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고등학교 1학년 영어 지도안 (세안) - 2011년 연구수업 지도안

2011학년도 교내수업연구Lesson4. Self - EsteemDate2011Time50 mins (8:10 ~ 9:00)PlaceClass 1-8Class LevelBasicTeacherYelim KimHigh SchoolSub Plan1. Date:, 1st Period (08:10 ~ 09:00)2. Class: 1-83. Number of Students: 28 students / Girls4. Textbook: High School English (Neung-Ryul)5. Unit: Lesson 4. Self-Esteem6. General Objectives of this unit:By the end of unit, students will be able to:Understand adjectives describing personality.Read and understand the story about two students overcome low self-esteem.Understand grammar points, “no matter how ~” and “may have p.p”.Write about strong points of their friends.Make assumptions or wishes by using “seem to be~” and “I wish I were(had)”.7. Specific ObjectivesBy the end of lesson, students will be able to:Understand the meaning of new vocabulary.Arrange sentences in the right order according to a story line.Identify specific information of the text.Write a letter to one of their group members and present it to class.8. Language Skills: Reading, Writinhe text without feeling boredom.12. Summary of Teaching ProcedureStepProcedureTimeTeaching AidsIntroduction(7’)Greeting & Roll Call1’Confirmation of the Previous Lesson6’ (7’)Video clip, PPTDevelopment(39’)Announcement of Today’s Objectives1’ (8’)PPTNew Vocabulary7’ (15’)Vocabulary Worksheet, PPTFind out teacher’s cell phone number8’ (23’)Cell phone, Text strips, PPTQuestions to think about7’ (30’)PPT, Text stripsWhat others say about Seho?4’ (34’)PPTWrite a letter to your friend8’ (42’)Writing worksheet, PPT, Stop watchPresentation of letters4’ (46’)Writing Worksheet, Pirate RouletteConsolidation(4’)Summary2’ (48’)PPTHomework1’ (49’)PPTAnnouncement of the Next Class & Closing the class.1’ (50’)PPT13. Teaching ProcedureStepProcedureLearning ActivitiesTeachingAidsTime(sum)TeacherStudentINTRODUCTION(7’)Greeting and Roll CallConfirmation of the Previous LessonHi, everyone.How are you feeling today?I know this is today’s first class, so most of you are not awake or feeling tired. But the dlks strangely because she has Down’s syndrome. However, her mother gave her advice and helped her build self-esteem.She wants other people to judge her as a whole person, treat her with respect and accept her for who she is.PPT,Video Clip6’(7’)StepProcedureLearning ActivitiesTeachingAidsTime(sum)TeacherStudentDEVELOPMENT(39’)Today’sObjectivesNewVocabularyFind out Teacher’s Cell Phone NumberNow, I want you to look at the TV.These are today’s objectives.Let’s read them together.I hope you accomplish all of these aims by the end of this lesson.Are you ready to jump into today’s lesson?OK, and then take out the vocabulary worksheet.You can see the new words and their English explanations on your worksheet.There are words in the left column with images related to, and explanations in the right column.I want you to match the words with the right meanings by drawing lines.I will give you 5 minutes to finish it. You can compare your answers with your partner after completing your task.(5 minuter..)OK. Let’s talk about the first question. What was the first question?Yes, then how did you answer?That’s right. Then, What was the second question?Yes, then the answer is?Great. Then, What was the last question?That’s right? How are you going to answer for this question?Perfect!! Then what would make him so surprised??Then, Let’s find out what kinds of messages he received from friends!!What is the first message?Yes, How about the second message?What is the last message?How did Seho think about himself in the past?He thought he had no special characteristics or talents. And he sometimes hated himself for being so ordinary.Who were in the same group with Seho?Minji, Jeonran and YunsuHow did Seho feel after he received the paper from other friends?He was really surprised when he received the paperHmmmm…I don’t know..“Seho, you have a very nice smile. When I see you smile, it makes me feel happy”“I have a bad temper, which often gets me into trouble. But you are always calm and quieto announce today’s homework. Look at the screen.First, read page 84 before the next class, Second do page 85 which is “after you read”Does everybody understand what the homework is?OK.Next time, we will finish the reading and learn “No matter + how/what/who/where” form.Now, it’s time to say good bye.Thank you, and see you next class!Yeah!!We read Seho’s story and wrote a letter to friends!He felt negatively about himself!Because, his friends wrote good things about him in the message!Yes!Bye!!PPTPPTPPT2’(48)1’(49’)1’(50’)A. Vocabulary Worksheet (p83)Match each word with its appropriate meaning by drawing a line and compare your answers with your partner!New WordsMeaning1. Ordinary(a)[Noun]A number of letter indicating quality (especially of a student’s performance)2. Characteristic(b)[Adjective]Not exceptional in any way, common, usual3. Grade(c)[Adjective]Neither very good nor very bad or typical and normal4. Average(d)[Noun]Distinguishing quality, attribute, or trait5. Divide(e)[Verb

