First Class Likes and Dislikes
Level: Beginner-Intermediate
Aims: Get to know students by having them ask and answer questions on
likes/dislikes
Vocabulary:
like, dislike, love, hate, do you like…?, I like, I love, I don’t like, I
really don’t like, I hate
Steps:
1. If it’s your first class, introduce yourself and pass around the
birthday/email chart provided. It can be a good reference to help you
learn names and celebrate birthdays.
2. Play a warm-up such as “bumper to bumper (simply write a word on the
board, and the students have to think of another word that starts with the
last letter of the word you wrote, and so on)” while students pass around
the chart. Playing the game will keep them occupied.
3. Likes/Dislikes: Find out a little about your students. On a sheet of
paper have the students trace their hand. Demonstrate this on the board.
Inside each finger have students write a sentence about what they like or
dislike.
4. Student Introductions: After finishing, call on each student.
them to tell you something they like and dislike.
Ask
T: Hi! What’s your name?
S: My name is Park Sung Hee
T: Nice to meet you Park Sung Hee.
Can you tell me something you like? Something you dislike?
S: I like soccer. I dislike homework.
5. Game: Divide the class into groups. Have them think of group names
and write them on the board. Tell them you are going to play a game and
write, “What does (teacher’s name) like?” Each group must ask you
questions using the phrase, “Do you like___________?” If you answer,
“Yes, I like____”, give that team a point. If you answer, “No, I don’t
like________”, give zero.
They should not repeat any questions that other teams have used and they
should answer in unison within 10 seconds.
After a couple of rounds make the addition of love and hate.
double points or negative points to keep it competitive!
Example:
No.
1
2
3
4
5
“Yes, I love ____________.”
“Yes, I like _____________.”
“No, I don’t like _________”
“No, I hate _____________.”
Name
Email
Award
4 points
2 points
1 point
-2 points
Birthday
About Me
Level: Beginner-Low Intermediate
Aims: Students write about themselves, classmates introduce and talk
about one another
Materials: My Profile sheet
Vocabulary:
movie, subject, special, food, brother, sister
Steps:
This activity is good to use during one of the first few classes of the
year. Along with giving the teacher pertinent information about their
students, these profiles will also help teachers learn a little more about
their students’ personal lives.
1. Explain to students that they are going to write about themselves. In
order to assure that all students understand how to answer the About Me
sheet, go over the vocabulary used (i.e. MOVIE, SUBJECT, BROTHER,
SISTER, SPECIAL, FOOD).
2. Hand out the About Me worksheet to each student. As they are
working, walk around and provide assistance with ideas and spelling.
Inform the class that if they do not have an English name, or do not want
to have one, they can write their Korean name in English. The blank box is
where the students are to draw a picture of them selves.
3. Have the students share their papers with a partner. Next, have each
pair come to the front of the class and introduce one another.
For instance:
“This is Kyeoung-Ye. Her English name is Jane. Her favorite ….”
Have them share their pictures as well!
ABOUT ME
NAME:
ENGLISH NAME:
E-MAIL:
FAVORITE MOVIE:
FAVORITE FOOD:
BROTHERS/SISTERS
:
FAVORITE SUBJECT:
SOMETHING SPECIAL ABOUT ME:
At a Supermarket
Level: Beginner-Intermediate
Time: 45 minutes
Expectations: 1. Students will learn and use new vocabulary for locating
items in a supermarket.
2. Students will learn and use the sentence patterns, “Where
can I find the ….?” and “Where is/ are the …”
3. Students will learn how to respond when someone asks
where something is, by using the sentence pattern, “The
____ is/are in the _______.”
Materials:
Worksheets, and some candy or stickers for bingo winners
Vocabulary:
Bakery
Deli
Fresh Produce
Cash Register
Customer Service
Entrance
Aisle
Canned food
Dental
Cosmetics
Frozen food
spices
Procedure:
1. Teach supermarket sections and other new vocabulary.
2. Teach the sentence patterns, “Where can I find the…?” and “The
______ is/are in the ______.”
3. Have students complete review sheet. Then play review bingo with
the teacher asking the class, “Where can I find the ___?”
At a Supermarket
Study this supermarket map with your teacher and answer the
questions.
Practice finding food in the supermarket with your partner.
1.
Where can I find the eggs? The eggs are in aisle ___________________.
2. Where can I find the apples? The apples are in the _________________ section.
3. Where can I find the bread? The bread is in the ___________.
4.
Where can I find the sandwich meat? The sandwich meat is in the ___________.
5.
Where can I find the potato chips? The potato chips are in the _____________
and _________________ section.
6.
Where can I find the shampoo? The shampoo is in aisle
_______________________.
7.
Where can I find the ketchup? The ketchup is in aisle
_________________________.
8.
Where is the toilet paper? The ________________________________.
9.
Where _________________________? The __________________________
10. Where can _________________________? The _____________________
At a Supermarket Review Bingo
At a Supermarket
Teacher: “Where can
I find the _______?”
Students:
“The
_______ is/are in the
_______.”
*Write
16
store
sections, one in each
bingo square.
1.
2.
3.
4.
5.
6.
Deli
Fresh Produce
Bakery
Flowers
Chips/Cookies
Aisle 1
7. Aisle 2
8. Aisle 3
9. Aisle 4
10. Aisle 5
11. Aisle 6
12. Aisle 7
13. Aisle 8
14. Aisle 9
15. Aisle 10
16. Aisle 11
17. Aisle 12
18. Cash Register
19. Newspaper
20. Customer Service
By Roberta T. Stanley
At a Supermarket
Level: Beginner-Intermediate-Student
Time: 45 minutes
Expectations: 1. Students will learn and use new vocabulary for food and
for making food.
2. Students will review how to find things at the supermarket.
3. Students will learn and use sequence words such as,
“first,” “next,” and last.”
Materials:
Worksheets
Vocabulary:
Pot
Tomato sauce
Bowl
Plate
Fork
Knife
Spoon
Mayonnaise
Potatoes
Bell pepper
Salt
Beans
Bean paste
Black pepper
Garlic
Hot peppers
Cabbage
Onion
Crab
Carrot
Lettuce
Fish
Cucumber
Green onion
Procedure:
1.
2.
Teach new food and cooking vocabulary.
Have students complete the shopping lists and write in which
section of the store they will find the items.
3. Finally teach sequence words and have the students practice the
sequence words and new vocabulary by writing a recipe.
At a Supermarket
Food/Cooking Vocabulary
frying pan
pot
tomato sauce
bowl
plate
fork/knife/spoon
mayonnaise
potatoes
(green) bell pepper
salt
beans/ bean paste
black pepper
garlic
hot peppers
onion
crab
carrot
lettuce
fish
cucumber
toaster
clams
green onion
cabbage
Shopping List Activity:
Please write down what you need to buy at the
supermarket and in which section of the store
you will find the items.
A. You are going to make a delicious sandwich.
Food Name
Section of the Store
B. You are going to make some spaghetti.
Food Name
C. You are going to make
Section of the Store
some soup.
Food Name
Section of the Store
Make a Recipe
cook
요리하다
fry
튀기다
stir/mix
섞다
spread
펴 바르다
pour
붓다
Fin
더하다
자르다
ally
add
cut
you
will explain how to make a sandwich, spaghetti, or soup. Chose ONE.
First,
________________________________________________________
Next,
________________________________________________________
Next,
_______________________________________________________
Next____________________________________________________
________________________________________________________
Finally,
________________________________________________________
By Roberta T. Stanley
I’d Like to Buy a Vowel
Level: Beginner-Intermediate
Aims: Differentiate between long vowels/short, improve pronunciation
Materials: white/ black board
Vocabulary:
Alphabet, letters, consonants, vowels, pronunciation
Steps:
1. Explain to the students the breakdown of alphabet letters, consonants
and vowels. Further explain that there are two kinds of vowels - long and
short.
 Long vowels say their names
A = cake
E= bee
I = ice
O= orange
U= unicorn
 Short vowels do not say their names.
a = cat
e = egg
i = it
o = clock
u = umbrella
2. After writing the above sounds and words on the blackboard, ask
the students to say "long" or "short" for the vowel sound in each of the
following words.
Apple, Boat, Under, Eat, Day, Pig, Ten, Ice, Usually, After, Chicken,
Teacher, every, Open, Umbrella, Phone, Easy, Mom, Dad, April, Pen,
Baby
3. Short Vowel Game: Write the 5 short vowels on the board in a circle.
A
E
I
O
U
4. Divide the class into teams. Have a member from each team stand 2
meters away from the board. Say a vowel sound. The students should try
as quickly as possible to circle the correct letter to gain a point.
5. Call new students to the board and repeat the process. After they get
the hang of it, up the anty by saying a word containing a short vowel sound.
This is much more difficult for them to identify. Set a time limit or a
point limit for the teams to reach (ex: first 10 points).
6. Distribute play money to each team. Tell them that they are going to
play a game like hangman, except they must buy their vowels. Write a
simple phrase on the board similar to “Wheel of Fortune” or pre-write it on
a large piece of paper with each letter covered. Establish the order of
each team by rock, scissors, paper. Then, one by one each team must
choose a consonant or buy a vowel. They then have 10 seconds to guess
the phrase. If they guess correctly, reward them with more money, which
they can exchange later for a small prize!
Christmas Card
Level: Beginner-Intermediate
Expectations: 1. Learn Christmas vocabulary.
2. Learn adjectives.
3. Bring some Christmas cheer.
4. Have fun.
Materials: Sample Christmas cards, blank paper, scissors, glue, crayons,
markers, Christmas music, Christmas flash cards.
Vocabulary:
Rudolph, present/gift, candy cane, Christmas tree, stockings, angel, holly,
merry, joyous, peaceful, snowman, wreath, reindeer, bells etc…
Procedure:
1. First brainstorm Christmas vocabulary using a word web on the
2.
3.
4.
5.
white/black board.
Using Flashcards/pictures, go over Christmas vocabulary.
Next, teach adjectives. At first, just look for general descriptive
words. When the students are comfortable ask them to give
adjectives for Christmas. If they are not mentioned, introduce
merry, happy, joyous, festive, peaceful and any other pertinent
Christmas words. These are important for later.
Distribute sample Christmas cards for the students to look at.
Have them pay extra attention to what is written inside the card.
Have the class come up with possible Christmas card sayings and
write them on the board.
6. Give each student a sheet of paper. Have them make their own
Christmas card with a Christmas saying inside and a festive picture
on the front. Tell them they can use one from the board or make a
new one.
7. Have the students give the card to a teacher or a parent. I chose
to have them make it for a teacher in the school. This way I could
get some feedback on the cards and it adds some Christmas cheer
to your school which most likely lacks it.
Adaptations:
The cards can also be used as decorations for your classroom. You can
play Christmas music while the children are working, but expect to hear
many kids singing Jingle Bells. You can find sample cards on-line at
ivyjoy.com/printcards/christmascards.html.
For other levels? All levels of students can enjoy this.
older students will make marvelous cards.
BY CHRIS DEVISON
Some of the
Cube of Fortune
Level: Beginner-Intermediate
Expectations: 1. Review grammar patterns and new words
2. Work in team setting to determine answers
Materials: A Cube (template attached), timer, and white/black board
Vocabulary:
Any previously learned vocabulary or new simple words
Procedure:
1. Introduce the game “Cube of Fortune”. Explain that it is based on a
popular American television game show called “Wheel of Fortune”.
2. Split the class into two or three teams depending on the size
3. RULES:
A. Team 1 rolls the die.
B. If $100, $200, $300, or $400 is rolled, the team may guess a
letter (consonants only).
C. If the letter is in the puzzle, the team gets the money.
D. The amount of money is multiplied by the number of times the
letter appears in the puzzle (ie if the team rolls a $200, guesses
an “R” and there are 3 “R’s”, the team gets $600)
E. Next the team has 3 choices: they can roll again, buy a vowel, or
F.
G.
H.
I.
J.
solve the puzzle.
The team rolls until they guess a wrong letter or they roll “Lose
a Turn” or “Bankrupt”.
Lose a Turn = the next team rolls
Bankrupt = the team loses their money and the next team rolls
Vowels cost $50
A bonus of $400 is given to the team who solves the puzzle.
K. At the end of each round, each of the teams keep their money,
not like in the game show where only the winner keeps the money,
hence the bonus is given to increase the score of the team who
solves the puzzle.
L. The team with the most money at the end of class wins some
candy.
4. To start, draw blocks for each letter in the words of the puzzle.
5. Write the Alphabet underneath the puzzle and cross off the letters
as the students guess.
