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speaking activity
학생들이 말하기 활동을 할 때, 교사가 개입하고 참여하는 것이 문제가 되지는 않지만
그것보다 더 좋은 교사의 자세는 학생들의 말하기 활동이 어떻게 진행되는지 바라보며 들어주는 것이다. 그러나 역할극 같은 활동에서 학생
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Speaking
두 대상을 비교하여 말을 할 수 있는가?
상
두 대상을 비교하는 표현을 잘 말할 수 있다.
관찰평가
중
두 대상을 비교하는 표현을 비교적 능숙하게 말할 수 있다.
하
두 대상을 비교하는 표현을 잘 말할 수 없다.
Reading
두 대상을 비교하
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Teacher gives each student two cards.
Draw a picture of a noun that can be counted or uncounted on a card.
Teacher collects all the cards that students drew.
The teacher gives each student two picture cards randomly.
Students write sentences that fit with the picture using ‘many’ and ‘much’.
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versation and try to understanding what\'s going on.
Ss: (They read the dialog and understanding the meaning)
T: Listen to the conversation two times.
Speaking
Activity Ⅱ
T: I\'ll explain the communicative functions and examples.
Repeat after me, please.
[1] 원하는 것 묻기- What do you want to bu
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88-101)
Ⅵ. Unit objectives
Sub Plan
Ⅰ. Instructor : Cho hee-jun
Ⅱ. Date : 29th, March
Ⅲ. Period: 2nd Period
Ⅳ. Unit: Lesson 6, Gestures(pp. 88-101)
Ⅴ. Material: Speaking activity sheets.
Ⅵ. Teaching aids: PPT, Computer.
Ⅶ. Time: 25 minutes.
Ⅷ. Lesson objectives
Ⅸ. Teaching procedure :
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speaking-related activities made up the greatest part of instruction, followed by listening and having interest in writing and reading. Second, the language instruction activity was carried out most frequently when discussing \'environment and living\'. Third, the order of the frequent language inst
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speaking-related activities made up the greatest part of instruction, followed by listening and having interest in writing and reading. Second, the language instruction activity was carried out most frequently when discussing \'environment and living\'. Third, the order of the frequent language inst
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