교육학| 2011.05.23| 19페이지| 3,000원| 조회(1,152)

영어, 지도안, 고등학교, 고1, 세안

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Language and Culture

Language and Culture: Intercultural Communication in Cognitive Values: Americans and Koreans1. Why the understanding of culture is important in explaining one's language?Language is constantly influenced by surrounding culture and society. Language reflects culture and value. Without understanding of culture, miscommunication arises from the tendency for people to encode or decode a message from the framework of their own cultural background.2. Major value differencesAmericansKoreansA. IndividualismCollectivismB. EgalitarianismHierarchismC. ConfrontationIndirectnessD. PragmatismFormalismE.RationalismEmotionalism3. Individualism - CollectivismLexical differences Korean hyoto 'filial duty' inyen 'connections' The concept of 'filial duty' is generally unknown and relatively meaningless to Americans. American English Self-esteem, self-interest, self-concept 'No proper terms in Korean'4. Egalitarianism vs HierarchismKorean hierarchical personal pronouns. I - ce (humble) You - tangsin (blunt-for na (plain) adult) - caney (familiar-for younger people) - ne (plain) There are a number of terms denoting a social superior's family member, possession, action or manner, and a social inferior's humble action.4. Egalitarianism vs HierarchismKorean: Six different speech levels for addressee honorification. “Good night” 1)Annyenghi cwumu-si-psio. (Formal deference) 2)Annyenghi cwumu-si-eyo. (Informal deference) 3)Cal ca-o. (Blunt) 4)Cal ca-key. (Familiar) 5)Cal ca. (Intimate) 6) Cal ca-la. (Plain)5. Confrontation - IndirectnessAmericans prefer to face the people, facts, and situations involved directly and intentionally, with a self-assertive attitude, and get to the source of a problem (Stewart 1972:52). Indirectness is conspicuous in various communicative interactions and social exchanges among Koreans and Japanese.5. Confrontation - IndirectnessKorean conversation example. A: kyelhonhasiesseyo? 'Are you married?' B: kulsseyyo. 'Well….' (C.i.: “No.” ) A: Phathi ey kkok oseyyo. 'Please come to the party.' B: Com elyepkeyssnunteyyo. 'Well..It will be a little bit difficult…' (C.i.: “I can't go.” )6. Pragmatism-FormalismAmericans highly value the real over the ideal, the concrete over the abstract, and practicality over formality (Chung, 1976). While younger Koreans seems to pursue pragmatism to a certain extent, the older generation tends to conform to a formalistics and conservative tradition. (Shon, 1987)6. Pragmatism-FormalismComparison of communicative pattern. -American English: Predominant use of first name, including nicknames, name without titles. -Korean: 'Family name + title' ex1) Kim sunsangnim ' Teacher, Kim' Kim kyosunim 'Professor, Kim' ex2) Hanna apeci 'Hanna's father' Yelim omuni 'Yelim's mother'6. Rationalism-EmotionalismAmericans' ideal of “fair-play”, their noninvolvement on emotional issues, and their strict distinction between public or official vs. private or personal affairs are well known. (Stewart, 1975:5). Korean people may be characterized largely as emotional or affective owing probably their collectivistic consciousness.6. Rationalism-EmotionalismKorean Daily expressions Cal com pwacwuseyyo. 'Please give me special consideration' Inceng meli epsnun salam 'A person with no humanity' Extensive use of kinship terms Addressing one's friends mother : Emeni 'Mother' Addressing a male who is older than me: hyung, obba 'brother'7. ConclusionLanguage and culture are strongly related with each other. Culture and values influence on all aspects of its language including the creation of words, communicative patterns, daily expressions and even its syntax.8. ReferencesLakoff Ide (2005). Broadening the horizon of linguistic politeness: John Benjamins publishing company Sohn, H.M. (1987). Intercultural Communication in Cognitive Values: Hankuk University Shon, H.M. (2003). Korean language in culture and society: KLEAR Textbooks in Korean Langauge.{nameOfApplication=Show}

인문/어학| 2010.06.30| 14페이지| 1,000원| 조회(455)

언어학, 언어와문화, 사회언어학, 미국한국가치, 가치차이, 영어파워포인트, 문화와언..

