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辫篮府* IntroductionThis chapter is to look at the relationships between commercial materials, learner autonomy and teacher development. We accept both as appropriate goals towards which we aspire in our work. this chapter concerns it self with questions of how to act towards agreed goals rather than with a discussion of the goals themselves.* Learner autonomy and teacher developmentlearner autonomy can be thought of as primarily a matter of taking responsibility for one's own learning. one of the most aspects of the process is the acquisition both of study skills and certain attitudes towards study.skills and attitudes are one important aspect of learner autonomy. Another important aspect is the encouragement given to learners to move steadily away from dependence on teacher, classrooms and coursebooksone key to Teacher development is reflective practice: examining what we do and then working on it. certain skills may be seen as important elements of reflective practicecommercial coursersebooks a help or a hindrance?Express concern that a comprehensive, tightly structured coursebook encourages dependence on the part of the teacher, and fosters a situation where the teacher relies on the book to do the real work of teaching.At worst, this reduction in the role can result in the deskilling of teachers.More optimistic about the role that a coursebook can play, and even suggest that published materials can make positive contribution to professional development.* The coursebook as ELT theoryCoursebooks are full of theoretical statements and positions. The design of a coursebook and the way in which its authors intend it to be used, is an essential part of its theoretical position. we would suggest however that a book with flexible pathways can be seen as modelling a certain approach to use of any other materials especially where the approach is relatively new to teachers using the book.* Materials as discourseFirst the idea of including materials to help students work on making teachers develop. if it were possible to design materials which attempted to constrain students and teachers in directions which the materials writers considered to be developmental the use of those materials would defeat their own declared purposes.autonomy and development arise from a desire for autonomy and development, supported by awareness of what it is that on does already and from a perception that the possibility of choice exists. materials can aspire to be facilitative to lend themselves towards use in this type of process. In order to achieve this however they have first to be acceptable in terms of what teachers and students are already familiar with.* Choices for teacher development and learner autonomyIn the line with our argument about the importance of choice we shall focus our attention solely on the 'choices' section which appears at the bottom of each page.via the 'choices' section, the authors of the coursebook are seeking the delicate balance between familiaand/or more language awareness work, if that is what is needed. each lesson page offers similar alternatives.other 'choices' sections contain supplementary work in the areas of 'pronunciation','writing', and 'learning to learn'.* Teacher developmentThe 'choices' are presented to the teacher as being available in the following ways:·If there is sufficient time in the course teacher have relevant supplementary materialavailable and can choose which is most appropriate for their students,·If there is unexpectedly some time left at the end of a lesson teachers can decide which of the 'choices' it would be appropriate for their students to follow.·If one or more pairs or groups in a class finish a task before the others, the teacher can assign relevant follow-up material according to their needs.·Teachers can assign 'Choices' for homework.·The 'Choices' sections can be left towards the end of a course and then taught as coherent mini-syllabuses for review work in the various areas.* Learnerntary material available and can choose which is most appropriate for themselves.·If there is unexpectedly some time left at the end of a lesson students can decide which of the 'choices' it would be appropriate for them to follow.·If one or more pairs or groups in a class finish a task before the others, they can look for relevant follow-up material according to their needs.·The 'Choices' are available for work outside area.·The 'Choices' sections can be left towards the end of a course and studied as coherent mini-syllabuses for review work in the various areas.* The 'Choice' materialsIn this section, we exemplify the five types of 'Choices' materials.·Taking ·Grammar·Pronunciation ·Writing·Learning to learn* ConclusionThe central argument which we are putting forward is that teaching materials can be written in such a way as to support teacher development and learner autonomy. We have supported the argument with examples from one of what we expect to be an increasing number of attemgn.

