We are looking for volunteer bloggers. Living and working in a new environment is not as easy as it sounds. For most, living abroad is more than just taking a step up the career ladder. This new and exciting experience may offer many possibilities but will also confront you with entirely new obstacles and issues. We can help each other with solving some of these issues by sharing information. Why participate? By participating in content sharing through blogs, you can definitely improve your writing skills. If you ever plan to start blogging, you can get some cool tips from other bloggers or read through other blogs to get ideas on how to write or even what to write about. Also, don’t you just love that feeling you get after helping someone? I know I do. All information posted on our blogs will definitely be helpful to someone. Most people in need of information don’t know where to turn to or even how to ask for help. Let’s be their go-to person. As an extra-curricular, this could turn out to be a very useful aspect of your CV. Apart from teaching experiences, some employers also check on your extra curriculum activities. Interacting with other ESL teachers and sharing useful information could look really good on your resume. Through this; We also hope to attract more ESL teachers to Korea through sharing the positive experiences and evaluations of ESL education in Korea. We hope that the archived information can be useful to someone in the future or be a library where you can always visit to re-experience your Korean journey. See some of our blogs How to participate? If you are interested in participating or for more information and inquiries, contact us at: firstname.lastname@example.org
Location The Livingroom, Haebangchon Time 18:00 (February 20th) Participants Ketan, Kayla, John, Jess, Cate, Stevie, Jane Agenda Why is the ESL salary still ranging at $2000 Status quo: English teachers salary in Korea. Why it’s still ranging at 2k: 1. Social norms Korean employers are used to paying this amount for a starting teacher. 2. Nobody thinks that they can request for more pay. 3. Lack of experience. 4 . Difficult to accentuate resume. How to match resume with each employers’ requirements Currently in Korea, native English teachers are, on average, making 2 million won each month, despite the fact that it was roughly the same twenty years prior. As ESL teachers, we are making it our goal to assist native teachers in making more wage for their services in compliance with the in fluctuation of society’s economic status. Presently, there are several issues that are hindering teachers from being applicable for increased pay starting with the current social norms, lack of experience, and the difficulties that accompany writing a presentable resume. To begin, social norms have become an issue concerning how employers view the value of native English teachers. Employers now believe that teachers are worth approximately 2 million won each month and this belief has only become a social normative based on the assumption that teachers willingly work for that sum and do not request for increased wages. This has been identified as a problem because it upholds the assertion that teachers should continue putting in the same amount of effort, increasing workloads, and additional tasks to be completed for the same amount of money in an increasing economic environment. This can be addressed by informing employers as well as native teachers that their skills are more valuable and deserving of increased wages. If we can accomplish this factor, then we can ensure that teachers have a brighter future while earning higher wages. Secondly, the primary reason why teachers either do not feel qualified to request for higher wages or feel that they are unable to do so are merely because of lack of teaching experience. Whether it be teachers who have taught previously or are anticipating their first teaching career, each individual needs to have an understanding of the classroom atmosphere as well as the content they are to instruct. Many applying teachers have not yet stepped into a classroom, let alone been responsible of the education of a selected group of children. This is essential because each teacher is required to teach varying values of the English language, be it from literary perspectives or grammatical endeavours; teachers should be showing that they are capable of handling a group of children as instructed. The final identified reason why native teachers in Korea are unable to increase their wage is because of the difficulties that ensue while constructing a suitable resume. Many teachers are not sure of what they should accentuate within their teaching resume due to the many skills or awards that are available for teachers to present. This problem stems