Bugs and Apartment Life in South Korea - A giant cockroach visited my girlfriend today . . . no, really.

A giant cockroach visited Julianne in her apartment this afternoon . . . no, really.

I've had several different apartments in Korea over the years and never really had a major problem with bugs. I'm not saying there haven't been bugs, but the number and type haven't been anything like a serious infestation or problem.

I don't know what the actual percentage is of foreign English teachers who are placed in apartments that have bug problems. I'd have to say based on how many teachers I've heard talk about it as a problem that it'd be something like 25% or so. The majority of apartments in Korea will from time to time have ants, cockroaches, and other critters appear to one degree or another--but in terms of them being a chronic presence and problem relative to apartment life in Korea I'd say 25% sounds accurate in my experience of hearing stories from teachers.

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Click on the link below to see pictures and read more at Kimchi Icecream: The Second Serving . . . . I've moved over to wordpress.com and will be blogging there from now on.

Bugs and Apartment Life in South Korea - A giant cockroach visited my girlfriend today . . . no, really.
J

English Camps in South Korea - A Guideline for Foreign English Teachers

I decided to do some new writing about topics foreign English teachers in Korea need info about during their first year teaching in Korea, and there is info in this post that some experienced teachers might appreciate too (like book titles that are useful for different types of English camps).

I've also been working on some posts about co-teaching because I'm back in the public school system and co-teaching in Korea lacks an organized and well designed training program for the different levels of schools. I'll try to post those in the coming weeks.

If it's your first time reading this blog please take a look at a series of posts called,

A Guide For New EFL/ESL Foreign English Teachers/Instructors in South Korea - Public Schools, Hogwans, Universities, and Training Center/Institutes

At the beginning of each post I write, 'If any of the following materials are used as a part of an orientation or new foreign teacher training manual I would appreciate being cited as the author (if it's something that I wrote, some materials are from other sources and should be cited appropriately) and or as a source from which the materials were taken from (if it's something I found and arranged and posted on the Net). I've spent a lot of time and energy writing and blogging and would appreciate the citation. Thanks.' Please cite me as the author for my English winter camp post if you use any of the materials too.

Anyways, many new foreign teachers right about now are being asked to prep for winter English camps. Getting explicit instructions on how to do this, and what to be aware of, is often not what happens. Foreign teachers should keep in mind that some Korean English co-teachers have done English camps with a foreign teacher before, but that others have never planned a camp involving a foreign teacher and likely don't know what to tell you to plan, or how to plan it (so it might be a good idea to print out this guideline and give a copy to your co-teacher!). There are a lot of things to consider when planning and designing an English camp in Korea, and I've tried to cover as much as I can here.

1. Pre-Camp Checklist

a) How many students per class?

Camps tend to have 20 students per class, but this number can be higher or lower so make sure you ask.

I think that if the number is higher than 20 you should politely but firmly suggest that the number is too high--especially when you're not likely to have a Korean co-teacher in the room to help with classroom behavior management. All too often if the KET''s (Korean English teacher) away the mice are going to torture you with bad behavior . . . the unfortunate truth about too many (but luckily not all) students in Korea is that once they realize you won't use corporal punishment to enforce the rules they often see time alone with you in a classroom as 'do whatever they want to time' cause they know you won't hit them . . .

This is not true for all foreign teachers. I think personality type, confidence levels, teacher training and experience, and other variables come into play with how students behave when there's no co-teacher but I've also heard too many stories about foreign teachers pretty much giving up and making their camp into watching movies and/or students doing whatever they want while the foreign teacher goes on facebook to chat with friends, play games, or whatever while they complete their class hours but don't do any actual teaching . . . with some planning and preparation an English camp can be a fantastic experience for both the teacher and the students. Often a lack of planning and prep are the REAL source of students bad behavior . . . and also the stress and hair pulling frustration that a teacher experiences. This camp guide, I hope, will help pre-emptively kill a lot of the problems that first time camp teachers experience.

b) Who is screening the levels of students? How are they doing it? c) Will there be mixed grade classes? Or mixed level classes?

This is a vital question to ask because in the past, before I had experience teaching camps, I didn't think it was necessary to micro-manage my co-teacher while the students are being selected, or signing up, for a camp. During my first camp experience in 2005 on Ganghwa Island I was given a class mixed with 1st grade false-beginner students, intermediate students, and advanced students, 2nd grade false-beginner students, intermediate students, and advanced students, and 3rd grade false-beginner students, intermediate students, and advanced students--ALL IN THE SAME CLASS!!! The complete and utter lack of any kind of educational criteria being used to put this class together made it an impossible class to teach--especially for a first time teacher in his first semester of teaching in Korea. Simply put, no teaching or learning principles were used in the formation of the class rather it was more about pleasing parents, the principal, and about getting the most students possible in the foreign teacher's class.

