introducing a text.
Checking understading
1. Today's text is about rain forests.
1. Do you understand everything?
The
topic/subject
of
today's
text
is Is
there
anything
you
don't/didn't
football.
understand?
2. Let me tell you about the writer.
Anything not clear (to you)?
What do you know about the writer?
2. What is it about?
3. What kind of text is this?
What's this story/article/text (all) about?
Basic reading
Reading aloud
1. Read the text to yourselves.

Read the passage silently.
2. Check the new vocabulary.
Look up any new words in the
dictionary.
3. Try to answer these questions.
As you read, try to find answers to the following
questions.
4. Try to get the main idea.
5. What will happen next?
Can anyone guess/predict what will happen
next?
1. Let's read the passage aloud.
Looking at details
Checking vocabulary
1. Let's talk about this chapter.

Let's take a closer look at the text.
2. We'll look at some difficult points in the
text.
3. Look at the line 15 for a moment.
Look at the end of the very first line.
4. What's the Finnish for this?
What does this sentence mean in
Korean?
5. What' another way of saying this?
How else can you say the same thing?
1. Do you know the meaning of this
Read it aloud.
2. Who would like to begin?
Any volunteers to begin?
3. Another sentence, please.
On more sentence.
4. Stop there, please.
5. Go on reading, Elli.
(It's) your turn, Vera
word?
This is probably a new word for you.
2. Are there any questions on this
text?
Has anybody got anything to ask (about
this text)?
Are there any points you're not sure of/clear
about?
- 82 -
Mannaging exercises
Sitting an exercise
Writing and copying
1. Do the exercise in your notebooks.

1. Try exercese 6.
Let's go on to exercese number 3.
Use your exercise book for this.
2. This is the way we'll do it.
2. Copy this down in your notebook.
Watch me, first.
Take/put/get/write this down in your
3. The idea of this exercise is to practise asking exercise books.
questions.
3. Rewrite it at home.
Starting to check an exercise.
Going through the answers
1. I think you have had long enough on this. 1. What's the answer to number 1?
What have you put/written/got for
You all seem to have finished, so.
question 2?
2. Let's see how you did.
How does the first one go?
I wonder how you manage/did.
2. Can anybody help?
3. Let's go through this exercise.
Who would you loke to help (out)?
Can anybody give her a hand?
Let's check the answers.
3. Let her try it on her own.
Let's go over the exercise together.
Don't whisper the answer.
Put your hands up if you want to
answer.
4. Let's have a look at it together.
We can try this one together.
5. The correct answer is A.
'Never' is the correct/right answer.
Giving corrective feedback
Evaluating
1. Is that right?
Is/Was that the correct answer?
Are you sure about that?
2. Is there another way of saying it?
Try to put it in other words.
3. That's also possible.
That's another possibility.
4. That wasn't quite right.
That was almost right.
You made a small mistake.
5. Did anyone notice the mistake?
What's wrong with this sentence?
1. How did you get on?

How many did you get right/wrong?
2. Anybody with one mistake? Two
mistakes?
Hands up if you made more than three
mistakes.
3. Come and see me after the lesson.
- 83 -

Topic : Using technology
Materials :
Displaying information
Using the board
Managing the board
1. Please look at the board.

On the board you will find today's task.
Answer/Read the questions on the board/screen.
2. Come and write the answer on the board.
Come (out) to the board, please.
Come and underline/tick the correct answer/option.
3. Step aside so that everyone can see.
Move to one side so we can all see the board.
4. Is the sentence on the board right?
5. Remember to copy down the homework.
Note down the homework instruction. please.
6. It's in the top left-hand corner.
Loo at/in the bottom right-hand corner.
1. Would someone clean the board, please?

Is there/Can I have a volunteer to clean the
board?
2. The board eraser is here.
3. I need to add some information.
We neet to change/update/correct the date.
4. Can you change the homework page to
6?
Instead of/Rather than page 6, write 10.
5. Please don't wipe the date off.
Don't remove/get rid of the homework
(yet).
6. You'll need a whiteboard marker.
Use the whiteboard pens, please.
Preparations and problems
Presenting with projected wisuals.
1. I'll just plug the projector in.

Switch/Turn/Put the project on.
2. Can everyone read the transparency OK?
Is the picture/writing clear enough?
3. The writing needs focusing.
4. I'll move the projector.
I'll adjust the focus/mirror.
1. To begin with, there'll be a short

presentation.
Let's
begin
with
a
PowerPoint
presentation.
2. It's important that you follow carefully.
Watch carefully.
3. You don't need to take down notes.
Just watch and listen now.
4. I'll give you copies later.
You can collect copies at the end of the
lesson.
Discussing visuals
1. I have a poster here.
I have something to show you today.
Here is a
picture/illustration/diagram/chart/table.
2. I'll reveal it slowly.
I'll show you one picture/card at a time.
3. What can you see in the picture?
What is happening in the picture?
What different things/objects/people can you see?
What does it remind of you?
4. Any ideas?
Does anyone have any suggestions?
Say the first thing that comes into your
head.
- 84 -
Working in the language laboratory

Getting to know the equipment
Working independently
1. Today we will use the language laboratory.