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Language and Culture:The honorifics of Japanese and Korean and the expression of politeness.

LIN325 SociolinguisticsLanguage and Culture:The honorifics of Japanese and Korean and the expression of politeness.1. IntroductionLanguage cannot be understood without consideration of its cultures. Language and culture are deeply related with each other and language reflects a number of characteristics of its culture and society. Therefore, languages are strongly influenced by the changes of societies, cultures and values of people, and social changes and cultural differences often cause linguistic changes inside language itself and linguistic differences among different languages.In this paper, the relation between culture and language and the linguistic differences of Korean and English resulting from different value systems are mainly discussed by comparing and contrasting English and Korean value systems and how each value system influences on each language. Additionally, honorifics, a unique linguistic system produced by strong cultural influence, of Japanese and Korean will be dsuggested as Americans’ value orientation. As for Koreans, people used to maintain that the value orientations of Koreans are roughly opposite of American values. However, contemporary Koreans, especially younger generation, have been much westernized since the end of World War Two. Therefore, their behavior, thoughts and values have been changed and some parts of society are drastically different from the past. Although Koreans have been quite westernized during almost last 70 years, traditionalism is still persistent in a slightly dilute form in the consciousness of most Koreans. Its present is reflected in the communicative patterns of Koreans.According to Shon (1983), comparison between values of Americans Koreans can be presented as follow:ATOMISTIC-MECHANISTIC VALUESAmericansKoreansHOLISTIC VALUESA. IndividualismCollectivismB. EgalitarianismHierarchismC. ConfrontationIndirectnessD. PragmatismFormalismE.RationalismEmotionalism“The terms ‘atomistic-mechanistic’ and ‘holistic’ are bm has influenced on Korean languages for a long time and the hierarchism has created unique terms and communicative patterns in Korean language. The most general example would be the system of honorifics in Korean. According to the speaker’s intention, situations and who the listener is, the proper form of language use differs. For example, there are six different ways to say “Good night” in Korean.“Good night”1) Annyenghi cwumu-si-psio. (Formal deference)2) Annyenghi cwumu-si-eyo. (Informal deference)3) Cal ca-o. (Blunt)4) Cal ca-key. (Familiar)5) Cal ca. (Intimate)6) Cal ca-la. (Plain)Additionally, a single Korean request can be expressed in at least 17 different ways:1) Changmwun ye-sey-yo‘Open the window.’2) Changmwun yel kes-ul myenglyeng hay-yo‘I order (you) to open the window.’3) Changnwun com ye-sey-yo.‘Please open the window.’4) Changmwun com yel-e cwu-sey-yo.‘Please open the window (for me).’5) Changmwun com ye-si-keyss-eyo?‘Would you please open the window?’6) Changmwun com e asked questions.A: kyelhonhasiesseyo? ‘Are you married?’B: kulsseyyo. ‘Well….’(C.i.: “No.”)A: Phathi ey kkok oseyyo. ‘Please come to the party.’B: Com elyepkeyssnunteyyo. ‘Well...It will be a little bit difficult…’(C.i.: “I can’t go.”)It is considered impolite for a Korean to say no to someone’s face, and direct negative responses or even some direct positive responses are often interpreted as an aggressive and rude manners. Furthermore, Koreans’ “yes” does not necessarily signal agreement, but more or less the same as “I see” in many settings whereas their “no” to offer is given purely out of courtesy in many cases (Sohn, 1983, p 462).4.4. Pragmatism-FormalismAmericans highly value the real over the ideal, the concrete over the abstract, and practicality over formality. Although younger Koreans seems to pursue pragmatism to a certain extent, the older generation tends to conform to a formalistic and conservative tradition.For example, Americans predominantly use people’s first name,language. Not only Korean but also Japanese language has honorifics system and linguistic indirectness probably due to the similar cultural background with Korea.Regarding honorifics and linguistics indirectness, many cross-linguistics studies have assumed that there is a positive correlation between showing politeness and the use of honorific elements and linguistic politeness. However, many studies increasingly have reported that this belief is not necessarily true in some languages having linguistics indirectness. That is, indirect speech acts are not always related to the expression of politeness.One of studies refuting the proposition of a direct link between the directness level of speech acts and politeness is done by a professor Adrew Sangpil Byun, who is currently at University at Albany. He analyzes Korean request head act forms produced by 50 female Korean native speakers who were all undergraduate students of a university in Seoul, South Korea. The subjects are asked to resss.

