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청화식vs의사소통

A comparison of the Audiolingual Method and Communicative Language Teaching.Audiolingual MethodCommunicative Approach1. Attends to structure and form more than meaning. – Drilling으로 정해진패턴들을 계속해서 발화하도록 조종되어 문맥상의 의미보다는 문장구조와 형태에 관심을 기울인다.1. Meaning is paramount. – 의사소통중심이므로 대화의 의미가 통하는게 목적이다.2. Demands more memorization of structure based dialogues. – 정해지거나 예상되어지는 상황에 나타날 수 있는 대화를 암기하여 그 상황이 되면 발화할 수 있도록 한다.2. Dialogues, if used, center around communicative functions and are not normally memorized. – 자연스러운 의사소통을 통해 언어를 학습한다.3. Language items are not necessarily contextualized. – 대화의 흐름 속에서가 아니라 상황마다 정해진 대화패턴으로 이루어진 언어항목들을 연습한다.3. Contextualization is a basic premise. – 대화의 맥락이 있어야 자연스러운 의사소통이 이루어 질 수 있다.4. Language learning is learning structures, sounds, or words. – 언어를 배운다는 것은 구조, 발음, 단어를 따로 배우는 것이 아니라 같이 배우는 것이다.4. Language learning is learning to communicate. – 언어학습의 목표는 의사소통이다.5. Mastery or “overlearning” is sought. – 정해진 대화패턴을 Drilling을 통해 완벽히 습득한다.5. Effective communication is sou목적이다.6. Drilling is a central technique. – 반복학습이 주된 기술이다.6. Drilling may occur, but peripherally. – Drilling이 주된 언어학습 방법이 아니라 필요에 의해서 이루어지는 연습방법의 하나이다.7. Native-speaker-like pronunciation is sought. – 정확히 원어민과 같은 발음을 중요하게 여기면서 drilling한다.7. Comprehensible pronunciation is sought. – 다양한 사람들이 영어를 사용하므로 이해가능한 발음이 요구된다.8. Grammatical explanation is avoided. – 문법은 문장패턴을 연습하면서 자연스럽게 익힌다.(귀납적으로)8. Any device that helps the learners is accepted-varying according to their age, interest, etc. – 학습자의 나이와 흥미에 따라 다른 수준과 내용의 학습교재를 선택하고 효과적으로 학습할 수 있도록 돕는다.9. Communicative activities come only after a long process of rigid drills and exercises. – Drilling을 계속함으로써 침묵기를 지나서 발화하게 된다.9. Attempts to communicate are encouraged from the very beginning. – 완벽한 방식의 의사소통이 아니더라도 학습 초기부터 의시소통을 통한 언어학습을 장려한다.10. The use of the student’s native language is forbidden. – 학생들은 수업시간에 모국어를 사용하지 못한다.10. Judicious use of native language is accepted where feasible. – 학습자의 이해를 돕기위해 약간의 모국어사용은 허용된다.11. Translation is forbidd역보다는 문장암기로 상황에 대한 반응법을 습득한다.11. Translation may be used where students need or benefit from it. – 학습자의 효과적인 언어학습을 위해 번역이 사용되기도 한다.12. Reading and writing are deferred until speech is mastered. – 말하기가 목적이므로 읽기와 쓰기학습은 되도록 미룬다.12. Reading and writing can start from the first day, if desired. – pair work나 Group work와 같은 CLT의 activity에서 기본적인 학습방법으로 reading과 writing이 쓰일 수도 있다.13. The target linguistic system is learned through the overt teaching of the patterns of the system. – 영어의 체계를 학습하는 문장 패턴의 연습으로써 배운다.13. The target linguistic system is learned through the process of struggling to communicate. – 자연스러운 의사소통 과정을 통해 목표언어의 체계를 학습한다. 