Korean Elementary School Grades 5~6 “Pirates” Roleplay “Kitty and Doggy Meet Pirates”

Hello, teachers!

Here’s another “role play” that you can use for Korean elementary school Grades 5 and 6.  It is a role play about a dog and a cat being captured by pirates.

Students can listen to the teacher read slowly once, then read and repeat together, then answer some questions, practice together, then perform for the class.

Here are some questions you can ask…

Who is with Doggy and Kitty? (Parrot!)

What do Doggy and Kitty see? (They see a boat!)

The boat has a white flag, right? (No! It has a black flag!)

What does Kitty give the Monkey Pirate? (A box.)

Why is the Monkey Pirate happy? (He has bananas.)

Kitty is happy because he has bananas, right? (No! He is not happy!)

Does the monkey have bananas now? (No! He has mice.)

Here’s the script. You can copy and paste it into any word processor that supports emoji.

If you like this activity, follow me here or on Twitter @wordbirdesl for more.

Enjoy!

 

Kitty and Doggy Meet Pirates

 

🐱🐶🐥🏝 (고양이, 개, 앵무새는 작은 섬에서 사라집니다.) (Kitty, Doggy, and Parrot are lost on an island.)

Kitty 🐱: Doggy, look! It’s a boat! 🚢

Parrot 🐥: It’s a boat! 🚢

Doggy 🐶: Look! A black flag! 🏴 They’re pirates! Watch out!

Parrot 🐥: Watch out!

 

🐱🎆 (고양이가 신호를 보낸다.) (Kitty sends a signal.)

 

Doggy 🐶: Kitty, no!

Parrot 🐥: Kitty, no!

 

🐱🐶🐥🐒🚢 (고양이, 개, 앵무새는 해적에 의해 체포됩니다.) (Kitty, Doggy, and Parrot are captured by pirates.)

 

Monkey Pirate 🐒: Yo! Ho! Ho! Give me your treasure! 💎

Parrot 🐥: Hide the box! 📦

Doggy 🐶: Parrot, be quiet!

Monkey Pirate 🐒: Box? Do you have a box? 📦

Doggy 🐶:  No, we don’t have a box! 📦

Parrot 🐥: Put the bananas 🍌 in the box! 📦

Monkey Pirate 🐒: Bananas!? 🍌 Do you have bananas!? 🍌

Kitty 🐱: Yes, we do! We have bananas! 🍌 Here! 📦

 

🐱📦🐒 (고양이는 원숭이 해적에게 상자를 준다.) (Kitty gives the box to the Monkey Pirate.)

 

Doggy 🐶: Kitty, no!

Parrot 🐥: Kitty, no!

Monkey Pirate 🐒: Yo! Ho! Ho! They’re my bananas 🍌 now!

 

🌊🚢💦🐱💦🐶💦🐥💦🐒 (배는 파도에 치여 요. 모두가 넘어집니다.) (The ship is hit by a wave. Everyone falls down.)

 

Monkey Pirate 🐒: Oh, no! My bananas! 🍌

Doggy 🐶: Kitty, Parrot, let’s go!

 

🐱🐶🐥🚣 (고양이, 개, 앵무새는 작은 배로 탈출한다.) (Kitty, Doggy, and Parrot escape on a small boat.)

 

Doggy 🐶: Kitty, I’m hungry, but the pirates have our bananas! 🍌

Kitty 🐱: Don’t worry! I have more food!

 

🐱📦 (고양이가 상자를 연다.) (Kitty opens a box.)

 

Kitty 🐱: Oh, no! Bananas! 🍌

Parrot 🐥: Oh, no! Bananas! 🍌

Doggy 🐶: Nice! Good job, Kitty!

 

🐒📦🚢  (보트에서 해적 원숭이가 상자를 엽니 다.) (On the boat, the pirate monkey opens the box.)

 

Monkey Pirate 🐒: Oh, no! These aren’t bananas! 🍌 They’re… MICE! 🐀

 

🐀 (쥐는 어디에나 있다.) (Mice are everywhere!)

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Korean Elementary School Grades 5~6 “Summer” Roleplay “Kitty, Stay Dry!”

Hello, teachers!

