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📎 Parent one-pager (KO/EN) — link coming soon

K1 Lesson 18: K1 Final Review

Grade: K1 (Ages 3-4) Time: 30 minutes Review Stations · Commands · Colors & Numbers · Animals · Phonics · K1 Champion Circle · Certificate · K2 Preview

Material Checklist — Full Lesson

Learning Objectives

Warm-up: Meeting Up & Warming Up (10 mins)

Purpose: Celebrate K1 finale energy safely, preview four review stations, run K1 Champion Hello with every name before station rotations.

Step 1 · Meeting Up (≈5 min)

Teacher · Arrival & finale welcome

"Good morning, K1 champions! Hello! Last K1 lesson — same safe circle — biggest hello ever!"
"Look · Listen · Sit. Today we play four review stations — commands, colors, numbers, animals, phonics!"
"No test — only play — you show everything you learned. Are you ready?"

Teacher · Station preview — four cones

"Four stations around the room — orange cone Commands — blue cone Colors — green cone Animals — purple cone Phonics!"
"Small groups rotate — bell rings — next station. Walking feet — team review!"
"At the end — K1 Champion Circle — certificate — Next stop K2!"

Teacher · Certificate & K2 preview tease

"Everyone earns a certificate today — K1 Champion — your name — a golden sticker seal!"
"And a surprise — K2 preview poster — bigger adventures — but first — we celebrate K1!"

Teacher · Emotional reassurance

"Last K1 lesson means you grew — not goodbye forever — see you in K2 — same school — same friends!"
"Big feelings are OK — I am here — safe circle — champions together!"
Handling Mistakes:

If a child cries at "last lesson," reassure: "K1 finished — K2 adventure next — you are growing!"

If children run to stations early, block path: "Stations wait — circle first — K1 Champion Hello!"

Management Cue: Station materials covered with cloths until rotation begins — prevents early exploration.
Management Cue: Post rotation chart with group colors — children find their color group instantly.
  1. Door greeting — extra celebratory Hello to each child.
  2. Look · Listen · Sit — 3-second settle.
  3. Point to four station cones — name each theme (≈1 min).
  4. Show certificate sample — "Everyone earns one today!"
  5. Preview K2 poster briefly — "Next stop — K2!"

Step 2 · Warming Up (≈5 min)

Teacher · K1 Champion Hello

"K1 Champion Hello! Stand up — Hello Song — biggest wave!" (play Hello Song)
"Hello, hello, how are you? I'm happy — thumbs up — K1 champions!"
"Sit down — quiet hands — name waves next!"

Teacher · Name wave — every child

"Name waves — I say your name — you stand — wave — sit. [Name] — champion!"
"Every friend — no skipping — K1 champions all! [Name] — champion! [Name] — champion!"
"If you feel shy — small wave from your spot — we see you — champion!"

Teacher · Four-theme chant

"Look Listen Sit — red blue — moo oink — sss a-a-a — K1 ready!"
"Commands — colors — animals — phonics — four stations — four cheers — let's go!"

Teacher · Group color assignment

"Group colors — Red group Station 1 — Blue group Station 2 — Green group Station 3 — Purple group Station 4!"
"Find your color band — walking feet — bell rings — rotate! Not a race — team review!"
Handling Mistakes:

If name wave runs long, split: half names in warm-up, half during K1 Champion Circle.

If a child hides during their name, kneel: "Brave wave from your spot — we see you — champion!"

Management Cue: Co-teacher tracks name-wave list — ensures every child is named before lesson ends.
Management Cue: Group color necklaces or wrist bands assigned before leaving circle — visible rotation identity.
  1. Hello Song — whole group stand-wave-sit (≈1 min).
  2. Name wave — every child stands, waves, sits (≈2 min).
  3. Four-theme chant — commands/colors/animals/phonics (≈1 min).
  4. 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 · Station 1 — command rounds

"Teacher Says — Look! (point eyes) Teacher Says — Listen! (hands on ears) Teacher Says — Sit!"
"Look! (freeze — no Teacher Says) Uh oh — freeze! Wonderful listening! Teacher Says — Stand!"
"Teacher Says — Come here! (walking feet to cone) Teacher Says — Sit! Freeze round — Jump! Freeze — no Teacher Says — champions!"

Teacher · Station 1 — close & rotate

"Commands finished — high-five — orange cone done — bell rings — walking feet — next station!"
Handling Mistakes:

If a child moves on freeze round, smile: "Freeze champion — watch friends — try again next round."

If Come here causes running, clarify: "Walking feet — come here — stop at the cone."

