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of nonliteral language: Metaphor as a means of effective teaching. In M. Pieron & G. Graham (Eds.), Sport Pedagogy (pp. 131-137). Champaign, IL: Human Kinetics Publishers.
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of reaserch on teaching (3rd ed., pp. 570-604), New York: Macmillan.
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and Practice in the Teaching of Composition: Processing, Distancing, and Modeling. Urbana, IL: NCTE.
NAEP (1998) Writing assessment framework. NAEP.
Park, Y. M. (1988) \'Academic and ethnic background as factors affecting writing performance\'. A. C. Purves (ed). Writing Across Language and Cultures
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Language Review] 49 (3).
Skutnabb-Kangas, Tove (1995). Mu;ltlimgualism for All. Lisse: Swets $ Zeitlinger.
Sohn, Ho-Min (1995). Korean Language proficiency Guidelines: Needs, Procedures, Principles, and Implications. Korean Language Education 4, IAKLE.
Stern, H. ((1992). Issues and Options in Lang
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language criteria
2) Integrate skills
3) Involve students actively in all phases of the learning process
Principles for content-based instruction
╋━━━━━━━━━━───────────
4) Choose content for its relevance to students’ lives, interests, and/or academic go
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and modern English?
10. If a student suddenly brings a pet insect or animal to class, how could you turn the situation into a learning opportunity?
a. If a student brings something to show to the class, for example a pet, how could you turn this into a teaching moment?
11. If several of your student
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and eight oranges?
T: Excellent! You did very good job. Next time, we\'re going to see some fine works of art and play a board game. See you next time.
S1 A cheese.
S2: One cheese.
S1: Eight oranges.
S2: He had Eight oranges.
S1: He makes a pizza.
S2: He makes an orange juice.
S1: Bye, teacher.
S2:
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of English Education in High School
Ⅳ. Contents and Language Materials of English Education in High School
【Master Plan】
Ⅰ. Text
Ⅱ. Unit
Ⅲ. Grade
Ⅳ. General Objectives of This Lesson
Ⅴ. Time Allotment : 10 periods ( 50 minutes each )
Ⅵ. Teaching Aids : Textbook, Computer, CD-ROM,
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and Support Consortium), 교사 교육 인증 국가 위원회(NCATE-National Council for Accreditation of Teacher Education)를 중심으로 신규교사나 재직 교사들을 평가한다. 평가를 받는 것은 개인의 자유이나 점차 많은 주에서 평가의 결과에 따라 추가 보너스를 주어
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대학교 현황
2. 뉴질랜드 교육제도의 특징
NZ의 교육철학 (Education Principles)
일곱 가지 필수 학습 분야 (Seven essential study objectives)
여덟 가지 필수 능력 개발 (Eight essential competency)
올바른 태도와 품성함양 (Attitudes and Behavior)
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