Step 1: Introduction (approx. 5 mins)

10강. 학습 지도안(syllabus) 작성

학습목표: 학습지도안의 주요 요소를 파악하고 지도안을 작성할 수 있다.

1. 학습지도안 구성

다음의 학습지도안은 본 강좌의 읽기 지도의 내용을 학습지도안 작성 방법에 맞게 재구성한 것이다. 중점을 두고 볼 것은 학습지도안 작성 절차이다.

Step 1: Introduction (approx. 5 mins)

1) Greeting (small talk으로 인사 또는 긴장을 푸는 Interpersonal Q) 2) Review (지난시간 복습-질문이나 정리요약)

3) Motivating & Brainstorming(동영상, 짧은 스토리텔링, 또는 토론을 통한 학습 주제에 대한 관심 유발 및 배경지식 제공 )

4) Presenting the aims of today's lecture(학습 목표 명시적 제시: 내용과 행동 영역으로 구체적으로 제시하고 칠판에 명기 , 개별 언어기능 또는 통합기능을 학습 목표에 맞게 제시하고 학습내용을 학습목표와 일치되게 제시 , 예를 들어 ~듣고 말할 수 있다는 학습목표로 제시되면 학습내용에

듣기활동과 말하기 활동이 제시되어야 함 )

Step 2: Development (approx. 30 mins) (개별 학습 내용을 절 제목 또는 구체적 내용으로 제시하고 하위 세부 내용 제시 , 일반 수업에서는 2-3개의 목표가 적당 )

1) Introduction to Reading Approach (5 mins)

2) Achievement standards of reading skill in the 2009 revised National Curriculum (5 mins)

3) How to choose a book suitable for children (5 mins)

4) How to develop or modify English reading materials (5 mins) 5) How to guide or teach Korean children English reading (10 mins)

(1) Before reading activities

(2) While reading activities

(3) After reading activities

(4) Speed reading helper

Step 3:

(approx. 5 mins)

1)

2) Q & A (평가는 별도 제시 가능, 평가내용 및 평가기준 준비)

3) Presenting the goal of the next lesson & Wrap-up(다음차시 예고 및 마무리)

Lesson Plan(예시)

1. Unit: What is the best way to teach Korean children English reading?

2. Subjects: English-majoring undergraduates 3. Place & Time: Computer Lab & 40 minutes 4. Objectives:

1) Be able to understand what Reading Approach is.

2) Be able to understand what achievement standards in reading skill are applied into the National Curriculum.

3) Be able to choose an appropriate-level English reading material for children (at the elementary level)

4)

Be able to develop or modify English reading materials.

5) Be able to understand how to guide or teach Korean children English reading.

5. Procedures:

Step 1: Introduction (approx. 5 mins) 1) Greeting

2) Review

3) Motivating & Brainstorming

4) Presenting the aims of today's lecture

Step 2: Development (approx. 30 mins)

1) Introduction to Reading Approach (10 mins) (1) History of Reading Approach

(2) Gains through reading

(3) Classification of reading activities

Step Procedure Classroom Language Teacher(T) and Student(S)

Student Activity

Intro- duction

Greeting &

Small talk

Presentation of the aims of today's lecture

T: Good morning, everyone.

Ss: Good morning, Dr. Shin.

T: How are you? I'm a visiting teacher today.

Ss: Good to see you.

T: Good to see you. I Last lesson you might learn about learning strategies. Do you remember the classification of learning strategies?

Ss: Yes,

2) Achievement standards of reading skill in the 2009 revised National Curriculum (5 mins)

3) How to choose a book suitable for children (10 mins) (1) Topics children like to read

(2) Vocabulary level & repetition (3) Vocabulary size test

(4) Readability index (5) Sentence structure

4) How to develop or modify English reading materials (5 mins) (1) Online free materials

(2) AntWordProfiler

5) How to guide or teach Korean children English reading (10 mins) (1) Before reading activities

(2) While reading activities (3) After reading activities (4) Speed reading helper

Step 3:

(approx. 5 mins) 1)

2) Q & A (평가는 별도 제시 가능)

3) Presenting the goal of the next lesson & Wrap-up

6. Teaching Aids: PC,

Step Procedure Classroom Language Teacher(T) and Student(S)

Student Activity

Backgrounds of Reading

Approach

National Curriculum

How to choose a book

How to develop or modify English reading

materials

Metacognitive/cognitive/socioaffective strategies!