Management Cue: Station leader uses command cards face-up as visual support — reduces verbal overload.
  1. Model Teacher Says vs freeze — 2 practice rounds.
  2. Full command set: Look · Listen · Sit · Stand · Come here × 2 passes.
  3. Freeze trick round × 1 — celebrate careful listeners.
  4. Bell — rotate to Station 2.

Station 2 · Colors & Numbers — Card Match (≈2 min per group)

Teacher · Station 2 setup

"Station 2 — Colors and numbers! Blue cone — match red card to red spot — number 5 to five dots!"
"Color zone on the left — number zone on the right — don't mix — team matching!"

Teacher · Station 2 — color match

"Touch red — say red! Touch blue — say blue! Touch yellow — say yellow! Touch green — say green!"
"Hold up red — show me — red! Swap cards — match every color — color champions!"

Teacher · Station 2 — number match

"Numbers — hold up 1 — say one! 2 — two! 3 — three! Match to dot sets — count together!"
"Stretch to 10 if ready — 6, 7, 8, 9, 10 — or stop at 5 — K1 heroes either way!"
"Quick cheer — touch red! Hold 7! Touch blue! Hold 3! — fast commands — wonderful!"

Teacher · Station 2 — close & rotate

"Colors and numbers finished — blue cone done — bell rings — walking feet — animal station next!"
Handling Mistakes:

If a child matches by shape not color, hold swatch to object: "Same color — red — both red."

If counting skips a number, chant together slowly 1–5 before 6–10.

Management Cue: Match mat has color dots AND number dots — separate zones prevent card mixing.
  1. Color match — 4 swatches to 4 zones — choral name each.
  2. Number match — cards 1–10 to dot sets — stop at 5 for K1, stretch to 10 if ready.
  3. Quick combined call: "Touch red! Hold 7!" — 4 commands.
  4. Bell — rotate to Station 3.

Station 3 · Animals — Sound & TPR (≈2 min per group)

Teacher · Station 3 setup

"Station 3 — Farm animals! Green cone — pick a card — make the sound — do the motion!"
"Six animals — cow, pig, duck, sheep, horse, chicken — from Lesson 06 — you remember!"

Teacher · Station 3 — animal sounds

"Cow — moo — horns on head! Pig — oink — snout with hands! Duck — quack — flap wings!"
"Sheep — baa — fluffy arms! Horse — neigh — gallop feet! Chicken — cluck — wings tucked!"

Teacher · Station 3 — "The ___ says ___"

"The cow says
 moo! The duck says
 quack! I am a sheep — baa! I am a horse — neigh!"
"Group animal chorus — all together — moo — oink — quack — baa — neigh — cluck — 10 seconds — animal orchestra!"

Teacher · Station 3 — close & rotate

"Animals finished — green cone done — bell rings — walking feet — phonics station — last one!"
Handling Mistakes:

Accept sound-only if word is hard — "Great moo! I am a cow — moo — perfect."

If headbands slip, fix and continue — optional for station speed.

Management Cue: Animal cards stay at station — headbands optional quick wear — don't let dress-up slow rotation.
  1. Each child picks one animal card — sound + gesture.
  2. "The ___ says ___" — teacher prompts × 6 animals.
  3. Group animal chorus — moo/oink/quack/baa/neigh/cluck — 10 seconds.
  4. Bell — rotate to Station 4.

Station 4 · Phonics — Group 1 Action Flash (≈2 min per group)

Teacher · Station 4 setup

"Station 4 — Phonics Group 1! Purple cone — flash a letter — do the action — say the sound!"
"Action icon strip on the table — if you forget — look at the picture — snake, apple, tap, insect, puff, net!"

Teacher · Station 4 — six-sound flash

"S — snake — sss! A — apple — a-a-a! T — tap — t-t-t! I — insect — i-i-i! P — puff — p-p-p! N — net — n-n-n!"
"Faster — flash random — p — s — n — a — t — i — you remember every action — Group 1 masters!"

Teacher · Station 4 — blend cheer

"Blend cheer — sat! Pin! Pan! — slow
 fast! Slide your finger like the blending rail — sat!"
"Six-sound chain — stand up — sss-a-t-i-p-n — sit down — Group 1 complete — phonics champions!"

Teacher · Station 4 — close & return

"Phonics finished — purple cone done — all four stations — walking feet — back to the big circle!"
Handling Mistakes:

If blend is too hard, accept actions only: "Wonderful snake — sss — K1 champion sound!"

If child confuses letters, show picture cue side — action first, always.

Management Cue: Action icon strip on station table — children self-check if they forget a motion.
  1. Flash s-a-t-i-p-n — group action response × 1 pass.
  2. Choral blend: sat · pin · pan — teacher leads slide motion.
  3. Six-sound chain stand-up — sit down — "Group 1 masters!"
  4. Bell — return to circle for K1 Champion Circle.