인문/어학| 2010.06.30| 9페이지| 2,000원| 조회(615)

언어, 문화, 사회언어학, 존댓말, 문화와언어, 미국한국문화비교, 미국한국차이점, H..

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고등학교1학년 영어 읽기 수업 세안, 수업계획서, master plan

ENGLISH LESSON PLANTextHigh School English (Neungyule Education)UnitLesson 6: Food and HealthDateMarch 30th, 2010PeriodThe 4th class period of 9 periods.ClassClass 1 of the 1st grade of high school. (1-1)TeacherYelim Kim1. Textbook: High school English. (Neungyule Education)2. Lesson Title: -Food and Health3. Considerations in Teaching:Learner-Centered Instruction.Developing a student-centered class so as to give them interest and motive.Allowing and encouraging student creativity and innovation.Communicative Language Teaching (CLT)Planning a class in order to develop students’ communicative competence.Using authentic and meaningful materials.Making a plan through using the expressions which can be used here and now in the real world so that students can communicate smoothly even outside of the classroom.Giving opportunities for students to interact with other people through pair and group work.Form-Focused Instruction (FFI)Raising students’ conscious on language forms within the commrPoint*Worksheet - KWL3Real-life listeningBefore you readFood Quiz118-119-To listen and understand a radio commercial about health food.-To distinguish the difference between /s/ and /θ/ sounds.-To watch a video clip about fast foods.-To write and talk about personal opinions regarding fast foods.-To read and understand “Food quiz”-To learn the vocabulary related to the food groups, protein and fruits.*CD-ROM*Computer*TV* Microsoft PowerPoint*Worksheet - KWL4Reading:1st round, 2nd round3rd round121-124-To skim the assigned reading materials and find out the main point of them-To scan the given readings and find out specific information.-To read and understand 15 text strips.-To figure out the topic of each text strip based on the knowledge acquired from readings.-To focus on the language form, passive voice (be + p.p), during the reading and understand the form fully.*Computer*TV* Microsoft PowerPoint*Reading Worksheets*Text strips*Glue5Reading:3rd roundAfter you read124-125After you rTRODUCTIONDEVELOPMENT1. Greeting & Roll-callHi, everyone.How are you today? Good? Hungry?Yeah, I know. Since this class is the last class of today, you guys are looked tired and out of energy.But, remember! We are going home after this class, so cheer up guys! OK?Great!And, Now, I am going to call an attendance, but I am going to do that a little bit differently today.We are going to count the number from the person sitting here in front of me and keep counting the number to the last person at the back so that I can check how many students are in the class now.To say this again, we are counting the number from 1,2,3..and up to the last person. Is it clear?O.K. Great! And, Please write down the number you are going to say out loud on your work sheet! Because we are going to play a lottery game during the class by using that number. Is everything clear? Great, Let’ start to count the number!Good job, now I know everybody is here.Hi, Teacher.Tired/Good/ so-so/HungryYeah!Yes.1,2,3……..362’3 you do this activity, you have to fill in the blanks according to the super ordinate concept of each word.For example, if the word is “apple” then it should be written below the “fruit” group and if the word is “cucumber”, then it should be placed below the “vegetable” group.Is everything clear??? O.KAny question?O.K, then I will give you 2 minutes to finish up the chart.(After two minutes)O.K. Let’s check the answers quickly.Let’s start from the vegetable group.Kimchi, Eggplant and chili pepper should be in the vegetable group.And, nextOlive, Plum and Raspberry should be under the fruit group.AndYogurt, Cheese and Butter are dairy products.AndBeef, Salmon and Tofu should be written under the protein group.And FinallyCereal, rice and pasta belong to the carbohydrate group.Did everyone get the right answers??I bet you all wrote down perfect answers, because you guys are the smartest students I ever known.O.K, Let’s go on to the next step.Yes!Nope!Yes/No4*Computer*TV*MicrosoftPower poinright now.10 of them describe the main topics of the two articles.This means, 5 of them describe Kimchi but another 5 of them tell the facts about Olives.However, the rest of 5 text strips do not describe the topics of articles.So, you have to read the text strips carefully and exclude 5 text strips which are not related with the topics of the articles.If you think a text strip is related with Kimchi, then put it under the Kimchi article, but if you think a text strip is about olives then put it under the olive article box.For example, The text strip “The famous artist Van Gogh made at least fifteen paintings of “These” trees” is related with olives, so put this under the olive article.However, the text strip “Pickling is a method of storing certain foods. “This” is kind of pickled vegetable. It can be stored for a long time” is about Kimchi.O.K?Is everything clear for all? O.K?I will give you 4 minutes to do this individually, and after then discuss this with your group members and co

교육학| 2010.06.21| 16페이지| 1,500원| 조회(1,162)

교안, 세안, master plan, sub plan, 영어읽기 레슨 플랜, 영어..

