Industry expertise built for teachers who want to succeed — not just survive — in Korea.
Our Origin
ReadyKorea was founded by an industry veteran with 15 years of experience in native teacher recruitment and Gangnam/Daechi-dong academy management. We don\'t just match; we mentor our teachers to thrive in the competitive Korean education market.
Service Guarantee
100% free for teachers. Our fee is covered by schools, ensuring you receive your full contracted salary without any hidden deductions or surprises. Your financial security is our priority.
1. School posts a job→2. Expert verification→3. Listed on Job Board→4. Teachers apply
Real Teachers · Real Results
This is what 8 years in Korea can look like.
An anonymized story from a teacher who came through the platform — names changed.
SM
Sarah M.
🇨🇦 Canada · 8 years in Korea
The journey
Holley → Chungdam → ILE → Private Tutoring
₩10,000,000+ / month
private tutoring income after leaving ILE
"I started at a small hagwon, got rejected from ILE, and pushed myself into Chungdam — one of the toughest academies in Seoul. That one year changed everything. ILE called me back. After leaving, private students lined up. With an F-visa, nothing was holding me back."
#ILE#Chungdam#F-Visa#PrivateTutoring
Why Korea
Walk home at 2am. Save $800/month. Travel Asia on weekends.
Korea isn\'t just another "teach abroad" destination. It\'s the only place that combines world-class safety, 24/7 convenience, real savings potential, top-tier healthcare, and authentic K-culture immersion — all in one job.
🛡️
The 24/7 Safety
Korea consistently ranks among the world\'s safer megacities. Women walk home alone past midnight. Laptops left in cafes don\'t disappear. Children play outside unsupervised.
💰
Save While You Live
Free housing + low healthcare + bonus airfare. Most teachers save $700-900/month while still enjoying weekend trips to Tokyo, Busan beaches, or BTS concerts.
🌃
Live K-Culture Daily
Tourists watch K-dramas. You live them. Real BBQ at 11pm. K-pop pre-sale access. Hanok stays on weekends. Become fluent in Korean while you teach.
Most recruiters dump you in a hagwon and forget your name. ReadyKorea is different — John (15 years recruiting, taught in Korea himself) personally vets schools, prepares you, and stays in touch.
✓
Verified Hagwons Only
Every school manually screened. Hagwon Blacklist cross-checked. Real teacher references required before we send you any job.
📚
162 Lesson Plans Free
K1 to G6 complete curriculum. Cambridge YLE-aligned. Phonics·Reading·Sight words·Songs. The competitor recruiters don\'t do this.
🤝
Real Support, Not Email Spam
1:1 video call with John before signing. ARC·banking·SIM card support on Day 1. KakaoTalk available throughout your contract.
★ Exclusive · Coming Q1 2026
AI Teaching Resources — built for English kindergarten teachers.
No other Korean recruiter has this. While you\'re settling in, our AI assistant generates lesson plans, worksheets, flashcards, and parent letters tailored to your students\' level — saving you 5+ hours/week.
🤖
AI Lesson Plan Generator
Input topic + age + minutes. Get a fully-structured 45-min lesson plan with Hello song · warm-up · activity · worksheet · goodbye. Coming Q1 2026.
📝
AI Resume Optimizer
Upload your CV. Our AI reformats it for Korean hagwon directors who scan in 30 seconds. Highlights your most marketable experience. Free for ReadyKorea teachers.
📨
AI Parent Letter Writer
Type 2 keywords ("today phonics + colors"). Get a polished English letter Korean parents love. Saves 15 min/day.
Try the early access — Resume Optimizer
Upload your CV. Get back an optimized version tuned to Korean English kindergarten hiring criteria within 24 hours. Free for the first 100 sign-ups.
Four production-grade AI tools, organized by lesson phase. Built for English teachers in Korean academies who want to operate at premium efficiency without sacrificing teaching quality.
"AI buys the teacher time. The teacher uses that time to win the student's mind."
−70%
Lesson prep time
Average reduction across the 4-tool stack — measured against unaided prep.
4 min
Per parent report
Automated bilingual formatting, rubric-aligned, per student — down from 30 minutes.
3 levels
Differentiation
Every worksheet auto-generated in below-grade, at-grade, and above-grade versions.
The 4-Tool Stack
One tool for every phase of the lesson.
Each tool below is mapped to a single job in the teaching workflow. Master all four and the full prep ➔ teach ➔ evaluate loop runs without the usual evening grind.
01
Pre-class ➔ Lesson Plan Design
MagicSchool.ai
magicschool.ai
Pre-class
Lesson plan design + leveled worksheet generation.
Generates full lesson plans aligned to YLE / CEFR / Cambridge frameworks from a one-line topic. Produces matching worksheets in unlimited difficulty variants.
Primary outputs
40-min lesson plan with objectives, vocabulary, procedure
Below-grade / at-grade / above-grade worksheets
Cultural-context adaptation for Korean classrooms
Assessment rubrics aligned to learning objectives
02
In-class ➔ Student Engagement
Curipod
curipod.com
In-class
Real-time student engagement via polls, quizzes, open-ended responses.
Interactive slide decks where every student responds on their device. The teacher sees aggregated answers in real time and adjusts mid-lesson.
Primary outputs
Live polls and quizzes
Drawing and open-response slides
Whole-class participation tracking
Mizou
mizou.com
In-class
1:1 conversational English practice with an AI character.
Each student converses with a teacher-configured AI character at their own pace. The teacher reviews full transcripts after class. Suitable for in-class practice or take-home.
Chrome extension that grades student writing against custom rubrics and drafts parent-facing reports. Outputs are review-and-edit ready — the teacher remains the final editor.
Real questions from teachers on the ground in Korea — vetted answers from John (15-year recruiter) and the ReadyKorea community.
Verified accounts only. No spam, no recruiter ads.
4
Featured threads
EN+KR
Bilingual replies
24h
First reply target
Soon
Open registration
Top featured posts
All · Sorted by relevance
Contract
How to Spot Contract Red Flags Before Signing
by John · 6 min read+
Most foreign teachers in Korea sign their contracts in under 10 minutes. That's a mistake. Here are the seven clauses that separate a survivable year from a contract you'll spend the next 12 months fighting.
1. The "split shift" trap
If your contract says "teaching hours: 9am–1pm and 4pm–8pm," you have a split shift. That's a 12-hour workday with a 3-hour unpaid gap. Some teachers love it. Most regret it after month 2. Negotiate it out before you sign — or know you're accepting it.
2. "Other duties as assigned"
This clause is legal — but it's also the loophole through which weekend retreats, parent calls at 10pm, and unpaid open classes enter your life. Ask for a specific list of duties as an appendix.
3. Severance (퇴직금) language
Korean labor law requires one month's salary in severance after completing a 12-month contract. Some hagwon contracts try to write this out with phrases like "voluntary bonus" or "performance-based." This is illegal — but if you sign it, you'll be in arbitration to recover it.
4. Housing terms
"Housing provided" means many things. Ask: who pays utilities? Is there a key deposit? What happens if I want to upgrade and pay the difference? Is the apartment within 30 min of the school? Get the answer in writing.
5. Vacation days vs. national holidays
Your contract should list both separately. Watch for contracts that count Korean national holidays (Chuseok, Seollal) as part of your "paid vacation" — that's not how it works under Korean labor law for E-2 holders.
6. The non-compete clause
Some hagwons add a 6-month non-compete that prevents you from teaching at another academy within a certain radius. This is mostly unenforceable, but it can complicate your next contract. Cross it out before signing.
7. The "early termination" penalty
What happens if you need to leave at month 8? A reasonable contract has a notice period (30–60 days). An unreasonable one demands you pay back airfare, housing setup, and a penalty fee. The latter is a yellow flag — sometimes a red one.
ReadyKorea verifies every contract before our teachers sign. Our vetting catches these seven flags in 24 hours. Free for ReadyKorea-placed teachers.
래디코리아는 강사가 사인하기 전 계약서를 100% 검수합니다. 7가지 위험 조항 24시간 내 확인.
Housing
Defeating Mold: A Guide to Korean Officetels
by John · 4 min read+
Korean officetels (오피스텔) are compact, modern, and notorious for one thing: mold. Black spots on the ceiling corner. Mildew behind the wardrobe. A musty smell that no air freshener can mask. Here's how to defeat it.
Why officetels mold
Two reasons. First, Korean summers are humid (often 80%+ in July–August). Second, officetels are built with reinforced concrete walls that don't "breathe" the way drywall does. Moisture has nowhere to go — so it condenses on cool surfaces (walls, ceilings, behind furniture).
The 5-tool kit (≈ ₩50,000 total)
Dehumidifier (제습기) — the single best investment. A small one runs ₩150K but pays for itself in 2 months of not buying replacement clothes.
Moisture absorber packs (물먹는 하마) — ₩2,000 each at Daiso. Place one in every closet, under the bed, behind the fridge.
Anti-mold spray (곰팡이 제거제) — Olive Young, ₩8,000. Spray on visible spots, wipe after 5 minutes. Wear a mask.
Bathroom ventilation fan — leave running 30 min after every shower. Most teachers turn this off and pay for it.
Furniture spacing — pull every piece 5cm away from the wall. The air gap matters more than you think.
The 3 prevention habits
Open windows 10 minutes a day, every day — even in winter.
Dry laundry outside the apartment when possible (rooftop, balcony, gym).
Keep dehumidifier set to 50% relative humidity. Empty the tank daily during monsoon.
If you find existing mold when you move in: photograph it, send it to your director within 48 hours, and ask in writing who is responsible for remediation. This is a tenant-right issue under Korean law — and the answer is almost always your employer if it predates your move-in.
Culture
Essential Korean Workplace Etiquette for Hagwon Teachers
by John · 7 min read+
You can be the best teacher in the building and still get a bad reputation in your hagwon if you miss the cultural cues. Here are the seven that matter most — none of them are obvious from outside Korea.
1. The 인사 (greeting) is non-negotiable
Walk past the front desk in the morning without a clear "안녕하세요!" and a head bow? You've already started the day on the back foot. Greet every staff member — the receptionist, the cleaner, the security guard — every day. It is the cheapest professional asset in Korea.
2. Hierarchy is real, but kindness is universal
You will be told who is your senior (선배) and who is your junior (후배). This affects how you address people, who pays for coffee, and who initiates meetings. But none of it overrides basic respect. Treat the cleaning ajumma the same way you treat the director.
3. Lunch is not optional
If the staff eats lunch together, eat with them — even if you brought your own food. Eating alone in a Korean workplace signals "I don't want to be part of this team." If you genuinely need solo time, take it on Mondays only and explain it once.
4. The 회식 (work dinner) protocol
You will be invited. You should go to at least the first round. Pour drinks for seniors with two hands. Receive your own drink with two hands. You don't have to drink alcohol — "I'm on antibiotics" or "I have a medical reason" is universally accepted. But you do have to show up and participate.
5. Parents are customers — but you are the expert
When a parent calls to complain about a grade, your director will expect you to (1) listen without defending, (2) apologize for the upset, and (3) propose a specific next step. Never argue. But never agree to lower your standards either. The phrase to learn: "I understand. Let me think about the best way to help [child's name]."
6. The unwritten dress code
Korean hagwons are more formal than most foreign teachers expect. Jeans are usually fine in summer. Shorts almost never. Sleeveless tops never. Visible tattoos: depends on the hagwon — ask. Open-toed shoes on women: usually fine. On men: never.
7. The "give an inch, lose a foot" rule
If you arrive 5 minutes late once, no one says anything. Twice, someone notices. Three times, you have a reputation. The reverse is also true — arriving 10 minutes early consistently builds you more capital than any single act of overtime. Koreans value the pattern, not the gesture.
The shortcut: watch the most respected senior Korean teacher in your school. Copy 80% of what they do publicly for the first 60 days. You'll skip months of learning.
Visa
E-2 Visa Checklist for US Citizens (2026 Updated)
by John · 8 min read+
The 2026 E-2 process is mostly the same as 2025. Sealed paper transcripts are no longer required by Korean consulates — if a recruiter still asks for them, verify with your consulate first.
For the complete apostille checklist, official MOJ form downloads, and nationality-specific document requirements, see our E-2 Visa Hub — document lists are not duplicated in forum posts.
The honest 2026 timeline (planning baseline)
Document prep + apostille: 4–12 weeks — FBI federal apostille mail queues are the bottleneck, not the background check itself.
School VIN application: 1–3 weeks after your originals arrive in Korea.
Consulate stamping: ~5 business days after appointment — book via the 365 Overseas Korean Portal.
After arrival: MOJ medical exam + ARC within 90 days.
ReadyKorea visa support covers document tracking, apostille timing, consulate booking, and Day-1 ARC guidance. Free for placed teachers.
래디코리아 비자 서포트 — 매칭 강사 무료.
Location · Daechi
The Survival Guide for Daechi Hagwon Teachers: Subway, Gyms, and Expat Life
by John · 6 min read+
Daechi-dong (대치동) is the most concentrated English-academy neighborhood on the planet. If you're hired here, the apartment is yours, the school is a 5-minute walk, and the parents are paying tuition that funds half the building. Here's how to actually live in it.
🚇 Subway access — your most important variable
Daechi-dong is served by four nearby stations across three lines:
Daechi Station (대치역) · Line 3 — the namesake station; central to the hagwon strip on Eonju-ro.
Hanti Station (한티역) · Bundang Line + Suinbundang Line — direct trains to Bundang, Suwon, and Incheon for weekend trips.
Dogok Station (도곡역) · Line 3 + Bundang Line — the Line 3 / Bundang transfer point a few minutes south.
Hangnyeoul Station (학여울역) · Line 3 — one stop west of Daechi.
Translation: you can reach Gangnam Station in roughly 10 minutes by subway, Hongdae in 35–40, Incheon Airport in 80–100. Among the best subway connectivity in Seoul.
🏋️ Gyms — what teachers actually use
Standard 24-hour fitness chains — ₩70K–110K/mo for unlimited monthly access. Most Daechi buildings have one within 300 m.
Pilates & barre studios — clustered around Hangnyeoul and Hanti. ₩200K–300K/mo (premium).
CrossFit boxes — a handful near Gangnam-daero, walk or short cab.
Tip: ask your director — many Daechi hagwons negotiate corporate gym discounts with nearby chains.
☕ Expat infrastructure
Starbucks density: 6 within a 600 m radius. Most teachers use the one at Daechi Hyundai Department Store basement.
Costco Yangjae — 15 min taxi. Membership ₩38,500/year. Essential for groceries, household items, foreign brands.
Olive Young Daechi — pharmacy, cosmetics, English-speaking staff at the flagship.
English-friendly clinics: Soonchunhyang International (Yongsan, 20 min), Yonsei Severance International (20 min). Most local clinics use Naver Papago for translation — it works.
International food: Hongseong Garden (Vietnamese), Eat & Eat (Thai), Plant (vegan), El Pino 323 (Mexican). All within 1 km.
🏠 Housing realities
Daechi hagwon-provided housing is typically a one-bedroom studio (원룸) — 18–25 m², about 6 m walk from the school. Premium for the area. Expect: in-room laundry, induction stove, refrigerator-microwave-AC included. Don't expect: ovens (rare), bathtubs (very rare), or a separate bedroom.
Daechi placement = best infrastructure, highest competition. ReadyKorea pre-vets all Daechi positions and checks the apartment in person before you sign.
대치동 매칭 시 ReadyKorea가 학원·아파트 모두 사전 검수합니다.
Location · Songdo
Songdo Life 101: Is the International City Right for New ESL Teachers?
by John · 5 min read+
Songdo (송도국제도시) is Korea's planned city — built from reclaimed seabed starting in 2003. Wide boulevards, glass towers, more parks than people, and an international vibe you don't get anywhere else in Korea. Here's whether it's right for you.
🚇 Transit — the city's biggest tradeoff
Incheon Line 1 connects Songdo to central Incheon and (via transfers) to Seoul.
To Gangnam: 70–90 minutes door-to-door. To Hongdae: ~60 minutes. To Itaewon: ~75 minutes.
Incheon Airport: 20 min by taxi, 35 by bus. Best access to international flights of any neighborhood in Korea.
Inside Songdo: you'll walk or bike everywhere — the city is built around 6 km of bike lanes.
🏠 Housing — the spacious anomaly
Songdo studios are 30% larger than equivalent Seoul units, and the buildings are newer (most under 15 years old). High-rise apartments with city + sea views are the norm. Many ESL contracts here include 2-room (투룸) options.
☕ Expat infrastructure — surprisingly strong
Chadwick International School + George Mason University Korea + SUNY Korea — large native-English-speaking academic community.
Costco Songdo + Lotte Premium Outlets + Hyundai Department Store
English-friendly cafes: Coffee Libre, Onion (Songdo branch), Anthracite Coffee — IFEZ area is brunch-cafe central.
Gyms: Gym & Stretch (₩70K/mo), spacious commercial fitness clubs in the high-rises.
Hospitals: Inha University Hospital has an international clinic with English doctors.
🚴 Lifestyle — what makes Songdo different
Central Park (Songdo's own version) is 4 km long with kayak rentals and water taxis
The Tri-bowl, Compact Smart City, Convensia — clean architecture everywhere
Annual marathons, bike races, international food festivals
Quieter night scene than Seoul — most expats commute in for nightlife or stay local
Songdo is best for: teachers who want space, calm, and easy international travel. Songdo is NOT best for: teachers who want Seoul nightlife within walking distance every weekend.
송도는 여유로운 환경 + 국제 인프라 + 공항 접근성을 원하는 강사에게 최적.
Location · Busan
Teaching Near the Beach: Realistic Cost of Living in Haeundae, Busan
by John · 6 min read+
Haeundae (해운대) is Busan's most expat-friendly neighborhood — 2 km of beach, 200,000 residents, a Marine City skyline that looks like a smaller Miami. Teachers love it. But the "beach lifestyle" comes with tradeoffs every ESL hire should know.
💸 Realistic monthly costs (single teacher, 2026)
If housing provided: Living expenses ₩750K–900K/mo is comfortable.
If housing NOT provided: 1-room near Haeundae beach = ₩450K–600K/mo rent (deposit ₩5–10M).
Utilities: ₩70K–120K/mo (winter heating spikes).
Groceries (Lotte Mart Haeundae): ₩300K–450K/mo if you cook 5 days/week.
Korean BBQ + soju night: ₩30K–40K per person. Beach cafes ₩6K–8K per drink.
Net: teachers in Haeundae typically save ₩400K–800K less per month than Daechi teachers, but spend more time on weekends doing activities Seoul teachers can't easily do.
🚇 Subway & transit
Line 2 runs straight through Haeundae → Seomyeon (Busan downtown) in 30 min.
Donghae Line connects coastal towns (Gijang, Songjeong) for weekend trips.
KTX to Seoul: ~2h 30min from Busan Station. Roughly ₩60K one-way.
Local taxis: cheaper than Seoul — ₩4,800 starting fare.
🏖️ The beach lifestyle — the actual draw
Haeundae Beach: swimmable June–September. The boardwalk runs year-round.
Surf community: Songjeong Beach (20 min) is the surf spot — board rentals ₩20K, lessons ₩50K.
Gwangalli Beach (1 subway stop) — Diamond Bridge fireworks every Saturday in summer.
Hiking: Jangsan and Igidae trails start within Haeundae city limits.
☕ Expat infrastructure
Centum City & Marine City: Costco, Shinsegae Department Store, Lotte Cinema
English-speaking clinics: Haeundae Paik Hospital international center, several private clinics in Marine City
Foreign restaurants: Mexican (El Carbon), Indian (Namaste), Italian (Forno) — Marine City has the best foreign food density in Busan.
Busan dialect (사투리) takes adjustment — even your Korean apps will confuse it
Fewer hagwon positions than Seoul — fewer chances to switch jobs mid-year
Winter is milder but windier — Pacific coast weather
Trips to Seoul cost time + money — plan for it monthly, not weekly
Haeundae is best for: teachers who'd rather save less and have a more relaxed lifestyle next to the ocean. ReadyKorea places ~15 teachers per year here — small, vetted hagwons only.
해운대는 저축액보다 라이프스타일을 우선하는 강사에게 최적.
Want to post your own question or contribute an answer?
Forum registration opens in the next release. Drop your email to be invited first.
The Verified Lounge ✓ Verified only
Region-tagged meetups for ReadyKorea-verified teachers. Not a public chat. Posts are time-stamped and tied to verified accounts. 인증 강사 전용 지역 기반 소모임 보드.
Meetup📍 Daechi2 hours ago
Any expats in Daechi-dong down for a craft beer this Friday?
Thinking about The Booth or Magpie around 8pm. 4–6 people max so we can actually talk. First-year teachers especially welcome — I'll buy the first round.
Sports📍 Songdo5 hours ago
Looking for a swimming / gym buddy in Songdo area
I swim at Songdo Sports Park pool 3x/week (Mon/Wed/Fri mornings, 6–7am). Looking for someone consistent. Beginner-friendly. Can also pair up for gym sessions at GS Tower Gym evenings.
Coffee📍 Bundang1 day ago
Sunday afternoon coffee at Onion Bundang — anyone? (10/27)
Bringing my lesson plans and grading. Looking for a chill 2-hr work-coffee session. Anyone in Bundang/Pangyo want to join? Free spots at the round table from 2pm.
Language📍 Haeundae, Busan2 days ago
Korean–English language exchange — Saturday mornings @ Gwangalli
Native Korean speaker, B2 English. Looking to swap 1 hr Korean ↔ 1 hr English over coffee. Gwangalli beach side cafes. Sat 10am–12pm. All teaching levels welcome.
Meetup📍 Gangnam3 days ago
New-teacher welcome dinner — first Thursday of every month
Monthly ritual for teachers in their first 90 days. Korean BBQ at a vetted spot near Gangnam Station, ~₩30K/person. Hosted by ReadyKorea staff. RSVP via DM after verification.
⚠️ Legal Disclaimer: ReadyKorea provides this platform and forum as an information-sharing network only. We are not responsible for any private interactions, meetings, disputes, or personal arrangements between users. Please exercise personal caution.
법적 고지: ReadyKorea는 정보 공유 네트워크만 제공합니다. 사용자 간 사적 상호작용·만남·분쟁·개인적 약속에 대해서는 어떠한 책임도 지지 않습니다. 개인의 주의를 권장합니다.
TEFL requirements guide
TEFL Certification: Your Ticket to Korea
A 100+ hour accredited TEFL is mandatory for Korean public schools (EPIK, GEPIK, SMOE) and increasingly expected by premium hagwons. It also unlocks higher salary tiers and faster visa paperwork confidence.
ReadyKorea Advantage: Teachers placed through ReadyKorea get free access to our 162 K1–G6 Lesson Plan Bank — the same curriculum vault our teachers use from Day 1 in Korean kindergartens.
120-Hour TEFL
Minimum for Korean public schools
100+ accredited hours required
EPIK / GEPIK / SMOE eligible
Self-paced online options available
Digital certificate accepted
140-Hour TEFL + TP
Teaching Practice module included
Everything in 120hr
Guided teaching practice (TP)
Recommended for first-time teachers
Stronger hagwon interview profile
170-Hour Extended TP
Maximum hours + extended practice
Highest hour count
Extended teaching practice
Premium hagwon placements
Most competitive on paper
Support Center
Essential Resources for Your Life in Korea
Immigration, banking, housing, healthcare, and daily life — curated for E-2 teachers. Start with the top priorities, or search the full guide archive below.
Top 10 Priority Actions
Find Your Immigration Office
Among the most searched topics by Korea ESL teachers — select your region to see typical office assignments.
Select a city above
Your immigration office is determined by your registered address (주소), not your school location. Tap a region to see typical office assignments.
Disclaimer: Always verify your jurisdiction on the official HiKorea site based on your specific address. Office assignments change — this tool is a starting point, not legal advice.
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For native English teachers considering Korea · 7 E-2 countries welcome
Why Korea? 5 reasons young teachers choose Korea.
Korea isn't just another teach-abroad destination. It's the only place that combines world-class safety, 24/7 convenience, real savings potential, top-tier healthcare, and authentic K-culture immersion — all on a single platform.
Based on expat surveys, immigration data, and 6,000+ teacher reviews
SAFETY · #1
Walk home at 2am — alone, calmly.
Korea is one of the world\'s safest countries to live in. Women routinely walk alone at midnight in Seoul. Cafes leave laptops on tables when patrons step out. Lost wallets are commonly returned. Pickpocketing is almost non-existent.
Data point: Korea has one of the lowest violent crime rates among OECD countries. Seoul consistently ranks among the world\'s safer megacities in expat surveys (Numbeo, Mercer Quality of Living).
CONVENIENCE · #2
Bali-bali (빨리빨리) life — 24/7.
Korea runs on speed. Food delivery at 3am via Coupang Eats and Baemin. GS25 and CU convenience stores every 200m. The world\'s fastest internet. Anywhere in Seoul reachable in 60 minutes by metro. Tap-and-go payment everywhere.
Data point: Korea consistently ranks in the global top 5 for average mobile and fixed-broadband speed (Ookla Speedtest Global Index). Korea has 50,000+ convenience stores nationwide — one of the highest densities globally.
SAVINGS · #3
Save $800/month — really.
Free housing or housing allowance is legally mandatory for E-2 teachers. Add national healthcare (cheap), bonus airfare, and end-of-contract severance. New teachers routinely save 1M KRW/month while still enjoying nights out and weekend trips.
Data point: Starting hagwon salary 2.4-3.0M KRW (~$1,800-2,200 USD). Typical net savings $700-900/month — more disposable income than most NYC/London entry-level jobs (Go Overseas survey).
HEALTHCARE · #4
World-class care at 1/5 the price.
You\'re automatically enrolled in National Health Insurance (NHI). With coverage active, a standard GP visit is roughly ₩7,000–₩10,000 (~$5–$8 USD) out of pocket. Dental cleaning ~$20. ER visit ~$50. MRI ~$150. Same-day specialist appointments are common in Seoul.
Data point: 97% of Korea\'s population is covered by NHI. Korea has consistently ranked among the world\'s top 5 health systems for cost-efficiency (multiple OECD and Bloomberg analyses, 2018-2020).
CULTURE · #5
Live K-culture, don\'t just watch it.
Tourists watch K-dramas. You live them. Real BTS concerts. Drama filming locations on weekends. Authentic Korean BBQ every Friday. Learn Korean as your second language. Korean partners·friends·neighbors as your daily community.
Data point: Korean cultural content (K-pop, drama, film) export value has grown over $12B annually (Korea Creative Content Agency, 2023). As a resident in Korea, you have local-fan access to concerts and events that tourists usually miss.
By the numbers
Quick stats
~1/3
Korea crime rate vs USA
$800
Typical monthly savings
97%
National health coverage
24/7
Delivery + convenience
1.5h
Flight to Tokyo
What teachers actually say
Real quotes from expat forums and surveys
"I walked home alone at 3am from Hongdae more times than I can count. As a 25-year-old woman from Texas, that was a feeling I never had in the US."
— Reddit r/teachinginkorea (paraphrased)
"Paid off $30k of student loans in 2 years. Visited Japan, Vietnam, Taiwan, Thailand. Lived in a free apartment. Healthcare cost me $30/month. Korea is the cheat code."
— Go Overseas teacher review (paraphrased)
"The convenience hit me in week one. I could get groceries delivered at 2am. Same-day doctor appointment with no insurance hassle. Bus pass that worked on subway, bus, even taxis."
— Waygook.org forum (paraphrased)
"My students loved teaching me K-pop dance moves. I bought BTS concert tickets the day they dropped. None of my friends back home in Manchester could believe my Instagram."
— Facebook "Teachers in Korea" group (paraphrased)
More to love
Additional perks
Asia travel hub
Tokyo 1.5h · Vietnam 5h · Thailand 6h · Taiwan 2.5h. Cheap budget flights from Incheon.
Spring cherry blossoms. Summer beaches (Busan, Jeju). Fall foliage hiking. Winter ski resorts.
Real talk — what\'s not perfect
Honest about challenges so you know what you\'re signing up for
Long working hours can happen. Hagwons often run 1-9pm. Some Saturdays. Pick employer carefully (ReadyKorea vetting helps).
Language barrier outside expat zones. Seoul/Busan have English signage. Smaller cities may not. Learn basic Korean.
Cultural adjustment is real. Korean workplace hierarchy, parent expectations, fast pace. Allow 3-6 months to settle.
You\'ll always be a foreigner. Even after 5 years, Korean society sees you as expat. Some find it freeing, some lonely.
Air quality (spring fine dust). Spring weeks can have hazardous PM2.5. Indoor air purifier essential.
We surface these openly because honest expectations = longer-lasting teachers. Read our full For Teachers guide for E-2 visa, contracts, settling-in, and more.
Free Tools · 강사 무료 도구
The 3 tools every teacher in Korea wants.
Built into ReadyKorea. No login required to try them. Bookmark this page — these get updated monthly.
📍 Choose your placement region · 배치 지역 선택
💰 Cost of Living & Savings Calculator
How much can I really save?
Drag the sliders. See your monthly take-home and savings update live. Defaults adjust to your selected region above.
₩2,800,000
₩900,000
Estimated monthly savings
$1,300
≈ ₩1,720,000 · sent home each month
Gross salary₩2,800,000
− Tax + pension₩240,000
− Rent₩0
− Living spend₩900,000
Net savings₩1,660,000
📍 Lifestyle Snapshot · 지역 생활 스펙
Daechi / Gangnam
서울 강남구 대치동 · 학원 1번지
Highest expat infrastructure. Premium studio provided. Walkable subway & gyms. Higher cost of living.
💵 Average Salary
₩2.8M – ₩3.4M
🏠 Housing / Rent
Deposit ₩10M / Rent ₩950K – ₩1.2M
Cost of living index
🎮 Free ESL Game & Warm-up Kit
Classroom games that actually work.
Battle-tested in Korean kindergartens and elementary classes. Download as PPT, instant-print PDFs, or both.
★ Updated monthly
🎯
Phonics Bingo (Groups 1–7)
PPT + PDF · K2–K3 · 15 min
42-sound Jolly Phonics bingo cards, auto-generated. Print 8 cards per page. Lifesaver for substitute days.
🎲
Roll & Speak Warm-ups
PPT · G1–G6 · 5 min
Dice-based question prompts. Kids roll, kids answer. 60 prompts across 6 grade levels. Zero teacher prep.
🚦
Stop & Go Vocab Race
PPT · K1–G3 · 10 min
Whole-class movement game with built-in vocabulary review. 24 themed sets — animals, food, weather, etc.
🃏
Conversation Card Decks
PDF · G2–G6 · 15 min
200+ prompt cards for 1:1 and pair speaking. Sorted by CEFR level. Print and laminate once, use all year.
🎭
5-Min Role-play Scripts
PDF · G3–G6 · 5–10 min
30 scripted skits — restaurant, doctor, airport, school. Each script is 8–12 lines, perfect for class openers.
🧩
Open-Class Hit List
PPT · K1–G6 · 40 min
Six full lesson decks specifically designed to wow Korean parents during 공개수업. Tested in real open classes.
💰 Pension Refund Estimator · 국민연금 환급금
Don't Leave Your Money in Korea!
Most US/UK/Canadian E-2 teachers walk away from $2,000–$8,000 in pension contributions when they leave Korea — because they didn't know. Don't be one of them. 대다수 영미권 강사가 출국 시 수백만 원의 국민연금 환급금을 놓칩니다.
12 months
₩2,800,000
Estimated lump-sum refund
~ $2,300 USD
Saved for your move home!
Your contributions (4.5%)₩1,512,000
Employer match (4.5%)₩1,512,000
Interest accrued (~2%/yr)₩30,000
Total refund (KRW)₩3,054,000
Eligible for lump-sum refund: 🇺🇸 USA, 🇨🇦 Canada, 🇿🇦 South Africa, 🇮🇳 India. Totalization agreement (transfer, not lump-sum): 🇬🇧 UK, 🇮🇪 Ireland, 🇦🇺 Australia, 🇳🇿 New Zealand — your contributions count toward your home pension instead of being refunded. Apply at:National Pension Service (NPS) →
⚠️ Crucial Rule: You must claim your Lump-sum Pension Refund within 5 years of leaving Korea, or your accumulated money will expire and legally belong to the government!
🛂 E-2 Visa 4-Step Timeline Tracker
Where are you in the E-2 process?
Click each step to mark it complete. Your progress saves to this device. 2026 process — covers US, Canada, UK, Ireland, Australia, NZ, South Africa.
STEP 01
Document Prep
Degree, FBI/criminal check, photos, health form, signed contract.
Mark done
Timeline: 4–6 weeks. Start FBI check first — slowest piece. Sealed transcripts no longer required.
Timeline: 1–3 weeks. Varies by state — check your Secretary of State website.
STEP 03
Embassy / Consulate
NOC from school + interview at Korean consulate. Visa issued.
Mark done
Timeline: 1–2 weeks. 💡 2026 Update: E-2 Visa interviews are now running in a hybrid / mail-in format depending on the consulate. If you have a clean record or previous Korean visa history, you may qualify for a walk-in waiver via Mail-in service.
STEP 04
Arrival in Korea
Fly in within 90 days. ARC registration in your first 90 days.
Mark done
ReadyKorea picks you up. ARC, banking, SIM card on Day 1.
🐾 Pet Travel Kit · 반려동물 동반 입국
Moving to Korea with Your Furry Friend.
Korea's pet import process has 3 strict gates. Miss one, your pet sits in quarantine — or gets denied at the airport. Here's the exact playbook for cats and dogs from the US, Canada, UK, AU, NZ, and IE.
한국 반려동물 입국은 3단계 모두 통과해야 합니다.
★ Cats & Dogs · 6 weeks lead time
🔖
ISO-compliant microchip — non-negotiable
Korean customs only accepts ISO 11784/11785 compliant 15-digit chips. Older 9 or 10-digit chips will be rejected at the border.
1
Confirm the chip type
Most US/UK chips made after 2020 are ISO-compliant — but verify with your vet. If your pet has an older AVID or HomeAgain chip, you may need a re-chip. The cost: $40–$80.
2
Microchip BEFORE rabies vaccine
The chip must be implanted before or on the same day as the rabies vaccine — otherwise the vaccine doesn't count for Korean import. This is the #1 reason pets get rejected.
⚠ Order matters more than dates.
3
Record the chip number on every document
The chip number goes on the health certificate, rabies certificate, and APHIS endorsement. One mismatch = 6-week quarantine.
If your pet was chipped before the rabies vaccine: you're fine. If chipped after: get a booster shot AFTER the chip, then wait 30+ days before travel.
💉
Rabies vaccine + health certificate
Korea requires at least 30 days between rabies vaccination and entry, and the vaccine must still be valid (typically 1 or 3 years from date of shot).
1
Get an inactivated (killed-virus) rabies vaccine
Live-virus vaccines aren't accepted. Most US/UK/CA vets use inactivated by default — but ask explicitly. The certificate must list "inactivated" or "killed."
2
Wait 30 days minimum, 365 days maximum
Entry within 30 days of vaccination = denied. Entry after the vaccine has expired = denied. Sweet spot: 30 days to 1 year (or 3 years if 3-year vaccine).
Time the booster carefully if your flight is approaching.
3
Get the official health certificate
For the US: USDA/APHIS-endorsed certificate (form 7001 + endorsement). Cost: ~$38 federal + vet fee. Issued within 10 days of travel.
Other countries: equivalent national veterinary authority endorsement.
4
Optional but recommended: rabies antibody (titer) test
Not required for US/UK/CA/AU/NZ/IE → Korea. But if you're transiting through a "high-risk" country, you may need it. Adds 4–6 months to the timeline if required.
Pro tip: book a USDA-accredited vet specifically — not every vet can issue the endorsement. Search "USDA APHIS accredited veterinarian" by zip code on the USDA website.
✈️
Airline booking + Incheon arrival
Most major carriers (Korean Air, Asiana, Delta, United, Air Canada) allow pets — but rules vary wildly. Book the pet ticket before the human ticket.
1
Cabin vs. cargo decision
Under 7 kg (combined pet + carrier) = usually allowed in cabin. Over 7 kg = cargo hold (temperature-controlled, but stressful). Snub-nosed breeds (pugs, bulldogs, Persians) are often banned from cargo year-round.
Long-haul (US/EU → ICN) pet fees typically run $200–$500 cabin, $400–$800 cargo. Confirm directly with your airline — fees changed in 2024.
2
Book the pet's seat directly with the airline
You can't book a pet through third-party sites like Expedia. Call the airline pet desk 30+ days ahead. Most flights have a 2–4 pet limit per cabin.
3
Land at Incheon (ICN), not Gimpo (GMP)
Gimpo doesn't have an animal quarantine office. You must fly into Incheon for pet inspection on arrival.
4
Arrival inspection — 30 to 90 minutes
After deplaning, find the "Animal & Plant Quarantine Agency" desk. Hand over all documents (health certificate, rabies, microchip number). If everything checks out: pet is released immediately. If anything's off: 6+ week quarantine at owner's expense.
5
First-week-in-Korea pet supplies
Costco Yangjae stocks Royal Canin, Hill's Science Diet, cat litter. For premium brands, the Petfriends online store ships nationwide.
Korean vets are competent but expensive — a standard exam runs ₩40K–₩80K.
ReadyKorea has placed pets with 23 teachers since 2023. If you're moving with a pet, mention it on your application — we'll connect you with a vet-network sponsor who's done this before.
반려동물 동반 강사 매칭 시 ReadyKorea가 검역·동물병원 네트워크를 연결합니다.
🚨 K-Survival Dashboard · 한국 도착 첫 주 필수
Don't panic. Bookmark this page.
The three phone numbers and four apps every English teacher in Korea needs in the first 24 hours. Memorize the numbers. Install the apps before your flight.
도착 첫 24시간을 위한 비상연락처 3개 + 필수 앱 4개.
📞 Emergency Numbers
🚒
119
Medical · Fire · Rescue
English available 24/7. Call this for any medical emergency or fire.
🚓
112
Police
English line via translator. Same as 911 in the US. For crime, accidents, lost passport.
🩺
1339
Medical Info for Expats
Korea Disease Control hotline — English. Hospital recommendations, symptom guidance. → e-gen.or.kr
📲 Must-Have Apps Guide
K
Kakao T
Taxi-hailing. Foreigner-friendly with English option. Pay by card or cash.
N
Naver Maps
Google Maps doesn't work properly in Korea. Naver is the standard — full English support.
C
Coupang Eats
Food delivery + same-day delivery for everything else. English-friendly — the expat lifeline.
K
KakaoTalk
Korea's only messaging app. Used for everything — work, family, restaurant reservations, banking 2FA.
P
Papago
The translation app Koreans actually use. Better than Google Translate for Korean. Camera mode is gold.
K
KakaoBank
Foreigner-friendly online bank. Easier setup than legacy banks. Use after ARC issued.
📋 First Week Essentials · Phone & Bank Account
📱
Getting a Korean Phone Number (SIM Card)
First-week priority · without it, half of Korea doesn't work for you.
⚠️ The Trap
You cannot use most Korean apps (Coupang, Baemin, KakaoT) without a Korean phone number certified under your legal name. Many sign-up flows ban international numbers outright.
✅ How to do it
Upon arrival, get a temporary Prepaid SIM (Prepaid Plan) using your Passport first. Once you receive your ARC (Alien Registration Card) from Immigration (HiKorea), visit a major telecom store (KT, SKT, LG U+) immediately to switch it to a Postpaid / Official plan for identity verification setup.
📶 The Internet Gap
Home broadband installation almost always requires your ARC — technicians need your registered address and ID. Expect a 2–4 week gap after arrival before fiber/Wi-Fi is live. Bridge it with a generous mobile data plan or portable hotspot from your prepaid SIM. Do not assume your apartment Wi-Fi works on move-in day.
🏦
Opening a Korean Bank Account (For Your Salary)
Your school will not pay you in cash — set this up in week 1.
📂 What you need
Passport
Employment Contract (학원 근로계약서)
Certificate of Employment
ARC (if available — some banks accept passport temporarily)
💡 Tip for Expats
Some major banks like Hana Bank, Shinhan Bank, or Woori Bank have specialized expat-friendly branches with English-speaking staff. Make sure to request "Internet Banking" and a "Check Card (Debit Card)" on the spot so you can transfer money online!
🗺️ Transportation Survival
🚇
English Subway Map
Seoul Metro publishes a perfect English subway map. Bookmark it on Day 1. The system is 100% English-signed in stations and trains.
Don't waste your time searching for one. Download Naver Map or KakaoMap, switch the app language to English, and rely entirely on real-time GPS routing. That is the only way to survive Korean buses.
T-money · Airport Limousine
Buy a T-money card at any airport convenience store — it works on subway, city buses, and most taxis once you reach the city. Airport limousine buses are separate: T-money does not cover them. Purchase a limousine ticket at the airport counter or kiosk before boarding (~₩15,000 to central Seoul).
❓ Survival FAQ · 실전 Q&A
How do I get from Incheon Airport to my apartment?
AREX train (~₩9,500) or airport limousine bus (~₩15,000) are the two main options. Load a T-money card for subway/bus/taxi after you reach the city — but buy your limousine ticket separately at the airport; T-money does not pay for airport limousines. Have ₩20,000–₩30,000 cash or card ready on landing.
인천공항 리무진은 공항 매표소에서 별도 구매. T-money는 지하철·시내버스·택시용.
When can I get home internet installed?
Fiber/Wi-Fi installers typically require your ARC (Alien Registration Card) and registered Korean address — often 2–4 weeks after arrival. Until then, rely on a prepaid or postpaid mobile data plan (get a passport SIM on Day 1, upgrade after ARC). Coupang and banking apps also need a Korean number, so prioritize SIM before Wi-Fi.
가정용 인터넷은 외국인등록증(ARC) 발급 후 설치 가능. 그 전까지 모바일 데이터로 버티세요.
How much does healthcare actually cost with NHI?
Once National Health Insurance is active, a standard doctor's visit is roughly $5–$8 USD (₩7,000–₩10,000 co-pay). Dental cleaning ~$20. ER visit ~$50. MRI ~$150. Walk-in clinics are common — no appointment needed for colds or minor injuries. Always bring your ARC to the desk for the insured rate.
국민건강보험 적용 시 일반 진료비 약 7,000–10,000원(본인부담).
How much cash should I bring before my first paycheck?
Korean hagwon salaries are strong, but first payroll usually hits 4–6 weeks after you start (paid at month-end). Land with at least $500–$1,000 USD in cash or on a no-foreign-fee debit card for SIM, transit, groceries, bedding, and apartment setup. Schools rarely advance living expenses — plan as if you're self-funded for the first month.
첫 월급 전까지 최소 $500–1,000 현금 여유 권장. 월말 지급이 일반적.
⚠️ Legal Disclaimer: ReadyKorea provides this platform and forum as an information-sharing network only. We are not responsible for any private interactions, meetings, disputes, or personal arrangements between users. Please exercise personal caution.
🌏 First on the Web 🚌 English Bus Survival Guide
The first English bus guide for Korea.
Every other ESL site gave up on Korean buses. We didn't. Below: the two core routes that connect Daechi-dong's hagwon strip to the rest of Gangnam — plus the 3-step Naver Map hack that turns every bus stop in Korea into English instantly.
전 세계 ESL 사이트 중 최초의 영문 버스 가이드. 대치동 핵심 노선 2개 + 네이버맵 3단계 영어 전환법.
🗺️ Part 1 · Core Daechi-dong Routes
07Gangnam 07 · Village Bus강남 07번 마을버스 (초록)
MaeBong Station (Line 3)→Dogok Hanshin Apt→Daechi-dong Hagwon Street (Main Intersection)→Hanti Station
44124412 · Trunk Bus (Blue)4412번 간선버스 (파랑)
Gangnam Station (Line 2)→Yeoksam Station→Dogok-dong→Daechi Station (Line 3)→Hanti Station
⚠️ Legal Disclaimer: Bus routes in Korea are subject to frequent changes by local authorities. ReadyKorea provides this English guide for basic reference only. For the most real-time and official updates, please cross-check with the official bus company notices.
버스 노선은 관계 기관에 의해 수시로 변경될 수 있습니다. 본 가이드는 참고용이며, 실시간 정확도는 공식 노선 안내를 확인하세요.
📱 Part 2 · Live Bus Navigation Hack (Naver Map · 3 steps)
1
Switch to English
Download Naver Map, go to Settings, and change the app language to English. All bus stops will instantly auto-translate.
2
Use Real-time GPS
Tap the 'My Location' target button inside the bus to track your exact position in real-time. Never miss a stop again.
3
Route Search
Type any bus number into search to see the complete live moving timeline in English — every stop, every arrival time.
Ready to teach in Korea?
15-year recruiter John matches you with verified English kindergarten and academy positions. E-2 visa support included.
English-signed subway · T-money works on bus, metro & taxis
Avg. teacher salary
₩2.8M – ₩3.4M / month
Housing (if not provided)
Deposit ₩10M · Rent ₩800K – ₩1.2M
Overview
Why teachers choose Seoul — from our Why Korea summary, not a travel brochure.
Seoul is one of the world\'s safest megacities for solo expats — women routinely walk alone at midnight. Korea runs on bali-bali (빨리빨리) speed: food delivery at 3am, convenience stores every 200m, fastest internet globally, tap-and-go payment everywhere. Anywhere in Seoul is reachable within 60 minutes by metro.
For ESL teachers, Seoul means the highest concentration of hagwon jobs, the best expat infrastructure (English clinics, international groceries, Costco), and the strongest savings potential when housing is provided — typical net savings $700–900/month even with an active social life. The tradeoff: higher cost of living than Busan or provincial cities, and you\'ll always be navigating a foreigner identity in a hyper-competitive education market.
Seoul deep dives
Hagwon-heavy districts inside Seoul — full guides with neighborhood intel, transit, and salary bands.
Key neighborhoods
Where teachers actually live, teach, and go out. Tap View Guide for district-specific intel.
Hagwon hub
Gangnam
Premium kindergartens, highest salaries, Starbucks every 300m. The default mental image of "teaching in Korea."
#1 hagwon strip
Daechi-dong
Most concentrated English-academy neighborhood on the planet. Walk-to-work studios. Parents pay premium tuition.
Nightlife · youth
Hongdae
University district energy. Indie clubs, buskers, 24-hour cafes. Popular with teachers in their 20s — commute carefully.
International
Itaewon
Most English-friendly daily life. Global food, LGBTQ+-friendly scene, expat bars. Higher rent, louder weekends.
Family · calm
Jamsil · Songpa
Family hagwons, Lotte World area, cleaner air than central. Line 2 loop access. Slightly lower rent than Gangnam.
Trendy · cafes
Mapo · Yeonnam-dong
Boutique academies, brunch culture, younger director demographic. Hongdae-adjacent without the chaos.
Neighborhood guide
Getting around
Subway lines teachers use weekly — plus one transit tip that saves hours.
Line
Color
Teacher-relevant stops
Why it matters
Line 2
Green
Gangnam · Hongdae · Jamsil · Sindorim
The loop — connects nightlife, hagwon hubs, and housing corridors. Rush hour is brutal; off-peak is 25 min cross-city.
Seoul Global Center library — free Korean textbooks + visa workshops
24-hour study cafes (스터디카페) — ₩5–8K for 8 hours; quieter than noraebang
Hangang park tables — spring/fall lesson planning with river view (bring a mat)
🌃 Nightlife
Hongdae club street — Thursday–Saturday; last subway ~midnight (check Naver)
Itaewon bars — English-friendly; higher cover on weekends
Noraebang until 4am — ₩20–30K/hr split 4 ways; the real Korean team-building
Gangnam Station basement — pricier but safe post-hagwon drinks near work
Expat tips
Five rules from 사장님 (John) — 15 years placing teachers in Seoul hagwons.
Subway proximity beats square footage. Live within a 10-minute walk of your line. Daechi teachers have four stations within 1 km for a reason — a shorter commute = longer contract.
Naver Map + Papago on Day 1. Google Maps is unreliable for building entrances. Every hagwon 사장님 texts directions via Naver. Papago handles contract Korean better than Google Translate.
Ask your director about gym discounts. Daechi and Gangnam hagwons often negotiate corporate rates with nearby 24-hour fitness chains (₩70K–110K/mo → sometimes ₩50K).
Costco Yangjae once a month. Membership ₩38,500/year. Foreign brands, bulk groceries, household basics. Split a run with two teacher friends and save ₩100K+/month on imports.
Pick your home neighborhood before your nightlife. Seoul is huge. Teachers who chase Hongdae every weekend burn out on 90-minute commutes. Choose where you sleep first — then explore on Line 2.
Hagwon hubs in Seoul
ReadyKorea value-add — verified positions in the districts teachers ask about most.
Daechi-dong · Seocho-gu
Densest hagwon strip globally. We pre-vet apartments on foot before you sign — studio walkability is non-negotiable here.
Verified openings
Gangnam · Seocho
Premium English kindergartens. Salaries ₩2.8M–₩3.4M. Highest parent expectations — best for experienced teachers.
Verified openings
Songpa · Jamsil
Family-oriented hagwons, Line 2 access, slightly lower rent. Strong for teachers who want calmer weekends.
Verified openings
Mapo · Yeonnam
Boutique academies, younger student demographics. Popular with first-year teachers who want cafe culture over corporate hagwon feel.
Verified openings
ReadyKorea difference: We don\'t blast you with 50 listings. Every Seoul position is manually screened — hagwon blacklist cross-checked, apartment verified, director reference required. Free for placed teachers.
Haeundae · Seomyeon · Gwangalli · Busan Station · Centum City
Line 2 spine · KTX to Seoul ~2h 30min · taxis from ₩4,800
Avg. teacher salary
₩2.6M – ₩3.0M / month
Housing (if not provided)
Deposit ₩5M – ₩10M · Rent ₩650K – ₩800K
Overview
Beach lifestyle with honest tradeoffs — from our Haeundae forum guide.
Haeundae (해운대) is Busan\'s most expat-friendly neighborhood — 2 km of beach, Marine City skyline, and a surf community at nearby Songjeong. Teachers here save less than Seoul counterparts but gain weekend hiking, swimming (June–September), and a calmer daily rhythm.
Real talk: fewer hagwon positions than Seoul, Busan dialect (사투리) takes adjustment, and Seoul trips cost ₩60K+ each way on KTX. Best for teachers who\'d rather live by the ocean than maximize monthly savings.
Key neighborhoods
Where Busan teachers live and socialize.
Beach · #1 expat
Haeundae
2 km beach boardwalk, Marine City towers, best foreign-food density in Busan.
Downtown hub
Seomyeon
Busan\'s commercial center. Line 1 & 2 transfer. Shopping, noraebang, central hagwon cluster.
Night views
Gwangalli
Diamond Bridge fireworks Saturdays in summer. Beach cafes, younger crowd than Haeundae.
Surf · chill
Songjeong
Surf lessons ₩50K, board rental ₩20K. 20 min from Haeundae — weekend escape spot.
Mall · Costco
Centum City
World\'s largest department store (Guinness). Costco, cinema, Marine City adjacency.
Expat dining
Marine City
El Carbon (Mexican), Namaste (Indian), Forno (Italian) — Saturday expat bar circuit.
Neighborhood guide
Getting around
Busan metro lines teachers actually use.
Line
Color
Key stops
Why it matters
Line 2
Green
Haeundae · Gwangalli · Seomyeon · Jangsan
Main coastal corridor — Haeundae to downtown in ~30 min. Rush hour packed but reliable.
Line 1
Orange
Busan Station · Nampo · Seomyeon
KTX hub at Busan Station. Connects to Line 2 at Seomyeon.
Donghae Line
Blue
Gijang · Songjeong · Haeundae
Coastal weekend trips — surf beaches and seafood villages east of the city.
KTX
—
Busan Station · Gupo · Dongdaegu transfer
Seoul in ~2h 30min · ₩60K one-way · book Korail app in English.
Culture & vibe
Curated must-dos — the Busan lifestyle teachers actually live.
🍜 Local eats
Jagalchi Fish Market — live octopus & grilled fish (Nampo)
Milmyeon (밀면) — Busan\'s cold noodle — every local has a favorite shop
Marine City foreign row — Mexican, Indian, Italian when you need a break
Haeundae market street — street food after beach sunset
📚 Study spots
Starbucks Marine City — ocean-view lesson prep
Busan Global Village Center — Korean classes + visa help
Beach boardwalk benches — spring/fall grading with ocean breeze
Study cafes in Seomyeon — ₩5–7K for quiet 8-hour blocks
Quieter family hagwons east of Haeundae. Lower cost, fewer expats — more Korean immersion.
Select openings
ReadyKorea difference: Busan listings are intentionally limited — we only partner with hagwons we\'d send our own friends to. Apartment + contract reviewed before you fly.
Korea\'s inland capital of the southeast — EPIK and public school placements, ₩2.4M–₩2.8M salaries, and living costs well below Seoul. Hot summers, friendly locals, tight teacher community.
Provincial metro profile — EPIK-heavy, hagwon secondary to Seoul/Busan.
Cost of Living
2 / 5 · Below national metro avg.
Strong savings if housing provided — ₩500K–700K rent if not.
Region
Daegu Metropolitan · 2.4M
Basin city · humid summers · Palgongsan north · Suseong Lake east
Key Stations
Banwoldang · Dongseongno · Suseong · Beomeo
Line 1 · Line 2 · Line 3 · KTX to Seoul ~1h 40m
Avg. teacher salary
₩2.4M – ₩2.8M / month
Housing (if not provided)
Deposit ₩5M – ₩10M · Rent ₩500K – ₩700K
Overview
Daegu (대구) is Korea\'s third-largest metro and the main EPIK destination in the southeast — public schools, fewer hagwon listings than Seoul, but a loyal expat community and genuinely lower monthly burn. Teachers land here for Suseong and Dongseongno corridors, Kyungpook National University adjacency, and savings that actually stick.
Best for: EPIK-first teachers, slow-lane Korea, max savings. Tradeoff: fewer international groceries, Busan 50 min by train, Seoul KTX ~1h 40m — batch big-city trips.
Key neighborhoods
Where Daegu teachers live, teach, and go out.
Downtown
Dongseongno
Daegu\'s main street. Shopping, street food, noraebang, Line 1 spine.
Transfer hub
Banwoldang
Line 1 & 2 cross. Central errands, cafes, hagwon cluster access.
Lake · upscale
Suseong
Suseong Lake Park, affluent families, premium hagwon zone.
West
Duryu · Dalseo
Duryu Park, calmer residential, lower rent than Suseong.
University
Sinam · KNU zone
Kyungpook National Univ area. Student cafes, north Daegu vibe.
Nature
Palgongsan
Mountain north of city. Temple hikes, cable car, weekend reset.
Neighborhood guide
Getting around
Line
Route
Key stops
Why it matters
Line 1
North–south
Banwoldang · Dongseongno · Ansim
Old city spine — most central hagwon and nightlife access.
Line 2
East–west
Suseong · Beomeo · Banwoldang
Links Suseong Lake belt to downtown transfer.
Line 3
West loop
Duryu · Chilgok
West Daegu residential — verify school pin before housing.
KTX
National
Dongdaegu · Daegu Station
Seoul ~1h 40m · Busan ~50m — weekend escape routes.
Culture & vibe
🍜 Local eats
Dongseongno street food — tteokbokki, hotteok, ₩3–6K snacks
Seomun Market — night market heritage, local specialties
Cost of living, region profile, and transit anchors.
Cost of Living
3 / 5 · Mid-range
Studios 30% larger than Seoul — many contracts include 투룸 (2-room).
Region
Songdo IFEZ · Incheon
Planned city since 2003 · bike-friendly · international schools hub
Key Stations
Int\'l Business District · Central Park · Incheon Stn. · Airport
Incheon Line 1 · 70–90 min to Gangnam · airport 20 min taxi
Avg. teacher salary
₩2.7M – ₩3.1M / month
Housing (if not provided)
Deposit ₩10M · Rent ₩750K – ₩900K
Overview
Space, calm, and airport access — from our Songdo forum guide.
Songdo (송도국제도시) is Korea\'s planned city — reclaimed seabed, glass towers, wide boulevards, and more parks than people. Chadwick International, George Mason University Korea, and SUNY Korea create a genuine native-English academic community rare outside Seoul.
Tradeoff: Gangnam is 70–90 minutes door-to-door. Nightlife is quiet — most teachers commute to Seoul monthly or enjoy local cafes. Best for: teachers who want space, calm, easy international travel, and newer housing. Not best for: weekly Hongdae club nights without a long commute.
Key neighborhoods
Songdo districts teachers actually navigate.
Core · parks
Central Park
4 km park with kayaks & water taxis. Songdo\'s social center — brunch cafes ring the waterfront.
Business · schools
IFEZ · Convensia
International schools cluster. Chadwick, GMU Korea — expat families and teacher community hub.
George Mason Korea library — quiet public-access study (check hours)
Central Park cafe row — WiFi + waterfront lesson prep
Tri-bowl study lounges — modern public space near Convensia
High-rise study cafes — ₩6–8K · common in residential towers
🌃 Nightlife
Local noraebang — quieter than Seoul · hagwon staff bonding staple
Seoul monthly run — most Songdo teachers do nightlife in Hongdae/Itaewon monthly
Central Park night walk — lit canal paths · safe solo midnight
Convensia events — food festivals, marathons, international expos
Expat tips
Five rules from 사장님 (John) — Songdo placements for space-seeking teachers.
Buy a bike or scooter. Songdo is built for it — 6 km of bike lanes make daily errands faster than waiting for buses.
Accept the Seoul commute math. Gangnam 70–90 min each way — if you need weekly Seoul social life, Songdo may frustrate you. Monthly trips work better.
Leverage airport proximity. ICN in 20 min means cheaper holidays home and easier visa runs to Japan. Factor this into your contract decision.
Tap the international school network. Chadwick/GMU/SUNY communities run English book clubs, sports leagues, and parent events — free social infrastructure.
Enjoy the 투룸 upgrade. Many Songdo contracts include 2-room units — use the extra space for lesson prep corner + guest sleep when friends visit from Seoul.
Hagwon hubs in Songdo
ReadyKorea verified positions in Incheon\'s international education corridor.
IFEZ · Songdo core
English kindergartens serving international families and affluent Korean households. Newer facilities, smaller class sizes.
Verified openings
Cheongna · west Songdo
Growing academy strip. Slightly lower rent, family demographics. Good for first-year teachers.
Verified openings
Bupyeong · Incheon
Larger hagwon market, Seoul Line 1 access. More positions, less "planned city" vibe.
Select openings
Yeonsu-gu coastal
Between Songdo and Incheon port. Quieter hagwons, local Korean parent base.
Select openings
ReadyKorea difference: Songdo apartments are pre-checked for size and commute — we won\'t place you in a "Songdo" job that\'s actually 40 min from Central Park by bus.
Korea\'s Hawaii — EPIK and island hagwon placements, volcanic hikes, cafe coast roads, and a car-first lifestyle. Lower job volume than Seoul, unmatched quality of life for teachers who embrace island pace.
Island profile — bus exists, car changes everything.
Cost of Living
3 / 5 · Import premium
Groceries + flights cost more; rent lower than Seoul if provided.
Region
Jeju Special Self-Governing · 680K
Volcanic island · 50 km east–west · UNESCO Geopark · mild winters
Key hubs
Jeju City · Seogwipo · Aewol · Seongsan
Airport north · hagwons cluster Jeju City + Seogwipo
Avg. teacher salary
₩2.3M – ₩2.7M / month
Housing (if not provided)
Deposit ₩5M – ₩10M · Rent ₩500K – ₩700K
Overview
Jeju (제주) is Korea\'s only major island teaching market — mostly EPIK public schools and a smaller hagwon layer in Jeju City and Seogwipo. Teachers come for Hallasan hikes, Aewol cafe coast sunsets, and a tight expat WhatsApp network. The tradeoff: fewer jobs, flight costs to mainland, and you really want a car (or a hagwon director who provides shuttle).
Best for: nature-first teachers, EPIK applicants, slow-lane Korea. Tradeoff: lowest hagwon density in our guides — verify contract location before signing.
Key neighborhoods
Tap View Guide — island zones are far apart; match housing to your school pin.
Airport · hub
Jeju City
North capital. Airport, downtown, densest hagwon and expat services.
South
Seogwipo
Waterfalls, Olle trails, south-coast EPIK and hagwon belt.
Cafe coast
Aewol · Handam
West coast cafe road. Sunset drives, digital nomad vibe.
Beach
Hyeopjae · Hallim
White sand west coast. Beach weekends, west-side housing.
Sunrise
Seongsan · Udo
Ilchulbong peak, ferry to Udo island, east-coast placements.
Seoul\'s satellite belt — lower rent than the capital, Shinbundang express links, family hagwons, and Tancheon trails. Where teachers live when the job says "near Gangnam" but not in Seoul proper.
Province-wide profile — individual cities vary; open a deep dive for district detail.
Cost of Living
3–4 / 5 · Below Seoul core
Bundang/Pangyo near Seoul pricing; outer cities significantly cheaper.
Region
Gyeonggi-do · 13.5M
Wraps around Seoul · Seongnam · Suwon · Yongin · Ilsan
Key transit
Shinbundang · Bundang Line · Line 1 · Gyeongui-Jungang
Most teacher placements hinge on express rail to Gangnam
Avg. teacher salary
₩2.6M – ₩3.2M / month
Why teachers choose it
Space · parks · Seoul commute
Overview
Not one city — a ring of bedtowns where hagwon jobs cluster near subway express lines.