언어의 기능에 따라 구조를 습득하는 것이다.14. Linguistic competence is the desired goal. – 언어적인 능력을 완벽히 하는 것이 목표이다.14. Communicative competence is the desired goal. – 목표언어로 하는 의사소통 능력이 목표이다.15. Varieties of language are recognized but not emphasized. – 정해진 패턴의 연습으로 언어학습을 하기 때문에 목표언어의 다양성이 강조되지 않는다.15. Linguistic variation is a central concept in materials and methods. – 여러상황에서 달 자료이자 교수법이다.16. The sequence of units is determined solely by principles of linguistic complexity. – 쉬운 표현부터 어려운 표현으로 이루어진 상황의 차례로 단원이 구성된다.16. Sequencing is determined by any consideration of content function or meaning that maintains interest. – 학습자의 흥미에 따라서 학습의 순서가 이루어진다.17. The teacher controls the learners and prevents them from doing anything that conflicts with the theory. – 교사가 발화하고 학생들이 따라하는 식으로 학습이 이루어지므로 교사중심의 교수법이고 교사가 통제하여 모국어 사용등의 수업내용에 반하는 행동을 막는다.17. Teachers help learners in any way that motivates them to work with the language. – 교사는 학습자가 목표언어를 사용하여 anxiety없이 자유롭게 의사소통할 수 있도록 돕는다. 학습자 중심의 교수법이다.18. “Language is habit,” so error must be prevented at all costs. – drilling을 통해 언어를 습관화하여 학습하므로 연습에 오류가 있어서는 안된다.18. Language is often created by the individual through trial and error. – 학습자의 global error만을 수정하여 줌으로써 학습자는 여러가지 시행착오를 겪으며 언어를 습득한다.19. Accuracy, in terms of formal correctness, is primary goal. – 목표언어 발화의 오류를 막기 위해 연습상황에서 정확한 형태의 언어를 연습한다.19. Fluency and acceptabmary goals; accuracy is judged not in the abstract but in context. – 대화의 맥락에 영향을 끼치는 오류는 수정하지 않음으로써 언어의 정확성보다는 유창성에 초점을 둔다.20. Students are expected to interact with the language system, embodied in machines or controlled materials. – 교사가 여러 학생에 대해 돌아가면서 똑같은 질문을 하거나 Audio에서 흘러나오는 질문을 듣고 모든 학생들이 똑같은 대답을 하는 방식으로 연습이 이루어진다.20. Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writing. – 학습자는 자신들의 의사소통작용을 돕기 위해 짝 활동이나 모둠활동 내에서 말하기나 쓰기를 사용할 수 있다.21. The teacher is expected to specify the language that students are to use – 학생들이 사용할 목표 언어를 교사가 확실하게 명시한다..21. The teacher cannot know exactly what language the students will use. – 맥락의 다양성과 주로 주제를 학습자가 정하기 때문에 어떤 언어를 사용할지 교사는 정확히 판가름 할 수 없다.22. Intrinsic motivation will spring from an interest in the structure of language. – 문장패턴의 연습으로 언어의 구조를 익히게 되므로 그에대한 관심에 따라 동기화된다.22. Intrinsic motivation will spring from an interest in what is being communicated by the language. – 의사소통 하는 내용에 된다.