2. Check that you equipment is working.
Make sure your equipment is in working order.
3. Look at the control panel in front of you.
4. There are a number of buttons.
You'll see a number of icons/symbols.
5. Use the button to move through the recording.
6. Please remember to rewind your tape.
1. Today we have a short dialogue to listen to.

2. You'll be able to work independently.
Listen to it as many times as you like.
3. Then there'll be a task to complete.
You'll then participate in a role-play activity.
We'll have an negotiation task to do.
4. I'll be monitoring you as you work.
Technical problems (1)

1. Is there a problem?
4. Is that any better?
Are you having difficulties?
Has that any difference?
What seems to be the
Is that an improvement?
trouble/matter/problem?
2. Please be patient.
5. Good, everything's working now.

OK, we can carry on/continue now.
Do/Try to bear with me.

3. Maybe I could try this.
Using a computer
Getting up and running
Technical problems (2)
1. Please turn your computer on.
1. Oh dear, the document won't print.
Press the on/power buttom on your computer.
2. Let's check the connection.
2. Wait for it to boot up.
3. Everything look OK.
3. Enter your username and password.
Everything seems to be fine/correct/as it should be.
4. Click OK.
4. I'm not really sure where the problem is.
Press/Hit return/enter.
It's difficult to say/identify what the fault is.

5. Let's ask the technician.
We'll have to wait until this is fixed.
- 85 -

Topic : Developing skills
Materials :
Working with the spoken language

Listening activities
Listening and repeating
1. Now we'll do a listening exercise.

I want you to listen to (a) part of a
conversation.
2. Before you listen,.
What could this dialogue/conversation be
about?
3. Now listen again and this time.
Fill in the missing words.
Listen and choose the most suitable
answer.
4. First of all, listen to the whold text.
Now you have five minutes to check it
through.
I'll read each section twice, with a short
pauce.
5. Listen and take notes.
Write a one-page summary on the basis of your
notes.
1. Let's listen to the conversation.

Now you'll hear the conversation.
You will hear the sentences on the recording.
2. Listen and repeat.
All together, repeat after the CD.
Everyone/everybody, say it after me.
3. All together now, please.
Let's say it all together.
4. Again, please.
One more time.
Let's try it again.
5. Louder, please.
Speak up.
6. Now just this group.
Let's begin with the girls.
Helping with pronunciation
Introducing speaking activities
1. How is this pronounced?

How do you say the next word?
Can you hear any/the difference?
2. Let's check your pronunciation.
Again, please, but watch your pronunciation.
Pay attention to the word stress/accent.
1. We'll do it like this.

I'll show you how/what I mean.
2. First I'll say it and then you can try.
Now you ask/make a sentence.
3. Would you rather work in pairs?
Discuss your choice with the person sitting next to you.
Moving towards free conversation
Running a class discussion
1. Let's talk about this picture.

Who is this man?
Where do you think he's going?
What will happen to him?
2. Can you explain how it works?
Tell me where you live.
Explain (to me) how to get there/use it/do
it.
3. Did you enjoy that activity?
Was that fun/interesting?
4. Which activity did you like best?
Which activity type do you prefer/like most?
1. Let's talk about the problem of.

Today we're going to have a discussion. The topic is.
Please think/talk about your ideas.
2. What do you think (about this question)?
What's you opinion on/of/about this subject/topic?
3. Why (do you think so)?
Can you support what you say?
4. Do you really think so?
Is that you honest opinion?
5. I'm not sure what you mean.
Could you explain what you mean?
6. Has anybody else anything to say on this?
Who agrees/disagrees with Elli/what Elli said?
- 86 -
Working with the written language

Reading activities
Revisiting the basic text
1. Answer the questions.

Read Chapter 3 and answer these questions.
Find answers to the following questions.
2. Let's look at the questions you prepared on this
text.
What answers did you find to your questions in the
text?
3. Fill in the blanks.
Find the right word for each blank/gap.
4. Match the questions and answers.
Find a picture to match each word.
Which picture goes with this sentence?
5. Rearrange the text.
Number the sentences in the correct order.
6. Use the text to complete the crossword.
Fill in the chart/table on the basis of the
text.
7. Think of your own title for the story.
Write another ending for the story.
1. Go through the text and underline the adverbs.

Highlight all the connectors in the text.
2. What does the word mean in this context?
What does this word mean here?
What dioes it refer to here?
3. Find a word meaning 'tired'.
Pick out the words that describe the countryside.
4. What's the corresponding noun?
What is the opposite of 'tall'?
5. How do you understanding this comment?
What is this a reference to?
Basic writing activities
Spelling, punctuation, and grammar
1. Have you all got something to write

with?
For this next exercese you'll need your pens
(out).
2. Now we'll do a writing exercise.
Copu out the true sentences.
Follow the example.
1. How do you spell giraffe?

