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bluetree 2010. 6. 7. 22:36

Master Plan (Lesson 1)


1. Text: High School English II (Published by Korea Education Media)

2. Unit: Lesson 1  As We Enter the Information Age

3. General Aims

[Listening] Students will be able to:

   - listen and understand the expressions for sympathy.

   - listen and understand the expressions for asking for clarification and repetition.

   - listen and understand the expressions for uncertainty.

[Speaking] Students will be able to:

   - use the expressions for sympathy, asking for clarification and repetition, and uncertainty.

   - talk about advantages or disadvantages of technology.

[Reading] Students will be able to read and understand arguments for advanced technology.

[Writing] Students will be able to:

- make a distinction between general and specific information.

- adding a few more ideas to the given topic.

- write the topic sentence and supporting sentences, referring to the example.

[Communicative Functions] Students will be able to understand and use the expressions for:

   - sympathy uncertainty.

   - asking for clarification and repetition.

   - repetition.


  

Sub Plan

Unit

Listening Focus I

Page

8 - 11

Period

1st

Specific

Aims

 Students will be able to:

- listen to and understand the dialogue based on the corresponding picture.

- listen to the dialogue and pick out the key words of the dialogue.

- get the main idea of  the dialogue and answer the given questions.

Step

Procedure

Activities (Regular             course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Pre-

Listening

 [Step 1] Have students look at the pictures and guess the situation, listening carefully to the audiotape.

While-

Listening

 [Step 2] Have students listen again and check the words they hear.

 [Step 3] Have students listen again and answer the questions. Check whether students know the words in the dialogues and understand the context correctly or not.

Post-

Listening

 Summarize the expressions for sympathy.

Consoli-

dation

Wrap-up

 Have students listen to the dialogue again.

 Have students make two sentences using the expressions.

Assignment

 Have students listen to the dialogue three times at home.

 Have students record the dialogues in Step 1 with their own voice and turn in the tape.

( Advanced              course     )

 Q1) Read the main text, and complete the topic sentence.


 Q2) choose the appropriate answer of the sentences.

    = Answer the question relating the verbs.( 과거분사와 현재분사 구별)


 Q3) Choose the appropriate place where the following main sentence can be inserted.    

 

     

Unit

Communicator I(B): Conversation Building

Communicator II

Page

12-14

Period

2nd

Specific

Aims

 Students will be able to:

- use the expressions for sympathy.

- use the expressions for asking for clarification and repetition.

- use the expressions for uncertainty.

- talk about the survey results.

Step

Procedure

Activities  ( Regular               course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Communicator I(B) : Conversation Building

 Check new words and useful expressions together with students.

 Have students read the dialogues and guess what's going on.

 Explain today's communicative functions and give some examples.

 Have students listen to the conversation sentence by sentence, and say them by themselves.

 Have students replace the bold-faced parts of the examples with the given expressions and practice with their partner.

 Ask some questions about the conversation.

Commun-icator

II

A

 Have students survey their friends about advantages or disadvantages of technology.

B

 Have students complete the given diagram with the survey results.

Consoli-

dation

Wrap-up

 Ask a few questions about today's lesson.

Assignment

 Have students memorize the example sentences of the communicative functions.

( Advanced              course     )

 Q1) Read the main text, and complete the topic sentence.

 Q2) Choose the appropriate place where the following main sentence can be inserted.

 Q3) Listen carefully and choose the response that is most likely to follow the dialog.

       ( Listening the main text. check the each line. )

 Q4). as - as 용법에 대하여 원급과 비교급에서 사용하는 용법을 설명한다.

    (as + 원급 + as,  as - as possible, as - as + 주어 + can,  as regards, as for, as to )

 

 

Unit

Reading Task

Page

15-23

Period

3rd - 5th

Specific

Aims

 Students will be able to read and understand arguments for advanced technology.

Step

Procedure

Activities ( Regular               course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

 *OHP/Power

-point 

* Photos & Pictures

 

Devel-

opment

Pre-

Reading

A. Back-

ground 

 Have students examine the diagram illustrating how technology has developed.

B. Brain-

storming

 Have students answer the given questions in Korean.

C.Vocab-

ulary

 Have students fill in the blanks with what they can do in cyberspace.

While-Reading

 Check the new words at the bottom of each page together with students.

 Have students close their books and listen to the tape.

 Have students read silently and guess the meaning of the text.

 Have a student read a paragraph.

 Explain sentence structures.

 Have students find the topic sentence of each paragraph in groups.

 Have students find out the answers to the questions in each page.

 Have students summarize the whole story by groups.

Post-Reading

 Have students answer the questions in each page.

Consoli-

dation

Wrap-up

 Ask students a few questions about the lesson.

Assignment

 Have students submit the summary of the text after listening to it two or three times at home.

( Advanced              course     )

 Q1) Read the main text, and complete the topic sentence.