While the example I just used is an extreme case there also milder versions of this that happen. Putting SAME GRADE but radically different language ability students in the SAME class often happens too. For example low level 2nd grade students combined with high level 2nd grade students. This then forces the native teacher to choose which group of students they orient their lesson materials towards. It is possible to teach this kind of class but it generally can only be done by teachers with a lot of training and experience. One solution is to pair up weak and strong students and turn the strong students into teaching-assistants, begin with low level vocabulary and language and then work your way up to higher level content so that the high level students get some learning too . . . but designing lesson plans in this manner is not easy, and teaching it is difficult too. In addition, you also have to consider that Korean language learners will often have social/friendship behaviors that sabotage a teacher's desire to pair weak/strong students together whether it's about an age difference, being separated from their friends in the class, or whatever this can often be a major obstacle that gets in the way of the best teaching strategies.

Probably the easiest method for a Korean English co-teacher to create class lists by learner ability, i.e. a class with all advanced students, is by looking at student English test scores. Unfortunately, it is very difficult for many Korean English co-teachers to actually do a proper language learner ability assessment (whether it's for reasons of time and number of students, or a matter of the KETs language ability and teacher training). It's also hard for many native English teachers to assess learner levels especially when they're new to the EFL/ESL teaching job. Simply put, try to get student test scores involved in how they are assigned to English camp classes so there is at least some degree of educational reasoning being used in which student goes into which class. Otherwise you're in for some really hard teaching experiences.

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Click on the link below to read more at Kimchi Icecream: The Second Serving . . . . I've moved over to wordpress.com and will be blogging there from now on.

English Camps in South Korea - A Guideline for Foreign English Teachers

I hope it helps new foreign teachers and make sure to check out the book list as it has titles that can be used for speaking/conversation camps, writing camps, listening (if you're asked to focus on that), reading, culture, games and activities, and the list goes on . . . I organized the book titles by type of camp so if you're hunting for a good book to use for your camp you may find what you're looking for in the list.

Good luck,
J

EFL Teaching and Curriculum Design in Korea – Tried to make a 2 month syllabus and in the first week it’s already been destroyed…

About a week ago I sat down to plan out the lessons I would do over the course of November and December at the boys high school where I teach. I looked over all the lessons I’ve designed and chose my ‘Greatest Hits’ . . .

I also sat down with my co-teacher and went over all the dates on which I’d have no classes due to tests, field trips, and any other of the myriad reasons that classes get canceled. I thought that my semi-long term planning would not be screwed up and that I’d anticipated everything I could that might effect my lesson planning . . . boy was I wrong.

But the Halloween lesson was sabotaged by the H1N1/Swine Flu situation in Korea. On the last Wednesday of October, around 11am, I found out that ALL first grade classes would be sent home Wednesday afternoon and that they wouldn’t be returning until Monday of the next week . . . . . . . . . .

Click on the link below to read more at Kimchi Icecream: The Second Serving . . . . I've moved over to wordpress.com and will be blogging there from now on.

EFL Teaching and Curriculum Design in Korea – Tried to make a 2 month syllabus and in the first week it’s already been destroyed…

J

It’s class time . . . and yep, no students (again).

This past Wednesday morning I go to my classroom to set up for my introduction lesson a few minutes early. This is the first week for me teaching the second grade high school boys classes (I’d been teaching the senior grades in a Suneung (“Korean SATs”) listening prep class for September and October).

I turn on the computer, the touch-screen TV, and set up my power point presentation that I use in my introduction lesson. I put on some Hip Hop music (to wake up the guys as they walk in), and write a few things on the white board like “Classroom Rules” and the 10 Xs system (I erase one X each time a rule is broken, all 10 get erased and there’s a consequence for the whole class) that I use for classroom behavior management.

I finish setting up, check my watch, and have a minute or so to wait before the boys should begin arriving . . .

No early arrivals . . . okay. Usually at least a few guys show up early to get first pick of where they want to sit, check out the alien teacher–err, foreign English teacher, and chill out while waiting for the class to begin.

The class bell goes off, and I’m standing in the doorway. I see another young Korean English teacher, and he asks me, “Are you teaching now?” I respond, “Yes, but I have no students” and begin laughing.

He seems astounded by this, and I tell him that it’s a pretty common experience for native English teachers that an entire class just doesn’t show up, and nobody tells you anything about why . . . sometimes this happens for legitimate reasons and other times it’s just plain poor communication and a lack of professional courtesy to make sure the native English teacher is informed about a schedule change, cancellation, or whatever the case may be.

I wait two more minutes, and then decide I’m going to do something I rarely do anymore . . . . . . . . . .

Click on the link below to read more at Kimchi Icecream: The Second Serving . . . . I've moved over to wordpress.com and will be blogging there from now on.