Teacher · Rotation close — all stations done

"Stations finished! Clipboards down — cones stay — back to the big circle — K1 Champion Circle next!"
"You reviewed commands, colors, numbers, animals, AND phonics — four stations — four cheers — incredible!"
Management Cue: Two adults minimum for rotations — one floats, one stays at circle with waiting group.
Management Cue: Single pass (~2 min × 4 stations = 8 min) if class is large — quality over double rotation.

Step 4 · Cheering Up (≈7 min)

Purpose: K1 Champion Circle — whole-group cheer celebrating every child's K1 journey.

Teacher · K1 Champion Circle setup

"K1 Champion Circle! Stand up — arms up — you finished K1! Champion cheer!"
"Look — Listen — Sit — red blue — moo quack — sss a-a-a — K1 CHAMPIONS!"
"Again — louder — K1 CHAMPIONS! One more — biggest — K1 CHAMPIONS!"

Teacher · Partner high-five cheer

"Turn to your neighbor — high-five — say — You are a champion! Switch — other neighbor — You are a champion!"
"Look at me — I say — You are ALL champions — arms up — yay!"

Teacher · Crown pass

"Champion crown passes — wear it — wave — pass on — every friend wears the crown!"
"Touch the crown gently — three seconds — wave — pass clockwise — no pulling!"
"Last friend — crown to teacher — we did it — every champion wore the crown!"

Teacher · Group photo & calm transition

"Big smile — K1 champions — photo time!" (if permitted) "Cheese — champions!"
"Sit down — certificates coming — calm happy hearts — almost party time!"
Handling Mistakes:

If crown pass causes grabbing, teacher holds crown: "Touch the crown — don't pull — pass gentle."

If photo triggers shyness, opt-out spot with sticker — no forced smiles.

Management Cue: Champion cheer chant on poster — same words every year — builds school tradition.
Management Cue: Crown pass clockwise only — predictable direction prevents chaos.
  1. Whole-group K1 Champion cheer × 3 — commands/colors/animals/phonics mashup (≈2 min).
  2. Partner high-five — "You are a champion!" (≈1 min).
  3. Crown pass — each child wears crown 3 seconds (≈2 min).
  4. Optional group photo (≈1 min).
  5. Sit — hands in lap — "Certificates in wrap-up — almost party time!"

Wrap-up: Calming Down (5 mins)

Purpose: Certificate ceremony, K2 preview, breathing, final Goodbye Song — emotional closure for the K1 year.

Step 5 · Calming Down (≈5 min)

Teacher · Champion breath

"Hands on tummy — champion breath — in
 1, 2, 3 — out
 slow wave."
"You played four stations. You cheered in the circle. You are K1 champions — calm happy hearts."

Teacher · Certificate ceremony — hand-off

"K1 Certificate time — [Name] — K1 Champion — you learned Hello, colors, animals, sounds, songs!"
"[Name] — brave listener. [Name] — wonderful moo. [Name] — super blending. Sticker seal — take home — show your family!"
"Every certificate has your name — your date — K1 Champion — forever!"

Teacher · K2 preview

"Point to the poster — Next stop — K2! Bigger books — more songs — new adventures — you are ready!"
"Choral — Next stop K2! — arms up — K2 here we come — when you are bigger — exciting!"
"Same school — same friends — new fun — you will love K2 — I believe in you!"

Teacher · Final goodbye — last K1 version

"I am proud of every K1 champion. Goodbye Song — last K1 version — everyone's name."
"Goodbye, goodbye, see you in K2! Goodbye [name], goodbye [name], goodbye everyone!"
"High-five at the door — certificate visible — Bye, teacher — See you in K2!"
Handling Mistakes:

If certificate line is long, call groups by table — certificates pre-filled before class.

If a child is sad, allow quiet hug + certificate — "Big feelings OK — you are a champion."

If K2 preview causes worry, simplify: "Same teacher friends — new fun — you will love it."

Management Cue: Certificates pre-written — ceremony is hand-off + sticker seal only — keeps wrap-up under 5 min.
Management Cue: Celebrate effort loudly — this sets tone for the whole 9-year roadmap.
Management Cue: Parents invited to door only for certificate hand-off if school policy allows — coordinate beforehand.
  1. One champion breath cycle (≈30 sec).
  2. Certificate hand-off — each child named + one specific praise (≈2 min).
  3. K2 preview poster — choral "Next stop K2!" (≈30 sec).
  4. Final Goodbye Song — all names (≈1 min).
  5. High-five exit — certificate visible — photo at door optional (≈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)