from which specifications employers are demanding and what they should require of their prospective employees; specific teaching styles, methods, or without experience: how the teacher plans to conduct the class. The best way to overcome this barrier is to research the school being applied for and trying to match the writings for that specific career to the teacher most desirable for the instructing position. This dilemma involving native English teachers’ salaries can be solved by addressing the aforementioned issues of normative teacher valuing, lack of teaching experience, and the difficulties following correct resume construction. As ESL teachers, it is a responsibility to help secure our positioning and reward our endeavours with wage increases. By focusing on these obstacles, we can ensure a more sustainable employment and more benefitting financial stability. Check out some of our other blogs about resume samples and lesson plans to assist you in creating an ideal persona to be markable and better reciprocated by prospective employers. For more information or inquiries, contact us at: email@example.com
Experienced Teacher Resume Sample JANE DOE Citizenship: South Africa Gender: Female (Single) Date of Birth: 1990.01.01 Current Location: Johannesburg, S. A Education Level: Master’s Degree Passport Number/Visa Status: E-2-1 Languages: English: Native General Information Self-Introduction My name is Jane Doe and I recently just graduated with a Master’s degree in Korea. I am very active and social. When I'm with people, I'm always smiling, so the people around me express that it's friendly to approach. With this personality, I got along well with people in Korea, and I have made many friends. I have a very strong sense of responsibility and I try to manage my time and handle my work by considering the priorities and plans of my work. I love teaching young students because at that age, they are curious about things and I believe I will be able to help them fulfill their curiosity. I want to teach in Korea because I love the culture and I love the ways students are to explore expose themselves to different cultures. I also would like my teaching abroad career in this BEAUTIFUL COUNTRY. Teaching Philosophies / Lesson Planning I believe that a classroom should be a safe, caring community where children are free to speak their minds and blossom and grow. I will use strategies to ensure our classroom community will flourish, like the morning meeting, positive vs. negative discipline, classroom jobs, and problem-solving skills. Teaching is a process of learning from your students, colleagues, parents, and the community. This is a lifelong process where you learn new strategies, new ideas, and new philosophies. Over time, my educational philosophy may change, and that's okay. That just means that I have grown and learned new things. I am a very organized person and I like planning my lessons and organizing my duties ahead in time for a good instruction flow. Attached please find some of my lesson plans samples. Education ABC University Mar 2014-Aug 2016 M.A TESOL G.P.A 4.3/4.5 Completed Johannesburg, S. A ABC University Mar 2009-Aug 2013 B.A Linguistics G.P.A 3.9/4.5 Completed Johannesburg, S. A Work Experience ABC Language School Jan 2021-Present Homeroom teacher Johannesburg, S. A -Teaching children grade pre-kindergarten through to 6th grade -Native homeroom teacher of the pre-kindergarten and kinder classes -Supervising field trips, cultural excursions, music class, and taekwondo class -Report cards -Preparing classroom activities -Classroom management (classroom size 5-10 students) -Marking listening and writing homework ABC Academy Jan 2018-Dec 2020 Homeroom teacher Contract Completed Johannesburg, S. A -Homeroom teacher for preschool -Cooking and art teacher -Supervised the play area to make sure all students were safe ABC Institute Jan 2017-Dec 2018 Assistant teacher Contract Completed Johannesburg, S. A -Organize class activities and cultural events. -Manage class files and documents Job Preferences Job Type: Full-time Start Date: March 2nd Desired Location: Yongsan (I choose this location because there are many foreign restaurants and food stores with foreign ingredients) Industry: Education Student type: Kindergarten/Elementary/Middle/High Desired Salary: From 2.6 million KRW Other benefits: Housing or allowance Other Information Certification & Skills Teaching License TESOL Certificate 320 hours (in class) References ABC Language School. Jane Doe, Principal 000-0000-000 (Available Upon Request) ABC Academy. Jane Doe, HR Manager 000-0000-000 ABC Institute. Jane Doe, Headteacher 000-0000-000 Attachments Attach lesson plans, Photos (while teaching, or class activities), Introduction videos, and other files that can show your skills.