It’s class time . . . and yep, no students (again).

J

EFL Classroom Halloween Culture Lesson Craft Activity and Display Part II

Earlier I wrote 3 posts about my Halloween culture lesson and my experiences decorating classrooms in Korea. Here are the links . . .

Halloween Classroom Decorations — Looking back at 2005 and my first Halloween lesson in Korea

Shopping For Halloween Decorations at Lotte Mart, Seoul Station

Carving jack-o-lanterns with my co-teacher — Co-teaching . . . it ain’t just in the classroom.

The high school boys have been responding pretty positively to the Halloween culture lesson and craft activity. We’ve been putting up the different vocabulary craft items they make in class. Creative, imaginative, artsy type activities are NOT a common classroom language learning experience, let alone a common learner experience in other subjects as well, in South Korea. This is an unfortunate side-effect of the exam/test-myopia that plagues the entire education system in Korea, and it severely impacts that teaching and learning styles that are practiced. Fortunately for most native English teachers one of the positive aspects of our classes not being tested is that we have a lot more freedom to do things that are not in direct support of the extreme tests-are-the-only-thing-that-matters-therefore-we-only-do-test-related-things-in-class . . .

In this picture you can see the yarn spider web that the boys helped me put up and attach to the four ceiling fans. At the front are the results of the craft activity with scissors and color paper . . .

Click on the link below to see the pictures and read more at Kimchi Icecream: The Second Serving . . . . I've moved over to wordpress.com and will be blogging there from now on.

EFL Classroom Halloween Culture Lesson Craft Activity and Display Part II

J

Carving jack-o-lanterns with my co-teacher -- Co-teaching . . . it ain't just in the classroom.

My primary co-teacher and I finally got around to carving our pumpkins. It was her first time carving so she was very excited, and I have to admit I was too. We set up in a room adjacent to the teachers office . . .

Click on the link below to see the pictures and read more at Kimchi Icecream: The Second Serving . . . . I've moved over to wordpress.com and will be blogging there from now on.

Carving jack-o-lanters with my co-teacher -- Co-teaching . . . it ain't just in the classroom.

J

My first Halloween in Korea was back in 2005. I was living and teaching on Ganghwa Island, and was one of just 6 foreign English teachers on the whole island. My home middle school (I taught at 3, and lived next to one of them) was in a two-street village next to a mountain–needless to say the kids and teachers had never been exposed to anything resembling a western cultural Halloween event so I decided to do a culture lesson and decorate my English classroom.

I spent my own money on the decorations because the middle school was small (98 students) and they didn’t have any kind of budget (especially after spending 40,000 on building a new English Zone). I went to Walmart in Incheon (back in the day when Walmart was still in Korea) and picked up supplies and some decorations . . .

Click on the following link to read the rest of this post and see the pictures.

Halloween Classroom Decorations — Looking back at 2005 and my first Halloween lesson in Korea

J

Being sick and actually having a sympathetic and understanding co-teacher . . . somebody pinch me!!!

I decided to stay home yesterday and today cause my cough was still pretty bad, and my voice was at maybe 40% of its natural power--when you lose your voice teaching English in Korea pretty much becomes mission impossible . . .

My co-teacher was amazingly understanding and sympathetic when I called her to say I was taking a sick day--and then again when I called to take another, wow! I think part of this was due to my coming to do the school promotional video on Saturday for no overtime pay and doing a good job when I was coughing and hacking and obviously not feeling well . . . the Brownie points, or should I say Scout points?, that I earned from this probably helped to a degree but I think it boils down to she's just an awesome co-teacher in general--and I'm freaking lucky to be paired up with her because not all the co-teachers I teach with would be as understanding. When I consider all the co-teachers I've taught with during the 3+ years of experience I've had, and am doing now, in the public system I am in awe of how lucky I am . . . seriously, it's like winning a lotto ticket.

On Saturday while my co-teacher and I were waiting for the camera crew to set up we chatted a bit about the cultural differences in work culture and staying home when you're sick; she sees the 'common sense' (according to western cultural logic and norms) in staying home, resting, and recovering faster when you're sick with the added bonus of not infecting co-workers and thereby reducing productivity even more . . . but she also understands and practices the Korean cultural norm of going to work when you're sick because that's 'common sense' from the Korean point of view.

Going to work when you're sick does make sense if you unpack some of the reasons behind it for school work culture in Korea. If you don't go to work in a school someone has to cover your classes. In a culure that doesn't seem to have a pool of substitute teachers to cover the sick teacher's classes the absence of the teacher is a major problem for the school and staff.

Add to the mix that test preparation and test points are more important than anything else (for the most part) and not coming in to teach and prep students for tests and to cover material is seen as shirking your duties--abandoning your post so to speak. And in a culture where the vast majority of men do military service I'm sure that this has to be embedded within the school work culture too.