6. Play for 2 or 3 rounds at the beginning or end of a specific lesson, or
play for as long as the class goes.
7. Sample Puzzles:
A. Phrases
i.
WHATEVER(8) FLOATS(6) YOUR(4) BOAT(4)
ii.
READ(4) BETWEEN(7) THE(3) LINES(5)
iii.
SAVE(4) IT(2) FOR(3) A(1) RAINY(5) DAY(6)
B. People
i.
POLICE(6) OFFICER(7)
ii.
PROFESSIONAL(12) SOCCER(6) PLAYER(6)
iii.
BRAD(4) PITT(4) AND(3) ANGELINA(8) JOLIE(5)
C. Thing
i.
FRUITS(6) AND(3) VEGETABLES(10)
ii.
SCHOOL(6) SUPPLIES(8)
iii.
ARTS(4) AND(3) CRAFTS(6)
D. Place
i.
BASKETBALL(10) COURT(5)
ii.
FAST(4) FOOD(4) RESTAURANT(10)
iii.
NIAGARA(7) FALLS(5)
Adaptations:
For lower levels, allow them to guess any letter and not buy vowels. Some
students often had trouble with the concept of not being able to buy a
vowel until they had money, or not having to roll the cube if they wanted to
buy a vowel. For higher levels, increase the difficulty of the puzzle.
BY LESLEY SCOTNEY
Cube Template
Make using larger and heavier paper, like Bristol board. On each side
write one of the following: $100, $200, $300, $400, Bankrupt, or Lose A
Turn. Then cut along the outside edge of the template. Fold along each
of the lines, then put glue or tape on each of the small flaps and press them
against the side to make the cube.
Greetings
Level: Beginner-Intermediate
Aims: Learn different English greetings and practice dialogues
Materials: Greeting cards, dialogue cards, “Autograph Scavenger Hunt”
worksheets, tape
Vocabulary:
greetings, hello, hi, how are you?, how’s it going?, how are you doing?,
what’s up?, how have you been?, how’s it hanging?
Steps:
1. Introduction: Ask the students, “What would you say when you meet a
friend? Your grandmother? Your sister?” After coming up with a few
words and phrases, explain to the students that these are called
GREETINGS.
2. Explain the difference between FORMAL and INFORMAL greetings,
using examples. “How do you greet your classmates? Is it different from
how you greet your teacher?” This will not require much explanation since
there is a very clear-cut difference between informal and honorific speech
in Korean.
3. On the board, write FORMAL and INFORMAL in chart form:
FORMAL
INFORMAL
Place the greeting cards face down in front of the board. Have a
volunteer come to the front of class, pick a card and read it, and tape it in
the correct column. Ask the rest of the class if the greeting is in the
correct column. Have another student come up and do the same thing.
Continue until all of the greeting cards are correctly posted on the board.
Recite each greeting with the entire class.
4. Dialogue: Divide the class into groups of 4 and hand each of them a
“Greetings” dialogue. In their groups, have the students practice the
dialogue, taking on different roles. For instance, one student will be A and
another student will be B, and then they will reverse roles. Circulate
around the class and help with pronunciation and intonation. Next, tell the
students that they must now select two or three volunteers (depending on
the dialogue) from each group to come to the front of the class and
present their dialogues.
5. Autograph Scavenger Hunt: Provide each student with an “Autograph
Scavenger Hunt” sheet and explain the rules of the game.
Students must go around the class greeting one another and finding
students who can answer yes to each question on the sheet. The answering
student must sign the sheet of the student asking the question if they can
answer yes to the question. For instance, a student will say, “Hi, how are
you? Do you play the guitar?” If the student can play the guitar, they
must sign the student’s sheet. Also, a student can sign another student’s
sheet only once. Emphasize that they must greet one another before
asking the question. The winner is the first student to get signatures
beside every question.
“Greeting” Dialogues
A: Hi John. How you doing?
B: Not bad, yourself?
A: Pretty good. I’m glad we’re back at school.
B: Me too!
I love learning math, science and English!
A: It was nice talking with you. Take care!
B: You too!
A: Hello Mr. Kim. How are you today?
B: Hello Jeff. I am fine, thank you
A: That is great to hear.
It is very nice to see you again.
Goodbye.
B: Goodbye Jeff, and good luck in school.
A: Thank you very much Mr. Kim
A: Good morning father.
B: Good morning son. Did you eat breakfast yet?
A: No, not yet.
B: Okay, then wash your hands and eat before you’re later for
school.
A: Okay father, I’ll go right now
B: Good boy!
A: Good evening mother.
B: Good evening son. Have you washed your face and brushed
your teeth?
A: Of course mother!
B: Okay, then go to bed.
A: Okay mother, goodnight.
B: Goodnight son!
A: Excuse me, do you have the time?
B: Yes, it’s 10 o’clock
A: Thank you very much.
B: You’re welcome.
A: Have a great day.
B: Thank you.
You too.
A: Hello Mr. Smith. How have you been?
B: Great!
How about you?
A: Not too bad.
B: They’re great.
How are your children?
Thank you.
A: No problem, talk to you again soon.
B: Goodbye Mr. Park!
A: Hi Eric, what’s up?
B: Not much.
A: This is my friend Don.
B: Hi Don, it’s nice to meet you
C: Thanks, it’s nice to meet you too.
A: Well, it was nice talking to you guys.
See you later.
B: Bye!
C: Take care
A: Hi Alex!
Hi Greg!
B: Hi Jeff!
C: How are you doing Jeff?
A: Not very good.
I have a cold.
B: Oh no, I’m sorry to hear that!
C: Yeah, me too.
A: Thanks guys.
I’d better go to the hospital now.
B: Hang in there!
NAME: __________________________________________________
AUTOGRAPH SCAVENGER HUNT
GREETING:____________________ (e.g. Hi, how are you?)
DO YOU HAVE A PET DOG? ________________________
HAVE YOU BEEN TO ANOTHER COUNTRY?_____________
DO YOU LIKE ENGLISH?___________________________
CAN YOU PLAY THE GUITAR?_______________________
CAN YOU SING VERY WELL?________________________
DO YOU LIKE WRESTLING? ________________________
IS YOUR BIRTHDAY IN JANUARY?___________________
ARE YOU AN ONLY CHILD? _________________________
DO YOU HAVE A GIRLFRIEND/BOYFRIEND?
_______________________________________________
WERE YOU BORN IN SEOUL? _______________________
Greeting Cards
HELLO
HOW ARE
YOU?
HOW ARE YOU
HI
DOING?
WHAT’S UP?
HEY
HOW’S IT
GOING?
HOW HAVE
YOU BEEN?
GOOD
EVENING
HOW’S IT
HANGING?
Time
Level: Beginner - Intermediate
Expectations: 1. Students will be able to tell time in English.
Materials: worksheet
Vocabulary:
O’clock, quarter too, quarter after, half past, noon, midnight
Procedure:
1. Ask the students to count to 12. Next write the numbers 5, 10, 15,
20, 25, 30, 35, 40, 45, 50, 55 on the board and have the students
say the numbers as you write them.
2. Ask the students: What time is it now? (Example: It’s 2:20)
Ask the students how to say the time in Korean.
Explain that in English it means “two hours, 20 minutes”, but when
telling time in English we don’t say “hour” or “minutes”.
3. Draw four clocks on the board illustrating the times 10:00, 10:15,
10:30 and 10:45. Ask the students what each of the clocks says.
Explain that instead of saying “ten fifteen” we can say “quarter
after ten” and instead of saying “ten thirty” we can say “half past
ten”.
Explain:
___:15= quarter after.
___:30= half past.
___:45= quarter to.
4. Under each of the clocks drawn on the board write:
a) It’s ten o’clock.
It’s ten.
b) It’s ten fifteen.
c) It’s ten thirty.
It’s quarter after ten. It’s half past ten.
d) It’s ten forty-five.
It’s quarter to eleven.
5. Practice the times orally by group.
6. Next there are two activities.
Activity 1 (20 minutes)
Time Bingo
Activity 2
Worksheet
BY VANESSA REID
Adaptations:
For other levels? For a slightly smarter class you can teach “five
to/after”, “ten to/after”, “twenty to/after”, “twenty-five to/after”,
12:00am Midnight, 12:00pm Noon
Time Worksheet
10:00
(“It’s ten o’clock”) OR (“It’s ten”)
10:15
(“It’s ten fifteen”) OR (“It’s quarter after ten”)
10:30
(“It’s ten thirty”) OR (“It’s half past ten”)
10:45
(“It’s ten forty-five”) OR (“It’s quarter to eleven)
Look at the clocks and tell the time
It’s ________________________________________________
It’s _________________________________________________
It’s _________________________________________________
It’s _________________________________________________
It’s _________________________________________________
It’s _________________________________________________
Time Bingo
Use the following times and put them on your bingo card in any order you choose.
2:45
6:25
3:50
4:15
7:20
8:45
12:35
9:10
5:20
6:30
10:40
1:05
5:10
4:55
7:00
8:15
12:15
11:20
2:15
6:50
7:05
1:15
5:40
6:10
12:00pm 2:55
3:25
4:35
7:55
9:45
10:15
12:00am
“When” Questions About TIME
Level: Beginner - Intermediate
Expectations:
1. The student will use prior knowledge from the “Time”
lesson to answer questions.
2. The students will review and practice sentence structure.
Materials: Worksheet, white/black board
Vocabulary:
quarter to
quarter after
half past
wake up
go to sleep
meet friends
Procedure:
1. Begin by reviewing times from the previous lesson. Make sure the
student understand the two ways to tell time (“eight fifteen” OR
“quarter after eight”)
2. On the board there should be several questions written out:
What time is it now?
When do you wake up in the morning?
When do you eat lunch?
When is lunch?
Explain that the first question is very easy to answer. In a
complete sentence, the answer is simple “It’s ________”.
Next, model the answer for the second question, showing the
students exactly how to make an answer from the question:
When do youI wake up (in the morning) AT _____. Explain the
importance of the word “at” when answering a question about time.
3. Ask a student if he/she can answer the next question:
When do you eat lunch?
When do youI eat lunch at ______.
4. Explain that the last two questions have the same meaning, but use
different words. The fourth question has no “you” so the answer
won’t have “I”
When is lunch?
When lunch is at ______?
5. Explain the worksheet to the students and give it out.
6. Correct the worksheet at the end of class.
Adaptations:
To make the worksheet more difficult, simply change the times and
indicate that they have to answer using the more difficult way of tell time
(to/after/past)
EX six fifty = ten to seven
BY VANESSA REID
ANSWERING QUESTIONS ABOUT TIME
A: Match the following question to the correct answers:
A
B
C
D
When do you wake up in the
morning?
When does the movie start?
When is lunch?
When do you go to sleep?
___ Dinner is at six o’clock
___ School starts at half past eight.
___ In the morning, I wake up at seven.
I’ll meet my friends at quarter to
___ five.
E
F
G
H
When is dinner?
When is school finished?
When does school start?
When will you meet your friends?
Lunch is at twelve ten.
___ The movie starts at eight forty.
___ I go to sleep at half past eleven.
___ School finishes at quarter after
___ four.
B: Write all of the below times as numbers:
Example: six o’clock = 6:00
half past eight =
seven =
quarter to five =
twelve ten =
eight forty =
quarter after four =
half past eleven =
C: Answer the following questions:
1. When do you wake up in the morning?
________________________________________________________
2. When do you eat lunch?
________________________________________________________
3. When do you go to school in the morning?
________________________________________________________
4. When does school finish?
________________________________________________________
5. When do you eat dinner?
________________________________________________________
Dates
Level: Beginner-Intermediate
Expectations:
1. Students will review months, days of the week and ordinal
numbers.
2. Students will learn how to answer “when” question about date.
Materials: Mini dialogue strips, white/black board, (power point…not
necessary, but saves on board writing!), also, the teacher should know the
months of the year in Korean.
Vocabulary:
months
various holidays
days
ordinal numbers
Procedure:
1. Review months of the year. Show the students a list of the months
of the year using powerpoint. Sometimes they know a song about it,
so ask them to sing it. Explain that it’s easy for them to say the
months of the year in order, but it’s more difficult when they are
asked to translate. For example, ask a student what 이월 (ee weol)
is in English. The students generally need to take a few seconds to
think about it. As a short activity, all the students stand up and the
teacher will shout out random months of the year in Korean. The
student must answer in English, one at a time, starting by the
student’s number. Once a student has answered, he or she may sit
down.