Gyeonggi (경기도) is the province surrounding Seoul. Most ESL teachers here are in Seongnam (Bundang), Suwon, Yongin, or Goyang (Ilsan) — not random farmland. Contracts often say "Gangnam 20 min" which really means Shinbundang from Pangyo or Bundang Line from Yatap.
Best for: teachers who want apartment space, running trails, and calmer weekends while keeping Seoul nightlife one express ride away. Tradeoff: fewer listings than Seoul proper — verify the hagwon address on Naver before signing.
Gyeonggi deep dives
City-level guides inside 경기도 — tap for neighborhoods, transit, and hagwon hubs.
Expat tips (province-wide)
Read the contract city, not just "Gyeonggi." Bundang to Suwon is 40+ min — "경기도" on paper can mean very different commutes.
Shinbundang & Bundang Line are lifelines. Live within 10 min walk of Pangyo, Jeongja, or your line — bus-only adds 20 min daily.
Costco runs matter more here. Yongin and Paju warehouses — split monthly trips with roommates; import groceries are thinner than Seoul.
Pangyo = English easy mode. IT workers speak English; practice Korean in outer cities if you want immersion.
Weekend Seoul is one express ride. Batch nightlife — don\'t burn out on daily 90-min commutes like Hongdae every night.
ReadyKorea difference: We map Gyeonggi placements to real subway time — not just "near Seoul" in the job title.
Bundang (분당) is Gyeonggi\'s premium bedtown — Pangyo tech valley, AK Plaza shopping, Tancheon stream trails, and Shinbundang express reaching Gangnam in ~17 minutes. IT-worker English-friendly scene without Seoul officetel claustrophobia.
Best for: teachers who want calm, parks, and Seoul access. Tradeoff: fewer hagwon listings than Daechi, less nightlife than Hongdae.
Gyeonggi\'s historic capital — Hwaseong Fortress weekends, Samsung corridor hagwons, Line 1 to Seoul in ~45 min. More space and lower rent than Bundang, with real city energy.
Gyeonggi provincial capital · UNESCO fortress · Samsung HQ zone
Key Stations
Suwon · Yeongtong · Mangpo · Gwanggyo
Line 1 · Suin-Bundang · Shinbundang extension
Avg. teacher salary
₩2.5M – ₩3.0M / month
Housing (if not provided)
Deposit ₩10M · Rent ₩700K – ₩900K
Overview
Suwon (수원) is Gyeonggi\'s largest city and provincial seat — a real urban center, not a bedroom suburb. Teachers land here for Yeongtong and Mangpo hagwon belts, Samsung-adjacent family academies, and apartments that actually have space. Hwaseong Fortress and Ingye nightlife give you weekend culture without flying to Seoul.
Best for: teachers who want Gyeonggi savings + city amenities + Everland/Yongin next door. Tradeoff: Gangnam is 40–55 min by subway — batch Seoul trips, don\'t commute daily.
Key neighborhoods
Hagwon hub
Yeongtong
Samsung corridor. Dense English academies. Suin-Bundang Line.
Line 1
Mangpo
Newer towers, cafes, popular teacher housing. Direct Line 1 to Seoul.
New CBD
Gwanggyo
Shinbundang extension. Modern malls, lake park, growing hagwon strip.
Downtown
Ingye · Paldalmun
Old Suwon core. Bars, street food, fortress gate walks.
Residential
Jangan-gu
North Suwon. Quieter, lower rent. Good for family hagwons.
Culture
Hwaseong Fortress
UNESCO wall walks, night tours, weekend teacher ritual.
Neighborhood guide
Getting around
Line
Route
Key stops
Why it matters
Line 1
Seoul ↔ Suwon
Suwon · Mangpo · Sungkyunkwan Univ
~45–55 min to Seoul Station — your main Seoul link.
Suin-Bundang
West Suwon belt
Yeongtong · Mangpo · Suwon · Hanti
Connects to Bundang/Daechi corridor for weekend or split commutes.
Shinbundang
Gwanggyo extension
Gwanggyo · Pangyo · Gangnam
~35 min Gwanggyo→Gangnam — fastest Suwon-Seoul option if you live east.
Red bus
Express
Yeongtong · Gwanggyo → Gangnam
Rush-hour option when subway is crowded — verify stop on Naver.
Culture & vibe
🍜 Local eats
Suwon galbi street — regional BBQ specialty, payday ritual
Ingye-dong pubs — fried chicken + beer, local crowd not tourist trap
AK Plaza Suwon — basement food court ₩8K lunches
Yeongtong cafe rows — laptop-friendly, less crowded than Gangnam
📚 Study spots
Starbucks Mangpo — reliable WiFi near Line 1
Gwanggyo Lake Park benches — outdoor lesson prep spring/fall
24-hour study cafes — ₩5–7K for 8 hours, standard Gyeonggi
Suwon City Library — free Korean textbooks + quiet floors
🌃 Nightlife
Ingye bar street — Suwon\'s Hongdae-lite, walkable from Paldalmun
Monthly Seoul run — Line 1 home before last train (~midnight)
Noraebang Yeongtong — hagwon staff bonding after payday
Hwaseong night tour — lantern walks, date spot, free culture fix
Expat tips
"Suwon" on the contract is not one neighborhood. Yeongtong to Gwanggyo can be 40 min — verify the hagwon pin on Naver before signing housing.
Line 1 is your Seoul lifeline from Mangpo. Off-peak ~45 min to Seoul Station — viable for monthly trips, brutal for daily Hongdae commutes.
Everland is 20 min away in Yongin. Staff discount seasons exist — batch it with Costco Yongin runs.
Hwaseong Fortress is free culture therapy. Wall walk after a rough hagwon week — UNESCO site in your backyard.
English density is lower than Bundang. Papago at clinics and banks — Samsung zone (Yeongtong) has more English than Jangan north.
Hagwon hubs in Suwon
Yeongtong
Samsung corridor English kindergartens. Family hagwon belt, educated parents.
Gyeonggi\'s green belt — Everland next door, Costco runs, Suji family hagwons on the Bundang Line. More space and nature than Seoul, with Bundang and Suwon a short ride away.
Cheaper than Bundang/Suji premium towers; verify bus commute costs.
Region
Yongin-si · 1.1M
Sprawling city · Suji · Giheung · Dongbaek · Everland zone
Key Stations
Suji · Sanghyeon · Giheung · Dongbaek
Suin-Bundang · Shinbundang · bus-heavy elsewhere
Avg. teacher salary
₩2.5M – ₩2.9M / month
Housing (if not provided)
Deposit ₩10M · Rent ₩650K – ₩850K
Overview
Yongin (용인) is Gyeonggi\'s largest suburb by area — less one downtown than a collection of new towns stitched together by buses and two subway spurs. Teachers choose it for Suji and Sanghyeon hagwon belts on the Suin-Bundang Line, provided housing with real square meters, and weekend defaults: Everland, Korean Folk Village, hiking, Costco Yongin.
Best for: teachers who want nature + family hagwon calm + Bundang access. Tradeoff: car or bus dependency outside Suji corridor — "Yongin" on a contract can mean 40 min between neighborhoods.
Key neighborhoods
Hagwon hub
Suji
Bundang Line terminus belt. Family academies, cafes, teacher housing.
West Gyeonggi\'s planned city — Ilsan Lake Park, Line 3 and Gyeongui-Jungang to Hongdae in ~30 min. Family hagwons, wide sidewalks, and apartment space Seoul can\'t match.
Below Gangnam · comparable to Suwon/Yongin outer zones.
Region
Goyang · Ilsan New Town
Planned west-Gyeonggi hub · Lake Park · KINTEX corridor
Key Stations
Jeongbalsan · Daehwa · Baekseok · Haengsin
Line 3 · Gyeongui-Jungang · KTX access
Avg. teacher salary
₩2.5M – ₩3.0M / month
Housing (if not provided)
Deposit ₩10M · Rent ₩700K – ₩900K
Overview
Ilsan (일산) is the western anchor of Goyang city — a 1990s–2000s new town built around Ilsan Lake Park, now one of Gyeonggi\'s most livable zones for family hagwon teachers. Line 3 runs north–south through the residential core; Gyeongui-Jungang links you to Hongdae, Yongsan, and central Seoul without crossing Gangnam.
Best for: teachers who want parks, planned sidewalks, and Hongdae access on one train line. Tradeoff: fewer listings than Daechi or Bundang — and Jeongbalsan vs Daehwa can be 25 min apart by bus.
Key neighborhoods
Hagwon hub
Jeongbalsan
Line 3 commercial core. Cafes, malls, English academies.
Offset by highest salaries + housing often provided.
Region
Seocho-gu · Daechi-dong
#1 hagwon strip · Eonju-ro corridor
Key Stations
Daechi · Hanti · Dogok · Hangnyeoul
Line 3 + Bundang + Suinbundang — 4 within 1 km
Avg. teacher salary
₩2.8M – ₩3.4M / month
Housing (if not provided)
Deposit ₩10M · Rent ₩950K – ₩1.2M
Overview
Daechi-dong is the most concentrated English-academy neighborhood on the planet. If you\'re hired here, the apartment is often yours, the school is a 5-minute walk, and parents pay tuition that funds half the building.
Gangnam Station is 10 min away. Hongdae 35–40 min. Incheon Airport 80–100 min. ReadyKorea pre-vets every Daechi position and checks the apartment in person before you sign.
Key neighborhoods
#1 strip
Daechi-dong core
Eonju-ro hagwon strip. Walk-to-work standard.
Bundang Line
Hanti · Dogok
Weekend escape to Bundang/Suwon. Premium gyms.
Quiet
Hangnyeoul
One stop west. Slightly calmer, still Daechi access.
Practical guides for native English teachers in Korea
For Teachers. The 5 things you must know.
Before you sign a contract, read this. We focused on the 5 highest-frequency issues based on Reddit r/teachinginkorea, Korea Herald reporting, and official Korean labor law.
Standard work-sponsored visa for first-time teachers in Korea.
Hagwon (private academy) employment OK
EPIK / public school employment OK
Private tutoring NOT permitted
→ Hagwon matching is the core path. Maximize one good placement.
Visa (F-2, F-4, F-6 ...)
Residency-based visas — granted to long-term residents, Korean nationality, or marriage to Korean.
Hagwon employment OK
Private tutoring legal & permitted
No income ceiling
→ Income upside is uncapped. Stack academy + private tables.
💡 ReadyKorea Tip — F-visa holders: your earning potential is unlimited. E-2 holders: we find you the best hagwon match.
0. Where can you teach? — 5 types of jobs in Korea
Most new teachers don\'t know the difference. Picking the wrong type is the #1 source of disappointment.
"Teaching English in Korea" is actually 5 different jobs with different ages, hours, pay, visas, and lifestyles. Read this BEFORE you apply anywhere — it\'s the most important decision you\'ll make.
📊 Market reality — most jobs are #1 and #2
Roughly 80% of foreign English teaching jobs in Korea are 영어유치원 (#1) + 초등 어학원 (#2). Public school (EPIK), International schools, and University positions exist but are much smaller markets combined (~20%) with stricter requirements and limited annual hiring.
Hiring volume rough estimate: 영어유치원 ~5,000+ year · Hagwons ~5,000+/year · EPIK 800-1,200/year · International schools <500/year · Universities <500/year. (Total ~13,000 active E-2/E-1 instructors in 2024.)
DAVID ESL SPECIALTYFULL-DAY · YOUNG CHILDREN
1. 영어유치원 · English Kindergarten
Ages 3-6 · 9am-3pm or 9am-5pm · 2.4-3.0M KRW · E-2 visa
Despite the name "kindergarten," these are technically private academies (학원) — Korea\'s law doesn\'t allow non-Korean teachers in real public/government kindergartens. Students attend full-day immersion programs (often replacing or supplementing regular Korean kindergarten). Premium tier of hagwon work.
Pros:
Predictable daytime hours
Free apartment usually included
Same students all year (build relationships)
Major chains (POLY, SLP, CHUNGDAM) have structured curriculum
Cons:
Young children = high energy demand
Korean parents have high expectations + frequent contact
Open class events (수업참관) are stressful
Curriculum often not provided — teachers create own
Best for: Teachers who like young children, want a daytime schedule, and prefer steady relationships with the same kids all year.
Private after-school academies — students come after their regular school for 1-3 hours of supplementary English. Largest segment of foreign teaching jobs. Quality varies wildly between schools.
Pros:
Hire year-round (start anytime)
Choose age group you prefer
Often newer, more modern facilities
Free mornings = great for hobbies/Korean lessons
Cons:
Late finish (9pm) = limited social life on weeknights
Often Saturday classes
Quality varies — high scam risk
Often no national holidays paid
Best for: Night owls, teachers wanting flexible morning time, those open to teaching wide age range.
DAYTIME · GOVERNMENT
3. 공립학교 · Public school (EPIK / GEPIK / SMOE)
Ages 7-15 · 8:30am-4:30pm · 2.1-2.9M KRW · E-2 visa
Real Korean public schools through Korean government programs (EPIK = nationwide, GEPIK = Gyeonggi, SMOE = Seoul). You teach alongside a Korean co-teacher. ~800-1,200 hires per year vs 10,000+ in hagwons.
Pros:
Best work-life balance
Paid vacation (~2-3 weeks/year)
All Korean national holidays off
Lower stress than hagwon
Real Korean public school experience
Cons:
Lower pay than hagwons
Only 2 hiring cycles per year (Spring/Fall)
Placement assigned (you don\'t pick city)
Co-teacher relationship can be hit/miss
Often placed in rural areas
Best for: Teachers prioritizing work-life balance, vacation time, and authentic Korean experience over maximum pay.
PREMIUM · LICENSED TEACHERS
4. 국제학교 · International School
Ages 5-18 · 8:00am-4:00pm · 3.5-7.0M KRW · E-7 visa
Private international schools (American, British, IB, Christian curriculum). Students are kids of expats, diplomats, and wealthy Korean families. Requires teaching license + 2-3 years classroom experience in your home country. Different visa (E-7).
Pros:
Highest pay (often 2-3x hagwon)
Real teaching career path
Professional environment
Tuition discount for own children
Long summer/winter breaks
Cons:
Requires home-country teaching license
Highly competitive (many applicants)
Recruited 1+ year in advance via specialized fairs
Strict accountability and standards
Less Korean cultural immersion
Best for: Certified teachers with experience, career-focused educators, those bringing family.
Korean university faculty teaching English to Korean college students. Requires Master\'s in TESOL / Applied Linguistics / Education (PhD preferred) + 2+ years teaching experience. Different visa (E-1 foreign professor). Very few openings per year — most positions filled internally or through professional networks.
Pros:
Few teaching hours (12-15/week)
Long vacations (3-4 months/year total)
Adult learners (motivated)
Research opportunities
Prestige factor
Cons:
Requires advanced degree (MA/PhD)
Extremely competitive
Usually 1-year contracts
Pay ceiling lower than expected
Bureaucratic
Best for: Academic-focused, advanced degree holders, those wanting maximum vacation time.
Quick rule of thumb
Want maximum money + young kids? 영어유치원 (English Kindergarten) Want flexibility + free mornings? 어학원 (Hagwon) Want vacation + work-life balance? 공립학교 (Public school via EPIK) Want career + already certified? 국제학교 (International school) Have MA/PhD + want chill schedule? 대학교 (University)
Expert-led prep from 15 years of kindergarten & academy placements
Most interview guides treat hagwon hiring like a personality contest — smile big, bring the energy, dress conservatively. Premium schools don\'t hire performers. They hire credible professionals who can command a classroom, communicate with parents, and stay for a full contract. After vetting 500+ placements, John\'s team uses three pillars to separate hire-ready teachers from the rest.
PILLAR 1
The Professional Teacher Persona
PROFESSIONAL PRESENCE & CREDIBILITY — NOT GENERIC "LOOK NICE" ADVICE
Directors decide in the first 60 seconds whether you can run a class tomorrow. They are not grading your outfit — they are grading whether parents would trust you with their child on camera. Your job is to project Teacher-Ready credibility immediately: steady pace, clear enunciation, and answers that sound structured — not improvised.
Clear enunciation
Slow down 15%. End sentences cleanly. Avoid filler ("like," "um," upspeak). Korean directors often evaluate you through a translator or on a laggy video call — mumbled English reads as "not classroom-ready."
Structured responses
Use a simple frame: Context → Action → Result. Example: "In my last class with 4-year-olds, I used a two-step routine for transitions — we finished circle time 20% faster and parents noticed calmer pickups."
60-second Teacher-Ready opener
Prepare one minute: who you are, age group you teach best, one concrete classroom win, why Korea now. Rehearse until it sounds natural — not memorized. This is your credibility audition.
On camera: neutral background, face well-lit, camera at eye level. Business-casual is fine — but presence (posture, eye contact, vocal control) outweighs any dress code checklist.
PILLAR 2
The Business Mindset
THE DIRECTOR–TEACHER PARTNERSHIP — NOT "BRING THE ENERGY"
A hagwon is a business. The director\'s core metric is student retention — which means parent satisfaction, re-enrollment, and word-of-mouth referrals. You are not an entertainer hired to amuse children for an hour. You are a professional partner whose job is to deliver visible learning progress that keeps families paying tuition.
Speak their language: mention routines, parent communication, progress visibility, and classroom management — not just "I love kids."
Show retention awareness: "I send a one-line weekly update so parents see progress before they wonder if tuition is worth it."
Position energy as a tool: enthusiasm serves engagement and learning outcomes — it is not a substitute for structure.
Signal contract stability: directors pay relocation costs. They need someone who understands the 12-month commitment is a business agreement, not a gap year.
Director lens: "Will this teacher reduce parent complaints, survive open class season, and still be here in October?" Answer that question in every response.
PILLAR 3
Strategic Interview Questions
SMART QUESTIONS — FILTER BAD SCHOOLS LIKE A SERIOUS EDUCATOR
Interviews are two-way. Generic questions ("What\'s the salary?") make you sound like every other applicant. Smart Questions signal that you understand academy operations — and they expose red flags before you sign.
"What is the foreign-teacher turnover rate in the last 12 months?"
High turnover (>50%) usually means management, pay, or housing problems — not "bad luck." A serious school knows this number.
"Is curriculum provided, or am I expected to create materials from scratch?"
No curriculum + young learners = burnout in month 2. Premium chains provide structured books; small hagwons often don\'t — know before you accept.
"How many open classes (공개수업) per semester, and is prep time paid?"
Open classes are high-stress parent showcases. Schools that pile them on without prep time treat teachers as marketing props.
"Who handles parent complaints — me directly, or through a Korean co-teacher / manager?"
Clarifies your support structure. Being the sole buffer between angry parents and management is a burnout pattern.
"Can I speak with a current foreign teacher before signing?"
Refusal is a red flag. Schools with nothing to hide facilitate this. Ask off-recording questions about housing, pay timing, and director communication style.
ReadyKorea Interview Prep: Teachers placed through ReadyKorea get a pre-interview briefing with John\'s team — 60-second opener review, smart-question checklist, and contract red-flag screening before you sign.
래디코리아 매칭 강사 — 면접 전 60초 오프닝 리뷰, 스마트 질문 체크리스트, 계약 전 레드플래그 검수 제공.
One hub · specialized guides · no duplicate content
Korea\'s E-2 visa is the legal foundation for teaching English. Roughly 13,000 active E-2 instructor visas were registered as of 2024 (Korea Herald, citing Ministry of Justice data). Each topic below is a dedicated guide — read the full version on that page only.
주제별 전문 가이드로 분리 — 중복 없이 필요한 페이지만 읽으세요.
Visa bar vs hiring bar: A 120-hour TEFL is not legally required for E-2 issuance — but top hagwons and public programs often use it as a hiring filter.
E-2 strategy at a glance
Sign contract — start FBI check + degree apostille immediately (plan for 8–12 weeks in 2026, not 4–6)
School applies for VIN — Korean Immigration issues Visa Issuance Number (1–3 weeks after docs arrive)
Consulate stamping — book via 365 Portal; visa in hand before you book flights
Land in Korea — MOJ medical exam + ARC within 90 days; cannot teach at a new workplace until immigration confirms
Before you arrive
After you land in Korea
In-Korea visa changes
Already teaching in Korea
E-2 Visa Process
Eligibility, timeline, and 2026 expert realities
Document lists and official form links live on the — not duplicated here.
Eligibility — strict
Citizen of US, Canada, UK, Australia, New Zealand, Ireland, or South Africa
3- or 4-year bachelor\'s degree from these countries (2-year Associate degree NOT accepted)
Native English speaker (passport from the 7 countries)
Clean criminal record (national-level, not state)
Healthy (no chronic communicable conditions)
Process timeline
Sign contract with school
Send originals to school in Korea (FedEx)
School applies for Visa Issuance Number (VIN) at Korean Immigration: 1-3 weeks
You apply at Korean Embassy/Consulate in home country: 3-7 days
Total: 4–8 weeks typical — but 2026 apostille mail-in queues often push this to 8–12 weeks (see Expert Realities below)
Common visa mistakes
FBI check older than 6 months when applying (most common rejection)
Apostille on wrong document type (must match country)
Sending photocopy instead of original/notarized
State-level background check (must be national/FBI)
Booking flight before visa is officially in hand (VIN alone is not enough)
Myth: passport must be valid 12 months — Fact: 6 months from your expected start/arrival date is the standard requirement
Myth: consulate needs 4 photos — Fact: one passport-size photo for the E-2 application is typical (requirements can vary slightly by consulate — confirm with yours)
Nationality-specific tips
United States
Request your FBI check through an FBI-approved channeler (listed on the FBI website) if you are on a tight timeline — this is the most reliable way to receive results before the 6-month expiration clock becomes a problem.
Print the electronic FBI PDF result for federal apostille submission in Washington, D.C.
United Kingdom
Order the ACRO Police Certificate — this is the standard national-level document Korean immigration and consulates expect from UK citizens.
Apostille the ACRO certificate through the UK FCDO Legalisation Office before shipping originals to your school.
Expert Realities · 2026 E-2 Process
High-value facts most first-time applicants miss
Timeline
The Honest Timeline
On paper, the standard E-2 pipeline runs 4–6 weeks from signed contract to visa-in-hand. In 2026, that is increasingly the best-case scenario — not the planning baseline. Mail-in apostille queues (state degree apostilles plus the federal FBI apostille in Washington, D.C.) routinely stretch the full process to 8–12 weeks, even when your FBI result arrives quickly.
Do not plan your start date around the FBI check; plan it around the apostille mail queue. An FBI channeler can shave days off the background-check step — but you still cannot control how long documents sit in a Secretary of State or federal apostille mail backlog.
Switching hagwons or adding a second workplace? Full 15-day rule, LOR, and HiKorea appointment guidance is on the dedicated spoke — not repeated here.
E-2 Visa Transfer & Add Workplace
15-day reporting rule · LOR reality · secondary employer consent
Switching hagwons or adding a second workplace on an E-2 is a reporting obligation — not advance permission from immigration. This is the 근무처 변경 (workplace change) track — not the same as a same-school 연장 (extension).
근무처 변경·추가는 사전 허가가 아닌 신고 의무입니다.
Staying at the same hagwon and renewing your visa? That is Extension (연장) — a different legal procedure.
⏱️ The 15-day rule
You must report your workplace change within 15 days of starting the new job. This clock starts from your first day at the new sponsoring school — not when you sign the contract or give notice to your old employer.
Failure to report on time can result in an administrative fine of up to ₩2,000,000 under Korean immigration law, plus potential visa-status scrutiny on future renewals.
신규 근무 시작일로부터 15일 이내 근무처 변경 신고 필수 · 미신고 시 최대 200만 원 과태료.
Demystifying the Letter of Release (LOR): An LOR is not required if your contract ended naturally at the end of its term, or if the school closed. An LOR is typically required only when you leave mid-contract through your own fault (e.g., voluntary resignation before the contract end date without mutual agreement).
Do not let a difficult director claim an LOR is always mandatory — immigration evaluates the circumstances. Document your contract end date, resignation notice, and any school closure notice.
계약 만료·학원 폐업 시 해제서 불필요 · 본인 귀책 중도 퇴사 시에만 통상 요구.
Add workplace logic — secondary employer: Adding a secondary workplace (부업무처 추가) is a separate procedure from a full transfer. It always requires a consent letter from your primary (main) employer — the contract-end and school-closure exceptions that apply to transfers do not apply when you want to work at two academies simultaneously.
부업무처 추가는 주 근무처 동의서 필수 · 계약 종료 예외 규정 적용 안 됨.
Appointment strategy:Walk-ins for workplace-change reports are forbidden at immigration offices — you must book through HiKorea (or file online where eligible). If no slots appear at your local office, check neighboring immigration offices on HiKorea or call 1345 immediately (Immigration Contact Center, English available) — do not wait until your 15-day window is about to expire.
현장 무예약 접수 불가 · 슬롯 없으면 인근 사무소 확인 또는 1345 즉시 문의.
Related forms:
E-2 Visa Extension (연장)
Same-school renewal · not a workplace change
If you are renewing your E-2 at the same sponsoring hagwon for another contract year, you file an extension of stay (체류기간 연장) — not a workplace-change report. Your school typically coordinates sponsorship documents; you submit through HiKorea.
동일 학원 재계약 시 체류기간 연장 신청 — 근무처 변경과 별도 절차.
For the complete list of required forms and official document templates, see our
Renewal (연장) vs. Workplace Change (근무처 변경):
Extension / Renewal (연장): Same employer, new contract period — extend your current E-2 stay.
Workplace Change (근무처 변경): New sponsoring hagwon — 15-day reporting rule, different forms and timeline.
Switching schools? Use the
instead of this page.
학원 이동 시 연장이 아닌 근무처 변경 절차를 따르세요.
ReadyKorea Pro-Tip · The 4-month window
Apply as early as 4 months before your E-2 expiry date. Immigration allows extension applications well before expiration — and March/August peak seasons fill HiKorea slots fast. Waiting until the last minute risks a status gap if processing runs long or your school submits documents late.
만료 4개월 전부터 연장 신청 가능 · 막바지 신청은 체류 공백 위험.
ReadyKorea Pro-Tip · Online first: Same-school renewals are often eligible for HiKorea e-application — no in-person appointment required. Before you book a trip to immigration, log into the HiKorea e-application portal and check whether your renewal qualifies for online filing. If e-application is available, you can skip the office visit entirely.
동일 학원 연장은 하이코리아 전자신청 가능한 경우가 많음 — 방문 전 포털 확인.
ReadyKorea Pro-Tip · When you still need in-person: If e-application is not available for your case, book early on HiKorea — walk-ins are not accepted. Bring passport, ARC, school sponsorship letter, and completed forms from the Resource Hub. Call 1345 (English) if your local office shows no slots before expiry.
전자신청 불가 시 예약 필수 · 슬롯 없으면 1345 문의.
Bridge status between E-2 contracts · not a work visa
The D-10 (구직) visa lets eligible foreign residents stay in Korea while searching for a new sponsoring employer — typically former E-2 teachers between contracts. It is not permission to teach; it is time to interview and secure your next E-2 sponsorship.
D-10은 구직 체류 비자 — 수업 비자가 아닙니다.
For the complete list of required forms and official document templates, see our
ReadyKorea Expert Note · Career track exemption (former E-2 teachers):
If you qualify on the career track (직무 관련 구직) as a former E-2 instructor, you can receive a maximum 1-year total stay, usually granted in 6-month increments — without the immigration points test.
This is not the same as the up to 3-year D-10 path available to applicants who meet the points-based system threshold or certain Korean university graduate categories. Do not assume a 3-year stay on the E-2 career track.
E-2 경력 트랙: 최대 1년(6개월 단위) · 점수제·대졸 3년 경로와 다름.
ReadyKorea Expert Note · The teaching ban
You cannot teach at a hagwon or school on a D-10 visa. Paid classroom teaching — even part-time or cover classes — is illegal on D-10 status. Immigration treats unauthorized employment as a serious violation that can jeopardize future E-2 eligibility and lead to fines or deportation.
D-10 is for job searching, interviews, and preparing your next lawful sponsorship — not for earning income as a teacher.
D-10 상태에서 학원·학교 유급 수업 불가 · 불법 근무 시 향후 비자 불이익.
ReadyKorea Expert Note · Application timeline: Book your immigration appointment on HiKorea at least 2–4 weeks before your E-2 expiry date. Processing typically takes 2–4 weeks — applying too late risks a gap in legal status between visas.
E-2 만료 2–4주 전 예약 권장 · 처리 2–4주 소요.
ReadyKorea Expert Note · After D-10: Once you sign with a new hagwon, you transition back to E-2 sponsorship — not continued D-10 employment. See
if you start at a new school, or
if you renew at the same employer.
재취업 시 E-2 복귀 — 신규 학원은 근무처 변경 절차.
Official portal: hikorea.go.kr · Hotline: 1345 (English)
D-4 to E-2 Visa Change
In-Korea status change · language student to E-2 instructor
If you are in Korea on a D-4 (language study) visa and receive an E-2 teaching offer, you apply for a change of status (체류자격 변경) at immigration — you do not leave Korea to restamp at a consulate. Your sponsoring hagwon initiates the VIN process; you complete medical check and submit through HiKorea.
D-4 체류 중 국내에서 E-2로 자격 변경 신청.
For the complete checklist of required forms and document templates, see our
ReadyKorea Pro-Tip · The teaching ban
You cannot start teaching until you receive the official approval notification from immigration. Submitting your application — or even receiving a VIN from your school — does not grant work authorization. Paid classroom hours before approval are illegal and can void your change-of-status application.
출입국 승인 통지 전 수업 금지 · 접수만으로 근무 허가되지 않음.
ReadyKorea Pro-Tip · Criminal record timing: Your national criminal background check must be apostilled and issued within 6 months of your application date. For D-4→E-2 changes, this clock often catches applicants off guard — they ordered a check when they first arrived in Korea. Start the fresh check and apostille process as early as possible once you have a signed contract.
범죄경력조회서는 신청일 기준 6개월 이내·아포스티유 필수.
ReadyKorea Pro-Tip · Health check timing: Schedule your E-2 immigration medical exam 2–3 weeks before your immigration appointment — not months earlier. MOJ-designated hospital results are typically valid for roughly 3 months; taking the exam too early means paying for a repeat test. Full hospital protocol:
이민국 예약 2–3주 전 검진 권장 · 결과 유효기간 약 3개월.
ReadyKorea Pro-Tip · Australian Embassy apostille shortcut:Australian citizens already in Korea should ask whether eligible documents can be processed through the Australian Embassy in Seoul for apostille or notarial services — this can be faster than mailing documents back to Australia. Services and eligible document types change — confirm current fees and turnaround directly with the embassy before you rely on this path.
호주 국적자 — 서울 호주대사관 아포스티유 경로 사전 확인 권장.
ReadyKorea Pro-Tip · Book early: HiKorea appointment slots fill quickly during peak hiring seasons (March, August). Book your change-of-status appointment as soon as your school confirms VIN progress — walk-ins are not accepted.
하이코리아 예약 조기 확보 · 현장 접수 불가.
Official portal: hikorea.go.kr · Hotline: 1345 (English)
C-4-5 Short-Term Camp Visa
Summer/winter camp teaching · 90 days or less · home-country consulate
The C-4-5 (단기취업, short-term employment) visa covers paid English camp contracts in Korea when the engagement is genuinely short-term. Your camp operator sponsors the visa; you apply at your home country's Korean consulate before departure — the same apostille-heavy paperwork culture as E-2 applies.
단기캠프 영어강사용 C-4-5 — 출국 전 본국 영사관 신청.
For the complete apostille and document preparation guide, see our
ReadyKorea Expert Note · Short-term only
The C-4-5 is strictly for teaching engagements of 90 days or less. It cannot be converted to an E-2 while in Korea without returning to your home country to re-apply. Do not treat a summer camp visa as a trial run or stepping stone to a full-year hagwon contract — if you want E-2, start the E-2 process from home before you fly.
90일 이하 단기 전용 · 국내 E-2 전환 불가 · 본국 재신청 필요.
ReadyKorea Expert Note · Essential documents
An apostilled degree and apostilled criminal background check are mandatory for the C-4-5, even for a short camp. Treat this documentation as seriously as a full-time E-2 visa. Camps that tell you "just bring your passport" are either misinformed or cutting corners — consulates routinely reject incomplete files.
학위·범죄경력조회서 아포스티유 필수 — E-2와 동일 수준 준비.
ReadyKorea Expert Note · Application strategy: Apply through your home country's consulate early. Camp employers often send invitation letters late — sometimes only weeks before camp starts. Start your criminal background check immediately upon accepting an offer; apostille processing is the bottleneck, not the consulate appointment itself. Jurisdiction lookup:
초청장 지연 흔함 — 합격 즉시 범죄경력조회·아포스티유 시작.
ReadyKorea Expert Note · Consular booking: Reserve your consulate slot on the 365 Overseas Korean Portal as soon as you have a firm camp start date. Walk-ins are not accepted at most posts.
365 포털 사전 예약 · 현장 접수 불가.
ReadyKorea Expert Note · After camp ends: You must depart Korea before your C-4-5 stay expires — overstaying converts a short camp into a serious immigration violation. If a hagwon offers you a year-round role afterward, plan a full E-2 application from your home country; do not assume an in-country extension is possible.
체류기간 만료 전 출국 · 연장 캠프 후 E-2는 본국 재신청.
What to expect once your school issues the Visa Issuance Number (VIN)
Booking
The Appointment Mandate
Almost all Korean consulates now require online appointment booking through the 365 Overseas Korean Portal (consul.mofa.go.kr). Select your consular jurisdiction, choose visa services, and reserve a slot before you travel to the office.
Walk-ins are generally not accepted; do not rely on phone or email for bookings. Consular staff cannot hold slots for you — if you show up without an appointment, you will almost certainly be turned away.
Travel planning
The Flight Booking Rule
Do not book your flight until your visa is officially in hand. A VIN from your school means immigration has approved sponsorship — but the consular step, document review, and passport stamping can still take days or weeks. Processing delays at the consulate or apostille stage are completely out of your control.
Teachers who book refundable tickets early still lose money when consulate backlogs shift their start date. Wait until your passport shows the E-2 stamp (or you receive written visa approval) before committing to airfare.
Fees
Visa Fee Logic
E-2 visa fees are not identical across nationalities. Korean consulates apply reciprocity principles — meaning your fee may differ from a colleague\'s depending on what your country charges Korean citizens for equivalent visas. Check your specific consulate\'s current fee schedule on consul.mofa.go.kr before your appointment and bring exact payment in the form they accept (cash, money order, or card — varies by post).
Status
Tracking & Verification
After submitting your application, track progress on the Korea Visa Portal (visa.go.kr) using your application reference number. This keeps you informed without repeatedly calling the consulate — a practice consular staff actively discourage when the online system already shows your status.
E-2 Visa Run to Japan · Fukuoka
Risk-averse guidance for stamping E-2 at the Korean Consulate in Fukuoka
Some teachers already in Korea (or unable to reach their home-country consulate) use the Korean Consulate General in Fukuoka to stamp an E-2 after receiving a Certificate of Visa Issuance (VIN) from their school. This is a legitimate path — but only if you treat it as a planned consular stay, not a quick weekend hop.
일본 후쿠오카 영사관 E-2 스탬프 — 가능하지만 주말 당일치기가 아닌 체류 계획 필수.
Timing
The “Stay, Not a Hop” Rule
The Fukuoka consulate publishes a 1–2 week processing time for visa applications. That is the baseline you must plan around — not your hagwon start date, not a cheap flight deal, and not a long weekend.
Do not plan a weekend trip. Plan a stay. Budgeting only 2–3 days often leads to expensive flight changes, hotel extensions, or a forced exit-and-re-entry when your passport is not ready. Base your trip on the consulate’s published processing window — not your personal schedule.
Eligibility
The Jurisdiction Reality
Consular rules differ by Japanese post. Osaka typically requires proof of Japanese residency for third-country applicants. Fukuoka is different: it routinely issues E-2 visas to third-country nationals (US, UK, Canada, Australia, etc.) without Japanese residency, provided you hold a valid Certificate of Visa Issuance (VIN) from Korean Immigration and meet standard E-2 document requirements.
Do not assume Fukuoka rules apply in Osaka, Tokyo, or Nagoya. Confirm jurisdiction policy with the specific consulate before you book travel — policies can change.
오사카는 일본 거주 증명 요구 사례 많음 — 후쿠오카와 혼동 금지.
Pre-check
Essential Pre-Check: Holiday Calendars
Check the holiday calendar for both Korean and Japanese public holidays before you fly. Consular offices close on national holidays in both countries — and a single holiday in the middle of your processing window effectively extends your wait by a full business day (sometimes more if it creates a long weekend).
Golden Week (late April–early May), Chuseok, Seollal, and Japanese New Year are the highest-risk windows. Teachers who ignore the dual calendar are the ones stuck in Fukuoka with a return flight they cannot change cheaply.
한국·일본 공휴일 겹치면 처리 기간 실질 연장 — 반드시 사전 확인.
Document Resource Hub
All document requirements + official HiKorea form links — single source of truth
Documents you prepare (at home, before Korea)
FBI Criminal Background Check (US): notarized + Apostille. Max 6 months old. State checks not accepted. Use an FBI-approved channeler on tight timelines.
UK: ACRO Police Certificate — national check + Apostille
Other nationalities: equivalent national check + Apostille/consular authentication
University diploma: notarized + Apostille
Passport valid 6+ months from expected start date
One passport-size photo for consulate (bring one spare)
Resume in chronological format
C-4-5 camp visa: same apostilled degree + criminal check requirements — see
Nationality-specific FBI/ACRO timing tips:
Latest version disclaimer: Forms are frequently updated by the Ministry of Justice. Always download the latest version directly from the official HiKorea portal to avoid visa processing delays.
법무부 양식은 수시로 개정됩니다 — 반드시 하이코리아 공식 포털에서 최신본을 받으세요.
Visa form pro-tip: Download the latest Visa Application Form from your consulate\'s official site or HiKorea — outdated third-party PDFs are routinely rejected.
비자 신청서는 영사관·하이코리아 최신 양식만 사용.
ReadyKorea does not host immigration PDFs. Every link below opens the official HiKorea form repository — search the English or Korean form name, then download the current PDF or HWP from the Ministry of Justice.
Form (English)
양식명 (한국어)
Expert note
Link
Integrated Application Form
통합신청서 (신고서)
Required for all ARC services — book your HiKorea appointment before printing this.
Reminder: Forms are frequently updated by the Ministry of Justice. Always download the latest version directly from the official HiKorea portal to avoid visa processing delays.
Jurisdiction-First Resource Hub
Official consular lookup only — no static mission lists on this site
Your consulate is determined by your legal residence, not convenience.
Korean consulates assign fixed jurisdictions by your state, province, or country of legal residence — not the office closest to where you are traveling, and not the one with the shortest wait time. Applying at the wrong post is one of the most common preventable visa delays.
관할 영사관은 편의가 아닌 법적 거주지 기준입니다.
Official jurisdiction lookup
Select your country and search your specific region on the Korean government\'s own portal to find your verified consular jurisdiction, current hours, fees, and appointment slots.
국가를 선택한 뒤 거주 지역을 검색해 공식 관할 영사관을 확인하세요.
Also known as the 365 Overseas Korean Portal — the same system used for online visa appointment booking at most Korean consulates worldwide.
⚠️ United Kingdom — priority notice
UK residents do not submit E-2 applications directly to a Korean embassy or consulate. All visa applications for legal residents of the United Kingdom are processed exclusively through the Korea Visa Application Center (KVAC) London, operated by IOM on behalf of the Government of the Republic of Korea.
British applicants who book at the wrong office — or mail documents to an embassy instead of KVAC — face returned packages and weeks of delay. Confirm submission method, document order, and labelling on the official KVAC site before you send anything.
영국 거주자는 대사관 직접 접수가 아닌 KVAC London 경로만 유효합니다.
Pro-tip: Never rely on third-party lists. Always confirm the jurisdiction on the mission\'s own website before booking your appointment.
제3자 목록 대신 해당 공관 공식 사이트에서 관할을 반드시 확인하세요.
ReadyKorea does not host consulate addresses, phone numbers, or jurisdiction maps. Mission data changes without notice — use only official government sources linked above.
Landed in Korea? Continue to the separate for medical check and ARC.
Mandatory within 90 days of arrival · MOJ-designated hospital only
Every new E-2 teacher must complete an immigration medical exam at a Ministry of Justice (MOJ)-designated hospital in Korea — a regular clinic or employer check does not count. Cost: roughly ₩150,000–300,000. Tests typically include drug screen (THC = visa denial), hepatitis, TB, chest X-ray, vision, hearing, and general physical — exact panels vary by hospital.
입국 후 90일 이내 법무부 지정 병원 검진 필수.
SEOUL — APPROVED
Severance International Center
Asan Medical Center International
Samsung Medical Center International
Seoul St. Mary\'s Hospital
SNUH International Healthcare Center
⚠️ KEY RULES
Fast 8 hours before exam
Bring passport + ARC application receipt
No cannabis 30+ days before drug test
Results: 3–5 business days
Expert survival tips
Myth-busting — HIV testing was abolished in 2017: HIV testing for E-2 teachers was abolished in 2017 under revised immigration medical rules. Many outdated recruiter blogs and hospital brochures still list HIV — that is factually incorrect for current E-2 employment exams. If a front desk quotes an old panel, ask for the current MOJ E-2 form.
E-2 HIV 검사는 2017년 폐지되었습니다. 구형 안내문은 무시하세요.
🔒 The sealed envelope rule
Never open the sealed medical envelope. Immigration accepts only the hospital\'s original, sealed report. If you break the seal — even to peek — immigration will reject it and you must pay for and retake the entire exam. Hand the unopened envelope directly to immigration or your school\'s admin exactly as issued.
봉인된 검진 결과 봉투를 절대 개봉하지 마세요. 재검진 비용이 발생합니다.
Pre-call protocol — say this on the phone: Reception desks often default to a general health check or employer panel. Before you book, call and ask in Korean:
E-2 비자 회화지도용 채용신체검사 받을 수 있나요?“Can I get the employment medical exam for an E-2 language-instructor visa?” — this gets you the correct MOJ immigration form on the first try.
Fasting & turnaround — ask two questions when you book: (1) “Do I need to fast?” — some hospitals require 8–12 hours; others do not. (2) “How many days until the certificate is ready?” — turnaround varies (often 3–5 business days). Book early so results land before your ARC appointment window closes.
예약 시 금식 여부와 결과 발급 소요일을 반드시 확인하세요.
Alien Registration Card · mandatory within 90 days of arrival
Within 90 days of landing in Korea, you must register for your ARC at the local immigration office (jurisdiction based on your registered address). The ARC is your Korean ID — required for banking, phone contracts, and NHI enrollment.
외국인등록증(ARC) — 입국 후 90일 이내 신청 필수.
How to apply
Complete MOJ medical exam first (results required)
Book HiKorea appointment at your local immigration office
Bring passport, contract, school business registration (사업자등록증), housing confirmation (거주제공확인서), ARC photo (3.5×4.5 cm), fee (~₩30,000)
ARC card mailed or picked up in 2–4 weeks
The 90-day rule
Medical exam and ARC registration must both finish within 90 days. Missing either deadline risks fines or visa complications.
Appointment crisis management: If you can\'t find a reservation slot at your nearest immigration office, keep refreshing the HiKorea portal daily — especially between 9 AM and 10 AM. Cancellations happen frequently, and same-day slots sometimes open when other applicants drop out.
예약 슬롯이 없으면 매일 오전 9–10시에 HiKorea를 새로고침하세요. 취소 슬롯이 자주 열립니다.
Paperwork hierarchy — name-specific documents only: Immigration will reject your application on the spot if key school papers are generic. Your school must issue:
Business Registration Certificate (사업자등록증) — issued for the academy, with your employment on file
Housing Confirmation (거주제공확인서) — must list your full name, not a blank template or another teacher\'s details
Ask your director to reprint both documents with your name before your appointment — generic copies are the #1 paperwork rejection at the counter.
사업자등록증·거주제공확인서에 본인 이름이 반드시 기재되어야 합니다.
📷 The photo trap
ARC requires a 3.5 × 4.5 cm passport photo — not the 2×2 inch (5×5 cm) photo used for US visa applications. Bringing the wrong size is the most common reason for a wasted immigration trip. Get ARC-size photos at any Korean photo booth (포토매틱) or print shop the day before — white background, no glasses, ears visible.
ARC 사진 규격은 3.5×4.5cm — 미국 비자용 2×2인치와 다릅니다.
Most hagwon disasters are preventable at the contract stage. If you spot ANY of these red flags, walk away. Korea has thousands of English academies — you can always find another.
RED FLAG · MOST COMMON
구두 약속 (Verbal promises not in writing)
The #1 most common dispute. The school says "We\'ll handle vacation/bonus/severance later" verbally but doesn\'t put it in the contract. If it\'s not in writing in the signed contract, Korean labor inspectors cannot enforce it — and the school will deny it later.
RED FLAG · FREQUENT
월급 일부 보류 ("Completion bonus")
The school withholds 100,000-300,000 KRW from each paycheck, promising to release the total "only if you complete the 12-month contract." If you quit early or get fired, you lose all withheld money. Korean labor law generally requires full payment on schedule — this is grounds for a labor complaint.
RED FLAG · FREQUENT
모호한 직무 ("As directed by employer")
The contract says you\'ll do "duties as directed by the employer." This open-ended language lets the school assign you anything later — admin work, weekend events, parent calls after hours, marketing photoshoots. Demand specific written duties: exact teaching hours per week, prep hours, start/end times, breaks.
RED FLAG · FREQUENT
급한 채용 · 24시간 내 사인 압박
Job listing says "ASAP" or "URGENT," or the recruiter pressures you to commit within 24 hours. This usually means the previous teacher just quit or escaped — and the school is desperate to fill the position before students/parents notice. Always take at least 48 hours to review and cross-check.
RED FLAG · FREQUENT
월급 항목별 명세 없음 (No salary breakdown)
The contract shows only a single salary figure (e.g., "2,500,000 KRW") with no itemization. A proper breakdown should include: base salary, housing allowance, income tax, NPS (4.5%), NHI (~3.5%), severance accrual, overtime rate. If they refuse to itemize, you don\'t know what you\'re actually taking home.
Free apartment is mandatory by law, but quality varies wildly
Korean law requires schools to provide free housing OR housing allowance (400,000-600,000 KRW/month typical). But apartment quality is rarely guaranteed in writing — and changing apartments later is hard.
What you\'ll typically get
Studio (원룸) apartment, 15-25㎡ (small by Western standards)
You pay utilities (electricity, gas, internet): ~80,000-150,000 KRW/month
Goshiwon (less private) in older contracts — refuse this
⚠️ Mold — extremely common
Korean summers hit 35°C with 80%+ humidity. Concrete construction absorbs moisture. Mold is the #1 housing complaint.
Health impacts: chronic cough, eye irritation, rashes, fatigue, headaches. Prevention: dehumidifier (essential, ~50,000 KRW), open windows daily, baking soda in corners.
Demand BEFORE signing
10+ photos of actual apartment (not stock photos) — request via video call
Address + Google Maps verification
Distance from school (walking time)
Floor (1F prone to flooding, top floor prone to leaks)
Confirmation: not goshiwon, has own bathroom + kitchen
Furnishings list
Move-in date
If apartment has problems
Document EVERYTHING with photos + dates (day 1)
Email school in writing (not verbal) requesting fixes
Mold: school usually responsible to remediate
If serious (infestation, mold, broken AC): you can demand relocation
If school refuses fix: contact Korean Labor Ministry (1350)
Or take housing allowance instead and rent your own
"Your co-teacher can make or break your Korea experience"
Your Korean co-teacher is your everyday partner — translating with admins and parents, managing classrooms, navigating school dynamics. Multiple expat surveys and academic research (Korea TESOL Journal) identify co-teacher relationship as the single biggest predictor of teaching job satisfaction in Korea.
Cultural communication gaps
Korean: indirect, harmony-first. "Maybe" often means no.
Western: direct, problem-solving. "What\'s the issue?" feels rude in Korea.
Saying "no" directly = serious offense. Use "It may be difficult."
Public criticism = humiliation. Always 1-on-1, privately.
Lots gets communicated via silence/expression — pay attention.
Common conflict triggers
Linguistic insecurity — Korean co-teacher may feel intimidated by your English fluency → passive aggressive
Hierarchy confusion — In Korean culture, older = authority. If your co-teacher is younger, watch dynamics
15-year veteran field guide · classroom-ready from Day 1
Practical expert guidance you can apply in the classroom immediately — mindset, routines, colleague trust, and Korea adjustment.
교실 현장에서 바로 적용 가능한 15년 차 전문가의 실전 지침입니다.
1. 성공을 위한 3대 원칙
준비된 에너지: 완벽함보다 중요한 것은 아이들을 대하는 선생님의 열정과 활기찬 에너지입니다.
시스템 활용: Notion과 구글 캘린더를 제2의 뇌로 삼아, 반복되는 업무를 기록하고 자동화하세요.
건강 관리: 규칙적인 식사와 충분한 수면은 수업 에너지를 유지하는 가장 강력한 무기입니다.
2. 교실 현장 실전 팁
20분 준비 의식: 수업 전 20분간 소리 내어 교재를 읽고 수업 흐름(워밍업-본활동-마무리)을 확인하세요.
교재 활용의 고수: 교재는 수업의 뼈대입니다. 이를 충실히 따른 뒤, AI(ChatGPT)로 맞춤형 게임과 활동지를 더하세요.
학급 경영: 고함을 지르기보다 눈맞춤과 비언어적 신호로 수업 분위기를 장악하세요.
3. 신뢰받는 교사가 되는 법
눈치(Nunchi) 기르기: 의견 차이가 있을 땐 정면 충돌보다 "이런 고민이 있는데, 다른 방식은 어떨까요?"라며 정중하게 대화하세요.
기록의 힘: 아이들의 수업 태도와 특이사항은 매주 기록하세요. 학기 말 상담 시 엄청난 업무 단축 효과를 줍니다.
4. 한국 생활 적응기 극복
정상적인 과정: 초기 집중력 저하나 불안은 뇌가 새로운 환경을 처리하는 정상 과정입니다. 30일만 꾸준히 루틴을 유지하세요.
식사 해결: 편의점 간식보다는 주변의 영양가 있는 한식 식당을 3곳만 정해두고 순환하며 식사하세요.
5. 선생님의 마음을 얻는 필수 표현
표현
의미와 활용
안녕하세요
매일 아침 동료들에게 밝게 인사 · Bright morning greeting to colleagues every day
감사합니다
동료의 배려에 늘 표현하기 · Say it often when coworkers help you
죄송합니다
실수했을 때 솔직하고 빠르게 인정 · Admit mistakes quickly and sincerely
잘 부탁드립니다
출근 첫날 동료들에게 겸손하게 · Humble opener on your first day
수고하셨습니다
퇴근 시 동료들에게 건네는 인사 · Standard end-of-day farewell to staff
Foreigners have the SAME labor rights as Koreans by law
One of the most expensive misconceptions: many foreign teachers think their contract is their rights. Korean labor law overrides contracts. Even if your contract excludes severance, you\'re legally entitled. Here\'s exactly what you should get.
💰 Severance pay (퇴직금)
Statutory right under Korean Labor Standards Act — you get it whether contract mentions it or not
Amount: ~1 month\'s salary per year of service
Requires 12+ months continuous employment
Must be paid within 14 days of contract end
Scam alert: 11-month terminations — some hagwons fire teachers at 11 months to avoid the 12-month trigger. If termination appears designed to evade severance, you can sue.
Practical items to pack, medicines to bring, sites to bookmark
Korea has nearly everything, but some specific items are hard to find, expensive, or wildly different. Save yourself months of inconvenience by bringing these from home.
💰 Financial cushion before payday: Your hagwon salary is strong — but your first paycheck usually arrives 4–6 weeks after start (end of the following month). Land with at least $500–$1,000 USD in cash or a travel card for SIM, transit, groceries, and apartment setup until payroll clears. Schools rarely advance cash on Day 1.
A. 4 Seasons — What to Pack
계절
날씨
옷 / 액세서리
Spring (3-5월)
5-20°C, variable
Light jacket, mask for yellow dust (황사). KF94 마스크는 한국에서 구입 OK.
Summer (6-8월)
25-35°C, 80%+ 습도, 장마
Waterproof jacket (monsoon June-July), quick-dry clothes, sunscreen (Korean SPF is good and cheap), dehumidifier (필수, 약 5만원).
Heavy down coat (한국 구입 가능, but Western fit better if you\'re tall). Thermal base layers, wool socks, gloves, beanie. 한국 아파트는 바닥난방(온돌)이라 실내는 따뜻.
Larger sizes: Clothing and shoes in larger Western sizes (especially US men\'s 11+ / women\'s 9+, or tall/long fits) are difficult to find in Korea — even in Seoul. Bring a sufficient supply of everyday shoes, work clothes, and basics rather than planning to shop locally.
큰 사이즈 의류·신발은 한국에서 구하기 어려움 — 일상용 충분히 준비.
B. Medicines to Bring from Home (3-month supply minimum)
⚠️ HARD TO GET OR ILLEGAL
Adderall / Ritalin (ADHD) — strictly controlled, often confiscated at customs even with prescription
Codeine-based painkillers — controlled substance
CBD products — illegal even with THC 0%
Vyvanse, Concerta — usually denied entry
🟡 AVAILABLE BUT DIFFERENT
Tylenol PM, NyQuil — Korean versions exist but different formula
Mucinex (expectorant) — not widely available
Pepto Bismol — limited, Korean alternatives weaker
Birth control — many brands OK at pharmacy without Rx; specific brands not available
Strong allergy meds (Zyrtec/Claritin) — available but more expensive
✅ EASY IN KOREA
Ibuprofen, acetaminophen — at any 편의점/pharmacy
Cold/flu basics — Korean cold meds work great
Vitamins — abundant, often cheaper than US
Skincare (acne, etc.) — Korean dermatology is world-class
Contact lenses — much cheaper, prescription often relaxed
📋 PRESCRIPTION RULES
Bring 3-6 month supply max (customs limit)
Keep original Rx + doctor letter in English
Original containers (not pill organizers)
Check Korean Customs website for restricted list
Mental health meds: bring extras + English psychiatrist contact
C. Apartment Missing Items (Hagwon-Provided 원룸)
Korean studio apartments are usually furnished with basics (bed, fridge, washing machine, microwave, AC). But missing items are often:
🛏️ BEDDING
Bed sheets — often only a thin pad provided
Large bath towels — Korean towels run small
Comforter — bring or buy on Coupang Day 1
Pillow case (Western pillows are bigger)
🍳 KITCHEN
Oven — most apartments have none (only microwave + induction)
Coffee maker (filter type, drip) — Korean homes use instant or pour-over
Western-style mugs/dishes (Korean dish sets are small portions)
Spice rack basics (taco seasoning, Italian herbs etc. expensive in Korea)
🧴 BATHROOM
Toilet paper (must supply yourself)
Shower curtain (Korean bathrooms have no separation — water hits everything)
Bath mat
Toiletries — deodorant is especially hard to find locally (Western brands rare; Korean options differ). Bring 6+ months\' supply.
🔌 TECH / POWER
Unlocked smartphone — bring a phone that is carrier-unlocked so Korean SIM/eSIM activation works on Day 1. Carrier-locked devices from home often block local SIMs until unlocked abroad.
Plug adapters (Korea uses Type C/F, 220V) — bring 3-5
Power strip with adapters (more efficient than buying many adapters)
HDMI cable (TVs usually no HDMI included)
Voltage-compatible devices (US 110V appliances need transformer)
D. Visa Documents
All visa document requirements, MOJ form links, and consulate form pro-tips are on the — the single source for forms (not repeated on packing or process pages).
비자 서류·양식은 Document Resource Hub에서만 확인하세요.
E. Useful Sites & Apps — Bookmark Before You Arrive
Day 1: Get ARC application started · Buy SIM card (or eSIM activated) · Buy bedding/towels from Daiso Day 2: Open bank account (KEB Hana) · Register for KakaoTalk · Buy T-money card for subway/bus/taxi (limousine = separate airport ticket) Week 1: Register for National Health Insurance · Get ARC card · Coupang account setup Month 1: Subscribe to KEPCO for electricity if name change needed · Sign up for gym (10-30K KRW/month)
📌 Source: Reddit r/teachinginkorea (다수 packing 스레드), Aclipse "Living in Korea" guide, expat blogs (In My Korea, 90 Day Korean), 외국인 강사 인터뷰 종합
7. Healthcare — 영어 의료 가이드
From E-2 medical exam to finding English-speaking doctors
Korea has excellent affordable healthcare, but the language barrier is real for newcomers. These resources will help you from your first E-2 medical exam to handling sudden illnesses confidently.
A. Emergency Numbers (저장 필수)
119
Fire / Ambulance / Emergency
16-language interpretation auto-connected when foreigners call. Free.
1330
Tourist Hotline (24/7)
English/Chinese/Japanese. Can guide you on which hospital to go to.
The mandatory E-2 immigration medical exam (MOJ-designated hospitals, sealed envelope rule, HIV myth-busting, fasting protocol) is covered in full on our dedicated spoke — not duplicated here.
E-2 필수 검진 전문 가이드는 별도 페이지에 있습니다.
Includes Seoul + regional approved hospitals
C. Major International Hospital Centers (Seoul)
Use these for serious illness, surgery, specialist visits, or when you need 100% English communication.
Catholic Univ, 24/7 emergency with English doctors.
CHA Gangnam Medical Center
Gangnam
Translations in 7 languages including English/Russian/Mongolian.
D. Foreigner-Friendly Clinics & Specialists
For everyday illnesses (cold, flu, minor injuries) — smaller clinics with English-speaking doctors. With NHI active, expect a standard visit co-pay of ~₩7,000–₩10,000 (~$5–$8 USD). Cheaper and faster than big hospitals for routine care.
International Clinic Itaewon
Foreign doctors, fast service. General practice + minor injuries. Near US Army base.
Hannam Clinic
Hannam-dong, popular with expats. English-speaking GP.
Soonchunhyang International Clinic
Yongsan, Soonchunhyang University affiliated. English coordinator available.
Yonsei Eye Center
Optometry/ophthalmology. Cheap eye exams + glasses + LASIK for foreigners.
Medical Korea — Korean government official, 4 languages
APPS
Visit Medical Korea — real-time hospital info + interpreter
PAPAGO — best medical Korean translator
Doctorpresso — telemedicine in English
PHARMACY (약국)
Pharmacies marked 약국 every block
Many English signs in expat areas (Itaewon, Gangnam, Hongdae)
Most pharmacists understand basic English medical terms
Show PAPAGO translation for complex needs
100+ PAGE GUIDE
★ US Army Korean Hospitals Handbook (PDF) — Free, extremely detailed, written for US military but useful for any foreigner. Symptoms in Korean, hospital procedures, drug names.
💡 Pro tips
1. Always carry ARC card — needed at every hospital/pharmacy for NHI coverage. 2. Same-day appointments common — most clinics walk-in, no booking needed. 3. Pharmacy first for minor issues — pharmacists can prescribe basic meds without doctor visit (cold, headache, indigestion). 4. Use 119 for emergencies, NOT taxi — ambulance is free + has English interpreters. 5. Save Korean address of your apartment in PAPAGO — give to 119 if needed.
8. Essential Korean — 필수 한국어 50
Survival phrases for newly arrived native teachers · 1-week learning plan
You don\'t need fluent Korean to teach in Korea, but knowing 50 phrases makes daily life 10x easier — and earns instant respect from coteachers, students, parents, and shop owners. Learn these in your first 2 weeks.
A. Hangul (한글) — Learn to Read in 1 Hour
Korean script is the most logical alphabet in the world — designed for easy learning. Most foreigners can read (not understand) menus, signs, and addresses within 1 hour of study. Even just reading helps: you can pronounce names, find your subway stop, etc.
Korean uses two number systems — Sino-Korean (한자어) for dates/money/addresses, Native Korean (고유어) for ages/counting things/hours.
#
Sino-Korean
Native Korean
When to use which
1
일 (il)
하나 (hana)
Sino: dates, money, phone numbers, addresses
2
이 (i)
둘 (dul)
Native: ages, counting objects, hours (1시 = 한 시)
3
삼 (sam)
셋 (set)
"I am 26" = 26살 (스물여섯 살) ← Native
4
사 (sa)
넷 (net)
"It\'s 3,000 won" = 삼천 원 ← Sino
5
오 (o)
다섯 (daseot)
"It\'s 5 o\'clock" = 다섯 시 ← Native
10
십 (sip)
열 (yeol)
"Today is the 10th" = 십 일 ← Sino
100
백 (baek)
백 (백)
Both same beyond 100
10,000
만 (man)
만
10,000 won = 만 원 (the basic money unit)
📌 Pro tip: When in doubt, use Sino-Korean (일이삼사오) — it\'s used for more situations. Native Korean only needed for hours and ages mostly.
C. 생존 핵심 표현 15개 (Survival Top 15)
Korean
Romanization
Meaning · When to use
안녕하세요
An-nyeong-ha-se-yo
Hello (anytime, anyone). #1 phrase.
감사합니다
Gam-sa-ham-ni-da
Thank you (formal). Use everywhere.
죄송합니다
Joe-song-ham-ni-da
Sorry (formal). Use for any awkward moment.
네 / 아니요
Ne / A-ni-yo
Yes / No
잘 모르겠어요
Jal mo-reu-get-eo-yo
"I don\'t know / I don\'t understand."
영어 할 줄 아세요?
Yeong-eo hal jul a-se-yo?
"Do you speak English?" Critical question.
화장실 어디예요?
Hwa-jang-sil eo-di-ye-yo?