교육학| 2013.08.27| 3페이지| 1,000원| 조회(183)

비교, CLT, 청화식교수법, 의사소통중심교수법, ALM

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Teacher Instructions for Reading Speech of Barack Obama

Teacher Instructions for Reading Speech of Barack ObamaⅠ. Theme : Reading Obama’s HYPERLINK "http://endic.naver.com/search.nhn?query=inaugural" t "_blank"Inaugural HYPERLINK "http://endic.naver.com/search.nhn?query=address" t "_blank"AddressLearner Description- This unit aims at the high school students who are in the second grade.- The school is one of the foreign language high schools located in Gangbuk in Seoul.- Their ages are 17 to 18. There are 15 students in a class.- And they all are attending to the Hagwon for extra tutoring. Most of them are studying English Grammar and Reading for achieving better grades in HYPERLINK "http://endic.naver.com/search.nhn?query=the" t "_blank"the HYPERLINK "http://endic.naver.com/search.nhn?query=college" t "_blank"College HYPERLINK "http://endic.naver.com/search.nhn?query=scholastic" t "_blank"Scholastic HYPERLINK "http://endic.naver.com/search.nhn?query=ability" t "_blank"Ability HYPERLINK "http://endic.naver.com/search.nhn?query=test" t "_blank"Test.- Some of them also have good scores than 90 in TOEFL score.- Most students can understand the sentences which have complicated structures.e.g. They can understand HYPERLINK "http://endic.naver.com/search.nhn?query=participial+construction" t "_blank"participial construction, the sentences which consist of lots of relatives.- 8 students like to talk about the topic when they are learning English.- 7 students like to watch some visual materials about the topic when they need to understand the context.- Most students love to take out the information from the whole context and react about the topic spontaneously.Ⅱ. Teaching Focus - Reading (and Writing, Listening, Speaking)Students can read the text of the speech. After the skimming the text for getting a gist, they will look through the whole text carefully for getting the specific ideas.Students can learn lots of vocabularies through the text.Students can listen to the text from the Audio File. They can read and listen to the text at the same time.Students can write down some important information that students think on a paper.Students also can collect the information the other students get by listening to and reading the text.Students can talk about the information they have got. Students can talk their thinking about the speech freely as well.Ⅲ. Materials and EquipmentsReading script of the speechVideo Clip for showing the students the speech scene and letting them hear the real soundTV and Vim projector for playing Video ClipPapers and pencils for writing down the information and essaysComputer which can play an Audio clipVoice recorder for recording their pronunciation when they are talking about their thinking and reading the scriptSome pictures about the AmericaⅣ. ProceduresWarm up ActivityTaking out all ideas students have in their mind about the united states, their politics and sociology. eq oac(○,1) Teacher shows the students the flag of America. eq oac(○,2) Teacher asks them to talk anything about their thinking just pop up. eq oac(○,3) Students answer whatever they have in their mind about America eq oac(○,4) Teacher asks some questions to the students about America.e.g. Do you have any respecting president in America?Have you ever heard famous words or addresses great men had left? eq oac(○,5) Students will talk about any great men like Martin Luther King Jr. or Barack Obama.Main ActivityWatching Video Clip that Barack Obama was giving an addressWriting down some information that they catch in the video by watching itBrainstorming ideas with the information they caught on the paper in group workReading the real script, circling on the vocabularies they can’t understandAfter letting them know the meaning of the words, making some sentences that we can use in our real life with the wordsLooking through the text for understanding whole context againTalking about their thinking with their group members in English, recording their voice and pronunciationMaking conclusions in each groupSharing the conclusion with other group by presenting theirsWrap up ActivityWriting essays about their thinkingMaking some questions with their group members by themselves and then giving them to other group (if the other group give all of right answers, they have to make a lecture note about the class for the group.)

교육학| 2013.08.27| 4페이지| 2,500원| 조회(87)