Entry Level JANE DOE Citizenship: South Africa Gender: Female (Single) Date of Birth: 1990.01.01 Current Location: Johannesburg, S. A Education Level: Bachelor’s Degree Passport Number: A12456678 Languages: English: Native General Information Self-Introduction My name is Jane Doe and I recently just graduated with a Master’s degree in Korea. I am very active and social. When I'm with people, I'm always smiling, so the people around me express that it's friendly to approach. With this personality, I got along well with people in Korea, and I have made many friends. I have a very strong sense of responsibility and I try to manage my time and handle my work by considering the priorities and plans of my work. I love teaching young students because at that age, they are curious about things and I believe I will be able to help them fulfill their curiosity. I want to teach in Korea because I love the culture and I love the way students are to explore expose themselves to different cultures. Teaching Philosophies / Lesson Planning My teaching philosophy is that all children are unique and must have an educational environment where they can grow in all aspects from physical to social. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and take risks. I am a very organized person and I like planning my lessons and organizing my duties ahead in time for a good instruction flow. Attached please find some of my lesson plan samples. Education ABC University Mar 2018-Aug 2021 B.A TESOL G.P.A 4.3/4.5 Completed Johannesburg, S. A ABC University Mar 2016-Aug 2017 Diploma, Linguistics Completed Johannesburg, S. A Job Preferences Job Type: Full-time Start Date: March 2nd Desired Location: Yongsan (I choose this location because there are many foreign restaurants and food stores with foreign ingredients) Industry: Education Student type: Kindergarten Desired Salary: From 2.2 million KRW Other benefits: Housing or allowance Other Information Certification & Skills TESOL Certificate 140 hours (in class) References Attached find a letter of recommendation from my university professor. Attachments Attach lesson plans, letters of recommendation, Photos (while teaching, or class activities), Introduction videos, and other files that can show your skills.
The Weather. ▪ Title (Unit): The weather ▪ Grade (Level): Beginner ▪ Lesson Focus: Speaking and listening ▪ Objectives: 1. Students will identify actions and activities 2. Students will have fun and be active while learning. ▪ Key Expressions: How’s the weather? It’s sunny ▪Keywords: Sunny, Snowy. Rainy, Cloudy, Windy, Stormy, Hot, Cold ▪ Materials: large and small picture cards, yoga mats, worksheet, balls, tape, pens, pencils, computer/tablet, colored pencils/crayons, and cones. Procedure Details Presentation Introduction of Content and Language Have all the students sit down around the teacher ask them “How are you?”. Ask the students about their names. Introduce the lesson topic/ objective for the day. Go over all of the new words and phrases. Introduce the new vocabulary for the day and explain the new phrases. Practice a little bit with cards and elicit the students to respond using the full phrase. Practice Students begin to work with language Activity #1 Run to the Picture Lay one yoga mat under each picture and have another in the center of the room. Tell the students the center is the starting point. Count down from 3-2-1 and have the students yell, “How’s the weather?”. The students have to run to the mat under the picture matching the teacher’s response. Play until students are tired or you feel like they have a good grasp of the vocabulary. Activity #2 Drop the Ball Game Set up upside-down cones or boxes on one side of the room and tape weather pictures to them. Have the small balls prepared on the other side by the students. One by one the students will ask the teacher, “How’s the weather?”. After you answer the students will run and drop a ball into the correct cone and run back. Play until you have used all the balls or until every student has gone at least three to four times. Activity #3 Song How's the Weather Song by Maple Leaf Learning Play the weather Song here Activity #4 Vanishing Card Game Show the kids a group of vocabulary cards. Set them all out in front of you and tell the students they will need to remember the cards. Then instruct the students to close their eyes or put their heads down. Remove one of the cards from the set and place it out of sight. Make them guess which card has been removed. Activity #5 Vocab with Rock, Scissors, Paper Lay the flashcards in a straight line on the floor. Assign two teams and have them line up at each end of the flashcard line. When you say 'Go' the first member from each team starts to walk from their end of the line, straddling the flashcards, reading the vocabulary out loud as they walk. When the two students meet, they have to Rock, Scissors, Paper, the losing student goes to the back of his/her line and the winning student continues along the flashcard line. The second student from the losing team starts walking and reading the vocabulary until the two students meet and Rock, Scissors, Paper, and so on. Production Students internalize and use language Activity #6 Card Slap The students will lay out their set of cards in front of themselves. They will start with their hands on their head. The teacher will say, 3…2…1 and then have the students yell, “How’s the weather?” and the teacher will answer. The students will slap and grab that card and show it to the teacher. Repeat and play for as long as the students are happy and enjoying themselves. Activity #7 Draw the Weather Worksheet Assessments or Other Work Ask the students a question about today’s lesson and after they have answered give them a piece of candy or sticker and let them go out to their guardian. Make sure the room is cleaned up completely, lights and air conditioner are off and close the door to the room.