"Where\'s the bathroom?"
도와주세요
Do-wa-ju-se-yo
"Help me." Emergency phrase.
얼마예요?
Eol-ma-ye-yo?
"How much?" For shopping, taxis.
이거 주세요
I-geo ju-se-yo
"This one please." Point + say.
천천히 말해주세요
Cheon-cheon-hi mal-hae-ju-se-yo
"Please speak slowly."
다시 한 번
Da-si han beon
"Once more / Repeat please."
괜찮아요
Gwaen-chan-a-yo
"It\'s OK / I\'m fine / No problem."
잠시만요
Jam-si-man-yo
"One moment / Excuse me." Also to get past in crowd.
안녕히 가세요
An-nyeong-hi ga-se-yo
"Goodbye" (when other person is leaving).
D. 직장 한국어 10개 — Workplace Korean
Korean · Romanization
When to use
안녕하세요 선생님 (~ seon-saeng-nim)
"Hello teacher" — to your coteacher, daily greeting
잘 부탁드립니다 (Jal bu-tak-deu-rim-ni-da)
"I look forward to working with you / Please take care of me." First day greeting to colleagues — VERY important culturally.
수고하셨습니다 (Su-go-ha-shyeot-seum-ni-da)
"Good work / Thanks for your effort." End of day, say to coworkers.
알겠습니다 (Al-get-seum-ni-da)
"I understand." Response when boss/coteacher explains something.
늦어서 죄송합니다 (Neuj-eo-seo joe-song-ham-ni-da)
"Sorry I\'m late." Always say if even 1 minute late.
어머님 / 아버님 (Eo-meo-nim / A-beo-nim)
"Mother / Father" — formal way to address parents. Use with parents at parent-teacher conferences.
조용히 해주세요 (Jo-yong-hi hae-ju-se-yo)
"Please be quiet." For classroom management with Korean phrase.
앉으세요 (Anj-eu-se-yo)
"Sit down please."
잘했어요 (Jal-hae-sseo-yo)
"You did well / Great job!" Praise students.
화이팅 (Hwa-i-ting)
"Fighting / You can do it!" Encouragement, Korean universal cheer.
E. 식당·카페 10개 — Restaurant/Cafe
Korean · Romanization
Meaning
메뉴 좀 주세요 (Me-nyu jom ju-se-yo)
Menu please
물 주세요 (Mul ju-se-yo)
Water please (often free)
매워요? / 안 매워요? (Mae-wo-yo? / An mae-wo-yo?)
Is it spicy? / Is it not spicy?
너무 매워요 (Neo-mu mae-wo-yo)
It\'s too spicy
맛있어요! (Mas-iss-eo-yo)
It\'s delicious! Compliment the chef.
계산해 주세요 (Gye-san-hae ju-se-yo)
Check / bill please
카드 돼요? (Ka-deu dwae-yo?)
Card OK? Most places accept card.
포장이요 (Po-jang-i-yo)
To go / takeaway
아메리카노 한 잔 (A-me-ri-ka-no han jan)
One americano (universal coffee shop order)
아이스 / 따뜻한 (A-i-seu / Tta-tteus-han)
Iced / Hot — say before drink name
F. 의료·응급 10개 — Medical/Emergency
Korean · Romanization
Meaning
아파요 (A-pa-yo)
"It hurts" — combine with body part
머리 아파요 (Meo-ri a-pa-yo)
"Headache"
배 아파요 (Bae a-pa-yo)
"Stomach hurts"
열 나요 (Yeol na-yo)
"I have a fever"
감기 걸렸어요 (Gam-gi geol-lyeo-sseo-yo)
"I caught a cold"
병원 어디예요? (Byeong-won eo-di-ye-yo?)
"Where\'s the hospital?"
약국 (Yak-guk)
Pharmacy
알레르기 있어요 (Al-le-reu-gi iss-eo-yo)
"I have allergies" — critical for food allergies
119 (Il-il-gu)
Emergency / ambulance number (NOT "one hundred nineteen")
살려주세요! (Sal-lyeo-ju-se-yo)
"Save me! / Help!" Last resort emergency
G. 한국 위계 & 예의 — Hierarchy & Politeness Rules
3 Politeness Levels
~합니다 (most formal) — strangers, elders, work superiors ~해요 (polite, common) — most everyday situations ~해 (casual) — close friends, juniors, family
As a teacher, default to ~합니다 with parents/admin, ~해요 with coteacher, students. Never use ~해 with adults.
Bowing (Greeting)
15° bow — equal/junior
30° bow — boss, elders
45-90° bow — formal apology
Just a small head nod is fine for daily greetings
Age Hierarchy
Korean society is heavily age-based. Common Korean question: "몇 살이에요?" (How old are you?) — not rude in Korea, used to determine relationship level.
As a foreigner, you\'re generally exempt from strict rules, but knowing helps you respect Korean coworkers.
Two-Hand Rule (양손)
When giving/receiving from elders or seniors: use both hands. Examples: handing money, receiving a business card, accepting a drink, giving a gift. Single-handed = disrespect.
H. 학원 호칭 & 직장 용어 — Hagwon Titles & Workplace Terms
You\'ll hear these every single day. ~님 (-nim) is the honorific suffix you add to titles when addressing superiors. Calling 원장 without 님 is rude — always say 원장님.
⭐ 학원 직급 (Job Titles) — Most Important
Korean
Romanization
Meaning · Context
원장님
Won-jang-nim
★ Director / Academy owner — the boss. You\'ll address them as 원장님 every day. They sign your paychecks.
부원장님
Bu-won-jang-nim
Vice Director — often handles day-to-day operations. Often more reachable than 원장님.
실장님
Sil-jang-nim
Office Manager / Head of staff. Handles admin, parent communication, scheduling. Often your main daily contact.
팀장님
Tim-jang-nim
Team Leader — at larger academies, leads English department or grade team.
사장님
Sa-jang-nim
Boss / CEO (private business owner). Also used universally for shop owners, restaurant owners, taxi drivers.
선생님
Seon-saeng-nim
Teacher — used for both you AND your coteacher. Students call you 선생님. Universal respect term.
직원
Jik-won
Staff (general term). 직원실 = staff room.
👨👩👧 학생 & 학부모 (Students & Parents)
Korean
Romanization
Meaning · Context
학생
Hak-saeng
Student
어린이
Eo-ri-ni
Child (under 13)
학부모
Hak-bu-mo
Parents (collective term for parents at school)
어머님
Eo-meo-nim
★ "Mother" (formal). How you address a student\'s mom at parent conference.
아버님
A-beo-nim
★ "Father" (formal). How you address a student\'s dad.
선배
Seon-bae
Senior (older student or earlier-hired teacher)
후배
Hu-bae
Junior (younger student or later-hired)
🏢 학교 장소 (School Places)
Korean
Romanization
Meaning
학원
Hak-won
Hagwon / private academy (broad term)
영어유치원
Yeong-eo yu-chi-won
English kindergarten
교실
Gyo-sil
Classroom
직원실
Jik-won-sil
Staff room
사무실
Sa-mu-sil
Office (admin/management)
로비
Ro-bi
Lobby (where parents wait)
📅 학교 행사 (Events & Schedule)
Korean
Romanization
Meaning · Stress level for teachers
회식
Hoe-sik
★ Work dinner — usually mandatory(ish). Drink with coworkers. Important for bonding.
공개수업
Gong-gae su-eop
★ Open class — parents come watch you teach. Stressful but critical.
학부모 상담
Hak-bu-mo sang-dam
Parent conference / consultation
졸업식
Jol-eop-sik
Graduation ceremony
입학식
Ip-hak-sik
Entrance ceremony (start of school year)
운동회
Un-dong-hoe
Sports day (mostly public schools)
방학
Bang-hak
School vacation (summer/winter break)
💼 계약·급여 용어 (Contract & Pay)
Korean
Romanization
Meaning
계약서
Gye-yak-seo
Contract
월급
Wol-geup
Monthly salary
보너스
Bo-neo-seu
Bonus
퇴직금
Toe-jik-geum
★ Severance pay (after 12+ months)
휴가
Hyu-ga
Vacation
병가
Byeong-ga
Sick leave
야근
Ya-geun
Overtime
회의
Hoe-ui
Meeting
📅 2-Week Korean Learning Plan
Week 1: Hangul (1 hour) · Survival Top 15 · Numbers Sino-Korean · Workplace 5 phrases Week 2: Restaurant 10 · Medical 10 · Native Korean numbers (ages, hours) · Cultural rules (bowing, two hands) After 2 weeks: You can navigate restaurants, taxis, hospitals, daily greetings. Continue with TTMIK Levels 1-3 over 6 months.
🆘 Emergency Contacts — Save These
1350 Korean Labor Ministry (English)
1345 Immigration Contact Center (English)
112 Police
119 Fire / Ambulance
02-2150-6000 Seoul Global Center (foreigners)
02-1330 Tourism English Hotline 24/7
More guides coming
Need more?
We\'re adding 6 more guides: Open class · Parent communication · Settling in (bank, phone) · Reading Korean · Cultural shock · Loneliness. Subscribe for updates.
Grade: K1 (Ages 3-4)Time: 30 minutesLook · Listen · Sit · Circle Time · /s/ Phonics · Teacher Says
Material Checklist — Full Lesson
Command flashcards (3): Look · Listen · Sit — large, with picture icons
Routine cue cards (6): Hello · Calendar · Song · Look · Listen · Sit
Finish basket: small basket at circle center for completed cue cards
Feeling puppet: one hand puppet or soft toy for feeling check
Phonics flashcards: Letter S + snake picture card
Hello Song + Goodbye Song audio: speaker or phone (30–45 sec each)
Calendar prop: wall calendar or printed month sheet with today highlighted
Circle seating: floor dots or carpet squares — one spot per child
Sticker sheet: 1 sticker per child for wrap-up
Optional: tambourine for song rhythm; small cloth to hide flashcards in "What's Missing?"
Learning Objectives
Students identify and physically respond to three core classroom commands: Look, Listen, Sit.
Students follow "Teacher Says" — perform actions only when the phrase begins with "Teacher says…"
Students complete the five-step Circle Time routine: Greeting → Calendar → Song → Feeling Check → Ready Signal.
Students hear, watch, and respond to the target sound /s/ (snake sound) with mouth shape + whole-body gesture.
Students practice active listening during "What's Missing?" and close with the Goodbye Song routine.
Warm-up: Core Commands & Teacher Says (10 mins)
Purpose: Establish the three non-negotiable K1 classroom commands before any Circle Time or phonics work. At ages 3–4, these one-word anchors are more reliable than long instructions.
Part A — Introduce Look, Listen, Sit (≈4 min)
Setup: Children stand behind their circle spot (not sitting yet). Hold the three command cards where everyone can see.
Teacher · Opening hook
"Welcome! Today we learn three magic words. Three words only. Are you ready?"
"Magic word number one — Look!"
Teacher · Look
"Look at me. Eyes here. Look, look, look!"
"Your turn — look at the card. Look at my eyes. Good looking!"
Teacher · Listen
"Magic word number two — Listen!"
"Hand on your ear. Shhh. Listen… listen… listen."
"I hear… nothing. Wonderful listening."
Teacher · Sit
"Magic word number three — Sit!"
"Sit on your spot. Criss-cross applesauce. Quiet hands."
"Look at me. Listen. Sit. Perfect!"
Show each card one at a time. Model the gesture 3× — students copy immediately (no waiting).
Quick drill: say a command without the card — students perform. Mix order: Sit → Look → Listen → Sit.
Management cue: If one child stands up, point to Sit card silently before speaking. Wait 3 seconds — do not talk over movement.
Part B — Game: Teacher Says (≈6 min)
Teacher · Game rules
"New game — Teacher Says! Listen carefully."
"If I say Teacher says… you do it. If I don't say Teacher says… you freeze! Don't move!"
"Teacher says… Look!"
"Teacher says… Listen!"
"Teacher says… Sit!"
Teacher · Trap round (no "Teacher says")
"Jump!"
"Uh-oh! I didn't say Teacher says. Freeze! No jump. Good listening!"
"Teacher says… jump! Now you jump!"
Round 1 (easy): only Look, Listen, Sit — always with "Teacher says."
Round 2: add one trap command without "Teacher says" (jump, clap, or stand up).
Round 3: faster pace — 6 commands in a row. Praise children who freeze correctly on traps.
Management cue: If the class gets silly, lower your voice and say "Teacher says… Listen." Pause until quiet. Never shout over noise.
Management cue: Celebrate "frozen" children: "Wow — you didn't move! Best listening!"
Teacher · Transition to Main Activity
"Teacher Says is finished. You know Look, Listen, Sit. Now we sit in our circle for Circle Time!"
Main Activity: Circle Time, /s/ Phonics & What's Missing? (15 mins)
Part A — Circle Time 5-Step Routine (≈7 min)
Setup: Routine cue cards face-up in circle center. Finish basket beside teacher. Children seated in circle.
Teacher Tip: After each step, move that cue card into the finish basket. Children learn: card in basket = step done.
Step 1 · Greeting (Hello card)
"Hello card first. Pick up… into the basket! Finished."
"Let's sing Hello Song. Wave — left, right, left, right."
"Hello, hello! How are you? Hello, hello! How are you?"
"Very well, I thank you. Very well, I thank you. Hello! Hello!"
Step 2 · Calendar (Calendar card)
"Calendar card — into the basket!"
"Today is [day]. Today is [month][date]."
"Clap the date with me: [clap pattern]. Good job!"
Step 3 · Song (Song card)
"We sang Hello — Song card finished! Into the basket."
Step 4 · Feeling Check (Feeling puppet)
"This is [puppet name]. How do you feel today?"
"I feel happy — watch — I jump! Jump, jump!"
"[Puppet name] goes to [child's name]. Show me with your body."
"Happy? Jump! Sleepy? Head on hands. Excited? Arms up!"
"Thank you, [name]. Pass to [next name]."
Step 5 · Ready Signal (Look + Listen cards)
"Look card — eyes on me. Listen card — ears on. Both into the basket."
"Show me ready — quiet hands, listening ears. We are ready for phonics!"
Management note: Shy children may wave or nod — accept non-verbal response. Say: "[Puppet name] loves your wave!"
Part B — /s/ Snake Sound Intro (≈5 min)
Target: First phonics lesson — letters make sounds. Today: /s/ like a snake. Preview before Phonics Group 1 (Lesson 14).
Teacher · Introduce /s/
"Today we meet a special sound. Not a word — a sound. Listen…"
"This is letter S. S says… sssssss. Like a snake!"
"Watch my mouth. Teeth together. Air out. Sssssss."
"Now you — quiet snake… sssssss. Good!"
"Snake move! Arms together — slide side to side. Sssssss!"
Trace letter S on the flashcard while hissing /s/ three times slowly.
Show snake picture — model gesture: palms together, weave left–right, hiss "sssssss."
Whole class copy × 3 rounds. Round 1: teacher leads. Round 2: group A then group B. Round 3: one volunteer.
Hold up S card — class hisses + snake move without prompt.
Teacher · Praise frames
"Wow! I heard /s/!"
"Super snake sound!"
"Your mouth is perfect — sssssss!"
"High five for listening!"
Part C — Game: What's Missing? (≈3 min)
Teacher · Game setup
"Two cards: S and snake. Look… look… look."
"Close your eyes. No peeking! Shhh…"
"Open your eyes! What's missing? Point — S or snake?"
"Yes! Let's make the sound for the one that's here. Sssssss!"
Place both cards on the floor. 3 seconds to look.
"Close your eyes" — hide one card. Wait until all eyes are closed.
"Open!" — 2–3 volunteers answer. Accept pointing + hiss if words are hard.
Play 4 rounds. Alternate which card is hidden. Final round: hide both → "Surprise! Both back!"
Management cue: If children peek, reset calmly: "Let's try again — eyes closed. I know you can do it."
Wrap-up: Calm Down, Compliment & Goodbye Song (5 mins)
Part A — Breathing & Compliment (≈2 min)
Teacher · Calm-down
"Phonics finished. Hands on your tummy."
"Breathe in… 1, 2, 3. Breathe out… 1, 2, 3, 4. Slow… like a sleepy snake. Sssssss."
"Again. In… 1, 2, 3. Out… 1, 2, 3, 4."
Teacher · Compliment circle
"Today you listened so well. You played Teacher Says. You made snake sounds."
"I am proud of [name] for active listening."
"I am proud of [name] for brave /s/!"
"Everyone gets a sticker. Line up — quiet feet."
Part B — Goodbye Song & Dismissal (≈3 min)
Teacher · Goodbye routine
"Stand up slowly. Stretch — big arms up!"
"Goodbye Song time. Wave your hands."
"Goodbye, goodbye, see you again. Goodbye, goodbye, see you again."
"Goodbye [name], goodbye [name], goodbye everyone — see you again!"
"Cleanup time — put one thing away. Chairs quiet. Line up at the door."
"High five at the door. Bye bye! See you next time!"
Management note: Pair goodbye with a consistent exit ritual (high-five, stamp, or line leader) so Lesson 02 starts faster.
Appendix — Master Lists
Print-ready reference for teachers and directors. Attach download URLs when assets are ready.
A. Master Material List (30-min Lesson)
Command flashcards: Look, Listen, Sit (×1 set, large)
Routine cue cards: Hello, Calendar, Song, Look, Listen, Sit (×6)
Finish basket or tray (×1)
Feeling puppet or soft toy (×1)
Phonics cards: S letter + snake picture (×2)
Hello Song audio + Goodbye Song audio
Calendar prop (wall or printed)
Circle seating markers (dots or squares)
Sticker sheet (1 per child)
Small cloth (optional — hide cards in What's Missing?)
Tambourine or clap sticks (optional)
📎 Master material checklist PDF — link coming soon
B. Master Word & Command Card List
look — eyes icon + word
listen — ear icon + word
sit — chair icon + word
hello — wave icon + word
goodbye — wave icon + word
S / s — uppercase + lowercase letter cards
snake — picture + word
sss — sound prompt card (mouth diagram optional)
teacher says — game anchor phrase card
📎 Printable flashcard pack (Lesson 01) — link coming soon
C. Key Teacher Phrases (Script Bank)
"Look at me. Eyes here."
"Hand on your ear. Listen."
"Sit on your spot. Criss-cross applesauce."
"Teacher says… [command]!"
"Uh-oh! I didn't say Teacher says. Freeze!"
"Into the basket — finished!"
"How do you feel today?"
"Close your eyes. No peeking!"
"S says… sssssss. Like a snake!"
"What's missing?"
"Goodbye, goodbye, see you again!"
📎 Routine poster (A3) + song lyric sheet — link coming soon
25:00–30:00 Wrap-up — Breathing, compliment, Goodbye Song
Home: "Show Mom/Dad the snake sound /s/!"
Home: "Practice Hello and Goodbye with a wave."
📎 Parent one-pager (KO/EN) — link coming soon
K1 Lesson 02: Greetings & Hello Routine
Grade: K1 (Ages 3-4)Time: 30 minutesHello · Hi · How are you? · Goodbye · Hello Train · /h/ Phonics
Material Checklist — Full Lesson
Command flashcards (3): Look · Listen · Sit — review from Lesson 01
Greeting word cards (4): Hello · Hi · Goodbye · Bye — large with wave icons
Feeling face cards (4): happy · sleepy · sad · excited — picture + word
Soft ball (1): medium size for Hello Train pass — no hard balls
Hello puppet (1): hand puppet or soft toy for shy greeters
Phonics flashcards: Letter H + hand-wave picture card
Hello Song + Goodbye Song audio: speaker or phone (30–45 sec each)
Circle seating: floor dots or carpet squares — one spot per child
Sticker sheet: 1 sticker per child for Calming Down
Listen pause card (1): red stop-hand icon for silent reset moments
Optional: name tags or photo cards so children can greet by name during Hello Train
Learning Objectives
Students greet the teacher and classmates using Hello and Hi with a wave gesture.
Students respond to "How are you?" with a simple answer (I'm happy!) and matching body gesture.
Students say Goodbye or Bye at dismissal with a wave or bow.
Students participate in the Hello Train — pass a ball, greet the next person by name, and respond to a feeling question.
Students hear, watch, and respond to the target sound /h/ (breath sound) with hand-wave visual cue and whole-body TPR.
Warm-up: Meeting Up & Warming Up (10 mins)
Purpose: Establish psychological safety in the predictable circle, then energize the group while linking back to Lesson 01 commands before greeting work begins.
Step 1 · Meeting Up (≈5 min)
Purpose: Psychological safety, predictable arrival, "we are in the same safe circle."
Teacher · Arrival & circle welcome
"Good morning, friends! Welcome back. Find your spot. Sit on your dot — criss-cross applesauce."
"Look at me." (hold Look card) "Listen." (hold Listen card) "We are in the same safe circle. Same circle, same friends, same teacher."
"Today we learn hello words. Hello! Hi! How are you? Goodbye! Are you ready?"
Teacher · Door greeting script
"Hello, [name]! I am so happy you came today."
"You may wave or say Hello — both are perfect. Find your blue dot."
"[Name] is here — let's count friends in the circle. One, two, three…"
Teacher · Feeling check preview
"Before hello words — feelings! How do you feel today?"
"I feel happy — thumbs up! Sleepy? Head on hands. Excited? Arms up!"
"All feelings are OK in our circle. Ready for hello words?"
Teacher · Hello word preview
"Look at these cards — Hello! Hi! Goodbye! Bye!"
"Hello is a big wave. Hi is a small wave. Goodbye is wave away."
"Today we use all four words. Listen first — then your turn to speak."
Handling Mistakes:
If a child says a silly word instead of Hello (e.g., "Pizza!"), smile and redirect: "Pizza is yummy — but today our word is Hello. Watch my mouth — Hello!"
If a child runs into the circle without sitting, pause the group: "Walking feet to your dot. I will wait." Point to Sit card silently — do not chase.
If a child hides behind a parent at the door, kneel to eye level: "You can wave from here. Hello, brave friend." Never pull a child into the circle.
Management Cue: Eyes on me in 3, 2, 1 — hold up three fingers, then point to your eyes. Wait until all eyes meet yours before the next sentence.
Management Cue: If a child wanders off their spot, point silently to the Sit card and pat the floor beside you. Do not call out their name loudly — invite with a gesture first.
Management Cue: Show the Listen pause card if two or more children talk over you — hold it at chest height for 3 full seconds before speaking again.
Children enter and walk to circle spots. Teacher greets each child at the door: "Hello, [name]!" — accept wave or verbal hello.
Once all seated, hold Look and Listen cards. Model quiet hands. 3-second wait for whole-group attention.
Preview today's words: show Hello and Goodbye cards briefly — "Today these words get bigger. We will use them a lot!"
Quick feeling check with puppet: "[Puppet name] feels happy today — thumbs up! How do you feel?" Accept wave or one word.
Step 2 · Warming Up (≈5 min)
Purpose: Energy + brief review link to Lesson 01 (Look · Listen · Sit).
Teacher · Command review drill
"Yesterday we learned three magic words. Who remembers? Look… Listen… Sit!"
"Look!" (students point eyes at teacher) "Perfect looking!"
"Listen!" (hands on ears) "Shhh… I hear wonderful listening."
"Sit!" (hands quiet in lap) "Beautiful sitting."
Teacher · Hello wave warm-up
"Now — hello practice! Wave left hand. Wave right hand. Wave both hands — big wave!"
"Hello! Hello! Hello!" (teacher waves on each hello)
"Your turn — wave and say Hello! One, two, three — Hello!"
"Turn to your neighbor — small wave — Hi! Eyes back on me."
Teacher · How are you? pair drill
"Turn to your neighbor — wave — Hi!"
"Ask: How are you? Your neighbor says: I'm happy!"
"Switch — other friend asks — How are you? I'm sleepy — head on hands!"
"Eyes on me — wonderful greeting!"
Teacher · Transition chant
"Look — Look! Listen — Listen! Sit — Sit! Hello time — here we go!"
"Choo-choo sound — get ready — Hello Train is coming!"
Handling Mistakes:
If a child performs the wrong command (jumps on "Sit"), model again without scolding: "Watch my body — Sit looks like this. Copy me."
If a child shouts a random name during pair wave ("Robot!"), redirect: "We wave to friends. Say Hi to the person beside you."
If energy spikes too high, switch to whisper hello: "Tiny hello — hhhhh — Hello." Reset volume before continuing.
Management Cue: If one child calls out, pause and point to the Listen card. Say nothing for 3 seconds. Resume only when the room is quiet.
Management Cue: Split the group if energy is too high: "This side waves — Hello! That side waves — Hello!" Alternate sides to keep volume manageable.
Management Cue: After pair wave, use "Eyes on me 3-2-1" before returning to whole-group instruction — predictable reset prevents drift.
Whole-group wave: teacher counts 1-2-3, everyone waves and says Hello together × 3.
Pair wave: turn to the person beside you, wave, say "Hi!" — 10 seconds only, then eyes back on teacher.
Transition line: "You know Look, Listen, Sit. Now we ride the Hello Train!"
Main Activity: Hello Train & /h/ Phonics (15 mins)
Teacher Note: Opening Up builds social greeting fluency; Cheering Up locks /h/ through visual cards and whole-body TPR. Review Look · Listen · Sit at every transition.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — Hello Train with soft ball pass, greetings by name, and "How are you?"
Teacher · Hello Train setup
"This is the Hello Train! Choo-choo! The ball is the train. When you hold the ball, you are the driver."
"Driver says: Hello, [friend's name]! Then pass the ball — soft and slow."
"Friend catches and says: Hi! or Hello! Then the friend asks: How are you?"
"Driver answers: I'm happy! (thumbs up) or I'm sleepy! (hands on cheek). Then pass to the next friend."
Teacher · Model round
"Watch me first. Hello, Minho!" (pass ball to co-teacher or puppet)
(Puppet) "Hi! How are you?"
"I'm happy! Thumbs up!" (pass to child) "Your turn, Sora!"
"If you forget the words, wave — that is a hello too."
Teacher · Round 2 feeling faces
"Round two — feelings! How are you? I'm excited!" (arms up)
"I'm sleepy!" (head on hands) "I'm sad?" (gentle face) "All feelings are OK in our circle."
"Hello Train — full circle! Choo-choo!"
Teacher · Round three fast train
"Round three — fast train! Only Hello, [name]! — then pass!"
"Train into the station — ball in the basket — finished!"
Teacher · Train praise close
"Every friend got a hello today — I heard Hello, [name]! I heard Hi!"
"Shy friends waved — waves are hellos too. The Hello Train was perfect."
Handling Mistakes:
If a child throws the ball, stop the train calmly: "Soft hands only. Roll like this." Model a slow roll before restarting — no scolding.
If a child says "I'm pizza!" to How are you?, laugh briefly then redirect: "Funny! Today we say I'm happy, sleepy, sad, or excited. Pick one — I'm happy!"
If a child passes without greeting, pause the ball: "The train stops until we hear Hello, [name]. Try again — I will help." Prompt the name if needed.
If a child freezes, offer the puppet: "[Puppet name] says Hello to you first. Whisper to the puppet — I will listen." Never skip a child.
Management Cue: Ball rules before Round 1: "Soft hands only. Roll or pass — no throwing. If the ball drops, we pick it up together — no running."
Management Cue: If more than two children talk during the train, hold the Listen pause card — "Train station quiet." Wait 3 seconds.
Management Cue: Name the child receiving the ball every time you prompt — "Pass to Jisu" — reduces anxiety for shy drivers.
Teacher models full exchange with puppet (≈1 min).
Round 1: ball travels halfway around circle — teacher prompts names if needed.
Round 2: full circle — add feeling faces: sleepy, excited, happy, sad.
Round 3 (fast round): only "Hello, [name]!" + pass — use if Round 2 runs long.
Return ball to basket. "Hello Train finished! Choo-choo — into the station!"
Step 4 · Cheering Up (≈7 min)
Purpose: Phonics /h/ with visual cue cards + TPR, plus peer cheer activity.
Teacher · Introduce /h/ sound
"Hello starts with a breath sound. Listen… h-h-hello. Hhhhh. Like a gentle breath — warm air out."
"This is letter H. H says hhhhh. Watch my mouth — open, soft breath. No voice, just air. Hhhhh."
"Say it with me — hhhhh. Quiet breath. Good!"
Teacher · Trace letter H
"Watch — I trace H on the card. Up, across, down, down — hhhhh while I trace."
"Air trace with your finger — big H in the air — hhhhh!"
"Your finger — trace H on your knee — hhhhh — quiet hello breath."
Teacher · Visual cue + TPR
"H looks like a hand waving hello! Hand up — wave — hhhhh! Hello!"
"Stand up! Wave your hand big — hhhhh! Hello! Sit down — quiet hhhhh."
"Partner cheer: turn to your neighbor. You say hhhhh — they wave hello back. Switch!"
"Hold H card — everyone: hhhhh + wave! I heard hello breath!"
Teacher · Praise frames
"Wow! I heard hhhhh!"
"Beautiful hello breath!"
"Your wave matches your breath — perfect H!"
"High five for listening — hhhhh!"
Handling Mistakes:
If a child adds voice to /h/ (sounds like "huh"), model whisper breath: "No voice — just air. Watch — hhhhh." Hand on throat — "No buzz."
If a child shouts during partner cheer, reset: "Tiny hello breath — hhhhh." Whisper round before continuing.
If a child refuses to stand for TPR, offer seated wave: "You can wave from your spot — hhhhh! Perfect."
If a child makes silly sounds (motor noises), redirect: "That is a car! Our sound is hello breath — hhhhh."
Management Cue: Before standing TPR, say "Stand up in 3, 2, 1" and "Sit down in 3, 2, 1" every time — predictable transitions prevent chaos.
Management Cue: If /h/ becomes too loud (shouting), model a whisper: "Tiny breath — hhhhh. Like a little hello to a baby." Reset volume with whisper round.
Management Cue: Assign shoulder partners before partner cheer — "Turn to your neighbor" causes less chaos than "find a partner."
Show H letter card + hand-wave picture card side by side.
Model breath /h/ three times — trace H on card while breathing.
"Look around our room. I see a door. I see a table. You sit on a chair."
"Today we hunt these words in our classroom. First — we sit in our safe circle."
"Look card — eyes on me. Listen card — ears on. Sit card — quiet body."
Teacher · Room tour from circle
"Point with me — point to the door. Door!"
"Point to the table. Table! Point to your chair. Chair!"
"Book in my hand. Pencil in my hand. We hunt these words soon — sit first!"
Teacher · Hunt boundary preview
"Classroom Hunt means walking feet — from the circle to the bookshelf and door only."
"No running. Gentle hands. If you hear the bell — freeze! Hands on head."
"Are you ready to hunt? Listen first — then we go!"
Handling Mistakes:
If a child points at the wrong object during preview ("Window!"), acknowledge then redirect: "Yes — a window! Today our word is door. Point to the door with me."
If a child stands and walks toward objects before Hunt starts, pause: "Walking feet wait for the Hunt. Sit on your spot — I will call you soon."
If a child says a silly word instead of Ready ("Banana!"), smile: "Bananas are yellow — and we are ready! Thumbs up!"
Management Cue: Eyes on me in 3, 2, 1 — use every time a child stands or turns away during Meeting Up.
Management Cue: If more than two children are talking, hold the Listen card at chest height and wait. Do not talk over noise.
Management Cue: Define Hunt boundaries verbally now even though Hunt is later — "You will walk only to the bookshelf and door area. No running."
Door greeting: Hello to each child + invite to circle spot.
Look · Listen · Sit with cards — 3-second settle wait.
Flash five object cards quickly — "Today we hunt these in our room!"
Point to real door and table from circle — "Door! Table!" one quick pass.
Step 2 · Warming Up (≈5 min)
Purpose: Energy + review link to Lessons 01–02 (commands + greetings).
Teacher · Greeting + command review
"First — hello! Wave — Hello, friends! How are you?"
"I'm happy! Thumbs up! Now — our magic words. Look!"
"Listen! Sit! You remember — wonderful!"
Teacher · Object peek preview
"What is this?" (hold book card) "Book! Say it — book."
"What is this?" (hold pencil card) "Pencil! Say it — pencil."
"Two more — chair! table! door! Echo me — book, pencil, chair, table, door!"
"Mix order — door! book! pencil! You are smart hunters!"
"Last echo — all five together — book, pencil, chair, table, door!"
Teacher · Transition to Hunt
"Look — Listen — Sit — hunt time! Stand up in 3, 2, 1 — walking feet ready!"
"Classroom Hunt begins — follow my words — gentle hands on our things!"
Handling Mistakes:
If a child calls out object names before you show the card, pause and point to Listen card — "Wait for the picture. Look first, then speak."
If a child says "pen" instead of pencil, accept and extend: "Yes — pencil! Long word — pencil. Say pencil."
If echo chant gets too fast and sloppy, slow down: hold each card 3 full seconds — "Speed follows accuracy at K1."
Management Cue: Echo chant too fast? Slow down: hold each card 3 full seconds before the next. Speed follows accuracy at K1.
Management Cue: Split echo into two groups if volume spikes: "This side says book — that side says pencil."
Management Cue: After greeting review, use "Eyes on me 3-2-1" before object cards — resets attention between activities.
Hello + How are you? — whole group (≈1 min).
Look · Listen · Sit drill — 3 rounds mixed order (≈1 min).
Object echo: show each of 5 cards, students repeat × 2 passes (≈3 min).
Transition: "You know the words. Now — Classroom Hunt!"
Main Activity: Classroom Hunt & /b/ /p/ Phonics (15 mins)
Teacher Note: Classroom Hunt requires brief movement away from the circle — set boundaries before Step 3. Return to circle seats for phonics and Calming Down.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN activity — Classroom Hunt TPR with open / close / point to commands.
Teacher · Hunt rules
"Classroom Hunt! I say a command — you do it. Walking feet only. No running."
"Point to the door!" (model pointing) "Like this — one finger, point to the door."
"Open the door!" (model slow open — or mime if door is far) "Close the door! Gentle — quiet close."
"Point to the table! Point to your chair! Open your book!"
Teacher · Round prompts
"Round one — easy. Point to the door. Point to the table. Sit on your chair!"
"Round two — open and close. Open your book. Close your book. Open — close — open — close!"
"Round three — pencil! Point to your pencil. Tap your pencil on the table — tap, tap, tap!"
Teacher · Freeze reset
"If you hear the bell — freeze! Hands on head. Wait for my next word."
"Hunt finished — walking feet back to your spot. Sit. Quiet book in your lap."
Teacher · Quick object check
"Before we sit for sounds — quick check! What is this?" (hold door card) "Door!"
"What is this?" (hold pencil card) "Pencil! Point to your pencil — one finger!"
"Hunt heroes — back to your spot. Sit. Phonics time!"
Handling Mistakes:
If a child confuses open and close, model slowly without scolding: "Open is big — like this. Close is small — like this. Try again — open your book."
If a child points with whole hand instead of one finger, demonstrate: "One finger — like a pencil point. Point to the door."
If a child runs during Hunt, ring bell immediately: "Freeze. Walking feet only. We try again — point to the chair."
If a child touches a friend's object, redirect: "Your pencil. Point to your pencil. Gentle hands on your things."
Management Cue: Before Hunt starts, define boundaries: "You may go from the circle to the [name walls/objects] only. If I ring the bell — freeze and hands on head."
Management Cue: Pair verb + noun every time — say "Close the door," not just "Close." K1 needs the full phrase to attach action to object.
Management Cue: Co-teacher or assistant stands at the door during Hunt — blocks running exits and helps with real door open/close.
Model point / open / close with real objects from circle (≈2 min).
Round 1 — point commands only: door, table, chair, book (≈2 min).
Round 2 — open/close book + door mime (≈2 min).
Round 3 — pencil tap TPR + "Point to the pencil!" (≈2 min).
Return to circle seats — "Hunt finished! Sit on your spot."
Step 4 · Cheering Up (≈7 min)
Purpose: Phonics /b/ book and /p/ pencil — visual letter cards + point/tap TPR + peer activity.
Teacher · /b/ book sound
"Book starts with B! B says b-b-book. Buh-buh-buh. Lips together — pop open. Buh!"
"Letter B." (show card) "Point to the book! Tap the book — buh, buh, buh!"
Teacher · /p/ pencil sound
"Pencil starts with P! P says p-p-pencil. Puh-puh-puh. Lips together — puff of air. Puh!"
"Letter P." (show card) "Point to your pencil! Tap tap tap — puh, puh, puh!"
"Partner time — A points to book, B says buh! Switch — A points to pencil, B says puh!"
Teacher · Alternating B/P drill
"Listen — B or P? I hold up a card — you answer!"
"B!" (hold B card) "Buh — point to book — tap tap!"
"P!" (hold P card) "Puh — point to pencil — tap tap tap!"
"Faster — B — P — B — P! I heard book and pencil sounds!"
Teacher · Praise frames
"Wow! I heard buh!"
"Super pencil sound — puh!"
"Your lips pop perfectly — book and pencil!"
"High five for listening — buh and puh!"
Handling Mistakes:
If /b/ and /p/ sound the same, compare side by side: "Buh has voice — feel your throat buzz. Puh has air only — no voice." Hand on throat helps.
If a child taps too hard on the book, redirect: "Gentle tap — buh, buh. We love our book."
If a child makes silly lip noises instead of buh/puh, reset with model: "Watch my lips pop — buh! Your turn — buh!"
If partner cheer gets off-topic, pause: "Point to book — buh. Point to pencil — puh. Switch — go!"
Management Cue: Compare /b/ and /p/ side by side: "Buh has voice — feel your throat buzz. Puh has air only — no voice." Hand on throat helps older K1 children feel the difference.
Management Cue: Partner pairs: assign shoulder partners before activity — "Turn to your neighbor" causes less chaos than "find a partner."
Management Cue: Keep pencils in lap during phonics — only tap on teacher cue to prevent poking.
Show B + book picture — model /b/ × 3, point and tap book.
Show P + pencil picture — model /p/ × 3, point and tap pencil.
Alternating drill: teacher holds B or P — class responds with correct sound + tap.
Partner cheer: 1 minute per side — point + sound exchange.
Whole-group check: B card → buh + tap book; P card → puh + tap pencil.
Wrap-up: Calming Down (5 mins)
Purpose: Return objects to place, lower energy with breathing, affirm effort, and dismiss with Goodbye Song.
"Today you hunted the classroom! You opened and closed. You said buh and puh."
"I am proud of [name] for pointing carefully. I am proud of [name] for gentle hands on the door."
"Everyone gets a sticker. Line up — quiet feet."
Teacher · Goodbye routine
"Goodbye Song — wave! Goodbye, goodbye, see you again!"
"Goodbye [name], goodbye [name], goodbye everyone — see you again!"
"Line up — quiet feet. High five at the door. Bye bye!"
Handling Mistakes:
If a child still holds a pencil during breathing, whisper: "Pencil sleeps in the cup. Put it away — then breathe with me."
If a child says "puh puh puh" loudly during calm-down, smile: "Tiny puff now — like a feather. Puh… soft."
If a child tries to run to line-up early, pause group: "We line up together when I say Line up. Wait — you are my helper."
Management Cue: Collect stray pencils and books before Goodbye Song — "Book on the shelf. Pencil in the cup." Makes dismissal calm and teaches cleanup.
Management Cue: Leave object labels on door, table, chair, etc. all week — children reference them independently by Lesson 04.
Management Cue: Compliment 2–3 children by name — rotate daily so every child hears their name within two weeks.
Objects away + two breath cycles (≈1 min).
Compliments + stickers (≈1 min).
Goodbye Song (≈2 min).
Line up and dismiss (≈1 min).
Appendix — Master Lists
Print-ready reference for teachers and directors. Attach download URLs when assets are ready.
A. Master Material List (30-min Lesson)
Object flashcards: book, pencil, chair, table, door (×5)
Command cards: open, close, point to (×3)
Room object labels (×5 — leave up all week)
Phonics cards: B + book, P + pencil (×4)
Look · Listen · Sit cards (×3)
Hello / Goodbye cards (×2)
Real book, pencil, accessible door
Circle seating markers
Sticker sheet (1 per child)
Freeze bell or chime (optional)
📎 Master material checklist PDF — link coming soon
B. Master Word & Card List
book — picture + word
pencil — picture + word
chair — picture + word
table — picture + word
door — picture + word
open — action icon + word
close — action icon + word
point to — finger icon + phrase
B / b · P / p — letter cards
buh · puh — sound prompt cards
📎 Printable flashcard pack (Lesson 03) — link coming soon
C. Key Teacher Phrases (Script Bank)
"Walking feet only — no running."
"Point to the door! One finger."
"Open your book. Close your book."
"Tap your pencil — tap, tap, tap!"
"B says buh — book! Lips pop open."
"P says puh — pencil! Puff of air."
"If I ring the bell — freeze!"
"Verb + noun every time: Close the door."
"Hunt finished — back to your spot."
"Goodbye, goodbye, see you again!"
📎 Classroom label templates (A4) — link coming soon
"Good morning, friends! Hello! Find your spot — same safe circle as always. Sit on your dot — criss-cross applesauce."
"Look at me." (hold Look card) "Listen." (hold Listen card) "We are in the same safe circle. Same friends, same teacher, same room."
"Today we count! One, two, three — all the way to ten! We jump, we clap, we ask: How many? Are you ready?"
Teacher · Number preview
"Look at the floor — number cards in a circle. That is our Counting Loop — we jump later."
"First we sit. Look — Listen — Sit. Then we count with our fingers."
"Show me quiet hands — counting hands wait in your lap."
Teacher · Finger chart preview
"Look at the finger chart — one finger, two fingers, three!"
"We count on our hands before we jump. Hands in lap — eyes on the chart."
"How many fingers am I showing?" (hold up three) "Three! You are already counting!"
Teacher · Counting objects tease
"In this basket — blocks to count. How many? We ask later!"
"First — safe circle. Look — Listen — Sit. Numbers are patient friends."
Handling Mistakes:
If a child jumps onto the number loop early, point to Sit card: "Numbers wait for us. Sit on your dot — we jump together soon."
If a child shouts random numbers ("Ninety-nine!"), smile: "Big number! Today we learn one to ten. Listen — one!"
If a child refuses to sit, pat the dot beside you: "You can sit here by me. Same safe circle."
Management Cue: Eyes on me in 3, 2, 1 — hold up three fingers, then point to your eyes. Wait until all eyes meet yours before the next sentence.
Management Cue: If a child wanders toward the number loop on the floor before you start, point silently to the Sit card and pat their dot. Preview the loop with words only during Meeting Up — no jumping yet.
Management Cue: Keep counting objects basket out of reach until How many? — prevents pre-counting distraction.
Children enter; teacher greets each at the door: "Hello, [name]! Sit on your spot."
Look · Listen · Sit with cards — 3-second settle wait for whole-group attention.
Hold up numeral cards 1, 5, and 10 briefly — "Today these numbers get bigger. We will count them all!"
Point to floor loop without walking on it — "Our Counting Loop — later!"
Step 2 · Warming Up (≈5 min)
Purpose: Energy + review link to Lessons 01–03 plus finger counting warm-up.
Teacher · Greeting + command review
"First — hello! Wave — Hello, friends! How are you?"
"I'm happy! Thumbs up! Now — magic words. Look! Listen! Sit! You remember — wonderful!"
Teacher · Counting Fingers warm-up
"Counting time! Show me one finger." (hold up one finger) "One! Say it — one."
"Two fingers. Three fingers. Four! Five!" (pause at five) "Let's stop at five first — one, two, three, four, five!"
"Clap on each number — one (clap), two (clap), three (clap), four (clap), five (clap)!"
"Ready for more? Six, seven, eight, nine, ten! Big ten — both hands!" (wiggle all ten fingers)
Teacher · Counting Fingers Song
"Let's sing Counting Fingers Song — listen first!"
"One little, two little, three little fingers — four little, five little, six little fingers!"
"Seven little, eight little, nine little fingers — ten little fingers — here are mine!"
"Your turn — wiggle all ten — ten!"
Teacher · Transition to Loop
"Fingers counted — feet ready! Stand up in 3, 2, 1 — Counting Loop time!"
"Walking feet on the numbers — one friend on one card — listen for your turn!"
Handling Mistakes:
If a child holds up wrong finger count, model again: "Watch my fingers — one. Show me one finger. Perfect!"
If counting skips a number (one, two, four), slow down: "We didn't forget three — listen — three!" Clap together.
If a child counts in Korean only, accept then bridge: "Yes — [Korean]! In English — three! Say three."
Management Cue: If counting gets too loud, switch to whisper count: "Tiny voice — one, two, three." Reset volume before continuing to six–ten.
Management Cue: Children who cannot hold up five fingers yet may count on one hand only — accept and praise any attempt. Accuracy at 1–3 is a win on Day 1 of numbers.
Management Cue: Master 1–5 before pushing 6–10 — accuracy beats speed at K1.
Hello + How are you? — whole group (≈1 min).
Look · Listen · Sit drill — 2 rounds mixed order (≈1 min).
Finger count 1–5 with clap × 2 passes; extend to 10 once group is steady (≈3 min).
Transition: "Fingers ready — now the Counting Loop!"
Main Activity: Counting Loop & /t/ /n/ Phonics (15 mins)
Teacher Note: Master 1–5 before pushing 6–10. The Counting Loop requires brief standing movement; return to circle seats for phonics and Calming Down.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — Counting Loop: jump card to card while counting aloud; "How many?" checks with real objects.
Teacher · Counting Loop setup
"Look at the floor — a number circle! A counting loop! Each card is a stepping stone."
"We start at ONE. Step on one — say one! Step on two — say two! Jump slow — walking feet on the numbers."
"Watch me first." (model: step on cards 1–5, say each number aloud) "One… two… three… four… five! Your turn!"
Teacher · Loop rounds + How many?
"Round one — five friends at a time. Start at one — go to five — back to your spot."
"Round two — all the way to TEN! One, two, three, four, five, six, seven, eight, nine, TEN!"
"Now — How many?" (hold up three blocks) "Count with me. One, two, three. How many? Three!"
"Your turn to answer. How many?" (show five cups) "Count… How many? Five! Wonderful!"
Teacher · How many? round two
"How many?" (show seven blocks) "Count with me — one, two, three, four, five, six, seven!"
"One, two, three, four — How many? Four! Loop finished — sit on your spot!"
Handling Mistakes:
If a child skips a numeral on the loop, point to the card: "This is four — say four! Then five." Never scold — guide the foot and the word together.
If a child answers "Lots!" to How many?, redirect: "Let's count together — one, two, three. How many? Three!"
If two children jump on the same card, pause: "One friend on one number. Wait your turn — [name] first."
If a child runs on the loop, stop the line: "Walking feet on numbers. Step — say — step — say."
Management Cue: Loop rules before Round 1: "One friend on one card at a time. Wait your turn. Walking feet — no running on the numbers. Hands to yourself."
Management Cue: If the loop gets crowded, split into two waves: "Wave A — one to five. Wave B — watch and count along. Switch!" Never more than half the class on the loop at once.
Management Cue: Teacher or co-teacher chants with every child on the loop — never silent counting at K1.
Teacher models Counting Loop 1–5 from circle edge (≈1 min).
Round 1: small groups travel 1–5 on the loop; class counts along (≈2 min).
Round 2: volunteers or whole line travel 1–10; teacher chants with them (≈2 min).
"How many?" with 3 objects, then 5, then 7 — class counts, one child answers (≈2 min).
Return to circle seats — "Loop finished! Sit on your spot."
Step 4 · Cheering Up (≈7 min)
Purpose: Phonics /t/ ten and /n/ nine — numeral cards as visual cues + finger TPR + peer cheer.
Teacher · Introduce /t/ ten
"Ten starts with T! T says t-t-ten. Tuh-tuh-tuh. Tongue behind teeth — tuh!"
"This is number ten." (show 10 card + ten fingers picture) "Ten fingers — count them! Tuh-tuh — ten!"
"Tap your ten fingers together — tap, tap — tuh, tuh, ten!"
Teacher · Introduce /n/ nine + partner cheer
"Nine starts with N! N says n-n-nine. Nnn-nnn-nnn. Nose sound — hum through your nose. Nnn!"
"This is number nine." (show 9 card + nine dots) "Nine fingers — one hand down. Nnn — nine!"
"Partner cheer: you hold up nine fingers — your friend says nnn! Switch — you say tuh for ten fingers!"
Teacher · Alternating 9/10 drill
"Nine or ten? Listen!" (hold 10 card) "Tuh — ten fingers — wiggle wiggle!"
(hold 9 card) "Nnn — nine fingers — one hand down!"
"Again — 9 — 10 — 9 — 10! I heard nine and ten!"
Teacher · Praise frames
"Wow! I heard tuh for ten!"
"Beautiful nose sound — nnn for nine!"
"Your fingers match your number — perfect counting!"
"High five for listening — nine and ten!"
Handling Mistakes:
If /t/ and /n/ confuse, compare: "Tuh — tongue tap, no nose. Nnn — nose hum, soft tongue." Exaggerate mouth and nose.
If a child shows wrong finger count for nine or ten, model: "Nine is one hand plus four — watch me. Nnn — nine!"
If partner cheer becomes silly faces, reset: "Nine fingers — nnn. Ten fingers — tuh. Switch — go!"
If a child refuses partner work, pair with teacher: "You and me — nine fingers — nnn! Perfect."
Management Cue: Compare /t/ and /n/ side by side: "Tuh — tongue tap, no nose. Nnn — nose hum, soft tongue." Exaggerate mouth and nose so K1 can see the difference.
Management Cue: Assign shoulder partners before partner cheer — "Turn to your neighbor" causes less chaos than "find a partner."
Management Cue: Keep phonics seated if loop energy is still high — finger TPR works from sitting.
Show 10 card + ten fingers picture — model /t/ × 3, wiggle ten fingers.
Show 9 card + nine dots — model /n/ × 3, hold up nine fingers.
Alternating drill: teacher holds 9 or 10 card — class responds with correct sound + fingers.
Partner cheer: 30 seconds each side — nine fingers + /n/, ten fingers + /t/.
Whole-group check: 10 card → tuh + ten fingers; 9 card → nnn + nine fingers.
Wrap-up: Calming Down (5 mins)
Purpose: Lower energy after jumping, collect numeral cards, affirm counting effort, dismiss with Goodbye Song.
"Red and yellow and green and blue — orange and purple too!"
"Can you sing a rainbow, sing a rainbow, sing a rainbow too!"
"Your turn — colors with me — go!"
Teacher · Transition to Hunt
"Colors in our clothes — now colors in our room! Stand up in 3, 2, 1 — Color Hunt!"
"Walking feet — gentle hands — one item per friend!"
Handling Mistakes:
If a child stands for the wrong color, smile and model: "Look at your shirt — is it red? You have beautiful blue shoes — blue!"
If stand-up game gets chaotic, switch to seated pointing: "Point to something red in the circle — no standing yet."
If a child calls out a made-up color ("Sparkle!"), redirect: "Fun word! Our colors today — red, blue, yellow. Say red!"
Management Cue: If stand-up game gets chaotic, switch to "Point to something red in the circle" — seated pointing only until group settles.
Management Cue: Never tease a child for "wrong" color clothing — turn mistakes into teachable moments with warmth.
Management Cue: Echo all six colors at a steady tempo — hold each swatch 2 seconds so K1 can match word to color.
Hello + How are you? — whole group (≈1 min).
Look · Listen · Sit drill — 2 rounds (≈1 min).
Color stand-up: red, blue, yellow, green × 1 pass; echo all six colors × 2 (≈3 min).
Transition: "Colors in our clothes — now colors in our room! Color Hunt!"
Main Activity: Color Hunt & /r/ /g/ Phonics (15 mins)
Teacher Note: Use real objects, not only flashcards — context beats drill. Color Hunt requires brief movement — set boundaries before Step 3. Return to circle for phonics and Calming Down.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — Color Hunt in classroom: find items, return, answer "What color is it?"
Teacher · Color Hunt rules
"Color Hunt! I say a color — you find something that color in our room. Walking feet only. Gentle hands — touch, don't grab from a friend."
"Find red! Go!" (children search) "Freeze! Show me red!"
"What color is it?" (hold up a red block) "It's red! Say it — It's red!"
Teacher · Hunt rounds
"Round one — easy colors. Find blue! Find yellow! Hold it up — come back to the circle edge."
"Round two — What color is it? I pick your item. [Name], what color is it? It's green! Wonderful!"
"Round three — fast hunt. Find orange! Find purple! Back to your spot — item in your lap."
Teacher · Color sentence frames
"[Name], what color is it?" (child's item) "It's yellow! Class — repeat — It's yellow!"
"[Name] — what color is it? It's purple! Wonderful!"
"Hunt finished — items in the basket — sit on your spot!"
Handling Mistakes:
If a child brings the wrong color, hold item up: "Look again — is this purple or blue? Blue! It's blue!"
If a child hoards multiple items, redirect: "One red thing in your lap — put the first one back gently."
If a child answers "Color!" to What color is it?, prompt: "The color name — red! Say It's red!"
If a child grabs from a friend, pause Hunt: "Gentle hands — your color, not your friend's. Try again."
Management Cue: Before Hunt starts, define boundaries: "You may go from the circle to the [shelves/corners named] only. If I ring the bell — freeze and hands on head."
Management Cue: Limit one item per child per round — "Put the first red thing in your lap before you find another." Prevents hoarding and arguments.
Management Cue: Co-teacher floats during Hunt — redirects running and helps shy children find a nearby color.
Model hunt: teacher finds red item, returns, models "It's red!" (≈1 min).
Round 1 — find red, blue, yellow; hold up at circle edge (≈2 min).
Round 2 — teacher asks individual children "What color is it?" (≈2 min).
Round 3 — find orange and purple; return to spots with item in lap (≈2 min).
Items away — "Hunt finished! Sit on your spot."
Step 4 · Cheering Up (≈7 min)
Purpose: Phonics /r/ red and /g/ green — color swatch visual cues + body pose TPR + peer cheer.
Teacher · Introduce /r/ red
"Red starts with R! R says r-r-red. Rrr-rrr-rrr. Roaring sound — lips open, tongue back. Rrr!"
"This is red." (show red swatch + R card) "Red pose — arms out big like a big red sun! Rrr — red!"
"Stand up! Big red pose — rrr! Red! Sit down."
Teacher · Introduce /g/ green + partner cheer
"Green starts with G! G says g-g-green. Guh-guh-guh. Back of throat — soft guh, like a little frog."
"This is green." (show green swatch + G card) "Green pose — crouch low like grass! Guh — green!"
"Partner cheer: you do red pose — rrr! Your friend does green crouch — guh! Switch!"
Teacher · Alternating red/green drill
"Red or green? Listen!" (hold red card) "Rrr — arms big — red!"
(hold green card) "Guh — crouch low — green!"
"Red — green — red — green! I heard both colors!"
Teacher · Praise frames
"Wow! I heard rrr for red!"
"Super green sound — guh!"
"Your pose matches your color — beautiful!"
"High five for listening — red and green!"
Handling Mistakes:
If /r/ becomes yelling, model soft growl: "Small rrr — like a kitten. Rrr — red!"
If a child confuses red and green poses, slow down: "Red — arms big — rrr. Green — crouch low — guh."
If partner cheer turns into running, reset seated: "Red fingers — rrr. Green fingers low — guh. Switch!"
If a child refuses to stand, offer seated pose: "Big arms from your spot — rrr — red! Perfect."
Management Cue: Before standing TPR, say "Stand up in 3, 2, 1" and "Sit down in 3, 2, 1" every time — predictable transitions prevent chaos.
Management Cue: Pair color + pose every time — "Red pose — rrr!" not just "Say red." K1 locks colors through body memory.
"Mix order — duck! cow! pig! You know farm animals!"
"Stand up in 3, 2, 1 — Animal Parade time — walking feet!"
Handling Mistakes:
If one child dominates with loud sounds, assign turn-taking: "This side moos — that side oinks." Split volume across the circle.
If a child makes a nonsense sound ("Bzz!"), redirect: "Fun bug! Our farm sound — moo! Copy cow horns — moo!"
If children stand during sound warm-up, point to Sit card: "Sit — sound — gesture. All three together."
Management Cue: Model gesture + sound together every time — cow horns + moo, duck bill hands + quack. Never sound-only at K1.
Management Cue: Split the group if volume is too high: "Girls moo — boys oink!" then switch — keeps everyone participating without chaos.
Management Cue: After Old MacDonald chorus, use Listen card + 3-second wait before Parade setup — energy transition is critical.
Hello + How are you? — whole group (≈1 min).
Look · Listen · Sit drill — 2 rounds (≈1 min).
Old MacDonald chorus: cow, pig, duck, sheep — sound + gesture × 1 pass each (≈2 min).
Animal sound chain: teacher names animal, class responds with sound × full set of six (≈1 min).
Quick review: hold two animal cards — "Which says moo? Which says quack?" — point only (≈30 sec).
Transition: "You know the sounds — now wear the animals! Animal Parade!"
Main Activity: Animal Parade & /m/ /d/ Phonics (15 mins)
Teacher Note: Sound + motion together — K1 learns animals through the body first. Accept animal sounds as valid answers before clear word production. Return to circle for phonics and Calming Down.
Review: Use hello/goodbye from Lesson 02 and Look · Listen · Sit from Lesson 01 at every transition during this lesson.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — Animal Parade with headbands: line up, parade, introduce self as animal.
Teacher · Parade setup
"Animal Parade! You wear a headband — you ARE that animal. Walk slow — walking feet — around our farm path."
"When I stop you, say: I am a duck! Quack quack!" (model with duck headband)
"Listen — gentle parade. No running. Hands hold your headband — don't pull a friend's."
Teacher · Parade rounds
"Round one — half the class parades. Cow says moo! Pig says oink! Stop — introduce yourself!"
"Round two — swap headbands! New animal — new sound! Horse — neigh! Chicken — cluck cluck!"
"Round three — whole farm together! Line up — parade — all animals at once. Moo! Oink! Quack! Baa!"
Teacher · "The cow says ___" prompt game
"Listen — The cow says… moo! The pig says… oink!"
"Your turn — The duck says… (wait) quack quack! Wonderful!"
"The sheep says… baa! The horse says… neigh! The chicken says… cluck cluck!"
"I am a [animal]! [sound]! — say it when you stop in the parade!"
Teacher · Parade stop introductions
"Stop — freeze — introduce! [Name] — who are you?"
(Child) "I am a pig! Oink oink!"
"Class — copy — I am a pig! Oink! Wonderful parade voice!"
"Next friend — stop — who are you? I am a sheep! Baa baa!"
Handling Mistakes:
If a child says "Cat!" for The cow says, smile: "Cats say meow — cows say moo! The cow says moo!"
If parade introduction is only a sound (no "I am a…"), accept then extend: "Great moo! Now full sentence — I am a cow! Moo!"
If headbands slip over eyes, fix calmly: "Headband on forehead — like a crown. Can you see? Good — parade!"
If a child refuses to swap headbands in Round 2, offer choice: "Keep cow or try duck — you pick. Both are brave farm animals."
Management Cue: Parade path before Round 1: define the route with tape — "Walk this line only. Return to your spot when you finish one lap." Prevents wandering.
Management Cue: Headband rules: "Headbands stay on your head — not a weapon, not a toy." Collect and inspect headbands between rounds for bent bands.
Management Cue: Half-class parades only — seated children watch and make the sound when parade stops — keeps all engaged.
Teacher models parade with one headband — full lap + "I am a duck! Quack!" (≈1 min).
Round 1: half class parades with cow/pig/duck headbands (≈2 min).
"Good morning, friends! Hello! Welcome back. Find your spot. Sit on your dot — criss-cross applesauce."
"Look at me." (hold Look card) "Listen." (hold Listen card) "We are in the same safe circle. Today we learn about our body!"
"Head, shoulders, knees, toes — eyes, ears, mouth, nose. Are you ready to touch and point?"
Teacher · Body card peek
"Peek — head!" (flash head card, touch your head) "Peek — toes!" (flash toes card, wiggle toes)
"Our body is special — gentle hands only. We touch our own body — not a friend's."
"Save your wiggles for the song — listen first!"
Teacher · Body parts echo
"Echo me — head! shoulders! knees! toes!"
"Face parts — eyes! ears! mouth! nose!"
"Touch your head — gentle — on your own body. Touch your toes — wiggle wiggle!"
Teacher · Touch your ___ preview
"Today I say Touch your head — you touch YOUR head. Touch your knees — YOUR knees."
"Simon Says comes later — listen to every word. Own body only — gentle hands."
Handling Mistakes:
If a child pokes a friend's nose during Meeting Up, pause calmly: "We touch our own body. Watch — I touch my nose. You touch yours."
If a child says "Foot!" instead of toes, accept and extend: "Feet are friends of toes! Today — toes — wiggle wiggle!"
If a child won't sit for body preview, kneel beside them: "You can point from your spot. Peek — head — on you!"
Management Cue: Eyes on me in 3, 2, 1 — hold up three fingers, then point to your eyes. Wait for whole-group attention before showing body cards.
Management Cue: Space circle dots arms-length apart — body-part TPR needs room; reposition dots before Step 2 if children are touching neighbors.
Management Cue: State the body-touch rule once at arrival: "Own body only — gentle hands." Repeat silently with a palm-down gesture if needed.
Door greeting: Hello to each child + invite to circle spot.
Look · Listen · Sit with cards — 3-second settle wait.
Flash head and toes cards — model touch on self (≈1 min).
Quick hello review — wave and say Hello to neighbor (≈30 sec).
Preview song: "We sing and touch — slow first, fast later!"
Step 2 · Warming Up (≈5 min)
Purpose: Energy + body-part fluency through Head Shoulders song at slow then fast tempo.