2. Review days of the week using the power point. (This isn’t as
difficult as the months of the year, so it should only take a few
minutes)
3. Review ordinal numbers. Write “March 1” on the board and ask the
students how to read it. Nine times out of ten, they will say
“Marchee one”. Explain that with dates, instead of “one” they should
say “first”. Go through the other ordinal numbers. Certain things to
note are the spelling of 5th, 12th, 20th, and the numbers ending in –
one (21st, 31st, etc).
4. On the board there should be several question written:
What day is it today?
When is your birthday?
When is Christmas?
Underneath each question model the answers for the students:
Today is (day) (month) (number), (year).
My birthday is ON (month) (number), (year). [year is optional]
Christmas is ON (month) (number).
Explain the importance of the word “ON” when answering date
questions.
Ask for volunteers to answer some questions. (What day is it
tomorrow? When is your birthday? etc etc)
5. I recommend that after each stage of this lesson, the student write
down the information in a notebook because they will need it to
refer to in this lesson and following lessons.
6. Activity. There will probably be only 5 or 10 minutes left in class at
this point, so using the mini dialogue strips, ask for volunteer pairs
to come up and complete the dialogues.
BY VANESSA REID
A: When is your __________________________________?
B: My birthday is on _____________________________.
A: When is _____________________________________?
B: Christmas is on ______________________________.
A; When is _____________________________________?
B: Halloween is on ______________________________.
A: When is ______________________________________?
B: Valentine’s Day is on _________________________________.
A: When is _____________________________________________?
B: White Day is on ______________________________________.
A: When is _____________________________________________?
B: Black Day is on ______________________________________.
A: When is ______________________________________________?
B: 빼빼로 Day is on ____________________________________.
A: When is _______________________________________________?
B: New Year’s Day is on ___________________________________.
Date and Time
Level: Beginner - Intermediate
Expectations:
1. This lesson will combine the previous knowledge of questions
involving date and time.
2. Students will learn how to answer questions in complete
sentences.
Materials: Dialogue on powerpoint, worksheet, white/black board
Vocabulary:
appointment
choices
make an appointment
a few
Procedure:
1. Briefly review questions about date and time. Ask for a volunteer to
answer the following questions:
When do you eat lunch?
When is your birthday?
Review the use of the words “at” and “on”.
2. On the board write 2 examples:
Doctor’s appointment (Thursday, 3:30pm)
When is your doctor’s appointment?
My doctor’s appointment is on Thursday at 3:30pm.
Model the first answer on the board, and then ask for a volunteer to try
the second answer.
Final Exam (Dec 5th, 9:00am)
When is your final exam?
3. Practice more examples orally.
7.12/12pm/Lunch meeting (When is the lunch meeting?)
9.30/8:45pm/Movie (When is the movie?)
4.21/5:15pm/first date (When is your first date?)
4. Activity: Reading comprehension. Explain that the student will be
given a dialogue which they have to read and then answer questions
about date and time. Show the student the dialogue on the screen
and ask for 2 volunteers to read it. Ask the student if they
understand it. If not, explain or have your co-teacher explain. Give
the student the worksheet and emphasize that they must answer in
complete sentences.
5. Take up the worksheet.
Adaptations:
For higher level students, do not review the dialogue before giving to them,
simply ask them to read it and try to answer the questions.
BY VANESSA REID
Dialogue and Questions
Read the dialogue and then answer the questions.
(On the Phone)
A: Good Morning, Dr. Kim’s office.
B: Hi. My name is Sam. I’d like to make an appointment (예약하다) to see Dr.
Kim, please. Can I see him this week?
A: I’m sorry, Dr. Kim is very busy this week, but there are a few (몇 몇의)
choices (선택) next week – Tuesday at 3pm, Wednesday at 9:30am, or
Friday at 11am.
B: What is the date (날짜 요일) on Wednesday?
A: Wednesday is November 22nd.
B: I can’t come on Wednesday because it’s my mother’s birthday. I want the
appointment on Friday, please.
A: No problem! See you next Friday Sam. Have a nice day.
Questions
1. When is Sam’s mother’s birthday?
________________________________________________________
____________________________
2. When is Sam’s doctor’s appointment?
________________________________________________________
____________________________
3. What is the date on Tuesday?
________________________________________________________
_____________________________
4. What is the date on Friday?
________________________________________________________
_____________________________
Let’s Travel!
Level: Beginner-Intermediate
Aims: Practice simple dialogues about travel, identify different country
names, places and activities and create a simple personal dialogue
Materials: Map of the world, two worksheets, some pictures of famous
places and events
Vocabulary:
names of countries, languages, famous places and activities
Steps:
1. Introduce the subject of travel by talking about your decision to travel
to Korea.
2. Ask students to name some countries they know. Inquire if students
have been to another country.
3. With students, make a list and discuss different kinds of transportation
(bus, taxi, car, train, subway, ship, airplane, bicycle, truck, walking, rocket,
submarine, hot air balloon).
4. Make a list with students of people they might like to travel with
(mother, father, brother, sister, aunt, uncle, friend, guide, grandmother,
grandfather).
Some of the students’ suggestions will get good class
response, such as girlfriend, boyfriend, pet, movie star, etc.
5. Make a dialogue for yourself based on the practice dialogue, imagining it
taking place before you came to Korea.
Write it on the board.
For
example: Which country do you want to visit? I want to visit Korea. Who
do you want to go there with? I want to go there with my friend Annie.
What do you want to do there? I want to teach English at
---- Middle
School. If you want to go there, you need to study Korean hard.
6. Hand out the worksheet with countries, languages and places.
Ask each
student to draw a line from the country to a language spoken there and
then to a famous place of activity there. When they are finished, discuss
the correct answers.
7. Give students copies of the practice dialogue sheet and have them
practice the dialogues with a partner. Encourage more advanced students
to make their own dialogues.
First draw a line from the name of the country to a language spoken in that
country. Then draw the line to something that you can do in that country.
Korea
French
see a kangaroo
England
Korean
see the Rocky Mountains
France
English
see the Eiffel Tower
Canada
English
Spain
English
Australia
Germany
German
English
see the Thames River
go to Disneyland
watch bull fighting
go to Octoberfest
United States
#1
Spanish
come back home
A: Which country do you want to visit?
B: I want to visit England.
A: Who do you want to go there with?
B: I want to go with my mother.
A: What do you want to do there?
B: I want to see the Thames River.
A: If you want to go there, you need to study English hard.
#2
A: Which country do you want to visit?
B: I want to visit Canada.
A: Who do you want to go there with?
B: I want to go with my friend Julie Ann.
A: What do you want to do there?
B: I want to see the Rocky Mountains.
A: If you want to go there, you need to study English hard.
#3
A: Which country do you want to visit?
B: I want to visit the United States.
A: Who do you want to go there with?
B: I want to go with my grandfather.
A: What do you want to do there?
B: I want to go to Disneyland.
A: If you want to go there, you need to study English hard.
#4
A: Which country do you want to visit?
B: I want to visit Australia.
A: Who do you want to go there with?
B: I want to go with my friend Pat.
A: What do you want to do there?
B: I want to see kangaroos.
A: If you want to go there, you need to study English hard.
Phonics Fast Ball
Level: Beginner-Low Intermediate
Aims: Practice phonics and pronunciation, create words and have fun!
Materials: Alphabet letters, red, green, blue and yellow paper, tape, sock,
rice or beans, prizes (optional)
Vocabulary:
teeth, lip, tongue, top, bottom, letter, points, touch, throw, hit,
miss, count, try, stand, back
Steps:
1. Preparation: Print the alphabet letters (maybe 4 letters per A4 page)
then cut out. Glue them on colored paper accordingly (Red=4 points,
green=3 blue=2, yellow=1). Fill a clean sock with rice or beans to make a
beanbag.
2. Tape the letters on the board and have the students repeat after you…
“A”-a-apple, “B”-b-baby, “C”-c-cat, “D-d-dog, and so on.
Pay special
attention to difficult consonants such as F/P, V/B, L/R, Z and short vowel
sounds.
A good rule of thumb for the perpetually perplexing F and V sounds is to
have them bite their bottom lip. Conversely, when they practice the P and
B sounds, a short burst of air should escape (from their lips). You can hold
a piece of paper in front of your mouth to demonstrate the difference
between the two sounds (F/V=paper is still, P/B=paper moves). Have them
try as well!
The L sound should cause them to touch their top teeth with their tongue
and the R sound should be enforced by making them stick their lips out.
It’s good to test them with word combos such as reading/leading,
river/liver, rice/lice. To master the Z sound, have them align their top
and bottom teeth, making sure that they touch. Emphasize the “zzzzzz”
sound with words such as zebra, zoo, magazine etc. They seem to enjoy
the silliness of it all….
3. Now for the fun…. Divide the students into groups and have them choose
a team name. Indicate an area about 2 metres away from the board where
they must throw the sock. The object of the game is for them to make a
word by hitting the letters and adding the points indicated by the colour of
each letter.
Start the first round by telling them they must make a 3-letter word,
second round a 4-letter word and third round a 5-letter word. If they are
able, up the anti to a 6-letter word and have them make a full sentence
using that word.
Rules:
A) They must hit each letter of their word with the sock.
The order of the letters doesn’t matter (T-C-A =CAT).
B) They can have 3 misses.
C) They may not repeat any words already given by another team.
D) Each student from every team must participate at least once.
Expressions:
A) Please stand back.
B) Throw the sock.
C) Hit the letter.
D) Try again.
E) What is the word?
F) Count the points/ How many points?
Back to School Hello Kitty
Level: Beginner-Low Intermediate
Aims: Practice polite classroom
prepositions of place and directions
expressions,
body
parts,
colors,
Materials: handouts on white paper, scissors, glue, red, blue, green, yellow
and purple colored pencils or markers
Vocabulary:
color, cut, glue, nose, arms, feet, body, flower, head, bow, flower,
apple, school bag, red, yellow, blue, green, purple, parts, in, on top
of, under, in front of, right, left, Be careful, Pardon Me?, Excuse
me?, Can you repeat that?, Please, pass me the___, May I borrow
the___, I’m finished, What’s next?, Thank you, You’re welcome
Steps:
1. Preparation: Photocopy the cut-out Hello Kitty on white paper (one for
each student). The instructions handout can be used for each class, so it’s
best to make about 16 copies and place each one in a plastic sleeve for
longevity. Be sure that you have enough craft supplies for all the students.
For each group of 2 or 3, you’ll need a pair of scissors, a glue stick and
colored pencils or markers (about a dozen sets for the entire class).
2. Ask the students, “Who is Hello Kitty?” and “Where is she from?” Tell
them they are going to make a ‘Back to School Hello Kitty’. Hold up the
items that they will need and ask, “What’s this?” or “What are these?” or
“What color is this?” Finally, distribute the cut-out Hello Kitty and point
to each of the parts, asking the students to identify them. They can
match the parts to the scrambled words provided at the bottom of the
handout.
3. Complete the exercise: Before they begin, pre-teach or review some
polite classroom expressions that they should use when making the Hello
Kitty cut-outs.
A) Pardon Me? Excuse me?
B) Can you repeat that? One more time, please. Again, please.
C) Please, pass me the _________________.
D) May I borrow the ____________________.
E) I’m finished.
F) What’s next?
G) Thank you
H) You’re welcome
Depending on their level, you may also want to review prepositions of place
(in, on top of, under, in front of) and directions left and right.
Give a copy of the instructions to each group and ask one student to read,
while the other follows directions. If possible, have the reader turn their
back so that the other student can’t see the instructions. Step by step,
the reader should tell the other student what to do until the Hello Kitty is
complete. Limit their time to 15 minutes. When this is done, have the
students change places so that everyone has a chance to make one.
4. While they are doing the activity, walk around and make sure that they
are speaking English and not horsing around too much. When they appear
to be finished, call a clean up time and have them return the scissors, glue
and colored pencils. Make sure all of the scraps of paper are in the
garbage and send them on their merry way!










Color Hello Kitty’s nose yellow.
Color the apple red and yellow.
Color the school bag purple and green.
Color the body red.
Color the arms blue.
Color the bow red.
Color the flower white and yellow.
Do not color the face.
Do not color the hands.
Do not color the feet.
 Cut out all the parts.








Be careful!
Glue the feet under the body.
Glue the flower in the middle of the body.
Glue the right arm on the body.
Glue the left arm under the body.
Glue the head on top of the body.
Glue the bow in front of the right ear.
Glue the apple in the left hand.
Glue the school bag in the right hand.
What is it?
1. doby
_______________
2. wbo
_______________
3. mars
_______________
4. teef
_______________
5. folrew
_______________
6. dhea
_______________
7. ppael
_______________
8. cshloo gab _______________
What Do You Want To Be?