The spinning coin ▪ Date: 2022.01.01 ▪ Title (Unit): The spinning coin ▪ Grade (Level): Grade 3 ▪ Lesson Focus: Similes ▪ Objectives: Students will be able to recognize and create similes. ▪ Keywords: Fast, flat, slippery, pale, sharp, black, blind, thin, colorful, light, noisy, wise ▪ Materials: PowerPoint, A4 Paper, Worksheets Procedure Details Presentation Introduction of Content and Language (Time: 10m) Greet the students as they enter the class. Review the content from the previous lesson. Briefly go over any useful vocabulary or expressions from that class. Start PowerPoint on new material. Introduce what a simile is and explain when you use it. This will be intertwined with teaching and explaining any new vocabulary the students are unaware of. Make sure to have the students repeat after the teacher so that they are practicing not only writing, but listening and speaking. Practice Students begin to work with language (Time: 15m ) During the last part of the PowerPoint, students will have to fill in blanks on certain slides. This will start them practicing the expression structure and using the correct vocabulary. Once the PowerPoint is complete and the students have a grasp on the target language the students will complete a worksheet. The worksheet will work as practice for the students and an assessment for the teacher. The teacher will move around the room assisting and monitoring the student’s progress and understanding. Production Students internalize and use language (Time: 20m ) Students will be given an example of a comic and an explanation of what is expected from them. They will have to use multiple similes to create a comic story. They will first write down their script on an assigned worksheet. Once that has been checked by the teacher for spelling and grammar they will be able to start drawing and creating their comic strip. The strip should be between 5-6 boxes in length. The students will most likely not be able to finish their comic strips in the remaining time. They will give their work to the teacher and will finish up the comics the following lesson. Once all the comics are complete the students will present them to the class. Assessments or Other Work (Time: N/A If the students finish during the lesson they will present their comics in the remaining time. ▪ Anticipated Problems & Solutions -The students take longer than expected on the worksheet Solution: Make sure to introduce the comic strip activity so that we can start it immediately in the following lesson.
Directions ▪ Date: 2022.01.01 ▪ Title (Unit): Directions ▪ Grade (Level): Grade 3 ▪ Lesson Focus: Speaking, listening, and writing ▪ Objectives: Students will be able to…give directions from point A to B ▪ Key Expressions: Go right, left, straight / Next to / Between ▪ Materials: PPT, code paper worksheet, whiteboard, a prize for the winner Learning Stage Teaching Model Activity Introduction Warm-up 5mins ◎ Greetings • How’s it going? - Good. / Great. / Not so good. / Not bad. ◎ Review and set up the learning objective Let’s review the expressions and keywords with PPT. • Constructing directions. - ex. Go straight two blocks and turn left at the market. • Emphasize using “at the _______” format. • Review “next to” and “between” • Students will be expected to answer questions presented to them. ◎ Presentation of the learning sequence Activity 1. Review sections A-D Activity 2. Now I Can Activity 3. Writing Game (Egyptian Code Game) Developments Activity 5mins ◎〔Activity 1〕Review Sections A-D • Open your books to page (number). Listen to the teacher and follow along in your books. In section ‘A’ please listen to the dialogues and find the locations they are talking about on the CD. Write the corresponding numbers correctly with the locations. • In part ‘B’ we will practice listening and reading. You will need to listen to the dialogue and then choose the correct choice. Circle one of the two options in the parentheses. We will listen to each sentence two times. • Part ‘C’ will be dialogue practice. Look at the pictures and talk about them with your partner. Ask and answer how to get to different places on the map. After everyone has practiced for 4 minutes, we will have volunteers show some examples. • Part ‘D’ is a writing exercise. Look at the pictures and read the sentences. There are some errors in the underlined parts. Find the errors and write the correct sentences. ◎〔Activity 2〕Now I can • On the bottom of the page you will see a map of Jane’s town. She visited two places that day. You need to write the directions from her house to the museum and Kayla’s restaurant. ◎〔Activity 3〕Egyptian Code Writing Game • Let’s play the code writing game. 1. We will separate into teams of 4. 2. Two students will have the code paper and two students will be writing on the whiteboard. 3. When the teacher says ‘go’ the people with the code paper will look at the TV. They will have to check the code and tell the other students what to write. 4. Once they have completed the code, they raise their boards and points will be awarded based on speed. 5. Spelling, punctuation, and capitalization are important and necessary to receive points. Consolidations ◎ Review • Let’s review the key expressions. - Go straight and turn left. - It’s next to the _______________. - It’s between the __________ and the ___________. ◎ Guiding for the next class • We’re going to start lesson 5 next week.