Teacher · Command + greeting review
"Hello, friends! How are you? I'm happy! Thumbs up!"
"Magic words — Look! Listen! Sit! You remember — wonderful!"
Teacher · Head Shoulders song — slow
"Head, shoulders, knees and toes — knees and toes!" (touch each part slowly)
"Eyes and ears and mouth and nose — mouth and nose!" (point to face parts)
"Head, shoulders, knees and toes — knees and toes!" (repeat × 1)
"Your turn — copy my hands. Slow — ready — go!"
Teacher · Head Shoulders song — fast
"Now — fast! Super fast body song! Can you keep up?"
"Head shoulders knees and toes — eyes ears mouth and nose — GO!" (double speed)
"Freeze! Hands in lap. You moved every body part — amazing!"
Teacher · Touch your ___ drill
"Touch your head!" (touch own head) "Touch your shoulders! Touch your knees! Touch your toes!"
"Point to your eyes! Point to your ears! Point to your mouth! Point to your nose!"
"Eyes on me — you know every body part — Simon Says next!"
Handling Mistakes:
If a child touches the wrong part during fast song, laugh warmly: "Fast is tricky! Slow round — head — shoulders — copy me."
If a child stands during song, point to Sit card after freeze: "Sit for slow — stand later in Simon Says."
If fast song overwhelms a child, offer opt-out: "You can watch and touch just head — perfect participation."
Management Cue: Always model touch on your own body first — children mirror better when they see the teacher's hands on the teacher's head, not on a child.
Management Cue: Call "Freeze!" between slow and fast — hands in lap, 3-second Listen wait — prevents chaos before Simon Says.
Management Cue: Split volume if song gets too loud: "This side sings head — that side sings toes!" then whole group together.
Head Shoulders song — slow tempo with full touch × 2 passes (≈2 min).
Freeze + 3-second reset with Listen card (≈30 sec).
Head Shoulders song — fast tempo × 1 pass (≈1 min).
Transition: "You know the parts — now Simon is the boss! Simon Says!"
Main Activity: Simon Says & /h/ /t/ Phonics (15 mins)
Teacher Note: Opening Up builds listening precision through Simon Says; Cheering Up locks /h/ head and /t/ toes through picture cards and touch TPR. Review Look · Listen · Sit at every transition.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — Head Shoulders song review + Simon Says with one-step then two-step body commands.
Teacher · Simon Says rules
"Simon Says is a listening game. I am Simon. When I say Simon says — you do it. When I don't say Simon says — FREEZE!"
"Simon says touch your head!" (everyone touches head) "Good listening!"
"Touch your toes!" (no Simon — freeze) "Uh-oh — I didn't say Simon says! Freeze — hands still!"
"Simon says touch your nose!" (resume) "You listened — wonderful!"
Teacher · Freeze praise
"I saw [name] freeze — statue perfect! I saw [name] freeze — best listening!"
"When Simon does NOT speak — we freeze. Quiet hands — still body — superhero listening!"
"Ready for Round one? Simon says — touch your shoulders!"
Teacher · Simon Says rounds
"Round one — easy parts. Simon says shoulders! Simon says knees! Simon says ears!"
"Round two — trick round! Touch your mouth!" (freeze) "Simon says touch your mouth!"
"Round three — two steps! Simon says touch your head AND touch your toes!" (sequential demo)
"Last round — eyes closed! Simon says point to your nose — eyes open — go!"
Teacher · Head Shoulders encore
"Simon says — Head Shoulders song! Stand up in 3, 2, 1 — slow song one time!"
"Simon says — sit down! Simon says — freeze! Game finished — great bodies!"
Handling Mistakes:
If a child moves on a trick command, smile: "Oops — no Simon! Freeze like a statue. Try again next round."
If a child touches a friend during Simon Says, pause game: "Own body only. Simon says touch YOUR head."
If a child won't freeze, make them Simon's helper: "You watch — tell me who moved on the trick command."
If two-step commands confuse the group, return to one-step only — mastery before complexity at K1.
Management Cue: Hold Simon Says sign card only when the phrase is spoken — visual cue trains ears to wait for "Simon says."
Management Cue: Trick commands max 2 per round — too many frustrates K1; balance success with challenge.
Management Cue: Praise listeners who freeze correctly louder than you scold movers — "I saw Minho freeze — statue perfect!"
Teach Simon Says rules with 3 demo commands — one trick included (≈2 min).
Transition: "Now real pictures — family puppet circle share!"
Teacher · Transition to Main Activity
"Warm-up finished! You know mom, dad, brother, sister, baby."
"Look at me. Listen. Sit. Quiet hands — family puppet circle is next!"
"[Puppet name] is ready. When friends share, we listen with kind eyes. Are you ready?"
Main Activity: Family Puppet Circle Share & /m/ /d/ Phonics (15 mins)
Teacher Note: Opening Up builds speaking through low-pressure family puppet circle share; Cheering Up locks /m/ mom and /d/ dad through picture cards and hug TPR. Never ask invasive family questions.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — family puppet circle share: each child holds a card or photo and says "This is my ___."
Teacher · Circle share setup
"Family puppet circle! I give you one picture card. Look — find mom or dad or sister — whoever you want."
"When it is your turn, hold up your card. Say: This is my mom! Or point and say one word — mom! Both are perfect."
"Friends listen — quiet hands — kind eyes on the speaker."
Teacher · Model + puppet round
"Watch me. This is my mom!" (hold sample poster) "Hug gesture — love!"
"[Puppet name]'s turn. This is my dad!" (puppet voice) "Your turn, Sora!"
"If you want help, [puppet name] whispers with you — brave share!"
Teacher · Puppet circle listening round
"Puppet circle rule — when [friend's name] talks, we look and listen. No calling out — quiet hands."
"[Puppet name] listens too — see? Eyes on the speaker. Ears open."
"After each share we echo together — This is my mom! — one time only. Kind voices — family love!"
Teacher · Share rounds
"Round one — mom or dad only. Round two — brother, sister, or baby. Round three — pick your favorite family word again!"
"Class echoes: This is my mom! Nice share, Minho!"
"No questions — only clap and smile. Family circle finished — gentle clap!"
Handling Mistakes:
If a child freezes, offer puppet co-voice: "Puppet says it with you — This is my… dad!" Accept one word or gesture.
If a child shares wrong label ("This is my dog"), smile: "Dogs are family too! Today use mom, dad, brother, sister, or baby — pick one."
If a child cries during share, pause circle: "Feelings are OK. You can listen today. [Puppet name] sits with you."
If share runs long, fast round: point to card + one word only — no full sentence required.
Management Cue: Pass cards in order around circle — predictable turn order reduces anxiety; skip is always allowed with a nod.
Management Cue: Echo phrase after each share — whole class repeats "This is my mom!" — builds community without putting shy child on spot twice.
Management Cue: Co-teacher or puppet models every round before first child share — K1 needs multiple models for sentence frames.
Distribute laminated family scene cards — one per child (≈1 min).
Teacher + puppet model full share (≈1 min).
Round 1: each child shares mom or dad — word or sentence (≈3 min).
Round 2: swap card or pick new member — brother/sister/baby (≈2 min).
Class echo + gentle clap after each share; collect cards in basket (≈1 min).
Step 4 · Cheering Up (≈7 min)
Purpose: Phonics /m/ mom and /d/ dad — picture cards + hug TPR + peer cheer.
Teacher · Introduce /m/ mom
"Mom starts with M! M says m-m-mom. Lips together — mmm-mmm-mmm. Mom — mmm!"
"This is mom." (show mom card) "Family hug — arms open — mmm — mom!"
"Stand up! Hug yourself — mmm — mom! Sit down — quiet mmm."
Teacher · Introduce /d/ dad + partner cheer
"Dad starts with D! D says d-d-dad. Tongue tap — duh-duh-duh. Dad — duh!"
"This is dad." (show dad card) "Strong hug — duh — dad! Tap chest — d-d-dad!"
"Partner cheer: you are mom — mmm hug! Friend is dad — duh tap! Switch!"
Teacher · Praise frames
"Wow! I heard mmm — mom sound!"
"Super dad sound — duh-duh!"
"Your hug is perfect — mmm — family love!"
"High five for listening — you know mom and dad sounds!"
Teacher · Hug TPR check
"Mom card — hug — mmm! Dad card — tap chest — duh!"
"Stand up — mom — mmm! Sit — dad — duh! In your spot."
"Last check — hold both cards — mom or dad? Listen and hug or tap!"
Handling Mistakes:
If a child confuses mmm and duh, show cards side by side: "Mom — mmm — hug. Dad — duh — tap."
If hug TPR becomes grabbing a partner, reset: "Hug yourself — mmm — own body hug only."
If a child won't do partner cheer, teacher pairs: "You are my mom — mmm! I am dad — duh!"
If /m/ has no voice, hand on throat: "Feel the buzz — mmm — mom!"
Management Cue: Before standing TPR, say "Stand up in 3, 2, 1" and "Sit down in 3, 2, 1" every time — predictable transitions.
Management Cue: Shoulder partners for cheer — "Turn to your neighbor" reduces crossing the circle.
Management Cue: Accept mom/dad word without clear /m/ or /d/ — praise hug gesture loudly at K1.
Show mom card — model /m/ × 3, hug TPR × 3.
Show dad card — model /d/ × 3, chest tap TPR × 3.
Alternating drill: teacher holds mom or dad card — class responds with sound + gesture.
Partner cheer: 30 seconds each side — mom mmm / dad duh exchange.
Teacher Note: Opening Up builds verb fluency through a short sequenced course; Cheering Up locks /j/ jump and /r/ run through picture cards and body TPR. One child on course at a time or pairs max at K1.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — action verb obstacle mini-course: walk to line, jump, sit, stand, run back.
Teacher · Course setup
"Obstacle mini-course! Station one — walk to the tape. Station two — jump! Station three — sit. Station four — stand. Station five — run back to your dot!"
"One friend at a time — or two — walking feet waiting. Go card means go — Stop card means freeze!"
"Can you jump? Can you run? Show me on the course!"
"Orange!" (round hands) "Grape!" (small pop in mouth) "Yummy yummy!" (thumbs up)
"Your turn — copy my bite. Apple — chomp! Banana — peel peel — yum!"
Teacher · Do you like ___? drill
"Do you like apples?" (thumbs up) "Yes! Yummy!"
"Do you like bananas?" (mime peel) "Yummy!"
"Do you like purple grapes?" (pop pop) "Me too — yummy circle!"
Handling Mistakes:
If a child shouts "Yucky!" at a classmate's favorite fruit, redirect: "Different likes — thumbs up or quiet hands — kind words."
If mime bite becomes hitting neighbor, reset: "Bite the air — bite your own pretend fruit — gentle."
If a child names candy instead of fruit, smile: "Candy later — today fruit — apple! Red apple!"
Management Cue: Model exaggerated mime bite on imaginary fruit in front of face — never toward another child.
Management Cue: Thumbs up / palms flat "no thank you" — two acceptable answers for Do you like ___? — no forced yum.
Management Cue: After fruit chorus, Listen card + 3-second wait — transition from loud yum to structured game.
Hello + Look · Listen · Sit — 2 rounds (≈1 min).
Fruit word chorus with mime bite × six fruits (≈2 min).
Do you like ___? — apple, banana, orange quick poll (≈1 min).
Yummy face card model — thumbs up reaction (≈30 sec).
Transition: "Time for Taste Game — pretend eat for real fun!"
Teacher · Transition to Main Activity
"Warm-up finished! You know apple, banana, orange, grape."
"Look at me. Listen. Sit. Quiet hands — pretend taste game is next!"
"Remember — Yummy! means we like it. Pretend bite — mmm — no real food today!"
Main Activity: Taste Game & /a/ /b/ Phonics Review (15 mins)
Purpose: Opening Up builds fruit vocabulary through pretend taste circle; Cheering Up reviews /a/ apple and /b/ banana with bite TPR. Pretend eat only unless director approves real taste.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — taste-safe fruit cards pretend eat: pick card, mime bite, say fruit name + Yummy!
Teacher · Taste Game setup
"Taste Game! I give you one fruit card and one plate. Hold your fruit. Pretend bite — chomp chomp — say the fruit name!"
"Then — Yummy! or No thank you — quiet. Show me your face."
"Friends watch — quiet hands — smile at yummy faces!"
Teacher Note: Opening Up builds weather literacy through chart update and dress-for-weather mime; Cheering Up locks /s/ sun and /r/ rain through picture cards and sky TPR.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — weather chart update + dress for weather mime with prop cards.
Teacher · Weather chart setup
"Weather chart! What is today? Sun or rain or cloud? Help me choose the icon!"
"[Child name] puts the sun on the chart — sticky Velcro — Today is sunny!"
"Everyone points — Sun! Hot! Fan your face!"
Teacher · Dress for weather mime
"Dress for weather! If rain — umbrella!" (mime hold umbrella prop card) "If sun — hat and sunglasses!"
"If cold rain — coat and boots! Mime put on — stomp stomp — boots!"
"I say weather — you dress mime. Ready — Rain! (class mimes umbrella) Sun! (hat + sun arms)"
Teacher · Season bridge script
"Spring — flowers grow — arms up slowly. Summer — hot — fan your face!"
Home: "Look outside — say sun or rain in English!"
Home: "Sss-sun arms and rrr-rain fingers before coat time!"
📎 Parent one-pager (KO/EN) — link coming soon
K1 Lesson 12: Feelings Faces
Grade: K1 (Ages 3-4)Time: 30 minutesHappy · Sad · Angry · Scared · Surprised · Face match · /h/ happy · /s/ sad
Material Checklist — Full Lesson
Feeling face cards (6): happy · sad · angry · scared · surprised · tired — large emoji-style + word
Face match board (1): poster with empty circles — children place matching face cards
Mirror paddles (6): safe plastic mirror or shiny laminate — for own-face practice
Feeling scenario cards (4): simple pictures — toy break, hug, loud noise, ice cream — match to feeling
Phonics flashcards: happy face + /h/ happy · sad face + /s/ sad
Look · Listen · Sit cards: review from Lesson 01
Hello / Goodbye cards: brief greeting from Lesson 02
Circle seating: floor dots — one spot per child
Sticker sheet: 1 per child for Calming Down
Listen pause card (1): red stop-hand icon
Optional: calm-down corner poster — link feelings lesson to classroom regulation space
Learning Objectives
Students name six feelings: happy, sad, angry, scared, surprised, tired.
Students match feeling face cards to scenario pictures on the face match board.
Students show feelings on their own face and mirror paddle — "I am happy" or one word + gesture.
Students listen when classmates share feelings — quiet hands, kind eyes.
Students hear and respond to /h/ (happy) and /s/ (sad) with face cards and gesture TPR.
Warm-up: Meeting Up & Warming Up (10 mins)
Purpose: Normalize all feelings as OK, preview face vocabulary, then build happy/sad gestures before the match game.
Step 1 · Meeting Up (≈5 min)
Purpose: Psychological safety, predictable arrival, gentle preview of feelings theme.
Teacher · Arrival & circle welcome
"Good morning, friends! Hello! Welcome back. Sit on your spot — same safe circle."
"Look at me." (hold Look card) "Listen." (hold Listen card) "Today we learn feeling faces — happy, sad, and more."
"All feelings are OK in our circle. Happy, sad, angry, scared — we name them together."
Teacher · Door greeting script
"Hello, [name]! Welcome — how do you feel today? Show me with your face!"
"Find your spot. All feelings are OK in our circle — happy, sad, and more."
"[Name] is here — we match feelings together today!"
Teacher · Feeling card peek
"Peek — happy!" (flash happy card, big smile) "Peek — sad!" (flash sad card, gentle frown)
"We copy faces on OUR face — not on a friend's face. Gentle feeling circle."
"How do you feel today? Happy? Tired? You can show me with one finger later."
Handling Mistakes:
If a child mocks sad face cruelly, firm kind tone: "Sad is real for friends. Gentle face — we care in this circle."
If a child says "I feel bad" vaguely, offer choices: "Sad? Tired? Scared? Pick one face card — or listen today."
If a child refuses eye contact during feelings talk, accept mirror later: "You can show your face in the mirror paddle — private and brave."
Management Cue: Eyes on me in 3, 2, 1 — state "all feelings OK" rule before any face copying begins.
Management Cue: Never force a child to share personal upset — match game can use generic scenario cards only.
Management Cue: Feeling face cards visible but match board covered until Step 3 — prevents early grabbing.
Door greeting: Hello to each child + invite to circle spot.
Look · Listen · Sit — 3-second settle wait.
Flash happy and sad cards — model on own face (≈1 min).
State feelings safety rule: all feelings OK, kind circle (≈30 sec).
Preview match game: "We match faces to pictures later!" (≈30 sec).
Step 2 · Warming Up (≈5 min)
Purpose: Energy + feeling face chorus with gestures before structured match game.
Teacher · Greeting + command review
"Hello, friends! How are you? I'm happy! Big smile!"
"Look! Listen! Sit! Magic words — always!"
Teacher · Feeling face chorus
"Happy!" (smile + hands on cheeks) "Sad!" (gentle frown + hands on heart)
"Angry!" (arms crossed, huff face — playful not scary) "Scared!" (hands on cheeks, wide eyes)
"Surprised!" (mouth O, hands up) "Tired!" (head on hands, yawn)
Teacher · Mirror warm-up
"Hold mirror paddle — look at YOU. Happy face — smile! Sad face — gentle frown."
"Switch fast — happy — sad — surprised — sit — mirrors down!"
"Your face tells a story — English words help us share!"
Handling Mistakes:
If angry face becomes hitting motion, reset: "Angry face — arms crossed — no hitting — huff huff only."
If mirror paddle becomes toy weapon, collect briefly: "Mirror flat on lap — smile — then game time."
If scared face triggers real fear, soften: "Play scared — silly scared — hands on cheeks — peekaboo!"
Management Cue: Model angry face playfully mild — never aggressive modeling at K1; director standard for feelings lessons.
Management Cue: Mirrors down on lap when not in use — "Mirrors down — eyes on me" — same rule as cards.
Management Cue: Fast face switch max 4 rounds — then Sit + Listen — prevents silly overload before match game.
Hello + Look · Listen · Sit — 2 rounds (≈1 min).
Feeling face chorus — six feelings with gesture × 1 pass (≈2 min).
Mirror paddle practice — happy/sad/surprised on own face (≈1 min).
Mirrors down — Listen card — 3-second wait (≈30 sec).
Transition: "You know the faces — feeling match game!"
Teacher · Transition to Main Activity
"Warm-up finished! You know happy, sad, angry, scared, surprised, tired."
"Look at me. Listen. Sit. Face match game is next — kind eyes only!"
"No silly faces at friends — only match the card I show. Ready?"
Main Activity: Feeling Face Match Game & /h/ /s/ Phonics (15 mins)
Teacher Note: Opening Up builds feeling vocabulary through scenario matching; Cheering Up locks /h/ happy and /s/ sad through face cards and gesture TPR. Keep scenarios generic — no personal trauma prompts.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — feeling face match game: scenario picture → choose correct face card → place on board.
Teacher · Match game setup
"Feeling match game! I show a picture. You pick the feeling face. Happy? Sad? Scared? Place it on the board!"
"Picture one — ice cream!" (show scenario) "Happy face — smile — on the board!"
"Picture two — loud boom sound!" (scenario) "Scared or surprised — you choose — place the face!"
Teacher · Mirror face round
"I show happy — you mirror — big smile! Hold — 1, 2, 3 — freeze!"
"Sad face — mirror — gentle down mouth. Scared — mirror — wide eyes — oh!"
"Mirror finished — now match the card on the floor — fast but kind!"
Teacher · Match rounds
"Round one — teacher holds scenario — class votes face — one helper places card."
"Round two — each child gets one scenario slip — match your face card — say Happy or Sad!"
"Round three — mystery face on board — no scenario — I am happy! Show YOUR happy face!"
Teacher · Own-face share
"Last share — how do you feel NOW? Happy? Tired? Mirror paddle — show me — one word only."
"I am happy! I am tired! All answers OK. Match game finished — gentle clap!"
Handling Mistakes:
If a child matches wrong feeling, explore: "Ice cream — happy or sad? Look at smile — happy! Try again — great try!"
If a child shares traumatic content, redirect to card: "Thank you for telling me. Today we use face cards — teacher talks after class."
If match board becomes competition fight, reset helper role: "One placer — others point — team match!"
If child won't show face, accept card point only: "Point to happy card — perfect — brave listener!"
Management Cue: Scenario cards stay generic — ice cream, hug, broken toy, loud noise — no family or medical triggers at K1.
Management Cue: Rotate board helper daily — others vote by raising face card flat on lap — inclusive participation.
Management Cue: Own-face share is optional — "Pass" is always allowed with thumbs up for listening.
Introduce match board — empty circles labeled with feeling words (≈1 min).
Round 1: 4 scenario cards — group vote + helper places face (≈2 min).
Round 2: individual scenario slips — match + one word label (≈3 min).
Round 3: children show own feeling with mirror or gesture (≈1 min).
Board stays on wall as class feelings anchor — cards collected (≈30 sec).
Step 4 · Cheering Up (≈7 min)
Purpose: Phonics /h/ happy and /s/ sad — face cards + gesture TPR + peer cheer.
Teacher · Introduce /h/ happy
"Happy starts with H! H says hhhhh — like hello breath. Happy — h-h-happy. Hhhhh — smile!"
"This is happy." (show happy card) "Happy TPR — big smile — hands on cheeks — hhhhh — happy!"
"Stand up in 3, 2, 1 — happy face — hhhhh! Sit down — quiet hhhhh smile."
Teacher · Introduce /s/ sad + partner cheer
"Sad starts with S! S says s-s-sad. Teeth together — sss-sss-sss. Sad — gentle frown — sss!"
"This is sad." (show sad card) "Sad TPR — hands on heart — gentle face — sss — sad."
"Partner cheer: you show happy — hhhhh smile! Friend shows sad — sss frown! Switch!"
Shape cards (4): circle · square · triangle · star — large color cards with word + outline
Shape hunt clipboards (1 per child): checklist with 4 shape boxes + tick column
Foam shape set (4): circle · square · triangle · star — one per child for warm-up
Shape song audio: speaker or phone (30–45 sec)
Phonics flashcards: circle picture + /c/ circle · square picture + /s/ square
Trace cards (2): giant C and S letter cards with finger-trace arrows
Look · Listen · Sit cards: review from Lesson 01
Pointer wand (1): for teacher-led hunt around the room
Pre-cut shape paper (4 colors): for wrap-up collage — one set per table
Circle seating: floor dots — one spot per child
Sticker sheet: 1 per child for Calming Down
Listen pause card (1): red stop-hand icon for silent reset moments
Learning Objectives
Students name four shapes: circle, square, triangle, star with matching hand gestures.
Students find real shapes in the classroom during a Shape Hunt ("A clock is a circle!").
Students draw shapes in the air with a finger and tick a hunt checklist.
Students hear and respond to /c/ (circle) and /s/ (square) with visual cue cards, finger trace, and whole-body TPR.
Students build a simple shape picture and name each piece as it is placed.
Warm-up: Meeting Up & Warming Up (10 mins)
Purpose: Settle into the safe circle, preview today's shape theme, then energize with a shape song and foam-shape response drill before the classroom hunt.
Teacher Note: Opening Up builds real-world shape recognition through a guided classroom hunt; Cheering Up locks /c/ circle and /s/ square through visual cards, finger trace, and TPR. Review Look · Listen · Sit at every transition.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — Classroom Shape Hunt with clipboards, real-object finds, and choral naming.
Teacher · Hunt setup
"Shape Hunt! You are detectives. Clipboard in lap — walking feet — follow me."
"When I point — look — say the shape! Clock — circle! Window — square!"
"Tick your checklist when we find each shape. One tick per shape — no scribbling."
Teacher · Guided hunt rounds
"Stop — look up! The clock is a… circle! Everyone — circle!" (draw circle in air)
"Tick your circle box. Next — the window — square! Four sides — square!"
"Triangle — look at the roof poster — triangle! Star — the sticker on the door — star!"
"You found all four! Hold up your clipboard — show me your ticks!"
Teacher · Hunt safety script
"Detective rules — eyes and point only. We do not touch the clock or window."
"Stay behind me in a line — if you cannot see, rise on knees — still sitting when we stop."
"Tick one box at a time — circle found? Tick! — square found? Tick! — slow and proud!"
Teacher · Child-led find (optional fast round)
"One brave detective — point to a circle in our room. Everyone copies — circle!"
"Another friend — find a square. Point — don't touch — square!"
"Hunt finished — clipboards on the shelf — back to the circle!"
Handling Mistakes:
If a child calls everything "circle," pause at the object: "Count the sides — one round side — circle. Four sides — that's square. Try again."
If a child runs ahead during the hunt, stop the group: "Walking feet behind me. I wait for everyone." Point to Sit card at circle return.
If a child ticks all boxes without looking, kneel beside them: "Let's find circle together — look at the clock — tick now."
If a child touches fragile displays, redirect: "Eyes and point only — no touching. Circle — point!"
Management Cue: Hunt route before leaving circle: walk the path once empty — "We follow this line only. Return to circle when I say finished."
Management Cue: Half-class hunts if the room is small — Group A hunts while Group B watches from circle, then swap.
Management Cue: Clipboards stay closed while walking — open only at each stop point to prevent tripping.
Distribute clipboards at circle — model tick motion (≈1 min).
Guided hunt: circle (clock) → square (window) → triangle (roof poster) → star (door sticker) (≈4 min).
Whole-group choral naming at each stop — shape word + air-draw (≈2 min).
Optional child-led find: 1–2 volunteers point to extra shapes (≈1 min).
Return to circle — clipboards on shelf — "Hunt finished! Sit on your spot."
Step 4 · Cheering Up (≈7 min)
Purpose: Phonics /c/ circle and /s/ square — visual cue cards + finger trace + whole-body TPR + peer cheer.
Teacher · Introduce /c/ circle
"Circle starts with C! C says c-c-circle. Cuh-cuh-cuh. Like a little cough — cuh!"
"This is circle." (show circle card) "C TPR — draw a circle in the air — cuh — circle!"
"Trace C on the card with your finger — cuh — round and round!"
Teacher · Introduce /s/ square + partner cheer
"Square starts with S! S says sss-square. Sssss. Like a snake — quiet snake sound. Sss!"
"This is square." (show square card) "S TPR — draw four corners — sss — square!"
"Partner cheer: you trace C — cuh circle! Friend traces S — sss square! Switch!"
Teacher · Praise frames
"Wow! I heard cuh — circle sound!"
"Super square sound — sss-sss!"
"Your air circle is perfect — cuh — round!"
"High five for four corners — sss — square!"
Teacher · Visual + trace check
"Circle card — draw circle — cuh! Square card — four sides — sss!"
"Stand up — big circle — cuh! Sit down. Stand up — big square — sss! Sit down."
"Last check — hold both cards — circle or square? Listen for the picture!"
Handling Mistakes:
If a child says letter name ("see" for C), redirect: "Sound first — cuh — not see. Watch my mouth — cuh!"
If /s/ becomes shouting, reset whisper: "Tiny snake — sss. Quiet snake under the desk."
If a child traces random scribbles, model slow: "Follow the arrow — start here — cuh — round."
If a child refuses to stand for TPR, offer seated trace: "You can trace from your spot — cuh circle — perfect."
Management Cue: Before standing TPR, say "Stand up in 3, 2, 1" and "Sit down in 3, 2, 1" every time — predictable transitions prevent chaos.
Management Cue: Assign shoulder partners before partner cheer — "Turn to your neighbor" causes less chaos than "find a partner."
Management Cue: Trace cards pass hand-to-hand — sanitize or use one laminated set teacher holds while children air-trace.
Show circle card + C trace card side by side — model /c/ three times (≈1 min).
Show square card + S trace card — model /s/ three times (≈1 min).
"Again — watch my mouth — teeth together — air out — sssss!"
"Side A — sss! Side B — sss! Whole class — super snake — sssss!"
Teacher · Jolly action — A apple and T tap
"A — apple! A-a-a — munch munch — a-a-a!" (hand to mouth)
"T — tap! T-t-t — tap tap tap on your knee — t-t-t!"
"All three — sss, a-a-a, t-t-t! Faster — sss-a-t — sat sound coming!"
Teacher · Jolly audio + copy
"Watch the clip — copy exactly. Snake… apple… tap. Your turn — no video — just us!"
"Side A — sss! Side B — a-a-a! Whole class — t-t-t! You are sound stars!"
Teacher · First-sound picture sort
"Three hoops — s, a, t. I hold a picture — you point to the hoop. Snake — which sound?"
"Sss hoop! Apple — a-a-a hoop! Tap picture — t-t-t hoop! You hear first sounds — clever ears!"
Handling Mistakes:
If actions become silly dancing, reset: "Watch my snake — small slither — sss. Copy exactly."
If /a/ becomes long "ay" (letter name), model short: "Tiny apple bite — a-a-a — mouth open small."
If tapping is too loud on desks, redirect: "Tap your knee — soft taps — t-t-t."
Management Cue: Model gesture + sound together every time — never sound-only at K1.
Management Cue: After Jolly clip, use Listen card + 3-second wait before blending setup.
Look · Listen · Sit drill — 2 rounds (≈1 min).
Jolly action chain: s → a → t individually, then combined (≈2 min).
Optional Jolly audio clip — children copy actions (≈1 min).
First-sound hoop sort — snake, apple, tap pictures (≈30 sec).
Transition: "You know s, a, t — now we blend them into words! CVC time!"
Main Activity: CVC Blending & s-a-t Multisensory Drill (15 mins)
Teacher Note: Opening Up introduces sat, at, tap with blending rail and cards; Cheering Up runs the full s+a+t multisensory drill — sound, action, sand trace, choral blend. Accept choral blending before individual reading.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — CVC blending with cards: sat, at, tap.
Teacher · Blending rail setup — sat
"Three sounds make a word. Watch the rail — s… a… t. Slide them close — sss-a-t — sat!"
"Say it slow — sss — a — t. Faster — sat! Sat!" (hold sat word card)
"Sat — like I sat on my dot. Everyone — sit on your spot — say sat!"
Teacher · at and tap blends
"Two sounds — a… t — at! At! At my spot — at!" (hold at card)
"Back to three — t… a… p — tap! Tap tap tap!" (hold tap card + knee tap)
"Round two — I point — you blend. s-a-t?" (wait) "Sat! a-t?" (wait) "At! t-a-p?" (wait) "Tap!"
Teacher · Choral blend rounds
"Round three — whisper sat… louder sat… biggest SAT!"
"Girls — at! Boys — tap! Everyone — sat! You are blending champions!"
"Point to the word card — no sounding letter names — sounds only — sat!"
Teacher · Card pass blend
"Hold the sat card — show your neighbor — say sat! Pass — at — tap!"
"If you forget — watch my mouth — sss-a-t — I help you."
"Cards on the tray — blending finished — hands quiet in lap."
Handling Mistakes:
If a child says letter names while blending ("ess-ay-tee"), restart slow: "Sounds only — sss — a — t — sat."
If a child says "sap" for sat, point to cards in order: "Middle sound a — sat — try again."
If blending feels too hard, accept first-sound only: "Great sss! Tomorrow we finish sat together."
Management Cue: Blending rail stays at teacher center for Round 1 — children watch before handling cards in Round 2.
Management Cue: One word at a time — do not introduce extra CVC words beyond sat, at, tap in this lesson.
Teacher models blending rail: s-a-t → sat with slide motion (≈2 min).
Introduce at (2 letters) and tap (3 letters) with same rail (≈2 min).
Choral blend rounds: teacher points — class blends × 3 words × 2 passes (≈2 min).
Optional card pass: children hold and say one word to neighbor (≈1 min).
Cards returned to tray — "Blending finished! Sit on your spot."
Step 4 · Cheering Up (≈7 min)
Purpose: Full s + a + t multisensory drill — sound, action, sand trace, choral blend, peer cheer.
Teacher · Multisensory drill — sound and action
"Sound drill! Four ways — hear it, move it, trace it, say it!"
"Round one — S! Sssss — snake slither! Trace s in the air — sss!"
"Round two — A! A-a-a — apple munch! Round three — T! T-t-t — knee tap!"
Teacher · Multisensory drill — sand trace
"Sand tray time! One finger — one letter — s in the sand — sss!"
"Pass clockwise — a in the sand — a-a-a! t in the sand — t-t-t!"
"Five seconds each — then pass — gentle fingers — no digging!"
Teacher · Full blend cheer and partner cheer
"All three — stand up! Sss — a — t — SAT! Sit down."
"Partner cheer: you do snake sss — friend does apple a-a-a — together tap t-t-t — SAT!"
Introduce i, then p, then n — one action each × 2 (≈2 min).
Six-sound slow chain — teacher leads (≈1 min).
First-sound check: insect, puff, net pictures (≈30 sec).
Transition: "Six sounds ready — now blend pin, nip, pan!"
Main Activity: CVC Blending & i+p+n Drill (15 mins)
Teacher Note: Opening Up blends pin, nip, pan; Cheering Up links i+p+n to Lesson 14's s+a+t in a full Group 1 drill. Spiral s-a-t inside every cheer round.
Step 3 · Opening Up (≈8 min)
Teacher · pin blend
"Watch the rail — p… i… n. Slide close — p-i-n — pin! Pin!" (hold pin card + pinch fingers)
"Pin — like a sharp pin — careful hands — pin! Say it slow — p — i — n — pin!"
Teacher · nip and pan blends
"Same letters, new order — n… i… p — nip! Nip!" (gentle pinch motion)
"New start — p… a… n — pan! Pan!" (hold pan picture card)
"Round two — I point — you blend. p-i-n?" (wait) "Pin! n-i-p?" (wait) "Nip! p-a-n?" (wait) "Pan!"
Teacher · Link to Lesson 14 — sat and pin
"Last week — sat, at, tap. This week — pin, nip, pan. Same blending — slow… fast!"
"Sat and pin both have three sounds — listen to the ends — sat ends t-t-t, pin ends n-n-n!"
"Chart on the board — sat ←→ pin — same middle i-i-i sound in pin — different start!"
Teacher · Spiral blend mix
"Mix time — sat! Pin! Tap! Pan! I point — you blend — no pause — sat — pin — at — nip!"
"Wonderful — you blend old words AND new words — phonics stars!"
Teacher · Choral praise frames
"I heard pin! Super blending! Your mouth said every sound — p-i-n — pin!"
"If it's hard — watch my rail — I slide slow — you copy — pan!"
Handling Mistakes:
If pin becomes "pen," point to i card: "Middle sound i-i-i — pin — try again."
If pan becomes long a, model short: "Apple a-a-a in the middle — p-a-n — pan."
If child swaps nip and pin, slow rail slide: "First sound n — nip. First sound p — pin."
Management Cue: Link chart on board: Lesson 14 words (sat/at/tap) ←→ Lesson 15 words (pin/nip/pan).
"Point to your eyes — see! Point to yourself — I! Point to the door — go!"
Teacher · a vs I shape contrast
"Tricky pair — a and I! Side by side — small round a — tall straight I!"
"Point to a — round! Point to I — tall! Wonderful shape eyes!"
Teacher · Choral read chain
"All five together — I, a, the, see, go! Whisper first… louder… biggest cheer!"
"Magic words — Look! Listen! Sit! Then — word wall game!"
Teacher · Gesture link drill
"See — point to eyes! Go — point to door! I — point to yourself! The — point to something in the room!"
"A — hold up one finger — one small word — a!"
Handling Mistakes:
If peek game becomes shouting random words, reset with Listen card — "Eyes on the card shape only."
If a child confuses a and I, hold side by side: "Small a — round. Tall I — straight. Point to I!"
Management Cue: Peek flashes max 2 seconds each — prevents sounding-out attempts.
Look · Listen · Sit drill — 1 round (≈30 sec).
Shape peek drill — five words × 2 passes (≈2 min).
a vs I contrast — side by side (≈30 sec).
Gesture link: see → eyes, I → self, go → door (≈1 min).
Choral read chain — whisper to loud (≈1 min).
Main Activity: Word Wall Game & Sight Word Slap (15 mins)
Teacher Note: Opening Up builds word wall pointing fluency; Cheering Up runs sight word slap with visual cards on the floor. K1 sight words = exposure + recognition, not spelling tests.
Step 3 · Opening Up (≈8 min)
Teacher · Word wall reveal
"Cloth off — ta-da! Word wall! Five words live here all week. Same place — same shape — every day."
"Top row — I, a. Bottom row — the, see, go. Look at every shape — 5 seconds — look!"
Teacher · Word wall game — Round 1
"I say a word — you point to the wall — we read together. Ready — point to I!"
"Point to a! Point to the! Point to see! Point to go!"
"Read with me — I — a — the — see — go!"
Teacher · Word wall game — mixed rounds
"Round two — mix order — go! the! I! a! see!"
"Round three — faster — see! go! I! the! a! You found every word — word wall champions!"
Teacher · Sentence frame — I see the ___
"Sentence frame on the board — I… see… the… dog! I see the dog!" (add picture)
"I see the sun! I see the ball! I see the cat! You read the special words — I, see, the!"
"Your turn — choral — I see the dog! I see the sun! Point to each sight word on the frame!"
Teacher · Volunteer pointer
"One helper — pointer wand — find go on the wall. Everyone reads — go!"
"Helper two — find the — everyone — the! Thank you, helpers. Sit on your spot — slap game next!"
Handling Mistakes:
If a child points to wrong word, model without shame: "Watch the shape — t-h-e — the. Point with me."
If a child sounds out "see" as s-e-e, redirect: "Sight word — whole word — see! Like a picture."
If volunteer pointer freezes, offer wand together: "We point together — see — perfect!"
Management Cue: Word wall word positions stay fixed all week — never rearrange mid-lesson.
Reveal word wall — place five cards in fixed order (≈1 min).
Main Activity: Song Medley & Rhythm Instruments (15 mins)
Teacher Note: Opening Up runs the full hello-to-goodbye medley twice; Cheering Up adds rhythm instruments with strict stop-when-I-stop rules. Goodbye ritual is the lesson's emotional anchor — never rush or skip.
Step 3 · Opening Up (≈8 min)
Teacher · Medley setup
"Showtime medley! We do not stop — four parts — one story. Ready — stand!"
"Part one — Hello Song — wave — sing — I'm happy!"
"Part two — mini chant — Look, Listen, Sit — clap clap!"
"Part three — Cleanup Song — pretend tidy — clean up everybody!"
"Part four — Goodbye Song — slow wave — goodbye [name] — see you again! Sit."
Teacher · Medley run-through — teacher led
"Run one — I lead every word. Follow my hands — Hello wave — cleanup tidy — goodbye wave."
"No stopping between parts — breathe — next part — music story flows!"
Teacher · Line-up practice
"Line up practice — quiet feet — stand at the circle edge — high-five at the door — Bye, teacher!"
"Child says — Bye, teacher! Teacher says — See you again! Practice now — walking feet!"
Teacher · Medley run-through — child-led goodbye
"Run two — you lead Goodbye names — I help. Same order — Hello — chant — cleanup — goodbye."
"Goodbye is always last. Same words — same wave — every single day."
"Goodbye [name], goodbye [name] — every friend — no skipping — see you again!"
Handling Mistakes:
If a child sits during Hello stand-up, tap their spot: "Stand with us — sit at Goodbye — that's the pattern."
If cleanup becomes throwing toys, pause medley: "Pretend tidy only today — hands in the air — pick up imaginary blocks."
If goodbye names are skipped, slow down: "Every friend gets a name — goodbye Minho — goodbye Sora — everyone."
Management Cue: Medley cue cards on floor in sequence — visual roadmap prevents drift between songs.
Teacher-led medley run 1 — full four-part sequence (≈3 min).
Line-up practice at circle edge — quiet feet — high-five model (≈1 min).
Assign groups to starting stations — bell ready (≈1 min).
Main Activity: Review Stations & K1 Champion Circle (15 mins)
Teacher Note: Opening Up runs four mini review stations (~2 min each per group, two rotation passes); Cheering Up is the K1 Champion Circle with whole-group cheer. Observe participation and TPR accuracy only — no written test.
Step 3 · Opening Up (≈8 min)
Purpose: MAIN theme activity — Four review stations in small-group rotation: commands, colors+numbers, animals, phonics.
Station 1 · Commands — Teacher Says (≈2 min per group)
Teacher · Station 1 setup & rules
"Station 1 — Commands! Orange cone — Teacher Says rules — I say Teacher Says — you do it. No Teacher Says — freeze!"
"Command cards on the table — Look — Listen — Sit — Stand — Come here — pictures help you!"
"Round one — easy — always Teacher Says. Round two — freeze trick — listen carefully!"
Teacher hides teddy — students ask "Where is it?" Hot/cold optional.
Main Activity (20min): "Preposition Obstacle"
Commands: "Jump on the mat! Crawl under the table! Put the ball in the box!" Pairs give one command each.
Wrap-up (5min)
Draw teddy in, on, under a box — three panels.
Teacher Tips
Physical prepositions stick — always move the body.
Add behind/next to only after these three are automatic.
K2 Lesson 16: Story Time Read-Aloud
Age: 4-5 years
Duration: 40 min
Objectives
Listen to a full picture book and sequence 3 events.
Retell beginning, middle, end with prompts.
Vocab
first / next / last: Sequencing language.
Story vocabulary from chosen ORT Stage 2-3 book.
Warm-up (5min)
Cover + title predict. "What might happen?"
Main Activity (25min): "Interactive Read-Aloud"
Teacher reads with stops: "What do you see?" "How does he feel?" After reading, sequence 3 picture cards as a class.
Wrap-up (5min)
Vote: favorite character and one-word reason.
Teacher Tips
Stop 3-4 times max — don't quiz every page.
Same book twice in two weeks deepens retell quality.
K2 Lesson 17: Phonics Review Game
Age: 4-5 years
Duration: 40 min
Objectives
Review Groups 1-3 sounds and CVC blending.
Apply phonics in a low-pressure game format.
Vocab
All Group 1-3 letter sounds + 10 CVC review words.
Warm-up (5min)
Phonics action relay — full alphabet actions learned so far.
Main Activity (25min): "Phonics Board Game"
Board with spaces: "Say the sound" / "Blend this word" / "Act the letter." Teams roll dice, complete task, advance. No elimination.
Wrap-up (5min)
Whole class blends 5 cards — fastest friendly cheer.
Teacher Tips
End-of-unit game — keep energy high, correction gentle.
Pair strong blenders with hesitant peers as helpers.
K2 Lesson 18: K2 Final Assessment
Age: 4-5 years
Duration: 40 min
Objectives
Demonstrate CVC blending, 10 sight words, and one full sentence.
Complete play-based stations (no formal written test).
Vocab
Review: CVC list, Dolch primer set, "I like / I can / It is" frames.
Warm-up (5min)
"K2 Ready" chant — phonics actions + hello song.
Main Activity (25min): "Assessment Stations"
4 stations (6 min rotate): (1) Blend 5 CVC cards (2) Sight word slap (3) Read ORT page with teacher (4) Say one full sentence about family or food. Checklist only — no grades shown to students.
Listen for specific nouns and colors in short dialogues.
Vocab
Exam task language: color / draw / look at / listen
Warm-up (5min)
"Listen carefully" ritual — ears ready pose.
Main Activity (30min): "Mock Listening Parts 1-2"
Teacher reads script twice. Students color correct picture, draw line to match. Use official YLE task layout on worksheet.
Wrap-up (5min)
Self-check with answer key — no grades, just ticks.
Teacher Tips
Always play/read twice — train exam habit early.
Keep anxiety low: "practice game" framing.
K3 Lesson 17: Pre-Starters Speaking Drill
Age: 5-6 years
Duration: 45 min
Objectives
Answer personal questions: name, age, family, favorites.
Describe picture with 3+ sentences (exam-style).
Vocab
Question set: What's your name? How old are you? What's this?
Warm-up (5min)
Ball toss question game — catch, answer, throw.
Main Activity (30min): "Examiner Rotation"
Teacher or advanced student as examiner. 2-minute mock per student: personal Q + picture describe. Rotate through class in pairs while others do picture prep.
Wrap-up (5min)
One thing I did well today — thumb vote.
Teacher Tips
Full sentences rewarded even if grammar imperfect.
Picture describe: teach There is / They are frames first.
K3 Lesson 18: K3 Final Exam Prep
Age: 5-6 years
Duration: 45 min
Objectives
Review phonics 4-5, sight words, sentence frames, and YLE task types.
Complete calm mock stations — readiness check for G1/Starters track.
Vocab
Full K3 review mix — no new vocabulary introduced.
Warm-up (5min)
Phonics action medley Groups 1-5.
Main Activity (35min): "Graduation Stations"
5 stations: (1) Blend & read (2) Sight sentence build (3) Listen & color (4) Picture speak (5) ORT page read. 6 min each, checklist for teacher only.
Recognize and say regular past tense verbs: walked, jumped, played.
Produce full sentences: "I walked to school." / "She jumped high."
Match verb cards to performed actions in a team relay.
Vocab
walked / jumped / played: "Yesterday I played soccer."
yesterday / last: Time markers for past tense.
action / verb: "A verb tells what you do."
Warm-up (5min)
Teacher acts three actions — walk, jump, play ball — and adds -ed aloud: "I walk → I walked." Students echo with gestures.
Main Activity (25min): "Verb Card Relay"
Teams line up. Teacher demonstrates each verb card at the front. First runner picks a card, performs the action, and says one past-tense sentence before tagging the next teammate. Rotate through 8–10 cards including walked, jumped, played, kicked, clapped, danced. Score teams on correct action + sentence.
Wrap-up (5min)
Each student writes one sentence: "Yesterday I ___." Share with a partner.
Teacher Tips
Model -ed as /t/, /d/, or /ɪd/ only if students ask — focus on meaning first.
Full sentences required; no one-word past forms at G1.
First past-tense lesson — keep verb set small and high-frequency.
G1 Lesson 02: Sight Word Scavenger Hunt
Age: 6-7 years
Duration: 40 min
Objectives
Read sight words a, I, the, see, go instantly without sounding out.
Place each word on the correct sentence strip to build readable phrases.
Read completed sentences aloud with fluency.
Vocab
a / I / the: Function words in every early reader sentence.
see / go: "I see the cat." / "I go to school."
Warm-up (5min)
Flash the five words — students snap or clap when they read it aloud together. Repeat until automatic.
Main Activity (25min): "Classroom Scavenger Hunt"
Hide 20 word cards (4 of each sight word) around the room. Sentence strips on board have blanks: "___ see the ___." Students find one card, read it, and tape it in the correct blank. When all strips are complete, pairs read every sentence chorally then individually.
Wrap-up (5min)
Take-home mini strip: "I go to ___." Student draws destination and reads sentence to teacher.
Teacher Tips
Sight words are memorized — do not encourage phonics decoding for a/I/the.
Hide cards at eye level; movement keeps 6–7 year-olds engaged.
Spiral these five words daily for two weeks after this lesson.
G1 Lesson 03: Phonics: Consonant Blends
Age: 6-7 years
Duration: 40 min
Objectives
Identify initial consonant blends bl, cr, st, tr in spoken and written words.
Blend two consonant sounds smoothly without inserting a vowel.
Sort picture cards by blend and read blend words on the board.
Vocab
bl: blue, block, blow
cr: crab, cry, cross
st: star, stop, stick
tr: tree, truck, trip
blend: "Two letters, one smooth start."
Warm-up (5min)
Stretch-and-blend drill: hold /b/, slide to /l/ → "bl." Repeat for cr, st, tr with hand sweep gesture.
Main Activity (25min): "Blend Sort & Build"
Four corner stations labeled bl/cr/st/tr. Students sort 16 picture cards. At each station, blend aloud, write the word on a mini whiteboard, and build new words with magnetic letters. Pairs compete to read the most blend words in 3 minutes.
Wrap-up (5min)
Exit ticket: teacher says a blend — student writes one word and reads it.
Teacher Tips
Common error: "buh-lue" — model continuous blend, no schwa.
Limit to four blends this lesson; add br, gr, fl in later units.
Starters reading band expects CCVC/CVCC familiarity.
G1 Lesson 04: Descriptive Writing: My Monster
Age: 6-7 years
Duration: 40 min
Objectives
Use adjectives (big, scary, furry) before nouns in written sentences.
Label monster body parts: teeth, eyes, arms, legs.
Write three descriptive sentences about an original monster drawing.
Vocab
big / scary / furry: "My monster is big and furry."
teeth / color: "It has sharp teeth." / "It is green."
describe: "Tell me what it looks like."
Warm-up (5min)
Show three monster pictures — students say one adjective each. Teacher writes adjective + noun on board: "scary teeth."
Main Activity (25min): "Design & Describe"
Each student draws an original monster (no copying). Label 4 body parts with adjectives. Write three sentences using frames: (1) My monster is ___. (2) It has ___. (3) It is ___ color. Pair-share: partner asks "Is it scary?" — writer answers in a full sentence.
Wrap-up (5min)
Gallery walk — post 3 monsters; class votes favorite and gives one adjective reason.
Teacher Tips
Accept inventive spelling for content words — focus on adjective placement.
Sentence frame on board all lesson; remove gradually for strong writers.
Creative drawing lowers affective filter for first writing task.
G1 Lesson 05: Sentence Building Blocks
Age: 6-7 years
Duration: 40 min
Objectives
Arrange word cards into grammatically correct simple sentences.
Distinguish sentence word order: subject + verb + object.
Copy two original sentences into writing books with correct capitalization.
Vocab
I / like / the / is / a: Core function words for SVO frames.
sentence: "A sentence starts with a capital and ends with a period."
Warm-up (5min)
Word card scramble on board — class rearranges "like / I / pizza" → "I like pizza." Repeat with two more sets.
Main Activity (25min): "Pocket Chart Factory"
Teams get 10 word cards (mix of I, like, the, is, a + nouns/adjectives). Build as many correct sentences as possible on pocket charts. Read each sentence aloud to teacher checker. Strong pairs invent one new sentence without a frame. Copy two best sentences into writing books.
Wrap-up (5min)
Choral read of best team sentence — discuss: "Which word comes first? Why?"
Teacher Tips
Physical word cards beat worksheets for word-order awareness.
Capital I and end punctuation are non-negotiable from G1 onward.
Allow silly sentences ("I like the purple elephant") — grammar still counts.
G1 Lesson 06: Where is the Ball? (Prepositions)
Age: 6-7 years
Duration: 40 min
Objectives
Understand and use prepositions: in, on, under, next to, behind.
Give and follow placement commands with a partner.
Answer "Where is the ball?" with a full prepositional phrase.
Vocab
in / on / under: "The ball is under the chair."
next to / behind: "It is next to the desk."
where: Question word for location.
Warm-up (5min)
Teacher places ball in five positions — students shout full sentence each time.
Main Activity (25min): "Preposition Commands"
Pairs take turns: one student commands ("Put the ball behind the book"), partner follows, then swaps. Round 2: blindfold optional — listener points on worksheet picture. Complete listen-and-point worksheet with 8 classroom items. Starters-style: color the ball under the table.
Wrap-up (5min)
Draw a box, ball, and cat — label one sentence using two prepositions.
Teacher Tips
Prepositions are high-frequency on Starters listening tasks.
Model "next to" as two words — not "nextto."
Use real ball and classroom furniture; abstract diagrams come second.
G1 Lesson 07: TreeTops Story Mapping
Age: 6-7 years
Duration: 40 min
Objectives
Identify beginning, middle, and end of a short TreeTops graded reader excerpt.
Name characters and key events on a story map.
Retell the story in 4–5 sentences using sequence words.
Vocab
beginning / middle / end: Story structure anchors.
character / event: "The main character is..." / "In the middle, ___ happened."
first / then / finally: Retell connectors.
Warm-up (5min)
Three-picture strip of a familiar tale (e.g., Three Bears) — students label B/M/E.
Main Activity (30min): "Read, Map, Retell"
Read TreeTops Stage 2–3 excerpt aloud with stops at page turns. Small groups fill story map: title, characters, beginning/middle/end events. Groups retell to class; listeners add one missing detail. Optional: draw one scene with speech bubble.
Wrap-up (5min)
Sticky note exit: "My favorite part was ___ because ___."
Teacher Tips
TreeTops bridges ORT K3 exit to chapter-book readiness.
Story map template reusable for Lessons 15 and 18 review.
G1 Lesson 08: Comparison Game: Taller vs Shorter
Age: 6-7 years
Duration: 40 min
Objectives
Use comparative adjectives: taller, shorter, bigger, smaller + than.
Compare classroom objects and classmates with correct sentence frames.
Ask and answer: "Which is taller?"
Vocab
taller / shorter: "Tom is taller than Mia."
bigger / smaller: "The red book is bigger than the blue book."
than: Required comparator — not "Tom is more tall."
Warm-up (5min)
Hold two pencils — class says comparison sentence. Repeat with books, erasers, cups.
Main Activity (25min): "Compare & Guess"
Station 1: measure two objects with cubes, write sentence. Station 2: partner height compare — say sentence respectfully. Station 3: mystery bag — feel two items without looking, compare by size. Game finale: teacher shows two items — first hand up gives correct comparison sentence.
Wrap-up (5min)
Worksheet: circle taller/shorter picture pair, write one sentence.
Teacher Tips
Teach -er comparatives only — "more big" is a common L1 transfer error.
Height compare needs clear class norms: no teasing, factual tone only.
Starters speaking may ask compare two pictured objects.
G1 Lesson 09: Show & Tell Presentation
Age: 6-7 years
Duration: 40 min
Objectives
Prepare and deliver a 3-sentence show-and-tell about a personal item.
Use frame: "This is my ___. I like it because ___. It is ___."
Ask and answer one follow-up question after each presentation.
Vocab
favorite / because: "It is my favorite toy because it is soft."
show / tell / present: Presentation verbs and classroom protocol.
Warm-up (5min)
Teacher models with a personal item — three sentences, slow and clear. Class practices applause and one question rule.
Main Activity (30min): "Show & Tell Circle"
Students who brought an item present (4–5 min total prep at start if needed). Each talk: 3 sentences + 1 audience question. Non-presenters take notes on question word used. Rotate through 6–8 presenters; remainder go next class or in pairs if time short.
Wrap-up (5min)
Self-reflection sticky: "I did well at ___." / "Next time I will ___."
Teacher Tips
Send parent note one week ahead — item must fit in bag, no electronics.
Full sentences over memorized script — prompt with frame if stuck.
High parent visibility — photograph for class newsletter with permission.
G1 Lesson 10: Shape Hunting in the Classroom
Age: 6-7 years
Duration: 40 min
Objectives
Identify circles, squares, triangles, and rectangles in the environment.
Write one sentence per shape: "I see a ___ on the ___."
Record findings on a shape hunt checklist.
Vocab
circle / square / triangle / rectangle: Four core shapes.
find / see: "I found a rectangle on the door."
Warm-up (5min)
Shape chant with hand gestures — hold up shape flashcards, students name and trace in air.
Main Activity (25min): "Shape Safari"
Pairs receive checklist: find 2 real examples of each shape in the classroom, sketch or write location, say sentence to teacher at checkpoint. Early finishers create a shape collage from pre-cut paper and label each piece.
Wrap-up (5min)
Share most surprising find: "A circle on the clock!"
Teacher Tips
Connect to Starters vocabulary — shapes appear in listening and reading.
Accept approximate shapes (clock = circle) without pedantic correction.
Movement-based hunt maintains focus after seated writing lessons.
G1 Lesson 11: Animal Charades (TPR)
Age: 6-7 years
Duration: 40 min
Objectives
Act out animal movements: run, fly, swim, hop without speaking.
Guess animals and respond with full sentences using action verbs.
Match animals to habitats in a follow-up sorting task.
Vocab
run / fly / swim / hop: "A rabbit hops." / "A bird flies."
animal: Category word for charades cards.
Warm-up (5min)
Simon Says with animal verbs only — "Simon says swim!"
Main Activity (25min): "Charades & Sentence Guess"
Volunteer acts animal from card — class guesses. Winner gives full sentence: "It is a frog. It hops." Rotate actors. Round 2: teams of 3 prepare 30-second charade for another team. Sort animal cards into land/air/water after each guess.
Wrap-up (5min)
Draw favorite animal + one action sentence.
Teacher Tips
TPR releases energy mid-week — good after writing-heavy Lesson 04.
Require sentence answer, not just animal name shouted.
Prep 12 charade cards in advance — no obscure animals at G1.
G1 Lesson 12: My Family Tree Project
Age: 6-7 years
Duration: 40 min
Objectives
Label family members: mom, dad, sister, brother on a tree diagram.
Present one sentence per person: "This is my ___. He/She is ___. "
Use possessive my correctly with family nouns.
Vocab
mom / dad / sister / brother / family: Core family set.
my: "My dad is tall."
Warm-up (5min)
Teacher's sample family tree on board — students ask "Who is this?"
Main Activity (25min): "Family Tree Build & Present"
Students draw tree with minimum 4 members (include self). Label in English. Write one sentence per member. Pair practice presentations, then 6 volunteers present to class. Display trees on wall for parent open day.
Wrap-up (5min)
Complete sentence frame: "My family is ___." (big, small, happy, etc.)
Teacher Tips
Family structures vary — allow grandparents, pets, or "my family" without forcing template.
Introduce he/she consistently; don't correct if student uses name only.
Starters speaking often includes family vocabulary.
G1 Lesson 13: Action Verb Freeze Dance
Age: 6-7 years
Duration: 40 min
Objectives
Follow action commands: dance, jump, run, stop, freeze in real time.
Say a past-tense sentence when frozen: "I was jumping."
Review present and past verb forms through movement.
Vocab
dance / jump / run / stop / freeze: Command and action set.
was / -ing: Optional stretch: "I was dancing." for strong groups.
Warm-up (5min)
Practice freeze pose on drum beat — no music yet. Teacher calls verb, students execute, freeze on "Stop!"
Main Activity (25min): "Freeze Dance Past Tense"
Play music — teacher calls verbs from cards. When music stops, students freeze and shout past-tense sentence: "I danced!" / "I jumped!" Round 2: partner interviews frozen classmate — "What did you do?" "I ran." Write two past-tense sentences after game.
Wrap-up (5min)
Calm-down stretch + whisper read of two sentences from board.
Teacher Tips
Clear space — desks to sides. Establish freeze = silent mouth too.
Links Lesson 01 past tense to physical review — spiral assessment.
30-second music clips prevent chaos; teacher controls pause button.
G1 Lesson 14: Food Survey: I Like/Don't Like
Age: 6-7 years
Duration: 40 min
Objectives
Ask and answer food preference questions using like and don't like.
Tally survey results on a simple chart.
Report findings: "Five students like pizza."
Vocab
like / don't like: "I like apples." / "I don't like fish."
apple / pizza: Plus 4 more foods from Starters list.
survey: "We ask many people the same question."
Warm-up (5min)
Food flash line-up — step forward if you like it, back if not. Say sentence when stepping.
Main Activity (25min): "Class Food Survey"
Each student surveys 5 classmates about 3 foods (apple, pizza, milk). Tally on chart with ticks. Groups compile totals and write 2 report sentences. Present: "___ students like pizza. ___ don't like milk."
Wrap-up (5min)
Personal sentence: "I like ___ but I don't like ___."
Teacher Tips
Don't like is one chunk — model don't as /doʊnt/ attached to like.
Real tally charts build early data literacy + speaking.
Use only foods from YLE Starters wordlist for exam alignment.
G1 Lesson 15: My Daily Schedule
Age: 6-7 years
Duration: 40 min
Objectives
Sequence daily routine events: wake up, eat, school, homework, sleep.
Narrate a full day using first, then, next, finally.
Write a five-sentence daily schedule with time words optional.
Vocab
wake up / eat / school / homework / sleep: Daily routine chain.
first / then / finally: Sequence markers.
Warm-up (5min)
Picture cards out of order — class directs teacher to reorder on board while narrating.
Main Activity (25min): "Schedule Builder"
Students receive 5 picture cards, arrange personal routine (may differ from peers). Partner asks "What do you do first?" — answer in full sentence. Write 5 sentences in schedule booklet. Optional: draw clock times for strong writers.
Wrap-up (5min)
One student reads schedule — class listens for correct sequence words.
Emotion face flash — students mirror expression and say word.
Main Activity (25min): "Guess My Feeling"
Partners take turns acting an emotion without words. Guesser says full sentence + one reason: "You are excited because you are smiling!" Match scenario cards ("It is dark and loud") to emotion faces. Write 3 sentences describing characters in short picture prompts.
Wrap-up (5min)
Exit ticket: draw face + "I feel ___ today because ___."
Teacher Tips
Builds on K3 feelings lesson with richer vocabulary and writing.
Scared not "afraid" at G1 — single word target for Starters.
G1 Lesson 17: Weather Forecast Roleplay
Age: 6-7 years
Duration: 40 min
Objectives
Describe weather using sunny, rainy, cloudy, hot, cold.
Deliver a short forecast using "It will be ___" or "It is ___ today."
Use a weekly weather chart in a role-play news format.
Vocab
sunny / rainy / cloudy: Sky conditions.
hot / cold: Temperature descriptors.
forecast / weather: "Today's weather is..."
Warm-up (5min)
Window check — real weather sentence. Compare to yesterday's chart entry.
Main Activity (25min): "Mini Weather News"
Groups of 3 receive a 5-day chart with mixed weather icons. Assign roles: reporter, map pointer, camera. Prepare 4-sentence forecast. Perform to class with pretend microphone. Audience fills listener worksheet: tick weather words heard.
Wrap-up (5min)
Update class weather chart for tomorrow — one student writes sentence.