Level: High Beginner-Intermediate
Aims: Talk about dream occupations and identify what they do
Materials: card sized pictures of occupations, index cards with occupation
names on them, expression cards
Vocabulary:
Doctor, lawyer, police officer, teacher, fireman/woman, accountant,
farmer, photographer, banker, baker, nurse, veterinarian, carpenter,
dentist, judge, pilot, mechanic, barber/stylist, fisherman/woman,
butcher, priest, singer, actor, actress, librarian
I want to be a~, I’d like to be a~, I hope to be a~
Steps: Suggestion #1
1. Vocabulary: Explain the vocabulary words and write them on the board
or write them on index cards and tape them to the board. Divide students
into groups of 5 or 6. Then within the groups, divide them in half.
2. Word matching game: In the groups of 5-6, mix the occupation picture
cards and occupation names on the table. On the back of the cards there
should be a number for keeping points. Students will compete with the
other half of their group to match the word with the occupation. After
matching all the cards have the students exchange their matched cards and
count the other team’s score from the numbers on the back. Reward the
winners!
3. Say it aloud: Have one student read an occupation and let the class
repeat. Alternate students. After the students have gone through all
the occupations ask some simple questions like:
-Who works outside?
-Who works in a hospital?
-Who wears a uniform?
-Who works in a school?
-Who fixes a car?
-Who cuts hair?
4. Expression cards: On the board to the left of all the vocabulary words
place the expressions: -I want to be a~I’d like to be a~I hope to be a~
Read these aloud and have them repeat after you. Explain what they mean.
5. Chant: Start a chant by beating on the desk once, clapping and then
snapping your fingers. Get a 1, 2, 3 rhythm going. Then start saying in
rhythm “I want to be a~, I’d like to be a~, I hope to be a~.” Next,
chose an occupational vocabulary word. Go around the classroom till every
student has had a turn.
6. Worksheet: Have students unscramble the occupations on the worksheet
following.
------------------------------------------------------------------------------------Steps: Suggestion #2
1. Look at the “Jobs! Jobs! Jobs!” handout. The occupational vocabulary
has been taken directly from a middle school textbook, so students should
easily be able to identify them. Print out pictures from the Internet,
which represent each job and use them as flashcards to elicit vocabulary.
Practice the words in the “Listen and Repeat” list for pronunciation.
Emphasize the differences for plural words. Next, hold up a picture and
ask the questions in the “Look at the picture” column.
2. Make sets of cards (one for each group), using the 18 jobs highlighted
in the lesson. For each occupation there should be 2 cards in each deck, so
that they can make pairs. Play the card game in teams or 4 or 5 (rules on
the handout). Another option would be to make an “Old Maid” card and
include it in the deck.
Each player discards all of their pairs face down and offers their hand to
the player to the left who then takes one card and lays down any pairs that
may be formed. Play continues until one player is left with the Old Maid
card.
VOCAB SCRAMBLE!
1. ooctdr __________________________________
2. wyerla___________________________________
3. ffcerio__________________________________
4. eatcher__________________________________
5. nmairef__________________________________
6. tntaaccou_________________________________
7. rrmafe___________________________________
8. rphoogptpeha______________________________
9. kerban___________________________________
10. nianarvrteeri______________________________
11. pnetrerca________________________________
12. stentdi__________________________________
13. gdjeu____________________________________
14. ploti____________________________________
15. cinahcme_________________________________
16. fsihrenma________________________________
17. rchteub__________________________________
18. priste___________________________________
19. segnir___________________________________
20.bbearr__________________________________
21.rctao____________________________________
22.ssaetrc__________________________________
23.bilrarain__________________________________
Jobs! Jobs! Jobs!
1.
Listen and Repeat:
One
2. Look at the picture:
Two, Three, Four…
A scientist
Scientists
An actor
Actors
A teacher
Teachers
A pilot
Pilots
A dentist
Dentists
A waiter
Waiters
A police officer
Police officers
A musician
Musicians
A nurse
Nurses
A doctor
Doctors
An astronaut
Astronauts
A flight attendant
Flight attendants
A firefighter
Firefighters
A driver
Drivers
A cook
Cooks
An artist
Artists
A homemaker
Homemakers
A farmer
Farmers
3. Future Job:
a) What do you want to be?
*I want to be a ________.
What do I do?
*You are___________
What do you do?
* I am_____________
*We are ___________
What does he do?
*He is ____________
What does she do?
*She is ___________
What do we do?
*We are_________
What do they do?
*They are ______
4.
Card Game: Dealer starts

Give cards to everybody in your group, until they are all gone.

Don’t look at other students’ cards!!!

Choose any player and ask: ”Do you want to be a
________?”

If the other student has that job card, they say:
“Yes, I do” and give you the card.
If the student doesn’t have that job card, they say:
“No, I don’t” and the next student on your left plays.


When you get 2 cards the same, put them on the table in
front of you.
When everybody is finished, the student with the most cards
is the winner!
Interactive Story Telling
Level: Beginner-Intermediate
Aims: Familiarize students with a story, practice simple commands and
facilitate reading
Materials: picture cards, number cards, story
** Any story can be used for this activity
Vocabulary:
hunter, eagle, dove, duck (ducklings), bear, nest, food, forest,
basket, berries, berry patch, meal, woods, shoot, raised, turned
around, laughing, lonely, market, hunt, gun, crossed, filled
Steps:
1. Hand out copies of the number sheets and picture cards to each student
and have the students cut out the pictures.
2. Tell the students to glue the pictures onto the numbers using TPR (total
physical response). The pictures should be in order of appearance in the
story.
Example:
Put the 'hunter' on number 1.
Put the ‘forest’ next to the hunter on the right (and so on).
3. Elicit vocabulary from the students through the use of mime.
Numbers: one finger would mean number one (What picture is on #1?).
Pictures: mime the eagle with your hands (What number is the eagle on?).
Interchange between numbers and pictures (as quickly as possible) for fun!
4. When you feel students are ready, read the story using actions. Read
it a second time and have students follow along, looking at their sequenced
picture cards. When they hear a word that corresponds with one of their
pictures, they should shout out the number it is on. Ask “Wh” questions
for final follow-up.
The Hunter
One day a hunter went into the forest. He needed some food for his
large family. "What shall I shoot today?" he thought.
All of a sudden, a duck and her baby ducklings crossed his path. "I'm
sorry Mr. Hunter, but please don't shoot me. My little ones need me.”
The hunter thought, "Oh no!
very lonely and sad.”
I can't shoot her. All of her children will be
Just then, an eagle flew above.
Upon seeing the hunter he dove down,
down, down to his nest and his family. “Don't shoot me, Mr. Hunter! I
have a family.”
The hunter thought, “Then what shall I eat today?” All of a sudden, a
bear came up from behind the hunter. “So you want to eat someone, Mr.
Hunter? How about if I eat you?”
The hunter ran as fast as his legs could go. At a safe distance, he
turned around and saw the bear laughing. The hunter raised his gun,
but he could not shoot the bear.
"Don’t worry. I don't want to eat you, Mr. Hunter," said the bear.
“Why don't you look for some berries instead of killing the animals? I
know a wonderful berry patch.”
So, the hunter filled a basket with berries. He took them home and to
his surprise his wife was very happy. "They will make a wonderful
meal," she said. "And tomorrow we can go to the market together. We
can sell some of our berries.” “You don't need to go into the woods
with your gun ever again."
~The end~
1
2
3
4
5
6
7
8
9
10
11
12
Creative Writing
Level: High Beginner-Intermediate
Aims: Students improve their creative writing skills and practice using
certain words to create sentences in a logical order
Materials: “My Story” template, story cards
Vocabulary:
stories, traditional, creative writing
Steps:
1. Introduction: Begin by asking the class about some of their favorite
stories, old or new. Have the students share some of their favorites. If
students are shy or do not have any story favorites to share, ask them
about some traditional Korean stories such as ”The Disobedient Frog” or
“Sister Sun, Brother Moon”.
2. Instruction: Inform the class that they are now going to write their
own story as a class. First ask volunteers to generate 5 to 10 random
words and list these words in a small box on the board. With the help of
the class, use these words to create a short story. For example:
WORDS
- dragon
There was once a dragon who only liked to eat
kimchi. His best friend was a little girl named
Hyun-Hui. They loved to play computer games
- girl
- choco-pie
- computer
games
- kimchi
with each other, and they always had a great
time.
But on the dragon’s birthday, Hyun-Hui
gave the dragon a choco-pie instead of kimchi.
The dragon got very angry and ate the poor little
girl.
Read the story together with the class, and explain unfamiliar vocabulary
and expressions.
3. Small Group Activity: Break the students off into groups of 4, and tell
them they will now be creating stories of their own. Give each group a
copy of the “My Story” template and have each group choose 5 random
story cards. Inform the class that, just as in the story created all
together, all five words from their story cards must be used in their story.
Circulate the class to assist with grammar and spelling.
4. After all groups have finished their stories, have a student from each
group come to the front of class and read their story.
MY STORY
WORDS:
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
STORY CARDS
HAMBURGER
DRAGON
PC ROOM
CHINA
KIMCHI
ALIEN
SHREK
CANADA
PRO-GAMER
SOCCER
CRAZY
CHOCO-PIE
FAT
DOG
MONSTER
SEOUL
TAE-KWON-DO
SMELLY
GHOST
HOSPITAL
SWIMMING
MONKEY
TYPHOON
UFO
UGLY
PSYCHO
Fashion Lesson
Level: Intermediate
Time: Two 45-minute classes (1 hour preparing pictures).
Materials: Fashion pictures, colored pencils, sketch paper, writing template
Procedure:
1) Go through fashion vocabulary with students. Have students write
down a fashion category (for instance Hairstyle). Try and elicit
vocabulary that students already know.
Add any new
words/expressions. Have the students write down the vocabulary.
Hairstyle: Color- Black, Brown, Red, Blonde
Style- Straight, Long, Curly, Wavy, Short
Shoes: High heel, boots, platform, sandals, sneakers, slippers
Accessories: Earrings, ring, sunglasses, necklace, handbag/purse, bracelet,
necktie, bowtie, head/hair band, belt
Clothes: Blouse, Jeans, Dress, hat, jacket, skirt, pants, socks, stockings,
vest, uniform
1. After students have written down a category and the
accompanying words/expressions, reinforce the vocabulary by
showing students pictures of each item and have students
name each item off. (It is best to use a computer with a
projection screen, otherwise print off pictures)
2. Next have students get into groups of 3-4 and explain to them
that they will be designing a new school uniform (show a
picture of a fashion sketch)
3. Display and distribute Fashion presentation template. Explain
to students how to fill in template. Students must fill in the
template and show it to the teacher before sketching.
4. Distribute colored pencils and sketch paper when template is
finished.
5. After they finish, groups will present their sketches and
explain their designs (each student must present a section).
Fashion
Hair
Our model’s hair color is: ______________.
She has a _______________ hairstyle.
She is/is not wearing a ______________ hat.
Clothes
Top (shirt, jacket, blouse, vest)
For a top our model is wearing (a/an):
________________________________________________________
________________________________________________________
____________________________
Bottom (pants, dress, skirt)
On the bottom our model is wearing (a/an):
________________________________________________________
________________________________________________________
____________________________
Shoes
The shoe style that our model has is: ___________________________
Accessories
(Earrings, rings, necklaces, bracelets, handbag/purse, sunglasses)
Our model has (many/a few) accessories.
She is wearing (a/an)
_________________, ________________, and a ________________
BY Phil Griffith
Western Food
Level: Beginner - Intermediate
*** This lesson is meant to be a precursor to the Making a Menu lesson.
Many students already know the words for Western food, because it is the
name word in Korean.
Expectations: 1. Students will learn English names and spellings for popular
Western Foods.
Materials: Worksheet
Vocabulary:
Appetizer
(식욕)
salad
soup
garlic bread
Main Dish
(주식, 밥)
pizza
spaghetti
hamburger
steak
Side Dish
(반찬)
rice
French fries
vegetables
salad
baked potato
Dessert
(후식)
ice cream
cake
fruit
Drinks
(음료)
coffee
tea
cola
juice
etc.
Procedure:
1. Write the headings on the board (appetizer, main dish, side dish,
dessert, drinks) and ask the students if they understand. Next,
write the Korean words underneath.
2. Put the students into 5 groups and give each group a heading and 5
minutes to think of as many things as possible. One person from each
group should write the list on the board. **Many students will say
that fruit is a side dish or that juice is dessert, so this is a good
opportunity for some cultural learning. Make sure you tell the kids
about the “western” way.
