Using English in the English Classroom – Elementary (EUEEC) – April

EUEEC (Using English in the English Classroom for Elementary) is a methodology program for elementary school teachers within Gyeonggi Province in South Korea. During the April program, we went over basic skills to use in the elementary school classroom; talked about how to flesh out an elementary school textbook chapter into a robust, engaging lesson; and, of course, gave our participants some fun, practical activities they can easily implement into the classroom.

We’ve got a few rounds of EUEEC this year (the first was actually back in January!) but the next one will take place August 4-5.

During the April round of EUEEC, we mostly focused on teachers who were new to the English classroom, and who needed a crash course in English teaching basics. We did modules on reading, writing, phonics, speaking, and vocabulary. Here’s the gritty details.

In the reading module taught by Autumn, trainees learned how to start using story and picture books in their own classroom. We went over some strategies for how to engage students, increase reading comprehension and – of course – to make reading time enjoyable for all.

In the writing module taught by Betsey, trainees looked at how to plan and implement extended writing activities based on the target language in the 5th grade English curriculum. Example activities were analyzed for objective and purpose before trainees had time to create their own activity with their group members.

In the phonics module taught by Eric, trainees learned about the steps of the phonics teaching process. We also talked about how to organize games and activities for phonics, and even how to incorporate picture books for phonics practice.

In the vocabulary module taught by Chris, trainees examined current vocabulary teaching strategies, learned how to implement new methods, and examined and modify current elementary level activities to enhance vocabulary learning.

In the speaking module taught by Kristina, trainees explored ways to encourage speaking participation in a student-centered classroom. They looked at different activities and envisioned how to develop their own or modify other activities to fit their classroom.

The other rounds of EUEEC will take place in August, October, November, and December, so if you can’t make it to the April training, we hope to see you later in the year. As always, you can find more information and sign up on our Korean site.


EPD (aka 초등 영어수업역량강화 연수 in Korean) is a methodology program for elementary school teachers within Gyeonggi Province. During this program, trainees will have the chance to learn about activity-based lessons, develop class activities associated with daily life, and learn how to enhance their students’ conversation and overall English skills. This year, we are offering four different tracks for trainees to follow.

Process Drama in the Hybrid Classroom, Instructor/Course Designer: Angie

In this module, trainees will explore how to integrate process drama activities into their English language learning classrooms. Process drama conventions can be powerful learning tools in which young learners can explore content, concepts, and text in the curriculum or from authentic materials. Trainees will experience and analyze different types of techniques that activate imagination and creativity while fostering students’ language acquisition. 

Creating Nonfiction Picture Books Through CLIL, Instructor/Course Designer: Autumn

In this module, trainees will learn what CLIL is, the elements needed for students to be able to write a nonfiction story in their L2, and how to create a scaffolded nonfiction story book using an online platform called BookCreator. We will examine different sources of nonfiction and learn how they can be incorporated into the language classroom. Discussion about how such a project – creating nonfiction through CLIL – might be performed in the hybrid classroom or using alternative online tools will also take place. Finally, trainees will have the chance to workshop their own scaffolded nonfiction book outlines for their students.

Multi-Platform Units for the Elementary Classroom, Instructor/Course Designer: Betsey

In this course, trainees will look at how to use multi-platform units such as Google Slides, Jamboard, and Padlet to create more dynamic lessons and engage students. Trainees will then explore how to integrate multiple online tools into one cohesive lesson or unit. These units or lessons can help with engagement as well as provide opportunities for differentiation.

Games and Activities for Multiple Expressions, Instructor/Course Designer: Eric

Classroom activities and games can be valuable supplements to class material, but they can take time to formulate. Meanwhile, those provided in textbooks often aren’t suited towards teacher needs. This course will familiarize trainees with methods for streamlining the creative process in order to quickly and easily create games for a wide variety of topics. Trainees will also get hands-on training with the chance to create, and receive feedback on, their own games and activities.

Professional Development Program for Secondary English Teachers

The When, Where, and How Many?