Main Activity (30min): "Board-Game Review Stations"
5 stations on board-game path: (1) Past tense verb match (2) Sight word sentence build (3) Blend read aloud (4) Listen & color Starters task (5) 60-second picture describe. Teams roll dice, complete task, advance. Teacher records checklist only — no public scores.
Wrap-up (5min)
G1 certificate + "Welcome G2!" celebration. Students share one thing they are proud of.
Teacher Tips
Frame as "review game" — anxiety blocks young test-takers.
Use station data for G2 grouping; share with parents in conference, not in class.
End on celebration, not error correction.
Lesson Plan Library
01
Unit 1: Past Tense Action Relay
02
Sight Word Scavenger Hunt
03
Phonics: Consonant Blends
04
Descriptive Writing: My Monster
05
Sentence Building Blocks
06
Where is the Ball? (Prepositions)
07
TreeTops Story Mapping
08
Comparison Game: Taller vs Shorter
09
Show & Tell Presentation
10
Shape Hunting in the Classroom
11
Animal Charades (TPR)
12
My Family Tree Project
13
Action Verb Freeze Dance
14
Food Survey: I Like/Don't Like
15
My Daily Schedule
16
Emotion Guessing Game
17
Weather Forecast Roleplay
18
G1 Final Test
[원장용] G1 커리큘럼 분석서
Starters Exam · 초등부 입문 파닉스 규칙 체득과 기초 문장 쓰기를 Starters 대비 18단원으로 균형 배치해, K3 졸업생·초등 1학년 입문생이 Cambridge Starters 트랙에 안착하도록 설계했습니다.
G1 단원 01: 과거시제 액션 릴레이
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
G1 첫 단원은 K3 현재형 완전문에서 Starters 필수 과거형(walked, jumped, played)으로의 문법 전환점입니다. Verb Card Relay로 '동작→과거형 카드→한 문장' 루프를 몸으로 고정합니다. -ed 발음(/t/·/d/·/ɪd/)은 구분 설명만 하고, 정확한 발음보다 '과거=말 끝 변화' 인식이 G1 1단원 목표입니다.
학부모 상담 포인트
과거형은 국내 초등 3학년 문법이지만 Starters Speaking·Writing에서 이미 요구됩니다. "Yesterday I played soccer." 한 문장만 완성해도 G1 첫 마일스톤으로 충분합니다. 릴레이 영상을 학부모 카톡으로 공유하면 '초등 영어=문법 시작' 체감이 즉시 생깁니다.
캠브리지·파닉스 연계
Cambridge Starters Past Simple(regular -ed)·YLE Speaking Picture Story와 정합됩니다. ORT Stage 5–6 과거형 서술·TreeTops 입문 전 동사 형태 예열 단계이며, K3 Magic E·블렌드와 병행 시 읽기-쓰기 균형이 맞춰집니다.
G1 단원 02: 사이트워드 보물찾기
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
Dolch Primer·Starters High-Frequency 20어(was, were, they, said, what 등)를 교실 Scavenger Hunt로 '즉시 인식' 훈련합니다. 파닉스로 풀 수 없는 단어=사이트워드라는 규칙을 명시하고, K3 인식 단계에서 G1 '문장 속 자동 판독'으로 격상합니다. 단어 암기 테스트는 금지, 문장 카드 속에서만 반복 노출합니다.
학부모 상담 포인트
사이트워드 보물찾기는 Open Class·학부모 초청 수업 최적 타이밍입니다. "파닉스로 못 읽지만 아는 단어" 개념을 3분 설명하면 학부모 이해도가 크게 올라갑니다. 집에서는 ORT·RAZ 리더스에서 was/they만 손가락으로 가리키기 숙제로 충분합니다.
캠브리지·파닉스 연계
Cambridge Starters Word List·Dolch Primer 1–20·ORT Tricky Words와 동일 축입니다. Starters Reading & Writing Part 4(문장 완성)에서 사이트워드 자동화 속도가 점수를 좌우합니다.
G1 단원 03: 자음 블렌드
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
bl, cl, fl, br, cr, dr, gr, tr 등 초기 자음군(consonant blends)과 st, sp, sk, nd, mp 등 말단군(final blends)을 Blend Ladder로 체계화합니다. K3 CVCC/CCVC 예열을 G1에서 '규칙 이름+예시 단어 10개' 수준으로 확장합니다. 각 블렌드마다 2–3개 대표 단어만 고정하고 나머지는 읽기 과제로 이관합니다.
학부모 상담 포인트
자음 블렌드는 '파닉스 규칙 마스터'의 핵심 마일스톤입니다. 학부모 설명회에서 K3 CVC→G1 Blends→G2 Digraphs 로드맵을 한 장으로 보여주세요. 집에서는 stop·frog·clap 3단어만 매일 소리내어 읽기로 충분합니다.
캠브리지·파닉스 연계
Jolly Phonics Blends·Synthetic Phonics Phase 4·ORT Stage 5–6 디코딩 밴드와 일치합니다. Starters Reading Part 1(그림-단어 연결)에서 blend 단어 정확도가 Part 5(채워 넣기)로 직결됩니다.
G1 단원 04: 묘사 쓰기 My Monster
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
It has big eyes and a long tail. — 형용사+신체 부위 조합으로 G1 첫 '쓰기' 산출물을 만듭니다. 그림→구두 묘사→3문장 필사 순서로 진행하고, 철자 완벽보다 '형용사+명사 순서'와 'and 연결'에 집중합니다. My Monster 포스터는 학원 벽면·학부모 포트폴리오의 대표 작품입니다.
학부모 상담 포인트
쓰기 시작=Starters Writing 대비 본격화 신호입니다. 한글 혼용을 허용한 초안 후 영어 3문장만 정리하는 2단계 방식이 효과적입니다. 완성 포스터를 학부모에게 사진으로 보내면 재등록 시즌 마케팅 자료로 즉시 활용됩니다.
캠브리지·파닉스 연계
Starters Writing Part 6(그림 묘사)·YLE Speaking 'Describe the picture'와 동일 과제 유형입니다. K3 2형용사+명사(big brown bear)를 G1에서 문장 쓰기로 전환하는 핵심 브릿지 단원입니다.
G1 단원 05: 문장 빌딩
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
주어+동사+목적어+장소 색깔 블록으로 문장 조립(Sentence Building Blocks)을 훈련합니다. I + play + soccer + in the park. — 4색 블록 순서를 고정해 국어 문장 성분과의 연계를 원장이 직접 설명할 수 있게 합니다. 블록→카드→필사 3단계로 쓰기 부담을 점진적으로 높입니다.
학부모 상담 포인트
문장 빌딩은 '단어 나열→문장' 전환의 가시적 증거입니다. 4색 블록 사진을 학부모에게 공유하면 교수법의 전문성이 전달됩니다. 집에서는 마그네틱 단어 카드로 2블록(주어+동사)만 반복해도 충분합니다.
캠브리지·파닉스 연계
Starters Reading Part 4·Writing Part 4(문장 재배열)와 1:1 대응합니다. CEFR Pre-A1 Can write simple sentences·Cambridge Sentence Construction 스킬과 정합됩니다.
G1 단원 06: 전치사 Where is the Ball
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
in, on, under, next to, behind 5개 전치사만 고정합니다. 실물 공·상자·의자로 Where is the ball? — It is under the chair. Q&A 루프를 40분 내내 반복합니다. 전치사는 TPR+실물 배치가 필수이며, 그림만으로는 G1 아이들의 공간 인지가 충분히 활성화되지 않습니다.
학부모 상담 포인트
전치사는 Starters Listening·Reading 고빈출 영역입니다. 집에서 쿠션·공으로 5분 Hide-and-Seek만 해도 숙제 대용이 됩니다. "공이 어디 있어요?"를 영어로 바꾸는 놀이로 설명하면 학부모 참여율이 높습니다.
캠브리지·파닉스 연계
Starters Listening Part 2(위치)·Reading Part 2(그림-문장 연결) 핵심 어휘입니다. YLE Prepositions·ORT Stage 5 위치 표현과 동일하며, G2 Where is the cat? 심화 단원의 직접 선행입니다.
G1 단원 07: TreeTops 스토리맵
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
ORT TreeTops Stage 7–9 짧은 이야기를 Beginning–Middle–End 3칸 스토리맵으로 분해합니다. K3 Magic Key 스토리 이해에서 G1 '서사 구조 분석'으로 격상합니다. 읽기 후 그림 3칸 채우기→한 문장씩 구두 서술→파트너에게 설명 순으로 진행합니다.
학부모 상담 포인트
스토리맵은 '읽기 이해'의 첫 시각적 증거입니다. 완성된 3칸 지도를 학부모에게 공유하면 독해 시작 체감이 큽니다. 집에서는 ORT 1권을 3장면으로 나눠 그리기만 해도 숙제 효과가 있습니다.
캠브리지·파닉스 연계
Starters Reading Part 3(짧은 이야기)·Speaking Picture Story와 정합됩니다. ORT TreeTops·Reading A-Z Level E–G 독해 밴드와 1:1 매칭되며, G2 Inference 단원의 서사 구조 기반을 제공합니다.
G1 단원 08: 비교급 taller/shorter
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
taller, shorter, longer, bigger 4개 비교급(-er)만 도입합니다. 두 실물/두 아이를 나란히 세워 A is taller than B. 한 문장 패턴만 반복합니다. K3 bigger 예열을 G1에서 '-er 규칙' 이름과 함께 체계화합니다. 최상급은 G2로 미룹니다.
학부모 상담 포인트
비교급은 Open Class에서 '키 재기·연필 길이 비교'로 즉시 시연 가능합니다. 국내 수학 '비교하기' 단원과 연계해 설명하면 학부모 설득력이 올라갑니다. than 뒤 명사/대명사 혼동은 2주간 반복으로 해소됩니다.
캠브리지·파닉스 연계
Starters Speaking·Reading 비교 표현·YLE Comparatives(regular -er)와 일치합니다. K3 bigger·longer 예열→G1 -er 규칙→G2 superlatives 로드맵의 중간 고리입니다.
G1 단원 09: Show & Tell
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
This is my ___. It is ___. I like it because ___. — 3문장 발표 프레임으로 G1 첫 공식 스피킹 평가를 실시합니다. 좋아하는 물건·장난감·책을 가져와 1분 발표→질문 1개 받기 구조입니다. 발표 Anxiety 관리를 위해 2인조 리허설 후 개인 발표 순서로 진행합니다.
학부모 상담 포인트
Show & Tell은 학부모 초청·Open Class 필수 이벤트입니다. 3문장만 외워도 충분한 성과이며, because 절은 한 단어 답변도 허용합니다. 발표 영상은 재등록·입학 설명회 마케팅 자료로 최고 효율을 냅니다.
캠브리지·파닉스 연계
Starters Speaking Part 1(그림·실물 묘사)·Part 2(질문-답변)와 동일 형식입니다. CEFR Pre-A1 Can give personal information·Cambridge Presentation Skills 입문에 해당합니다.
G1 단원 10: 도형 사냥
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
circle, square, triangle, rectangle, star 5도형을 교실 Shape Hunt로 복습·확장합니다. K1–K3 도형 어휘를 G1에서 '도형+색+크기' 조합 문장(It is a big red circle.)으로 격상합니다. 수학 교과 연계를 적극 활용해 영어·수학 융합 커리큘럼 포인트를 만듭니다.
학부모 상담 포인트
도형 사냥은 K1 대비 '문장으로 말하기'가 추가된 버전임을 강조하세요. 집에서 피자·시계·창문에서 도형 찾기+영어 문장 1개 말하기 숙제를 추천합니다. 국내 수학 1학년 도형 단원과 동시 진행 시 시너지가 큽니다.
캠브리지·파닉스 연계
Starters Shapes·YLE Geometry·Pre-A1 Vocabulary 핵심 항목입니다. Starters Reading Part 1(그림 라벨)·Listening Part 3(색+도형)과 직접 연결됩니다.
G1 단원 11: 동물 charades
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
Animal Charades로 TPR+추측 게임을 결합합니다. It is big. It has a long nose. Is it an elephant? — 3단서+질문 프레임을 훈련합니다. K1–K3 동물 TPR에서 G1 '묘사+추론' 스피킹으로 격상합니다. 20종 동물 중 Starters 빈출 12종만 고정합니다.
학부모 상담 포인트
Charades는 에너지 발산+스피킹 동시 해결 단원입니다. 집에서 가족과 Animal Charades 5분만 해도 숙제 대용입니다. 동물 소리·동작만으로도 학습 인정 — G1은 '설명 한 문장' 추가를 목표로 합니다.
캠브리지·파닉스 연계
Starters Animals·YLE Listening 'What is it?'·Speaking Guess the animal과 동일 유형입니다. ORT Animal Stories·K3 동물+형용사 단원의 G1 통합 리뷰입니다.
G1 단원 12: 가족 트리
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
My Family Tree Project로 This is my mother. She is tall. — 2문장 소개+관계 도식을 만듭니다. K1 가족 그림·K3 가족 묘사를 G1 '프로젝트 산출물'로 통합합니다. he/she·his/her 대명사를 최소 노출하되, This is my ___ 프레임 우선입니다.
학부모 상담 포인트
가족 트리는 학부모 참여형 숙제 최적입니다. 가족 사진·그림을 붙여 영어 라벨만 달면 완성됩니다. Open Class에서 아이가 가족을 영어로 소개하는 장면은 재등록 설득력 1위 콘텐츠입니다.
캠브리지·파닉스 연계
Starters Family·Speaking Part 1(가족 소개)·Writing Part 5(그림 라벨)와 정합됩니다. Cambridge Pre-A1 Personal Information·ORT Family Theme 독서와 연계됩니다.
G1 단원 13: freeze dance
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
Action Verb Freeze Dance로 run, jump, dance, swim, fly 등 동작 동사를 TPR+게임으로 복습합니다. Freeze! 명령 시 현재 동작을 영어로 말하기(I am running.) — ing 형태를 '소리'로만 노출하고 문법 설명은 G2로 미룹니다. K1–K3 동작 동사의 G1 통합 에너지 해소 단원입니다.
학부모 상담 포인트
Freeze Dance는 좁은 교실에서도 제자리 동작으로 가능합니다. '몸으로 영어 듣기'가 G1에서도 유효함을 상담 시 반복하세요. 집에서 Freeze Dance 3분 영상 숙제는 학부모 만족도가 매우 높습니다.
캠브리지·파닉스 연계
Starters Action Verbs·YLE Listening Part 1(동작 지시)·Speaking TPR과 일치합니다. G2 Adverb Power·현재진행 심화의 동사 어휘 기반을 제공합니다.
G1 단원 14: 음식 설문
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
Food Survey: Do you like ___? — Yes, I do. / No, I don't. — 질문-답변 프레임을 반 전체 설문으로 실습합니다. K2–K3 I like 예열을 G1에서 '질문하기+표 작성'까지 확장합니다. 설문 결과를 간단 bar chart로 시각화하면 수학·영어 융합 포인트가 됩니다.
학부모 상담 포인트
알레르기·종교적 식습관 아이는 사전 확인 필수입니다. 설문 결과 차트를 학부모에게 공유하면 '데이터로 보는 영어 수업' 이미지를 줄 수 있습니다. 집에서는 가족 3명 대상 Do you like pizza?만 반복해도 충분합니다.
캠브리지·파닉스 연계
Starters Food & Drink·Speaking Part 2(선호도 질문)·Reading Part 4와 정합됩니다. K3 음식·주문 단원→G1 설문→G2 Debate의 스피킹 확장 축입니다.
G1 단원 15: 일과 스케줄
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
My Daily Schedule: I get up at 7. I go to school at 8. — 시간+일과 4–5문장으로 하루 스케줄 카드를 만듭니다. at + time 패턴만 고정하고, 분·to/till 표현은 G2로 미룹니다. 그림 타임라인→구두→필사 순서로 쓰기 부담을 관리합니다.
학부모 상담 포인트
일과 스케줄은 '초등 영어=생활 밀착' 이미지를 주는 단원입니다. 아이의 실제 등원·하원 시간을 반영하면 개인화 효과가 큽니다. 완성 카드를 냉장고에 붙이게 하면 가정 연계 학습이 자동화됩니다.
캠브리지·파닉스 연계
Starters Daily Routines·Time·Writing Part 5(그림 순서)와 일치합니다. G2 Daily Routine: My Day Summary·Future Plans의 직접 선행 단원입니다.
G1 단원 16: 감정 추측
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
Emotion Guessing Game: He is sad. / Is she happy? — 감정 어휘+추측 질문을 결합합니다. K1–K3 Feelings를 G1에서 '타인 감정 읽기'로 격상합니다. 표정 카드·상황 그림·역할극 3매체로 같은 어휘(happy, sad, angry, scared, tired)를 반복 노출합니다.
학부모 상담 포인트
감정 추측은 또래 공감·정서 교육과 연결해 설명하면 학부모 호응이 큽니다. "영어로 기분 말하기+친구 기분 알아보기"를 강조하세요. 집에서는 그림책 속 캐릭터 감정 맞추기 5분 숙제를 추천합니다.
캠브리지·파닉스 연계
Starters Feelings·Speaking Part 2(감정 질문)·K3 I am happy because 예열과 연결됩니다. G2 Inference·Character Feelings 단원의 정서 어휘 기반을 제공합니다.
G1 단원 17: 날씨 forecast
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
Weather Forecast Roleplay: Today it is sunny and hot. Tomorrow it will be cloudy. — 오늘 날씨+내일 예보 2문장 발표를 역할극으로 실습합니다. will은 '미래 표시'로만 소개하고 문법 설명은 G2로 미룹니다. K1–K3 Weather·K3 weather-clothing을 G1 '발표형 스피킹'으로 통합합니다.
학부모 상담 포인트
날씨 forecast는 매일 등원 시 1분 브랜드 루틴으로 고정 가능합니다. 아이가 뉴스 앵커처럼 발표하는 영상은 학부모 만족도 1위 콘텐츠입니다. 집에서는 아침 창밖 날씨+영어 한 문장만 말하기로 충분합니다.
캠브리지·파닉스 연계
Starters Weather·YLE Listening Part 3(날씨)·Speaking Picture description과 정합됩니다. K3 weather-clothing→G1 forecast→G2 주간 차트의 날씨 축 완성입니다.
G1 단원 18: G1 종합 평가
대상: 초등 1학년 / Ages 6-7, 수업 40분
[대치 로직] 교수 설계 의도
18단원 통합: Starters Mock 5 stations(Listening·Reading·Writing·Speaking·Phonics)를 calm mock 형식으로 진행합니다. 채점보다 관찰·격려 우선 — G1 Final Test = Starters readiness check, not high-stakes exam. K3 졸업 mock과 동일 철학으로 '축하+다음 단계 예고'로 마무리합니다.
Cambridge Starters Full Mock·G1 Graduation·G2 Placement·ORT Stage 7–9·Dolch Primer 완료 기준을 통합 안내하세요. Starters Shield 5개 이상 목표·Movers 예비 트랙 조기 배치 기준을 원장이 직접 설명할 수 있어야 합니다.
Ask and answer why-questions using because in full sentences.
Connect a reason to a daily choice: "I bring an umbrella because it is rainy."
Write three complete because-clause sentences about personal habits.
Vocab
why / because: "Why are you happy?" / "Because I got a new book."
reason / explain: "Give one reason." / "Explain your choice."
so: Optional stretch — "It is cold, so I wear a coat."
Warm-up (5min)
Teacher shows three pictures (rain, homework, birthday cake). Students ask "Why?" — teacher answers with because sentences. Class echoes pattern.
Main Activity (40min): "Logical Chain Game"
Round 1 — Pair Q&A: Partner A asks "Why do you ___?" about school, food, or hobbies. Partner B answers with because + full clause. Swap roles for 6 exchanges. Round 2 — Chain on board: first student says a because sentence; next student asks why about that reason, building a 4-link chain. Round 3 — Write three sentences on worksheet: (1) morning habit (2) favorite subject (3) weekend activity. Peer check: circle because in partner's work. Volunteers read best sentence aloud.
Wrap-up (5min)
Exit sticky: "I study English because ___." Share with neighbor.
Teacher Tips
G2 opens Movers analytical speaking — because must introduce a clause, not a single word.
Common L1 error: "Because tired" — model "Because I am tired."
Bridge from K3/G1 feelings because to logical explanation across topics.
G2 Lesson 02: Future Plans: Tomorrow's Agenda
Age: 7-8 years
Duration: 50 min
Objectives
Use will and going to for near-future plans in spoken and written form.
Build a tomorrow agenda with at least five time-ordered events.
Present plans to a partner and answer one follow-up question.
Vocab
will / going to: "I will visit Grandma." / "I am going to play soccer."
tomorrow / plan / agenda: "My plan for tomorrow is..."
schedule: "This is my schedule."
Warm-up (5min)
Calendar on board — teacher points to tomorrow and models three agenda items with will. Students repeat with gestures (eat, study, sleep).
Main Activity (40min): "Tomorrow's Agenda Workshop"
Students receive blank agenda template (morning / afternoon / evening). Fill five real or realistic plans using will or going to — at least one of each form. Add optional times (at 3 o'clock). Pair presentation: 60-second agenda talk + partner asks "What will you do after lunch?" Complete scheduling worksheet matching clock times to activities. Group gallery: post 3 agendas; class spots one will and one going to sentence each.
Wrap-up (5min)
Write one sentence: "Tomorrow I am going to ___." Read to teacher at door.
Teacher Tips
Do not over-teach will vs going to — both acceptable at G2; focus on future meaning.
Personal real plans increase motivation vs fictional superhero schedules.
Extends G1 weather will stretch to full-day productive use.
G2 Lesson 03: Daily Routine: My Day Summary
Age: 7-8 years
Duration: 50 min
Objectives
Sequence a full day using first, then, next, and finally.
Narrate a daily routine with time phrases (at 7 o'clock, in the morning).
Write a five-sentence day summary with correct sequence markers.
Vocab
first / then / next / finally: Sequence anchors for oral retell.
wake up / get dressed / go to bed: Routine verb chain.
summary: "A summary tells the whole day in order."
Warm-up (5min)
Six picture cards scrambled on board — class directs teacher to reorder while saying sequence words aloud.
Main Activity (40min): "Day Summary Builder"
Students arrange 8 routine picture cards into personal order (validate different schedules). Oral rehearsal with partner: 90-second day narrate using all four sequence words. Write five-sentence summary in booklet — one sentence per time block. Strong writers add at + time. Peer listen-and-check: partner ticks each sequence word heard. Three volunteers perform summary to class; audience fills listener chart.
Wrap-up (5min)
Highlight one difference: "My day is different because I ___ first."
Teacher Tips
Builds directly on G1 Lesson 15 with richer time language and writing length.
Accept academy/hagwon blocks in schedules — culturally accurate routines matter.
Movers Listening often tests daily routine order — choral read before writing.
G2 Lesson 04: The Mysterious Box (Adjectives)
Age: 7-8 years
Duration: 50 min
Objectives
Describe object textures and appearance with adjectives: smooth, rough, shiny, soft, hard.
Use It feels ___ and It looks ___ in full sentences.
Guess mystery items from adjective clues without peeking.
Vocab
smooth / rough: "It feels smooth like glass."
shiny / dull: "It looks shiny in the light."
soft / hard / bumpy: Texture set for touch box.
Warm-up (5min)
Touch-and-guess with one item (sponge) — students offer adjectives before naming. Teacher writes adjective + noun on board.
Main Activity (40min): "Mystery Box Challenge"
Prepare box with 6 safe items (shell, sandpaper, silk, marble, cotton, bark). One student reaches in without looking — describes with 3 adjectives; class guesses. Rotate until all students participate. Round 2 — Adjective sort: picture cards into smooth/rough/shiny columns. Write 4 clue sentences for a new mystery item; partner guesses from writing only. Class vote on best clue paragraph.
Wrap-up (5min)
Draw mystery object + two adjective labels; read one sentence aloud.
Teacher Tips
Sensory adjectives deepen G1 color/size descriptors for Movers description tasks.
Hygiene: one bag liner per class or sanitize hands between turns.
Discourage peeking — blindfold optional for extra suspense.
G2 Lesson 05: Debate: Cats vs Dogs
Age: 7-8 years
Duration: 50 min
Objectives
State an opinion with I think ___ because ___.
Respond with agree/disagree and one supporting reason.
Participate in a short structured team debate with turn-taking rules.
Vocab
opinion / agree / disagree: "In my opinion..." / "I agree because..."
better / prefer: "I prefer cats because they are quiet."
reason: "Give two reasons for your team."
Warm-up (5min)
Thumbs up/down on prompts: "Dogs are louder." "Cats are softer." Practice agree/disagree phrases with because.
Main Activity (40min): "Cats vs Dogs Debate"
Split class into Team Cat and Team Dog (allow neutral judges). 10-minute prep: brainstorm 5 reasons on poster. Debate format — 1-minute opening per team, alternating 30-second rebuttals, closing 30 seconds. Judges vote on clearest because sentence, not pet preference. Neutral students write one agree + one disagree sentence about arguments heard. Debrief: what makes a strong opinion sentence?
Wrap-up (5min)
Personal vote: "I prefer ___ because ___." — no team pressure.
Teacher Tips
First formal debate — enforce respectful disagree, no shouting.
Judges reward language, not outcome — reduces anxiety for shy students.
Links Lesson 01 because to persuasive speaking for Movers Part 3.
G2 Lesson 06: Inference Game: What Happened?
Age: 7-8 years
Duration: 50 min
Objectives
Identify visual clues in a picture scene (spilled milk, open door, wet dog).
Infer what happened before the scene using I think ___ happened because ___.
Justify guesses with at least two evidence phrases.
Vocab
clue / evidence: "I see a clue — the floor is wet."
guess / infer / happened: "Something happened before this picture."
maybe / probably: Hedging language for uncertain inferences.
Warm-up (5min)
Show one mystery picture — students list 5 things they see. Teacher highlights one clue and models inference sentence.
Main Activity (40min): "Detective Inference Stations"
Four picture stations (broken vase, muddy footprints, birthday leftovers, forgotten homework). Small groups spend 8 minutes per station: list clues, agree on story, write 3-sentence inference paragraph. Rotate. Whole-class share — groups defend story; others offer alternate inferences with evidence. Extension: draw "before" panel for favorite scene.
Wrap-up (5min)
Exit ticket: one clue + one inference sentence from today's best station.
Teacher Tips
Multiple valid stories exist — reward evidence, not one "correct" answer.
Movers Reading Part 5 inference items mirror this clue-to-story thinking.
Connect to G1 story mapping — now students infer unstated events.
Match mimed actions to adverb cards in full sentences: "She walks slowly."
Write three sentences pairing a verb + adverb from class performances.
Vocab
quickly / slowly: Speed adverbs for movement verbs.
happily / sadly: Manner adverbs for emotion in action.
quietly / loudly: Volume adverbs for classroom commands.
Warm-up (5min)
Teacher walks across room four ways — students shout adverb each time. Repeat with eat (pretend) and clap.
Main Activity (40min): "Adverb Acting Theater"
Volunteers draw verb + adverb cards (run quickly, eat slowly, dance happily). Perform without speaking — class calls out full sentence. Teams of 3 create 30-second silent skit; audience writes two adverb sentences observed. Adverb sort worksheet: circle adverb, underline verb. Challenge round: opposite adverbs — "Walk quickly, then walk slowly." Write three original verb-adverb sentences in journal.
Wrap-up (5min)
Whisper-read one adverb sentence — then shout it loudly for contrast.
Most G2 adverbs are manner/speed; place after verb or object initially.
Spiral G1 action verbs — same verbs, now with descriptive precision.
G2 Lesson 08: Magic Tree House Recap
Age: 7-8 years
Duration: 50 min
Objectives
Identify hero, setting, problem, and solution in a Magic Tree House chapter excerpt.
Map four key adventure events on a story chart.
Retell the adventure orally using first, then, next, finally.
Vocab
adventure / hero / travel: "Jack and Annie travel to..."
problem / solution: "The problem was..." / "They solved it by..."
chapter / excerpt: "We read part of Chapter 3."
Warm-up (5min)
Show series cover — predict where they will travel. Activate prior knowledge: "Who are Jack and Annie?"
Main Activity (40min): "Read, Map, Retell"
Read 6–8 pages aloud with stop-and-predict pauses. Groups complete hero-journey chart: title, setting, 4 events, solution. Assign roles for 2-minute retell (narrator, event reader, solution closer). Listener worksheet: tick sequence words and adventure vocabulary heard. Optional written retell: 4 sentences matching chart. Compare chart to partner — add one missing detail.
Wrap-up (5min)
Sticky vote: "I want to visit ___ because ___." (next book setting)
Teacher Tips
Magic Tree House bridges ORT chapter books to longer narrative comprehension.
Choral read difficult sentences — decoding support before chart work.
Reuse G1 story map template; add problem/solution row for G2 depth.
G2 Lesson 09: 20 Questions Challenge
Age: 7-8 years
Duration: 50 min
Objectives
Form yes/no questions with correct word order: Is it ___? / Can it ___? / Does it ___?
Narrow guesses using category questions (animal, place, object).
Track questions on board and reflect on efficient question strategies.
Vocab
question / answer / guess: Game meta-language.
mystery / clue / hint: "Ask a good question to get a clue."
yes / no: Only permitted answers in classic rules.
Warm-up (5min)
Teacher thinks of classroom object — students get 5 questions only. Debrief which question helped most.
Main Activity (40min): "20 Questions Tournament"
Round 1 — Whole class vs teacher mystery (classroom item). Recorder writes each question on board; count to 20. Round 2 — Pairs: one chooser, one questioner with story character card set. Round 3 — Team tournament with Movers vocabulary cards (jobs, sports, animals). Reflection sheet: write best question from your round and why it was useful. Bonus: students create one new mystery card with 3 allowed hint words.
Wrap-up (5min)
Share strategy: "A good first question is ___ because ___."
Teacher Tips
Model auxiliary verbs in questions — common error: "It is big?" instead of "Is it big?"
Cap excitement — raised hands, one question at a time.
Excellent Movers Speaking warm-up for picture description logic.
G2 Lesson 10: City vs Country Comparison
Age: 7-8 years
Duration: 50 min
Objectives
Compare city and country life with comparative adjectives: busier, quieter, bigger, safer.
Use than correctly in spoken comparison sentences.
Write three preference sentences with because reasons.
Vocab
city / country: "Life in the city is faster."
busier / quieter / faster: Comparative forms for lifestyle traits.
prefer / would rather: "I prefer the country because..."
Warm-up (5min)
Two posters (skyline vs farm) — students shout one noun per picture. Teacher adds comparative: "The city is busier."
Main Activity (40min): "Compare & Choose"
Venn diagram on board — city only / both / country only features. Pairs draft 6 comparison sentences using than. Gallery walk of photos — students add oral comparisons at each image. Write three preference sentences with because on worksheet. Mini-poll: city vs country living — tally and report "More students prefer ___ because ___." Extension: two-syllable comparatives (friendlier) for strong groups only.
Wrap-up (5min)
Personal sentence: "I want to live in ___ when I grow up because ___."
Teacher Tips
Extends G1 taller/shorter to abstract lifestyle comparatives.
Students in Seoul may know city well — use photos of countryside for equity.
Movers comparatives appear in Reading and Speaking — than is mandatory.
G2 Lesson 11: The Best Food Ever (Superlatives)
Age: 7-8 years
Duration: 50 min
Objectives
Use superlative adjectives: best, tastiest, biggest, most delicious with the.
Rank foods in a class poll and defend choices in mini-presentations.
Complete superlative sentence frames in writing and speaking.
Vocab
best / worst: "Pizza is the best food."
tastiest / most delicious: Flavor superlatives for YLE food list.
favorite: "My favorite is ___ because..."
Warm-up (5min)
Food flash lineup — step forward for like, back for dislike. Top three step forward — class votes superlative aloud.
Main Activity (40min): "Superlative Food Awards"
Class poll across 8 foods (apple, pizza, rice, chicken, ice cream, soup, banana, sandwich). Tally votes — crown "the tastiest," "the healthiest," "the most popular." Mini-presentations: 45 seconds defending one award with two reasons. Worksheet: fill frames — "The ___ food in the world is ___." Partner challenge: ask "What is the best ___?" and answer in full sentence. Award ceremony with paper medals — language focus, not taste bullying.
Wrap-up (5min)
Write: "The best snack is ___ because ___." Share with partner.
Teacher Tips
Introduce the + superlative explicitly — G1 only had comparatives.
most + adjective for longer words (delicious) — teach as chunk, not rule drill.
Use YLE Movers food vocabulary only for exam alignment.
G2 Lesson 12: Consultation: What Should I Do?
Age: 7-8 years
Duration: 50 min
Objectives
Describe a simple problem and ask for advice: "What should I do?"
Give advice using should and could in full sentences.
Write one problem-solution paragraph with at least four sentences.
Vocab
advice / problem / solution: "I have a problem." / "Here is my advice."
should / could: "You should tell the teacher." / "You could ask for help."
worried / lost / forgot: Common kid-problem vocabulary.
Warm-up (5min)
Teacher role-plays lost homework — students offer advice phrases. Write should/could stems on board.
Main Activity (40min): "Advice Clinic Roleplay"
Scenario cards (forgot lunch, rainy day no umbrella, argument with friend, scared of presentation). Pairs: client explains problem 30 seconds; advisor gives 2 should + 1 could sentence. Swap roles. Write problem-solution paragraph using frame: Problem → Advice 1 → Advice 2 → My choice. Volunteers perform best roleplay — class notes advice given. Discuss: kind advice vs bossy advice.
Wrap-up (5min)
Reflection: "Good advice is ___ because ___."
Teacher Tips
Keep scenarios age-appropriate — no family trauma topics.
should for strong recommendation; could for softer option — both useful.
Builds Movers functional language for helping and suggesting.
G2 Lesson 13: Sequence: Making a Sandwich
Age: 7-8 years
Duration: 50 min
Objectives
Follow and give multi-step instructions in correct order.
Use sequence markers: first, next, then, finally in oral and written steps.
Write a six-step procedure for making a sandwich with imperative verbs.
Vocab
spread / layer / finally: "First, spread the butter."
Teacher mimes sandwich steps out of order — students shout correct sequence numbers.
Main Activity (40min): "Sandwich Instruction Lab"
Demo with real or pretend ingredients (check allergies). Class chorally narrates each step with sequence words. Pairs write 6-step instructions — one writer, one checker verifies order. Partner swap: read instructions only (no pictures) — follower mimes or draws result. Error hunt: teacher reads jumbled instructions; class fixes order. Optional: illustrate final sandwich and label steps 1–6.
Wrap-up (5min)
Share funniest mistake when instructions were unclear — what word fixed it?
Teacher Tips
Imperative verbs (spread, put, add) — no subject needed in instructions.
Allergy check mandatory before any real food; paper props work fine.
Movers Listening Part 4 sequence tasks mirror this instruction format.
G2 Lesson 14: Favorite Holiday Opinion
Age: 7-8 years
Duration: 50 min
Objectives
Share favorite holiday traditions using I think / In my opinion frames.
Compare celebrations in pairs with two similarities and one difference.
Write an opinion paragraph (5–6 sentences) with two supporting reasons.
Vocab
favorite / celebrate / fun: "Chuseok is my favorite holiday."
tradition / special: "We have a special tradition."
holiday / festival: Include Korean and international examples.
Warm-up (5min)
Holiday picture splash — students name holidays and one activity each (eat songpyeon, get gifts, wear costumes).
Main Activity (40min): "Holiday Opinion Workshop"
Brainstorm 6 holidays on board. Students pick favorite — graphic organizer: holiday name, 2 reasons, 1 tradition detail. Pair compare: Venn diagram for two holidays. Draft opinion paragraph with topic sentence + 2 because reasons + closing sentence. Peer edit checklist: opinion word, because x2, capital letters. 4 volunteers read paragraphs — audience asks one follow-up question each.
Wrap-up (5min)
Illustrate one tradition from paragraph — caption with one opinion sentence.
Teacher Tips
Honor diverse holidays — no assumption that Christmas is universal favorite.
First full opinion paragraph — use graphic organizer heavily.
Combines Lesson 01 because with Lesson 05 opinion frames in writing.
G2 Lesson 15: Where is the Cat? (Prepositions)
Age: 7-8 years
Duration: 50 min
Objectives
Use extended prepositions: under, behind, next to, between, in front of, above.
Give and follow placement commands with a toy cat around the classroom.
Complete a picture labeling worksheet and write 4 original preposition sentences.
Vocab
under / behind / next to: G1 review set plus precision.
between / in front of / above: New G2 spatial targets.
where / place / position: "Place the cat between the books."
Warm-up (5min)
Teacher moves toy cat to 6 positions — students race to say full sentence first.
Main Activity (40min): "Cat Hunt Commands"
Round 1 — Whole class follows teacher commands with desk cat cutouts. Round 2 — Pairs: commander places real toy cat around room; partner writes sentence for each position. Round 3 — Worksheet: bedroom picture with 10 blank labels. Write 4 original sentences: "The cat is ___ the sofa." Movers drill: listen to 5 commands, point on map. Speed round: Simon Says with prepositions only.
Wrap-up (5min)
Draw cat in one funny position — label with sentence, share laugh.
Teacher Tips
Direct G1 Lesson 06 upgrade — between and in front of are Movers must-know.
next to = two words; between needs two objects: "between A and B."
Real movement beats worksheet-only — worksheet confirms accuracy.
G2 Lesson 16: Weekend Journal Entry
Age: 7-8 years
Duration: 50 min
Objectives
Write a past-tense weekend journal with at least three events.
Use verbs went, visited, played, enjoyed, watched in context.
Peer-edit partner work for past-tense consistency and read one highlight aloud.
Vocab
went / visited / enjoyed: "I went to the park." / "I enjoyed the movie."
weekend / Saturday / Sunday: Time frame for journal.
journal / entry: "A journal tells what you did."
Warm-up (5min)
Weekend chat pairs — 3 questions: "What did you do Saturday?" Answers in past tense only.
Main Activity (40min): "Weekend Journal Studio"
Model journal entry on board with date and 5 sentences (3 events + feeling + plan). Students draft journal — minimum 5 sentences, 3 past-tense verbs circled. Peer edit with checklist: past tense? capitals? periods? Partner reads favorite sentence to writer. Revision pass — fix two errors minimum. Author's chair: 5 volunteers read full entry (30 seconds each). Collect for portfolio — G2 writing sample.
Wrap-up (5min)
One sentence on sticky: "Next weekend I will ___." — future link to Lesson 02.
Teacher Tips
Accept irregular past (went, had) as chunks — light correction on regular -ed only.
Monday lesson works best — weekend is fresh; Friday use "last weekend."
First sustained personal narrative — celebrate content over spelling.
G2 Lesson 17: Story Building Chain
Age: 7-8 years
Duration: 50 min
Objectives
Contribute one grammatically correct sentence to a collaborative class story.
Introduce a plot twist using suddenly or but then.
Illustrate the final story version and read assigned section aloud.
Vocab
continue / plot / twist: "The plot changes suddenly."
suddenly / but then / finally: Story turn connectors.
character / setting: "Our setting is a magic school."
Warm-up (5min)
Sentence ball — toss plush ball, each catcher adds one word to growing sentence until complete.
Main Activity (40min): "Chain Story & Twist"
Teacher opens story with setting + character on board. Each student adds one sentence in order — teacher scribes. At sentence 10, draw plot twist card (dragon arrives, power goes out, character shrinks). Continue to sentence 18–20. Read full story chorally. Groups illustrate assigned chunk (2–3 sentences each). Compile into class book — title vote. Perform readers theater with illustrated pages projected.
Wrap-up (5min)
Vote: best twist sentence — why did it surprise us?
"Ready check" ritual — deep breath, ears ready. Quick because chain: teacher starts, 4 students continue.
Main Activity (40min): "G2 Board-Game Review"
Teams roll dice on board-game path with 6 stations: (1) Why/Because Q&A cards (2) Comparative/superlative picture match (3) Adverb mime challenge (4) Preposition listen-and-point (5) Opinion sentence build (6) 60-second weekend retell. Answer challenge card correctly to advance. Teacher records checklist only — no public scores. Optional speaking corner: describe picture with 3 because reasons.
Wrap-up (5min)
G2 certificate + "Welcome G3!" celebration. Students share one G2 skill they are proud of.
Teacher Tips
Frame as "review game" — anxiety blocks young test-takers.
Station data informs G3 grouping; share with parents in conference, not in class.
End on celebration — G2 completes Movers prep foundation for analytical G3.
Lesson Plan Library
01
Unit 1: Why & Because Bridge
02
Future Plans: Tomorrow's Agenda
03
Daily Routine: My Day Summary
04
The Mysterious Box (Adjectives)
05
Debate: Cats vs Dogs
06
Inference Game: What Happened?
07
Adverb Power: Acting Actions
08
Magic Tree House Recap
09
20 Questions Challenge
10
City vs Country Comparison
11
The Best Food Ever (Superlatives)
12
Consultation: What Should I Do?
13
Sequence: Making a Sandwich
14
Favorite Holiday Opinion
15
Where is the Cat? (Prepositions)
16
Weekend Journal Entry
17
Story Building Chain
18
G2 Final Assessment
[원장용] G2 커리큘럼 분석서
Movers Prep · 논리적 말하기 Why/Because 인과 프레임·분석적 스피킹·Magic Tree House 독해를 Movers 대비 18단원으로 균형 배치해, G1 Starters 수료생·초등 2학년이 Cambridge Movers 트랙에 안착하도록 설계했습니다.
G2 단원 01: Why/Because 브릿지
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
G2 첫 단원은 G1 because 한 단어 예열에서 Why do you like ___? — Because ___ . 인과 2문장 체인으로의 문법·논리 전환점입니다. Logical Chain Game으로 '질문→이유→반박' 3고리를 구두로 연결합니다. Harcourt Trophies Banner Days 인과 독해와 1:1 호환되며, G2 전 단원 스피킹·쓰기의 논리 골격을 이 단원에서 고정합니다.
학부모 상담 포인트
Why/Because는 국내 초등 고학년 독해 '원인·결과'와 동일 구조입니다. "왜?"에 영어로 답하는 2문장만 완성해도 G2 첫 마일스톤으로 충분합니다. 체인 게임 영상을 학부모 카톡으로 공유하면 '초등 영어=논리 말하기' 체감이 즉시 생깁니다.
캠브리지 연계
Cambridge Movers Speaking Part 3(그림 설명+이유)·YLE Reading 인과 연결 문항과 정합됩니다. Starters because 예열→G2 Why/Because 체인→G3 Opinion Paragraph의 논증 축 시작점입니다.
G2 단원 02: 미래 계획
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
Tomorrow I will ___ . / I am going to ___ . — 미래 2패턴만 고정합니다. G1 weather forecast의 will 예열을 G2에서 '내일 일정 카드' 산출물로 확장합니다. Agenda Timeline(아침·오후·저녁 3칸)→구두 발표→필사 순으로 진행하고, going to vs will 미세 차이는 이름만 소개하고 G3로 미룹니다.
학부모 상담 포인트
미래 계획은 '영어 일기 예고' 이미지를 주는 단원입니다. 아이의 실제 주말·방학 일정을 반영하면 개인화 효과가 큽니다. 완성 카드를 냉장고에 붙이게 하면 가정 연계 학습이 자동화됩니다.
캠브리지 연계
Movers Future (will/be going to)·YLE Speaking 'What will you do?'·Writing Part 6(짧은 메시지)와 일치합니다. G1 일과 스케줄·G2 미래 계획→G2 일과 요약의 시간 축 완성입니다.
G2 단원 03: 일과 요약
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
First, I get up. Then, I eat breakfast. Finally, I go to school. — First/Then/Finally 시퀀스 접속어로 G1 4–5문장 일과를 G2 '요약 서술'로 격상합니다. My Day Summary 포스터는 6–8문장 타임라인+한 줄 요약(I had a busy day.)을 포함합니다. 과거형 복습과 병행해 G1 walked 예열을 일과 맥락에서 통합합니다.
학부모 상담 포인트
일과 요약은 '하루를 영어로 정리하기' 첫 경험입니다. 한글로 순서 적기→영어 3문장만 옮기는 2단계 방식이 효과적입니다. 완성 요약을 학부모에게 공유하면 독해·쓰기 동시 성장 체감이 큽니다.
The Mysterious Box: It is soft, round, and yellow. — 촉각·시각 단서로 추측하는 형용사 3중첩 묘사를 훈련합니다. G1 My Monster 2형용사를 G2에서 '형용사 나열+and 연결+추론'으로 확장합니다. 박스 속 물건 맞추기 게임으로 형용사 어휘(soft, hard, rough, smooth, shiny, dull 등) 12개만 고정합니다.
학부모 상담 포인트
미스터리 박스는 Open Class·촉각 체험 수업 최적입니다. 집에서 봉투 속 물건 맞추기+형용사 2개 말하기 숙제를 추천합니다. 형용사 암기보다 '느낌 말하기'에 집중함을 강조하세요.
캠브리지 연계
Movers Adjectives·YLE Speaking Describe the object·Writing Part 6(그림 묘사)와 일치합니다. G1 Descriptive Modifiers 예열→G2 형용사 중첩→G4 Literary Analysis 묘사 기법의 중간 고리입니다.
G2 단원 05: 고양이vs개 토론
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
Cats vs Dogs Debate: I think cats are better because they are quiet. — 찬반 2팀·의견+이유 1문장 프레임으로 G2 첫 공식 토론을 실시합니다. G1 Food Survey 질문-답변에서 G2 '의견 제시+근거'로 격상합니다. 2인조 리허설→팀 발표→상대팀 반박(But dogs are friendly.) 순서로 Anxiety를 관리합니다.
학부모 상담 포인트
토론은 학부모 초청·Open Class 필수 이벤트입니다. 승패보다 '한 문장 의견+이유' 완성을 목표로 설정하세요. 토론 영상은 재등록·입학 설명회 마케팅 자료로 최고 효율을 냅니다.
캠브리지 연계
Movers Speaking Part 4(의견+이유)·YLE 'Which do you prefer?'·Pre-A2 Opinion expression와 정합됩니다. G1 Show & Tell→G2 Debate→G4 Academic Debate의 스피킹 확장 축입니다.
G2 단원 06: 추론 게임
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
What Happened? Inference Game: The floor is wet. Maybe someone spilled water. — 단서 그림→추측(maybe, I think) 프레임으로 G1 TreeTops 스토리맵에서 G2 '독해 추론'으로 격상합니다. 3단서 카드→구두 추측→파트너 확인 순으로 진행하고, 정답 유무는 중요하지 않습니다. 추론 언어(I think, maybe, probably) 3개만 고정합니다.
학부모 상담 포인트
추론 게임은 '그림만 보고 이야기 만들기'로 설명하면 학부모 이해도가 높습니다. 집에서 만화 한 컷 보고 What happened? 말하기 5분 숙제를 추천합니다. 국내 초등 독해 '추론하기'와 동일 역량임을 강조하세요.
부사 액션은 에너지 발산+문법 동시 해결 단원입니다. 집에서 slow/fast 걷기 비교만 해도 숙제 대용입니다. '같은 동사, 다른 속도' 개념을 3분 설명하면 학부모 참여율이 높습니다.
캠브리지 연계
Movers Adverbs of manner·YLE Listening Part 1(동작 지시)·Speaking TPR과 일치합니다. G1 Action Verbs→G2 Adverbs→G4 Adverbs Deep Dive의 문법 로드맵 중간 고리입니다.
G2 단원 08: MTH 리캡
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
Magic Tree House Recap: Jack and Annie went to ___. They saw ___. — G2 핵심 마일스톤 독서 프로젝트 리캡입니다. MTH Book 1–4 중 1권을 3장면(Setting–Problem–Solution)으로 분해·구두 리캡합니다. G1 TreeTops 스토리맵을 장편 챕터북 독해로 격상하며, Silent letters·미국 교과서 정독 트랙의 공식 진입점입니다.
학부모 상담 포인트
MTH 리캡은 G2 브랜드 마일스톤 — 학부모에게 별도 안내가 필요합니다. "챕터북 첫 완독"을 수료 기준 중 하나로 제시하면 프리미엄 이미지가 강화됩니다. 집에서는 MTH 오디오북 10분 듣기+한 장면 영어로 말하기를 추천합니다.
캠브리지 연계
Movers Reading Part 3(이야기)·YLE Story Retell·ORT Stage 8–10·RAZ Level H–J와 1:1 매칭됩니다. Harcourt Trophies Banner Days 서사 구조·G3 Junie B. Jones Style의 독서 기반을 제공합니다.
G2 단원 09: 20 Questions
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
20 Questions Challenge: Is it an animal? Is it big? Does it live in water? — Yes/No 질문 체계로 분류·추론 스피킹을 훈련합니다. G1 Animal Charades 3단서에서 G2 '체계적 질문 전략'으로 격상합니다. 질문 카드 5종(Is it…? Does it…? Can it…?)+답변 Yes/No만 고정하고, 20개 제한 규칙으로 게임 긴장감을 유지합니다.
학부모 상담 포인트
20 Questions는 가족 게임으로 즉시 전환 가능한 최고 숙제입니다. 좁은 교실에서도 카드+손짓만으로 진행 가능함을 상담 시 반복하세요. 질문 수를 세는 것 자체가 수학·논리 융합 포인트입니다.
City vs Country: The city is noisy. The country is quiet. — 비교급·대조 접속어(but, however)로 두 환경을 대조 서술합니다. G1 taller/shorter 비교급 예열을 G2에서 '장소·환경 비교' 맥락으로 확장합니다. Venn Diagram(도시·시골 공통점/차이)→2문장 구두→짧은 paragraph 4문장 필사 순으로 진행합니다.
학부모 상담 포인트
도시vs시골은 아이의 실제 거주 환경과 연결하면 개인화 효과가 큽니다. 서울·지방 학부모 모두 '우리 동네 영어로 말하기' 프레임으로 참여를 유도하세요. Venn Diagram 완성본은 포트폴리오 자료로 우수합니다.
캠브리지 연계
Movers Comparatives·Places vocabulary·YLE Reading 비교 문항·Writing Part 6(짧은 비교 글)와 일치합니다. G1 -er 비교급→G2 환경 비교→G3 Comparatives in Context의 확장 축입니다.
G2 단원 11: 최상급 음식
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
The Best Food Ever: Pizza is the best food because it is delicious. — 최상급(the best, the most delicious) 4–5개만 도입합니다. G1 Food Survey에서 G2 '최상급+이유' 의견문으로 격상합니다. 음식 5종 비교 투표→the best 선언→because 1문장 연결 루프를 50분 내내 반복합니다. 불규칙 최상급(best)은 규칙 설명 없이 고정 표현으로만 노출합니다.
학부모 상담 포인트
최상급 음식은 알레르기·종교적 식습관 아이 사전 확인 필수입니다. 투표 결과 차트를 학부모에게 공유하면 '데이터로 보는 영어 수업' 이미지를 줄 수 있습니다. 집에서는 가족 3명 'the best food' 토론 5분만 해도 충분합니다.
캠브리지 연계
Movers Superlatives·Food & Drink·YLE Speaking 'What is your favourite?'·Writing Part 6와 정합됩니다. G1 -er 비교급→G2 -est/the best→G3 Superlatives in Context의 문법 로드맵 완성입니다.
G2 단원 12: 상담 Should
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
What Should I Do? Consultation: I lost my pencil. You should tell the teacher. — should 조언 프레임으로 G2 첫 조동사를 도입합니다. 상황 카드 8장(분실·다툼·숙제 안 함·친구가 슬퍼함 등)→상담자·조언자 역할극→You should ___ . 1문장 산출 순으로 진행합니다. must/can 구분은 G3로 미룹니다.
학부모 상담 포인트
상담 Should는 정서·사회성 교육과 연결해 설명하면 학부모 호응이 큽니다. "영어로 조언하기+친구 돕기"를 강조하세요. 집에서 가벼운 고민+You should 한 문장 말하기 5분 숙제를 추천합니다.
캠브리지 연계
Movers Modals (should)·YLE Speaking Part 4(조언)·Pre-A2 Giving advice와 일치합니다. G3 Modal Verbs: Must, Should, and Can의 직접 선행 단원입니다.
G2 단원 13: 샌드위치 순서
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
Making a Sandwich Sequence: First, put the bread. Next, add the cheese. Finally, cut it in half. — First/Next/Then/Finally 시퀀스 접속어로 절차 지시문을 훈련합니다. G2 일과 요약의 시간 순서를 '조리·제작' 맥락으로 전환합니다. 그림 4–6장 재배열→구두 지시→파트너 따라 하기(TPR) 순으로 진행하고, 실제 음식 사용은 금지(알레르기) — 그림·카드만 사용합니다.
학부모 상담 포인트
샌드위치 순서는 '영어로 레시피 말하기'로 설명하면 이해도가 높습니다. 집에서 간단한 과정(양치하기·정리하기)을 영어 순서로 말하기 숙제를 추천합니다. 국내 초등 실과·순서 지시와 연계해 설명하면 설득력이 올라갑니다.
캠브리지 연계
Movers Sequencing·Imperatives·Reading Part 4(문장 순서)·Writing Part 5(그림 순서)와 정합됩니다. G2 일과 요약·G2 샌드위치 순서→G3 Informational Reading 절차문의 선행 기반입니다.
G2 단원 14: 휴일 의견
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
Favorite Holiday Opinion: I like Christmas because I get presents. — 휴일·계절 어휘+의견+이유 3문장 프레임으로 G2 의견 쓰기를 심화합니다. G1 Show & Tell 3문장에서 G2 '휴일 주제 opinion paragraph' 4–5문장으로 격상합니다. 한국·서양 휴일 모두 허용하되, 문화 설명은 원장 판단하에 최소화하고 '좋아하는 이유' 표현에 집중합니다.
학부모 상담 포인트
휴일 의견은 명절·방학 시즌 마케팅 타이밍과 맞물립니다. 완성 paragraph를 학부모에게 공유하면 쓰기 성장 체감이 큽니다. 종교·문화 차이 민감 아이는 '좋아하는 날'로 주제를 자유 변경하세요.
캠브리지 연계
Movers Holidays·Speaking Part 4(의견+이유)·Writing Part 6(짧은 의견문)와 일치합니다. G2 고양이vs개 토론→G2 휴일 의견→G3 Opinion Paragraph Writing의 논증 쓰기 축입니다.
G2 단원 15: 전치사
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
Where is the Cat? Prepositions: in front of, between, above, below, inside, outside — G1 5개 전치사에서 G2 6개 확장+복합 위치 표현을 추가합니다. 실물 고양이 인형(또는 그림) 배치로 Where is the cat? — It is between the boxes. Q&A 루프를 50분 반복합니다. G1 전치사 복습+신규 6개만 고정하고, across/from/to는 G3로 미룹니다.
학부모 상담 포인트
전치사는 Starters·Movers Listening·Reading 고빈출 영역입니다. 집에서 쿠션·인형으로 Hide-and-Seek+영어 위치 말하기 5분만 해도 숙제 대용입니다. G1 대비 '더 복잡한 위치'가 추가됨을 강조하세요.
캠브리지 연계
Movers Prepositions·YLE Listening Part 2(위치)·Reading Part 2(그림-문장 연결) 핵심 어휘입니다. G1 Where is the Ball?→G2 Where is the Cat?→G3 독해 위치 추론의 직접 확장입니다.
G2 단원 16: 주말 일기
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
Weekend Journal Entry: On Saturday, I played soccer. On Sunday, I visited my grandma. — 과거형 일기 5–7문장을 G2 첫 '저널 쓰기' 산출물로 만듭니다. G2 일과 요약·미래 계획을 과거 시제로 통합합니다. 월요일 수업=주말 일기 쓰기 루틴으로 고정하면 학원 브랜드 루틴이 됩니다. 한글 초안 허용 후 영어 5문장만 정리하는 2단계 방식이 효과적입니다.
학부모 상담 포인트
주말 일기는 가정 연계 학습 최적 숙제입니다. "주말에 한 가지+영어 한 문장"만 요구해도 학부모 부담이 적습니다. 완성 일기를 포트폴리오에 누적하면 18단원 후 성장 비교 자료가 됩니다.
캠브리지 연계
Movers Past Simple·Writing Part 6(짧은 메시지/일기)·YLE Personal narrative와 정합됩니다. G1 과거형 릴레이→G2 주말 일기→G3 Past Tense Grammar Basics의 쓰기 통합 축입니다.
G2 단원 17: 스토리 체인
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
Story Building Chain: One day, a boy found a key. Then, he opened a door. Finally, he saw a treasure. — 원형 스토리텔링으로 반 전체가 한 문장씩 이어 말합니다. G2 MTH 리캡·추론 게임·일과 요약을 창작 스피킹으로 통합합니다. One day/Then/Suddenly/Finally 접속어 4개만 고정하고, 8–12문장 집단 스토리 1편을 녹음·기록합니다.
학부모 상담 포인트
스토리 체인은 Open Class·학부모 초청 수업 최적입니다. 완성 스토리 녹음을 학부모에게 공유하면 '협동 창작 영어' 이미지가 강합니다. 집에서 가족 3명 한 문장씩 이어 말하기 5분 숙제를 추천합니다.
캠브리지 연계
Movers Speaking Picture Story·Writing Part 6(이야기 완성)·YLE Story sequencing와 일치합니다. G1 TreeTops 스토리맵→G2 MTH 리캡→G2 스토리 체인→G3 Dialogue Writing의 서사 창작 축입니다.
G2 단원 18: G2 종합
대상: 초등 2학년 / Ages 7-8, 수업 50분
[대치 로직] 교수 설계 의도
18단원 통합: Movers Mock 5 stations(Listening·Reading·Writing·Speaking·Story)를 calm mock 형식으로 진행합니다. 채점보다 관찰·격려 우선 — G2 Final Test = Movers readiness check, not high-stakes exam. G1 졸업 mock과 동일 철학으로 '축하+다음 단계 예고'로 마무리합니다. MTH 1권 완독·Why/Because 2문장·주말 일기 5문장을 역량 체크리스트로 사용합니다.
Cambridge Movers Full Mock·G2 Graduation·G3 Placement·ORT Stage 8–10·Magic Tree House Book 1–4 완료 기준을 통합 안내하세요. Movers Shield 5개 이상 목표·Flyers 예비 트랙 조기 배치 기준을 원장이 직접 설명할 수 있어야 합니다.
Identify Greek and Latin root words on a labeled skeleton diagram.
Connect osteo- to bone-related vocabulary and predict meanings of unfamiliar scientific terms.
Build and define three new words using root cards in a small-group word map.
Vocab
osteo / osteo-: "Osteo means bone — osteology is the study of bones."
anatomy: "Anatomy shows how the body is built."
scientific / root word: "A root word carries the core meaning."
skull / rib / spine: Skeleton labels for diagram mapping.
Warm-up (5min)
Display skeleton poster — students name visible bones in English. Teacher introduces osteo- on board: "If osteo = bone, what might osteopath mean?" Accept guesses; reveal meaning after discussion.
Main Activity (45min): "Root Mapping Lab"
Round 1 — Skeleton diagram worksheet: label 8 bones and attach root word strips (osteo-, cranio-, dors-, ventr-) to correct regions with partner justification. Round 2 — Root card sort: match 12 scientific terms (osteoporosis, cranium, dorsal, ventral, etc.) to definitions using root clues only — no dictionaries yet. Round 3 — Word map groups: choose one root, brainstorm 4 related words, define each in a student sentence. Present one prediction success story: "We guessed ___ meant ___ because of the root." Round 4 — Flyers-style mini quiz: 6 multiple-choice items using root logic. Collect maps for portfolio — G3 academic vocabulary entry artifact.
Wrap-up (5min)
Exit ticket: "One root I learned is ___ . It helps me understand the word ___ ."
Teacher Tips
G3 opens Flyers academic track — root study is strategy, not memorization of every Latin form.
Keep skeleton visuals friendly; avoid graphic medical images for 8–9 year-olds.
Bridge from G2 vocabulary to morphological analysis — reuse "word parts" language from phonics years.
G3 Lesson 02: Reading Comprehension: The Brave Rabbit
Age: 8-9 years
Duration: 60 min
Objectives
Read a narrative passage silently and annotate unknown words with context guesses.
Answer inference and detail questions about character choices and story events.
Discuss the main character's bravery in small groups using evidence from the text.
Vocab
brave / courage: "The rabbit was brave when the fox appeared."
forest / path / burrow: Setting vocabulary from the story.
escape / clever / trap: "It made a clever escape through the trap."
evidence / infer: "I infer ___ because the text says ___."
Warm-up (5min)
Show forest scene — predict story topic. Quick vocabulary scan: teacher reads 5 words aloud; students thumbs up if they know meaning.
Main Activity (45min): "Read, Annotate, Discuss"
Silent reading (8 min) of "The Brave Rabbit" passage (~350 words). Annotation pass: circle unknown words, margin-write guess from context. Teacher-led comprehension check — 6 literal questions on board. Pair inference task: "Why did the rabbit go into the forest?" — write answer + one text quote. Small groups discuss: Was the rabbit brave or foolish? Each group prepares 2 evidence sentences. Whole-class Socratic share — chart brave vs risky on T-chart. Written response: 4-sentence paragraph — topic sentence, 2 details, conclusion. Peer highlight: partner underlines evidence sentences. Optional extension: illustrate one scene with caption sentence.
Wrap-up (5min)
Share one word learned from context: "I thought ___ meant ___ . The story showed me ___ ."
