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영어읽기 수업지도안

ContentsⅠ. General Aims of English Education----------------2Ⅱ. Specific Aims of English Education ---------------2Ⅲ. Specific Aims of English for the 9th Graders--------2Ⅳ. Master Plan----------------------------------3Ⅴ. Sub Plan------------------------------------5Ⅵ. Textbook Content ----------------------------10Ⅶ. Worksheet ----------------------------------11Ⅰ. General Aims of English EducationEnglish should be taught so that students can understand English easily and raise the fundamental ability to express their own thoughts and feelings. The students should have the basis to receive foreign cultures, share our own national culture and introduce it to other countries through English education.Ⅱ. Specific Aims of English EducationTo cultivate the basic abilities to communicate with each other using English in our daily lives and accept foreign cultures as well, we should be able to introduce our culture to counties where English is spoken. In doing so, it is possible to make impnd dialogs about criticizing someone or apologizing in detail- CD-ROM/CTR- Textbook-Dictation worksheet- Listen worksheet2Speak34- To ask and answer about the dialog, including blaming and apologizing expressions- To make a similar dialog using what they have learned- CD-ROM/CTR- Textbook- Picture cards- Worksheet3Real-life Scene35- To ask and answer about the dialog, including blaming and apologizing expressions- To make a similar dialog using what they have learned- CD-ROM/CTR- Textbook4Fun with SpeakingStep Up36~38- To practice blaming, apologizing, and accepting apology while playing the game- To make a dialog from an episode- CD-ROM/CTR- 게임 동영상- Textbook5-6Think InRead39~42- To look at the daily schedules and find out how they are different- To read and understand the writing about different types of body clocks and lifestyles- CD-ROM/CTR- Textbook- Worksheet7Read &Think Back43-44- To read the passage and ask and answer about their lifestyles- To match related expressions based onnd then check the answers.CD-ROMText bookActivity 2(13')ㆍStudents read page 43, summarize the paragraph and underline what makes them the early bird or the night owl.ㆍStudents listen to the CD and fill in the blank in Text master and then check the answers.ㆍStudents answer some more questions in Reading Comprehension Plus and then check the answer together.ㆍStudents match each expressions with the right person.CD-ROMTextbookActivity 3(12‘)ㆍStudents role playTextbookMaskConsolidation(5')ㆍStudents talk about various body clocks in different people.ㆍTeacher hands out worksheet to the students.ㆍTeacher introduces the next class period.WorksheetstageTeaching ActivityLearning ActivityMaterialsIntroduction(5')? GreetingT: Good morning, everyone!T: How are you, today?T: I'm really good, today.Is everyone here?T: Good. Let's start today's lesson.S: Good morning, teacher.S: I'm fine.And you?S: Yes~? ReviewT: Let's review the last lesson.Do you remember what we did last time?T: Okay. What is the tence.T: Well done.S: Lisa~S: Well ~S: Maggie~S: Evening hours~S: (read)S: (read)TextbookMask(8')? Activity 2T: Ok, on to the next page.Now, match each expression with the right person. Try not to look back to the main text.Just rely on your memory.T: Let's check the answers together.(학생들의 결과에 따라 나중에 할 워크시트의보충, 심화 결정)T: So, what about you? Are you an early bird ora night owl?T: What is the good side of being an early bird?T: Then, what is the good side of being an night owl?T: Good job, everyone.S: Do~S: Do~S: Say~S: Say~TextbookstageTeaching ActivityLearning ActivityMaterials(15')? Activity 3T: Which do you prefer, an early bird or a night owl?Ok, this time let us role play as an early bird and a night owl. I'll give you 5 minutes. Prepare with your partner.T: Okay, times up.Anyone want to try first?T: Any volunteers?T: Excellent job.S: Prepare~S: Act~S: Act~TextbookMaskConsolidation(7')? Today's reviewT: Now, we'll have a worksheet.( activity2의 결과에 따라 보충과 심화 워크시트를 나눠줌)I'll give you 3y riser has its good sides, but it has bad sides, too, Lisa. Morning people are generally high around 9 a.m., but slowly lose their energy throughout the day.""Mom is right, you fall asleep so early like grandma.""And you are always late for school.""Stop it, girls.""Night owls are the opposite. For example, Maggie shows a lot of energy during evening hours, and for her, it is the easiest time to get into creative work. She was born to start the day later. If Maggie wakes up before 6 a.m., she will be exhausted throughout the day. If staying up late and sleeping in suits Maggie best, she has to follow her body clock. There is no one right way. You are just different."《보충 학습지》-worksheet-You Don’t Want Bombs!폭탄을 피해 메달을 찾아가 봅시다. (본문의 내용과 일치하면 ? 일치하지 않으면 )Start Hereⓐ Maggie wakesup early in themorning.?ⓑ Lisa’ mom isalso a nightowl.?ⓒ To be successfulin life, it isusually better tobe a morningperson.?ⓓ Lisa hatesmornings.?ⓔ Each personhas their ownbody clock andhas to follow it.?ⓕ For Magg