3. After the brain storming, make a master list and practice the words
a few times.
4. Give the students the Word Search Worksheet.
5. If there is time left, make 2 or three teams and have a spelling bee.
Adaptations:
To make the lesson easier or harder, just add or take away vocabulary.
For advanced students, discuss what each of the dishes are made from.
EXAMPLE:
steak – beef and sauce
vegetables – corn, broccoli, carrots etc
BY VANESSA REID
Restaurant Food
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appetizer
cola
garlic bread
main dish
rice
black tea
dessert
green tea
vegetables
salad
cake
drinks
hamburger
steak
side dish
coffee
French fries
ice cream
pizza
soup
spaghetti
Making a Menu
Level: Beginner - Intermediate
Time: Two 45 minute classes
Expectations: 1. Students will apply previous knowledge about Western
food to a creative project.
2. Students will learn new adjectives describing food.
Materials: Worksheet, glue, scissors, markers, coloured paper, KoreanEnglish Dictionaries
Vocabulary:
Appetizer
Main Dish
Dessert
Drinks
(previously taught western food)
Side Dish
Procedure:
1. Review Vocabulary from the “Western Food” lesson.
2. Introduce the idea of making a menu for a restaurant. Give the
students the Menu Handout and read it together. In groups of 3,
students must think of a restaurant name (and possibly theme). They
should think of 4 appetizers, 5 main dishes (each with a side dish), 3
desserts and at least 5 drinks.
3. After the students have made their list, they must think of 2
adjectives to describe each dish (except drinks). EXAMPLE:
Spaghetti = super saucy spaghetti OR creamy seafood spaghetti.
4. Next, the students should think of prices for the food in Won or
Dollars.
5. Once the worksheet is complete and checked by the teachers, the
students can start creating their menu. Generally, the first period is
for the worksheet and ideas and the second period is for creation.
Adaptations:
To make this lesson for difficult (perhaps for a genius class), instead of, or
along with the adjective describing the food, have the student write a
description of what is in the food.
EXAMPLE
Creamy Seafood Spaghetti – noodles, cream sauce, vegetables, shrimp, crab
BY VANESSA REID
Making a Menu Worksheet
Restaurant Name:_______________________________
Appetizers
Adjectives
Price
1. _____________________
a)
b)
a)
b)
_________
a)
b)
a)
b)
_________
Main Dishes
Adjectives
Price
1. _____________________
(side dish):______________
2. _____________________
(side dish):______________
a)
b)
a)
b)
_________
3. _____________________
(side dish):______________
4. _____________________
(side dish):______________
5. _____________________
(side dish):______________
a)
b)
a)
b)
a)
b)
_________
Desserts
Adjectives
Price
1. _____________________
a)
b)
_________
2. _____________________
a)
b)
a)
b)
_________
2. _____________________
3. _____________________
4. _____________________
3. _____________________
Drinks:
_________
_________
_________
_________
_________
_________
How Does It Taste?
Level: Beginner-Intermediate
Aims: Learn how to describe and classify food by sampling real ingredients
Materials: food, box, spoons, toothpicks, blindfolds, handout
Vocabulary:
taste, tongue, sweet, salty, sour, spicy, bitter, soy sauce, ginger,
seaweed, red pepper, soybean paste, tea, vinegar, salt, sugar,
ginseng, yummy, yucky,
Steps:
1. Preparation: Put various samples of food in a box, so the students can’t
see what’s inside. The foods chosen should have obvious tastes (soy
sauce=salty, vinegar=sour, ginger=spicy, tonic water/coffee=bitter,
sugar=sweet). Gather about 2-3 samples of each taste, so that the
students don’t know what to expect!
2. Introduce taste as one of the 5 senses. Ask the students what part of
the body they taste with (the tongue). Hand out the worksheet and draw
the 5 taste columns on the board. Brainstorm foods, which fall under
each category. You can simply have them shout out possible answers, or
you can make flashcards and have them tape them on the board under the
correct category. Emphasize foods which are staples in Korean diet, such
as soy sauce, seaweed, soybean paste, red pepper, ginger, ginseng, green
tea etc. It’s good for them to know the English words for these things as
it may give you something to talk about in the cafeteria! Review the
words by calling out different foods and have them shout out the
corresponding taste, “How does kimchi taste?” You may also want them to
translate the more difficult words, “What’s soy sauce in Korean?”
3. Talk about the location of sweet, salty, sour and bitter taste buds on
the tongue. Have students fill in the giant tongue handout as a guide
(spicy is a combination of different taste buds, so it won’t be labeled). If
the students are unable to answer the location of each taste, have them
imagine eating different things, such as lemon, “Where do you feel the
taste of a lemon?”
4. Ask for 5 volunteers to come to the front (don’t tell them why).
Blindfold each of them as they stand in a line. Take out the box of
goodies and tell the students that they will have a taste test. They must
sample the food and answer:
What is it, how does it taste and where can you taste it on your
tongue?
One by one, spoon-feed them a small sample and have the class ask each
question. You could also do this in teams if you wanted to make it
competitive!
How does it taste?
Sweet
Salty
Sour
Spicy
Bitter
1. What is your favorite food?
My favorite food is__________.
2. How does it taste?
It tastes__________________.
3. Delicious food tastes yummy.
Awful food is yucky.
What is yummy? ______________ is yummy.
What is yucky?
____________ is yucky.
Where is it on your tongue?
SWEET, SALTY, SOUR, BITTER
(front, sides, middle, back)
Let’s Make a Sandwich!
Level: Beginner-Intermediate
Aims: Improve listening and speaking skills, experience new food and learn
new vocabulary words (can be modified for any recipe!)
Materials: bread, peanut butter, bananas, knives, plates, paper cups, paper
towel, 2 page handout, sentence strips
Vocabulary:
recipe, peanut butter, bread, banana, knife, plate, spread, cut, put,
need, share, enjoy, together, bite, garbage
Steps:
1. Preparation: Decide on how many students you are willing to feed. If
you want to give everyone a taste, budget for 1 sandwich per 4 students.
To feed a class of 32 students and make a demo sandwich, you will need 18
slices of bread, 1/4 jar of peanut butter, and 3 bananas. Provide a plate,
paper towel and knife for each group.
2. Hand out the worksheets provided. Tell the students they are going to
make peanut butter and banana sandwiches. Ask them what they need…
don’t be surprised if they answer, “Pickles!” The correct answer should be
bread, peanut butter, bananas, a plate and a knife. To demonstrate the
meaning of the vocabulary words at the bottom of the worksheet, simply
draw diagrams on the board or act out the verbs and have them guess.
3. Photocopy, cut and hand out the sentence strips of the recipe to each
group and ask them to put the strips in order. As they do this, they can
write the correct order of the recipe down on the back of their worksheet.
When they finish, collect the sentence strips so they can be used again.
4. Ask the class to read each step of the recipe out loud. Write their
answers on the board. When you are finished, ask each group to tell you
what the verbs are in each sentence and circle them on the board. Double
check to be sure that they understand all of the vocabulary by randomly
calling out words and having them say the equivalent in Korean. Example,
“What’s spread in Korean?”
5. Pull out your bag of goodies and find a clean surface to work on. Tell
the students you are going to make a sandwich first. Ask them again,
“What do I need?” Hopefully “corn” won’t be in their answer. Next, ask
each group to tell you a recipe step. While they are barking out the
orders, create the sandwich. When you are finished, give your demo
sandwich to the first group who finished the sentence strips (or gobble it
down yourself).
6. Ask one student from each group to come to the front. They must line
up and ask for one item using the phrase, “May I have____________” (to
divvy out the peanut butter, put a heaping spoonful in a paper cup). When
all the groups have what they need and are sitting down, allow them to
make the sandwich together while reading the recipe. Walk around and
ensure that they are speaking English and following directions.
7. While they are eating, you can ask some questions such as, “How does it
taste?” or “Do you like peanut butter?” etc.
8. When they appear to be finished, call their attention and ask them to
clean up. Write these clean up items on the board:
A) Wash the plate and knife.
B) Clean the desk.
C) Put your garbage in the garbage can.
We are going to make peanut butter and banana
sandwiches.
What do we need?
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________
Please write the Korean word next to the English word!
a) recipe
________________
b) peanut butter _________________
c) bread ________________
e) knife _________________
f) piece _________________
h) spread ________________
j) bite __________________
l) enjoy _________________
d)banana_______________________
e)plate ________________________
g)put__________________________
i)cut __________________________
k) share _______________________
m)together _____________________
Recipe: What do we do?
____ Share the sandwich with your friends.
____ Put the small pieces of banana on the peanut butter.
____ Finally, bite into the sandwich and enjoy!
____ Second, spread some peanut butter on one piece of bread.
____ Put the two pieces of bread together.
____ First, take two pieces of bread and put them on a plate.
____ Cut the sandwich into four triangles.
____ Next, cut the banana into small pieces.
Describing People
Level: Beginner-Low Intermediate
Aims: Students learn about physical descriptions and practice describing
people’s physical characteristics.
Materials: magazine or newspaper clippings (of people with diverse physical
characteristics), descriptive flashcards and various drawings of people.
Vocabulary:
describing, appearance, fat, skinny, ugly, pretty, handsome, tall,
short, strong, weak, gross, strange, tough
Steps:
1. Introduction: Show the class various pictures of people with different
physical characteristics, one at a time. These pictures can be taken from
magazines or newpapers, or drawings can be made on the board. One
picture at a time, ask the students, “What does this person look like?”
Brainstorm a few descriptions for each picture. Tell the class that what
they were doing was describing what people look like. Tell the class that
they will be describing what people look like today.
2. Vocabulary: Write the following words on the board:
FAT, SKINNY, UGLY, PRETTY, HANDSOME, TALL, SHORT, STRONG,
WEAK, GROSS, TOUGH, STRANGE (use only a portion of the board for
this)
Go over each of these words with the class, possibly using pictures to help
explain unfamiliar words (draw a picture of a man with a finger up his nose
to help explain the word gross). Stick a descriptive flashcard on the
board beside the vocabulary words. Ask the students to describe the
picture using the words on the board. For each picture, write the
descriptive sentence under the picture.
For example:
VOCABULARY
fat
skinny
ugly
pretty
handsome
He is short, fat and
She is tall and
tall
strange.
pretty.
short
strong
weak
gross
strange
tough
Continue with all pictures. Have the students recite the sentences after
finished.
3. Game: Have a student come to the front of the class. Prepare some
cartoon drawings of people, exaggerating some physical characteristics
learned today. With the student in front of the board, show only the rest
of the class the drawing. Now the student must draw the picture (which
they cannot see) using the descriptions given by the class. Once
completed, compare the original picture with the student’s drawing.
Choose another volunteer, and repeat the activity.
DESCRIPTIVE FLASHCARDS
Guess Who II?
Level: Beginner-Intermediate
Aims: Practice new vocabulary for describing facial features through a
listening and speaking activity on the board
Materials: white/black board
Vocabulary:
eye, glasses, nose, mouth, eyebrows, eyelashes, mustache, beard,
curly hair, straight hair, wavy hair, bald, circle, left (on the left),
middle (in the middle), right (on the right), big, small, cute, ugly, long,
short
Steps:
1. Pre-teach the vocabulary by presenting a poster of a face with
exaggerated features. Emphasize new words such as straight, curly, wavy,
bald, mustache, beard, eyebrows and eyelashes.
Add cheeks, chin,
forehead etc to your vocab list if they are high-level learners.
2. Show the students magazine pictures to further elicit vocabulary. Stand
on a chair and point to features on your face. Have students shout out
each feature. Reverse roles and have them stand up while you shout out
features.
3. Have the students try another TPR exercise.
Blindfold yourself and ask
them to give you drawing directions, modeling the phrase, “Teacher, please
draw your_______.”
When they are satisfied your self-portrait is
complete, take a look and see how ridiculous you look. Have the students
try and draw themselves using this technique if there is time.
4. The Guess Who Game: Divide the board into 9 large squares. Ask for
3 volunteers to stand in front of the board on the left, in the middle, and
on the right. Direct them to draw in the top 3 squares only. Give each of
them a marker or piece of chalk and tell them to listen very carefully to
your directions.
5. Give directions to the 3 students until they have completed 3 different
faces in the top 3 squares. Be sure to give different directions to each of
them
For example you could say:
"All three students, please draw a circle. The student on the left and
on the right, please draw wavy hair. The student in the middle, please
draw a bald head. The student on the left, draw a long, curly
mustache.