레슨플랜, lesson plan, 버락오바마연설, 고등학생 영어지도안

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stuart little lesson plan

Teacher Instructions for Reading ‘Stuart Little’ by E.B. WHITEⅠ. Theme : Learning various English expressions through reading ‘Stuart Little’This unit aims at the 1st graders in middle school (public school). Whole objective of this unit is achieving some English expressions that students can use in other part of our reading. Before the students study specific English expressions they will get from the text, they should understand the whole story of the text. And through the story the students can think again about their adventure spirit and their family.Specific students profileAge : 14 years oldGrade : The 1st grade in middle schoolLanguage proficiency : Intermediate lowNumber of students : 15 students in a classSocio economic level : The students get private education from Hagwon or are tutored personally.Learning style : The students are interested in watching Video or listening to some audio clips.Language experience : The students have learned how to read the each words. And they can understand basic grammar like the use of tense, some simple relative pronouns and the use of verbs depending on the subjects.Ⅱ. Objectives (SWBATs)Students will be able to find the most important sentence in each paragraph.e.g.( Summarizing the whole contents of the unit)Students will be able to memorize the meaning of the difficult words they don’t know not by rote.e.g. (drain, shinny up, cord, solemnly …)Students will be able to learn some difficult sentential structures like grammatical factors.e.g. (comparatives, how to use placeholder and real subject like it is ~ for ~ to V, subjunctive mood like If I were you, I would(could, should, might) …)Ⅲ. PrerequisiteTransform of verbs depending on the first, second and third person.e.g. (the first person – I want to live here.)(the second person – You want to live here.)(the third person – He wants to live here.)Possessive casee.g. (apostrophe)’s, of …, my (her, his…)c. relative pronounse.g. (who, whose, which, of which, that …)Ⅳ. ProceduresWarm up (5 mins.)Teacher shows the students preview video of the movie, Stuart Little.☞ HYPERLINK "http://www.youtube.com/watch?v=zPJ6DBYcFbE"http://www.youtube.com/watch?v=zPJ6DBYcFbEStudents can guess the scenario of the movie by watching the video clip.The Students will say what they are imagining about the story in free way.Main ActivitiesActivity 1 (10 mins.) – Group competitive word gameStudents make 3 groups with their classmates.(5 people consist of 1 group.)Students scan the chapter 1. ‘ In the drain’.Students fill up the form with the difficult words they can’t find the meaning in their brain. (a form is arranged in each group.)Material 1Word 1MeaningWord 2MeaningWord 3MeaningWord 4MeaningWord 5MeaningWord 6MeaningEach group’s leader picks a group and then asks the members the meaning of the word.If any members of the group which was asked give the leader of the group which asked the right answer, answering group gets 5 points per one word.If the group which was asked can’t answer, asking leader of the group should ask the other group.Activity 2 (15 mins.)Teacher will show some picture cards and then explain about comparatives.Materials2Teacher reads a conversation and asks a question to the students.Material 3 A : Hi Jane, how are you doing ?B : Hi teacher, I am doing good. What about you ?A : I am great ! ah…. Could you do me a favor ?B : absolutely, what can I do for you ?A : Could you give this picture to Sarah, please ?B : Of course, it is never difficult thing for me !A : Thank you Jane.Q : How does B feel about the teacher’s asking ?Teacher will write down on the board like following.B : ‘It is for to give this to Sarah.’Teacher help the students fill the blank with the right answer.Teacher explains about the subjunctive mood and then trains the students with making sentence game.Teacher makes a group come out in front of the classroom.Teacher shows a picture card only to the leader of the group.The leader describes the picture with his or her body language.Teacher will say only ‘if I were you !’The members say the words which consist of the perfect sentence.Ex) S1 : I ! S2 : would ! S3 : study ! S4 : hard !Material 4 Activity 3 (8 mins.)Specific reading in concentration, comprehending whole context of the text.Assessment (7 mins.)Drawing a picture of the Stuart’s appearance. (In Class assessment)Making a story short by picking up the most sentences per each paragraph. (Take home assessment)

교육학| 2013.08.27| 4페이지| 2,500원| 조회(115)