Opinions ▪ Date: 2022.01.01 ▪ Title (Unit): Opinions ▪ Grade (Level): Middle school ▪ Lesson Focus: Speaking and listening ▪ Objectives: 1. Students will be able to…Express their own opinions 2. Students will be able to…Agree 3. Disagree with other student’s opinions ▪ Key Expressions: 1. Do you agree with? 2. Yes, I agree because… 3. No, I disagree because… ▪ Materials: PPT, gap-fill worksheet, bingo board, whiteboard, a prize for the winner Procedure Details Presentation Introduction of Content and Language Describe activities that will introduce students to a new language, or activities that will refresh the language for review. Time: 10m 1. Greetings: Welcome students to class and ask simple questions about the day. 2. Warm-up Activity -All the students stand up. Have the teachers make statements which force students to make their own opinion. The teachers will ask questions along with using hand gestures and if they agree with the statement given, they will remain standing. If they disagree, they will sit down. This process will be repeated multiple times to get students engaged in the new vocabulary. 3. Introduction of material. PPT slides defining keywords and expressions. Practice Students begin to work with the language. Time: 10-15m 1. The teacher will present PPT slides with dialogue. The PPT will show images and videos along with text so that the students are able to grasp the material. (Ex: Image of Kimchi is shown with the statement ‘Kimchi tastes so good!’ and teachers use the target language to express if they agree or disagree, followed by answering why they agree or disagree). We will then ask a few students if they agree or disagree with the same question the teacher has just answered. 2. After multiple slides of different images and questions, students will be given a gap-fill worksheet similar to what was practiced on the PPT to work on individually. Production Students internalize/master and use language Describe the activities that show how students will use language to communicate with peers or how students will use reviewed language to communicate with their peers Time: 15-20m 1. Opinion Bingo- Students will receive a bingo board with opinionated statements in the boxes. They will have to move around the classroom and find students who agree or disagree with the statements and have those students circle the agree/disagree symbols in the box and sign that particular box. The First-person to get a Bingo yells ‘BINGO’ and the game is over. 2. Once student yells BINGO they have to present to the rest of the class the people on their board and their corresponding statement. Assessment / Extension Activities / Home fun Assign any additional work that assesses or reinforces the students’ mastery of the lesson objectives. Time: 5m 1. Before students leave the room, they are asked a question by the teachers. They have to respond with their opinion. If they are unable to respond they move to the back of the line and if they are able to answer they are able to leave the class. ▪ Anticipated Problems and Solutions Have time left over at the end. (Solution: play short video clips and ask their opinions on them) Students argue amongst each because of differing opinions (make sure to explain during presentation how everyone is entitled to their own different opinions.)