Sort activity: two-column chart regular vs irregular — 20 verb cards (walked, went, visited, ate, etc.). Timeline template: morning / afternoon / evening / last weekend — students write 6 sentences with circled past verbs. Pair interviews: Partner A asks "What did you do yesterday?" — Partner B answers 3 events; swap roles. Error clinic: teacher displays 6 incorrect sentences; class fixes together. Writing polish: rewrite timeline with time phrases (at 4 o'clock, two days ago). Flyers drill: fill-in-blank paragraph about a school trip. Author share: 3 volunteers read best timeline sentence with correct irregular form.
Wrap-up (5min)
Sticky note: one irregular past verb + sentence — post on "Past Tense Wall."
Teacher Tips
G1/G2 introduced past tense — G3 consolidates irregulars for Flyers accuracy.
Common L1 error: "I goed" — contrast went as chunk, not rule.
Timeline content should be personal — increases retention of irregular forms.
G3 Lesson 04: Word Roots: Base Words and Meaning
Age: 8-9 years
Duration: 60 min
Objectives
Analyze base words in word families and explain how meaning shifts with affixes.
Match roots (build, break, carry) to definitions and example words.
Create new words using root-and-suffix cards and use each in a sentence.
Vocab
root / base word / meaning: "The base word build appears in rebuild and building."
build / rebuild / builder: Build word family set.
break / broken / unbreakable: Break family for contrast.
carry / carrier / carriage: Carry family for transport context.
Warm-up (5min)
Word web on board — center word "build." Students shout related words; teacher branches outward.
Main Activity (45min): "Root Family Stations"
Three stations (build / break / carry): at each, match 8 words to definitions, sort by prefix/suffix added, write root meaning in own words. Station rotation 12 minutes each. Synthesis task: receive root + suffix cards — assemble 3 new words, define, use in sentence. Partner challenge: "Can you explain rebuild without saying build?" — paraphrase practice. Class gallery: post best word family poster; gallery walk with sticky-note compliments. Worksheet: 10 Flyers-style items — choose word closest in meaning to base. Collect one sentence per student for writing portfolio.
Wrap-up (5min)
Quick round: "My base word is ___ . One new word I made is ___ ."
Teacher Tips
Lesson 01 osteo- is specialized; Lesson 04 uses everyday roots students already know.
Emphasize meaning connection over spelling patterns — G3 writers still invent spellings.
Word families support Flyers Reading vocabulary in context tasks.
G3 Lesson 05: Reported Speech: He Said That
Age: 8-9 years
Duration: 60 min
Objectives
Convert direct quotes into reported speech using said, told, and that.
Apply backshift for present-to-past in simple statement reporting.
Practice oral reporting from short dialogues in pair and group tasks.
Vocab
said / told: "She said that she was tired." / "He told me that..."
reported speech / direct speech: Meta-language for quote vs report.
that: Connector in reported statements — often optional in speech.
Warm-up (5min)
Teacher says: "I am happy." — class reports: "The teacher said that she was happy." Repeat with 3 sentences; note pronoun and tense shift on board.
Main Activity (45min): "Sentence Strip Reporters"
Direct speech strips (12) — pairs convert to reported form on second strips; check against answer key, discuss errors. Dialogue cards: Student A performs 4-line dialogue; Student B reports two statements to a third partner. Board race: teams convert "Tom said, 'I like pizza'" → reported form — first correct team points. Writing task: 6-sentence report of a classroom interview ("Mina said that..."). Role-play news desk: anchor reports what classmates said about favorite subjects. Extension for strong groups: report statements with say → said, is → was backshift only — no complex tense yet.
Wrap-up (5min)
Report one thing a partner said today: "My partner said that ___ ."
mistake / oops / reaction: "I made a big mistake at lunch."
exaggerate / dramatic: "She exaggerates to make us laugh."
Warm-up (5min)
Read aloud one funny diary sentence — students laugh-track when they hear exaggeration. Discuss: "Who is telling the story?"
Main Activity (45min): "Voice Detective & Diary Lab"
Read Junie B. Jones-style excerpt (~2 pages) — stop at 3 humor moments; chart "What Junie says" vs "What probably happened." Voice hunt: highlight I/me/my sentences; count honest admissions vs complaints. Mini-lesson: humor tools — exaggeration, sound words, dramatic punctuation. Diary writing: "The Worst/Best Day at School" — 6–8 sentences in first person, one intentional funny mistake. Pair read-aloud with giggle meter (1–5). Revise one sentence to sound "more Junie" — add voice word from word bank. Optional perform: 4 volunteers read entry with expression — audience notes one voice feature heard.
Wrap-up (5min)
Share opening line of diary — class guesses if writer sounds funny or serious.
Teacher Tips
First of four Junie B. Jones style units — establishes voice thread through G3.
Accept playful grammar in diary drafts if voice is consistent — polish in Lesson 13 dialogue.
Junie B. Jones is reference style; use school-safe original excerpts if books unavailable.
G3 Lesson 07: Past Continuous: Was and Were Doing
Age: 8-9 years
Duration: 60 min
Objectives
Form past continuous with was/were + verb-ing in affirmative and negative sentences.
Combine past simple and past continuous using while and when in sentence frames.
Describe what classmates were doing in a picture prompt activity.
Vocab
was reading / were playing: "She was reading while he was playing."
while / when / interrupt: "When the bell rang, we were talking."
ongoing / finished: Meta-language for continuous vs simple past.
Warm-up (5min)
Freeze frame — teacher acts "was sleeping" — students say full sentence. Switch to were for plural: "They were running."
Main Activity (45min): "While & When Story Lab"
Sentence frame drill: "I was ___ when ___." — 8 oral rounds with picture cues. Picture prompt: busy park scene — write 6 sentences describing ongoing actions (was flying kite, were eating). Pair interview: "What were you doing at 7 p.m. yesterday?" — answer with past continuous. Combine task: match past simple interrupt cards to continuous background sentences. Writing paragraph: "The Storm" — 5 sentences mixing both tenses. Flyers listening simulation: teacher reads scene; students tick what people were doing. Error correction board: fix "I was play" → "I was playing" as class.
Wrap-up (5min)
One sentence on board: "At this time yesterday, I was ___ ."
Teacher Tips
Flyers grammar includes past continuous in picture description — visual prompts essential.
when + simple / while + continuous is useful chunk; avoid heavy timeline lecture.
Builds on Lesson 03 past simple — check was/were agreement before adding -ing.
G3 Lesson 08: Word Roots: Prefixes un- and re-
Age: 8-9 years
Duration: 60 min
Objectives
Break words into prefix and root parts and define un- (not/opposite) and re- (again).
Define prefix words in context sentences on worksheets and in oral tasks.
Build a class prefix word wall with student-generated examples and illustrations.
Vocab
unhappy / unfair / unpack: un- = not or reverse action.
rewrite / return / rebuild: re- = again or back.
prefix / root: "Un- is a prefix added to the root happy."
Warm-up (5min)
Action demo: pack bag → unpack. Say sentence: "I unpack my bag." Ask: "What does un- do?" Repeat with redo, return walk.
Main Activity (45min): "Prefix Word Wall Project"
Word surgery worksheets: split 16 words into prefix + root; define each. Sort cards into un- vs re- columns with sentence proof. Context cloze: fill blanks in short paragraph using prefix word bank. Creative round: invent "school words" (unhomework — discuss humor vs real morphology). Word wall build: each student contributes one un- and one re- word with illustration and sentence on index card. Gallery present: 8 students explain prefix meaning to class. Flyers practice: 8 multiple-choice "Which word means ___ again?" items. Snap quiz exit for data — record scores for G3 mastery tracking.
Wrap-up (5min)
Choral definition: "un- means ___ . re- means ___ ." Point to one word wall favorite.
Teacher Tips
Spiral Lesson 04 base words — rebuild connects both lessons explicitly.
un- has two meanings (not / reverse) — teach through examples, not rule list.
Word wall stays up through Lesson 18 mastery review — refer back often.
G3 Lesson 09: Junie B. Jones Style: Character Feelings
Age: 8-9 years
Duration: 60 min
Objectives
Track character emotions across a scene using an feelings timeline chart.
Cite text evidence for emotion labels (embarrassed, excited, worried, proud, jealous).
Write a short paragraph explaining why the character felt a certain way.
Vocab
embarrassed / excited / worried: Emotion words with scenario examples.
proud / jealous: "She felt proud when she won." / "He was jealous of her prize."
evidence / feeling / scene: "The text shows she was worried because..."
Warm-up (5min)
Emotion charades — act embarrassed/excited; class names feeling and one situation when they felt it.
Main Activity (45min): "Feelings Timeline & Evidence Paragraph"
Read Junie B. Jones-style scene (~2 pages) with emotional arc. Feelings timeline: plot 4 story moments; label Junie's emotion at each — no guessing without text. Evidence hunt: underline sentences that prove each emotion. Pair compare timelines — resolve disagreements with quote sharing. Writing task: choose one emotion moment; write 5-sentence paragraph — name feeling, describe event, quote evidence, explain why, closing reflection. Peer checklist: emotion word? evidence? because? Revise one sentence for stronger vocabulary. Optional drama: tableaux poses for each emotion moment — narrator reads evidence sentence.
Wrap-up (5min)
Exit share: "Junie felt ___ when ___ . The text says ___ ."
Teacher Tips
Second Junie unit — links voice (Lesson 06) to character analysis for Flyers Reading.
Jealous/proud are harder — provide sentence frames and picture support.
Evidence citation prepares for G4 literary response writing.
G3 Lesson 10: Comparatives and Superlatives in Context
Age: 8-9 years
Duration: 60 min
Objectives
Use comparative and superlative forms including irregular better/best and worse/worst.
Apply than and the correctly in spoken comparison sentences.
Debate the best school subject using structured speaking frames with reasons.
Vocab
better / best / worse / worst: Irregular comparison set for academic debate.
more / most: "Math is more difficult than art."
than / the: "English is the best subject because..."
Warm-up (5min)
Compare two classroom objects: "The ruler is longer than the eraser." Introduce best in set of three items.
Main Activity (45min): "Best Subject Debate"
Grammar drill: 12 sentence completion items (comparative/superlative/irregular). Picture compare: 3 photos — oral sentences with than and the. Subject debate prep: teams choose "best subject" — brainstorm 4 comparative reasons (more fun, most useful). Structured debate: opening superlative claim, 2 comparative rebuttals, closing best statement. Listeners fill comparison chart from debate heard. Individual writing: "The best subject in school is ___ because ___ . It is better than ___ because ___ ." Peer edit for than/the accuracy. Flyers speaking practice: describe photo using one comparative and one superlative.
Wrap-up (5min)
Personal vote (no team pressure): "My favorite subject is ___ . It is the best because ___ ."
Flyers expects both forms in same task — drill mixed, not isolated columns only.
Debate frames reuse G2 opinion language with harder grammar target.
G3 Lesson 11: Reported Speech: Questions and Commands
Age: 8-9 years
Duration: 60 min
Objectives
Transform direct questions into reported form using asked if/whether and wanted to know.
Report commands with told me to and asked me to patterns.
Role-play news reporters summarizing interview questions and teacher commands.
Vocab
asked if / asked whether: "She asked if I was ready."
told me to / asked me to: "The teacher told me to sit down."
wanted to know / command: Reporting meta-language for questions and orders.
Warm-up (5min)
Teacher asks: "Are you tired?" — class reports: "She asked if we were tired." Repeat with "Open your books" → "She told us to open our books."
Main Activity (45min): "News Reporter Studio"
Conversion worksheet: 6 questions + 6 commands from direct to reported speech. Interview round: Student A asks 4 questions; Student B reports all to Student C. Command chain: teacher gives 5 commands; class reporter narrates in reported form without looking at notes. News desk role-play: teams receive school event script — prepare 2-minute report using asked/told patterns. Error clinic: fix "He asked me where do I live" → "where I lived." Mixed review: combine Lesson 05 statements with today's questions in 8-item quiz. Speaking assessment rubric: accuracy, fluency, use of asked/told — teacher notes only.
Wrap-up (5min)
Report one command from today: "The teacher told us to ___ ."
Teacher Tips
Completes reported speech unit — Flyers often mixes statements, questions, commands in one item set.
Word order in reported questions is common error — drill if/whether + statement order.
asked me to vs told me to: both acceptable for polite commands at G3 level.
Read a nonfiction passage on animal habitats and identify main ideas and supporting details.
Complete a note-taking chart with habitat, survival, and adaptation columns.
Present one habitat fact with supporting details in a 60-second mini-talk.
Vocab
habitat / environment / species: "A habitat is where an animal lives."
survive / adapt: "Polar bears adapt to cold habitats."
detail / main idea: Nonfiction reading structure terms.
Warm-up (5min)
Habitat photos (desert, ocean, forest, arctic) — students name animals that might live there and one survival feature.
Main Activity (45min): "Habitat Research Readers"
Jigsaw reading: 4 habitat texts (one per group) — read, complete note chart, prepare to teach groupmates. Rotation: expert groups share 3 facts each; listeners add to master chart. Comprehension check: 8 detail questions across all habitats. Writing: 4-sentence fact paragraph — topic sentence + 2 details + conclusion for one animal. Presentation prep: 60-second talk using chart notes — peer listener scores "main idea clear?" and "two details?" Optional map activity: color world map habitats for one species. Collect charts — nonfiction reading sample for portfolio.
Wrap-up (5min)
One fact share: "I learned that ___ lives in ___ . It survives by ___ ."
Teacher Tips
First sustained nonfiction unit — contrast with Lesson 02 narrative reading explicitly.
Flyers Reading includes factual texts — note-taking is exam-ready skill.
Jigsaw requires clear expert role cards; weaker readers get shorter text variant.
G3 Lesson 13: Junie B. Jones Style: Dialogue Writing
Age: 8-9 years
Duration: 60 min
Objectives
Write a short dialogue scene with correct quotation marks and speaker tags.
Use reply and reaction language to show character voice in speech.
Peer-edit punctuation and perform dialogues in pairs with expression.
Vocab
dialogue / quotation / speaker: "Each speaker gets a new line."
reply / said / asked: Dialogue tag variety beyond said.
punctuation / comma: "Junie said, 'I did not do it.'"
Warm-up (5min)
Model two-line dialogue on board — students identify quotation marks, comma, capital letters. choral read with expression.
Main Activity (45min): "Dialogue Scene Workshop"
Mini-lesson: punctuation rules — new speaker new line; comma before quote; period inside quotes. Prompt: Junie argues with a friend about a lost pencil — plan 6 exchanges on storyboard. Draft dialogue (8–10 lines) with at least 2 said/asked tags and one funny reply. Peer edit with punctuation checklist — partner marks fixes in green. Revise and perform: pairs read aloud; audience notes one voice moment and one punctuation fix. Extension: convert one line to reported speech (link Lesson 05). Collect best dialogues for class booklet.
Wrap-up (5min)
Write one line of dialogue you are proud of — read with character voice.
Teacher Tips
Third Junie unit — merges voice (L06) and feelings (L09) into productive writing.
Punctuation overload is normal — prioritize quotation marks and new lines first.
Performance reveals oral fluency — use for informal speaking assessment.
G3 Lesson 14: Modal Verbs: Must, Should, and Can
Age: 8-9 years
Duration: 60 min
Objectives
Distinguish must (rule), should (advice), and can (ability/permission) in context.
Sort modal sentences by function on charts and justify choices in pairs.
Write school rule posters using must and shouldn't with clear reasons.
Vocab
must / mustn't: "You must wear indoor shoes." / "You mustn't run."
should / shouldn't: "You should drink water." — advice, not law.
can / can't: "I can swim." / "You can't eat in the library."
rule / advice / ability: Function labels for modal sorting.
Warm-up (5min)
Three teacher sentences — students hold up card: RULE / ADVICE / ABILITY. Discuss why each modal fits.
Main Activity (45min): "School Rules Poster Lab"
Modal sort: 18 sentence strips into must / should / can columns — pair defend one tricky sort to class. Scenario cards: choose best modal for situation (exam day, hot weather, talent show). Poster project: design "Our Class Rules" with 4 must/mustn't and 2 should sentences — illustrate each. Gallery walk + sticky feedback: "Clear rule?" Small group justify: "We used must because it's a safety rule." Worksheet: Flyers-style choose correct modal (8 items). Link to G2 should advice — compare strength: must > should. Present one poster rule with because reason.
Wrap-up (5min)
Personal sentence: "At home I must ___ . At school I should ___ . I can ___ ."
Teacher Tips
Flyers grammar includes modals for rules and advice — school context is familiar and safe.
mustn't vs don't have to distinction — light mention only at G3.
Posters display in classroom — reinforces English environment and modal chunks.
G3 Lesson 15: Word Roots: Suffixes -ful and -less
Age: 8-9 years
Duration: 60 min
Objectives
Analyze -ful (full of) and -less (without) suffix patterns in familiar words.
Predict word meanings from suffix clues and confirm in context sentences.
Create original sentences showing how suffixes change base word meaning.
Vocab
careful / careless: "Careful means full of care; careless means without care."
helpful / hopeless / fearless: Suffix contrast set for discussion.
meaningful: "The gift was meaningful to her."
suffix / base word: Morphology meta-language.
Warm-up (5min)
Show helpful vs helpless pictures — students define using full of / without frame. Add one sentence each.
Main Activity (45min): "Suffix Meaning Lab"
Word build cards: base + -ful or -less — create 12 words, define, sketch. Pair challenge: same base, both suffixes — "hopeful vs hopeless" paragraph compare. Context reading: short story with 8 suffix words — highlight and margin-define. Sentence creation: each student writes 4 original sentences (2 -ful, 2 -less) about school life. Suffix sort race: teams classify 20 words — debrief tricky ones (fearless vs fearful preview). Connect to word wall from Lesson 08 — add suffix column. Flyers vocab quiz: 6 items choose opposite suffix meaning.
Wrap-up (5min)
Choral frame: "-ful means full of ___. -less means without ___." One new sentence aloud.
hopeless looks like hope + less — confirm meaning with sentence, not spelling alone.
careful/careless pair is excellent for discussing opposite suffix effects.
G3 Lesson 16: Opinion Paragraph Writing
Age: 8-9 years
Duration: 60 min
Objectives
Plan an opinion paragraph using a graphic organizer with reasons and examples.
Write a draft with topic sentence, two supported reasons, and a closing sentence.
Revise for clarity using a peer checklist and read one paragraph aloud.
Vocab
opinion / reason / example: "In my opinion..." / "One reason is..."
support / conclusion: "For example..." / "That is why I think..."
believe / prefer: Opinion verb frames for topic sentences.
Warm-up (5min)
Opinion quick poll: "Homework is helpful." Agree/disagree — one because sentence each side.
Main Activity (45min): "Opinion Paragraph Studio"
Graphic organizer intro: topic, reason 1 + example, reason 2 + example, conclusion. Choose prompt: best season, best school lunch, or pets in apartments — plan 10 minutes silent. Draft paragraph (6–8 sentences) — minimum 2 because/reason markers and 1 for example. Peer revision with checklist: topic sentence? 2 reasons? conclusion? capitals? Teacher conference rotation: 2-minute feedback with 3 students at a time. Revision pass — implement one peer and one teacher suggestion. Author chair: 5 volunteers read; audience asks one follow-up question. Connect to G2 holiday opinion — show growth in length and example use.
Wrap-up (5min)
Underline best sentence in your paragraph — be ready to share why it is strong.
Teacher Tips
Capstone writing before Junie summary — formal paragraph structure for Flyers Writing.
Examples can be personal stories — lowers cognitive load vs research facts.
Spiral G2 because + G3 comparatives in opinion reasons naturally.
G3 Lesson 17: Junie B. Jones Style: Story Summary
Age: 8-9 years
Duration: 60 min
Objectives
Summarize a chapter using a five-sentence frame (setting, events, problem, solution, feeling).
Distinguish main ideas from minor funny details in a Junie B. Jones-style text.
Present summaries in literature circles with listening tasks for the audience.
Vocab
summary / main idea / detail: "A summary tells the big story, not every joke."
sequence / retell: "First... Then... Finally..." in summary frames.
chapter / event / solution: Narrative structure for retell.
Warm-up (5min)
Teacher retells weekend in 3 sentences — students say "main idea" or "too much detail" to each sentence.
Main Activity (45min): "Literature Circle Summaries"
Read Junie B. Jones-style chapter excerpt (~3 pages) — flag main events vs funny extras. Five-sentence frame worksheet: (1) setting/characters (2) event 1 (3) problem (4) solution (5) Junie's feeling. Draft summary — no direct copying from text; paraphrase in own words. Literature circles of 4: each member reads summary; listeners complete "Did I hear setting? problem? solution?" chart. Revise summary after peer feedback — one sentence improved. Optional art: one-panel illustration of main event with caption summary sentence. Prepare for Lesson 18 — summary skills in mastery station.
Wrap-up (5min)
One-sentence oral summary: "This chapter was about ___ ."
Teacher Tips
Final Junie unit — integrates voice, feelings, dialogue, and now summary.
Students over-include jokes — praise main idea focus over funny detail lists.
Literature circles build Flyers speaking listen-and-check skills.
G3 Lesson 18: G3 Mastery Review
Age: 8-9 years
Duration: 60 min
Objectives
Review word roots, reported speech, Junie B. Jones reading skills, and G3 grammar targets.
Rotate through integrated review stations with Flyers-style tasks.
Complete an integrated G3 mastery checkpoint and reflect on growth areas.
Main Activity (45min): "G3 Mastery Station Rotation"
Four 10-minute stations + transition: (1) Word Roots — prefix/suffix/root match and define (2) Reported Speech — convert 4 direct statements/questions (3) Junie B. Jones — read short excerpt, answer voice + summary items (4) Grammar Mix — past continuous, modals, comparatives quick tasks. Integrated checkpoint: 12-item teacher-scored sheet covering reading, grammar, morphology — quiet individual work after rotations. Self-reflection: "My strongest G3 skill is ___ . I want to improve ___ ." Teacher records station notes only — no public ranking. Celebration: G3 certificates + "Welcome G4!" preview of literary analysis track.
Wrap-up (5min)
Share one G3 skill proud moment — popcorn share around circle.
Teacher Tips
Frame as celebration review — anxiety blocks young test-takers on mastery day.
Station data informs G4 grouping; share with parents in conference, not in class.
Flyers Prep · 학술 독해 진입 그리스/라틴 어근·간접화법(reported speech)·Junie B. Jones 장르 독해를 Flyers 대비 18단원으로 균형 배치해, G2 Movers 수료생·초등 3학년이 Cambridge Flyers 트랙에 안착하도록 설계했습니다.
G3 단원 01: 골격 어근 연구
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
G3 첫 단원은 G2 어휘 암기에서 그리스/라틴 어근(osteo-, bio-, graph-) 분석으로의 학술 전환점입니다. 골격 다이어그램에 어근을 매핑하고 osteo→bone, graph→write 연결을 시각화합니다. G2 MTH 리캡의 스토리 어휘에서 G3 '어원 추론' 독해 전략으로 격상하며, Flyers 학술 독해의 첫 블록을 이 단원에서 고정합니다.
학부모 상담 포인트
어근 연구는 '단어 외우기'가 아닌 '단어 해독하기'로 설명하면 학부모 프리미엄 이미지가 강화됩니다. osteo·bio 2개 어근만 완성해도 G3 첫 마일스톤으로 충분합니다. 완성 Root Map을 학부모 카톡으로 공유하면 학술 트랙 체감이 즉시 생깁니다.
캠브리지 연계
Cambridge Flyers Reading Part 5(어휘 추론)·YLE Academic vocabulary·ORT Stage 10–12·RAZ Level J–L와 정합됩니다. G2 어휘→G3 어근 분석→G4 Word Roots Deep Dive의 학술 어휘 축 시작점입니다.
G3 단원 02: 용감한 토끼 독해
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
The Brave Rabbit: 추론 질문·주인공 선택 분석으로 G2 Inference Game에서 G3 '학술 독해'로 격상합니다. 침묵 독해→미지 어휘 표시→추론 Q&A→그룹 토론 순으로 진행하고, brave·clever·escape 5개 핵심 어휘만 고정합니다. 정답 유무보다 '텍스트 근거 인용'이 목표입니다.
학부모 상담 포인트
용감한 토끼는 G3 첫 '독해 성과' 단원입니다. 집에서 RAZ/ORT 한 권 10분 읽기+한 가지 질문 답하기 숙제를 추천합니다. 국내 초등 독해 '추론하기'와 동일 역량임을 강조하면 학부모 설득력이 올라갑니다.
캠브리지 연계
Flyers Reading Part 4(짧은 이야기)·YLE Inference·ORT Stage 10–11·Harcourt Trophies 서사 독해와 1:1 매칭됩니다. G2 MTH 리캡→G3 용감한 토끼→G3 Junie B. 시리즈의 독해 심화 축입니다.
G3 단원 03: 과거시제 기초
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Past Tense Basics: walked/played/visited 규칙·불규칙 과거형을 G2 주말 일기에서 G3 '문법 체계화'로 격상합니다. 타임라인 쓰기→규칙/불규칙 분류→3문장 pair interview 순으로 진행합니다. yesterday/ago 시간 표현을 추가하고, G2 5문장 일기를 G3 7–8문장으로 확장합니다.
학부모 상담 포인트
과거시제는 G2 주말 일기의 자연스러운 확장입니다. '한글로 순서 적기→영어 3문장' 2단계 방식이 효과적입니다. 완성 타임라인을 포트폴리오에 누적하면 18단원 후 성장 비교 자료가 됩니다.
캠브리지 연계
Flyers Past Simple·Writing Part 7(짧은 이야기)·YLE Personal narrative와 정합됩니다. G2 주말 일기→G3 과거시제 기초→G3 과거진행의 시제 통합 축입니다.
G3 단원 04: 어근·기본 의미
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Word Roots: Base Words — build/break/carry 등 기본 어근의 의미 연결과 접미사 조합 예측을 훈련합니다. G3 단원 01 골격 어근에서 G3 '어근 패밀리 확장'으로 이어집니다. Root-and-Suffix 카드로 신조어 예측 게임을 진행하고, 철자보다 '의미 추론' 인식이 목표입니다.
학부모 상담 포인트
어근·기본 의미는 '영어 사전 없이 단어 뜻 맞추기'로 설명하면 학부모 이해도가 높습니다. 집에서 un-·re- 접두사 단원 예고로 build→rebuild 맞추기 5분 숙제를 추천합니다.
캠브리지 연계
Flyers Word formation·YLE Vocabulary building·G3 단원 08 접두사·G3 단원 15 접미사의 중간 고리입니다. Harcourt Trophies 어휘 전략·G4 Greek/Latin Roots의 직접 선행 단원입니다.
G3 단원 05: 간접화법 He said
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Reported Speech: He said that ___ . — G2 20 Questions 질문 역량에서 G3 '간접 전달' 문법으로 격상합니다. Direct quote sentence strip→He said that 변환→짧은 대화 oral reporting 순으로 진행합니다. said/told/asked 3동사만 고정하고, 시제 후퇴 규칙은 이름만 소개합니다.
학부모 상담 포인트
간접화법은 '친구 말 전달하기'로 설명하면 학부모 호응이 큽니다. 집에서 '엄마가 ~라고 했어요'를 영어로 말하기 3문장 숙제가 효과적입니다. G3 핵심 문법 마일스톤으로 별도 안내하세요.
캠브리지 연계
Flyers Reported Speech·YLE Speaking Part 4(전달)·Pre-A2 Grammar progression와 일치합니다. G2 20 Questions→G3 He said→G3 간접화법 질문·명령의 문법 로드맵 시작점입니다.
G3 단원 06: Junie B. 목소리·유머
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Junie B. Jones Style: Voice and Humor — 1인칭 아동 내레이터의 솔직·유머 톤을 분석합니다. G2 MTH 리캡의 3인칭 서사에서 G3 '1인칭 voice' 장르 독해로 전환합니다. Excerpt 독해→voice 특징 표시→유머 diary entry 5문장 쓰기 순으로 진행합니다.
학부모 상담 포인트
Junie B.는 G3 브랜드 마일스톤 독서 프로젝트입니다. '챕터북 1인칭 유머'를 수료 기준 중 하나로 제시하면 프리미엄 이미지가 강화됩니다. 집에서 Junie B. 오디오북 10분+한 장면 영어 말하기를 추천합니다.
캠브리지 연계
Flyers Reading Part 4(이야기)·ORT Stage 10–12·RAZ Level J–L·Junie B. Jones Book 1–3와 1:1 매칭됩니다. G2 MTH→G3 Junie B. 4단원(06·09·13·17)의 장르 독해 축 시작점입니다.
G3 단원 07: 과거진행
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Past Continuous: I was reading when ___ . — G3 과거시제 기초와 병행해 was/were + -ing 프레임을 도입합니다. Past simple + past continuous 결합 문장→그림 prompt 'What were they doing?'→while/when 접속 순으로 진행합니다. interrupt 장면 mime으로 시제 대비를 시각화합니다.
학부모 상담 포인트
과거진행은 '그때 뭐 하고 있었어?'로 설명하면 직관적입니다. 집에서 가족 사진 보고 was/were doing 3문장 말하기 5분 숙제를 추천합니다. G2 과거 일기와 연결해 '배경+사건' 구조를 강조하세요.
캠브리지 연계
Flyers Past Continuous·YLE Listening Part 3(장면 묘사)·Writing Part 7와 정합됩니다. G3 과거시제→G3 과거진행→G4 Present Perfect의 시제 로드맵 중간 고리입니다.
G3 단원 08: 접두사 un-/re-
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Prefixes un- and re-: unhappy, rewrite, return, unpack, rebuild — 접두사+어근 분해로 의미 예측을 훈련합니다. G3 단원 03·04 어근 기초에서 G3 '접두사 체계'로 확장합니다. Prefix word wall+학생 예시 5개 산출 순으로 진행하고, un-/re- 2개만 고정합니다.
학부모 상담 포인트
접두사는 '단어 LEGO' 이미지로 설명하면 학부모 참여율이 높습니다. 집에서 re- 단어 3개 찾기(rewrite, return, rebuild) 숙제가 효과적입니다. 국내 초등 국어 '접두사·접미사'와 연계해 설명하세요.
캠브리지 연계
Flyers Word formation·YLE Prefixes·G3 단원 15 접미사·G4 Prefixes Deep Dive의 직접 선행 단원입니다. Cambridge Flyers Reading 어휘 추론 고빈출 영역입니다.
G3 단원 09: Junie B. 감정
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Junie B. Character Feelings: embarrassed, excited, worried, proud, jealous — 장면 횡단 감정 추적+텍스트 근거 인용을 훈련합니다. G3 단원 06 voice에서 G3 '캐릭터 감정 분석'으로 심화합니다. Emotion chart→text evidence 표시→5문장 paragraph 쓰기 순으로 진행합니다.
학부모 상담 포인트
Junie B. 감정은 정서·독해 융합 단원입니다. '영어로 기분+이유 말하기'를 강조하면 학부모 호응이 큽니다. 완성 emotion chart를 Open Class 포트폴리오로 활용하세요.
캠브리지 연계
Flyers Reading inference·YLE Feelings·G1 감정 추측→G2 Inference→G3 Junie B. 감정의 독해·정서 축입니다. ORT Stage 10–12 character analysis와 호환됩니다.
G3 단원 10: 비교급·최상급
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Comparatives and Superlatives in Context: better/best, worse/worst, most — G2 최상급 음식·도시vs시골에서 G3 '맥락 속 비교급'으로 격상합니다. Drill→Best school subject debate(구조화 speaking frame) 순으로 진행합니다. 불규칙 better/best/worse/worst 4개만 고정합니다.
학부모 상담 포인트
비교급·최상급은 G2 복습+G3 심화 단원입니다. '가족 3명 the best ___ 토론' 5분 숙제가 효과적입니다. G2 대비 '문맥 속 비교'가 추가됨을 강조하세요.
캠브리지 연계
Flyers Comparatives/Superlatives·YLE Speaking Part 4·G2 -er/-est→G3 in context→G4 Advanced Comparison의 문법 로드맵 완성입니다.
G3 단원 11: 간접화법 질문·명령
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Reported Speech: Questions and Commands — She asked if ___ . / He told me to ___ . — G3 단원 05 He said에서 G3 '간접화법 확장'으로 격상합니다. Interview question·classroom command 변환→news reporter role-play 순으로 진행합니다. asked if/told me to/wanted to know 3패턴만 고정합니다.
학부모 상담 포인트
간접화법 질문·명령은 '뉴스 리포터 놀이'로 설명하면 아이 참여율이 높습니다. 집에서 가족 한 명 인터뷰→영어로 전달하기 3문장 숙제를 추천합니다. G3 문법 2차 마일스톤으로 안내하세요.
캠브리지 연계
Flyers Reported Speech (questions/commands)·YLE Speaking Part 4·G3 He said→G3 질문·명령→G4 Academic Reporting의 문법 확장 축입니다.
G3 단원 12: 동물 서식지 정보 독해
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Informational Reading: Animal Habitats — habitat, survive, adapt, species, environment — G2 추론 게임에서 G3 '비문학 정보 독해'로 격상합니다. Nonfiction passage 독해→note-taking chart→habitat fact 발표 1분 순으로 진행합니다. G3 Flyers 학술 독해 진입의 핵심 단원입니다.
학부모 상담 포인트
동물 서식지는 과학 교과 연계 Open Class 최적입니다. National Geographic Kids·RAZ nonfiction 10분 읽기 숙제를 추천합니다. '영어=정보 읽기' 이미지를 학부모에게 강조하세요.
캠브리지 연계
Flyers Reading Part 5(비문학)·YLE Science vocabulary·ORT Stage 10–12 Informational·G4 Research Skills의 직접 선행 단원입니다.
G3 단원 13: Junie B. 대화 쓰기
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Junie B. Dialogue Writing: quotation marks, speaker tags, reply — G3 Junie B. 3단원(06·09)에서 G3 '대화문 쓰기'로 격상합니다. Short dialogue scene 6–8줄→quotation mark peer-edit→pair performance 순으로 진행합니다. punctuation 규칙을 시각 카드로 고정합니다.
학부모 상담 포인트
대화 쓰기는 G3 쓰기 마일스톤입니다. 완성 dialogue를 학부모에게 공유하면 '영어 창작' 체감이 큽니다. 집에서 가족 2인 대화 4줄 영어로 쓰기 숙제를 추천합니다.
캠브리지 연계
Flyers Writing Part 7(이야기/대화)·YLE Punctuation·G2 스토리 체인→G3 Dialogue→G4 Literary Response Writing의 서사 창작 축입니다.
G3 단원 14: 조동사 must/should/can
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Modal Verbs: Must, Should, and Can — G2 상담 Should에서 G3 '조동사 3종 체계화'로 격상합니다. must(규칙)/should(조언)/can(능력·허가) 기능 분류→school rule poster 쓰기→small group justification 순으로 진행합니다. G2 should 복습+must/can 신규 도입입니다.
학부모 상담 포인트
조동사는 '영어로 규칙·조언 말하기'로 설명하면 학부모 호응이 큽니다. 집에서 You must/should/can 한 문장씩 말하기 5분 숙제를 추천합니다. G2 should와의 연결을 상담 시 반복하세요.
캠브리지 연계
Flyers Modals (must/should/can)·YLE Speaking Part 4(조언/규칙)·G2 Should→G3 Modals→G4 Modal Deep Dive의 문법 로드맵 완성입니다.
G3 단원 15: 접미사 -ful/-less
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Suffixes -ful and -less: careful, hopeless, helpful, fearless, meaningful — G3 접두사 un-/re-에서 G3 '접미사 체계'로 확장합니다. Suffix pattern 분석→의미 예측→original sentence 5개 산출 순으로 진행합니다. -ful(가득)/-less(없음) 의미 대비를 시각화합니다.
학부모 상담 포인트
접미사는 G3 어근 시리즈(01·04·08·15)의 마무리입니다. helpful/hopeless 대비 카드 만들기 숙제가 효과적입니다. '단어 끝 바꾸기=뜻 바꾸기' 개념을 3분 설명하세요.
캠브리지 연계
Flyers Word formation·YLE Suffixes·G5 Word Roots Suffixes·Cambridge Flyers Reading 어휘 추론과 정합됩니다. G3 어근 4단원 통합의 마지막 블록입니다.
의견 문단은 G3 쓰기 핵심 마일스톤입니다. 완성 paragraph를 학부모에게 공유하면 '논증 쓰기' 체감이 큽니다. 한글 초안 허용 후 영어 5문장 정리 2단계 방식이 효과적입니다.
캠브리지 연계
Flyers Writing Part 7(의견문)·YLE Opinion expression·G2 Debate→G2 휴일 의견→G3 Opinion Paragraph→G4 Academic Writing의 논증 쓰기 축입니다.
G3 단원 17: Junie B. 요약
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
Junie B. Story Summary: 5-sentence frame (setting–events–conclusion) — G3 Junie B. 4단원 시리즈 마무리 리캡입니다. Chapter 5-sentence summary→key events highlight→literature circle 발표 순으로 진행합니다. G3 Junie B. 독서 프로젝트의 공식 산출물 단원입니다.
학부모 상담 포인트
Junie B. 요약은 G3 브랜드 마일스톤 — 학부모 별도 안내 필요합니다. '챕터북 첫 요약 완성'을 수료 기준으로 제시하세요. 완성 summary를 포트폴리오+Open Class 자료로 활용합니다.
캠브리지 연계
Flyers Reading Part 4(이야기)·YLE Story Retell·ORT Stage 10–12·Junie B. Jones Book 1–4 완료 기준과 1:1 매칭됩니다. G4 Charlotte's Web Character Analysis의 독서 기반을 제공합니다.
G3 단원 18: G3 종합
대상: 초등 3학년 / Ages 8-9, 수업 60분
[대치 로직] 교수 설계 의도
G3 Mastery Review: 18단원 통합 — Flyers Mock 5 stations(Word Roots·Reported Speech·Junie B.·Reading·Writing)를 calm mock 형식으로 진행합니다. 채점보다 관찰·격려 우선 — G3 Final = Flyers readiness check, not high-stakes exam. 어근 5개·He said 2문장·opinion paragraph 5문장·Junie B. summary를 역량 체크리스트로 사용합니다.
Cambridge Flyers Full Mock·G3 Graduation·G4 Placement·ORT Stage 10–12·Junie B. Jones Book 1–4 완료 기준을 통합 안내하세요. Flyers Shield 5개 이상 목표·G4 조기 배치 기준을 원장이 직접 설명할 수 있어야 합니다.
단원별 교수 설계 분석서
01
단원 01: 골격 어근 연구
02
단원 02: 용감한 토끼 독해
03
단원 03: 과거시제 기초
04
단원 04: 어근·기본 의미
05
단원 05: 간접화법 He said
06
단원 06: Junie B. 목소리·유머
07
단원 07: 과거진행
08
단원 08: 접두사 un-/re-
09
단원 09: Junie B. 감정
10
단원 10: 비교급·최상급
11
단원 11: 간접화법 질문·명령
12
단원 12: 동물 서식지 정보 독해
13
단원 13: Junie B. 대화 쓰기
14
단원 14: 조동사 must/should/can
15
단원 15: 접미사 -ful/-less
16
단원 16: 의견 문단 쓰기
17
단원 17: Junie B. 요약
18
단원 18: G3 종합
Grade 4 — Ages 9-10
Core Competency: Literary analysis, research presentation foundations. 18-unit curriculum for Academic Entry.
G4 Lesson 01: Nature vs Nurture Debate
Age: 9-10 years
Duration: 60 min
Objectives
Define nature (genetics) and nurture (environment) in accessible debate language.
Use analytical sentence frames to present a claim with one supporting reason.
Listen to opposing views, offer a respectful counter-point, and vote on the strongest argument.
Vocab
analytical: "We need an analytical approach — look at facts, not guesses."
behavior / personality: "Personality is how we usually act and feel."
environment / genetics: "Environment means home, school, and friends; genetics means traits we are born with."
nature vs nurture: "Nature is born-in; nurture is learned over time."
Warm-up (5min)
Show two baby photos and two teen photos — ask: "What changed because of growing up? What might stay the same?" Introduce debate topic on board: "Are we mostly born a certain way, or shaped by life?" Students stand on nurture side, nature side, or middle — share one reason in a phrase.
Main Activity (45min): "Nature vs Nurture Debate"
"Nature vs Nurture Forum" — Round 1: teacher mini-lecture (5 min) with simple definitions and one example each (musical talent, shyness). Round 2: sentence frame drill — "I believe ___ because ___." / "One piece of evidence is ___." — pairs practice with personality trait cards (brave, patient, creative). Round 3: Team debate — Topic A: "Kindness is mostly learned at school." Topic B: "Athletic ability is mostly natural." Each team prepares opening claim, one reason, one counter to the other side. Round 4: Structured share — speakers use frames only; audience tracks evidence on T-chart. Round 5: Silent ballot — vote strongest argument; discuss why evidence beat opinion. Collect one written frame sentence per student for G4 debate portfolio starter.
Wrap-up (5min)
Exit ticket: "Today I argued that ___ because ___ . I heard a strong counter that said ___ ."
Teacher Tips
G4 opens Academic Entry — debate is inquiry, not winning; model calm disagreement.
Avoid sensitive family topics; keep examples school-safe (hobbies, study habits, teamwork).
Bridge from G3 comparatives debate — reuse because/evidence language with harder analytical vocabulary.
G4 Lesson 02: Grammar Deep Dive: Adverbs
Age: 9-10 years
Duration: 60 min
Objectives
Classify adverbs of manner, frequency, and time in sentences and short paragraphs.
Revise weak verb-only sentences by adding precise adverbs that change meaning.
Edit a partner paragraph for adverb variety using a simple checklist.
often / never: Frequency adverbs — "He often helps; she never forgets."
adverb: "An adverb tells how, when, or how often."
yesterday / soon / already: Time adverbs for revision tasks.
Warm-up (5min)
Adverb charades — act "walk slowly" vs "walk quickly"; class says full sentences. Quick sort: teacher reads 9 adverbs; students hold up card MANNER / FREQUENCY / TIME.
Main Activity (45min): "Grammar Deep Dive"
"Adverb Upgrade Lab" — Round 1: Color-coded sort — 24 word cards into manner/frequency/time columns with sentence proof. Round 2: Weak sentence surgery — 10 bland sentences ("She ran.") → students add adverbs and explain meaning shift. Round 3: Adverb placement drill — where does often go? (before main verb / after be) — oral and written. Round 4: Paragraph revision — receive 6-sentence story with zero adverbs; upgrade to at least 4 adverbs without changing plot. Round 5: Partner edit with checklist (manner? frequency? time? not too many?). Round 6: Flyers-style gap fill — choose best adverb for context (8 items). Author share: read best upgraded sentence aloud.
Wrap-up (5min)
Sticky note: one manner + one frequency adverb in two new sentences — post on "Adverb Wall."
Teacher Tips
G4 grammar expects precision — teach adverbs as meaning tools, not decoration.
Common L1 error: adjective for manner (*quick run) — contrast quick runner vs run quickly.
Spiral G3 modals and comparatives — adverbs strengthen opinion and debate sentences in later units.
G4 Lesson 03: Charlotte's Web: Character Analysis
Age: 9-10 years
Duration: 60 min
Objectives
Identify character traits for Wilbur and Charlotte using text evidence from an excerpt.
Complete a trait chart linking quote, trait label, and student explanation.
Discuss friendship themes in literature circles with listening tasks for the audience.
character / trait: "A trait is a quality that describes a character."
evidence / quote: "My evidence is: 'Charlotte said...'"
Warm-up (5min)
Show barn/farm image — predict story setting and characters. Quick trait brainstorm: "A good friend is ___ ." — collect 6 traits on board.
Main Activity (45min): "Charlotte's Web"
"Trait Detective Workshop" — Silent read Charlotte's Web excerpt (~400 words) — first meeting or friendship scene. Annotation pass: highlight 4 lines showing character actions or speech. Trait chart: columns Character / Trait / Quote / Because — complete for Wilbur and Charlotte (minimum 2 traits each). Literature circles of 4: each member shares one trait + evidence; listeners check "heard quote?" on chart. Writing: 5-sentence paragraph — topic sentence naming Charlotte's main trait, 2 evidence sentences, explanation, closing link to friendship theme. Peer highlight: partner underlines because/explanation sentences. Optional drama: freeze-frame two trait moments — narrator reads evidence. Collect charts — first Charlotte's Web portfolio artifact.
Wrap-up (5min)
One-line share: "Charlotte is ___ because the text says ___ ."
Teacher Tips
First of four Charlotte's Web units — use same excerpt packet across units 03, 06, 10, 14 for continuity.
Trait vs action:
G4 Lesson 04: Debate Frames: Agree and Disagree
Age: 9-10 years
Duration: 60 min
Objectives
Use agree/disagree frames with claim, reason, and evidence in structured speaking.
Respond to a school policy prompt with respectful counter-language.
Evaluate peer arguments and vote on clarity and evidence strength.
Vocab
agree / disagree: "I agree with the claim because..." / "I disagree because..."
claim / counter: "The claim is that homework should be daily."
evidence: "My evidence is a example from our school."
Warm-up (5min)
Agree/disagree line — statement: "Students should wear uniforms." Step forward if agree, back if disagree — one because phrase each side.
Main Activity (45min): "Debate Frames"
"Agree & Disagree Frame Studio" — Frame wall: post 6 frames (I agree that... / I see your point, however... / I disagree because... / One reason is... / For example... / In my opinion...). Prompt card: school policy topic (homework length, phone rules, recess time) — pairs write 4-frame mini-debate on whiteboards. Round-robin oral: 30 seconds per speaker using frames only. Counter practice: receive partner claim — write 2-sentence disagree with because. Evidence upgrade: replace weak "because I think" with concrete example. Gallery walk: sticky note "strongest evidence?" on two boards. Written exit: 6-sentence structured response using at least 3 frames. Teacher notes frame accuracy for G4 speaking tracker.
Wrap-up (5min)
Frame choral: "I respectfully disagree because ___ ." — personal school topic.
Teacher Tips
Lesson 01 introduced nature/nurture; Lesson 04 formalizes frames for all G4 debates.
Insist on respectful tone — disagree with idea, not person; school norms matter at age 9–10.
Connect to G3 opinion paragraph — now spoken debate with claim/counter structure.
G4 Lesson 05: Research Skills: Finding Reliable Sources
Age: 9-10 years
Duration: 60 min
Objectives
Apply a simple reliability checklist to websites and short print samples.
Record key facts on a research grid with source title and date fields.
Practice basic citation language: According to ___ , ...
Vocab
source / reliable: "A reliable source has clear author and recent date."
fact / website: "Facts can be checked in more than one place."
cite: "Cite means tell where your fact came from."
Warm-up (5min)
Two headlines on board — one from kid blog, one from encyclopedia-style card. Ask: "Which would you trust for a school report?" — list 3 reasons.
Main Activity (45min): "Research Skills"
"Source Detective Lab" — Mini-lesson: CRAAP-lite for G4 — Currency, Author, Purpose (3 checks only). Station 1: evaluate 3 sample sources on same animal topic — rank most to least reliable; justify in pairs. Station 2: research grid — Source name / Author / Date / One fact — complete for best source. Station 3: red flag hunt — spot ads, missing author, ALL CAPS claims in mock pages. Station 4: citation frames — rewrite 4 facts as "According to [source], ..." — oral then written. Team challenge: given unreliable source, explain two problems without naming student who wrote it. Homework preview: find one reliable fact about class research topic with parent help. Collect grids — research unit folder start.
Wrap-up (5min)
Exit: "A reliable source has ___ and ___ . One fact I recorded is ___ ."
Teacher Tips
First of four research units (05, 09, 13, 16) — use one class topic all month (e.g., honeybees, recycling).
Use printed mock pages, not live web search, to control content and safety.
Bridge G3 nonfiction note-taking — now adds source evaluation for B1 academic entry.
G4 Lesson 06: Charlotte's Web: Setting and Mood
Age: 9-10 years
Duration: 60 min
Objectives
Identify setting details (barn, farm, season) and mood words in descriptive passages.
Analyze how word choice creates atmosphere (peaceful, lonely, hopeful).
Write a short descriptive paragraph of a farm setting using sensory details.
Vocab
barn / farm: Setting nouns from Charlotte's Web scenes.
mood / atmosphere: "The mood feels peaceful when Fern visits the barn."
description / sensory: "Sensory details tell what we see, hear, and smell."
Warm-up (5min)
Sensory bag or images — students say see/hear/smell words for a farm. Introduce mood: "How does this picture make you feel?"
Main Activity (45min): "Charlotte's Web"
"Setting & Mood Analysis" — Read barn description excerpt from Charlotte's Web (~300 words). Mood highlighter: yellow = peaceful words, blue = sad/lonely, green = hopeful. Setting chart: Place / Time / Weather / Details — fill from text. Pair discuss: "How would the mood change if the scene were at night in rain?" — oral predictions. Writing mini-lesson: opening sentence names place; 3 sensory sentences; closing mood sentence. Draft: "A Morning at the Farm" or rewrite Charlotte's barn in own words (6–8 sentences). Peer edit for one sight, one sound, one feeling word. Optional art: mood sketch with caption sentence. Link to Lesson 03 — same characters, new lens (setting not trait).
Wrap-up (5min)
Share best mood word from text: "The author creates a ___ mood by saying ___ ."
Teacher Tips
Second Charlotte unit — keep excerpt binder so students see analysis skills accumulate.
Mood vs tone: at G4, mood = reader feeling is enough; avoid heavy literary theory.
G4 Lesson 07: Present Perfect: Experience and Results
Age: 9-10 years
Duration: 60 min
Objectives
Form present perfect with have/has + past participle in experience questions and answers.
Use already, yet, ever, and never in guided speaking cards and short writing.
Discuss results with since and for in simple time-frame sentences.
Vocab
have visited / has finished: "I have visited Seoul." / "She has finished her work."
already / yet: "I have already eaten." / "Have you finished yet?"
ever / never: "Have you ever seen a whale?" / "I have never tried sushi."
Warm-up (5min)
Experience poll: "Have you ever ___?" — teacher models Have you ever been to a farm? — yes/no + one detail. Chart has/have on board.
Main Activity (45min): "Present Perfect"
"Experience Card Carousel" — Grammar build: regular past participle review (visited, played) + irregular bank (seen, eaten, been). Speaking cards: 12 Have you ever...? prompts — rotate partners, full answer sentences. already/yet drill: transform "I finished" → "I have already finished" / question with yet. Writing: My Experience List — 6 sentences (3 ever/never, 2 already, 1 with since/for time phrase). since/for intro: anchor charts — since + point in time, for + duration (light touch). Picture prompt: "They have lived here for five years" — oral descriptions. Error clinic: fix *I have go → I have gone. Flyers gap fill: 8 present perfect items. Connect to Charlotte — "Wilbur has never felt lonely since Charlotte spoke."
Wrap-up (5min)
Exit sentence: "I have never ___ . I have already ___ today."
Teacher Tips
First G4 tense beyond G3 past forms — contrast with simple past: last year vs have ever.
Korean L1: present perfect rare — use time charts and chunk memorization for ever/never.
Experience cards are low-pressure speaking — good for shy G4 classes before debate forum.
G4 Lesson 08: Debate Frames: Building a Rebuttal
Age: 9-10 years
Duration: 60 min
Objectives
Draft rebuttal paragraphs using concession language (However, Although, I understand..., but...).
Exchange drafts in pairs and strengthen evidence in one counter-argument.
Revise rebuttal for clarity using a peer checklist.
Vocab
rebuttal / refute: "A rebuttal answers the other side's reason."
however / although: "Although phones help learning, they distract in class."
point / evidence: "I refute your point with this evidence."
Warm-up (5min)
Concession frame oral: "I understand that ___, however ___." — teacher models with recess length topic; pairs repeat with new topic.
Main Activity (45min): "Debate Frames"
"Rebuttal Builder Workshop" — Review Lesson 04 frames on board. Mini-lesson: rebuttal structure — (1) acknowledge other side (2) however + your counter (3) evidence example. Receive prepared opponent paragraph on familiar prompt — highlight their claim and reason. Draft 5–6 sentence rebuttal using although/however at least once. Pair exchange: partner scores "acknowledge? counter? evidence?" Revise one weak sentence — teacher conferences 4 students. Speed rebuttal oral: 45 seconds, no reading. Extension: combine agree frame + rebuttal in one paragraph. Collect drafts — debate portfolio piece #2.
Wrap-up (5min)
Write one concession sentence about a class rule — share aloud.
G4 Lesson 09: Research Skills: Note-Taking and Paraphrasing
Age: 9-10 years
Duration: 60 min
Objectives
Take keyword notes from a short article without copying full sentences.
Paraphrase three facts in original wording while keeping meaning accurate.
Share notes in a research team and combine into a master fact list.
Vocab
paraphrase / quote: "Paraphrase means same idea, new words; quote uses exact words."
summary / notes / keyword: "Notes use keywords, not full paragraphs."
Warm-up (5min)
Teacher reads one fact — students write keyword note (3–5 words only). Compare: who copied longest? Discuss why keywords are better.
Main Activity (45min): "Research Skills"
"Notes Without Copying" — Read short class-topic article aloud (~250 words) — students keyword note in grid (Fact # / Keywords / Source). Paraphrase training: show copied vs paraphrased pair — highlight shared meaning, different words. Task: paraphrase 3 facts from notes — no more than 2 words copied from original. Quote vs paraphrase sort: 8 sentences — label Q or P. Research teams of 3: merge notes, remove duplicates, produce team fact list of 6 items. Team presents one paraphrased fact orally — audience checks "new words?" Peer checklist on paraphrase drafts. Teacher collects notes + paraphrase sheet for research folder.
Wrap-up (5min)
Exit: "Paraphrasing is hard because ___ . I paraphrased: ___ ."
Teacher Tips
Plagiarism awareness starts here — gentle tone: paraphrase is respect for authors.
Use same research topic as Lesson 05 — continuity builds real project feel.
Struggling writers get sentence frames:
G4 Lesson 10: Charlotte's Web: Theme and Message
Age: 9-10 years
Duration: 60 min
Objectives
Define theme as a big idea/message supported by multiple story moments.
Discuss theme statements (friendship, sacrifice, loyalty) with scene references.
Write a theme paragraph with two text-based examples and a concluding insight.
Vocab
theme / message: "The theme is the big idea, not the plot summary."
sacrifice / loyalty / symbol: "Charlotte's web is a symbol of friendship."
Warm-up (5min)
Theme vs plot quick sort — teacher reads 4 sentences; students say THEME or PLOT. Anchor: theme = author message about life.
Main Activity (45min): "Charlotte's Web"
"Theme Statement Studio" — Scene cards from Charlotte's Web (4 key moments) — groups match scene to theme word (sacrifice, loyalty, life cycle, friendship). Theme frame: "The author shows that ___ when ___ ." — oral practice with two scenes. Writing: 6–8 sentence theme paragraph — opening theme statement, example 1 + scene, example 2 + scene, personal connection sentence, conclusion. Peer edit: underline two scene references; check not plot retell. Literature share: 4 readers — audience names theme heard. Link Lessons 03–06–10: character + setting + theme = full literary analysis arc. Portfolio insert: theme paragraph is centerpiece literary sample.
Wrap-up (5min)
One theme sentence: "A message of Charlotte's Web is ___ because ___ ."
Teacher Tips
Third Charlotte unit — students should reference prior trait/setting work explicitly.
Sacrifice/life cycle topics need sensitivity — focus on friendship loyalty if class needs.
Theme writing is G4 capstone literacy skill before Lesson 14 formal response.
G4 Lesson 11: Conditional Sentences: First and Second
Age: 9-10 years
Duration: 60 min
Objectives
Form first conditional (If + present, will + verb) for real future possibilities.
Form second conditional (If + past, would + verb) for imaginary situations.
Create cause-and-effect scenarios about school and environment in pair tasks.
Vocab
if / will / would: "If it rains, we will stay inside." / "If I were taller, I would reach."
condition / result: "The if part is the condition; the other part is the result."
Warm-up (5min)
Real vs imaginary — teacher says situations; students hold REAL (first) or IMAGINARY (second). Model one of each on board.
Main Activity (45min): "Conditional Sentences"
"Conditional Scenario Lab" — Sort 16 sentence halves — match if-clause to result; label 1st or 2nd. First conditional drill: 8 school/environment prompts (If we recycle more, we will...) — oral chain. Second conditional: "If animals could talk..." / "If school started at noon..." — creative pairs, share best. Writing: two columns — 3 first conditional sentences about environment project; 3 second conditional "dream school" sentences. Error clinic: *If it will rain → If it rains. Connect to debate/research: "If we find reliable sources, we will write a stronger report." Partner quiz: transform first → second for one sentence — discuss meaning shift.
Wrap-up (5min)
Exit: one real future sentence + one imaginary sentence on sticky notes.
Teacher Tips
Keep second conditional as pattern chunk — avoid heavy subjunctive lecture at G4.
were for all persons in second conditional is optional challenge for strong groups.
Conditionals link research (Lesson 13) and environment debate topics naturally.
G4 Lesson 12: Debate Practice: Structured Classroom Forum
Age: 9-10 years
Duration: 60 min
Objectives
Participate in a timed classroom debate with assigned speaker roles.
Follow forum rules: resolution, timer, audience notes, respectful cross-talk.
Debrief argument quality using a simple rubric (claim, evidence, rebuttal).
Vocab
forum / resolution: "The resolution is the statement we debate."
speaker / timer / audience: Forum roles and procedures.
Warm-up (5min)
Role cards preview — opener, rebuttal, closer, timekeeper — students read role duty in one sentence.
Main Activity (45min): "Debate Practice"
"G4 Classroom Forum" — Resolution (prepared across debate units): e.g., "Schools should have longer recess." Assign teams Pro/Con; roles: opener (2 min), builder (2 min), rebuttal (2 min), closer (1 min); timekeeper signals. Audience graphic organizer: claim / evidence / rebuttal heard — one row per speaker. Forum round — strict frame use; teacher facilitator only. Audience question slot: one clarifying question per side (optional). Debrief circle: rubric vote — strongest evidence? best rebuttal? missed counter? Written reflection: "Our team succeeded at ___ ; next time we need ___ ." Celebrate participation — no public ranking of students. Record forum notes for Lesson 18 portfolio reflection.
Wrap-up (5min)
Popcorn share: one forum skill I improved today is ___ .
Teacher Tips
Capstone debate lesson — reuse frames from 01, 04, 08; same resolution optional for arc.
Timer anxiety: practice once with low stakes before graded observation day.
Forum structure previews G5 argumentative essay and formal presentation norms.
G4 Lesson 13: Research Project: Outline and Thesis
Age: 9-10 years
Duration: 60 min
Objectives
Write a one-sentence thesis stating focus and opinion on the class research topic.
Develop a three-section outline (introduction, body, conclusion) with bullet subpoints.
Peer-review a partner outline for focus, clarity, and missing evidence slots.
Vocab
thesis / outline: "The thesis is the main point of your whole project."
section / draft / focus: "Each section has one job in the outline."
Warm-up (5min)
Thesis game — bad vs good thesis pairs on board; students vote stronger and say why (specific? arguable?).
Main Activity (45min): "Research Project"
"Outline Architect Studio" — Mini-lesson: thesis = topic + claim (e.g., "Honeybees are essential because they pollinate crops."). Outline template: I. Introduction (hook, thesis) II. Body (fact 1, fact 2, fact 3) III. Conclusion (summary, call to action) — bullets only, no paragraphs yet. Individual work: draft thesis + outline using notes from Lessons 05 and 09. Peer review with checklist: thesis one sentence? 3 body bullets from research? conclusion planned? Revise after feedback — teacher stamps approved outline for presentation unit. Extension: map each body bullet to a source from research grid. Store in research portfolio — required before Lesson 16 slides.
Wrap-up (5min)
Read thesis aloud — partner says one strength and one suggestion.
Teacher Tips
Third research unit — outline quality gates Lesson 16 presentation; do not skip peer review.
Write a literary response paragraph answering a guided prompt with formal tone.
Embed short quotations with lead-in phrases and interpret evidence.
Revise for academic tone, removing casual slang and plot-only summary.
Vocab
response / interpret: "I interpret this scene to mean..."
evidence / scene / conclusion: Literary response structure words.
Warm-up (5min)
Quote lead-ins choral: "In the barn scene, the author writes, '...'" — practice punctuation and comma before quote.
Main Activity (45min): "Charlotte's Web"
"Literary Response Workshop" — Prompt choices: (A) How does Charlotte show loyalty? (B) How does setting affect mood in one scene? (C) What theme about friendship does the novel teach? Plan 5 minutes — thesis + two quotes from excerpt packet. Draft 8–10 sentence response: intro + quote 1 + interpretation + quote 2 + interpretation + conclusion. Mini-lesson: formal tone — replace "I think it's cool" with "This suggests..." Revision pass: peer checklist for quotation marks, lead-ins, because/so interpretation. Teacher conference rotation — 3 students at a time. Author chair: 4 volunteers read; audience notes one strong interpretation. Final copy for Charlotte portfolio — best literary writing sample of G4.
Wrap-up (5min)
Underline sentence you are most proud of — one word on why (evidence? tone?).
Teacher Tips
Fourth Charlotte unit — integrates 03, 06, 10 skills into formal writing product.
Quotation length: one line max — avoid copying whole paragraphs.
Literary response is B1 bridge writing — compare to G3 opinion paragraph growth.
G4 Lesson 15: Passive Voice Introduction
Age: 9-10 years
Duration: 60 min
Objectives
Distinguish active and passive sentences and identify be + past participle pattern.