수업지도안, 레슨플랜, lesson plan, stuart little

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lesson plan for my family

Teacher Instructions for “My family”I. Theme: My Family- This unit aims at the elementary school student forth grade (public school). Whole subject is ‘My family’. And students are going to learn about members of their family. So, they understand about who is their grandparents, who is their uncles and aunts. Teacher will teach students the way of introducing students’ family to the others in English. And this unit uses skills of speaking, writing, reading and listening. Moreover this unit teaches students relationship about their family.Also, students are going to learn about nouns (members of family, father, mother…), interrogative sentences (how many…?, do you have …? , what do you do …?) and adjectives expressing figure(cute, ugly, pretty, handsome…)II. Objectives (SWBATs)Students will be able to express about mutual designations of family in English.e.g. (Nouns: Grandfather(-in-law), Grandmother(in-law), Uncle, Aunt, …)Students will be able to ask other students about the number o?)Students will be able to describe about their family’s figure using adjectives.e.g. (My older sister is pretty. , My younger sister is cute.)III. PrerequisitesConcept of numbers : one, two, three, four …Concept of job : salesman, policeman, teacher, housekeeper …Possessive case: (apostrophe)’s, of …, my (her, his…)Comparative: older, younger.Some members of two generation family : father, mother, sister, brother …Ⅳ. ProceduresWarm up- Teacher shows a picture of family and asks to students, “What relationship are they in the picture?”- Students answer “Family!”- Teacher introduces family with that picture. And ask to students, “Who is my father?” or “Who is my mother?”- Students answer “that man!” or “that woman!” or describe that my father is who.Activity 1 – Members of Family1. Language Skill: Reading and listening2. Materials: Pictures of each member, matching paper, pencils.3. Procedures:Showing pictures of each member: grandfather, grandmother, father etc.Teacher asks to studentsity 2 – Writing about their family.1. Language Skills: Reading and writing2. Materials: script and pencil3. ProcedureFirst, students watch the example introducing script in PPT.Teacher reads script of family introduction. And explain about the script.Teacher explains underline part: this is able to change as per condition of your family.Teacher gives them script with underline part that content is deleted.Students write about their family, referencing example script.4. Assessment: Teacher assesses through script of each student. And teacher assesses whether students is understanding content of activity 2 well or not.Activity 3 – Conversation (pair work)1. Language Skills: Speaking and Listening2. Materials: conversation script, conversation sound file3. ProcedureFirst, Teacher gives students conversation script.Students listen to one conversation, referencing conversation script.Teacher explains conversation script, comparing with conversation sound.Teacher shows another script in PPT terials: Flash cards3. ProcedureOne student selects one card. (the front: picture of men / Back: explanation of information. But, the students cover up the front part with his hand when he reads explanation of information.)He reads the information to the others.One of students tells him about correct answer or wrong answer.If students answer well, he shows the front of card. But if students answer wrong, he read information again.4. Assessment: Each student decides one member of family. And he explains the member who is decided in front of teacher and other students. For example, he selects his sister. And he describes, “My family are four people. She has one brother. She has parents. She is first children. She is student.” – Speaking and understanding test.I have parents.I have two younger sisters.I have grand parents.I am a student.I’m handsome.I have parents.I have three children.I have wife.I am sales person.I have parents.I have one older brother and one older sister.I have grandp a grandfather?”, “how many sisters are there in your family?”, “Is your sister pretty?”, “What does your sister do?”Students answer, “I have grandfather.”, “I have two sisters.”, “No, she is ugly.”, “My sister is student.” (pair work - speaking)After their conversation, teacher fills in the family tree. (writing)Students understand way of make their family tree.4. Assessment: teacher assesses about family tree of each student.▪Ⅴ. Follow upsWorksheet for students1. Search words in the following crossword.FAMILY FATHER MOTHER SISTER BROTHERGRANDPA GRANDMA UNCLE AUNT COUSIN2. See following picture and fill in the blank.3. Fill in the family tree with one's family.2. Making family newspaper(including profile of members, a family tree basically)▪Ⅵ. Whole Assessments1. Teacher assesses students through observation as per each activity.2. Students introduce their family in front of their teacher. – speaking test3. Teacher assesses English family newspaper of students.▪Ⅶ. List of helpful webs20

교육학| 2013.08.27| 9페이지| 2,500원| 조회(187)

레슨플랜, lesson plan, 초등영어지도안, my family

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A lesson plan for things for apart