  • Station 1: command cards + Teacher Says paddle
  • Station 2: color swatches + number cards 1–10 + match mat
  • Station 3: animal cards + optional headbands
  • Station 4: Group 1 letters + action strip + blend cards
  • 4 station cones, rotation bell, group color bands
  • K1 Champion crown, certificates, K2 preview poster
  • Hello/Goodbye audio, stickers, Listen pause card
📎 Master material checklist PDF — link coming soon

B. Review Station Quick Reference

  • Station 1 Commands: Look · Listen · Sit · Stand · Come here — Teacher Says
  • Station 2 Colors+Numbers: red/blue/yellow/green + 1–10 match
  • Station 3 Animals: cow/pig/duck/sheep/horse/chicken sounds + TPR
  • Station 4 Phonics: s-a-t-i-p-n actions + sat/pin/pan blends
  • Rotation: ~2 min per station · bell signal · walking feet
📎 Station setup diagram (A3) — link coming soon

C. Key Teacher Phrases (Script Bank)

  • "No test — only play — K1 champions!"
  • "Teacher Says — Look! / Freeze — no Teacher Says!"
  • "Match red — say red! Hold 5 — say five!"
  • "The cow says moo! Blend — sat — pin — pan!"
  • "Next stop — K2! You are ready!"
  • "Goodbye, see you in K2!"
📎 K1 certificate template — link coming soon

D. Timing Guide & Home Connection

  • 0:00–5:00 Step 1 — Meeting Up: finale preview + station cones
  • 5:00–10:00 Step 2 — K1 Champion Hello + name waves
  • 10:00–18:00 Step 3 — Four review stations (rotation)
  • 18:00–25:00 Step 4 — K1 Champion Circle cheer
  • 25:00–30:00 Step 5 — Certificate + K2 preview + goodbye
  • Home: "Celebrate the K1 certificate — ask your child to teach one station game."
  • Home: "Talk about K2 preview — what are you excited to learn next?"
📎 Parent one-pager (KO/EN) — link coming soon

Lesson Plan Library

01
Unit 1: Classroom Routine & Commands (30 min)
02
Greetings & Hello Routine
03
Classroom Objects & Commands
04
Numbers 1-10 Counting Loop
05
Colors Everywhere
06
Farm Animals TPR
07
Body Parts Song & Simon Says
08
My Family Picture Talk
09
Action Verbs: Jump & Run
10
Food & Fruits Taste Game
11
Weather & Seasons
12
Feelings Faces
13
Shapes Hunt
14
Phonics Group 1: s, a, t
15
Phonics Group 1: i, p, n
16
Sight Words Round 1
17
Songs & Goodbye Routine
18
K1 Final Review

[원장용] K1 컀늬큘럌 분석서

Pre-Pre-Starters · 파닉슀 입묞
교싀 룚틎·Ʞ쎈 파닉슀·듣Ʞ 집쀑력을 18닚원윌로 쌓아 유치원 영얎 몰입의 첫 닚계륌 만듭니닀.

K1 닚원 01: 교싀 룚틎

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

K1 첫 닚원은 '영얎=예잡 가능한 룚틎'읎띌는 신겜망을 만듭니닀. Look·Listen·Sit ì„ž 명령만윌로도 30분 수업의 70%륌 통제할 수 있습니닀. 원장 ꎀ점에서는 읎 닚원읎 읎후 17닚원의 Ʞ쀀선읎 됩니닀.

학부몚 상닎 포읞튞

등원 직후 2죌간은 발화볎닀 '명령에 슉시 반응' 여부륌 ꎀ찰하섞요. 학부몚에게는 영상 한 큎늜윌로 TPR 반응을 볎여죌멎 만족도가 높습니닀. "아직 말은 못핎도 몞윌로 반응한닀"는 점을 강조하섞요.

캠람늬지·파닉슀 연계

Cambridge Pre-A1 Listening·Classroom Language와 정합되며, ORT Stage 1 첫 페읎지의 교싀 배겜 귞늌곌 ì—°ê²°í•Ž 섀명하섞요. 캠람늬지 YLE·Jolly Phonics 튞랙곌 1:1로 맞묌늬도록 섀계되얎 K2 CVC·ORT 진입 속도륌 높입니닀.

K1 닚원 02: 읞사·헬로

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

Hello Song윌로 수업의 시작·종료 겜계륌 고정합니닀. 읎늄 혞명곌 읞사륌 묶얎 '나=개별 졎재' 읞식을 쌓습니닀. Circle time에서 한 아읎씩 읞사하는 구조는 K1 전첎 발화 묞화의 출발점입니닀.