Food and Health ▪ Date: 2022.01.01 ▪ Title (Unit): Food and Health ▪ Grade (Level): All ▪ Lesson Focus: Speaking and listening ▪ Objectives: 1. Students will be able to advertise a specific food item. 2. Students will be able to comprehend words related to cooking and taste. ▪ Key Expressions: 1. grilled, boiled, baked, fried, pan-fried, tossed, steamed, pickled, fermented 2. Salty, sweet, sour, spicy, bitter, savory 3: airy, crunchy, crispy, creamy, oily, and chewy ▪ Materials: PowerPoint, sample menus, YouTube video of advertisement, worksheet Procedure Details Practice: Students begin to work with language (Time: 00:00) Teachers will distribute sample menus for the following familiar cuisines: Korean, Indian, American, Chinese, Japanese, Italian, Vietnamese, and Turkish. One menu will go to each table of students. Each table will also receive a picture dictionary of ingredients. NET will do a listen and repeat exercise, to ensure pronunciation of ingredients. Teachers will show a video and tell students to listen to how a food is cooked and the ingredients. Production: Students internalize and use language (Time: 00:00) Students will be given a worksheet to guide them in making their advertisements. At their tables (in groups of 4-5) students will review their menu and create a new dish. They must create an advertisement for their restaurant and the new dish by following the guidelines on the worksheet. Students are encouraged to be creative. Students will present their ads to the class. Each student must speak once during their presentation. Teachers will ask concept check questions to the class to ensure their understanding of their classmates’ presentations. Students will vote on the best advertisement. Assessments or Other Work (Time: N/A) Teachers will distribute worksheets. Two students from each group will be the waiters/waitresses. The remaining students are customers. They must visit each restaurant and order food using the dialogue on the left-hand side of their handout. Students should record their interactions in the allotted spaces.
What do you want to be? ▪ Date: 2022.01.01 ▪ Title (Unit): Lesson 1 – What do you want to be when you grow up? ▪ Grade (Level): All levels, Grade 1 and 2 ▪ Lesson Focus: speaking and listening ▪ Objectives: 1. Students will be able to talk about what they went to be in the future. 2. Students will describe different jobs and their roles. ▪ Key Expressions: 1. I want to be …, because … 2. He/She is a [job title]. Her/His job is to [job role]. ▪Materials: Small whiteboards (or blank sheets of A4 paper) for team drawings. Procedure Details Presentation Introduction of Content and Language (Time: 00:00 Show some pictures of different jobs and ask students what they want to do after they graduate, and why. Ask how about being a teacher? Introduce some job roles before introducing the job name. Check the understanding of all the introduced job names. Choose a student to randomly select one of the jobs, and explain why they want to do that job in the future. Repeat with a few more students. Practice Students begin to work with language (Time: 00:00) Classroom discussion. Ask students what they think the best-paid jobs are. What are the pros and cons of these jobs? Ask about the most dangerous jobs in the world? Show movie clip “Ten Most Dangerous Jobs in America”. Talk about the pros and cons of some of these jobs. Production Students internalize and use language (Time: 00:00) Play Taboo. Arrange the class into three or four teams, each with a team captain. In turn, the team captains come to the front and describe five jobs in English (without using 3 specified words). If their team gets the right answer, they get a point. If any other team gets it right, no one scores. If needed, repeat with another set of team captains. Extra Time Activity (Time: 00:00) Ask students what they think the best job in the world is. Show some slides of “dream jobs”. Discuss the pros and cons of these jobs. Ask what students think is the worst job in the world. Show some slides of “worst jobs. Ask students in their teams to design and draw a dream job and a worst job. They can then present these to the class. If time, all the teams can vote to find the best dream job. OR: For lower-level classes, skip the Taboo game and spend more time on this activity. ▪Anticipated Problems & Solutions Many students at this school may have the same job in mind after school. So, we can talk about dreams and bad jobs to elicit more different answers.