Another thing is that the lesson plans foreign English teachers use generally require an understanding of communicative style language teaching that unfortunately the majority of Korean English teachers do not possess (though this is slowly changing). They might have a copy of the lesson plan, and may even have seen you teach it a few times already during the week's classes . . . but this doesn't mean they feel confident in knowing all of the classroom English commands/instructions/questions/expressions needed to teach the lesson IN ENGLISH, and when you add to this that many Korean Engish teachers lack the native teacher's innate awareness of how to run the lesson and each stage of it you can begin to see why they get upset. I think this is a big part of why Korean co-teachers generally get upset when the native teacher takes a sick day--native teachers think, "What's the problem? We've taught this lesson together 3 times already this week, and you have a copy of the lesson plan and materials...."--while the Korean teacher might be thinking, "Oh god! My English is poor and the students will be comparing my English speaking and teaching style to the native English teachers . . . and I don't understand why the native teacher does this and says that . .. " etc etc etc. There's a lot more going on with this particular situation and the multiple points of view but that's all I'm going to write about it for now.

I'm sure I could go on to unpack even more reasons but I'm going to let it rest with those. I'm still not feeling well and would like to take a 3rd sick day but I'm going to go in and see how it goes. If my voice disappears after teaching 2 or 3 classes then I'll reassess that decision, and because I showed up I think if I decide to go home due to losing my voice and still feeling crappy my co-teachers will 'understand my situation' (wow, how fun is it to use that expression and not be hearing it said to me, lol) and not be upset with me.

Being sick in Korea with no cable TV or Internet in my apartment (immigration is still processing my new alien registration card) has really sucked. I've been watching season 4 of "The Unit" to pass the time but miss being able to surf the Net, and blog if I have the energy. I'm hoping that I'll get my new alien card this week and soon after that Internet . . .

Anyways, as fun as being in a PC Bang (Internet Cafe) is it's time to head back to my apartment and rest . . . oh, and watch more episodes of The Unit--hoo-ah!

J

List of EFL/ESL teaching methodology, lesson plans, games and activities, and cultural background books in my personal teaching library

I've been planning on writing a series of posts divided by level of school and language learner for a while now wherein I recommend books I've studied, used, modified, and taught from . . . but just haven't had the time.

For now I'm posting an updated list of the books I have in my personal teaching library. I think there are a few that I still haven't added to the list, but I'll find those once I'm back in Korea and have settled into my new job.

The current list still needs more editing and organizing by category of book but for now it'll have to do.

J
p.s. Some of the titles are not in the sections they should be in and I need to do some editing, but again, that will happen some time in September when I have time and access to all my books again.

Teaching Methodology Books

Teaching ESL/EFL Reading and Writing

ESL & Applied Linguistics Professional Series

I.S.P. Nation

W28,000

Teaching ESL/EFL Speaking and Listening

ESL & Applied Linguistics Professional Series

I.S.P. Nation

W28,000

Practical English Language Teaching: Speaking

Kathleen M. Bailey

McGraw Hill

W17,000

Keep Talking

Communicative fluency activities for language teaching

Friederike Klippel

Cambridge Handbooks for Language Teachers

W28,000

Materials and Methods in ELT

Second Edition

A Teacher’s Guide

Jo McDonough and Christopher Shaw

Blackwell

W35,000

The Standby Book

Activities for the language classroom

Edited by Seth Lindstromberg

Cambridge Handbooks for Language Teachers

W40,000

Five-Minute Activities

A resource book of short activities

Penny Ur & Andrew Wright

Cambridge Handbooks for Language Teachers

W25,000

Lessons from Nothing

Activities for language teaching with limited time and resources

Bruce Marsland

Cambridge Handbooks for Language Teachers

W25,000

Teaching Listening Comprehension

Penny Ur

Cambridge Handbooks for Language Teachers

W29,000

Teaching Large Multilevel Classes

Natalie Hess

Cambridge Handbooks for Language Teachers

W30,000

Games for Language Learning

3^rd Editiong

Andrew Wright, David Betteridge, and Michael Buckby

Cambridge Handbooks for Language Teachers

W28,000

Assessing Speaking

Sari Luoma

Cambridge Language Assessment Series

W35,000

Conversation: From Description to Pedagogy

Scott Thornbury and Diana Slade

Cambridge Language Teaching Library

W40,000

Training Foreign Language Teachers, A reflective approach.

Wallace, Michael J. Cambridge University Press, 1991.

Cambridge Teacher Training and Development, Series Editors: Marion Williams and Tony Wright.

W26 000

Teaching Children English.

David Vale and Anne Feunteun. Cambridge University Press, 1995.

Cambridge Teacher Training and Development, Series Editors: Marion Williams and Tony Wright.