 Q2) Choose the appropriate place where the following main sentence can be inserted.

 Q3) Listen carefully and choose the response that is most likely to follow the dialog.

               ( Listening the main text. check the each line. )

 

 

Unit

Language Check

Page

24-29

Period

6th

Specific

Aims

 Students will be able to:

- guess the meaning of a new word in the context and look it up in an English-English dictionary.

- understand new sentence structures.

- understand the meanings of new idioms in the context.

- understand the meanings of abbreviations used on Internet chatting.

Step

Procedure

Activities  ( Regular course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*OHP/Power-point

*English-

English

Dictionary

*Sources from the Internet

Devel-

opment

Activity A

 Have students read the definitions, and then choose the exact meaning of the bold-faced word in the sentence.

Activity B

 Explain the structures of the given sentences, and then have students choose the proper one in the parentheses.

Activity C

 Have students find out the usage of the bold-faced phrases, and then connect each column to make a complete sentence.

Activity D

 Have students find out abbreviations used on Internet chatting and discuss their meaning with friends.

Consoli-

dation

Wrap-up

 Encourage students to use an English-English dictionary.

Assignment

 Have students define some words in English, using an English-English dictionary.

( Advanced              course     )

 Q1) Read the main text, and complete the topic sentence.

 Q2) Choose the appropriate place where the following main sentence can be inserted.

 Q3) so - that 용법에 대하여 설명하고 , fill in the blank을 해 본다.

          ( main-text에서 문장을 활용하여 연습한다)

 Q4) Read the main text, and complete the topic sentence.


 Q5) choose the appropriate answer of the sentences.

    = Answer the question relating the verbs.( 과거분사와 현재분사 구별)


 Q6) Choose the appropriate place where the following main sentence can be inserted.         


 

 


Master Plan (Lesson 2)


1. Text: High School English II (Published by Korea Education Media)

2. Unit: Lesson 2 Habitat and Greenpeace

3. General Aims

[Listening] Students will be able to:

   - listen and understand the expressions for asking experience.

   - listen and understand the expressions for correcting.

   - listen and understand the expressions for disagreement.

[Speaking] Students will be able to:

   - use the expressions for asking for experience, correcting, and disagreement.

   - talk about the activities of charity organizations.

[Reading] Students will be able to read and understand a text about two NGOs: Habitat for Humanity International and Greenpeace.

[Writing] Students will be able to:

   - complete the topic sentence,  and list facts and examples to support the topic sentences.

   - complete the dialogue after reading the given passage.

  [Communicative Functions] Students will be able to understand and use the expressions for:

   - asking experience.

   - correcting.

   - disagreement.

 

Sub Plan

Unit

Listening Focus

Page

30-33

Period

1st

Specific

Aims

 Students will be able to:

- listen to th dialogue understand the dialogue based on the corresponding picture.

- listen to the dialogue and pick out the key words of the dialogue.

- get the main idea of  the dialogue and answer the given questions.

Step

Procedure

Activities   ( Regular       course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Pre-

Listening

 [Step 1] Have students look at the pictures and guess the situation, listening carefully to the audiotape.

While-

Listening

 [Step 2] Have students listen again and check the words they hear.

 [Step 3] Have students listen again and answer the questions. Check whether students know the words in the dialogues and understand the context correctly or not.

Post-

Listening

 Summarize the expressions for asking experience.

Consoli-

dation

Wrap-up

 Have students listen to the dialogue again.

 Have students make two sentences using the expressions.

Assignment

 Have students listen to the dialogue three times at home.

 Have students record the dialogues in Step 1 with their own voice and turn in the tape.

( Advanced              course     )

 Q1) Read the main text, and complete the topic sentence.

 Q2) choose the appropriate answer of the sentences.

    = Answer the question relating the verbs.( 동명사와 현재분사 구별)

 Q3) Choose the appropriate place where the following main sentence can be inserted.         

 Q4) Listen carefully and choose the response that is most likely to follow the dialog.

               ( Listening the main text. check the each line. )

 

 


Unit

Communicator I(B): Conversation Building

Communicator II

Page

34-35

Period

2nd

Specific

Aims

 Students will be able to:

- use the expressions for asking experience.

- use the expressions for correcting.

- use the expressions for disagreement.

- talk about the survey results.

Step

Procedure

Activities   ( Regular               course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Communicator I(B) : Conversation Building

 Check new words and useful expressions together with students.

 Have students read the conversation and guess what's going on.

 Explain today's communicative functions and give some examples.

 Have students listen to the conversation sentence by sentence and say them on their own.

 Have students replace the bold-faced parts of the examples with the given expressions and practice with their partner.

 Ask some questions about the conversation.

Commun-icator

II

A.

 Have students survey the activities of charity organizations such as Habitat for Humanity International and Greenpeace.

