“God, please teach me the secret to fluent English.”
I continued reading the Bible while praying.
After the long and arduous Old Testament, we excitedly entered into the New Testament.
And as we enter Acts 2, a truly amazing scene unfolds.
Foreign languages ​​that he had never learned before came out of his mouth spontaneously when the Holy Spirit came upon him (Acts 2:1-8).
'Ah! It is God who scattered the languages ​​into countless foreign tongues, and it is God who makes them all understandable!'
“God, please give me the fire of the Holy Spirit too,” “Please open the door to English,” he began to pray fervently and weep.
One day, I said, 'I will never go down until I get a response.'
I made up my mind and prayed all night, when my tongue began to twist strangely and unintelligible sounds began to come out of my mouth.
Then, the prayer began to gain strength, and he continued to pray for more than five hours until dawn.
While I was praying, God taught me many things through visions and intuition.
And then, a new perspective on learning English began to open.
I began to realize God's principles for learning English that I had never discovered before.
The way we study and teach English has completely changed.
It was a moment to break free from the massive fraud that had been perpetrated on us through false English education since the Japanese colonial period.
An easy, new, and surefire way for anyone! As we taught in the new way the Lord had taught us, miraculous and amazing results began to emerge.
--- pp.18~22

As the vocal organs develop and the brain and body develop, the native language is completed.
Although there are individual differences in how quickly or slowly each child grows, this order is the same for all races around the world.
What is noteworthy here is that, except for children with congenital brain damage, the success rate for learning to speak through this natural process is 100%.
There is not a single child who fails.
It's the same no matter which country you go to in the world, regardless of race.
This is how God teaches language.
If we could make the same thing happen when learning a foreign language, it would be a real hit.
But what on earth is going on in children's heads that causes this to happen?
According to Chomsky, humans are born with an innate language acquisition device (LAD), and through this LAD, they absorb and automatically acquire the language of the environment in which they live.
How great would it be if LAD could work so we could speak English like a native speaker? However, our country doesn't have an environment where English is used in everyday life.
So, theoretically, automatic absorption by LAD is impossible.
But who is God? He is the One who makes all things possible!
“Please teach me how!!!” I prayed persistently to God.
Then, a gap that made it possible to acquire a second native language began to appear even in Korea.
--- pp.30~33

Among the myths about learning English, the biggest one is, “If you just master grammar, you will be good at English.” The second biggest myth is, “If you know a lot of vocabulary, you will be good at English.”
Many people believe so.
The problem is, no child becomes good at English that way.
According to the law that says, "What you force yourself to memorize, you inevitably forget," the words you force yourself into your head will roll around like dead bones, and eventually, you'll even lose interest in English itself.
It's clear that English words are important, so I worked hard to memorize them, but what on earth went wrong?
This is a story from when I was praying hard for a long time at Cheonggyesan Mountain.
“Please teach me how to speak English well!” I was crying out to God, and a vision of a stream flowing appeared before me.
In the stream, fallen leaves were floating in a row.
But the fallen leaves were gathered together in clumps and flowing away.
Looking closely, I saw letters that looked like English words written on the fallen leaves.
I tried to look at it more closely, but I couldn't see it clearly, so I couldn't read it clearly, but it looked like an English word.
Those words were flowing in groups.
The illusion lasted for a while and then stopped.
While I was praying, I had an epiphany.
“It means that the words in a sentence do not move individually, but move in groups.”
Starting with this realization, I continued my research and discovered a tremendous truth.
The point was that “the basic unit that makes up an English sentence is not a ‘word’ but a ‘cluster of words.’”
An English sentence is a 'chunk of words' that 'flows in a curious order'.
This group of words is called a 'chunk' in English.
--- pp.68~71

AD
Once you understand the principles of learning, BC
The level that is often talked about in academies that teach through learning methods becomes meaningless.
In general, if sentences that contain the verb "be" or simple sentences appear, it is said to be "low level," and if sentences that contain conjunctions or relative pronouns appear, it is said to be "high level."
But that's BC
This is just what grammar teachers of learning methods say, but if you just practice with the goal of pronouncing it just like a native speaker in chunks, children will have fun and follow along well.
It's like when babies eat baby food, they just eat it as long as it tastes good, regardless of the ingredients.
If we were to divide it into levels, we could say that if the content is easy for children to understand, it would be a low level, and if it is difficult, it would be a high level.
If children can listen to and understand the content in their own language, they will be at a level where they can follow along.
If you look at the pictures together and first fully understand the content, and then listen to the native speaker's voice to get used to the rhythm and sounds, children will follow along easily.
With the help of your already well-developed listening, memory, and vocalization functions, as well as your natural acquisition device, LAD, you can acquire pronunciation that is almost like a native speaker.
--- p.133

AD
The first thing I did after I realized the principles of the learning method was to practice it with my children.
The target is my two granddaughters and three of their friends.
Age 5-7 years old.
The textbook is based on the Western fairy tale Cinderella.
We edited it to fit our learning method and held classes twice a week.
First, we explained the story in Korean while looking at the illustrations, then we had them listen to each chunk several times and follow along, and each time they did well, we gave them praise and a product sticker.
The standard for praise was that if you could speak exactly like a native speaker, you would be praised.
The children followed along surprisingly well.
His pronunciation was almost like a native speaker's, and he could recite even fairly long sentences without much difficulty.
After a few months, when the fairy tale was finished, the children could tell Cinderella from beginning to end in English.
Hallelujah! AD
The learning method was a great success.
While I was praying in thanksgiving, the Holy Spirit gave me a thought.
The learning method was good, but the content was not good.
Even in Cinderella, there are magical scenes such as a witch appearing and turning a pumpkin into a carriage and mice into horses. If you recite these stories repeatedly, the breath of Satan seeps into the souls of children.
So, the next course changed the textbook content to be filled with the Holy Spirit.
As we began studying Bible stories as teaching materials, the children's interest in learning began to burn brightly.
Scene by scene, scene by scene, the children excitedly shouted in English and recited the long story fluently from beginning to end.

Just as angels teach each child individually, they follow along enthusiastically, shout out, and once they learn something, they rarely forget it.
"hallelujah!

--- pp.136~139