학부몚 상닎 포읞튞

수쀍은 아읎는 읞형·페퍌튞에게 뚌저 읞사하게 하멎 부닎읎 쀄얎듭니닀. '아직 입 밖윌로 안 나와도 손 흔듀Ʞ=성공'임을 부몚에게 분명히 전달하섞요. 등원 직후 Hello Song 영상을 재생핎 교싀 분위Ʞ륌 슉시 전환하는 것도 횚곌적입니닀.

캠람늬지·파닉슀 연계

YLE Pre-A1 Listening의 읎늄·읞사 영역곌 맞닿윌며, 읎후 K2의 질묞 프레임(I like / Do you
)의 정서적 토대가 됩니닀. Cambridge Starters Speaking의 자Ʞ소개 예비 닚계로도 활용할 수 있습니닀.

K1 닚원 03: 교싀 묌걎·명령

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

Open·Close·Point·Give me 등 교싀 통제 슀크늜튞륌 TPR로 고착합니닀. 묌걎 명칭은 항상 '동사+명사' 한 덩얎늬로만 녞출합니닀. Classroom Hunt 활동윌로 명령곌 얎휘륌 분늬하지 않는 것읎 핵심입니닀.

학부몚 상닎 포읞튞

'영얎로 책 펎섞요'가 가능핎지는 시점읎띌 학부몚 섀명회에 적합합니닀. 교싀 벜에 귞늌 띌벚을 붙여 두멎 집에서도 같은 ë‹šì–Žê°€ 반복됩니닀. Open Class에서 아읎가 명령에 반응하는 몚습을 직접 볎여죌섞요.

캠람늬지·파닉슀 연계

ORT Stage 1–2 교싀 배겜 얎휘·Cambridge Classroom Language와 동음 축읎며, K2 2-step 명령 룚프의 직접 선행 닚원입니닀. Jolly Phonics 수업 전 교싀 얞얎륌 안정화하는 람늿지 역할을 합니닀.

K1 닚원 04: 숫자 1-10

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

Jump·Clap 등 동작곌 숫자륌 결합한 Active Counting윌로 수 개념을 신첎 Ʞ억에 저장합니닀. 1–5륌 완전히 자동화한 ë’€ 6–10윌로 확장합니닀. Counting Loop는 같은 숫자륌 닀륞 맀첎(칎드·랔록·몞)로 반복핎 깊읎륌 만듭니닀.

학부몚 상닎 포읞튞

숫자는 암송읎 아니띌 '몞윌로 ì„žêž°'로 섀명하섞요. 집에서는 계닚·곌자 개수로 1–5만 반복핎도 충분합니닀. 6–10은 K1 후반에 자연슀럜게 확장되므로 조꞉핎하지 않아도 됩니닀.

캠람늬지·파닉슀 연계

Pre-Starters Numbers 예비·CEFR Pre-A1 Quantities와 연결되며, K2의 How many? 완전묞윌로 자연슀럜게 읎얎집니닀. 수학-영얎 융합 컀늬큘럌윌로 학부몚에게 찚별화 포읞튞륌 제시할 수 있습니닀.

K1 닚원 05: 색깔

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

교싀 전첎 색깔 사냥윌로 시각 읞지와 얎휘륌 동시에 자극합니닀. red apple처럌 색+명사 조합만 닀룚고 ꎀ사는 K2로 믞룹니닀. Rainbow Song곌 Color Hunt륌 짝지얎 '듣Ʞ→찟Ʞ→말하Ʞ' 룚프륌 완성합니닀.

학부몚 상닎 포읞튞

색깔은 K1에서 가장 빠륎게 볎읎는 성곌 지표입니닀. Open Class·학부몚 쎈청 수업의 대표 포튞폎늬였로 활용하섞요. pink·brown은 후순위로 두고 6색 Ʞ볞을 뚌저 고정한닀고 섀명하멎 신뢰가 올띌갑니닀.

캠람늬지·파닉슀 연계

YLE Colors·Pre-A1 Vocabulary 핵심 항목읎며, 읎후 형용사 순서(big red
) 학습의 첫 랔록입니닀. Cambridge Pre-Starters Listening의 색칠·연결 곌제와 동음한 읞지 요구륌 믞늬 훈렚합니닀.

K1 닚원 06: 농장 동묌 TPR

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

동묌 소늬+동작 연결로 '소늬=의믞' 맀핑을 강화합니닀. Henderson Desert Animals 등 시각 자료와 연계핎 농장·사막을 구분하지 않고 '소늬 게임'윌로 통합합니닀. Animal Parade는 K1 전신 Ʞ억에 가장 횚곌적읞 활동 쀑 하나입니닀.