T; Right, good job! Now let’s watch a short vido clip!

Today we are going to learn about how to teach Korean children English reading.

T: Before starting this lecture, I'd like to ask you one thing.

-Which one is the most important factor to teach Korean children English reading?

1) Reading strategies.

2) Reading activities (before-while-after) 3) An appropriate reading material T: Let's search for an answer to my

question in this lecture.

-Explain the history of Reading Approach, benefits of reading (Quizzes 1-4) and kinds of reading activities.

T: Now we are talking about teaching reading skill based on the public education, so we need to examine Achievement standards of reading skill in the National Curriculum

-Explain Achievement standards of reading skill in the National Curriculum

Next let's move onto how to choose a book suitable for children

1. Choosing topics children like to read -Extensive Reading

Foundation/Metametrics book index 2. Checking vocabulary level and repetition

-Extensive Reading Foundation's grading scale (Quiz 4.)/receptive vocabulary test (Shin, Chon, & Kim, 2011)

3. Readability index

-Metametrics Lexile Measure/Moon &

Kim's the Korean Elementary level

Guessing correct answers to the given quizzes

Guessing correct answers to the given quiz

Refer to the handout (Vocabulary Test) Devel-

opment

Step Procedure Classroom Language Teacher(T) and Student(S)

Student Activity How to guide

or teach children

English reading

Readability Index 4. Sentence structure

-Nation & Millet (2007)

T: We are going to learn how to control vocabulary size using AntWordProfiler (Anthony, 2013)

-Introduce a free reading material website (VOA database); Project Gutenberg offers over 42,000 free ebooks

(http://www.gutenberg.org/wiki/Categor y:Bookshelf)

-Explain the manual of AntWordProfiler with a hands-on task

T: Do you think reading strategies such as skipping, scanning, skimming, and guessing from context are effective when children are reading?

Skipping, scanning, and skimming are usually used for Intensive reading and guessing from context is a too difficult strategy for children (Hu & Nation, 1999)

-Explain what kinds of reading activities could be used as Before-While-After reading activities.

1) Before reading: Brainstorming, group discussion (top-down, schemata theory) 2) While Reading: Salience effect (noting or

highlighting key words)

3) After-reading: Semantic mapping, integrating with speaking or writing, comprehension test

T: Speed reading is an essential skill for Extensive Reading, especially for reading a long story because Speed Reading focuses on catching a storyline, not searching for a specific information -Introduce how to apply Speed Reading in

the classroom (I-1 level reading material, Time restriction, eye movement guide)

Hands-on task (Trialling WordProfiler)

Step Procedure Classroom Language Teacher(T) and Student(S)

Student Activity

Consoli- dation

Summary

Q & A

T: It's time to finish. You all did a very good job today. Thank you very much.

In this lecture we've learned about how to teach children English reading. There is no one solution to all the issues but I'd like to say as a closing comment like this: Teachers, be LAZY while children are reading! However, teachers, be BUSY when you prepare reading materials for children! According to Involvement-load Hypothesis (Hulstijn & Laufer, 2001), if learners more involve for themselves, they learn more.

T: I‘ll give you a hand-out. It is a receptive vocabulary size test. Using this test, measure your own vocabulary size. This is an assignment. Do you have any questions?

T: Next time we will learn about Teaching Speaking Skills. OK. Let's wrap up today's lecture.

T: See you next week.

Ss: See you.

Assignment

*Classroom Language는 칼럼을 나눠 교사와 학생의 발화 및 활동을 구분하여 제시 가능, 마지막에 별도의 표로 평가내용 및 기준 제시 가능

참고 :

수업 동영상

http://english.kice.re.kr/video/video_main.do  

수업지도안

http://engedu.jbe.go.kr/program/publicboard/outBoardDoc.asp?cidx=1099&amod e=modOT&SType=&SString=&page=1&cate=&de=1&idx=393&same=393&robot=&

depart=&sec=&mefidx=&num=299

http://www.goeay.kr/user02/wdBoard/wdBoard.php?page=2&wd=123

Q: 언어의 학습내용을 언어요소로 분리하여 교수학습하고 이러한 지식을 종합하여 전체적인 내용을 파악하는 ‘bottom-up’ 방식을 반영하는 전통 적인 학습지도안을 무엇이라 하는가?

A: 종합적 학습지도안(Synthetic Syllabus)