I’m currently preparing for my summer English camp and made this roleplay for a “summer”-themed day. I think this is a good 40-minute activity for grades five and six. My idea is to have students use spray bottles or put their fingers in cups of water to get the cat wet during this activity. I think it will be really fun.

You can copy and paste this into a word processor that supports emoji (like Google Drive) and print it out to use in your own class!

The Korean reads (roughly): “at the swimming pool”, “the cat falls into the water”, “at the pond”, “the fishing pole is moving furiously”, “the cat is dragged into the water”, “in the woods”, “everyone is wet”

If you like this activity, follow me here or on Twitter @wordbirdesl for more.

Enjoy!

“Kitty, Stay Dry!”

🐶 Doggy, 🐸 Froggy: Hello Kitty!
🐱Kitty: Hello Doggy! Hello Froggy!
🐸 Froggy: Kitty, let’s go 🏊 swimming.
🐱 Kitty: I can’t.
🐶 Doggy: Why not?
🐱 Kitty: I don’t like to get 💦 wet.
🐸 Froggy: You can catch 🐭 mice next to the pool.
🐱 Kitty: Really? I like 🐭 mice! Let’s go!

(수영장에서)

🐶 Doggy: Wow! The weather is perfect for 🏊 swimming!
🐸 Froggy: Look! It’s a 🐭 mouse!
🐱 Kitty: Come here, 🐭 mouse!

🐶❕🐸❕ 💦🐱❕ (고양이가 물에 빠지다)

🐶 Doggy: Kitty, let’s go 🎣 fishing.
🐱 Kitty: I want to go home!
🐸 Froggy: You can catch 🐟 fish next to the pond.
🐱 Kitty: Really? I like 🐟 fish! Let’s go!

(연못에서)

🐶 Doggy: Wow! The weather is perfect for 🎣 fishing!
🐸 Froggy: Kitty, hold my 🎣 fishing rod please.
🐱 Kitty: Okay.

(낚싯대가 맹렬히 움직이고있다.)

🐱 Kitty: Oh, no! It’s too big!

🐶❕🐸❕ 💦🐱❕ (고양이가 물속으로 끌려 간다.)

🐶 Doggy: Kitty, let’s go 🏕 camping.
🐱 Kitty: I want to go home!
🐸 Froggy: You can catch 🐤 birds in the forest.
🐱 Kitty: Really? I like 🐤 birds! Let’s go!

(숲속에서)

🐶 Doggy: Wow! The weather is perfect for 🏕 camping!
🐸 Froggy: Kitty, did you bring a 🏕 tent?
🐱 Kitty: Sorry. I don’t have a 🏕 tent.
🐶 Doggy: Oh no! It’s ☁ cloudy!
🐸 Froggy: Oh no! It’s 💨 windy!
🐱 Kitty: Oh no! It’s 🌧 raining!

💦🐶❕ 💦🐸❕ 💦🐱❕ (모두 젖어있다.)

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Easy English

Yesterday, I opened my “Easy English” “mini course” to visitors here on the website. 👇

http://wordbirdesl.com/course/easy-english-simple-framework-for-teaching-english-as-a-foreign-language-to-young-learners/

The idea behind the course is that young learners need practice before they can produce language on their own.

Stated like this, it sounds obvious, but what may not be so obvious is how easy that practice should be, because “too easy” sounds boring, but with young learners, this doesn’t have to be the case.

Here are some things I’ve moved away from doing in my own classroom since moving towards more easy, deliberate practice:

  • Putting time and energy into finding games to “download” (PowerPoint games) because of pressure to play a game during every lesson. Other activities can be just as fun if students have the practice to do them.
  • Using “difficult” material. For example, watching a YouTube video which isn’t designed for young learners. The language in these videos sound like noise to young learners!
  • Avoiding otherwise useful textbook material because phrases “don’t sound natural”. With young learners, it’s more important that we build their confidence.
  • Becoming frustrated when students can’t produce simple phrases on their own. If students can’t do it on their own, they just need more practice.
  • Practicing one skill (listening), then expecting students to produce another (reading).

For young learners, if English is easy, it can also be fun, whether students are playing a game, or just repeating phrases from a textbook with their classmates. If young learners have fun, they will learn!

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