인문/어학| 2017.03.22| 12페이지| 2,000원| 조회(265)

영어교육, 영어읽기지도법 중학교3학년 읽기 수업, 영어읽기 수업지도안

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미국드라마 doubt의 후행활동 의미망

p rogressive, generous Look at my nails. They’re long. I like them a little long, but look at how clean they are. That makes it okay. We all love the Christmas hymns, but it might be jolly to include a secular song. Children need warmth, kindness, understanding. conservative, inflexible The best teacher do not perform, the cause the student to perform. Innocence is a form of laziness. Is Father Flynn is Doubt, is he concerned else is in Doubt? We might as well be separated by the Atlantic Ocean. I have no sympathy for you. I know you’re invulnerable to true regret. I was lying. I made no such call. 2. But if he had no such history, the lie wouldn’t have worked. 3. I have doubt! . I have such doubt! You have no right to go rummaging through my past! Have you never done anything wrong? Even if you can’t imagine the explanation, remember that there are circumstances beyond your knowledge. Kind, innocent I never thought of that. I’ll try to my other lessons with more enthusiasm. 2. I want my student to feel they can talk to me. 3. I don’t think Father Flynn did anything wrong. He can’t be safe if it’s established. I doubt he could recover from the shame. Bad dream. Actually one bad dream, and then I haven’t slept right since. I feel as if I’ve lost my way a little a little, Sister, Aloysius.영화와 Text 의 다른 점 1. 도입 부분 신부 설교 시 Aloysius 가 집중하지 않는 아이들을 지적하는 부분 . (Text 에는 나오지 않음 ) : 감독의 의도 – 신부가 설교하는 데 Aloysius 수녀 자신은 집중해서 듣지 않고 다른 집중하지 않는 아이들을 지적한다는 것은 비록 자기보다 높은 사람일 지라도 잘못된 일을 한다면 순종하지만은 않겠다는 의지를 표현한 것은 아 닐런지 … 2. Text 의 마지막 지문 ‘Sister Aloysius is bent with emotion’ 영화에서는 흐느껴 움 . : Text 를 읽는 것과 영화를 보는 것은 감동이 다를 수 있다 Text 를 보 면 ‘Sister Aloysius is bent with emotion’ 이란 문장이 Aloysius 의 기분이 어땠을까 ? 내가 과연 옳은 일을 한 건가 ? 혹은 나는 당연히 해야 할 일을 했다라는 생각을 하면서도 다른 사람을 의심하면서까지 지나치게 원칙을 고수하는 자기 자신에 대해 회의를 느낀 것은 아닐까 하는 어떤 애잔함 , 혹은 안쓰러움이 느껴졌었는데 영화에서 는 배우의 표정과 울음이 동반되어 Aloysius 의 수녀의 입장에 더 감정이입이 되어 그 입장을 더욱 이해하게 되는 것 같다 . 만약 그 아이 Donald Muller 가 나의 아이였다면 더 강하게 의심을 했을지도 모른 생각이 들었다 . Aloysius 의 행동에 대해 초반부에서는 부정적인 측면을 강하게 보여주고 후반부에서는 긍정적인 측면을 강조해서 관객들이 Doubt 에 대한 긍정적인 부분과 부정적인 부분을 더욱 실감나게 하려고 했던 것은 아닐까 한다 .{nameOfApplication=Show}

인문/어학| 2017.03.22| 2페이지| 1,000원| 조회(60)

미국드라마, 영어읽기지도법, 후행활동 의미망

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