학부몚 상닎 포읞튞

동묌 닚원은 학부몚 Open Class 최적 타읎밍입니닀. 소늬만 낮는 것도 유횚한 학습 산출묌임을 강조하섞요. Old MacDonald 윔러슀 영상을 볎낎멎 집에서도 반복 학습읎 읎얎집니닀.

캠람늬지·파닉슀 연계

Pre-Starters Animals·ORT 비교꞉ 없는 귞늌책곌 혞환되며, TPR êž°ë°˜ YLE Listening 예비에 핎당합니닀. K2 서식지(habitat) 분류 닚원의 동묌 얎휘 Ʞ반을 제공합니닀.

K1 닚원 07: 몞 부위 Simon Says

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

Simon Says로 '듣고 판닚하Ʞ' 읞지력을 킀웁니닀. 한 번에 한 부위만 지시핎 K1 읞지 부하 한계륌 지킵니닀. Body Parts Song곌 Simon Says륌 번갈아 ì“°ë©Ž 지룚핚 없읎 같은 얎휘륌 4죌 읎상 유지할 수 있습니닀.

학부몚 상닎 포읞튞

Simon Says는 K1~K3 전 레벚 공통 게임입니닀. '몞윌로 영얎 듣Ʞ'가 된닀는 점을 상닎 시 반복 얞꞉하섞요. 집에서도 Simon Says 3분만 핮도 숙제 대용읎 됩니닀.

캠람늬지·파닉슀 연계

TPR Body Parts·YLE Body 영역곌 음치하며, 읎후 감정·동작 동사 닚원의 신첎 얎휘 Ʞ반을 제공합니닀. Cambridge Pre-A1 Listening의 귞늌 지시 곌제와 동음한 반응 팚턎을 훈렚합니닀.

K1 닚원 08: 가족 귞늌

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

귞늌·사진윌로 가족을 소개핎 말하Ʞ 부닎을 낮춥니닀. This is my mom. 한 묞장만 목표로 하고 확장은 K2로 믞룹니닀. Picture Talk는 시각 맀개 발화의 대표 팚턎윌로 K1 후반까지 반복 사용합니닀.

학부몚 상닎 포읞튞

가족 사진 활용 Open Class륌 추천합니닀. 한국얎 혌용을 허용한 ë’€ 영얎 한 묞장만 추가하는 방식읎 횚곌적입니닀. 가족 구성원 읎늄을 영얎로 바꿔 부륎는 것만윌로도 충분한 성곌입니닀.

캠람늬지·파닉슀 연계

Pre-A1 Family·ORT 가족 테마 귞늌책곌 연계되며, K2 소유격(my/your) 닚원의 시각적 선행 학습입니닀. Cambridge Starters Speaking의 가족 소개 예비 영역곌 직접 연결됩니닀.

K1 닚원 09: 동작 동사

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

Jump·Run·Walk 등 대귌육 동작윌로 동사 개념을 몞에 각읞합니닀. one-word answer만 허용하고 묞장은 K2부터 시작합니닀. 넓은 공간 확볎가 얎렀우멎 제자늬 동작 위죌로 조정하되, 동사-몞 연결 원칙은 유지합니닀.

학부몚 상닎 포읞튞

에너지 발산곌 학습을 동시에 핎결하는 닚원입니닀. 좁은 교싀은 제자늬 동작 위죌로 조정하섞요. "Jump!" 한 닚얎만 따띌 핮도 성공윌로 칭찬하는 것읎 K1 교수 원칙입니닀.

캠람늬지·파닉슀 연계

Action Verbs TPR·Pre-A1 동작 얎휘와 맞묌늬며, K2의 I jump. She runs. 완전묞 직전 닚계입니닀. YLE Starters Speaking의 동작 묘사 곌제 예비에 핎당합니닀.

K1 닚원 10: 음식·곌음

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

Taste game윌로 I like ___ 한 프레임만 믞늬 녞출합니닀. 싀묌(플띌슀틱·사진) 사용읎 필수읎며 싀제 시식은 ꞈ지합니닀. 감각(맛·냄새)곌 얎휘륌 연결하되 K1에서는 '좋아요/ì‹«ì–Žìš”' 표정만윌로도 충분합니닀.

학부몚 상닎 포읞튞

알레륎Ʞ·종교적 식습ꎀ 아읎는 사전 확읞하섞요. '좋아요/ì‹«ì–Žìš”' 표정만윌로도 학습 목표 달성윌로 읞정합니닀. 집에서는 장볎Ʞ·냉장고 속 곌음 읎늄만 영얎로 말핮도 숙제 횚곌가 있습니닀.

캠람늬지·파닉슀 연계

Pre-Starters Food·감각 학습 축곌 연결되며, K2 I like / I don't like 섀묞 활동의 예비 닚계입니닀. Cambridge YLE Food & Drink 얎휘 목록곌 80% 읎상 겹칩니닀.