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Lesson Plan -Up The Down Staircase

By Bel Kaufman Presentation: Group 4-Gentlemen Group Rich Duff Joe Greene Roberto Lepe Ryan McNameeUp The Down StaircaseTopics for TeachingSocial issues and overcoming adversity. “Should a man's reach be beyond his grasp?” Should people reach for higher goals than they could possibly grasp Motivation- what makes her come back everyday to teach these kids in this environment Social Changes (Theme)- integration. Placed in a school which was recently segregated and had busing.Philosophy of EducationPragmatism- To have the students think and ask questions not be taught material, but have them learn The act become the focus of learning, and successful working of ideas. We want the students to express their ideas. John Dewy discovered this through child education. Using a book and not with a lesson plan, but through scaffolding to have them make up their own ideas. Function of teacher to make these choices available, more democratic approach when teaching.Standard 2Put students in historicalfferent style writing Mostly dialogue/letters/other readings-interpretive reading. You had to make your own analyzing on the characters Example “Can you guess by my writing if I'm white or not?” pg 217.Standard 4Group Work Emphasis Show creativity and ability to work with others Discussion Topics of book Social Changes-Opportunities they had that are not available to you or vise versa Discuss Themes of the book Debate of Teachers who want to teach, and those who don't want to teach, students who want to learn and those who do not.Anticipatory SetA major part of the lesson plan is to place the students in the context of the novel and time. Female teachers, urban: schools, students, neighborhoods, and also the inner city life. Explaining the differences to their experience as a student at this school and what opportunity is available to them but not the characters in the book. Compare similarities to what they have to go through in everyday life as a student.Lesson PlanTeach the Book thrdifferences, Discussions. Class participation- Role Playing and In Class Debates (Topics from Book) Homework Assignments- read and answer questions Tests/Quizzes- Assigned Tests (no omitting), Assign quizzes during quarter with chance to omit 1DemographicsStandard 2 and 4 Teaching 10th Grade English Class 45 minute class, Meets 4 times a week Classroom holds 25 students Teacher's Aid A girl, Sandy suffers from anxiety and trouble concentrating Takes medication and needs to be in productive environmentModificationPlace her in a smaller group with Teacher's Aid. Give her more hands on activities and review of class. Less emphasis on lecture, more on individual attention. Scaffolding structure have them develop their own ideas to have her show her creativity. Group work can keep her involved, less anxious, and motivated. Feel more comfortable and less like an outsider with her disorder.MaterialsA copy of the book Film (For Teacher) Paper Pencils Markers Poster sheets Colored pencils TapeTr Group project One Class Session for Group Presentation One Class Session for Book Review Last Class Session for ExamBrief Overview of BookMiss Barrett is a new teacher in an urban neighborhood She encounters students, administration, and community problems She finds herself in an uncomfortable She faces challenges in the school system Deals with various student learning problems, social struggles, and personalities. After going through adversity she becomes an important part of the school and student's lives.Step by Step ProcedureBreak students up into permanent groups for assignments Debate and Role Playing different parts of the book Have students discuss and come up with differences of film and novel from which they are assigned and also will Role Play that same part assigned Discussion on motivation which is a theme in the story. Ask for student opinion about the students in the book. (Relate to Quote) Debate Topic Present their findings in the next class, Students must take noteade 2 different assessments 1 for group project- Compare Contrast Novel and Film 1 multiple choice (20-2pts), matching (10-2pts), short essay (answer 1 out of 3 choices-20pts) Group Project -20 points Test – 80 points Total 100 pointsObjective/GoalsStudents can understand characterization and the contrast between the film and book. To understand themes in the book from each character Themes: Social Struggles and Conflict, Culture Shock (Socioeconomic status), Administration v. Teachers and students. Another theme is to address motivation Opinion's from students based on their ideas of the themes in the book.How it All Relates to ClassOur relation to class deals with the philosophy of our teaching Our pragmatic way of teaching is shown in the book, it allows us to make a better connection with students We believe pragmatism is the best and most effective teaching because of the student's interactions, interests, and ability to learn The teacher teaches in a pragmatic way towards the stuhow}

교육학| 2008.11.14| 17페이지| 2,000원| 조회(332)

레슨플랜, lesson plan, Up The Down Staircas

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