W29 000

Teach English, A training course for teachers. Trainers Handbook.

Dorff, Adrian. Cambridge University Press, 1988.

Cambridge Teacher Training and Development,

W29 000

Teaching Listening Comprehension.

Ur, Penny. Cambridge University Press, 1984.

Cambridge Handbooks for Language Teachers. Series Editor, Penny Ur.

W29 000

Games for Language Learning, Third Edition.

Andrew Wright, David Betteridge, and Michael Buckby. Cambridge University Press, 2006.

Cambridge Handbooks for Language Teachers. Series Editor, Scott Thornbury.

W28 000

Keep Talking: Communicative fluency activities for language teaching.

Klippel, Friederike. Cambridge University Press, 2004.

Cambridge Handbooks for Language Teachers. Series Edited by Penny Ur.

W30,000 (?)

Teaching and Researching Listening

Rost, Michael. Longman, 2002.

Applied Linguistics in Action Series, Edited by Christopher N. Candlin & David R. Hall

W22 000

Listening, Practical English Language Teaching.

Marc Helgesen and Steven Brown. McGraw Hill, 2007.

David Nunan, Series Editor.

W15 000

Listening.

White, Goodith. Oxford, 1998.

Resource Books for Teachers, Series Editor, Alan Maley.

W26 000

The Practice of Teaching English, Third Edition.

Harmer, Jeremy. Longman 2004.

W24

How to teach English.

Harmer, Jeremy. Longman, 1998.

W22 000

How to teach Vocabulary.

Thornbury, Scott. Longman, 2002.

Series Editor, Jeremy Harmer.

W22 000

How to teach Pronunciation.

Kelly, Gerald. Longman, 2000.

Series Editor, Jeremy Harmer.

W22 000

How to teach Writing.

Harmer, Jeremy. Longman, 2004.

W22 000

How To Teach Speaking.

Thornbury, Scott.

Series Editor: Jeremy Harmer. Longman, 2006.

W27 000

Materials and Methods in ELT, Second Edition. A Teacher’s Guide.

Jo McDonough and Christopher Shaw. Blackwell Publishing, 2003.

W35 000

Teaching English to Children in Asia.

Paul, David. Longman, 2003.

W15 000

Teaching English Through English.

Willis, Jane. Longman, 1981.

W20 000

A Framework For Task-Based Learning.

Willis, Jane. Longman, 1996.

W22 000

Working with Teaching Methods, What’s at stake?

Stevick, W. Earl. Thomson Heinle, 1998.

Teacher Source, Series Editor, Donald Freeman.

W17 000

Language Teacher Education.

Roberts, John. Arnold, 1998.

W25 000

Experiential Learning in Foreign Language Education

Viljo Kohonen, Riitta Jaatinen, Pauli Kaikkonen, and Jorma Lehtovaara. Pearson, 2001.

Applied Linguistics and Language Study. General Editor: C. N. Candlin

W17 000

Democracy and Education: An Introduction to the Philosophy of Education.

Dewey, John. The Free Press, 1916.

W20, 810

Teaching English to Koreans.

Edited by Susan Oak and Virginia S. Martin. Hollym Publishers, 2003

W15 000

Knowledge, Culture & Power: International Perspectives Literacy as Policy and Practice. Edited by Peter Freebody and Anthony R. Welch. University of Pittsburgh Press, 1993.

$33.00

Teaching Resource Books: Teacher Training

Tasks for Language Teachers. A resource book for training and development.

Parrott, Martin. Cambridge, 1993.

Cambridge Teacher Training and Development. Series Editors: Marion Williams and Tony Wright.

W32 000

Classroom Observation Tasks: A resource book for language teachers and trainers.

Wajnryb, Ruth. Cambridge, 1992.

Cambridge Teacher Training and Development. Series Editors: Marion Williams and Tony Wright.

W27 000

Teach English: A training course for teachers. Teacher’s Workbook.

Doff, Adrian. Cambridge, 1988.

Cambridge Teacher Training and Development. Series Editors: Marion Williams and Tony Wright.

W25,000 (?)

Teaching English to Young Learners, Trainer’s Handbook. An Illustrated Guide for EFL Teacher Development.

Marcia Fisk Ong and Vinodini Murugesan. Compass, 2007.

*free at KOTESOL 2007

Teaching English to Young Learners. An Illustrated Guide for EFL Teacher Development.

Marcia Fisk Ong and Vinodini Murugesan. Compass, 2007.

*free at KOTESOL 2007

Tasks for Teacher Education, A Reflective Approach. Coursebook.
Rosie Tanner and Catherine Green. Addison-Welsley Publishing Company, Inc.1998.

W9 000

Interchange, 3^rd Edition. Student’s Book.

Jack C. Richards with Jonathan Hull and Susan Proctor. Cambridge 2005.