인문/어학| 2001.12.06| 3페이지| 1,000원| 조회(371)

자료, 학습자의 자치, 교사발달

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[영어회화] 가장 인기있는 영어이름 평가C아쉬워요

Most Popular Names for Births in 2000 Rank < Male > < Female > 1 Michael / Hannah 2 Jacob / Emily 3 Matthew / Madison 4 Joseph / Elizabeth 5 Christopher / Alexis

인문/어학| 2001.12.06| 3페이지| 1,000원| 조회(8,012)

영어이름, 이름, 인기있는

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[영어과 교안] 학습 지도안 평가A좋아요

{학 습 지 도 안( 영 어 )과 ( 3 )학년 ( 전 )반담당교사 : 김 권 곤.월 성 중 학 교{영 어 과 제 ( 3 )학년교과목표쉬운 영어를 이해하고, 생각과 느낌을 유창하게 표현할 수 있는 기본 능력을 길러, 외국 문화를 올바르게 수용하여 우리 문화를 발전시키고, 이를 외국에 소개할 수 있는 바탕을 마련하게 한다.가. 일상 생활과 일반적인 화제에 관한 쉬운 말이나 글의 내용을 이해 하게 한다.나. 이해한 내용을 토대로 하여 말이나 글로 간단히 표현할 수 있게 한다.다. 쉬운 말이나 글로 상황에 적합하게 의사 소통을 할 수 있게 한다.라. 외국 문화를 이해함으로써 우리 문화를 새롭게 인식하고 올바를 가치관을 가지게 한다.마. 우리 문화를 말이나 글로 간단히 소개할 수 있게 한다.학년목표1.언어 기능가) 대화체의 말이나 글을 이해하기.나) 말이나 글의 의도나 목적의 타당성을 이해하기.다) 담화나 문장의 구성을 이해하기.라) 생각이나 느낌을 적합하게 표현하기.2.의사 소통 기능가) 1,2학년에서 사용한 의사 소통 기능 항목과 언어 형식을 반복하 여 사용한다.나) 문장의 구조와 종류, 기타 문법 등의 형식을 추가로 사용한다.{지도및평가상의유의점지 도 상 의 유 의 점1. 국제어로서의 영어 학습에 대한 필요성을 강조하여 학생들의 학습 동기를 유발한다.2. 학생들의 언어 습득 과정과 수준을 고려하여 평이하고 이해 가능한학습 내용을 제시하고, 학년간에 연계성이 있도록 지도 한다.3. 교사용 지도서를 참조하여, 목표와 내용에 따라 영어로 수업을 진 행하도록 권장 한다.4. 학생들의 의사 소통 의욕을 높이기 위하서 오류의 즉각즉인 수정은 피하도록 한다.5. 학생들이 영어를 잘 이해하고 자연스럽게 의사 소통을 할 수 있도 록 시청각 자료와 기구를 많이 활용한다.6. 개별 학습과 자율 학습이 가능하도록 도움 자료를 활용한다.7. 교과용 도서의 내용은 지역적 특성을 살려 재구성하여 지도할 수 있다.평 가 상 의 유 의 점1. 학습한 내용을 중심으로 이해 기능과 표현 기능을 n☆Greeting and Roll CallingT: Good morning, everybody. How are you?S: Fine, thank you. And you?T: I'm fine, too. Is there anyone asent today?S: No, there isn't.T: Before we begin lesson, let's review what we learned yester- day.( Teacher asks some questions related to the previous lesson )Dr,WicomTape RecordWordCardsListeningT: Now let' listen to the today's lesson.( Students listen to the tape two times )T: Listen and repeat after the tape.( Students repeat after the tape )Role PlayingT: We are going to play the roles.T: Now I'll divide the class in to two groups. This group takes the part of Sangho and that group takes the part of Sora.ExplainingNew Words andKey PointsT: Let's look at the words and expressions.( Teacher shows the students new words and expressions usingword cards. Students pronounce them after the teacher. )I' like you ∼ex) I'd like you to see a doctor.Which ∼ ? 선택의문문ex) Which computer do you think is better?Evaluation1. 빈 칸에 들어갈 알맞은 것을 고르시오.☆ I'd like you see a docte tape )Role PlayingT: We are going to play the roles.T: Now I'll divide the class in to two groups. This group takes the part of Sangho and that group takes the part of Sora.ExplainingNew Words andKey PointsT: Let's look at the words and expressions.