Date(s) : Saturday, September 11, 2021 / Tuesday, September 14th ~ Thursday, September 16th, 2021

Location : Live Online Classes via Zoom

Number of Trainees : 60 Secondary English Teachers

What was the Professional Development Program for Secondary English Teachers?

This program was a teaching methodology-based training program specifically for Secondary English Teachers in Gyeonggi province. All middle and high school English subject teachers were encouraged to register for the training program in order to enhance their knowledge of teaching tips and techniques and/or attain lesson ideas and concepts.

This year’s program was divided into two tracks. The trainees got to choose a theme to learn – either based on literature or 21st century stills. Trainees then focused on learning content, sharing and discussing ideas and creating a rough draft of lessons. The tracks are explained below:

1.Literature-based Performance-based Assessment (Angie Lee, Autumn Wright, Eric Flynn)

To view the pre-assignment, click here.

Course Description :

It is virtually every teacher’s dream that they have passionate readers for students, but that is rarely the case – especially in the EFL classroom. In this module, we’ll look at different tools and tricks to get your students reading (and enjoying it!), practical assessments surrounding literature you can do in class, and finally, how to accurately grade your students using hand-crafted rubrics.

2. 21st Century Skills : Collaboration, Critical Thinking, Creativity (Betsey Norman)

To view the pre-assignment, click here.

Course Description :

The current era in which we live in a fast-paced one that requires certain core skills in order to succeed. In this module, we’ll look at some skills – primarily, creativity, collaboration, and critical thinking – that are absolutely essential to both the 21st century student and workplace. We will talk about how to utilize and craft these skills in our own EFL classrooms, and how to help students achieve their full potential.

2021 Local Officials’ English Program

Local Officials? What is that?

The local officials in Korea are the non-teaching staff that you might see at schools, local district offices, training centers, research institutes, and/or any other government organization. They hold various different occupations and roles in their organizations and/or departments. They could work in accounting, facilities management, information technology, and etc. These people are the rank and file workers in the Korean government organizations. They are the most visible when you visit any administration office.

What was the Local Officials’ English Program?

The Local Officials’ English Program was specifically for any local official in Gyeonggi Province who wanted to improve on their English language proficiency (listening, speaking, reading, writing). The modules were tailored toward helping them use English that is related to their jobs and roles in their respective organizations and/or daily life.

What courses do you offer in this program?

The trainees took all the modules offered in the program. There were two types of modules:

Professional English Presentation (Angie Lee, Eric Flynn, Justin Howard) – One of the most daunting tasks we face in any language is public speaking … and this task is made all the more difficult when presenting in a language different from that which we usually speak. In GIFLE’s Professional English Presentation (PEP) module, trainees will learn a variety of skills for giving polished and memorable speeches in English for a wide variety of occasions, including: introducing professional organizations, informing an audience about a topic, guiding listeners through procedures, and more.

Business English Skills were divided into 2 skills.

Writing (Autumn Wright) – Email writing is an essential 21st century skill, but knowing exactly how to appropriately write one in English can be challenging. In this course, trainees examined different types of emails,  identified parts of emails in English, and learned how to properly compose different types of business-appropriate emails (and responses) in English.

Speaking (Betsey Norman) – In this module, we introduced English vocabulary and phrases related to travel. Trainees were introduced a variety of settings and useful phrases for each “scenario” of a typical overseas trip. Using the phrases practiced in class, trainees were able to complete their own scenario along with adapting the phrases to fit the country they “traveled” to.

2021 Level One Certification Program for Secondary English Teachers

What is the Level One Certification Program for Secondary English Teachers?

It is a teacher certification program that teachers in Gyeonggi-do are required to attend once during their teaching careers. This training program offers the trainees a chance to self-reflect on their teaching methods and techniques, network with their colleagues and study up-to-date teaching methodology and current trends in Korean foreign language education.

Unlike in other teacher training programs at GIFLE, the digital educational content and online classes are only part of the Level One Certification Program for Secondary English Teachers. The trainees must attend lectures and modules on a variety of topics that are related to being an effective teacher.