Interchange, 3^rd Edition. Teachers Manual.

Jack C. Richards with Jonathan Hull and Susan Proctor. Cambridge 2005

Impact Listening 2, Second Edition. Workbook.

Jill Robbins and Andrew MacNeill. Pearson, 2007.

Series Editor Michael Rost.

Impact Listening 2 Teachers Manual., Second Edition.

Jill Robbins and Andrew MacNeill. Pearson, 2007.

Series Editor Michael Rost.

Impact Listening Level 3 Workbook, 3^rd Edition.

Kenton Harsch and Kate Wolfe-Quintero. Longman, 2007.

Impact Listening Level 3 Teachers Manual, 3^rd Edition.

Kenton Harsch and Kate Wolfe-Quintero. Longman, 2007.

Series Editor Michael Rost.

Longman Vocabulary: Building Vocabulary for iBT, SAT, GRE, TOEIC, TEPS

Hwa, Dr Park Jong. Pearson, 2007.

W19 500

Teaching Resource Books: Speaking

Five-Minute Activities for Young Learners

Penny McKay and Jenni Guse

Cambridge Handbooks for Language Teachers

W30,000

Presentation Skills for Students.

Joan van Emden and Lucinda Becker. Palgrave Macmillan, 2004.

W27 000

Open To Debate, 70 Korean Issues.
Williams, D. Neal.

W14 000

Conversation Lessons: The Natural Language of Conversation, An Intermediate Course.

Martinez, Ron. Thomson Heinle 2002.

W22 000

Everyday English For Young People.

Zwier, Lawrence J. Asia-Pacific Holdings Ltd, 2004.

W15 000

Discover Debate. Michael Lubetsky, Charles LeBeau, and David Harrington.

Compass Publishing, 2000.

W16 000

Oxford Basics: Simple Speaking Activities.

Jill Hadfield and Charles Hadfield. Oxford, 1999.

W5, 800

Impact Words + Phrases: 1 000 words and phrases you need to speak English.

Impact Series

Anne McGannon and Michael Rost. Longman, 1997.

W16 000

Small Group Discussion Topics for Korean Students.

Jack Martire.

Pusan National University Press, 2005

Everyday Survival English.

Karl Nordvall. Compass Publishing 2005.

W12 000

Dangerous English 2000! An Indispensable Guide for Language Learners and Others.
Claire, Elizabeth. Delta Publishing Company, 1998.

W15 000

Oxford Business English: English for Telephoning

David Gordon Smith

Oxford University Press

W20,000

Oxford Business English: English for Meetings

Kenneth Thompson

Oxford University Press

W20,000

Oxford Business English: English for Socializing

Sylee Gore and David Gordon Smith

Oxford University Press

W20,000

Things English Speakers Do Not Say!

Jana Hold, Charles Middleton, and Kwang-Chul Park

Chonghab Publishing

W12,000

Conversation Strategies

David Kehe and Peggy Dustin Kehe

PLA (Pro Lingua Associates)

W20,000(?)

Discussion Strategies: Beyond Everyday Converstaion

David Kehe and Peggy Dustin Kehe

PLA (Pro Lingua Associates)

W20,000

Strategies in Speaking

Michael Rost

Longman

W15,000

Basics in Speaking

Michael Rost

Longman

W15,000

Teaching Resource Books: Reading Skills and Cultural Background

101 American Idioms

Harry Collis and Joe Kohl. Compass, 2004.

W7, 500

101 American Customs

Harry Collis and Joe Kohl. Compass, 2004.

W7 500

101 American Superstitions.

Harry Collis and Joe Kohl. Compass, 2004.

W7 500

Ugly Koreans, Ugly Americans.

Min Byoung-chul, EdD

W5 000

Extensive Reading Activities for Teaching Language

Edited by Julian Bramford and Richard R. Day

Cambridge Handbooks for Language Teachers

W25,000

Steps to Academic Reading Level 3: Across the Board

Jean Zukowsky/Faust

Thomson Heinle

W13,000

Becoming a Critical Thinker: A Master Student Text

Vincent Ryan Ruggiero

Houghton Mifflin

W11,000

Reading for the Real World Level 2

Lawrence J. Zwier and Lynn Stafford-Yilmaz

Compass Publishing

W15,000

A First Look at the USA: A Cultural Reader

Milada Broukal

Longman

W13,000

More About the USA: A Cultural Reader

Milada Broukal and Janet Milhomme

Longman

W13,500

Contact USA: A Reading and Vocabulary Text Third Edition

Paul Abraham and Daphne Mackey

Longman

W14,000

All About the USA: A Cultural Reader Second Edition

Milada Broukal and Peter Murphy

Longman

W13,000

Steps to Academic Reading 4: In Context

Jean Zukowski/Faust, Susan S. Johnston, and Elizabeth E. Templin

Thomson Heinle

W13,000

Teaching Resource Books: Games, Activities and Task-based Learning Books

700 Classroom Activities.

David Seymour & Maria Popova. Macmillian, 2005.