The student on the right, draw big eyes and short
eyelashes, the student on the left, draw big, ugly eyebows” and so on…
6. Repeat this listening activity with 2 more groups so that you end up with
nine slightly different and hilarious faces.
7. Give each face a male English name.
8. Tell the students that you are secretly thinking of one name… guess
who? To guess, they must ask you at least 3 questions such as, “Does he
have long curly hair?” You may only answer yes or no. After the 3
questions have been asked, have the students guess who he is. You can
play this in teams if the class is large and have them write their answer on
a sheet of paper and hold it up when you are ready for their answer.
Teams who guess correctly get a point!
Talking About Korea
Level:
Beginner - Intermediate
Expectations: 1. Students learn term “I am proud of….”
2. Students learn how to talk about their culture and how to
tell a foreigner about Korean things
3. Students reflect that their country is special in the
world
4. Foreign teacher learns more about Korea

Materials:
Blackboard, chalk (2-3 colours to differentiate ideas); Pictures of Koreana
things (go to fotosearch.com and search for “traditional Korea”). If you
are using this lesson for multiple classes, then laminate and get: Small dryerase markers (boardmarkers) for students to write with;
Stickers/candy as rewards for presenters and groups
Vocabulary:
Proud,
culture, today/nowadays/these days
Procedure:
1. Intro: Being a foreigner, I don’t understand many things about Korea.
My family is coming to Korea to visit me soon and I don’t know what
to tell them. Can you tell me something that is “Korean”.
 Give example as Kimchi, if students aren’t sure what you are
asking
 Stress that these things aren’t Canadian, aren’t American, aren’t
Japanese, aren’t Chinese
 Co-teacher can quickly translate if majority of students don’t
understand
2. Write answers on right side of board as they are said.
 As answers are given, students get excited and start yelling out
whatever comes to mind. Be sure to slow down and ask them to
clarify what it is they are talking about. Co-teacher can help if
student is having too much trouble, but the student should first
be given an opportunity to try to explain, and not depend on
translation.
 Encourage them to diversify their answers- foods, places,
performances, etc..
 If something like “탈 춤” (tal chum), that is more commonly known
to foreigners as “Korean Mask Dance” comes up, you could write
both on the board
 If students are shy and reluctant to answer, have everyone (or
one section of class) stand up and they may only sit down once
they have volunteered an answer.
3. Introduce “I am proud of ____________”, and get students to
repeat sentence using the Korean things they have listed
4. When a good-sized list is made, go to the opposite side of the board
and ask for words which describe these Korean things. For example
“hot/spicy/delicious/beautiful…”.
 If they need explanation of what sorts of words, explain that if
you speak to your family back in Canada and you tell them that
you ate kimchi, they may ask, “what is Kimchi”. You would
respond, “ Kimchi is…..”. The class will pipe in then.
5. When a good list is going, have the class separate into teams of 4-5
while you write the following speech on the board.
6. Go through the following speech, then use kimchi as an example and
have them fill in the blanks together:
This is __________.
It is very __________.
We_______(use, make, eat, play, do, wear…) it to/for _________________.
Today (요즘), ______________________________________.
I am very proud of our )_____________.
 Line 2: demonstrate that the words could come from the list on
the left side of board
 Line 3: give a couple of examples to demonstrate that there is no
one answer
 Line 4: stress the meaning of Today, nowadays, these days, and
that things are always changing in Korean culture. How is it
different today (ex: fusion food with kimchi; kimchi is exported;
foreigners eat kimchi….)
7. Have groups choose a picture of Korean things and to fill in the
speech on the back of the picture.
 Be sure to circulate with co-teacher to help them polish their
speech quickly with better grammar and the proper translations
of words.
8. Have one student present their topic and receive accolades and
stickers for their group, and an extra sticker or candy for
themselves.
9. Tell student at the end what a great job they did and explain to
them the importance of being able to describe their country to
foreigners and how to express their pride of their country, since
the future will only bring more foreigners to Korea and they will be
the first generation to see such cultural diversity in Korea. You can
also ask them specific questions about pictures not used.
Adaptations:
You can make this lesson as glossy or as basic as you’d like. In some
classes, I simply used black and white photocopies of pictures, while in
others I used large laminated colour photos, and brought small dry-erase
markers to write on them. They can simply hold the picture up, or you can
get the photo from the internet and show it on the TV screen or projector.
It works well either way. If you really desire to, you could stretch this
into two lessons by getting them to bring in ‘realia’ from home and make
their presentation larger.
By LANA LEHR
Making Telephone Calls
Level: Beginner-Intermediate
Aims: Familiarize students with common language used in telephone
conversations
Materials: One-sided dialogue handout
Steps:
1. Pre-teach new vocabulary and expressions.
There are examples in all
school textbooks, which you can refer to if needed.
Example:
<Hello. Can I speak to ________ please. (informal)>
Hello. May I speak to _________ please. (formal)
<Who's calling please? / May I ask who's calling, please?>
*Just a moment please.
*He/She’s not here at the moment.
*Can I take a message? May I take a message?
<Speaking.>
<Hi Sara. This is ________.>
*Do you want to….
*Can you……..
* Would you…..
<Thanks for calling. Bye>
*Take care
*Bye-bye
*Talk to you later
*See ya
2. Create simple dialogues for students to practice:
Easy:
A: Hello.
B: Hello. Who's calling please?
A: It's Jen.
B: Oh, hi Jen. How’s it going?
A: Good. What are you doing?
B: I’m studying. How about you?
A: Oh, I’m just cleaning my room.
Do you want to go to a movie tonight?
B: Sorry, I can’t. I have a math test tomorrow.
A: That’s too bad. Maybe next time!
Difficult:
A: Hello
B: Hello. May I ask who's calling please?
A: It's Su-mi.
B: Oh, hi Su-mi. Sorry. I didn't recognize your voice.
A: How have you been doing?
B: Not too bad. How about you?
A: Pretty good. Listen, Mark, would you like to come to my
place for dinner tomorrow?
B: Oh sure. That would be great!
A: Kathy and Brad will be coming too.
B: The more the merrier.
A: Great. We’ll see you at 6:00 then.
B: Sure. See you then.
A: OK, See you later.
B: Bye.
A: Bye.
3. Practice as one-sided dialogues. Students should work in pairs and have
only one written part (cut the handout in half). Note: In this activity,
listening is as important as speaking.
Let’s Talk!
Student A
Student B
A: Hello.
A: ________________________
B: _________________________ B: Hello. May I ask who's calling
please?
A: It's Su-mi.
A: ________________________
B:
B: Oh, hi Su-mi. Sorry, I didn't
___________________________ recognize your voice.
A: How have you been doing?
A: ________________________
B: _________________________ B: Not too bad. How about you?
A: Pretty good.
Listen, Mark, A:
would like to my place for dinner
tomorrow?
___________________________
B: _________________________ B: Oh sure. That would be great!
A: Kathy and Brad will be coming A:
too.
_________________________
B: _________________________ B: The more the merrier
A: Great. We’ll see you at 6:00 A:
then.
_________________________
B: _________________________ B: OK, see you later.
A: Bye.
A: ________________________
B: _________________________ B: Bye
Song-Sk8ter Boy
Level: Intermediate-Advanced
Time: 45 minutes
Expectations: 1. Students will learn a variety of vocabulary used in
everyday English.
2. Students will learn a variety of English expressions and
idioms including, “stuck up her nose”, “tag along”, “turned
down”, “missed out”, etc.
3. Students will improve listening by choosing the right
word. For example, “punk” vs. “funk”, “back” vs. “pack.”
Materials:
Avril Lavigne CD with “Sk8ter Boi”, song lyrics.
Vocabulary:
Obvious
Punk
Secretly
As well
Stuck up their nose
Have a problem with
Baggy
Good enough
Her head was up in
space
Come back down
earth
to Alone
Call up
Tag along
Stand
Crowd
Turned down
Worth
Missed out
Tough luck
There is more than Back stage
meets the eye
Studio
Procedure:
1. Listen to the song and circle the correct word. X2
2. Check answers as a class.
3. Teach all new words and expressions.
4. Practice singing song. X2 or x3
5. Answer students’ questions about the song.
"Sk8er Boi” by Avril Lavigne
He was a boy
She was a girl
Can I make it/kit any more obvious
He was a punk/fun
She did ballet
What more can I say
He wanted her
She'd never dell/tell -Secretly she
wanted him as well
But all of/olive her friends
Stuck up their nose/toes
They had a problem with his baggy
clothes
Obvious: 명백한, 명확한
Punk: a type of music and a
fashion style… punk style is skater
style
Secret(ly): 비밀스럽게, 말은 안했
지만
As well: too, also
Stuck up their nose: they acted
arrogant. They thought they were
better than him.
Have a problem with: don’t like
Baggy: too big / loose fitting
He was a skater boy
She said see you later boy
He wasn't good enough for her
She had a pretty face/pace
But her head was up in space
She needed to come back down to
earth
He
wasn’t
good
enough
for
her: 그는 그녀에게 좋은 남자는
아니었어.
Her head was up in space: She
was arrogant.
Come back down to earth: Stop
being arrogant.
5 years from know/now
She sits at home
Feeding the baby she's all alone
She turns on (the) TV
Guess who she sees?
Skater boy rockin’ up MTV
She calls up her friends
They already now/know
And they've all bought/got
Tickets to see his show/so
She tags along
Stands in the crowd
(She) looks up at the man that she
turned gown/down
He was a skater boy
She said see you rater/later boy
He wasn't good enough for her
Now he's a super star
Slamming on his guitar
Does your pretty face see what
he's
Slam(ing) on his guitar: play(ing)
his guitar very hard
See what he’s worth: understand
that he is (worthwhile/valuable) a
good man
worth? [x2]
Sorry girl but you missed
out/doubt
Well tough ruck/luck that boy's
mine now
We are more than just good
friends
This is how the story ends
Too bad/pad that you couldn't see,
See the man that boy could be
There is more than meets the
eye
I see the soul that is inside
He's just a boy
And I’m just a girl
Can I make it any more obvious
We are in love
Haven't you heard/bird?
alone: 홀로
(Rockin’ up: playing on)
Call up: to call on the phone
Tag along: join 같이 가다
Stand: 서다
Crowd: many people
Turned
down:
didn’t
accept/reject
How we lock/rock each others
world
You missed out:
You were
late. You missed something good.
Tough luck: unfortunate luck,
especially when you had a chance
to have something.
More than just friends: A
couple/ Boyfriend-girlfriend
too bad that: unfortunately
There is more than meets
the eye: “Don’t judge a book
by its cover.” Appearances
aren’t everything.
the soul: his heart 영혼, 정신
Haven’t you heard? Did you
hear?
Rock (each others) world:
make each other so happy.
back stage: behind the stage
at the concert 무대 뒤에서
studio: room for music / TV /
radio recording 방송실
I'm with the skater boy
I said see you later/rater boy
I'll be back stage after the show
I'll be at the studio
Singing the song we wrote
About a girl you used to now/know
I'm with the skater boy
I said see you later boy
I'll be pack/back stage after the
show I'll be at the studio
Singing the song we wrote
About a girl you used to know/now
By Roberta T. Stanley
translations by Na Yun-jeong
and
Map Lesson
Level: Beginner-Intermediate
Expectations: 1. Learn to give directions.
2. Students work in groups.
Materials: map handout,
Vocabulary:
Excuse me, Where is …? Go straight, turn left, turn right, past the XXX,
you will see the XXX on your XXX, if you get to the XXX you have gone too
far.
Procedure:
1. Teach the vocabulary.
2. Distribute handout.
3. Go through the first example with the students.
4. Have the students work in groups for the other 5 tasks.
Adaptations:
For other levels? If you’re students are brilliant, you can give all the
groups the same start point on the map and then pick an end point. The
first team to correctly write down a route (then putting their hands up)
wins.
BY BRENT POOLE
Start
End
1. Go straight for 4 blocks. Turn right. Go straight for 3 blocks. Turn left. Go straight
for 3 blocks past the church. You will see the big park. Turn right.
2. Go straight for 7 blocks. You will hit the park. Turn right at the school. Go straight
for 3 blocks.
3. Go straight for 4 blocks. Turn left. Go straight 4 blocks. Turn right and go 1 block.
4. Go straight for 1 block, turn right and go straight for 3 blocks. Turn right at the
park. Go straight for 2 blocks.
