Don't misunderstand that your child hates English.
I just don't know the exact goal and direction of my English studies.

★Key Strategies for the Public English Curriculum Written by a Practical Elementary, Middle, and High School Teacher★
★Comprehensive Comprehensive English National Curriculum for 10 Years★
A must-read for parents who want to solidify their children's English output.

Whatever you do, if you understand the overall structure and flow, you can achieve your goals much more easily.
Let alone studying English for 10 years.
Children begin learning English in public education starting in the third grade of elementary school.
And from middle school, high school, and even the college entrance exam, we invest a tremendous amount of time in studying English.
But in reality, children are busy following along without even knowing exactly why they are studying English or why they should do it.
Eventually, children begin to say, half-jokingly and half-seriously, things like, "I feel like I'm going to die when I study English," "English is the enemy," "I wish English would just disappear," and "It's so painful."

Why are children forced into such difficult situations? Could it be that their desires, which should be the driving force behind their studies, and their desired study directions and methods aren't adequately reflected? The national curriculum isn't what's causing these difficulties for children. How can we close this gap? However, we can't ignore the realities of "school grades" and the "CSAT" and soothe children's hearts with idealistic narratives alone.

So, current elementary, middle, and high school teachers came together to write this book.
We are developing an optimal English education roadmap based on a diverse spectrum, including English instruction at public elementary, middle, and high schools, specialized high schools, and EBS.
We hope that this roadmap will help children understand the goals and direction of their English studies, and that parents will become wise guides for their children.

The four goals of the national English curriculum can be summarized as follows: first, English communication skills; second, self-directed English learners; third, English use as global citizens; and fourth, English information literacy.
In other words, the national English curriculum was designed to foster students' ability to communicate effectively in English and to encourage them to continue this learning as a lifelong learning experience even after graduating from public education.
Therefore, I hope that the English learned in public education will not only be used for simple communication, but also to understand other countries' cultures and the international community, and to contribute to solving common problems together.

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Ultimately, the ability to develop an interest in English and to study it consistently and independently, the experience of broadening one's knowledge base by utilizing the English language skills learned, and the history of efforts to solve common problems in the international community may remain unappreciated.
In fact, this is the most important educational experience.
In other words, if you only aim for English for the entrance exam, you may miss out on these important experiences.
Therefore, when students set goals for studying English, providing them with diverse English experiences beyond just entrance exam English will be the way to truly develop their English skills.

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Public education recognized the importance of English proficiency in the global era and the knowledge information age, and expanded English education from middle school to third grade elementary school in 1997.
Since then, there have been various opinions, such as whether the start time for English learning should be brought forward to the first grade of elementary school, but due to concerns about the deepening dependence on private English education and the academic opinion that the third grade of elementary school is the right time to start foreign language education, it has been maintained at the third grade of elementary school to this day.

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There are two main characteristics of how elementary English classes are conducted.
One is that it organically connects the four language skills of listening, speaking, reading, and writing and teaches them, and the other is that it aims for 'activity-centered' classes.
Just like our language, when teaching English, we consider the four language skills: listening, speaking, reading, and writing.
Just as when acquiring a native language, you start speaking after hearing a lot, start reading some of the vocabulary you can say, and start writing some of the vocabulary you have seen a lot, when presenting English as a foreign language, the flow of the class is as follows: after hearing and understanding new expressions, you practice speaking them, read the sentences you have spoken, and then write the sentences you have read.
That is, the order of activities is listening-speaking-reading-writing.

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In the 4th grade elementary English curriculum, students begin to read sentences in earnest based on the basic vocabulary learned in the 3rd grade.
If you don't properly train your child to read basic sentences in 4th grade, it will be difficult to keep up with the increasing reading level in 5th grade.
Additionally, fourth grade is the first grade to administer the English Language Arts Basic Academic Ability Test nationwide.
The purpose is to diagnose in advance whether the 3rd grade curriculum has been properly digested and what the reading level is at the beginning of the 4th grade to help prevent learning difficulties from worsening further.
Students who have not fully mastered the vocabulary in their third-grade textbooks need to do a thorough review during winter break before moving up to fourth grade.
After thoroughly reviewing the textbook, please use the basic academic ability assessment past exam questions site that we provided earlier.
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There is a trend towards evaluating the listening and speaking sections in conjunction with each other.
In the past, the results of the English listening ability test administered by EBS were directly reflected in the listening section score.
However, since the purpose of the current performance evaluation is to focus on the process, people say that the EBS listening evaluation in the form of a national exam does not fit this purpose.
Because of this, many schools exclude it from the scope of performance evaluation.

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When I take an English class, I nod my head and think I understand everything, but when I try to solve the same problem a few days later, I often find myself unable to remember anything.
This is because passively accepting knowledge does not lead to complete learning.
To properly digest knowledge, simple review is not enough.
It is absolutely necessary to express yourself in your own words.
This is a personalization method that makes unfamiliar concepts more approachable.

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Third-year middle school students have a lot of free time from the time they take their final written exam until they enter high school.
To avoid wasting this time, I recommend first thoroughly reviewing the English grammar concepts that appeared in middle school textbooks for grades 1-3.
In high school English, the difficulty of the texts that students must read increases dramatically compared to middle school English, causing students to feel a great deal of pressure.
In particular, the questions that have a high discriminatory power in determining top students in high school English are mainly grammar questions.
If a student already struggles with advanced English, and lacks an understanding of English grammar concepts, this can lead to poor academic performance and even lead to them giving up on English altogether.

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The thing that students find most burdensome is vocabulary, specifically learning English words.
For students, the number of English words means the number of words they have to memorize.
If you learned 500 words in elementary school, you need to learn about 750 more words in middle school, excluding those words.
In high school, depending on the elective subject, you will need to learn up to 2,250 additional words based on Intensive English Reading II (3,500 words).

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During the first year of high school, studying for the CSAT separately from your school grades is not very effective.
Therefore, I do not recommend taking content or special lectures titled “CSAT” during your first year of high school.
For first-year high school students, understanding academic performance and settling into school life are most important.
And you need to invest time and effort into building a solid foundation of vocabulary and phrases and brushing up on high school English grammar.
Therefore, understanding school classes and selecting an academy should also be done from this perspective.

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What I have repeatedly emphasized so far is that the CSAT passages cover more than just interpretation.
During the CSAT season, you can often come across videos of foreigners struggling with the CSAT English questions.
Some people say that the English section of the CSAT is so difficult that even native speakers cannot solve it.
But just as we cannot get a perfect score in the Korean language section just because we are native Korean speakers, the same goes for those people.
Although the English section of the CSAT is difficult, from the perspective of measuring "math ability," there is no need to take the native speakers' outcry too seriously.
So where should we begin to develop this kind of thinking ability? The difference in understanding even when reading the same text stems from differences in literacy skills.

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