For the part that involves the GIFLE instructors this year, the Level One Certification Program for Secondary English Teachers has been offered in two parts : Online Training Program and Promoting Engagement in the English Classroom (PEEC).

Online Training Program (May 31st ~ June 13th, 2021)

For the online training program, the trainees studied ideas, techniques, tips, and resources that are relevant in English teaching for secondary students. They chose what to implement in their classrooms, created and taught their lesson(s) in real-life situations, and recorded the results. These observations and results were submitted as a written report and shared during the group discussions in the second part of the training program. The topics of the online training program are below (click on the link to view the content):

English Reading Education – Angie Lee

Career English – Elizabeth Baldwin

Culture of English Speaking Countries – Eric Flynn

Global Citizenship Education – Betsey Norman

Integrated Learning – Autumn Wright

Promoting Engagement in the English Classroom (July 28th ~ August 4th, 2021)

The second part of the training program were taught via Zoom. The topic was Promoting Engagement in the English Classroom (PEEC). In this set of modules, the trainees learned about how to implement various techniques and strategies on how to get students to participate in English in the classroom. The module sub-topics and instructors are written below:

Effective Teacher Talk (Angie Lee) – As an alternative to Teaching English in English (TEE), this module focuses on making teacher talk more effective for student understanding and language development. Trainees will experience the impact of comprehensible input that caters to multiple learning preferences and modalities. In groups, trainees will practice developing instructional checking questions (ICQs) and concept checking questions (CCQs) to promote comprehension in the English classroom. In addition, trainees will model think aloud strategies that build metacognitive skills and motivation in students.

Day Starters (Betsey Norman) – In the module, we will be looking at day starters, which are activities that students do at the beginning of every class as a way to transition from L1 to L2 and settle into “class mode”. This module will showcase various tools and activities that can be used as day starters, how to implement them and the benefits of using day starters within a secondary ESL setting.

Total Participation Techniques (developed by Elizabeth Baldwin, Taught by Justin Howard) – Practical Techniques to Increase Participation is ultimately about students becoming independent learners. As student participation increases, so does active learning. Benefits of active learning include: Integrated skills, collaboration, and connecting learning outside the classroom. Additionally, student participation takes the focus off the teacher and instead, shifts the focus on the student actively engaged in content. 

Trainees will examine and discuss four activities that promote student participation:  Collaboration Summaries, Picture Notes, Cornell Notes and Anticipatory Guides.  Finally, trainees will analyze a series of classroom situations and generate solutions to increase participation in their own classroom situation. 

Assessing the Multilevel Class (Autumn Wright) – ESL classrooms often follow a one-size-fits-all approach in terms of assessing and grading students. However, this can be quite demoralizing and even unfair to students of lower levels. In order to motivate lower-level students and create a more dynamic classroom, a variety of different assessment techniques can be incorporated. In this course, trainees will learn about different assessment strategies that go beyond tests and quizzes in order to learn how to truly gauge their students’ level, check for understanding, and better their students’ language abilities. Trainees will first work on differentiating assessments for different levels of speakers, then they will work to create their own assessment. Finally, trainees will examine a baseline rubric (adapted from WIDA) and work on adjusting the rubric to fit students of all different levels.

Template-based Teaching (Eric Flynn) – In the Template-based Teaching module, trainees will learn methods for guiding and scaffolding students’ English in a way that minimizes hesitance and maximizes output. Trainees will be shown examples of speaking and writing aids they can implement in their classes, and practice creating their own.

Online Training Program – Presentations on Findings and Discussion (All Instructors)

In addition to the PEEC modules, the trainees will have time to present and share their findings from the lessons they created after studying the Online Training Program content. They will discuss the educational content and also receive feedback from the instructor and other trainees on their lessons and presentations.

2021 – EPIK Teacher Training Program

What is the EPIK Teacher Training Program?