5. Go straight for 1 block, turn right and go 3 blocks. Turn right at the park. Go 1
block and turn left. Go 1 block and turn left. Go 2 straight for 2 blocks. Turn left on
Maple crossing blvd. Follow it until you reach Maple Ave. Turn left at the church. Go
straight for 3 blocks and turn left. Go straight for 3 blocks. You can’t miss it!
6. Go straight for 1 block, turn right and go 3 blocks. Turn left at the police station.
Go straight for 4 blocks. Turn right at the school. Go straight 1 block and turn left.
Go straight for 2 blocks. You will see the park. Turn left.
Seasons and Weather
Level: High Beginner-Intermediate
Aims: Students learn and practice talking about the seasons and weather
Materials: seasons flashcards, memory game worksheet
Vocabulary:
weather, season, spring, summer, fall, winter, sunny, hot, cool,
cold/freezing, raining, freezing rain, windy, humid/sticky, blizzard,
snowing
typhoon, thunderstorm, weather person
Steps:
1. Inform the class that they will be learning about seasons and weather
today. Introduce the topic by asking questions like, “What are the four
seasons? Which season is your favorite? Why?”
2. Activity: On the board, list the 4 seasons in columns:
SPRING
SUMMER
FALL
AUTUMN
Place the season flashcards at the front of the class in a pile face down.
Have a student take a card, and place it on the ledge of the board under
the season that they believe it belongs. Ask the student the reason for
their choice, and then ask the rest of the class whether or not they agree.
Continue with different students until all of the flashcards are used.
3. Now tie in the theme of weather by asking the class, “How can you guess
what season it is without using a calendar? How would I know it is winter?
What is weather? Give me some examples of weather.”
Under the four
season headings on the board, begin brainstorming different types of
weather that are associated with a particular season. Teach new vocabulary
if the students do not know certain types of weather (e.g. blizzard,
typhoon):
SPRING
sunny
raining
windy
cool
beautiful
SUMMER
hot
raining
humid/sticky
sunny
FALL
cool
raining
sunny
windy
typhoon
AUTUMN
cold/freezing
freezing rain
blizzard
snowing
sunny
4. Activity: Inform the class that they will pretend to be weather people.
Explain that a weather person is someone on television or radio that tells
about the weather. On the board, begin drawing a simple picture of a
weather scene, and have the class name the season. Next have the class
report the weather conditions in the drawing. Create a picture for each of
the four seasons.
Draw pictures using newly learned words in order to reinforce new
vocabulary. ( e.g. a picture of a blizzard or a typhoon)
5. Memory Game: Divide the class into pairs and put them into groups of
four (i.e. one group has two pairs). Give one pair in each group the summer
and winter pictures with the spring and fall questions, and give the other
pair the spring and fall pictures with the summer and winter questions.
Inform the class that some pictures are crossed out, which means the
person does NOT like that particular activity. Each pair will have 2 minutes
to study their pictures. Pair 1 will then give their pictures to pair 2, and
pair 2 will test their memory by asking them their questions. Remember,
they must keep track of the number of correct answers. They will then
switch, and pair 1 will ask pair 2 the questions. Find out which pairs got the
most correct answers, and congratulate the class champions.
SEASON CARDS
Silly Sentence Game
Level: Beginner-Intermediate
Aims: Students practice creating sentences using verbs, nouns and
adjectives.
Materials: Card set.
Vocabulary:
Words used in the card set
Steps:
1. Place the cards into three piles: an adjective pile, a noun pile, and a verb
pile. The first student will choose a card from one of the three piles (it
doesn’t matter which one). The student must now create a sentence using
the word on the card. If the student is able to make a correct sentence,
they may keep the card.
2. The next student will then choose another card from one of the three
piles, and must make a sentence using the word on their card. The student
can keep their card if they are correctly able to use the word in a sentence.
However, the student can also get the previous student’s card if they are
able to use both words in the sentence.
3. This continues, and a student can win any previously drawn cards if they
are able to make a sentence using those words in their sentence as well..
For instance:
Student 1: LITTLE – “I have a little brother.”
(Student 1 keeps the LITTLE card.)
Student 2: DOG – “That dog is very little.”
(Student 2 keeps the DOG card and the LITTLE card.)
Continue until all the cards are handed out. The winner is the one with the
most cards at the end.
Sample Card Set
ADJECTIVES
NOUNS
VERBS
tall
man
jump
short
woman
sing
nice
cat
sleep
mean
dog
dance
handsome
table
run
pretty
flower
read
ugly
fish
watch
old
bird
walk
new
car
cry
strong
teacher
smell
weak
student
study
cold
book
cook
warm
pen
fight
hot
computer
go
rich
police officer
stop
poor
dress
draw
angry
apple
eat
happy
pizza
drink
scary
bus
rest
skinny
hospital
hold
fat
mountain
fight
first
Seoul
taste
last
Canada
work
dirty
television
laugh
clean
airplane
ride
smart
baby
like
Paralanguage
Level: High Beginner-Intermediate
Aims: Use short sounds to show feelings
Materials: Worksheet that follows
Vocabulary:
Uh-oh, ah hah, Mmmm, tsk tsk, oops, ouch, shhh, uh-huh, humphf,
hah, huh-uh, whew, phew, hmmm, blah, blech, whoohoo,
Steps:
1. Introduction: In English there are many ways to express yourself using
grunts, moans and other simple sounds. Explain that you have noticed in
Korea people often make the occasional grunt, yeah yeah yeah, and uhhhh.
In English there are many ways to express oneself. Ask if they know any
sounds in English and write them on the board.
3. Paralanguage: Write paralanguage on the board and ask for a definition.
The actual definition is short sounds that are used to show your feelings.
Write the definition on the board and give an example. For example,
pretend you hurt yourself and yell ”Ouch!” Also, pretend you see a mouse
and yell “Aaaah!” and do a frightened movement like putting your hands on
your face.
4. Worksheet: Pass out the first worksheet and go through the list. Act
them out and if a student already knows what the word means, have them
act it out for the class. Give the students an example sentence for each
word and write it in the blank under the word. This way they will be able to
remember what it means. After describing and acting them out, break the
students into groups and assign them a word. Have each group come up with
their own sentence, which they will act out in front of the class.
Examples:
Uh-oh
Fear
Ah aha
Understanding
Mmmmm
Tastes good
Tsk tsk
Shame
Oops
Mistake
Shhh
Quiet
Ouch
Pain
Uh huh
Yes
Humphf
Angry
Hah!
Funny
Huh uh
No
Whew
Relief
Phew
Bad smell
Blech
Gross
Whoohoo
excitement
5. Pass out worksheet 2 and have the students match the paralanguage
words to the best phrase. After they have finished have them act out the
scenarios.
Paralanguage 1
“Paralanguage” means short sounds that are used to show your feelings.
For example, “Ouch” is used to express pain
“Ouch, I hit my finger with the hammer!”
What do these sounds mean?
Write the meaning and an example sentence for each word.
1. Uh-oh _________________________________________
sentence:____________________________________________
2. Ah hah! ________________________________________
sentence:____________________________________________
3. Mmmm_________________________________________
sentence:____________________________________________
4. Tsk! Tsk!_______________________________________
sentence:____________________________________________
5. Oops!__________________________________________
6.
7.
8.
9.
sentence:____________________________________________
Ouch!__________________________________________
sentence:____________________________________________
Shhh!__________________________________________
sentence:____________________________________________
Uh-huh_________________________________________
sentence:____________________________________________
Humphf!________________________________________
sentence:____________________________________________
10. Huh-uh________________________________________
sentence:____________________________________________
11. Whew!_________________________________________
sentence:____________________________________________
12. Phew!__________________________________________
sentence:____________________________________________
13. Whoohoo!_________________________________________
sentence:____________________________________________
14. Blech!__________________________________________
sentence:____________________________________________
PARALANGUAGE 2
You are thinking about something.
You are yelling at someone for doing
something bad.
You did something wrong and you are
going to be in trouble.
You dropped a heavy book on your
foot.
Your baby is sleeping and you want
everyone to be quiet.
You found out that you were right
and your friend was wrong.
You are eating a delicious piece of
cake.
You were eating lunch and you spilled
some food on your shirt.
You are talking on the phone and your
friend is talking a lot.
You get a test back from your
teacher. You needed 50% to pass.
You thought you failed, but you
realize that you got 53%.
You finally understand something.
Someone is giving you a massage and
it feels good.
Your parents are away for the
weekend and your friends want you
to have a party.
You are in the library trying to study
but people are talking.
Comparatives and Superlatives
Level: Intermediate-Advanced
Aims: Practice using comparatives and superlatives in proper sentences
Materials: “Card Sharks” game board, deck of cards
Vocabulary:
comparatives, superlatives, adjectives, rules, what, which,
(vocabulary found in the chart)
Steps:
1. Introduce comparatives and superlatives by explaining a few simple rules.
You will need your co-teacher to translate if your students are lower level.
Give examples: Adjective=big
Comparative=bigger
Superlative= biggest
Basic Rules:
A) If the adjective is short, we add “er” or “est.”
(soft= softer/ softest)
B) If the adjective is long, we put “more” or “most” before the adjective.
(expensive= more expensive /most expensive)
C) If the adjective ends in “y”, change the “y” to “i” and add “er” or “est.”
(funny= funnier/ funniest)
D) Some adjectives are different!
good= better/ best
bad= worse/ worst
2. To practice these rules and ensure that they know the meaning of certain
words needed for the following game, draw this chart on the board and have
them fill in the answers. You can put them into teams, have them answer
voluntarily or call on students randomly.
Adjective
Comparative
Superlative
big
smaller
funniest
quiet
expensive
heaviest
long
best
dangerous
spicier
bad
sweetest
funnier
later
high
lowest
3. Now, ask a few questions using these models:
*Which is bigger, a dog or a mouse?
A dog is bigger than a mouse.
*What is the biggest city in Korea?
Seoul is the biggest city in Korea.
Explain the difference between “Which?” and “What?”
* Which is used when asking to identify one thing among a small number of
possibilities. (Because it requires an adverbial phrase of comparison as a
response, a comparative adjective + the conjunction ”than” is needed.)
* What is used when asking to identify one thing among many possibilities.
(The response for this type of question is much easier. The students simply
have to repeat the question, replacing “What” with their answer.)
4. Once the students seem to understand the basic principals, they are
ready to play the Card Sharks game.
5. If they are not already in teams, have them sit in groups of up to 6
students.
6. Instruct them on the rules of the game:
A) All teams start with 10 points.
B) Answer “What” or “Which” questions correctly (in a full sentence)
together.
*The teacher or a student can read. You can also put the questions in a hat
and pass them around to each team to keep everyone involved.
C) Questions can only be read twice and then the students must answer
within 15 seconds.
D) If they answer correctly, they can choose one of 4 cards from the
teacher’s hand (3=3 points, 2=2 points, Ace=1 point, Joker=Card Sharks).
Card Sharks: Ever watch the old 80’s game show?
The team who answers correctly and picks a Joker, must wager their
existing points. For example, if they have 10 points, they can bet anything
from 1-10.
On a poster board taped to the wall, you should have a line of 5 playing cards
face down. Make little slots for the cards so that they can stand upright.
Keep a full deck of cards (minus the jokers) in your pocket. Shuffle your
cards and fill the 5 slots, being careful not to show the students. Turn over
the first card in line and call out the number. The students should predict
if the next card will be higher or lower than the previous one. If they
successfully turn over all 5 cards, they win the points they wagered. If not,
they lose those points and the cards are discarded and re-filled with new
ones. Be sure to write the order of the cards from highest to lowest on
2
the board below so they know the proper order.
(Lowest)
Ace, two, three, four, five, six, seven, eight, nine, ten, Jack, Queen, King
(highest)
Card Sharks Questions:
(Feel free to make the questions easier or more difficult if needed!)