Worlds Foods ▪ Date: 2022.01.01 ▪ Title (Unit): Lesson 1 – World Foods ▪ Grade (Level): Grade 1 ▪ Lesson Focus: World foods and ordering at a restaurant ▪ Objectives: 1. Students will be able to identify different world foods 2. Students will be familiar with dialogue to order at restaurants ▪ Key Expressions: 1. May I take your order? 2. How much is it? 3. Yes, I’ll have_________ ▪ Keywords: taste, find out, look for, cart, hotdog, pretzel, beaver, tail, real, flat, thick, crowded, stick, insect, even, starfish, yummy ▪ Materials: PowerPoint, Grade 1 Textbook, Comprehension Worksheet, A4 Paper Procedure Details Presentation: Time: 15mins Greet the students and ask them how they are doing. Introduce today’s topic: “World Food”. Pass out the worksheets for students to make English to Hangeul translations. The translations will be for all of the new vocabularies. Go through PowerPoint exhibiting the new vocabulary, as well as, new and different world food that the students are unaware of. During the PowerPoint, it is essential to present the new dialogue as well. Elicit dialogue from students when presenting new food. Procedure Details Practice: Time: 10-12mins Open the textbooks to page(number). Begin reading “The World’s Street Food”. Have the students read one sentence at a time followed by the next student doing the same. Continue in that manner until the entire story has been read. Once the students have finished reading the teacher will read the story back to them. This makes sure that they are able to check the pronunciation and rhythm of the story. Give the students a quick True/False worksheet after reading the story to make sure that they have interpreted it fully and correctly. Procedure Details Production: Time: 10-12mins Have students create their own menu. They will work in groups of 3-4 during this section. They will have 10 minutes to create a menu. They will choose 5 items that were taught to them during the lesson. They can choose other food items that are not in the lesson, but can only use one Korean dish on their menu. Once their menu is complete they will go around to other groups and place their orders. The teacher will present the students with example dialogue on the board so that they can resort back to it for help. Procedure Procedure Assessments or Other Work (Time: N/A ) If there is extra time, each group will present the orders that they have taken from the other groups. This will be a good way to practice and to teach more new dialogue. Example: What did he order? He(name) ordered the pizza and French fries. ▪ Anticipated Problems & Solutions: -The students are having more trouble than expected with the dialogue Solution: Spend more time on the dialogue instead of doing the True/False worksheet. -Students are unable to create a proper menu because their English level is too low. Solution: Make the groups before class has begun so that every group has a high, medium, and low-level student.
Taxation and the 4 major insurances in Korea Income Tax Like any other country, taxes are generated if you have a source of income in Korea. Taxation may however differ depending on mutual government agreements. Taxation eligibility Country Public school Hagwon United States Exemption for 2 years Taxed Canada Taxed Taxed United Kingdom Exemption for 2 years Taxed Ireland Taxed Taxed Australia Exemption for 2 years Taxed New Zealand Exemption for 2 years Taxed South Africa Exemption for 2 years Taxed The 4 major insurances. National Health Insurance: In Korea, employers must provide health and medical insurance. Health and medical insurance may cover medical, dental, or accidental coverage or a combination of the three. If health and medical insurance are covered, the employer may pay for all of it or the employer may pay half. Be sure to ask the employer if the insurance covers international hospitals as well as local hospitals. This is a mandatory subscription. Employment Insurance: It is a national insurance system implemented for protecting workers’ rights and interests. National Pension Scheme: This insurance is created to prepare for the time one is not able to work. (pension after retirement). It is also determined by mutual government agreements. Several countries require employers to pay into a pension, or retirement plan. In most cases, the employer pays half and the teacher pays the other half. Depending on a teacher’s citizenship and the agreement with the teacher’s home country, the pension can be claimed at the completion of the 1-year contract. Industrial Accident Insurance: Compensates the employees for any occupational accident. This insurance option that provides both employees and their employers a certain level of financial protection in case of an injury incurred on the job. 4 major insurances Insurance Employee Employer National pension 4.5% 4.5% National Health insurance 3.495% 3.495% Employment insurance 0.9% 0.9% Industrial accident insuranc N/A Matched by employer Eligibility on national pension Country Membership Subscription Refundable Payment United States Yes Lump-sum return Canada Yes Lump-sum return United Kingdom Yes Non-refundable Ireland Yes Non-refundable/added to native country pension Australia Yes Lump-sum return New Zealand Yes Non-refundable South Africa No N/A