From June 28th to July 1st, around sixty EPIK teachers in Gyeonggi had the opportunity to visit a virtual version of GIFLE. This year, our EPIK teacher training was partially hosted on Gather Town, which you can read more about here. At the training program, teachers had the opportunity learn and share ideas about teaching methods, school life, and Korean culture. They also acquired teaching tips and techniques they can use in their own classroom. Best of all, the EPIK teachers had the opportunity to meet and network with each other.

We had a great time meeting all of our trainees virtually! We really hope enjoyed everything we’ve planned for you.


Our instructors at GIFLE worked hard to prepare a variety of diverse course offerings for our EPIK trainees. For the 2021 EPIK Teacher Training Program, five different modules were offered. Trainees had the opportunity to take four out of the five modules, depending on their preferences and course availability.

Engaging Students Through Read Alouds – Angie Lee

In this course, trainees will participate in workshops to build storytelling skills and make read alouds more dynamic. We will examine the what, why, and how of reading aloud to students with resources for adding curriculum-based, themed, or multicultural storybooks to the English language classroom. We will explore ways read alouds build language comprehension, creativity, and critical thinking skills in students. 

Professional Development in ESL – Autumn Wright

In this module, EPIK teachers will learn about different ways to engage in professional development. They will explore career options in ESL, and learn how they can better their resume, teaching credentials, and make themselves a more viable candidate. 

Action in the Classroom – Betsey Norman

In this module, EPIK teachers will explore action in the classroom, which integrates movement and adventure into English-language lessons. This module showcases storytelling, station learning and classroom transformations and how these tools might work with Korean textbook lessons. Trainees will be able to take this knowledge and integrate more action in their own classrooms.

Speaking Practice Through Theatre – Elizabeth Baldwin

EPIK teachers will be introduced to a variety of theatre activities that can be used in the English language classroom to provide opportunities for authentic speaking practice.  Teachers will experience sample activities and review different methods for grouping students that encourage maximum engagement. Finally, teachers will leave with a lesson plan they can use in their classroom right away. 

Navigating Korean Culture – Eric Flynn

In this course, trainees will dive deeper into Korean culture, beyond the basic “tip of the iceberg.”  The course will explore nuances in underlying mentalities and traditions, as well as how they pertain to the trainees’ work and social lives.

English Conversation Program

What is the English Conversation Program?

The English Conversation Program (ECP) is a five program for any educators (teachers, vice principals, and principals) in any kindergarten, elementary, middle, or high school in Gyeonggi Province who want to improve their English skills. The goals of the program are to enhance English language skills by learning about different topics, cultivate cultural knowledge of English-speaking countries, and, of course, to develop motivation and interest to further study English.

This year, we’ll have a few different rounds of ECP – the first one took place in the spring (and is sadly already over!), and the second one will happen in the fall. Keep and eye on our Korean site (see the top menu) if you’re interested in registering! This course fills up faster than a BTS concert and is first-come, first serve, so you’ll have to act quick.

What kind of courses do you offer in the ECP?

We’re offering three different levels of courses this year.

Beginner Level Class: Interaction of the Week with Eric and Kristina

In the beginner-level class, trainees will learn the basics of English conversation and interaction from experienced educators Eric and Kristina. Trainees will go from giving basic introductions all the way to giving opinions. Along the way they’ll talk about weather and sports, give directions, and order food from cafes and restaurants.

Intermediate Level Classes: Coffee Shop English with Autumn and Chris

American Culture and Small Talk

In this course, we’ll go over practical English that you could overhear at any coffee shop in an English-speaking country, with topics like health, pop culture, and family. We’ll learn new vocabulary, idioms, and ways to communicate in an authentic, modern way. Every week, you’ll have the chance to practice with either Chris or Autumn.

Trainees will get plenty of speaking time in small, three or four person groups. We want to make this fun, so every week we’ll also incorporate a game or activity to help you learn the new vocabulary and idioms in fun, engaging ways.

Advanced Level Class: Current Events and Contemporary Issues with Betsey

In the advanced level class, trainees will explore deep topics and relevant issues. They will then discuss their opinions, as well as gain new insights provided by the course content.