K1 닚원 11: 날씚·계절

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

찜밖 날씚·날짜 볎드와 연계핎 맀음 같은 질묞 룚틎을 만듭니닀. Sunny! Cloudy!처럌 한 ë‹šì–Ž 반응부터 시작합니닀. 계절은 귞늌·옷·날씚륌 한 섞튞로 묶얎 추상 개념 부닎을 쀄입니닀.

학부몚 상닎 포읞튞

학부몚에게 '아읎가 Sunny! Cloudy!륌 말핎요'는 가시적 성곌입니닀. 맀음 1분 날씚 윔너륌 뾌랜드 룚틎윌로 고정하섞요. 등원 시 찜밖을 볎며 영얎로 날씚 말하Ʞ륌 습ꎀ화하멎 재원률에도 도움읎 됩니닀.

캠람늬지·파닉슀 연계

Weather YLE·계절 얎휘와 정합되며, K2 죌간 날씚 찚튞·K3 weather-clothing 연결의 출발점입니닀. Cambridge Pre-Starters Listening의 날씚·계절 귞늌 곌제와 동음 축입니닀.

K1 닚원 12: 감정

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

Happy·Sad·Angry 얌굎 칎드로 감정 얎휘와 표현력 Ʞ쎈륌 닀집니닀. 거욞·슀티컀로 표정 연습을 병행합니닀. K1 읎후 맀 수업 시작 시 feelings check-in을 넣윌멎 정서 안정곌 영얎 녞출을 동시에 확볎합니닀.

학부몚 상닎 포읞튞

감정 닚원은 또래 갈등 예방 상닎에 활용 가능합니닀. '영얎로 Ʞ분 말하Ʞ'는 정서 안정곌 직결됩니닀. "I'm happy today!" 한 묞장만윌로도 충분한 성곌입니닀.

캠람늬지·파닉슀 연계

Feelings Pre-A1·Cambridge Starters Speaking의 감정 묘사 예비 영역곌 연결됩니닀. K3 I am happy because ___ 완전묞의 감정 얎휘 Ʞ반을 제공합니닀.

K1 닚원 13: 도형

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

교싀 낮 Circle·Square·Triangle 사냥윌로 공간 읞지와 얎휘륌 동시에 자극합니닀. 바닥 테읎프·랔록윌로 형태륌 몞윌로 Ʞ억하게 합니닀. Shapes Hunt는 수학·영얎 융합 컀늬큘럌의 대표 사례로 학부몚 섀득에 유늬합니닀.

학부몚 상닎 포읞튞

êµ­ë‚Ž 수학 교곌와의 연계륌 강조하멎 학부몚 섀득력읎 올띌갑니닀. '영얎 도형=수학 도형' 동음 개념임을 명시하섞요. 집에서 플자·시계·찜묞에서 도형 ì°Ÿêž° 게임을 추천하섞요.

캠람늬지·파닉슀 연계

Shapes YLE·Pre-A1 Geometry 얎휘와 음치하며, K3 팹턮(AB/ABB) 닚원의 Ʞ하 Ʞ쎈가 됩니닀. Cambridge Pre-Starters Listening의 도형 귞늬Ʞ·연결 곌제 예비입니닀.

K1 닚원 14: 파닉슀 s,a,t

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

Jolly Phonics Group 1 첫 3음 s·a·t륌 액션+소늬로 고정합니닀. Ꞁ자 읎늄읎 아닌 순수 소늬(/s/ /a/ /t/)만 닀룹니닀. Sound first, letter name later — K1 파닉슀는 귀 훈렚읎 우선입니닀.

학부몚 상닎 포읞튞

파닉슀 시작은 학부몚 섀명회 필수 타읎밍입니닀. '아직 읜Ʞ 전, 귀 훈령 닚계'임을 분명히 섀명하섞요. 집에서는 Jolly Phonics 영상곌 액션만 따띌 핮도 충분합니닀.

캠람늬지·파닉슀 연계

Jolly Phonics Group 1·Synthetic Phonics 입묞곌 Cambridge Pre-A1 Phonemic Awareness가 동음 목표입니닀. ORT Stage 1–2 디윔딩 쀀비의 첫 공식 닚계입니닀.

K1 닚원 15: 파닉슀 i,p,n

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

Group 1을 i·p·n윌로 완성합니닀. sat·pin·tap 등 3음 조합을 '소늬 놀읎'로만 닀룚고 CVC 랔렌딩은 K2로 믞룹니닀. No blending CVC yet at K1 — isolation곌 첫 소늬 식별만 목표입니닀.

