[수업지도안] 교사가 만든 중학 3학년 영어과 학습지도안

목차

Ⅰ. Master Plan
Movies and TV

Ⅰ. Text : Middle School English 3(Dong-a publishing co)
Ⅱ. Unit : Lesson 6. Movies and TV
Ⅲ. Overview of Lesson Plan
Ⅳ. General Objectives
Ⅴ. Time Allotments: 9 periods 45 minutes each

Ⅱ. Diagnosis
1. Diagnoses of the Learners.
2. Diagnoses of the learning

Ⅲ. Sub - plan
1. Date & Time : The 6th class. Friday, June 28. 2002
2. Class : The 7th class of the 3rd Grade
3. Period : The 6th period of 10 periods
4. Strategy : Group activities, Pair work, Quiz show & Game
5. The specific aims :
6. Teaching Aids

Teaching Procedures

Dialogue

Ⅳ. Activities for class
True / False Game (Up-down Way)
Close Test (pocket chart 이용)
Quiz Show(Game)

Ⅴ. Evaluation

Ⅵ. How to teach Oral English?
〔참고문헌〕

본문내용

ce between these two goals. In the end, the leaners are able to communicate adequately.
3. How to present the dialogues?
There are some criteria we have to consider the dialogues in our textbook.
a) The language should be relevant.
b) The language should be appropriate.
c) The situations should be realistic and relevant.
d) The structural or functional items should be limited.
e) The lexical items should be limited.
f) The dialogue should not be too long.
g) The dialogue should be interesting.
Some procedure of presentation like these;
1. Establish the setting 2. Establish personal link with the situation
3. Pre-teach selected items(optional) 4. Set a listening task
5. Ask the students to listen 6. Ask the students to read silently as they listen
7. All the students to listen and repeat 8. Explain any difficulties.
9. Ask the students to practise saying the dialogue .
5. How to let the learners practice the dialogues?
: The use of drills and texts
We use more meaningful practice(guessing drills, imaginary situation, open-ended responses) than mechanical drills(conversion drills, substitution drills). Anyway, students can easily become bored with repetition, therefore, we can introduce and element of fun. For example, the drill becomes more like kind of game and what is being practised is more likely to be memorable,
Some procedures for choral work like these;
1. Provide a clear model 2. Select the material for choral repetition carefully
3. Control the choral responses 4. Listen out for mistakes
5. Correct mistakes
6. How to let the learners produce the dialogues?
At this stage, how do we organize group work?
- We ask students to form groups, they can do so with the minimum fuss and delay.
- We appoint the group leader. The function of the group leader not to dominate the group but to coordinate their activities and to serve as a link the group and teachers.
- Teachers have select activities carefully, work out the in structions for an activity carefully. Present the activity to the case, provide feedback, and last keep a record with any comments on the students.
Some procedures for production like these;
1. Initiate discussion about the topic along general lines by asking questions or making certain statements.
2. Either let the discussion continue on a class basis or select one or two specific points for the students to discuss in their groups.
3. After the groups have discussed these points and come to some conclusion, reform the class and ask a spokesman from each group to give his group's ideas.
〔참고문헌〕
Byrne, Donn (1991). Teaching Oral English: Longman Handbooks for Language Teachers. New Edition. Longman.
Willis, Jane (1998). Teaching English through English: A course in classroom Language and Techniques. Longman.
Harmer, Jeremy (2000). How to teach English: An introduction to the practice of English language teaching. Longman.
Derrick Nault, Ph.D. (2000). Breakthrough!: English Conversation for Korean Students. Hanshin publishing co.

키워드

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