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  The purposes of this study were to investigate the effects of theme-based elementary English instruction and to find the efficient ways to evaluate it. For these purposes, one class of 4th grade in Hongcheon was chosen and examined for two months. Before and after the theme-based teaching, the affective(e.g., learning interest, participation, cooperation) aspects and cognitive (e.g., learning achievement, task solving ability) aspects were evaluated. The results showed that there were improvements regarding both emotional and cognitive aspects after the treatment of theme-based teaching. However, the result of students" learning achievement after the theme-based English instruction differed according to the types of test questions, specifically whether they were theme-based or not. It may be inferred that the difficulty of themes, expressions, and language structures was different according to the question types. However, the students" learning achievement was generally higher when they carried out the tests which had theme-based questions than those with general ones. Therefore, it can be said that the students could get, especially in cognitive aspects, the higher learning achievement, only when they took the test with the familiar theme-based questions. In further studies, the theme-based English instruction tests for other language skills, such as speaking, reading and writing need to be developed.

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