학부몚 상닎 포읞튞

Group 1 완료=K2 CVC 랔렌딩 쀀비 완료 신혞입니닀. 6Ꞁ자 액션을 영상윌로 볎낎멎 학부몚 만족도가 높습니닀. "아직 ë‹šì–Ž 읜Ʞ는 K2"임을 믞늬 안낎핎 Ʞ대치륌 ꎀ늬하섞요.

캠람늬지·파닉슀 연계

CVC 예비·Dolch 입묞곌 맞묌늬며, ORT Stage 1–2 디윔딩 쀀비 상태륌 의믞합니닀. Jolly Phonics Group 1 완료 후 K2에서 슉시 Blending Relay로 넘얎갈 수 있습니닀.

K1 닚원 16: 사읎튞워드

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

a·I·the·see·go륌 묞장·녞래·TPR 속에서만 반복 녞출합니닀. 암Ʞ 테슀튞는 하지 않고 읞식만 목표로 합니닀. Sight words at K1 = exposure + recognition, not spelling tests.

학부몚 상닎 포읞튞

사읎튞워드는 '읜Ʞ 시작' 신혞입니닀. 집에서는 책 속에서 손가띜윌로 가늬킀Ʞ만 핮도 충분합니닀. 5개 닚얎륌 2죌간 맀음 녞출하는 것읎 K1 표쀀 페읎슀입니닀.

캠람늬지·파닉슀 연계

Dolch Pre-Primer 5개·Cambridge Pre-A1 High-Frequency Words와 동음 섞튞입니닀. K2 Dolch Primer 묞장 빌딩의 직접 선행 닚계입니닀.

K1 닚원 17: 녞래·작별

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

Goodbye Song윌로 수업 종료 룚틎을 완성합니닀. Hello와 짝을 읎룚얎 '시작–끝' 예잡 가능성을 제공합니닀. Songs & Goodbye Routine은 K1 정서적 안정감의 마지막 퍌슐 조각입니닀.

학부몚 상닎 포읞튞

하원 시 Goodbye Song은 학원 뾌랜드 찚별화 포읞튞입니닀. 학부몚 대Ʞ싀에서도 듀늎 정도로 고정하섞요. "아읎가 집에서 Goodbye Song을 부륞닀"는 재원 유지에 맀우 횚곌적입니닀.

캠람늬지·파닉슀 연계

Classroom Songs·Routine 얞얎와 연결되며, 정서적 안정은 YLE Speaking 수행의 숚은 Ʞ반입니닀. K1 Champion Hello + Goodbye 섞튞는 K2 진입 전 뾌랜드 늬뷰에 활용하섞요.

K1 닚원 18: K1 종합

대상: 한국 5ì„ž / 만 3-4ì„ž, 수업 30분

[대치 로직] 교수 섀계 의도

18닚원 TPR·파닉슀·얎휘륌 통합 늬뷰합니닀. 채점 없읎 ꎀ찰만 하며 K2 배치 데읎터륌 수집합니닀. No written test at K1 — observe participation and TPR accuracy only.

학부몚 상닎 포읞튞

K1 수료=K2 배치 Ʞ쀀 데읎터 수집 시점입니닀. 수료슝·슀티컀로 성췚감을 죌고 '닀음은 읜Ʞ 시작(K2)'을 예고하섞요. 귞룹 사진·K1 Champion Hello 영상은 재등록 시슌 마쌀팅 자료로 활용 가능합니닀.

캠람늬지·파닉슀 연계

K1 Graduation·K2 Placement·Cambridge Pre-Starters 튾랙 진입 안낎륌 핚께 제공하섞요. Group 1 파닉슀·5 사읎튞워드·TPR 얎휘 통합읎 K2 CVC 랔렌딩 쀀비 완료 Ʞ쀀입니닀.

닚원별 교수 섀계 분석서

01
닚원 01: 교싀 룚틎
02
닚원 02: 읞사·헬로
03
닚원 03: 교싀 묌걎·명령
04
닚원 04: 숫자 1-10
05
닚원 05: 색깔
06
닚원 06: 농장 동묌 TPR
07
닚원 07: 몞 부위 Simon Says
08
닚원 08: 가족 귞늌
09
닚원 09: 동작 동사
10
닚원 10: 음식·곌음
11
닚원 11: 날씚·계절
12
닚원 12: 감정
13
닚원 13: 도형
14
닚원 14: 파닉슀 s,a,t
15
닚원 15: 파닉슀 i,p,n
16
닚원 16: 사읎튞워드
17
닚원 17: 녞래·작별
18
닚원 18: K1 종합

K2 — Ages 4-5

Core Competency: Phonics Group 2-3, CVC blending, and basic sentences.
18-unit curriculum for Pre-Starters.