Rewrite selected sentences both ways and discuss meaning focus shift.
Recognize passive in short science texts and explain when passive is useful.
Vocab
is made / was built / by: "Honey is made by bees." / "The barn was built by..."
passive / active: "Active: Bees make honey. Passive: Honey is made by bees."
Warm-up (5min)
Action demo — "The farmer feeds the animals" (active) vs "The animals are fed by the farmer" (passive) — who is the focus?
Main Activity (45min): "Passive Voice Introduction"
"Active ↔ Passive Lab" — Pattern hunt: highlight am/is/are/was/were + past participle in 10 science sentences about farms, weather, products. Sort: active vs passive columns with by-phrase when present. Rewrite drill: 8 sentences — active to passive and reverse; pairs compare focus change. When passive? discuss — science reports, unknown actor, formal tone (light). Connect research topic: three passive facts from article ("Paper is recycled..." ). Mixed quiz: 10 items identify or transform. Writing: 4-sentence mini report on class topic using 2 passive sentences intentionally. Error clinic: *is make → is made.
Wrap-up (5min)
Exit: transform one sentence from active to passive aloud.
Teacher Tips
Intro only — G6 revisits passive intermediate; keep by-phrases visible at G4.
Students may overuse passive — note
G4 Lesson 16: Research Presentation: Slide and Script
Age: 9-10 years
Duration: 60 min
Objectives
Create a three-slide research presentation (title, facts, conclusion) with minimal text.
Write speaker notes/script with complete sentences for each slide.
Rehearse delivery and present to a small group with feedback on clarity.
Vocab
presentation / slide / script: "Slides show keywords; script has full sentences."
visual / audience: "Visuals help the audience follow your thesis."
Warm-up (5min)
Bad vs good slide — overcrowded text vs 3 bullets + image — students list two rules for G4 slides.
Main Activity (45min): "Research Presentation"
"Slide & Script Studio" — Slide 1: title + thesis. Slide 2: two researched facts with source mention. Slide 3: conclusion + call to action. Template on paper or slides tool — max 5 bullets total across deck. Script writing: 2–3 sentences per slide for oral delivery — not reading slide word-for-word. Rehearsal pairs: timer 2 minutes total; partner scores loud voice? eye contact? thesis clear? Small group presentations (4–5 students per group) — audience feedback form: one praise, one question. Revise slide 2 if fact unsupported — check outline from Lesson 13. Record presentation order for Lesson 18 portfolio showcase. Optional: photo of slide 1 for parent share.
Wrap-up (5min)
Share one presentation tip you learned from watching a peer.
Teacher Tips
Fourth research unit — presentation is performance, not new research; use existing notes.
Anxiety support: allow script cards; grade clarity over memorization.
2-minute cap keeps 30-student classes feasible — strict timekeeper role.
G4 Lesson 17: B1 Bridge Review: Reading and Argument
Age: 9-10 years
Duration: 60 min
Objectives
Complete mixed review tasks on paragraph structure, adverbs, and debate language.
Revise one prior writing sample (debate, research, or literary) for clarity and accuracy.
Identify personal strength and growth area before G4 portfolio week.
Vocab
review / revise / accuracy: Review meta-language for B1 bridge.
argument / structure: Spiral from debate and essay-like paragraphs.
Warm-up (5min)
Skills bingo — grid with adverb / thesis / rebuttal / paraphrase / theme — teacher calls definitions; first bingo shares one example.
Main Activity (45min): "B1 Bridge Review"
"B1 Bridge Rotation" — Station A: adverb + conditional quick fix (8 items). Station B: read short argument paragraph — label claim, evidence, rebuttal. Station C: present perfect + passive transform (6 items). Station D: Charlotte theme multiple-choice (4 items). Integrated quiet task: 10-item mixed review sheet — teacher scored for data only. Revision workshop: choose one prior piece from portfolio draft folder — implement 3 concrete edits (add adverb, strengthen thesis, fix citation). Self-reflection form: strongest G4 skill / one skill for G5. Preview G5 argumentative essay track — "You already write claims and evidence!"
Wrap-up (5min)
Share revision: "I changed ___ to ___ and it improved ___ ."
Teacher Tips
Penultimate lesson — frame as B1 readiness, not high-stakes exam.
Revision teaches more than new content — allocate 20+ minutes to editing one piece.
Station data informs Lesson 18 grouping and parent conference talking points.
G4 Lesson 18: G4 Critical Review Portfolio
Age: 9-10 years
Duration: 60 min
Objectives
Compile debate, research, and literary response samples into a organized portfolio.
Self-assess using a G4 rubric (claim/evidence, research habits, literary analysis).
Present one highlight piece in a 60-second showcase with Q&A.
Vocab
portfolio / rubric / evaluate: "A portfolio shows your best work over time."
review / argument: Spiral vocabulary — no new terms introduced.
Warm-up (5min)
Portfolio checklist on board — cover, debate sample, research notes, Charlotte response, reflection — students tick what they brought.
Main Activity (45min): "G4 Critical Review Portfolio"
"G4 Critical Review Celebration" — Assembly: order portfolio tabs (Debate / Research / Literature / Reflection). Rubric self-score 1–4 on three rows: I use evidence in arguments / I paraphrase and cite sources / I analyze theme with quotes — plus one sentence evidence per row. Partner verify: did they include an example? Highlight presentation: each student 60 seconds — one piece, one pride point, one growth goal. Gallery walk of Charlotte theme paragraphs and research slides (optional display). Teacher conferenced mini-notes — celebration certificates, "Welcome G5!" preview of argumentative essay lab. Integrated checkpoint optional: 8-item spiral quiz if admin requires term data. Collect portfolios for return before break or scan for records.
Wrap-up (5min)
Circle share: "My proudest G4 moment was ___ ."
Teacher Tips
Capstone celebration — anxiety blocks young learners; emphasize growth over ranking.
Missing pieces: allow quick rewrite slot from outline notes, not full redo marathon.
G4 completes Academic Entry — debate + research + Charlotte arc = B1 bridge foundation.
Lesson Plan Library
01
Unit 1: Nature vs Nurture Debate
02
Grammar Deep Dive: Adverbs
03
Charlotte's Web: Character Analysis
04
Debate Frames: Agree and Disagree
05
Research Skills: Finding Reliable Sources
06
Charlotte's Web: Setting and Mood
07
Present Perfect: Experience and Results
08
Debate Frames: Building a Rebuttal
09
Research Skills: Note-Taking and Paraphrasing
10
Charlotte's Web: Theme and Message
11
Conditional Sentences: First and Second
12
Debate Practice: Structured Classroom Forum
13
Research Project: Outline and Thesis
14
Charlotte's Web: Literary Response Writing
15
Passive Voice Introduction
16
Research Presentation: Slide and Script
17
B1 Bridge Review: Reading and Argument
18
G4 Critical Review Portfolio
[원장용] G4 커리큘럼 분석서
Flyers Prep · 학술 토론·리서치 진입 학술 토론 프레임·리서치 스킬·Charlotte's Web 문학 분석을 18단원으로 균형 배치해, G3 Flyers 수료생·초등 4학년이 Cambridge Academic Entry(B1 Bridge) 트랙에 안착하도록 설계했습니다.
G4 단원 01: Nature vs Nurture 토론
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Nature vs Nurture Debate: analytical, behavior, environment — G3 의견 문단·토론 역량에서 G4 '학술 토론 진입'으로 격상합니다. Debate sentence frame 도입→유전 vs 환경 주장 2분 발언→rebuttal 연습→투표 순으로 진행합니다. G3 opinion paragraph에서 G4 'claim + evidence + rebuttal' 구조로 확장하며, G4 학술 토론 축의 첫 블록을 이 단원에서 고정합니다.
학부모 상담 포인트
Nature vs Nurture는 G4 첫 '학술 토론' 마일스톤입니다. '성격은 타고나는가 키우는가'를 한글로 먼저 토론→영어 frame 3문장 말하기 2단계가 효과적입니다. 완성 debate script를 학부모 카톡으로 공유하면 Academic Entry 트랙 체감이 즉시 생깁니다.
부사 심화는 '영어 문장 다듬기'로 설명하면 학부모 이해도가 높습니다. 집에서 같은 문장에 부사 1개만 바꿔 말하기 5분 숙제를 추천합니다. G2 부사 복습+G4 심화가 동시에 이뤄짐을 강조하세요.
캠브리지 연계
Flyers Adverbs of manner/frequency·YLE Writing clarity·G2 Adverbs→G4 Deep Dive→G5 PEEL body paragraph의 문법 로드맵 중간 고리입니다. B1 Writing accuracy rubric과 연계됩니다.
G4 단원 03: Charlotte's Web 인물
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Charlotte's Web: Character Analysis — loyal, friendship, kindness, trait — G3 Junie B. 감정·요약에서 G4 '문학 인물 분석'으로 격상합니다. Excerpt 독해→character trait chart+text evidence→friendship theme group discussion 순으로 진행합니다. G3 1인칭 voice에서 G4 '3인칭 literary analysis'로 전환하며, Charlotte's Web 4단원(03·06·10·14)의 시작점입니다.
학부모 상담 포인트
Charlotte's Web 인물은 G4 브랜드 마일스톤 독서 프로젝트입니다. '챕터북 문학 분석'을 수료 기준 중 하나로 제시하면 프리미엄 이미지가 강화됩니다. 집에서 Charlotte's Web 오디오북 10분+인물 한 가지 trait 영어 말하기를 추천합니다.
캠브리지 연계
Flyers Reading Part 4(이야기)·YLE Character inference·ORT Stage 12+·Charlotte's Web Ch.1–5와 1:1 매칭됩니다. G3 Junie B.→G4 Charlotte's Web 4단원의 장르 독해·문학 분석 축 시작점입니다.
G4 단원 04: 토론 프레임 동의·반대
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Debate Frames: Agree and Disagree — agree, disagree, claim, counter, evidence — G4 단원 01 Nature vs Nurture에서 G4 '토론 프레임 체계화'로 격상합니다. I agree because / I disagree because frame→school policy prompt debate→respectful rebuttal→vote 순으로 진행합니다. agree/disagree 2패턴+claim/evidence 2요소만 고정합니다.
학부모 상담 포인트
토론 프레임은 '영어로 찬반 말하기'로 설명하면 학부모 호응이 큽니다. 집에서 '학교에 스마트폰 허용?' 한글 토론→영어 agree/disagree 2문장 숙제가 효과적입니다. G4 토론 4단원(01·04·08·12)의 프레임 기반 단원입니다.
캠브리지 연계
Flyers Speaking Part 4·YLE Agree/Disagree·G3 Debate→G4 Frames→G5 Counterargument의 논증 스피킹 확장 축입니다. B1 Bridge opinion pair tasks와 정합됩니다.
G4 단원 05: 신뢰 출처 찾기
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Research Skills: Finding Reliable Sources — source, reliable, fact, website, cite — G3 동물 서식지 정보 독해에서 G4 '리서치 스킬 진입'으로 격상합니다. 3 sample source reliability 평가→research grid fact 기록→cite in notes 연습 순으로 진행합니다. G3 nonfiction note-taking에서 G4 '출처 평가·인용'으로 확장하며, G4 리서치 4단원(05·09·13·16)의 첫 블록입니다.
학부모 상담 포인트
신뢰 출처 찾기는 '영어로 정보 검증하기'로 설명하면 학부모 프리미엄 이미지가 강화됩니다. 집에서 위키피디아 vs 백과사전 비교 5분 숙제를 추천합니다. '영어=리서치 역량' 이미지를 학부모에게 강조하세요.
캠브리지 연계
Flyers Reading Part 5(비문학)·YLE Source evaluation·G3 Animal Habitats→G4 Research Skills→G5 TIME for Kids의 학술 리서치 축 시작점입니다. B1 Reading information texts와 호환됩니다.
G4 단원 06: Charlotte's Web 배경·분위기
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Charlotte's Web: Setting and Mood — barn, farm, mood, atmosphere, description — G4 단원 03 인물에서 G4 '배경·분위기 분석'으로 심화합니다. Barn scene descriptive language 분석→mood word 식별→farm setting descriptive paragraph 5문장 쓰기 순으로 진행합니다. G3 Junie B. voice에서 G4 'setting/mood literary device'로 확장합니다.
학부모 상담 포인트
Charlotte's Web 배경·분위기는 문학+쓰기 융합 단원입니다. 완성 descriptive paragraph를 Open Class 포트폴리오로 활용하세요. 집에서 농장·동물 장면 그림 보고 mood word 3개 영어로 말하기 숙제를 추천합니다.
캠브리지 연계
Flyers Writing Part 7(묘사)·YLE Descriptive language·G2 Descriptive Modifiers→G4 Setting/Mood→G5 Essay descriptive hooks의 문학 묘사 축입니다. Charlotte's Web Ch.3–8과 정합됩니다.
G4 단원 07: 현재완료
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Present Perfect: Experience and Results — have visited, has finished, already, yet, ever — G3 과거진행에서 G4 '현재완료'로 격상합니다. Speaking card present perfect drill→experience sentence writing→since/for result discussion 순으로 진행합니다. G3 past continuous에서 G4 '경험·결과 시제'로 확장하며, G4 문법 3단원(06·11·15)의 시제 블록 시작점입니다.
학부모 상담 포인트
현재완료는 '지금까지 해본 경험 말하기'로 설명하면 직관적입니다. 집에서 Have you ever ___? 가족 질문 5분 숙제를 추천합니다. G3 과거시제·과거진행과의 차이를 상담 시 3분 비교 설명하세요.
캠브리지 연계
Flyers Present Perfect·YLE Experience questions·G3 Past Continuous→G4 Present Perfect→G5 Perfect in essays의 시제 로드맵 중간 고리입니다. B1 Grammar experience tasks와 정합됩니다.
G4 단원 08: 반박 구축
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Debate Frames: Building a Rebuttal — rebuttal, however, although, refute, point — G4 단원 04 동의·반대에서 G4 '반박 구축'으로 격상합니다. Concession language rebuttal paragraph draft→pair exchange→evidence revision 순으로 진행합니다. however/although 2접속사+refute 1동사만 고정합니다. G4 토론 심화의 핵심 단원입니다.
학부모 상담 포인트
반박 구축은 G4 토론 2차 마일스톤입니다. '상대 말 인정 후 반박하기'를 한글로 먼저 연습→영어 However, I think… 2문장 숙제가 효과적입니다. 완성 rebuttal을 debate portfolio에 누적하세요.
캠브리지 연계
Flyers Speaking Part 4(rebuttal)·YLE Counter-argument·G4 Agree/Disagree→G4 Rebuttal→G5 Counterargument paragraph의 논증 구조 확장 축입니다.
G4 단원 09: 필기·패러프레이즈
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Research Skills: Note-Taking and Paraphrasing — paraphrase, quote, summary, notes, keyword — G4 단원 05 신뢰 출처에서 G4 '필기·패러프레이즈'로 격상합니다. Short article keyword notes→3 facts paraphrase(no copy)→research team note share 순으로 진행합니다. G4 리서치 스킬의 실전 적용 단원이며, 표절 방지·학술 정직성을 소개합니다.
학부모 상담 포인트
필기·패러프레이즈는 '다른 말로 바꿔 쓰기'로 설명하면 학부모 이해도가 높습니다. 집에서 한 문장 영어 기사→한글 요약→영어 1문장 paraphrase 3단계 숙제를 추천합니다. G4 리서치 역량의 핵심 마일스톤으로 별도 안내하세요.
캠브리지 연계
Flyers Writing Part 7·YLE Paraphrasing·G4 Finding Sources→G4 Note-Taking→G5 Essay body evidence의 리서치 쓰기 축입니다. B1 Academic integrity 기초와 연계됩니다.
G4 단원 10: Charlotte's Web 주제
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Charlotte's Web: Theme and Message — theme, message, sacrifice, loyalty, symbol — G4 Charlotte's Web 2단원(03·06)에서 G4 '주제·메시지 분석'으로 심화합니다. Theme statement+scene support discussion→theme paragraph 2 text examples 순으로 진행합니다. G4 Charlotte's Web 4단원의 핵심 분석 단원이며, sacrifice·loyalty 상징 해석을 도입합니다.
학부모 상담 포인트
Charlotte's Web 주제는 G4 문학 분석 마일스톤입니다. '우정·희생'을 한글로 토론→영어 theme sentence 1문장 숙제가 효과적입니다. 완성 theme paragraph를 포트폴리오+Open Class 자료로 활용합니다.
캠브리지 연계
Flyers Reading inference·YLE Theme·G3 Junie B. Summary→G4 Theme→G5 Literary analysis의 문학 해석 축입니다. Charlotte's Web Ch.10–15 완료 기준과 1:1 매칭됩니다.
G4 단원 11: 조건문 1·2형
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Conditional Sentences: First and Second — if, will, would, condition, result — G4 현재완료와 병행해 1형(if+present, will)·2형(if+past, would) 프레임을 도입합니다. Conditional drill→school/environment cause-effect scenario 5문장 순으로 진행합니다. G4 문법 확장의 핵심 단원이며, debate·research 주제와 연결합니다.
학부모 상담 포인트
조건문은 '만약 ~하면 ~할 거야'로 설명하면 직관적입니다. 집에서 If I study hard, I will… 3문장 말하기 5분 숙제를 추천합니다. G4 토론·리서치 주제와 연결해 실용성을 강조하세요.
Research Project: Outline and Thesis — thesis, outline, section, draft, focus — G4 리서치 2단원(05·09)에서 G4 '리서치 개요·논제'로 격상합니다. One-sentence thesis+three-section outline 개발→peer-review for focus 순으로 진행합니다. G4 mini research project의 공식 기획 단원이며, G4 발표(16)의 직접 선행 단원입니다.
학부모 상담 포인트
리서치 개요·논제는 G4 리서치 마일스톤입니다. '한 문장 주제+3단락 계획'을 한글로 먼저→영어 outline 5줄 숙제가 효과적입니다. 완성 outline을 발표 준비 자료로 활용하세요.
캠브리지 연계
Flyers Writing Part 7(structure)·YLE Research outline·G4 Note-Taking→G4 Outline/Thesis→G5 Essay structure의 리서치 쓰기 축입니다. B1 Writing planning rubric과 정합됩니다.
G4 단원 14: 문학 반응 글쓰기
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Charlotte's Web: Literary Response Writing — response, evidence, interpret, scene, conclusion — G4 Charlotte's Web 3단원(03·06·10)에서 G4 '문학 반응 글쓰기'로 격상합니다. Guided prompt literary response paragraph→quotation embed→formal academic tone revision 순으로 진행합니다. G3 opinion paragraph에서 G4 'literary response'로 확장하며, G4 쓰기 핵심 마일스톤입니다.
학부모 상담 포인트
문학 반응 글쓰기는 G4 쓰기 핵심 마일스톤입니다. 완성 response paragraph를 학부모에게 공유하면 '학술 글쓰기' 체감이 큽니다. 한글 해석 허용 후 영어 6–8문장 정리 2단계 방식이 효과적입니다.
캠브리지 연계
Flyers Writing Part 7(literary)·YLE Response writing·G3 Opinion Paragraph→G4 Literary Response→G5 Essay PEEL의 논증·문학 쓰기 축입니다. Charlotte's Web 완독 기준과 연계됩니다.
G4 단원 15: 수동태 입문
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
Passive Voice Introduction — is made, was built, by, passive, active — G4 조건문과 병행해 active/passive 대비를 도입합니다. Science text active vs passive compare→selected sentence rewrite both ways→when passive is useful discussion 순으로 진행합니다. G4 문법 3단원(06·11·15)의 마무리 블록입니다.
학부모 상담 포인트
수동태는 '주어가 행동 받기'로 설명하면 학부모 호응이 큽니다. 집에서 The cake was made by… 3문장 말하기 5분 숙제를 추천합니다. 과학·뉴스 텍스트에서 수동태 빈출임을 강조하세요.
Research Presentation: Slide and Script — presentation, slide, script, visual, audience — G4 단원 13 리서치 개요에서 G4 '발표 슬라이드·스크립트'로 격상합니다. Three-slide research presentation+speaker notes→rehearsal→small group feedback 순으로 진행합니다. G4 리서치 프로젝트의 공식 발표 단원이며, G4 포트폴리오(18) 산출물 중 하나입니다.
학부모 상담 포인트
발표 슬라이드·스크립트는 G4 Open Class 최적 단원입니다. 3슬라이드+1분 발표를 학부모 초대 행사로 연결하면 프리미엄 이미지가 강화됩니다. 집에서 슬라이드 1장 영어 script 연습 5분 숙제를 추천합니다.
캠브리지 연계
Flyers Speaking Part 4(presentation)·YLE Research presentation·G4 Outline→G4 Presentation→G5 Essay oral defense의 리서치 발표 축입니다. B1 Bridge Presentation tasks와 1:1 매칭됩니다.
G4 단원 17: B1 브릿지 리뷰
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
B1 Bridge Review: Reading and Argument — review, argument, structure, revise, accuracy — G4 17단원 통합 리뷰입니다. Paragraph structure·adverbs·debate language mixed review→prior writing sample 1개 revise 순으로 진행합니다. G4 Final = B1 Bridge readiness check, not high-stakes exam. debate frame 2문장·literary response 6문장·research outline 3section을 역량 체크리스트로 사용합니다.
Cambridge B1 Bridge Reading/Writing/Speaking·G4 Graduation·G5 Placement·Charlotte's Web 완독·Research presentation 완료 기준을 통합 안내하세요. B1 Bridge Shield 목표를 원장이 직접 설명할 수 있어야 합니다.
G4 단원 18: G4 포트폴리오
대상: 초등 4학년 / Ages 9-10, 수업 60분
[대치 로직] 교수 설계 의도
G4 Critical Review Portfolio: 18단원 통합 — Debate·Research·Literary Response 3영역 portfolio compile→rubric self-assess→highlight piece 1개 present 순으로 진행합니다. 채점보다 관찰·격려 우선 — G4 Final = B1 Bridge readiness portfolio, not high-stakes exam. debate script·research slides·Charlotte's Web response를 통합 산출물로 사용합니다.
Cambridge B1 Bridge Full Mock·G4 Graduation·G5 Placement·Charlotte's Web 완독·Research presentation 완료 기준을 통합 안내하세요. B1 Bridge readiness·G5 조기 배치 기준을 원장이 직접 설명할 수 있어야 합니다.
단원별 교수 설계 분석서
01
단원 01: Nature vs Nurture 토론
02
단원 02: 부사 심화
03
단원 03: Charlotte's Web 인물
04
단원 04: 토론 프레임 동의·반대
05
단원 05: 신뢰 출처 찾기
06
단원 06: Charlotte's Web 배경·분위기
07
단원 07: 현재완료
08
단원 08: 반박 구축
09
단원 09: 필기·패러프레이즈
10
단원 10: Charlotte's Web 주제
11
단원 11: 조건문 1·2형
12
단원 12: 토론 포럼
13
단원 13: 리서치 개요·논제
14
단원 14: 문학 반응 글쓰기
15
단원 15: 수동태 입문
16
단원 16: 발표 슬라이드·스크립트
17
단원 17: B1 브릿지 리뷰
18
단원 18: G4 포트폴리오
Grade 5 — Ages 10-11
Core Competency: Argumentative essay lab, media analysis. 18-unit curriculum for Flyers Exam completion.
G5 Lesson 01: Global Supply Chain Logic
Age: 10-11 years
Duration: 70 min
Objectives
Trace cause-and-effect chains from production to retail using a supply chain logic map.
Use academic connectors (consequently, as a result, therefore) to explain trade disruptions.
Present one finding from a TIME for Kids-style article in a 60-second oral summary.
Vocab
consequently / as a result: "Port delays caused a deficit; consequently, retail prices rose."
deficit / shortage: "A supply deficit means there is not enough product available."
retail / distribution: "Retail is the final step when products reach consumers."
supply chain: "The supply chain links factory, transport, warehouse, and store."
Warm-up (5min)
Show a photo of empty store shelves and a shipping container — ask: "What had to happen before this product reached the store?" Students brainstorm 4 steps on sticky notes. Introduce logic map vocabulary: cause → effect → consequence.
Main Activity (55min): "Global Supply Chain Logic"
"Global Supply Chain Logic Lab" — Round 1: Read a TIME for Kids-style article on trade disruptions (~350 words) — silent read with cause/effect highlighter (yellow = cause, blue = effect). Round 2: Logic map build — pairs place 6 event cards (factory shutdown, port delay, truck shortage, warehouse backlog, price increase, consumer choice) in sequence with arrow connectors. Round 3: Connector drill — rewrite 5 choppy sentences using consequently, therefore, as a result. Round 4: Deficit math mini-task — simple table: if supply drops 20%, what happens to price language students use? (oral only). Round 5: Team share — each group presents one cause-effect chain from article with logic map on board. Round 6: Individual written paragraph (5–6 sentences): "When ___ happens in the supply chain, ___ follows; consequently, ___." Collect logic maps — first G5 supply chain portfolio artifact.
Wrap-up (5min)
Exit ticket: "One cause I traced today was ___ . One consequence for consumers is ___ ."
Teacher Tips
G5 opens the Argumentative Essay Lab track — supply chain units (01, 05, 09, 13) build one thematic arc across the year.
Keep economics light — focus on logical sequencing, not advanced math; use visuals and cards.
Bridge from G4 research and conditionals — cause-effect language feeds essay body paragraphs later.
G5 Lesson 02: Essay Prep: Argumentative Writing
Age: 10-11 years
Duration: 70 min
Objectives
Distinguish argumentative essays from opinion paragraphs by identifying claim, evidence, and counterargument.
Annotate a model essay on a school issue and label each structural part.
Outline a draft argumentative essay with thesis and two body bullet points.
Vocab
argument / claim: "The claim is the writer's main position on the issue."
evidence / support: "Evidence is a fact, example, or quote that proves the claim."
counterargument: "A counterargument shows the other side, then answers it."
conclusion: "The conclusion restates the thesis and gives a call to action."
Warm-up (5min)
Opinion vs argument quick sort — teacher reads 4 statements; students hold OPINION (I like...) or ARGUMENT (Schools should...). Discuss: arguments need reasons others can debate.
Main Activity (55min): "Essay Prep"
"Argumentative Writing Launch Studio" — Round 1: Model essay read-aloud (~250 words) on a school issue (e.g., longer lunch periods) — students label claim, 2 evidence spots, counterargument, conclusion with color codes. Round 2: Mini-lesson — argumentative thesis = topic + stance + because clause preview. Round 3: Issue bank — students choose one school/community topic from 6 cards. Round 4: Outline template — Introduction (hook idea, thesis), Body 1 (reason + evidence note), Body 2 (reason + evidence note), Counter (other side + reply), Conclusion (restate + action). Round 5: Pair outline review — checklist: debatable thesis? two reasons? counter slot filled? Round 6: Write introduction draft only (5–7 sentences) — hook, background, thesis. Store in G5 essay portfolio folder — this outline feeds Lessons 06, 10, 14, 16.
Wrap-up (5min)
Share thesis aloud: "My claim is that ___ because ___ ."
Teacher Tips
First of five essay-structure units — do not demand full essay yet; outline quality matters most today.
Reuse G4 debate frames (claim, evidence, rebuttal) — students already speak arguments; now formalize writing.
Thesis often too personal — coach debatable school policy topics, not "I like pizza."
G5 Lesson 03: Word Roots: Prefixes
Age: 10-11 years
Duration: 70 min
Objectives
Define common academic prefixes (pre-, sub-, trans-, inter-, re-) and apply them to unfamiliar words.
Break multisyllable words into prefix + root and infer meaning in context.
Build a prefix reference chart for use in argumentative writing.
Vocab
prefix: "A prefix is a word part added to the beginning that changes meaning."
preview / predict: "Preview means view before; predict means say before."
submarine / subway: "Sub- means under — submarine goes under water."
transport / transfer: "Trans- means across — transport moves goods across distances."
interact / international: "Inter- means between — interact means act between people."
Warm-up (5min)
Prefix snap — teacher says pre-, students say preview or predict in a phrase. Repeat for sub-, trans-, inter-, re- — choral response builds speed.
Main Activity (55min): "Word Roots"
"Prefix Detective Workshop" — Round 1: Anchor chart — 8 prefixes with meaning, example, student sentence column. Round 2: Word surgery — 20 cards (preview, submarine, transport, interact, rewrite, submerge, international, transfer) — cut prefix, name root stub, infer meaning. Round 3: Context cloze — 10 sentences from academic texts; choose correct prefixed word. Round 4: Build-your-word — given root "view" or "port," create 3 prefixed words and define. Round 5: Chart completion — each student adds 5 words to personal prefix chart with icons. Round 6: Writing link — use 3 prefix words in sentences about supply chain or school topic. Peer check: circle the prefix in partner sentences. First morphology page for G5 writing folder.
Wrap-up (5min)
Sticky note: one new prefix word + definition — post on Prefix Wall.
Teacher Tips
First of three word-root units (03, 07, 15) — charts accumulate across G5 for exam vocab gains.
Korean L1: Latin/Greek roots are high-value — connect to Konglish where safe (international, preview).
Do not overload — 5–6 prefixes per lesson sticks better than 15 rushed.
G5 Lesson 04: TIME for Kids: Current Events Reading
Age: 10-11 years
Duration: 70 min
Objectives
Read a current events article using headline-first and skimming strategies.
Summarize the main issue in five complete sentences without copying phrases.
Discuss why the topic matters to students using evidence from the text.
Vocab
headline / current: "The headline tells the main news in few words."
issue / event: "A current issue is a problem or topic people discuss now."
reporter / source: "The reporter writes the story; the source is where facts come from."
summarize: "Summarize means tell the main idea in your own words."
Warm-up (5min)
Headline predict — show title and photo only from a TFK-style article — pairs predict 3 facts; reveal first paragraph; compare predictions.
Main Activity (55min): "TIME for Kids"
"Current Events Reading Studio" — Round 1: Skim protocol — read headline, subhead, first/last paragraph (3 min); star the main issue in margin. Round 2: Full read (~400 words) — annotate who, what, where, why in margins. Round 3: Five-sentence summary frame — Sentence 1: topic; 2–3: key facts; 4: why it matters; 5: student connection. Round 4: Pair summary swap — partner checks copied phrases (max 3 words from text). Round 5: Class discussion circle — "Why should students care?" — each student contributes one evidence-based sentence. Round 6: Source note — record article title, date, one quote with lead-in for research habits. Optional: compare two headlines on same topic — which is clearer? TFK portfolio entry #1.
Wrap-up (5min)
Exit: "The article is about ___ . It matters because ___ ."
Teacher Tips
First of four TIME for Kids units (04, 08, 12, 17) — use consistent article format packet for continuity.
Current events need sensitivity — pre-select age-appropriate topics; avoid graphic crisis content.
Summary plagiarism is common — model paraphrase from G4 research unit explicitly.
G5 Lesson 05: Supply Chain Basics: How Products Reach Us
Age: 10-11 years
Duration: 70 min
Objectives
Map the journey of a product from factory to consumer using sequence language.
Draft three hook options and select the best fit for a chosen topic.
Write an introduction paragraph with background context and a clear thesis statement.
Vocab
introduction / hook: "The hook grabs reader attention in the first 1–2 sentences."
thesis / stance: "The thesis states your position — what you will prove."
background: "Background gives the reader context before the claim."
stance: "Your stance is whether you support or oppose the issue."
Warm-up (5min)
Hook hunt — read 4 opening sentences (different hook types) — students vote most engaging and say why in one phrase.
Main Activity (55min): "Essay Structure"
"Introduction Architect Studio" — Round 1: Mini-lesson — hook types with 2 examples each; thesis formula: Topic + stance + because/overview. Round 2: Bad vs strong intro sort — identify missing hook, weak thesis, or no background. Round 3: Retrieve outline from Lesson 02 — confirm topic and claim. Round 4: Hook workshop — write 3 hooks (question, statistic or fact, anecdote) — circle best. Round 5: Draft full introduction (6–8 sentences): hook, 2 background sentences, thesis, optional roadmap sentence ("This essay will explain..."). Round 6: Partner feedback — checklist: hook present? thesis debatable? background before thesis? Revise one sentence. Teacher conferences 5 students. Save intro draft — required before Lesson 10 body work.
Wrap-up (5min)
Read thesis only aloud — class says "clear" or "needs focus" with one reason.
Teacher Tips
Essay unit 2 of 5 — students must bring Lesson 02 outline; no new topic selection today.
Thesis after background — common error is thesis first; model correct paragraph order.
Hooks with fake statistics — teach
G5 Lesson 07: Word Roots: Greek and Latin Bases
Age: 10-11 years
Duration: 70 min
Objectives
Identify Greek and Latin bases (bio, graph, tele, auto, scope) in academic vocabulary.
Complete a morphology worksheet connecting bases to modern words.
Use five target words correctly in original sentences linked to class topics.
Vocab
biology / bio-: "Bio- means life — biology is the study of life."
graph / photograph: "Graph means write or record — photograph records light."
tele- / telescope: "Tele- means far — a telescope sees far away."
auto- / automatic: "Auto- means self — automatic works by itself."
-scope / microscope: "Scope means look — microscope lets you look at small things."
Warm-up (5min)
Root relay — base card on board (graph) — teams shout words (paragraph, biography, autograph) in 30 seconds.
Main Activity (55min): "Word Roots"
"Greek & Latin Base Lab" — Round 1: Root tree poster — bio, graph, tele, auto, scope with 4 branches each. Round 2: Morphology worksheet — match base to definition, combine with prefixes from Lesson 03 (biology, teleport, autograph, microscope, paragraph). Round 3: Context reading — short science/social studies paragraph with 8 target words — infer then verify. Round 4: Sentence generation — each base gets one sentence about supply chain, school, or environment. Round 5: Word family challenge — from graph, list 5 words; circle academic ones. Round 6: Add to G5 root chart — glue Lesson 03 prefixes beside Lesson 07 bases. Quick quiz: 8 items identify base meaning.
Wrap-up (5min)
Exit: "The base tele- means ___ . One word I learned is ___ ."
Teacher Tips
Second morphology unit — explicitly connect to Lesson 03 prefix chart (biography, transport).
Science words feel hard — pair visual diagrams with every base.
Academic word study pays off on Flyers Reading and G5 TFK articles — spiral in later units.
G5 Lesson 08: TIME for Kids: Opinion and Editorial Features
Age: 10-11 years
Duration: 70 min
Objectives
Distinguish news reports from opinion/editorial pieces by tone and purpose.
Identify author perspective, audience, and persuasive techniques in an editorial.
Annotate one editorial for bias signals and supporting reasons.
Vocab
editorial / opinion: "An editorial argues for a viewpoint; news reports facts."
perspective / bias: "Perspective is the author's angle; bias favors one side unfairly."
audience / purpose: "Audience is who reads it; purpose is why it was written."
persuade: "Persuade means convince the reader to agree or act."
Warm-up (5min)
News or opinion? — read two short excerpts (same topic) — table talk: which is fact report? which argues? List 2 clue words (should, believe, according to).
Main Activity (55min): "TIME for Kids"
"Editorial Analysis Studio" — Round 1: Side-by-side packets — news article vs editorial on student-relevant topic (~300 words each). Round 2: Purpose grid — News: who/what/when; Editorial: claim/reasons/call to action. Round 3: Persuasive technique hunt — rhetorical question, emotional example, expert quote, repetition — label in editorial. Round 4: Bias discussion — "Is bias always bad?" — balanced 5-min talk using frames. Round 5: Annotation task — highlight thesis, 3 reasons, 1 technique; margin-note audience. Round 6: Write 4-sentence response: "The author wants ___ to think ___ because ___ ." Link to essay prep — editorial structure mirrors argumentative essay. TFK portfolio #2.
Wrap-up (5min)
Share one persuasive technique spotted: "The writer used ___ to convince us."
Teacher Tips
Bridge TFK reading to essay writing — show editorial = published argumentative piece.
Preview Lesson 17 media literacy — editorial reading sets up fact-check mindset.
G5 Lesson 09: Supply Chain Case Study: Global Trade
Age: 10-11 years
Duration: 70 min
Objectives
Analyze a short case study on global trade delays using import/export vocabulary.
Answer data-based comprehension questions using evidence from the case.
Debate one proposed solution in teams using claim and evidence frames.
Vocab
import / export: "Import means bring goods in; export means send goods out."
trade / global: "Global trade connects countries through buying and selling."
logistics: "Logistics is planning how goods move and arrive on time."
demand: "Demand is how much consumers want to buy a product."
Warm-up (5min)
Map talk — world map on board — trace one product (phone, rice, toy) from country A to B; students name import/export orally.
Main Activity (55min): "Supply Chain Case Study"
"Global Trade Case Lab" — Round 1: Case study read (~400 words) — fictional but realistic port delay affecting imports — annotate import/export/logistics terms. Round 2: Data table — simple numbers (containers waiting, days delayed, price change) — answer 6 comprehension questions. Round 3: Cause-effect revisit — link to Lessons 01 and 05; students add two connectors to oral summary. Round 4: Solution brainstorm — teams get problem card; list 3 solutions (diversify suppliers, local production, better ports). Round 5: Mini-debate — resolution: "Our country should make more products locally." Pro/con 3-minute structured debate using G4 frames. Round 6: Written position sentence for essay bank: "One solution to trade delays is ___ because ___ ." Case study sheet filed in supply chain portfolio #3.
Wrap-up (5min)
Exit ticket: "Import means ___ . One trade problem in the case was ___ ."
Teacher Tips
Third supply chain unit — case study format prepares for essay evidence paragraphs.
Debate connects G4 forum skills — keep resolution narrow and school-safe.
Data tables build toward Lesson 12 infographics — do not skip numeric comprehension.
G5 Lesson 10: Essay Structure: Body Paragraphs and PEEL
Age: 10-11 years
Duration: 70 min
Objectives
Apply PEEL structure: Point, Evidence, Explain, Link to draft body paragraphs.
Embed facts and examples as evidence with lead-in phrases.
Peer-review two body paragraphs for logical flow and transitions.
Vocab
body paragraph: "Each body paragraph proves one reason supporting the thesis."
point / explain: "Point states the reason; Explain tells why evidence matters."
link: "Link connects back to thesis or leads to next paragraph."
support / embed: "Embed evidence smoothly — According to..., For example..."
Warm-up (5min)
PEEL choral — teacher models one body paragraph aloud; students echo labels: Point! Evidence! Explain! Link!
Main Activity (55min): "Essay Structure"
"PEEL Paragraph Workshop" — Round 1: Color-coded model — one PEEL paragraph on projector with margins labeled. Round 2: Retrieve thesis from Lesson 06 intro — pick two reasons from outline. Round 3: Draft body paragraph 1 — topic sentence (Point), evidence sentence (fact from TFK or supply chain unit), 2 Explain sentences, Link to thesis. Round 4: Draft body paragraph 2 — same structure; require different evidence type (example vs statistic). Round 5: Peer review with PEEL checklist — all four parts present? evidence specific? Round 6: Transition mini-lesson — furthermore, in addition between paragraphs — add one bridge sentence. Teacher stamps approved drafts for Lesson 16 workshop. Optional: trade paragraphs — partner underlines Evidence only.
Wrap-up (5min)
Share best Evidence sentence from your paragraph — read aloud.
Teacher Tips
Essay unit 3 — students need Lesson 06 thesis on desk; pair struggling writers with frame sheet.
PEEL Link step is often skipped — model linking sentence explicitly.
Use supply chain / TFK facts as evidence bank — reduces "because I think" weak support.
G5 Lesson 11: Advanced Connectors for Academic Writing
Age: 10-11 years
Duration: 70 min
Objectives
Use advanced connectors (however, therefore, furthermore, whereas, consequently) to show logical relationships.
Replace weak connectors (and, but, so) in sample essay sentences.
Apply new transitions in a revision pass on existing body paragraphs.
Vocab
however / whereas: "However shows contrast; whereas compares two different ideas."
therefore / consequently: "Therefore shows result — both link cause to effect."
furthermore: "Furthermore adds a stronger related point."
connector / transition: "Connectors guide the reader between ideas."
Warm-up (5min)
Connector match — relationship cards (contrast, result, addition) — students hold up however, furthermore, or therefore.
Main Activity (55min): "Advanced Connectors for Academic Writing"
"Academic Connector Upgrade Lab" — Round 1: Connector chart — meaning, example sentence, caution (comma rules light). Round 2: Weak → strong surgery — 12 sentences replace but/so/and with however, therefore, furthermore, whereas, consequently. Round 3: Sentence combining — two short sentences → one with chosen connector. Round 4: Essay revision — pull body paragraphs from Lesson 10; upgrade at least 3 connectors and highlight changes. Round 5: Gap fill — argumentative paragraph with 8 blanks — word bank provided. Round 6: Oral explain — pairs read revised sentence and state relationship (contrast/result/addition). Collect before/after revision — writing process evidence for portfolio.
Wrap-up (5min)
Write one however sentence and one therefore sentence about your essay topic.
Teacher Tips
Connector overload hurts — cap at 1–2 advanced connectors per paragraph.
Korean L1: however placement mid-sentence needs modeling — However, at start is safest at G5.
Links Lesson 01 supply chain logic language with formal essay tone for Flyers writing tasks.
G5 Lesson 12: TIME for Kids: Data and Infographics
Age: 10-11 years
Duration: 70 min
Objectives
Read charts and infographics from a nonfiction feature to extract key statistics.
Write a data commentary paragraph interpreting one trend with accurate language.
Present one key finding orally using evidence from visual data.
Vocab
data / statistic: "Data is numerical information; a statistic is one key number."
infographic / chart: "Infographics show data visually for quick understanding."
trend / increase: "A trend is a pattern — prices increased over time."
interpret: "Interpret means explain what the numbers mean."
Warm-up (5min)
Chart glance — show bar chart without title — 30 seconds — students say one observation (highest, lowest, change).
Main Activity (55min): "TIME for Kids"
"Data & Infographic Studio" — Round 1: TFK-style spread — article plus bar/line chart on student topic (~350 words + visual). Round 2: Chart protocol — title, axis labels, highest/lowest, change over time — fill grid. Round 3: Language frames — increased by, decreased from, compared to, the majority of — oral drill. Round 4: Data commentary paragraph — 5–6 sentences: introduce chart, state 2 statistics, interpret trend, link to issue, student implication. Round 5: 60-second presentation — one finding with pointing to chart (paper or projected). Round 6: Peer check — did commentary match chart or invent numbers? Strict accuracy rule. Infographic sheet saved — feeds essay evidence for Lesson 16. TFK portfolio #3.
Wrap-up (5min)
Exit: "One statistic from the chart was ___ . It suggests ___ ."
Teacher Tips
Connect to Lesson 09 data questions — same numeracy language in reading and writing.
Students invent data — require finger-on-chart proof before accepting commentary.
Strong bridge to G6 policy reading — data literacy is academic survival skill.
G5 Lesson 13: Supply Chain Ethics and Sustainability
Age: 10-11 years
Duration: 70 min
Objectives
Discuss ethical issues in production and delivery: labor, waste, environmental impact.
Complete a pros-and-cons chart for a sustainability policy choice.
Write a short position statement using claim and evidence from the chart.
Vocab
sustainability / ethical: "Sustainability means meeting needs without harming future resources."
labor / worker: "Ethical labor means fair pay and safe working conditions."
waste / responsible: "Responsible companies reduce waste in packaging and transport."
position statement: "A position statement declares your view with reasons."
Warm-up (5min)
Ethical dilemma vote — "Should companies use less plastic packaging if it costs more?" — agree/disagree line; one reason each side.
Main Activity (55min): "Supply Chain Ethics and Sustainability"
"Ethics & Sustainability Forum" — Round 1: Case scenarios — 3 short supply chain ethics vignettes (child labor risk, pollution, fair wages) — table talk reactions. Round 2: Vocab anchor — sustainability, ethical, labor, waste on concept map linked to Lesson 05 journey. Round 3: Pros/cons chart — policy: "Stores should sell only products from ethical suppliers" — minimum 3 pros, 3 cons. Round 4: Position statement draft — 5 sentences: claim, 2 reasons with evidence from chart, counter sentence, closing. Round 5: Gallery walk — sticky note question on two charts. Round 6: Link to argumentative essay — this statement can become body paragraph or counter in Lesson 16. Supply chain portfolio capstone #4.
Wrap-up (5min)
Share one pro and one con from your chart — balanced listening.
Teacher Tips
Fourth and final supply chain unit — ethics topic supplies moral dimension for essay prompts.
Handle labor topics sensitively — focus on principles, not graphic exploitation images.
Position statement format previews PEEL — reinforce Point-Evidence-Explain pattern.
G5 Lesson 14: Essay Structure: Conclusion and Call to Action
Age: 10-11 years
Duration: 70 min
Objectives
Study effective conclusions that restate thesis without repeating exact wording.
Draft a closing paragraph with implications and a clear call to action.
Revise conclusion for formal tone and closure — no new arguments.
Vocab
conclusion / restate: "Restate the thesis in new words — do not copy introduction."
implication: "Implication means what follows if your argument is true."
call to action: "Call to action tells the reader what to do or think next."
closure: "Closure gives a satisfying end without introducing new reasons."
Warm-up (5min)
Bad conclusion sort — 3 conclusions — one repeats thesis exactly, one adds new argument, one strong — vote and explain.
Main Activity (55min): "Essay Structure"
"Conclusion & Call to Action Studio" — Round 1: Model conclusions — analyze 3 endings for restate, implication, call to action. Round 2: Synonym thesis — take Lesson 06 thesis; write 2 paraphrased versions. Round 3: Draft conclusion (5–7 sentences): restated thesis, summary of two reasons (no new evidence), implication sentence, call to action (school/community scale). Round 4: Tone check — remove slang, questions that sound unsure, "I hope you agree." Round 5: Full essay assembly preview — intro + 2 body + conclusion stapled — identify missing PEEL or weak link. Round 6: Partner read-aloud — listener completes checklist; author revises one sentence. Store complete draft skeleton for Lesson 16 workshop.
Wrap-up (5min)
Read call to action sentence aloud — class claps if action is specific and doable.
Teacher Tips
Essay unit 4 — conclusion is short but hard; allocate full 15 min writing time minimum.
Common error: new reason in conclusion — red-pen rule
G5 Lesson 15: Word Roots: Suffixes in Academic Vocabulary
Age: 10-11 years
Duration: 70 min
Objectives
Analyze suffix patterns (-tion, -ist, -ive, -able, -ity) in academic word families.
Predict word class and meaning from suffix cues.
Use target suffix words in an argumentative paragraph about a class topic.
Vocab
analysis / -tion: "-tion often turns verbs into nouns — analyze → analysis."
scientist / -ist: "-ist means a person who does — science → scientist."
productive / -ive: "-ive often means having the quality of — product → productive."
measurable / -able: "-able means can be done — measure → measurable."
equality / -ity: "-ity is a noun state — equal → equality."
Warm-up (5min)
Suffix sort — root cards (product, equal, measure) — students add suffix cards and say new word + part of speech.
Main Activity (55min): "Word Roots"
"Suffix Academic Word Lab" — Round 1: Suffix chart — 5 suffixes with meaning, word class, 3 examples each. Round 2: Word family trees — analyze/analysis/analyst; produce/product/productive/production. Round 3: Predict meaning — unfamiliar words with known suffix (accountability, creative, measurable) — infer then check. Round 4: Gap fill in argumentative context — 10 items. Round 5: Paragraph task — 6 sentences using at least 5 suffix words on essay topic or supply chain ethics. Round 6: Complete G5 morphology binder — prefix (L03) + bases (L07) + suffix (L15) one-page summary. Quick oral quiz: 6 suffix meanings.
Wrap-up (5min)
Exit: "One suffix I learned is ___ . It changes the word to a ___ ."
Teacher Tips
Third morphology unit — binder page is exam prep asset; photograph for parents if helpful.
Noun vs adjective confusion — have students label word class in margin of paragraph.
Suffix words elevate essay tone — encourage use in Lesson 16 revision pass.
G5 Lesson 16: Argumentative Essay Workshop: Full Draft
Age: 10-11 years
Duration: 70 min
Objectives
Write a complete argumentative essay draft from introduction through conclusion.
Exchange feedback using a rubric covering thesis, PEEL bodies, counterargument, and connectors.
Revise one section based on peer and teacher feedback.
Vocab
draft / revise: "A draft is the first full version; revise means improve content and clarity."
cohesion / tone: "Cohesion means ideas flow; tone is formal and respectful."
feedback / rubric: "Feedback tells what works; the rubric lists criteria scores."
counterargument: "Include opposing view then refute — strengthens your argument."
Warm-up (5min)
Essay parts drill — teacher calls "thesis!" "PEEL!" "counter!" — students hold up correct draft section from folder.
Main Activity (55min): "Argumentative Essay Workshop"
"Full Draft Writing Workshop" — Round 1: Assembly check — intro (L06), body 1–2 (L10), conclusion (L14) — identify gaps; 10 min repair. Round 2: Counterargument insert — 4–5 sentences: Some people believe... However... — add between bodies or before conclusion. Round 3: Silent writing block (25 min) — full essay typed or handwritten; minimum 4 paragraphs. Round 4: Rubric peer review — thesis clear? 2 PEEL bodies? counter present? connectors? conclusion action? — written comments only. Round 5: Author revision — choose one section score "needs work" and revise for 10 min. Round 6: Teacher spot-check 8 essays — stamp "ready for polish" or "revise counter/links." Draft due for Lesson 18 presentation prep. Essay portfolio centerpiece.
Wrap-up (5min)
Reflection sticky: "My draft is strongest at ___ . I will polish ___ before presentation."
Teacher Tips
Essay unit capstone before presentation — prioritize completion over perfection in first draft.
Counterargument missing in 70% of drafts — leave 10 min dedicated slot; do not skip.
Rubrics not grades today — growth language; save scores for Lesson 18 if required.
G5 Lesson 17: TIME for Kids: Media Literacy and Fact Checking
Age: 10-11 years
Duration: 70 min
Objectives
Evaluate online headlines for credibility using a fact-checking checklist.
Practice verify steps: source, author, date, cross-check, evidence.
Write a short guide for responsible reading aimed at classmates.
Vocab
media literacy: "Media literacy means thinking critically about news and online content."
verify / credible: "Verify means confirm facts; credible sources are trustworthy."
misinformation: "Misinformation is false or misleading information shared widely."
claim / fact-check: "Fact-check each claim before you share or cite it."
Warm-up (5min)
Real or fake headline — show 3 headlines (1 satire, 1 reliable, 1 clickbait) — vote credible; discuss clues (ALL CAPS, unknown site, no author).
Main Activity (55min): "TIME for Kids"
"Media Literacy & Fact-Check Lab" — Round 1: Checklist build — author? date? domain? evidence? emotional language? — poster for classroom. Round 2: Headline station rotation — 4 mock web cards — score 1–4 credibility; justify in writing. Round 3: Fact-check steps role-play — Student A shares claim; Student B models verify (cross-check second source on teacher handout). Round 4: Connect to Lesson 08 editorials — opinion ok, false facts not ok. Round 5: Write "Responsible Reading Guide" — 6–8 sentences for classmates: 4 rules + 2 examples of red flags. Round 6: Link to essay — only cite credible sources in final polish. TFK portfolio #4 — pairs with G4 research reliability unit.
Wrap-up (5min)
Share one red flag from today: "I will not trust a source that ___ ."
Teacher Tips
Use printed mock pages only — no open web browsing in class for safety.
Fourth TFK unit — media literacy protects essay credibility in Lesson 18.
Satire confusion is real — one example of joke site vs news site prevents embarrassment.
G5 Lesson 18: G5 Final Essay Presentation
Age: 10-11 years
Duration: 70 min
Objectives
Present a polished argumentative essay orally with brief visual support.
Field peer questions using thesis and evidence — no new claims.
Submit the final written essay for assessment and portfolio completion.
Vocab
presentation / delivery: "Delivery is voice, pace, and eye contact while presenting."
thesis / argument: "Open with thesis so audience knows your position immediately."
publish / portfolio: "Publish means share final work; portfolio collects your best G5 writing."
Q&A: "Answer questions by returning to your evidence — stay on thesis."
Warm-up (5min)
Presentation norms review — time limit (2 min), visual rule (3 bullets max), Q&A polite phrase: "That connects to my point about..."
Main Activity (55min): "G5 Final Essay Presentation"
"G5 Final Essay Presentation Day" — Round 1: Final polish (15 min) — connectors, spelling, counterargument check using Lesson 16 rubric. Round 2: Visual prep — one slide or poster: title, thesis, 2 key evidence bullets, call to action. Round 3: Rehearsal pairs — timer 2 minutes; partner scores clarity 1–4. Round 4: Presentations — each student 2 min speech + 1 peer question; audience writes one strength on feedback slip. Round 5: Submit final written essay — stapled rubric self-score optional. Round 6: Portfolio assembly — essay, TFK summaries, supply chain maps, morphology chart — tabbed folder. Celebration: G5 Argumentative Essay Lab complete — preview G6 precision syntax track. Optional admin: 6-item spiral quiz if term data required.
Wrap-up (5min)
Circle share: "One skill I grew in G5 is ___ . My essay argues ___ ."
Teacher Tips
Capstone celebration — anxiety-sensitive students may read from essay; grade clarity over memorization.
Strict 2-minute cap keeps large classes feasible; use visible timer.
Flyers Exam · 논증 영작·미디어 독해 글로벌 공급망 시사·TIME for Kids 미디어 분석·PEEL 논증 에세이를 18단원으로 균형 배치해, G4 B1 Bridge 수료생·초등 5학년이 Cambridge Flyers Exam 완료·G6 KET Prep 트랙에 안착하도록 설계했습니다.
G5 단원 01: 글로벌 공급망 논리
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Global Supply Chain Logic: consequently, deficit, retail — G4 리서치·토론 역량에서 G5 '글로벌 공급망 논리 분석'으로 격상합니다. TIME for Kids 무역 기사 독해→cause-and-effect chain mapping→production-to-retail logic map 발표 순으로 진행합니다. G4 research outline에서 G5 '시사 논리·인과 추론'으로 확장하며, G5 공급망 4단원(01·05·09·13)과 TIME for Kids 4단원(04·08·12·17)의 첫 블록입니다.
학부모 상담 포인트
글로벌 공급망 논리는 G5 첫 '학술 시사 독해' 마일스톤입니다. '물건이 공장에서 가게까지'를 한글로 먼저 설명→영어 cause-effect 3문장 말하기 2단계가 효과적입니다. 완성 logic map을 학부모 카톡으로 공유하면 Flyers Exam·Academic Essay 트랙 체감이 즉시 생깁니다.
캠브리지 연계
Cambridge Flyers Reading Part 5(비문학)·YLE Cause-and-effect·G4 Research Skills→G5 Supply Chain→G6 Critical Reading의 시사 논리 축 시작점입니다. Flyers Exam 완료 트랙의 첫 학술 독해 블록과 정합됩니다.
논증 에세이 입문은 G5 브랜드 마일스톤입니다. '찬반 글쓰기'를 한글로 먼저→영어 claim 1문장+reason 2개 outline 5줄 숙제가 효과적입니다. G4 토론 portfolio와 연결해 '이미 논증 경험이 있다'는 메시지를 학부모 상담에 활용하세요.
캠브리지 연계
Flyers Writing Part 7(의견문)·YLE Argument·G4 Debate→G4 Literary Response→G5 Argumentative Essay의 논증 쓰기 축 시작점입니다. Flyers Exam Writing 고난도 영역과 B1 Essay rubric의 직접 선행 단원입니다.
G5 단원 03: 접두사 어근
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Word Roots: Prefixes — prefix, preview, submarine, transport, interact — G3·G4 어근 기초에서 G5 '접두사 학술 어휘'로 격상합니다. Academic word prefix+root 분해→context meaning inference→prefix reference chart 구축 순으로 진행합니다. pre-/sub-/trans-/inter- 4개 접두사만 고정하며, G5 어근 3단원(03·07·15)의 첫 블록입니다.
학부모 상담 포인트
접두사 어근은 '단어 LEGO' 이미지로 설명하면 학부모 참여율이 높습니다. 집에서 preview/submarine/transport 3단어 뜻 맞추기 5분 숙제를 추천합니다. G3·G4 어근 4단원 복습+G5 학술 어휘 심화가 동시에 이뤄짐을 강조하세요.
캠브리지 연계
Flyers Word formation·YLE Prefixes·G3 un-/re-→G4 Word Roots→G5 Prefixes→G5 Suffixes의 학술 어휘 로드맵 중간 고리입니다. Flyers Exam Reading 어휘 추론 고빈출 영역과 정합됩니다.
G5 단원 04: TIME for Kids 시사
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
TIME for Kids: Current Events Reading — headline, current, issue, reporter, source — G4 TIME for Kids 예고에서 G5 '시사 독해 체계화'로 격상합니다. Article 5-sentence summary→why it matters to students discussion→source reliability check 순으로 진행합니다. G5 TIME for Kids 4단원(04·08·12·17)의 첫 블록이며, 미디어 독해 축의 시작점입니다.
학부모 상담 포인트
TIME for Kids 시사는 G5 '미디어 리터러시' 브랜드 마일스톤입니다. 집에서 TIME for Kids·National Geographic Kids 기사 1편 10분 읽기+한글 3문장 요약 숙제를 추천합니다. '영어=세계 시사 읽기' 이미지를 학부모에게 강조하세요.
캠브리지 연계
Flyers Reading Part 5(비문학)·YLE Current events·G4 Finding Sources→G5 TIME for Kids→G5 Media Literacy의 미디어 독해 축 시작점입니다. Flyers Exam Reading information texts와 호환됩니다.
G5 단원 05: 공급망 기초
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Supply Chain Basics: How Products Reach Us — supply chain, factory, delivery, consumer, distribution — G5 단원 01 글로벌 공급망 논리에서 G5 '공급망 기초'로 심화합니다. Product journey map(factory→store)→key term definition→sequence word process paragraph 5문장 순으로 진행합니다. G5 공급망 시리즈의 기초 개념 단원입니다.
학부모 상담 포인트
공급망 기초는 과학·사회 교과 연계 Open Class 최적입니다. '택배가 어떻게 오는지' 한글 설명→영어 5단계 process paragraph 숙제가 효과적입니다. 완성 journey map을 포트폴리오에 누적하세요.
캠브리지 연계
Flyers Reading Part 5(process)·YLE Sequence words·G5 Supply Chain Logic→G5 Basics→G5 Case Study→G5 Ethics의 공급망 4단원 중간 고리입니다. Flyers Exam non-fiction process text와 정합됩니다.
G5 단원 06: 에세이 서론·논제
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Essay Structure: Introduction and Thesis — introduction, thesis, hook, background, stance — G5 단원 02 논증 에세이 입문에서 G5 '에세이 서론·논제'로 격상합니다. Strong opening 분석→3 hook options 작성→thesis 포함 introduction paragraph draft 순으로 진행합니다. G5 에세이 구조 5단원(02·06·10·14·16)의 서론 블록입니다.
학부모 상담 포인트
에세이 서론·논제는 G5 쓰기 핵심 마일스톤입니다. '한 문장 주제+왜 중요한지'를 한글로 먼저→영어 hook+thesis 5문장 숙제가 효과적입니다. G4 research thesis outline과 연결해 성장 스토리를 학부모에게 전달하세요.
캠브리지 연계
Flyers Writing Part 7(structure)·YLE Essay opening·G4 Outline/Thesis→G5 Introduction→G5 PEEL body의 에세이 구조 축입니다. B1 Writing planning rubric과 정합됩니다.
G5 단원 07: 그리스·라틴 어근
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Word Roots: Greek and Latin Bases — biology, graph, tele, auto, scope — G5 단원 03 접두사에서 G5 '그리스·라틴 어근'으로 확장합니다. Greek/Latin base→modern academic word connection→morphology worksheet→5 words in sentences 순으로 진행합니다. bio-/graph-/tele-/auto-/scope 5개 base만 고정합니다.
학부모 상담 포인트
그리스·라틴 어근은 G3 골격 어근의 G5 학술 버전입니다. '단어 해독하기'로 설명하면 학부모 프리미엄 이미지가 강화됩니다. 집에서 biology/telephone/autograph 3단어 어근 분해 숙제를 추천합니다.
캠브리지 연계
Flyers Word formation·YLE Greek/Latin roots·G3 Root Map→G4 Word Roots→G5 Greek/Latin Bases→G5 Suffixes의 학술 어휘 로드맵 중간 고리입니다. Flyers Exam vocabulary inference와 1:1 매칭됩니다.
G5 단원 08: TIME for Kids 사설
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
TIME for Kids: Opinion and Editorial Features — editorial, perspective, bias, audience, purpose — G5 단원 04 시사에서 G5 '사설·관점 분석'으로 격상합니다. News vs opinion piece compare→author purpose annotate→persuasive technique identification 순으로 진행합니다. G5 미디어 독해의 논증 분석 단원입니다.
학부모 상담 포인트
TIME for Kids 사설은 '기사 vs 의견글 구분하기'로 설명하면 학부모 이해도가 높습니다. 집에서 뉴스 1편+사설 1편 비교→perspective 1문장 영어로 쓰기 숙제를 추천합니다. G5 미디어 리터러시(17)의 직접 선행 단원입니다.
캠브리지 연계
Flyers Reading Part 5(opinion)·YLE Author purpose·G5 Current Events→G5 Editorial→G5 Media Literacy의 미디어 분석 축입니다. B1 Reading persuasive texts와 호환됩니다.