Who knows how to spell it?
How is 'giraffe' spelt/spelled?
2. Spell it in English.
Use the English names for the letters.
3. Have you spelt it right?
Watch your spelling.
4. You need a comma here.
Check your punctuation.
5. What's wrong with this sentence?
Advanced writing
1. Write an essay on one of the following
topics.
2. First of all, let's brainstorm this
topic.
The first step is to decide what do include in your
writing.
3. Think about who will be reading you
work.
Who is the intended reader?
4. Try to make an outline.
Group your idea together.
5. Begin by drafting your essay.

Make a first draft.
6. Take time to review what you've
written.
Is the structure of your essay clear?
Does this make sense?
7. Check your
spelling/punctuation/grammar.
Remember to proofread your essay.
- 87 -
Developing academic and thinking skills

Defining and exemplifying
Describing processes and effects
1. How would you define identify?

Who can define a boranist?
2. What is a good example of a pollutant?
1. What happens first?

What is the first step/stage in this process?
What would be the next step?
In what order does this happen/occur?
2. What was the result of this?
What happened as a result?
Using statistics
Explaining and hypothesizing
1. How many per cent?

What was the total amount?
2. What changes have taken place?
What trend can you see?
3. What can we conclude?
What can you say on the basis of these
results?
1. Why does this happen?

How can this explained?
2. What's your hypothesis?
3. What if there is/was/were a pandemic? What
then?
Thinking critically (1)
Thinking critically (2)
1. What does the text say?

What are/appear to be the most
important points?
2. How did you react?
What new points raised for you?
3. What does the writer think?
What
opinion
is
the
writer
presenting?
4. Do you agree?
What is your opinion?
What do you agree and disagree with in
this text?
Do you share the writer's views?
1. What other opinions are there?

What alternative/counter opinions exist on this
subject?
What are the arguments for and against?
2. What is the solution to this problem?
How can we solve this problem?
What kind of solution are we looking for?
3. What's wrong with this theory?
What is the main problem with this
idea/theory?
4. How does this change your opinion?
Have you seen/looked at this issue in this light
before?
5. What more do you need to know?
Do you have all the necessary facts?
Do you need to find out more about this
issue?
Describing, classifying, and comparing

1. How would you describe national 4. How do they compare?
identity?
How do these two things/ideas compare?
Who can describe the landscape of Are these two things comparable?
Britain?
What does this remind you of?
2. How would you classify the different
viewpoints?
3. What's the difference?
How does Art Deco differ from Are
Nouveau?
- 88 -

()
()

( )
()
()
()
()
()
Stewart ()
Zoe ()
Nick ()
2009 English Training Textbook for

Elementary School Teachers
: 2010. 2. 12
:
: (062-227-3912)

Training Textbook

Uploaded by

Copyright:

Available Formats

You might also like

Training Textbook

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Training Textbook

Uploaded by

Copyright:

Available Formats

Class :

Teachers and Subjects

Time Table for Class A

Time Table for Class B

Time Table for Class C

1. Jack and the Beanstalk

2. We're Going on a Bear Hunt

4. Three Little Pigs

7. Willy the Dreamer

Everyday Classroom Routines

Involving the Learners

Managing the Classroom

Working with the Textbook

Enjoy English, Teach it with Joy!

Enjoy English, Teach it with Joy!

Find the words in a crossword puzzle.

Enjoy English, Teach it with Joy!

<Worksheet 2> Insect Bingo

Let's play bingo.

Enjoy English, Teach it with Joy!

butter, milk, eggs, syrup

Let's make pancakes.

I feel interested and confident in this activity.

Enjoy English, Teach it with Joy!

<Worksheet 1> Making Pancakes

Search the words

Write the words

Enjoy English, Teach it with Joy!

<Worksheet 2> Making Pancakes

Connect the pictures and the units.

Enjoy English, Teach it with Joy!

Subject : Physical Education 1

Keep these questions in mind.

the ball without dropping it?

2. Can you ______ your hands before catching the ball?

3. Can you clap under your leg before catching the

around before catching the ball?

Enjoy English, Teach it with Joy!

I feel interested and confident in this activity.

<Worksheet 1> Fun with Balls

Read the words and write the letters in the circle.

Word by Word Picture Dictionary, p. 108

Search the words.

Enjoy English, Teach it with Joy!

<Worksheet 2> Fun with Balls

Cut and play bingo game.

Enjoy English, Teach it with Joy!

Where do animals live?

I feel interested and confident in this activity.

Enjoy English, Teach it with Joy!

Where do animals live?

1. Why is a hole a good home for a mole?

Enjoy English, Teach it with Joy!

Fill in the blanks.

Write the answers.

Enjoy English, Teach it with Joy!

The Earth in the Palm of your Hand

1. Make a cylinder by rolling a piece of