School Visits

So, what are school visits?

School visits are a program in which a native English teacher attends a Korean school for a period of two weeks in order to instruct students, provide workshops for teachers, and possibly more. The aims of the program are as follows:

  • To provide students an opportunity to learn English from a native speaking English teacher 
  • To enhance students’ cultural understanding of English speaking countries
  • To create an environment where Korean teacher(s) and GIFLE instructor collaboratively develop creative and effective lessons for students (either online or in-person)
  • To generate interest for professional development opportunities through the teacher workshops

Okay, that sounds great! When are they?

Our 2022 School Visit Program has eight rounds, which will last from April to November.

Who’s in charge of this thing? Am I eligible to register my school? How can I sign up?

Any teacher at an elementary, middle, or high school in Gyeonggi Province can register via GIFLE’s Korean website (click here.)

The supervisor in charge of our school visits is the very efficient and highly motivated Jung Youn Kyung.

This information is all useful, but it’s drier than a whole box of Saltine crackers. Could you give us some juicier details, please?

Sure! Here’s a write-up from me, Autumn, (I’m an instructor at GIFLE) about my experience working with school visits.

“When I first began doing school visits, I wasn’t quite sure what to expect. I knew that I’d be working for two weeks at an elementary school, but beyond that, the details seemed fuzzy at first. I didn’t know what the school expected of me, nor what I could best offer them. All I knew was that I’d be teaching fifth and sixth grade elementary school.

“I met with my Korean co-teacher via Zoom for an online consultation, to see what she was interested in. We both decided we liked the idea of content-based learning, and we decided that we could incorporate what students were learning in their Social Studies class to the English room. As students were completely on Zoom due to COVID, we agreed that it might pique the students’ interest to complete a project about their topics, rather than just engage with another PowerPoint or lecture.

“The fifth-grade class was learning about Korea – its culture, history, geography, politics, and more. I came up with the idea that students, in small groups of four, could collaborate to make an English book (using an online tool called Book Creator) introducing Korea to foreigners. I knew that students probably wouldn’t be able to write full pages on their own, so I created a scaffolded book where students could fill in pictures, words, and more, using what they knew to make the book their own.

Here’s the blank book page I made for students to edit
Here’s a book page made by one of the fifth grade students. I was blown away by how great it looked!

“The sixth-grade class was learning about government and politics – types of government, voting, rights, citizenship, and more. At first, this seemed like a dry topic, but after doing some research online I came across an idea for a project in which students could create their own country. They’d have to come up with a name, capital city, form of government, and more – it seemed like the perfect blend of content and project-based learning. After brainstorming with my fellow GIFLE instructors, I decided to use Padlet as an online tool for students to build and show off their countries.

Here’s the very boring, gray scaffolded Padlet I made to give to each of the groups.
A very creative country made by my fifth graders.

“I had two, eighty minute block classes with each grade to complete the projects. I asked my co-teacher to pre-teach vocabulary to the classes before school visits, so that everything would work out smoothly. After doing a brief review PowerPoint over the topics (which was doubly easy, as students were already familiar with the content from their social studies class), I taught the students how to use the online tools that they’d need to complete their project. My Korean co-teacher provided Korean language support as well as classroom management. Honestly, she was super great, and I really enjoyed working with her!

“The students loved completing their projects, and I could tell that they were proud to show off not only their English skills, but to use what they’d already learned in Social Studies. Students also liked the chance to be creative in the classroom, and show off their individuality. I think projects are a great teaching tool for students of all ages, and even on Zoom, with the right tools they can work out perfectly.

“I still have four more rounds of school visits to prepare for, and I can only hope that they go as smoothly as this first one. I know I learned a lot from doing this visit, and I think my co-teacher learned a lot about online tools she can use in the future, project-based learning, and how to incorporate other classes into her classroom. Overall, I think school visits are beneficial to everyone involved – and they’re pretty fun, too.”