( Teacher shows the students new words and expressions usingword cards. Students pronounce them after the teacher. )만날 약속 하기A: Will you make it at six.B: I'm afraid I can't.How about seven o'clock?make up : 구성하다, 날조하다, ∼를 이루다.ex) Different people make up the world.Evaluation1. 빈 칸에 들어갈 알맞은 것을 고르시오.☆ Shall we it at six?1 take 2 have 3 make 4 call 5 meet2 빈 칸에 알맞은 말을 넣으시오.『Different people the world.』교수-학습 지도안 {대 단 원Lesson 3소단원GROUP ACTIVITY,GW월 일4월20차시6／8학습목표1) 두사람이 서로 한 친구에게 자기가 여행한 곳에 대해 다른 친구에게 이야기할 수 있다.StepActivitiesTeaching AidsIntroduct-ion☆Greeting and Roll CallingT: Good morning, everybody. How are you?S: Fine, thank you. And you?T: I'm fine, too. Is there anyone asent today?S: No, there isn't.T: Before we begin lesson, let's revie게 격려의 말을 전해 줄 수 있다.A:Is there anything the matter?B:I'm worried about the exam.A:Take it is. You'll do well.5/86/87/88/8올림픽에서 금메달을 딴 선수에 관해 친구와 대화를 나눌 수 있다.A : How many Olympic gold medals have Koreans won?B : Quite a few, I guess. Let me see...자음[s]와[∫] 발음의 차이를 녹음기를 통해 구별하도록 한다.[ s ] sigh south so miss[∫] shy shout show dashout of :- (동기)에서break out:(전쟁이) 일어나다at last: 마침내(=finally)keep on -ing:계속 -하다현재완료가 for,since 등과 함께 쓰인 경우 「계속」의 용법이 된다.I have lived here for the years.=I came here ten years ago, and I still live here.cf) It has been raining since last night.=It began to rain last night, and it is still raing.on and on :계속해서no wonder :-하는 것은 무리가 아니다.as∼as possible :가능한 한(=as ∼as one can)교수-학습 지도안{대 단 원Lesson 5소단원Getting Ready월 일5월26차시1／8학습목표1) 오랜만에 만난 친구와 대화를 할 수 있다.2) take part in을 사용하여 문장을 만들 수 있다.StepActivitiesTeaching AidsIntroduct-ion☆Greeting and Roll CallingT: Good morning, everybody. How are you?S: Fine, thank you. And you?T: I'm fine, too. Is there anyone asent today?S: No,ou. And you?T: I'm fine, too. Is there anyone asent today?S: No, there isn't.T: Before we begin lesson, let's review what we learned yester- day.( Teacher asks some questions related to the previous lesson )Dr,WicomTape RecordWordCardsListeningT: Now let' listen to the today's lesson.( Students listen to the tape two times )T: Listen and repeat after the tape.( Students repeat after the tape )Role PlayingT: We are going to play the roles.T: Now I'll divide the class in to two groups. This group takes the part of Sangho and that group takes the part of Sora.ExplainingNew Words andKey PointsT: Let's look at the words and expressions.( Teacher shows the students new words and expressions usingword cards. Students pronounce them after the teacher. )☆ pretend = make believe :∼ 인체 하다.ex) he pretended to be asleep.☆ 관계대명사 that 의 쓰임새1)선행사에 사람,사물.사람,동물이 동시에 나올 때.2)선행사에 서수,최상급이 올 때.3)선행사에미ㅣ,every. some, no, the very,the same, 등이 올때.4)의문문으로 시작할 때.ex) All I know is it suitas Tom Sawyer.= All ( thah.

교육학| 2001.12.04| 77페이지| 1,000원| 조회(865)

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