G5 단원 09: 글로벌 무역 사례
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Supply Chain Case Study: Global Trade — import, export, trade, logistics, demand — G5 공급망 2단원(01·05)에서 G5 '글로벌 무역 사례'로 격상합니다. Trade delay case analysis→data-based questions→team solution debate 순으로 진행합니다. G5 공급망 시리즈의 실전 적용 단원입니다.
학부모 상담 포인트
글로벌 무역 사례는 G5 Open Class 토론 최적 단원입니다. '왜 물건값이 올랐는지' 한글 토론→영어 solution 2문장 숙제가 효과적입니다. G4 debate forum 경험과 연결해 학부모에게 강조하세요.
캠브리지 연계
Flyers Reading Part 5(data)·YLE Global issues·G5 Supply Chain Basics→G5 Case Study→G5 Ethics의 공급망 실전 축입니다. Flyers Exam integrated skills task와 정합됩니다.
G5 단원 10: PEEL 본론
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Essay Structure: Body Paragraphs and PEEL — body paragraph, point, explain, link, support — G5 단원 06 서론·논제에서 G5 'PEEL 본론'으로 격상합니다. PEEL structure 2 body paragraphs draft→evidence embed→peer-review for flow 순으로 진행합니다. G4 literary response+research evidence에서 G5 'PEEL academic body'로 확장하는 G5 쓰기 핵심 단원입니다.
학부모 상담 포인트
PEEL 본론은 G5 쓰기 2차 마일스톤입니다. Point-Evidence-Explain-Link를 한글 카드로 먼저→영어 body paragraph 1개 숙제가 효과적입니다. G4 adverb·passive 복습과 함께 '문장 품질 향상' 메시지를 전달하세요.
캠브리지 연계
Flyers Writing Part 7(body)·YLE PEEL structure·G4 Literary Response→G5 PEEL→G5 Full Draft의 논증 쓰기 축 핵심 고리입니다. B1 Writing body paragraph rubric과 1:1 매칭됩니다.
G5 단원 11: 학술 연결어
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Advanced Connectors for Academic Writing — however, therefore, furthermore, whereas, consequently — G5 PEEL 본론과 병행해 학술 연결어를 체계화합니다. Weak connector replacement→sentence combining drill→revision task 적용 순으로 진행합니다. G4 adverb·conditional에서 G5 '학술 discourse marker'로 격상합니다.
학부모 상담 포인트
학술 연결어는 '영어 글 매끄럽게 이어주기'로 설명하면 학부모 호응이 큽니다. 집에서 however/therefore/furthermore 각 1문장씩 말하기 5분 숙제를 추천합니다. G4 부사 심화와의 연결을 상담 시 3분 비교 설명하세요.
TIME for Kids: Data and Infographics — data, infographic, trend, statistic, interpret — G5 TIME for Kids 2단원(04·08)에서 G5 '인포그래픽 해석'으로 격상합니다. Chart interpretation→data commentary paragraph→key finding 1분 발표 순으로 진행합니다. G5 미디어 독해의 데이터 리터러시 단원입니다.
학부모 상담 포인트
TIME for Kids 인포그래픽은 '그래프 읽고 영어로 설명하기'로 설명하면 직관적입니다. 집에서 뉴스 그래프 1개 보고 trend 1문장 영어로 쓰기 숙제를 추천합니다. 수학·과학 교과 연계 Open Class 자료로 활용하세요.
캠브리지 연계
Flyers Reading Part 5(charts)·YLE Data interpretation·G5 Editorial→G5 Infographics→G5 Media Literacy의 미디어 데이터 축입니다. Flyers Exam chart reading과 정합됩니다.
G5 단원 13: 공급망 윤리
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Supply Chain Ethics and Sustainability — sustainability, ethical, labor, waste, responsible — G5 공급망 3단원(01·05·09)에서 G5 '공급망 윤리'로 격상합니다. Ethical production discussion→pros-and-cons chart→short position statement 5문장 순으로 진행합니다. G5 공급망 시리즈의 논증·윤리 마무리 단원입니다.
학부모 상담 포인트
공급망 윤리는 G5 '논증+시사' 융합 마일스톤입니다. '친환경·공정무역' 한글 토론→영어 position statement 3문장 숙제가 효과적입니다. 학부모 ESG·윤리 교육 니즈와 연결하면 프리미엄 이미지가 강화됩니다.
캠브리지 연계
Flyers Speaking Part 4(opinion)·YLE Ethics discussion·G5 Case Study→G5 Ethics→G5 Essay conclusion의 공급망·논증 통합 축입니다. B1 Speaking opinion tasks와 호환됩니다.
G5 단원 14: 결론·행동 촉구
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Essay Structure: Conclusion and Call to Action — conclusion, restate, implication, call to action, closure — G5 PEEL 본론(10)에서 G5 '결론·행동 촉구'로 격상합니다. Effective conclusion 분석→thesis restate without repetition→call to action closing paragraph draft 순으로 진행합니다. G5 에세이 구조 5단원의 마무리 블록입니다.
학부모 상담 포인트
결론·행동 촉구는 G5 에세이 구조 완성의 핵심입니다. '읽는 사람에게 행동 요청하기'를 한글로 먼저→영어 conclusion 4문장 숙제가 효과적입니다. G4 research presentation call to action과 연결해 성장 스토리를 전달하세요.
캠브리지 연계
Flyers Writing Part 7(conclusion)·YLE Call to action·G5 Introduction→G5 PEEL→G5 Conclusion→G5 Full Draft의 에세이 구조 완성 축입니다. B1 Writing closure rubric과 정합됩니다.
G5 단원 15: 학술 접미사
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Word Roots: Suffixes in Academic Vocabulary — analysis, scientist, productive, measurable, equality — G5 어근 2단원(03·07)에서 G5 '학술 접미사'로 마무리합니다. Suffix pattern in word families→meaning prediction→argumentative paragraph with 5 target words 순으로 진행합니다. -tion/-ist/-ive/-able/-ity 패턴만 고정합니다.
학부모 상담 포인트
학술 접미사는 G3·G4·G5 어근 시리즈의 완성입니다. analysis/scientist/productive 3단어 접미사 분해 숙제가 효과적입니다. '단어 끝 바꾸기=품사·뜻 바꾸기' 개념을 3분 설명하세요.
캠브리지 연계
Flyers Word formation·YLE Suffixes·G3 -ful/-less→G5 Prefixes→G5 Suffixes→G6 Academic vocabulary의 학술 어휘 로드맵 완성입니다. Flyers Exam vocabulary inference 고난도 영역과 정합됩니다.
G5 단원 16: 논증 에세이 초고
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
Argumentative Essay Workshop: Full Draft — draft, revise, cohesion, tone, feedback — G5 에세이 4단원(02·06·10·14) 통합 실전입니다. Outline→full essay draft(intro+2 body+conclusion)→rubric feedback exchange→one section revise 순으로 진행합니다. G5 논증 에세이의 공식 산출물 단원이며, G5 최종 발표(18)의 직접 선행 단원입니다.
학부모 상담 포인트
논증 에세이 초고는 G5 브랜드 마일스톤 — 학부모 별도 안내 필요합니다. '첫 학술 에세이 초고 완성'을 수료 기준으로 제시하세요. 완성 draft를 학부모 상담 자료+Open Class 포트폴리오로 활용합니다.
캠브리지 연계
Flyers Writing Part 7(full essay)·YLE Argumentative writing·G5 Essay structure 4단원 통합→G5 Full Draft→G5 Final Presentation의 논증 쓰기 실전 축입니다. B1 Writing full essay rubric과 1:1 매칭됩니다.
G5 단원 17: 미디어 리터러시
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
TIME for Kids: Media Literacy and Fact Checking — media literacy, verify, claim, credible, misinformation — G5 TIME for Kids 3단원(04·08·12) 통합 마무리입니다. Online headline credibility evaluation→fact-checking steps practice→responsible reading guide 5문장 작성 순으로 진행합니다. G5 미디어 독해 시리즈의 핵심 역량 단원입니다.
학부모 상담 포인트
미디어 리터러시는 G5 수료 직전 핵심 마일스톤입니다. '가짜 뉴스 구별하기'를 한글로 먼저→영어 verify steps 3문장 숙제가 효과적입니다. 학부모 디지털 리터러시 니즈와 연결하면 재등록 전환율이 올라갑니다.
캠브리지 연계
Flyers Reading Part 5(source)·YLE Media literacy·G5 TIME for Kids 4단원 통합→G5 Media Literacy→G6 Critical Reading의 미디어 분석 축 완성입니다. Flyers Exam source evaluation과 정합됩니다.
G5 단원 18: G5 최종 발표
대상: 초등 5학년 / Ages 10-11, 수업 70분
[대치 로직] 교수 설계 의도
G5 Final Essay Presentation — presentation, thesis, argument, delivery, publish — G5 18단원 통합: polished argumentative essay oral presentation+visual support→peer Q&A→final written version submit 순으로 진행합니다. 채점보다 관찰·격려 우선 — G5 Final = Flyers Exam completion portfolio, not high-stakes exam. essay draft·supply chain project·media literacy guide를 통합 산출물로 사용합니다.
학부모 상담 포인트
G5 최종 발표는 G5 수료=Flyers Exam 완료·G6 KET Prep 트랙 분기 시점입니다. 완성 essay+발표 영상을 학부모 상담 자료로 제공하세요. 수료증+G6 배치 안내를 함께 전달하면 재등록 전환율이 올라갑니다.
캠브리지 연계
Cambridge Flyers Full Mock·G5 Graduation·G6 Placement·Argumentative essay 완성·Media literacy portfolio 완료 기준을 통합 안내하세요. Flyers Shield 완료·G6 조기 배치 기준을 원장이 직접 설명할 수 있어야 합니다.
단원별 교수 설계 분석서
01
단원 01: 글로벌 공급망 논리
02
단원 02: 논증 에세이 입문
03
단원 03: 접두사 어근
04
단원 04: TIME for Kids 시사
05
단원 05: 공급망 기초
06
단원 06: 에세이 서론·논제
07
단원 07: 그리스·라틴 어근
08
단원 08: TIME for Kids 사설
09
단원 09: 글로벌 무역 사례
10
단원 10: PEEL 본론
11
단원 11: 학술 연결어
12
단원 12: TIME for Kids 인포그래픽
13
단원 13: 공급망 윤리
14
단원 14: 결론·행동 촉구
15
단원 15: 학술 접미사
16
단원 16: 논증 에세이 초고
17
단원 17: 미디어 리터러시
18
단원 18: G5 최종 발표
Grade 6 — Ages 11-12
Core Competency: Precision syntax, causative grammar loops. 18-unit curriculum for KET exam prep.
G6 Lesson 01: Climate Change Syntax
Age: 11-12 years
Duration: 80 min
Objectives
Identify causative and passive structures inside authentic climate-policy sentences.
Rewrite active statements into formal academic syntax without losing meaning.
Discuss how syntax choices shift tone from casual to official.
Vocab
catastrophic: "Scientists warned of catastrophic flooding if emissions continue."
causative: "A causative verb shows one thing makes another happen."
municipal: "The municipal council passed a new recycling rule."
emissions: "The city set a target to cut carbon emissions by half."
Warm-up (5min)
Project a headline: "City Forces Factories to Cut Emissions." Ask: "Who is doing the action? Who receives it?" Students underline the actor in one color, the receiver in another. Introduce the term causative on the board with a simple diagram: Actor → makes → Receiver → do action.
Main Activity (65min): "Climate Change Syntax"
"Climate Syntax Lab" — Round 1: Read a short climate-policy brief (~300 words) and highlight every sentence that uses "make," "have," "is/are + past participle." Round 2: Structure sort — pairs place 8 sentence strips into two columns: Causative vs Passive, then justify one borderline case aloud. Round 3: Transformation drill — rewrite 6 casual statements ("The mayor told companies to recycle") into formal academic syntax ("Companies were required to recycle"). Round 4: Tone comparison — read the casual and formal versions back to back; class votes which sounds more "report-like" and explains why. Round 5: Mini-build — each student writes 3 formal sentences about a real environmental issue using at least one causative and one passive form. Collect the syntax sheets as the first G6 grammar-portfolio artifact.
Wrap-up (10min)
Gallery walk: post syntax sheets; students add a sticky note to one sentence they think sounds most "academic." Exit ticket: "One sentence I upgraded today was ___ → ___ ."
Teacher Tips
G6 opens the KET completion track — frame syntax as "sounding like a real report," not memorizing rules.
Keep climate content neutral and factual; the focus is grammar, not debate.
Bridge from G5 argumentative essays — reuse their evidence sentences as raw material to transform.
Distinguish "have someone do" from "make someone do" and "get someone to do."
Apply causative forms accurately in civic and environmental contexts.
Describe delegated municipal actions in three original sentences.
Vocab
have built: "The city had a new park built downtown."
make do: "The rule makes drivers slow down near schools."
delegate: "The mayor delegated the cleanup to a local team."
arrange: "The office arranged for the trees to be planted."
Warm-up (5min)
Two-photo prompt: a boss pointing and a worker acting. Ask "Who decided? Who did it?" Elicit the idea of causing versus doing. Write frames on the board: "have someone + base verb" / "make someone + base verb."
Main Activity (65min): "Grammar: Causative Verbs (Have/Make)"
"Causative Command Center" — Round 1: mini-lecture (7 min) contrasting have (arrange/pay for) vs make (force/require) vs get (persuade) with one clear civic example each. Round 2: Card match — pairs match 10 situation cards to the correct causative verb and explain nuance. Round 3: Error hunt — correct 6 sentences that mix up base form and infinitive ("The city made companies to recycle" → "recycle"). Round 4: Role scenario — "You are a mayor." Students issue 4 causative instructions to different departments. Round 5: Written output — each student writes 3 sentences describing delegated municipal actions (one have, one make, one get). Peer-check for correct verb form.
Wrap-up (10min)
Speed round: teacher says a situation, students respond with the correct causative sentence orally. Exit ticket: write one "have" and one "make" sentence about school life.
Teacher Tips
The #1 error is adding "to" after make/have — drill the base form relentlessly.
Use classroom-real examples (teacher has students clean up) to make the nuance felt.
This feeds directly into passive voice (Lesson 05) — flag the connection.
G6 Lesson 03: Syntax: Complex Sentence Construction
Age: 11-12 years
Duration: 80 min
Objectives
Combine two simple sentences into one complex sentence with a subordinate clause.
Use although, whereas, while, unless, and even though accurately.
Peer-edit a partner's paragraph for clarity and logical flow.
Vocab
although / even though: "Although it rained, the cleanup continued."
whereas: "Cities recycle plastic, whereas some towns still burn it."
subordinate: "A subordinate clause cannot stand alone."
combine: "We combine two ideas to show their relationship."
Warm-up (5min)
Show two choppy sentences on the board: "The plan was good. Few people joined." Ask students to connect them in one sentence using any linking word. Collect three versions and compare meaning shifts (although vs because vs so).
Main Activity (65min): "Syntax: Complex Sentence Construction"
"Sentence Combining Studio" — Round 1: connector map (8 min) sorting subordinators by function: contrast, condition, time, reason. Round 2: Combine drill — pairs receive 8 sentence pairs and merge each with the best subordinator, then read aloud with correct comma placement. Round 3: Meaning-shift challenge — take one pair and combine it three ways (contrast, condition, time); discuss how meaning changes. Round 4: Paragraph build — students expand a 4-sentence "simple" paragraph into 4 complex sentences on a civic topic. Round 5: Peer edit — swap paragraphs, mark run-ons and misplaced commas using a checklist, return with one praise + one fix.
Wrap-up (10min)
Board share: three best complex sentences read aloud; class identifies the subordinate clause in each. Exit ticket: write one complex sentence using "whereas."
Teacher Tips
Comma-before-main-clause is the key mechanical skill — model it visibly.
Warn against comma splices; a run-on hunt makes a good fast finisher.
This is the structural backbone for the essay workshop (Lesson 16).
G6 Lesson 04: Critical Reading: News Editorial
Age: 11-12 years
Duration: 80 min
Objectives
Locate the thesis and supporting claims in a news editorial.
Identify signals of bias and distinguish fact from opinion.
Write a short critical summary that names the author's stance.
Vocab
editorial: "An editorial shares the writer's opinion, not just the news."
stance: "The author's stance is that fees should be lowered."
bias: "Loaded words like 'reckless' can signal bias."
evidence: "A strong claim is backed by evidence, not feelings."
Warm-up (5min)
Display two short lines — one factual ("The fee rose 10%"), one opinion ("The fee hike is unfair"). Students sort fact vs opinion and explain the clue words. Introduce "stance" as the writer's main opinion.
Main Activity (65min): "Critical Reading: News Editorial"
"Editorial Detective" — Round 1: first read (silent) of a student-level editorial (~350 words) to get the gist; write the topic in one line. Round 2: thesis hunt — reread and box the sentence that states the author's stance; compare with a partner. Round 3: claim-evidence map — list each claim and mark whether it is supported by fact, example, or just opinion. Round 4: bias scan — highlight loaded or emotional words; discuss how they nudge the reader. Round 5: critical summary — write 4–5 sentences: topic, author's stance, one strong point, one weak point. Share two summaries aloud.
Wrap-up (10min)
Thumb vote: "Did the author convince you?" Students justify with one piece of evidence. Exit ticket: "The author's stance is ___ ; the weakest support was ___ ."
Teacher Tips
Choose a low-stakes, age-appropriate topic (school lunch, screen time) to keep bias analysis safe.
Model annotation on the first paragraph before releasing students.
Form the passive across present, past, future, and continuous aspects.
Choose active or passive based on tone and focus.
Complete a formal report paragraph in appropriate passive style.
Vocab
was passed: "A new law was passed last year."
is being built: "A new library is being built."
agent: "Add 'by + agent' only when it matters who did it."
formal: "Reports often use passive for a formal tone."
Warm-up (5min)
Compare two sentences: "Workers built the bridge" vs "The bridge was built." Ask which sounds more like a news report and why. Elicit that passive shifts focus to the result, not the doer.
Main Activity (65min): "Grammar: Passive Voice (Intermediate)"
"Passive Transformation Lab" — Round 1: form chart (8 min) building passive in 4 tenses from one base verb (build → is built / was built / will be built / is being built). Round 2: convert drill — turn 8 active policy statements into passive; decide whether "by + agent" is needed. Round 3: tone sort — read pairs and label each "casual/active" or "formal/passive," then justify. Round 4: report gap-fill — complete a short municipal report paragraph choosing correct passive forms. Round 5: mini-write — students write a 4-sentence formal notice (e.g., a park rule) using at least three passive forms. Peer-check tense accuracy.
Wrap-up (10min)
Quick flip: teacher says an active sentence, class responds with the passive. Exit ticket: rewrite "The city will plant trees" in the passive.
Teacher Tips
Stress that passive is a choice for focus/tone, not "better English" — overuse hurts clarity.
Continuous passive (is being built) is the hardest form; drill it separately.
Pairs naturally with causative (Lesson 02) — contrast "made them build" vs "was built."
G6 Lesson 06: Syntax: Appositives and Clarity
Age: 11-12 years
Duration: 80 min
Objectives
Insert appositive phrases to rename or define a noun concisely.
Punctuate appositives correctly with commas.
Revise a wordy paragraph for precision and readability.
Vocab
appositive: "My teacher, a marathon runner, trains daily."
rename: "An appositive renames the noun beside it."
clarity: "Good syntax adds clarity, not confusion."
phrase: "An appositive is a phrase, not a full clause."
Warm-up (5min)
Show: "Ms. Lee is a scientist. She spoke to us." Combine into one: "Ms. Lee, a scientist, spoke to us." Ask what got shorter and clearer. Name the comma-hugged phrase an appositive.
Main Activity (65min): "Syntax: Appositives and Clarity"
"Precision Workshop" — Round 1: model + label (7 min) three appositive sentences, marking the commas. Round 2: combine drill — merge 8 sentence pairs by turning the second into an appositive. Round 3: comma clinic — fix 6 sentences with missing or misplaced commas around appositives. Round 4: trim task — take a wordy 6-sentence paragraph and cut it to 4 by folding definitions into appositives. Round 5: apply — students revise two of their own G5 essay sentences using an appositive; share before/after. Collect for the syntax portfolio.
Wrap-up (10min)
Before/after showcase: pairs read one original and one revised sentence; class votes clearer. Exit ticket: write one appositive sentence about a classmate (school-safe).
Teacher Tips
Emphasize the paired commas — one before and one after the appositive.
Keep appositives short; a full clause is not an appositive.
This clarity skill sets up conciseness (Lesson 12) and cohesion (Lesson 15).
Identify persuasive techniques such as appeals to emotion, logic, and credibility.
Map claim-evidence pairs across a short article.
Respond with a structured rebuttal paragraph.
Vocab
persuade: "The writer tries to persuade readers to act."
claim: "A claim is the point the writer wants you to accept."
counter: "A counter answers the other side's argument."
audience: "Writers change their tone to fit the audience."
Warm-up (5min)
Show a short ad slogan and a fact-based line. Ask "Which one is trying to persuade you, and how?" Introduce three appeals in kid terms: heart (emotion), head (logic), trust (credibility).
Main Activity (65min): "Critical Reading: Persuasive Articles"
"Persuasion X-Ray" — Round 1: read a persuasive article (~350 words) and note the main claim. Round 2: technique tag — reread and label margin notes: heart / head / trust for each persuasive move. Round 3: claim-evidence map — chart each claim with its support and rate the support strong/weak. Round 4: spot the gap — find one claim with weak or missing evidence and explain the flaw. Round 5: rebuttal build — write a 5-sentence structured rebuttal: name the claim, concede one fair point, then counter with evidence. Two students share rebuttals.
Wrap-up (10min)
Round-robin: each group names one persuasive technique and one weakness they found. Exit ticket: "The strongest appeal was ___ because ___ ."
Teacher Tips
Reuse the concede-then-counter frame from G5 counterargument work.
Keep topics familiar (homework, uniforms) so analysis, not content, is the challenge.
This is the bridge from editorial reading (04) to policy debate (10).
G6 Lesson 08: Grammar: Gerunds vs Infinitives
Age: 11-12 years
Duration: 80 min
Objectives
Sort common verbs by whether they take a gerund, an infinitive, or both.
Complete sentence frames with the correct verb form.
Write five original policy-discussion sentences using varied patterns.
Vocab
enjoy reading: "People enjoy reading local news."
decide to act: "The council decided to act quickly."
gerund: "A gerund is the -ing form used as a noun."
verb pattern: "Each verb follows its own pattern."
Warm-up (5min)
Board two frames: "I enjoy ___" and "I want ___." Students fill each with a verb and notice one takes -ing, the other takes "to." Name them gerund and infinitive.
Main Activity (65min): "Grammar: Gerunds vs Infinitives"
"Pattern Chart Build" — Round 1: co-build a three-column chart — gerund verbs (enjoy, avoid, finish), infinitive verbs (decide, want, plan), both (start, like, stop) with a meaning note on "stop doing vs stop to do." Round 2: sorting race — pairs place 12 verb cards into the right column. Round 3: error correction — fix 6 sentences with the wrong form. Round 4: meaning-change pair — write "I stopped reading" vs "I stopped to read" and explain the difference. Round 5: apply — students write 5 policy-discussion sentences ("The city plans to reduce..."; "Residents avoid wasting...") using at least three patterns. Peer-check.
Wrap-up (10min)
Rapid recall: teacher names a verb, students shout "gerund," "infinitive," or "both." Exit ticket: write one sentence with a gerund and one with an infinitive.
Teacher Tips
The "both, meaning changes" set (stop, remember, forget) is where marks are won — spotlight it.
Keep the chart posted for reuse during the essay workshop (Lesson 16).
Common KET error — encourage students to memorize verbs in short phrases, not alone.
G6 Lesson 09: Syntax: Parallel Structure
Age: 11-12 years
Duration: 80 min
Objectives
Recognize and fix faulty parallelism in lists and series.
Use correlative pairs (both...and, not only...but also) with balance.
Apply parallel form in a thesis statement.
Vocab
parallel: "Items in a list should be parallel in form."
balance: "Parallel structure gives a sentence balance."
series: "Reading, writing, and revising is a parallel series."
consistency: "Keep verb forms consistent across the list."
Warm-up (5min)
Show a broken list: "She likes reading, to write, and games." Ask students what feels "off." Fix it together to "reading, writing, and playing games." Name the fix parallel structure.
Main Activity (65min): "Syntax: Parallel Structure"
"Balance Beam" — Round 1: model (7 min) parallel vs non-parallel pairs; students hear the rhythm difference read aloud. Round 2: diagnose drill — mark 8 sentences as balanced or broken and repair the broken ones. Round 3: correlative build — write 4 sentences using "not only...but also" and "both...and" with matched forms. Round 4: list upgrade — take a plain list from a report and rewrite it in strong parallel form. Round 5: thesis apply — students draft one thesis statement with a parallel three-part preview ("The plan saves money, cuts waste, and builds trust"). Peer-check for consistency.
Wrap-up (10min)
Read-aloud test: students read one parallel sentence; if it "sounds smooth," it passes. Exit ticket: write one parallel sentence with three verbs.
Teacher Tips
The ear catches parallelism faster than the eye — read everything aloud.
Correlative pairs are a common trap; drill matched forms on both sides.
Parallel thesis previews feed straight into the essay workshop (Lesson 16).
G6 Lesson 10: Critical Reading: Debating Public Policy
Age: 11-12 years
Duration: 80 min
Objectives
Skim opposing policy briefs and identify each side's core claim.
Compare arguments in a debate matrix by stakeholder and impact.
Present one side using evidence-based speaking frames.
Vocab
policy: "A policy is an official plan or rule."
stakeholder: "A stakeholder is anyone affected by the policy."
proposal: "The proposal suggests a plastic-bag fee."
impact: "We weigh the impact on cost and the environment."
Warm-up (5min)
Pose a familiar policy: "Should our school ban single-use plastic?" Quick hands: for / against / unsure. Introduce "stakeholder" — list who is affected (students, staff, cleaners, environment).
Main Activity (65min): "Critical Reading: Debating Public Policy"
"Policy Roundtable" — Round 1: skim two short briefs (pro and con, ~250 words each) and box each core claim. Round 2: debate matrix — fill a grid: stakeholder, benefit, cost, feasibility for each side. Round 3: evidence pull — each pair selects the two strongest facts from their assigned side. Round 4: structured mini-debate — teams present using frames ("Our position is ___ because the evidence shows ___"; "We understand ___ , however ___"). Round 5: reflection vote — silent ballot on the stronger case; students write one sentence explaining which evidence, not opinion, decided it.
Wrap-up (10min)
Consensus check: can the class name one point both sides agree on? Exit ticket: "The most feasible idea was ___ because ___ ."
Teacher Tips
Assign sides randomly so students argue positions they may not hold — builds objectivity.
Keep the timer strict on the mini-debate to fit all groups.
Draws on G5 supply-chain ethics; feeds the essay workshop's evidence work.
G6 Lesson 11: Grammar: Mixed Conditionals
Age: 11-12 years
Duration: 80 min
Objectives
Form mixed conditionals linking a past condition to a present result (and vice versa).
Express regret and hypothesis accurately.
Write reflective policy-scenario sentences.
Vocab
if had: "If they had planned better, the city would be cleaner now."
would have: "If it were cheaper, more people would have joined."
regret: "Conditionals can express regret about the past."
hypothesis: "A hypothesis imagines a different outcome."
Warm-up (5min)
Show: "I didn't study. I am tired now." Combine into "If I had studied, I would not be tired now." Ask which part is past and which is present. Name it a mixed conditional.
Main Activity (65min): "Grammar: Mixed Conditionals"
"Time-Bridge Lab" — Round 1: form chart (8 min) contrasting the two mixes: past condition → present result, and present condition → past result. Round 2: scenario cards — pairs read 8 "past cause / present effect" situations and build the matching mixed conditional. Round 3: error hunt — fix 5 sentences that mismatch tenses. Round 4: regret reflection — students write 3 sentences about past civic decisions ("If the town had recycled earlier, it would be greener today"). Round 5: hypothesis share — orally deliver one reflective sentence; partner checks the two-clause tense match.
Wrap-up (10min)
Chain game: one student starts "If I had...," the next continues the result. Exit ticket: write one mixed conditional about a past choice affecting today.
Teacher Tips
Mixed conditionals are abstract — anchor them in real "past cause, present effect" stories.
Color-code the two clauses (past = blue, present = green) to make the mix visible.
Feeds the subjunctive mood (Lesson 14) and reflective essay conclusions.
G6 Lesson 12: Syntax: Conciseness and Flow
Age: 11-12 years
Duration: 80 min
Objectives
Cut redundancy and wordiness from academic sentences.
Improve transitions to smooth the flow between ideas.
Revise a short argumentative draft for concision.
Vocab
concise: "Concise writing says more with fewer words."
redundant: "'Free gift' is redundant — a gift is already free."
trim: "Trim empty phrases like 'due to the fact that.'"
flow: "Transitions help ideas flow smoothly."
Warm-up (5min)
Board a bloated sentence: "Due to the fact that it was raining, we made the decision to stay." Trim it together to "Because it rained, we stayed." Count the words saved.
Main Activity (65min): "Syntax: Conciseness and Flow"
"Word-Diet Workshop" — Round 1: wordiness list (7 min) — swap 8 common padded phrases for lean ones ("in order to" → "to"). Round 2: redundancy hunt — cross out repeated ideas in 6 sentences. Round 3: transition upgrade — insert or improve linking words so three choppy sentences flow. Round 4: paragraph revision — take a 10-sentence wordy paragraph and cut it to 7 without losing meaning; track the word count. Round 5: apply — students revise one paragraph of their own draft, aiming to cut 20% of words. Share a before/after count.
Wrap-up (10min)
Leaderboard: who cut the most words while keeping meaning? Exit ticket: rewrite one padded sentence in half the words.
Teacher Tips
Make word-cutting a game with counts — students love the measurable win.
Warn that concise ≠ choppy; flow via transitions matters just as much.
Directly supports KET writing word limits and the essay workshop revision.
Read a short critical excerpt and identify its interpretive claim.
Recognize theme, motif, and symbol in a literary passage.
Write a paragraph agreeing or disagreeing with the critic.
Vocab
criticism: "Literary criticism explains what a text means."
interpret: "Readers interpret symbols in different ways."
theme: "The theme is the big idea about life."
symbol: "The storm is a symbol of inner conflict."
Warm-up (5min)
Show a familiar symbol (a dove, a broken clock). Ask "What might this stand for in a story?" Collect two interpretations to show that texts can mean more than they say.
Main Activity (65min): "Critical Reading: Literary Criticism"
"Interpretation Table" — Round 1: read a short literary passage, then a brief critic's excerpt (~150 words) about it. Round 2: claim find — box the critic's main interpretive claim and restate it in your own words. Round 3: evidence check — reread the passage for theme, motif, and symbol; note where the text supports (or resists) the critic. Round 4: stance form — decide agree / partly / disagree and gather two textual reasons. Round 5: response paragraph — write 5 sentences: name the critic's claim, state your stance, support with two quotations or details. Two students share.
Wrap-up (10min)
Interpretation poll: how many agreed vs disagreed with the critic, and why. Exit ticket: "One symbol in the passage is ___ ; I think it means ___ ."
Teacher Tips
Choose an accessible passage; the challenge is interpretation, not decoding.
Validate multiple readings as long as they cite text — this builds evidence habits.
Connects G4/G5 literary response to essay-level evidence citing (Lesson 16).
G6 Lesson 14: Grammar: Subjunctive Mood
Age: 11-12 years
Duration: 80 min
Objectives
Use the base-form subjunctive after suggest, recommend, and insist.
Recognize formal fixed phrases like "It is essential that..."
Draft three policy suggestions in correct subjunctive form.
Vocab
suggest that: "I suggest that the city plant more trees."
recommend: "We recommend that he study the report."
subjunctive: "The subjunctive uses the base verb, no -s."
mandate: "It is essential that the rule be followed."
Warm-up (5min)
Contrast: "He studies hard" vs "I suggest that he study hard." Ask why the second drops the -s. Introduce the subjunctive as a formal form for suggestions and demands.
Main Activity (65min): "Grammar: Subjunctive Mood"
"Formal Recommendation Desk" — Round 1: trigger list (8 min) — verbs and phrases that cue the subjunctive (suggest, recommend, insist, demand, "it is essential/important that"). Round 2: base-form drill — complete 8 sentences choosing the correct base verb. Round 3: error fix — repair 5 sentences that wrongly add -s or a modal. Round 4: transform — turn 4 casual requests into formal subjunctive recommendations. Round 5: policy write — students draft 3 formal recommendations to a "city council" using different trigger phrases. Peer-check for base-form accuracy.
Wrap-up (10min)
Formal-voice challenge: read one recommendation in a "news-anchor" tone. Exit ticket: write one subjunctive sentence starting "I recommend that..."
Teacher Tips
The dropped -s is the whole game — drill "he study / she be" until automatic.
Frame subjunctive as the "top-level formal register" — a G6 status marker.
Powerful for essay conclusions and formal KET writing tasks.
G6 Lesson 15: Syntax: Cohesion in Paragraphs
Age: 11-12 years
Duration: 80 min
Objectives
Identify cohesive devices: reference words, transitions, and repetition.
Add links and transitions to unify a draft paragraph.
Revise a paragraph for a single, clear focus.
Vocab
cohesion: "Cohesion is how sentences stick together."
reference: "Words like 'this' and 'it' refer back to earlier ideas."
transition: "Transitions like 'however' guide the reader."
unity: "A unified paragraph sticks to one main idea."
Warm-up (5min)
Show a paragraph where every sentence starts with the same noun. Ask how to make it flow. Introduce reference words (this, they, such) as "glue" that avoids repetition.
Main Activity (65min): "Syntax: Cohesion in Paragraphs"
"Paragraph Glue Lab" — Round 1: device tour (8 min) — spot reference words, transitions, and topic-sentence links in a model paragraph. Round 2: reference drill — replace repeated nouns with correct reference words in 6 sentences. Round 3: transition insert — add linking words to a disjointed 5-sentence paragraph so ideas connect. Round 4: unity check — find and remove the one off-topic sentence from a paragraph, then justify. Round 5: revise — students take one of their own paragraphs, add a strong topic sentence, two transitions, and one reference link. Peer-mark for unity and flow.
Wrap-up (10min)
Read-smooth test: pairs read a revised paragraph; if it flows without bumps, it passes. Exit ticket: "One transition I added was ___ to connect ___ and ___ ."
Teacher Tips
Overusing "this/that" without a clear referent causes confusion — check antecedents.
One paragraph, one idea — the unity check is the highest-value habit here.
This is the final polish skill before the full essay workshop (Lesson 16).
Plan and draft a thesis-driven essay on a current issue.
Embed evidence in body paragraphs and address a counterargument.
Revise the draft for academic tone using G6 syntax skills.
Vocab
thesis: "The thesis states your main argument in one sentence."
argument: "Each paragraph supports the central argument."
evidence: "Strong essays back claims with evidence."
revise: "To revise means to re-see and improve the draft."
Warm-up (5min)
Show a weak thesis ("Pollution is bad") and a strong one ("Our city should charge for plastic bags to cut waste and fund cleanup"). Ask which is arguable and specific, and why.
Main Activity (65min): "Writing Workshop: Thesis-Driven Essay"
"Full Essay Studio" — Round 1: thesis refine (10 min) — each student sharpens a thesis on a chosen issue; teacher checks for arguable + specific. Round 2: plan — outline intro (hook + thesis), two body points with evidence, one counterargument, and conclusion. Round 3: draft body — write two PEEL-style paragraphs, folding in G6 syntax (complex sentences, appositives, parallel lists). Round 4: counter + conclusion — draft a concede-then-counter paragraph and a call-to-action close. Round 5: rubric peer feedback — partners score thesis clarity, evidence, and cohesion, then each writer revises one section aloud. Collect the full draft as the flagship G6 writing artifact.
Wrap-up (10min)
Thesis showcase: three students read their thesis; class rates arguable/specific. Exit ticket: "The section I will revise most is ___ because ___ ."
Teacher Tips
This is the capstone integration — insist students reuse Lessons 03, 06, 09, 12, 15 syntax.
A strong, arguable thesis is 80% of the battle — spend real time on Round 1.
Keep this draft; it becomes the basis for the final report presentation (Lesson 18).
G6 Lesson 17: Final Exam: KET Strategy
Age: 11-12 years
Duration: 80 min
Objectives
Apply reading strategies: skim for gist, scan for detail, and inference in Part 5.
Plan a Writing Part 6 task within the word limit and time budget.
Use a self-check checklist before submission.
Vocab
strategy: "A test strategy is a smart plan to save time."
skim: "Skim first to get the general idea."
scan: "Scan to find a specific fact fast."
checklist: "Use a checklist to catch errors before submitting."
Warm-up (5min)
Timed 60-second skim: students read a short text and write only the topic. Reveal that skimming, not reading every word, is the exam skill. Introduce the day's toolkit: skim, scan, infer, plan, check.
Main Activity (65min): "Final Exam: KET Strategy"
"KET Rehearsal" — Round 1: reading strategy drill (15 min) — practice skim (gist), scan (detail), and one inference item from a Part 5 style text; debrief how to eliminate wrong options. Round 2: timing plan — build a personal minute-budget for each exam section. Round 3: writing template — walk through a Part 6 task: read the prompt, note the 3 required points, plan within the word limit. Round 4: timed mini-mock (20 min) — students complete a short reading set and a Part 6 write under the clock. Round 5: self-check — apply a checklist (task points covered, spelling, verb forms, word count) and mark one fix. Quick debrief on time management.
Wrap-up (10min)
Strategy share: each student names the one tactic that helped most today. Exit ticket: "My weakest section is ___ ; my plan to improve is ___ ."
Teacher Tips
Teach elimination for inference items — ruling out wrong answers beats hunting the "perfect" one.
Time pressure is the real test skill; keep the mini-mock strictly timed.
Frame this as rehearsal, not judgment — confidence matters for KET performance.
G6 Lesson 18: G6 Final Thesis Report
Age: 11-12 years
Duration: 80 min
Objectives
Present a polished thesis report orally with visual support.
Field peer questions using thesis and evidence, without adding new claims.
Submit the final written report integrating G6 syntax, grammar, and reading skills.
Vocab
thesis: "Open with your thesis so the audience knows your position."
synthesis: "The report synthesizes evidence into one argument."
delivery: "Delivery is voice, pace, and eye contact."
portfolio: "The report completes your G6 portfolio."
Warm-up (5min)
Presentation norms review — 2-minute limit, 3-bullet visual rule, and a polite Q&A phrase: "That connects to my point about ___." Students set one personal delivery goal.
Main Activity (65min): "G6 Final Thesis Report"
"G6 Capstone Presentation Day" — Round 1: final polish (15 min) — apply the Lesson 16 rubric: check thesis, evidence, counterargument, and syntax (complex sentences, parallelism, subjunctive where fitting). Round 2: visual prep — one slide or poster: title, thesis, two key evidence points, call to action. Round 3: rehearsal pairs — 2-minute timed run; partner scores clarity 1–4. Round 4: presentations — each student delivers a 2-minute report plus one peer question; audience writes one strength on a feedback slip. Round 5: submit + portfolio — hand in the final written report and assemble the G6 portfolio (essay draft, critical-reading notes, syntax revision log). Close with a KET-track completion celebration and secondary-level preview.
Wrap-up (10min)
Circle share: "The biggest skill I grew across G6 is ___ ." Present completion certificates or portfolio stamps. Exit ticket: "My report argues ___ ; my proudest sentence is ___ ."
Teacher Tips
This is the top-level capstone — grade clarity and integration over memorization.
Anxiety-sensitive students may read from notes; the goal is a confident finish.
Completing G6 marks the KET (A2 Key) track — celebrate visibly and preview what comes next.
Lesson Plan Library
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Unit 1: Climate Change Syntax
02
Grammar: Causative Verbs (Have/Make)
03
Syntax: Complex Sentence Construction
04
Critical Reading: News Editorial
05
Grammar: Passive Voice (Intermediate)
06
Syntax: Appositives and Clarity
07
Critical Reading: Persuasive Articles
08
Grammar: Gerunds vs Infinitives
09
Syntax: Parallel Structure
10
Critical Reading: Debating Public Policy
11
Grammar: Mixed Conditionals
12
Syntax: Conciseness and Flow
13
Critical Reading: Literary Criticism
14
Grammar: Subjunctive Mood
15
Syntax: Cohesion in Paragraphs
16
Writing Workshop: Thesis-Driven Essay
17
Final Exam: KET Strategy
18
G6 Final Thesis Report
[원장용] G6 커리큘럼 분석서
KET Exam Prep · 정밀 구문·비판적 독해 사역·수동·가정법 등 정밀 구문 문법과 사설·정책 비판적 독해, 논제 중심 에세이를 18단원으로 균형 배치해, G5 Flyers 수료생·초등 6학년이 Cambridge KET(A2 Key) 완성 트랙에 안착하도록 설계했습니다.
G6 단원 01: 기후변화 구문
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Climate Change Syntax: causative, passive, municipal, emissions, policy — G5 Flyers 수료·PEEL 논증 에세이에서 G6 '정밀 구문·기후정책 독해'로 격상합니다. 기후정책 뉴스 문장에서 causative·passive 구문 표시→구문 변환 drill→policy sentence rewrite 순으로 진행합니다. G5 argumentative essay의 evidence 문장에서 G6 '사역·수동 구문 분석'으로 확장하며, G6 구문 6단원(01·02·03·05·06·09)과 비판적 독해 4단원(04·07·10·13)의 첫 블록입니다.
학부모 상담 포인트
기후변화 구문은 G6 첫 'KET Prep 정밀 구문' 마일스톤입니다. '정부가 기업에 ~하게 했다'를 한글로 먼저→영어 causative+passive 3문장 말하기 2단계가 효과적입니다. 완성 syntax annotation sheet를 학부모 카톡으로 공유하면 G6 KET 완성 트랙 체감이 즉시 생깁니다.
캠브리지 연계
Cambridge KET Reading Part 5(비문학)·A2 Key Grammar(causative/passive)·G5 Flyers Writing→G5 PEEL→G6 Climate Syntax→G6 KET Strategy의 구문·독해 축 시작점입니다. KET(A2 Key) 완성 트랙의 첫 정밀 구문 블록과 정합됩니다.
G6 단원 02: 사역동사 (Have/Make)
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Causative Verbs: Have/Make — have someone do, make someone do, get someone to do, let/allow — G6 단원 01 기후변화 구문에서 G6 '사역동사 체계화'로 격상합니다. Climate policy sentence에서 have/make 구분→rewrite drill→oral policy recommendation(사역 구문 3문장) 순으로 진행합니다. G5 supply chain process paragraph에서 G6 'agency·responsibility 구문'으로 확장하는 G6 문법 핵심 단원입니다.
학부모 상담 포인트
사역동사는 '누가 누구에게 일 시키기'로 설명하면 학부모 이해도가 높습니다. 집에서 have/make 2문장씩 말하기 5분 숙제를 추천합니다. G5 논증 에세이에서 '정부 should' 표현과 대비해 '정부가 기업에 ~하게 했다' 구문 격상을 상담 시 3분 비교 설명하세요.
캠브리지 연계
KET A2 Key Grammar(causative)·KET Reading Part 5·G5 Flyers Writing→G6 Causative→G6 Passive Voice의 구문 로드맵 중간 고리입니다. KET Writing Part 6(formal recommendation)과 정합됩니다.
G6 단원 03: 복문 구성
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Complex Sentence Construction: although, whereas, while, unless, even though — G5 PEEL body paragraph·G5 학술 연결어에서 G6 '종속절 복문 구성'으로 격상합니다. Simple sentence pair→subordinate clause 결합→complex sentence paragraph 5문장 draft 순으로 진행합니다. G5 however/therefore discourse marker에서 G6 '종속절 논리 관계'로 확장하며, G6 구문 시리즈의 구조적 핵심 단원입니다.
학부모 상담 포인트
복문 구성은 G6 '학술 문장 길이·논리' 마일스톤입니다. '비록 ~하지만'을 한글로 먼저→영어 although/whereas 3문장 숙제가 효과적입니다. G5 PEEL paragraph와 연결해 '한 문장에 두 가지 생각 넣기' 성장 스토리를 학부모에게 전달하세요.
캠브리지 연계
KET A2 Key Grammar(clauses)·KET Reading Part 5·G5 Connectors→G6 Complex Sentences→G6 Cohesion의 구문·쓰기 축입니다. KET Writing Part 6(complex sentences) rubric과 1:1 매칭됩니다.
G6 단원 04: 비판적 독해: 뉴스 사설
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Critical Reading: News Editorial — editorial, thesis, bias, rhetoric, rebuttal — G5 TIME for Kids 사설·미디어 리터러시에서 G6 '뉴스 사설 비판적 독해'로 격상합니다. Editorial thesis identification→bias/rhetoric margin annotate→counter-argument 3문장 draft 순으로 진행합니다. G5 editorial perspective analysis에서 G6 '논지·편향 주석'으로 확장하며, G6 비판적 독해 4단원(04·07·10·13)의 첫 블록입니다.
학부모 상담 포인트
뉴스 사설 비판적 독해는 G6 'KET 독해 심화' 브랜드 마일스톤입니다. 집에서 영자 신문 사설 1편 10분+thesis 1문장 영어 요약 숙제를 추천합니다. G5 미디어 리터러시(17)와 연결해 '이미 편향 분석 경험이 있다'는 메시지를 학부모 상담에 활용하세요.
캠브리지 연계
KET Reading Part 5(opinion/editorial)·A2 Key Reading inference·G5 Editorial→G5 Media Literacy→G6 News Editorial→G6 Persuasive Articles의 비판적 독해 축 시작점입니다. KET(A2 Key) Reading 고난도 영역과 정합됩니다.
G6 단원 05: 수동태 (중급)
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Passive Voice (Intermediate): is being done, has been reduced, will be implemented, by + agent — G6 단원 01·02 사역 구문과 병행해 G6 '중급 수동태·공식 어조'로 격상합니다. Active→passive transformation drill→policy report passive paragraph→formal tone compare 순으로 진행합니다. G5 process paragraph(active)에서 G6 'passive formal register'로 확장하는 G6 문법 핵심 단원입니다.
학부모 상담 포인트
중급 수동태는 '뉴스·보고서 톤'으로 설명하면 학부모 프리미엄 이미지가 강화됩니다. 집에서 기후·환경 뉴스 1문장 passive로 바꾸기 5분 숙제를 추천합니다. G5 공급망 process writing과 대비해 '객관적·공식적 톤' 추가를 강조하세요.
캠브리지 연계
KET A2 Key Grammar(passive all tenses)·KET Reading Part 5(formal texts)·G6 Climate Syntax→G6 Passive→G6 Subjunctive의 구문 로드맵 중간 고리입니다. KET Writing Part 6(formal report tone)과 정합됩니다.
G6 단원 06: 동격어구와 명료성
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Appositives and Clarity: appositive, namely, that is, clarity, precision — G5 essay thesis·evidence sentence에서 G6 '동격어구·명료성'으로 격상합니다. Unclear sentence diagnose→appositive insertion rewrite→precision edit peer-review 순으로 진행합니다. G5 PEEL explain 단계에서 G6 '정의·부연을 동격으로 삽입'하는 구문 편집 단원입니다.
학부모 상담 포인트
동격어구는 '쉼표로 이름·정의 붙이기'로 설명하면 직관적입니다. 집에서 My friend, a climate activist, ... 3문장 쓰기 숙제가 효과적입니다. G5 essay clarity revision과 연결해 '문장 정밀도 향상' 메시지를 전달하세요.
캠브리지 연계
KET A2 Key Writing(accuracy/clarity)·KET Reading Part 5·G6 Complex Sentences→G6 Appositives→G6 Conciseness의 구문·편집 축입니다. KET Writing Part 6 sentence accuracy rubric과 호환됩니다.
G6 단원 07: 비판적 독해: 설득 글
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Critical Reading: Persuasive Articles — persuasion, ethos, pathos, logos, counterargument — G6 단원 04 뉴스 사설에서 G6 '설득 글·기법·반박'으로 격상합니다. Persuasive technique identification→author appeal annotate→rebuttal paragraph 5문장 draft 순으로 진행합니다. G5 TIME for Kids editorial에서 G6 '설득 수사학 분석'으로 확장하는 G6 비판적 독해 2차 단원입니다.
학부모 상담 포인트
설득 글 비판적 독해는 G6 Open Class 토론 최적 단원입니다. '광고·설득 글에서 어떤 기법?'을 한글 토론→영어 technique+example 2문장 숙제가 효과적입니다. G5 argumentative counterargument(02·14)와 연결해 학부모에게 강조하세요.
캠브리지 연계
KET Reading Part 5(persuasive)·A2 Key Author purpose·G6 News Editorial→G6 Persuasive→G6 Policy Debate의 비판적 독해 축입니다. KET Speaking Part 2(opinion+reason) 선행 역량과 정합됩니다.
G6 단원 08: 동명사 vs 부정사
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Gerunds vs Infinitives: enjoy doing, decide to do, stop doing/to do, verb pattern chart — G5 essay body·G5 connectors paragraph에서 G6 '동명사/부정사 동사패턴'으로 격상합니다. Verb pattern chart build→error correction drill→essay sentence upgrade(gerund/infinitive 3문장) 순으로 진행합니다. G5 writing accuracy에서 G6 '동사 뒤 형태 정밀화'로 확장하는 G6 문법 핵심 단원입니다.
학부모 상담 포인트
동명사 vs 부정사는 '동사 뒤 -ing vs to'로 설명하면 학부모 호응이 큽니다. 집에서 enjoy/decide/want 3동사 패턴 말하기 5분 숙제를 추천합니다. G5 PEEL paragraph에서 흔한 오류 교정 사례를 상담 자료로 활용하세요.
캠브리지 연계
KET A2 Key Grammar(gerund/infinitive)·KET Writing Part 6·G6 Complex Sentences→G6 Gerund/Infinitive→G6 Essay Workshop의 문법·쓰기 로드맵 중간 고리입니다. KET Writing accuracy 고빈출 영역과 1:1 매칭됩니다.
G6 단원 09: 병렬 구조
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Parallel Structure: parallel, balance, series, correlative (both...and, not only...but also) — G6 단원 03 복문·06 동격에서 G6 '병렬 균형·수사'로 격상합니다. Non-parallel sentence diagnose→parallel rewrite drill→thesis/body parallel list in essay 순으로 진행합니다. G5 PEEL point-evidence parallel에서 G6 '학술 병렬 구조'로 확장하는 G6 구문 편집 단원입니다.
학부모 상담 포인트
병렬 구조는 '나열할 때 형태 맞추기'로 설명하면 학부모 이해도가 높습니다. 집에서 To read, to write, and to revise... 3문장 parallel list 숙제가 효과적입니다. G5 essay revision과 연결해 '글의 리듬·균형' 향상을 강조하세요.
캠브리지 연계
KET A2 Key Writing(coherence)·KET Reading Part 5·G6 Appositives→G6 Parallel→G6 Cohesion의 구문·쓰기 축입니다. KET Writing Part 6 organization rubric과 정합됩니다.
G6 단원 10: 비판적 독해: 공공정책 토론
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Critical Reading: Debating Public Policy — policy brief, stakeholder, trade-off, mandate, feasibility — G6 비판적 독해 2단원(04·07)에서 G6 '공공정책 브리프 토론'으로 격상합니다. Policy brief skim→stakeholder map→pro/con debate with evidence cite 순으로 진행합니다. G5 supply chain ethics·global trade case에서 G6 '정책 논거·실행 가능성 분석'으로 확장하는 G6 비판적 독해 3차 단원입니다.
학부모 상담 포인트
공공정책 토론은 G6 '시민·학술 토론' 마일스톤입니다. '학교 급식·플라스틱 규제' 등 친숙 주제로 한글 토론→영어 pro/con 2문장씩 숙제가 효과적입니다. G5 debate forum·G5 supply chain ethics(13) 경험과 연결해 학부모 설득력을 올리세요.
캠브리지 연계
KET Reading Part 5(policy/non-fiction)·KET Speaking Part 2(discussion)·G5 Supply Chain Ethics→G6 Policy Debate→G6 Essay Workshop의 독해·토론 축입니다. KET integrated skills task와 정합됩니다.
G6 단원 11: 혼합 가정법
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Mixed Conditionals: If I had studied..., I would be..., If I were..., I would have... — G5 essay counterargument·G5 connectors에서 G6 '혼합 가정법·후회/가정'으로 격상합니다. Regret/hypothesis scenario card→mixed conditional sentence build→oral reflection 3문장 순으로 진행합니다. G5 simple conditional preview에서 G6 '시제 불일치 가정·후회 표현'으로 확장하는 G6 문법 핵심 단원입니다.
학부모 상담 포인트
혼합 가정법은 '지금 후회·다른 선택 가정'으로 설명하면 학부모 호응이 큽니다. 집에서 If I had..., I would... 2문장 reflection 숙제를 추천합니다. G5 essay conclusion call-to-action과 대비해 '가정·성찰' 표현 추가를 강조하세요.
캠브리지 연계
KET A2 Key Grammar(conditionals)·KET Speaking Part 1(personal)·G6 Passive→G6 Mixed Conditionals→G6 Subjunctive의 문법 로드맵 중간 고리입니다. KET Writing Part 6(hypothetical)과 호환됩니다.
G6 단원 12: 간결성과 흐름
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Conciseness and Flow: redundancy, wordiness, transition, trim, streamline — G6 복문·병렬·동격 3단원 통합 편집 단원입니다. Wordy paragraph diagnose→redundancy cut→transition upgrade revision 순으로 진행합니다. G5 PEEL body에서 G6 '군더더기 제거·전환 매끄럽게'로 격상하는 G6 구문·편집 핵심 단원입니다.
학부모 상담 포인트
간결성과 흐름은 '짧고 또렷한 영어'로 설명하면 학부모 프리미엄 이미지가 강화됩니다. 집에서 10문장 paragraph→7문장으로 줄이기 숙제가 효과적입니다. G5 essay draft(16)와 연결해 revision 단계임을 Open Class 전 학부모 안내하세요.
캠브리지 연계
KET A2 Key Writing(word limit/efficiency)·KET Writing Part 6·G6 Parallel→G6 Conciseness→G6 Cohesion→G6 Essay Workshop의 편집 축 핵심 고리입니다. KET Writing time management(17)의 직접 선행 단원입니다.
G6 단원 13: 비판적 독해: 문학 비평
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Critical Reading: Literary Criticism — theme, motif, symbolism, critique, interpretation — G5 literary response·Junie B. 감정 분석(G3·G4 축)에서 G6 '문학 비평 해석'으로 격상합니다. Short excerpt close reading→theme/motif annotate→interpretive paragraph 5문장 draft 순으로 진행합니다. G6 비판적 독해 4단원(04·07·10·13)의 마무리 블록이며, 논문·에세이 evidence 인용과 연결됩니다.
학부모 상담 포인트
문학 비평은 G6 '학술 독해·해석' 브랜드 마일스톤입니다. 집에서 단편 1편 theme 1문장+symbol 1개 영어 설명 숙제를 추천합니다. G4·G5 literary response portfolio와 연결해 성장 스토리를 학부모에게 전달하세요.
캠브리지 연계
KET Reading Part 5(literary excerpt)·A2 Key Inference·G4 Literary Response→G5 Essay evidence→G6 Literary Criticism→G6 Thesis Essay의 독해·쓰기 축입니다. KET Reading inference 고난도 영역과 정합됩니다.
G6 단원 14: 가정법 (Subjunctive)
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Subjunctive Mood: suggest that he study, It is essential that..., recommend that..., formal mandate — G6 혼합 가정법(11)·수동태(05)와 병행해 G6 '가정법 격식·권고'로 격상합니다. Formal recommendation sentence analyze→subjunctive base form drill→policy recommendation paragraph draft 순으로 진행합니다. G5 essay conclusion call-to-action에서 G6 '공식 subjunctive mandate'로 확장하는 G6 문법 상위 단원입니다.
학부모 상담 포인트
가정법(Subjunctive)은 '공식 권고·요구문'으로 설명하면 학부모 이해도가 높습니다. I suggest that the city reduce... 3문장 숙제가 효과적입니다. G6 최상위 레벨 '격식 영어' 이미지를 학부모 상담에 활용하세요.
Cohesion in Paragraphs: cohesion, unity, topic sentence, referent, transition — G6 간결성(12)·병렬(09)·복문(03) 통합해 G6 '문단 응집·통일성'으로 격상합니다. Disjointed paragraph diagnose→topic sentence unify→referent/transition upgrade 순으로 진행합니다. G5 PEEL link 단계에서 G6 '문단 단위 응집 장치'로 확장하는 G6 쓰기 핵심 단원입니다.
학부모 상담 포인트
문단 응집성은 '한 문단 한 주제·매끄럽게 이어지기'로 설명하면 학부모 호응이 큽니다. 집에서 topic sentence+3 supporting sentence+transition 1문장 paragraph 숙제를 추천합니다. G5 PEEL(10)과 연결해 '본론 품질 2차 격상' 메시지를 전달하세요.
캠브리지 연계
KET A2 Key Writing(coherence/organization)·KET Writing Part 6·G6 Conciseness→G6 Cohesion→G6 Essay Workshop의 쓰기 로드맵 핵심 고리입니다. KET Writing organization rubric과 정합됩니다.
G6 단원 16: 논제 중심 에세이 워크숍
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
Thesis-Driven Essay Workshop: thesis, argument, evidence, counterargument, polish — G6 구문 6단원·비판적 독해 4단원·편집 2단원 통합 실전입니다. Thesis statement refine→full essay draft(intro+2 body+counter+conclusion)→rubric peer feedback→one section revise 순으로 진행합니다. G5 argumentative essay full draft(16)에서 G6 '논제 중심·정밀 구문 에세이'로 격상하는 G6 쓰기 공식 산출물 단원이며, G6 최종 리포트(18)의 직접 선행 단원입니다.
학부모 상담 포인트
논제 중심 에세이 워크숍은 G6 브랜드 마일스톤 — 학부모 별도 안내 필요합니다. 'KET 수준 첫 논제 에세이 초고 완성'을 수료 기준으로 제시하세요. 완성 draft를 학부모 상담 자료+Open Class 포트폴리오로 활용합니다.
캠브리지 연계
KET Writing Part 6(full essay)·A2 Key Writing rubric·G5 Full Draft→G6 Thesis Essay→G6 Final Report의 논증 쓰기 실전 축입니다. KET(A2 Key) Writing 고난도 영역과 1:1 매칭됩니다.
G6 단원 17: KET 시험 전략
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
KET Exam Strategy: timing, skim, scan, Part 5 inference, Writing word limit — G6 17단원 직전 통합 리허설입니다. KET Reading Part 5 strategy drill→Writing Part 6 planning template→timed mini-mock(20분) 순으로 진행합니다. G5 Flyers mock 경험에서 G6 'KET 독해/작문 전략·시간관리'로 격상하는 G6 시험 대비 핵심 단원입니다.
학부모 상담 포인트
KET 시험 전략은 G6 수료 직전 핵심 마일스톤입니다. 집에서 Reading 1편 10분 timed skim+Writing outline 5분 숙제를 추천합니다. 'G6 수료=KET(A2 Key) 완성 트랙' 메시지를 학부모 상담에 반드시 포함하세요.
캠브리지 연계
Cambridge KET(A2 Key) Full Mock·Reading Part 5·Writing Part 6·G6 16단원 Essay→G6 KET Strategy→G6 Final Report의 시험 대비 축입니다. KET official sample paper rubric과 정합됩니다.
G6 단원 18: G6 최종 논제 리포트
대상: 초등 6학년 / Ages 11-12, 수업 80분
[대치 로직] 교수 설계 의도
G6 Final Thesis Report: presentation, thesis, synthesis, delivery, portfolio — G6 18단원 통합: polished thesis-driven essay oral presentation+visual support→peer Q&A→final written report submit 순으로 진행합니다. 채점보다 관찰·격려 우선 — G6 Final = KET(A2 Key) completion portfolio, not high-stakes exam. essay draft·critical reading portfolio·syntax revision log를 통합 산출물로 사용합니다.
학부모 상담 포인트
G6 최종 논제 리포트는 G6 수료=KET(A2 Key) 완성 트랙·최종 레벨 분기 시점입니다. 완성 thesis report+발표 영상을 학부모 상담 자료로 제공하세요. 수료증+KET mock 결과+중등 연계 안내를 함께 전달하면 재등록·추천 전환율이 올라갑니다.
캠브리지 연계
Cambridge KET(A2 Key) Full Mock·G6 Graduation·중등 Placement·Thesis essay 완성·Critical reading portfolio 완료 기준을 통합 안내하세요. KET Pass 기준·G6 최상위 레벨 수료 기준을 원장이 직접 설명할 수 있어야 합니다.
단원별 교수 설계 분석서
01
단원 01: 기후변화 구문
02
단원 02: 사역동사 (Have/Make)
03
단원 03: 복문 구성
04
단원 04: 비판적 독해: 뉴스 사설
05
단원 05: 수동태 (중급)
06
단원 06: 동격어구와 명료성
07
단원 07: 비판적 독해: 설득 글
08
단원 08: 동명사 vs 부정사
09
단원 09: 병렬 구조
10
단원 10: 비판적 독해: 공공정책 토론
11
단원 11: 혼합 가정법
12
단원 12: 간결성과 흐름
13
단원 13: 비판적 독해: 문학 비평
14
단원 14: 가정법 (Subjunctive)
15
단원 15: 문단 응집성
16
단원 16: 논제 중심 에세이 워크숍
17
단원 17: KET 시험 전략
18
단원 18: G6 최종 논제 리포트
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