W20,000 (?)

ESL Vocabulary and Word Usage: games, puzzles, and inventive exercises.

Imogene Forte and Mary Ann Pangle. Incentive Publications Inc, 2001.

$17.99

Language Teaching Games and Contests, Second Edition.

Lee W R. Oxford, 1986.

W18 000

Oxford Basics: Presenting New Language.

Jill Hadfield and Charles Hadfield. Oxford, 1999.

W5, 800

Oxford Basics: Vocabulary Activities.

Slattery, Mary. Oxford, 2004.

W5, 800

Oxford Basics: Cross-curricular Activities.

Svecova, Hana. Oxford, 2003.

W5, 800

ESL Active Learning Lessons: 15 Complete Content-Based Units to Reinforce Language Skills and Concepts.

Imogene Forte and Mary Ann Pangle. Incentive Publications Inc, 2001.

$24.99 (Canadian)

ESL Activities and Mini-Books for Every Classroom.

Einhorn, Kama. Scholastic Inc, 2001.

$14.99

Storytelling With Children.

Wright, Andrew. Oxford, 1995.

Resource Books for Teachers, Series Editor Alan Maley.

W26 000

Very Young Learners.

Vanessa Reilly & Sheila M. Ward. Oxford, 1997.

Resource Books for Teachers, Series Editor Alan Maley.
W26 000

Games For Children.

Gordon Lewis and Gunther Bedson. Oxford, 1999.

Resource Books for Teachers, Series Editor Alan Maley.

W26 000

Drama With Children.
Phillips, Sarah. Oxford, 1999.

Resource Books for Teachers, Series Editor Alan Maley

W26 000

Art and Crafts With Children.

Wright, Andrew. Oxford, 2001.

W26 000

Projects With Young Learners.

Diane Phillips, Sarah Burwood & Helen Dunford. Oxford, 1999.

Resource Books for Teachers, Series Editor Alan Maley

W26 000

Widgets: A task-based course in practical English.

Marcos Benevides and Chris Valvona. Pearson, 2008.

*free at KOTESOL 2007

Art and Crafts with Children

Andrew Wright

Oxford University Press

W26,000

Creating Chants and Songs

Carolyn Graham

Oxford University Press

W26,000

Writing with Children

Jackie Reilly and Vanessa Reilly

Oxford University Press

W26,000

Drama with Children

Sarah Phillips

Oxford University Press

W26,000

Teaching Resource Books: Listening

Oxford Basics: Simple Listening Activities.

Jill Hadfield and Charles Hadfield. Oxford, 1999.

W5, 800

Do As I Say: Operations, Procedures, and Rituals for Language Acquisition.

Gayle Nelson, Thomas Winters, and Raymond C. Clark. Pro Lingua Associates, Publishers, 2004.

W19 000

Ship or Sheep? An Intermediate Pronunciation Course, Third Edition.

Ann Baker. Cambridge, 2006

Teaching Resource Books: Reading

College Reading Workshop, Edition 2.

Malarcher, Casey. Compass Publishing, 2005.

W15 000

Oxford Basics: Simple Reading Activities.

Jill Hadfield and Charles Hadfield. Oxford, 2000.

W5, 800

Teaching Resource Books: Grammar

Oxford Practice Grammar, New Edition.

Eastwood, John. Oxford, 1999.

$44.95

Essential Language Practice: Reference and Practice for Beginning Students of American English.

Vince, Michael. Macmillan Heinemann, 2000.

W9 500

English Grammar Simplified, Coles Notes.

Coles Publishing Company, 2001.

$5.95

Grammar Games: Cognitive, affective, and drama activities for EFL students

Mario Rinvolucri

Cambridge University Press

W30,000

Teaching Resource Books: Multi-Skill Lesson Books

Jazz English, Volume 1, Second Edition.

Gunther Breaux. Compass Publishing 2006.

14, 000

Jazz English, Volume 2, Second Edition.

Gunther Breaux. Compass Publishing 2006.

14, 000

Can You Believe It? Stories and Idioms from Real Life, Book 1.

Huizenga, Jann. Oxford, 2000.

W16 000

Workplace English: Travel File.

Marc Helgesen and Keith Adams. Addison Wesley Longman, 1996.

W15 000

Travel and Tourism.

Wajnryb, Ruth. Macmillan, 2000.

W11 000

Teaching Resource Books: Dictionary and Picture Process Dictionary

The English You Need for Business, A Picture Process Dictionary, Multi-skills Activity Book.

March Cunningham and Lawrence J. Zwier. Asia-Pacific Holdings, Ltd, 2003.