1. Which is bigger, The Pacific Ocean or the Atlantic Ocean? (Pacific)
2. Which is sweeter, salt, sugar or water? (sugar)
3. What is the tallest mountain in the world? (Mt. Everest)
4. Which is easier, English or Korean? (Korean)
5. Which is heavier, gold or silver? (gold)
6. Which is funnier, a comedy a drama or a horror? (comedy)
7. Which is larger, Canada or the U.S.A? (Canada)
8. Which is dirtier, a pig , a dog or a cat? (pig)
9. Which is larger, China or India? (China)
10. Which is later, 8:45 PM or 9:45 AM? (8:45 PM)
11. Which is more dangerous, climbing a mountain or walking? (climbing..)
12. What is the smallest planet? (Pluto)
13. Which is taller, a giraffe or a horse? (giraffe)
14. Who is the tallest student in the class?
15. Which is spicier, curry or carrots? (curry)
16. What is the largest country in the world? (Russia)
17. What is the biggest city in Korea?
18. Which is quieter, an alarm clock or a watch? (watch)
19. Who is better at soccer, Koreans or Canadians? (probably Koreans..)
20. Which is earlier, 10:10 PM or 10:11 AM? (10:11 AM)
22. Which is bigger, Saturn or Jupiter? (Jupiter)
22. Which is more expensive, gold, silver or diamonds? (diamonds)
23. What is the largest animal? (the blue whale)
24. Which is longer, the Nile River or the Han River? (Nile)
25. Which city is hotter, New York or Sydney? (Sydney)
26. Who is older, me or your home room teacher? ________
27. Who is prettier, me or Ha Ri-Su? _________
28. What is louder, an airplane or the principal? (airplane.. hopefully…)
29. What is the biggest star? (the sun)
30. Which is faster, light or sound? (light)
For the last round, allow each team to wager whatever points they have
accumulated for a final “Card Sharks” showdown!
Oceans, Continents, Countries, Direction
Level: Intermediate
Time: 45 minutes-1 hour
Materials: Maps of: the World, Europe
Vocabulary:
Country names, border, beside, island, between, north, south, east, west,
beside, next to.
Procedure:
1) Write continents and oceans as headings on the board and have
students do the same in their notebooks. Check for understanding.
2) Ask students if they can name the 7 continents, (in English). Write
the continents down, under the heading as they are named off. Aid
with pronunciation. Do the same for the 5 oceans.
3) Give the students a map of the world (see attached) and ask them, (in
pairs) to locate and label the continents and oceans. Circulate and
help students.
4) Display map of the world (either actual map or from a projection
screen and go through answers)
5) Display a map of Western Europe that has the name of the countries
on the map. Point out the different countries, concentrating on
pronunciation.
6) Give students a map of Western Europe (with country names included).
Give students 5 minutes to study the map.
7) Take away the map and give students the same map of Western
Europe but this time with the country names excluded.
Students
must write in the name of each country.
8) After students are finished, go through answers with them.
9) Introduce vocabulary: Border, North, East, West, South, between,
beside, island.
10) Ask 10 questions students can answer using their map, (i.e. What
country is west of Spain?). Have students write down their answers.
Check answers.
BY PHIL GRIFFITH
Movie Description
Level: Intermediate
Expectations: 1. Students will learn the different movie genres.
2. Students will work co-operatively.
3. Students will write and speak about their favorite movies.
Materials: Movie Advertisements-one for each genre (can use actual
pictures but is best to use projection screen and computer), Korean/English
dictionaries, writing template, computer with Internet access (if possible)
Vocabulary:
Genre, Horror, Action, Comedy, Drama, Animation, Romance, Opinion, Non-,
Description, About, Main, Film
Procedure:
1) Arrange student into groups of 5-6 (Mix levels)
2) Have students write in their notes: “Types of Movies (Genre)” Explain
meaning of genre (have co-teacher assist)
3) Prompt students to come up with the main types of movies genres
(Comedy, Drama, Horror, Action, Animation, Romance, Romantic
Comedy etc). What is a funny movie called? What is a sad movie
called? What is a scary movie called?
4) Show examples of movies from each genre. Display movie poster ads
using a projection screen (Use recently released, popular Korean
movies as students will be most familiar with them as opposed to
western movies). As each movie ad is shown have students shout out
the genre.
5) Have students write down and answer the following questions:
-What is your favorite Korean movie?
-What is your favorite non-Korean movie?
-Who is your favorite actor or actress?
-What is the worst movie you have ever seen?
-In your opinion, who is the worst actor or actress today?
When students are finished ask for their answers.
6) Display and read a short description of film. With the information
given, students try and guess the movie. (See attached)
7) In groups, students create their own descriptions of a movie of their
choice (See attached). Explain any vocabulary they are not familiar
with. Teachers assist the groups. (Korean movies are ok)
8) One student from each group presents their description. Other
groups try and determine which movie it is.
Adaptations:
-Adjust the writing template according to groups skill level.
-Use fewer genres for less advanced groups.
-For more advanced students, have groups research and describe movies
they have never heard of.
By PHIL Griffith
Movie Description
This movie is a drama.
This movie takes place in Korea, during the Chosun dynasty.
The movie is about two clowns and the King of Korea.
The two poor clowns travel to Seoul and meet the King of Korea.
The King of Korea is crazy and he watches the clowns perform.
The king Loves one of the clowns and blinds the other clown.
The main actors are: Lee Joon-ki, Kam Woo-Seong and Jeong Jin-Yeong
1) Type of movie
This movie is a ___________ film.
2) Where and When
This movie takes place in, ______________, during __________
3) Main Characters
This movie is about a _____________
4) Describe the Movie
_________________________________________________
_________________________________________________
5) Main Actors
The main actors are ________________________________
POETRY
Level: Intermediate.
Expectations:
Students will practice their written English in a fun and creative atmosphere.
Students will also be able to practice and improve their descriptive
vocabulary. Poetry will allow the students to be creative and individualistic in
their writing habits.
Time: 1.5 Hours or two class periods (ideal for a camp lesson for Middle
School).
Materials:





Example acrostic and diamante poems on chart paper and in a book.
Chart paper/white board/blackboard.
Markers/pencil crayons.
Scrap paper for students rough copies.
Plain and color A4 paper for students’ good copy of finished poems.
Vocabulary: poem, poetry, diamante, acrostic, noun, adjective.
Procedure:
Part 1a)
 As a class read the examples of the acrostic poem and discuss the
structure of the poem. The first letter of each line spells a word.
The word is usually the title of the poem.
 Let the class know that they will be creating an acrostic poem of
their own for the end of class.
 Create an acrostic poem together on a subject offered by a volunteer.
Acrostic Example:
W hite snow falling down
I t’s cold outside
N ice and warm inside.
T oes are cold
E veryone drinks hot chocolate
R eady for spring to arrive.
Wonderful wolves
Outstanding
Large Dogs
Vicious
Excellent
Special Animals.
1b)
 As a class read through the examples of the diamante poem. Discuss
the structure of the diamante poem with the students. Make sure
they understand the parts of speech (adjective, noun, etc).
 Create a diamante poem together on a subject/opposite offered by a
volunteer.
Diamante
A diamante is a contrast poem written in a diamond shape. It starts with one
subject and changes half way through the poem. It follows this pattern:
Rules/Guidelines:
Line
Line
Line
Line
1: Noun or subject.
2: 2 adjectives describing the first Noun/Subject.
3: 3 words ending in –ing that describe the first Noun/Subject.
4: 4 words (the first 2 words are about the first Noun/Subject, the
second two words are about the Antonym/Synonym).
Line 5: 3 words ending in –ing that describe the Antonym.
Line 6: 2 words describing the Antonym/Synonym
Line 7: 1 Antonym/Synonym for the Noun/Subject.
Diamante Examples:
Rain
humid, damp
refreshing, dripping, splattering
wet, slippery – cold, slushy
sliding, melting, freezing
frigid, icy
Snow
Day
hot, bright
shining, learning, doing
school, work – home, relax
resting, sleeping, laying
dark, quiet
Night
Part 2a)
Students will write their own Acrostic poems using their own words or words
that are offered below:
Summer
Spring
Fall Winter
Nature
Flowers
Animals – tiger, elephant, panda bear, wolves…
Trees
Mountains
Vacation
Jobs – teacher, doctor, lawyer
Part 2b)
In pairs, students will also write Diamante poems using their own two
opposite subjects or they can choose from the ones listed below. (Students
should let the teacher know which two words they have chosen so that the
teacher can make sure they are opposites).
Sun/Moon
Earth/Moon
Cat/Dog
Spring/Fall
July/December
Inside/Outside
School/Home
School/Vacation
Work/Play
Mountain/Valley
Love/Hate
Student/Teacher
Students will do a rough copy of their poems and bring them to the teacher
to look over before they will be allowed to write their poems final draft on
good paper. They can decorate the page with their poem on it.
BY Carol Ann Murphy
SENTENCE RACE
Level: Intermediate - Advanced.
Expectations: Students will have to think quickly and make sentences by
appropriately placing nouns, verbs, adverbs, and adjectives..
Materials: Word print-out in envelopes, paper and marker or pen for each student.
Vocabulary: is written on the attached word sheet.
Procedure:
1) Review: noun, verb, adjective, adverb
Examples:
Noun (dog & kimchi): The dog ate the spicy kimchi quickly.
Verb (ate): The dog ate the spicy kimchi quickly.
Adjective (spicy): The dog ate the spicy kimchi quickly.
Adverb (quickly): the dog ate the spicy kimchi quickly.
Activity:
1) Divide the class into 3 teams.
2) Each team will get an envelope of identical words. Each student will
choose a word and have a few minutes to find its meaning.
3) Explain that the teacher will say a word and whichever student has that
word must make a sentence using it and write it on the “white board”
provided.
4) When the student is finished she will stand up and show her sentence to
the class.
5) Students will be rewarded points for correctness - Ten points for a
perfect sentence, 5 points for an OK sentence and 0 points of a wrong
sentence.
6) Remind the students that correct sentences MUST HAVE a PERIOD and
a CAPITAL.
7) Play the game a second time, but this time only reward points to the team
who is finished the quickest.
verb – 동사
noun – 명사
adjective – 형용사
adverb – 부사
BY Vanessa Reid
speak (v)
speak (v)
speak (v)
listen (v)
listen (v)
listen (v)
beautifully (adv)
beautifully (adv)
beautifully (adv)
trees (n)
trees (n)
trees (n)
dance (v)
dance (v)
dance (v)
earrings (n)
earrings (n)
earrings (n)
interesting (adj)
interesting (adj)
interesting (adj)
bored (adj)
bored (adj)
bored (adj)
elephant (n)
elephant (n)
elephant (n)
wave (v OR n)
wave (v OR n)
wave (v OR n)
calmly (adv)
calmly (adv)
calmly (adv)
angry (adj)
angry (adj)
angry (adj)
surprised (adj)
surprised (adj)
surprised (adj)
monster (n)
monster (n)
monster (n)
brave (adj)
brave (adj)
brave (adj)
happily (adv)
happily (adv)
happily (adv)
actor (n)
actor (n)
actor (n)
loving (v OR adj)
loving (v OR adj)
loving (v OR adj)
huge (adj)
huge (adj)
huge (adj)
class (n)
class (n)
class (n)
MATHEMATICS IN ENGLISH
Level: Beginner - Intermediate
Expectations: 1. Students learn the English terms for math functions they
are all familiar with.
2. Students review writing and speaking number words.
Materials: Worksheet (provided), flash cards (you’ll have to make them
depending on the level of your students).
Vocabulary:
Plus, times (multiplied by), divided by, equals, words for numbers 1-60.
Procedure:
1) Write the five symbols for plus, minus, multiply, divide and
equals on the board. Ask the students what they mean in
English and write down the words beside the symbol. Students
will fill in the blanks of the chart on their worksheet. They
usually know “plus” and “minus” but you will probably only hear
Korean words for the others. Also, teach them “multiplied by”
and “times”.
2) Write 4 easy math equations on the board next to the
terms and elicit responses from the students on how they
would say that equation (IE: 4x4=8 – “four times four equals
eight” The students will answer and you will write on the board
to give examples for the worksheet).
3) Give out the worksheet and have them complete it (This was
the first time I’ve ever seen my low levels so “on task”.)
4) Take up the answers with volunteers.
5) Play a game. The game is basically math drills, but in English.
Break the class up into two teams and have a person from each
team face off. Show them each a flashcard and the first one
to blurt out the answer IN ENGLISH wins BUT the winner also
must tell you the full equation in English. Then the winner goes
and picks someone else from this team to compete in the next
round.
Adaptations:
You could make this lesson for intermediate students by using more difficult
math equations to allow them to practice their large numbers. Many students
need help with knowing and understanding how to say larger numbers in the
hundreds and thousands (IE: 250x4= ).
By Carol Ann Murphy
WORKSHEET
ENGLISH MATHEMATICS
SYMBOL
KOREAN
+
더하기
-
빼기
X
곱하기
÷
나누기
=
는
ENGLISH
Examples:
1.
2.
3.
4.
4+5=9 “four plus five equals nine”
10-6=4 “ten minus six equals four”
3x5=15 “three times five equals fifteen”
12÷4 =3 “twelve divided by four equals three”
Write the following in sentence form with the answer:
20÷ 5=
________________________
4x5=
________________________
3x3=
________________________
12+3=
_________________________
20-4=
_________________________
60÷20=
_________________________