A lesson plan for ‘Things for apart’Ⅰ. Theme : Learning the African culture and some vocabularies which can be found in the cultureThis lecture aims at the 2nd graders who is majoring in English in a foreign language highschool. Whole objective of this unit is achieving some English expressions that we can find in the African culture. At the same time the learners can understand the African primeval culture which is appeared in the text. Before learning the specific expressions, the learners should read the text and understand the context. And then, through the context the learners can understand and imagine the African life and their culture.Specific students profileAge : 18 years oldGrade : The 2nd graders in a foreign language highschoolMajor : EnglishLanguage Proficiency : Intermediate HighThe number of the students : 20 studentsSocio-economic level : The students get private education from Hagwon or are tutored personallyLearning style : The students are interested in watching some photos about the text and guessing the meaning of some expressions they don’t know in the context.Language Experience : The students have been reading the front part of this unit. They also have been understanding some of African culture that had already been appeared. Grammatically, they already understand most of the grammatical factors.i.e. They know how to analysis a participial construction.Ⅱ. Specific Objectives (SWABTs)a. Students will be able to understand the African’s old superstitious culture.b. Students will be able to find love of family same as all other cultures.c. Students will be able to compare the African culture and ours.d. Students will be able to guess some difficult expression that is used in African culture through the context.Ⅲ. ProceduresWarm up (10 mins.)Teacher asks some students about anything that they remember in the last lecture.Teacher shows the students a picture of a priestess and talk about her role in Korean traditional culture.Main Activities(30 mins.)Activity 1(10 mins.) – Reading and understanding the whole passage in this lectureStudents are divided in 5 groups.Each group read the passages the teacher gives.Whole passages are followings.In Chapter 11, page 88. ‘Once upon a time,’ Ezinma began, ‘Tortoise and Cat went to wrestle against Yams’ ~ page 91. ‘Okonkwo cleared his throat, and brought out his snuff-bottle from the goatskin bag by his side.’∙ The first group reads from ‘Once upon a time,’ to ‘Her heart jumped painfully within her.’ – the 15th sentence, 88p to the last sentence, 88p∙ The second group reads from ‘The priestess had now reached~’ to ‘Agbala wants to see her.’ – the first sentence, 89p to the 21st sentence, 89p∙ The third group reads from ‘Ekwefi came out from her hut carrying her oil lamp~’ to ‘Ekwefi went into her hut and came out again with Ezinma.’ – the 22nd sentence, 89p to the 4th sentence, 90p∙ The fourth group reads from ‘Come, my daughter,~’ to ‘~her left palm closed on her fish and her eyes gleaming with tears.’ – the 5th sentence, 90p to 24th sentence, 90p∙ The last group reads from ‘Agbala do-o-o-o-o!~’ to ‘~and brought out his snuff-bottle from the goatskin bag by his side.’ – the 25th sentence, 90p to the 13th sentence, 91pStudents read the above passages.Activity 2 (10mins.) – Talking about the story each group read.A team leader of each group talks about the story they read to other groups.After listening to the stories, other groups are able to say about feeling and some African culture they can find in other group’s story.The students can say that old Africans must follow the priestess’ saying which is gotten by their god whatever they want to do.The students can say that African’s blind superstitious culture is almost same as ancient or middle ages in Korean culture.The students can talk about some differences they can find in the text between African culture and Korean culture.Activity 3 (15mins.) – Guessing the difficult expressions in the textEach group makes 3 sentences lists that they couldn’t understand because of some difficult expressions.One of the students in each group stands up and tells the sentence to other groups.If someone can translate the sentence, He or she raises a hand up and translate it.If no one can translate it, teacher can give the students some tips.Ex) Teacher can give meaning of the preceding or latter part to the students.The asking student can guess the meaning of the difficult expression or word with other group members.Wrap up Activity (5mins.)The teacher and students can talk about African culture that they achieve in this unit.AssessmentHomework assessment – The students have to read the text and memorize the expressions and words.In the next class, the teacher gives the students blank test sheets and they fill in the blanks.Lesson MaterialsA Traditional Korean priestessA Traditional African priestess`A life of an African primeval tribe

교육학| 2013.08.27| 5페이지| 2,000원| 조회(92)

지도안, 영어지도안, lesson plan, 영어문학, things for ap..

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