W10 000

The English You Need For The Office. A Picture Process Vocabulary Multi-skills Activity Book.

Susan Dean and Lawrence J. Zwier.

W8 000

English For Everyday Activities.

Zwier, Lawrence J. Compass Publishing, 2006.

W15 000

English For Everyday Activities: A Picture Process Dictionary. Multi-Skills Activity Book.

Zwier, Lawrence J. Compass Publishing, 2003.

W8 000

The Oxford Picture Dictionary, Canadian Edition.

Norma Shapiro and Jayme Adelson-Goldstein. Oxford, 1999.

Exploring English 1: Teacher’s Resource Manual.

Tim Harris, Allan Rowe, Jean Zukowski/Faust. Addison-Welsley Publishing Company, Inc. 1995.

W50 000

Word for Word.

Stewart Clark and Graham Pointon. Oxford, 2003.

W24 000

Teaching Resource Books: Writing Section

Sentences At A Glance, Third Edition.

Brandon, Lee. Houghton Mifflin Company 2006.

W10 000

Paragraphs At A Glance, Third Edition.

Brandon, Lee. Houghton Mifflin Company 2006

W10 000

Basic Writing, Second Edition.

Reid, Joy M. Prentice Hall Regents, 1996.

W 10 000

Share Your Paragraph: An Interactive Approach to Writing, 2^nd Edition.

George M. Rooks.

Longman, 1999.

W13 000

Reason to Write (Advanced): Strategies for Success in Academic Writing.

Mary R. Colonna and Judith E. Gilbert. Oxford, 2006.

W18 000

Essay Writing for Beginners, 2^nd Independent Writing

Kelli Ripatti and Lucy Han. Compass, 2007

W14 000

Fundamentals of Academic Writing, Level 1

Butler, Linda. Pearson, 2007.

The Longman Academic Writing Series

W16 000

Introduction to Academic Writing, Level 3, Third Edition

Alice Oshima and Ann Hogue. Pearson, 2007.

W16 000

A Sense Of Wonder: Reading and Writing Through Literature.

Bill Preston. Longman, 2003.

W18 000

The Writer’s Selections, Fourth Edition.

McWhorter, Kathleen T. Houghton Mifflin Company, 2006.

W17 000

Oxford Basics: Simple Writing Activities.

Jill Hadfield and Charles Hadfield. Oxford, 2000.

W5, 800

Oxford Business English: English for Emails

Rebecca Chapman

Oxford University Press

W20,000

How to teach Writing.

Harmer, Jeremy. Longman, 2004.

W22 000

Effective Academic Writing 1: The Paragraph

Alice Savage and Masoud Shafiei

Oxford University Press

W?

Effective Academic Writing 2: The Short Essay

Alice Savage and Patricia Mayer

Oxford University Press

W?

Effective Academic Writing 3: The Essay

Jason Davis and Rhonda Liss

Oxford University Press

W?

Newspapers

Resource Books for Teachers

Series Editor Alan Maley

Peter Grundy

Oxford University Press

W20,000

Writing, 2^nd Edition

Resource Books for Teachers

Series Editor Alan Maley

Tricia Hedge

Oxford University Press

W20,000

Korean Culture, History, and Society

Korean Folk & Fairy Tales

Retold by Suzanne Crowder Han. Hollym, 2006.

W15 000

Atlas of Korea

Editors: Young-Han Park. Sung Ji Mun Hwa Co., Ltd

W30 000

Koreans To Remember: 50 famous people who helped shape Korea.

Saccome, Richard. Hollym, 1993.

W12 000

Wasteland Poems, Poems by Ku Sang.

Translated by Brother Anthony of Taize. DapGae Books, 2000.

English Translations of Korean Literature Series, #5.

W8 000

Survival Korean: The Korean study guide written by the host of Arirang’s TV’s “Let’s Speak Korean.”

Revere, Stephen.

W21 500

The Snow Falling on Chagall’s Village, Poems by Kim Ch’un-Su.

Translated by Kim Jong-Gil. DapGae Books, 2000.

W7 000

Maxims and Proverbs of Old Korea

Tae Hung Ha. Yonsei University Press, 1970.

Korean Cultural Series, Volume VII

W20 000

Modern Korean Fiction, An Anthology.

Edited by Bruce Fulton and Yongmin Kwon. Columbia University Press, 2005.

W42, 620

Korea’s Place In The Sun: A Modern History.

Cumings, Bruce. W. W. Norton & Company, 2005.

W19 500

The Lives of Korean Women in History

Byun Won-Lim. ILJISA, 1995.

W12 000

Feminist Cultural Politics In Korea.

Edited by Jung-Hwa Oh. PrunSasang, 2005.

W30 000

What’s so good about Korea, Maarten?

Maarten Meijer. Hyeonamsa Publishing, 2005.

W12 000