B.

 Have students practice the dialogue about the survey with their friends.

Consoli-

dation

Wrap-up

 Ask a few questions about today's lesson.

Assignment

 Have students memorize the example sentences of the communicative functions.

( Advanced              course     )

 Q1) Read the main text, and complete the topic sentence.

 Q2) Choose the appropriate place where the following main sentence can be inserted.

 Q3) 동격절에 대한 advanced sentence 및 idioms에 대한  fill in the blank을 해본다.

 

 

Unit

Reading Task

Page

36-45

Period

3rd - 5th

Specific

Aims

 Students will be able to read and understand a text about two NGOs: Habitat for Humanity International and Greenpeace.

Step

Procedure

Activities   ( Regular               course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

 *OHP/Power

-point 

* Photos & Pictures

 

Devel-

opment

Pre-

Reading

A. Back-

ground 

 Have students look at the pictures, and think about why the accident happens.

B. Brain-

storming

 Have students answer the given questions in Korean.

C.Vocab-ulary

 Have students fill in the blanks with an appropriate word or phrase.

While-Reading

 Check the new words at the bottom of each page together with students.

 Have students close their books and listen to the tape.

 Have students read silently and guess the meaning of the text.

 Have a student read a paragraph.

 Explain sentence structures.

 Have students find the topic sentence of each paragraph in groups.

 Have students find out the answer to the questions in each page.

 Have students summarize the whole story by groups.

Post-Reading

 Have students answer the questions in each page.

Consoli-

dation

Wrap-up

 Ask students a few questions about the lesson.

Assignment

 Have students submit the summary of the text after listening to it two or three times at home.

 Advanced              course     )

 Q1) Read the main text, and complete the topic sentence.

 Q2) Choose the appropriate place where the following main sentence can be inserted.

 Q3) Listen carefully and choose the response that is most likely to follow the dialog.

               ( Listening the main text. check the each line. )

 

 

Unit

Language Check

Page

46-51

Period

6th

Specific

Aims

 Students will be able to:

- guess the meaning of a new word in the context and look it up in an English-English dictionary .

- understand new sentence structures.

- understand the meaning of new idioms in the context.

- examine what the international charity organizations do.

Step

Procedure

Activities  ( Regular course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*OHP/Power-point

*English-

English

Dictionary

*Sources from the Internet

Devel-

opment

Activity A

 Have students read the definitions, and then choose the exact meaning of the bold-faced word in the sentence.

Activity B

 Explain the structures of the given sentences, and then have students choose the proper one in the parentheses.

Activity C

 Have students find out the usage of the bold-faced phrases, and then connect each column to make a complete sentence.

Activity D

 Have students examine what the international charity organizations such as International Federation of Red Cross and Red Societies, UNICEF, and YMCA do.

 Have students  discuss what the organizations do.

Consoli-

dation

Wrap-up

 Encourage students to use an English-English dictionary.

Assignment

 Have students define some words in English, using an English-English dictionary.

 Have students examine other international charity organizations through the Internet.

 Advanced              course     )

 Q1) Read the main text, and complete the topic sentence.

 Q2) Choose the appropriate place where the following main sentence can be inserted.

 Q3) Think of what you can do as a member of content, and talk about them with your friends.

 Q4) Listen carefully and choose the response that is most likely to follow the dialog.

               ( Listening the main text. check the each line. )

 Q5)Look at the international charity organizations' logo, and examine what the organization do.

 

 

Master Plan (Lesson 3)


1. Text: High School English II (Published by Korea Education Media)

2. Unit: Lesson 3 Who Are the Japanese?

3. General Aims

[Listening] Students will be able to:

   - listen and understand the expressions for confirming fact.

   - listen and understand the expressions for asking information.

   - listen and understand the expressions for comparing.

[Speaking] Students will be able to:

   - use the expressions for asking for confirming fact, asking for information, and comparing.

   - talk about the characteristics of the Japanese people.

[Reading] Students will be able to read and understand a text about Japan and the Japanese people.

[Writing] Students will be able to:

   - divide the topics into simpler subtopics, and write a short passage, using the subtopics.

   - read the passage about Sumo Wrestling and write about something similar in Korea, Ssireum.

  [Communicative Functions] Students will be able to understand and use the expressions for:

   - confirming fact.

   - asking information.

   - comparing.


  






















Sub Plan

Unit

Listening Focus

Page

52-55

Period

1st

Specific

Aims

 Students will be able to:

- listen and understand the dialogue based on the corresponding picture.

- listen and pick out the key words of the dialogue.

- get the main idea of  the dialogue and answer the given questions.

Step

Procedure

Activities ( Regular                  course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Pre-

Listening

 [Step 1] Have students look at the pictures and guess the situation, listening carefully to the audiotape.

While-

Listening

 [Step 2] Have students listen again and check the words they hear.

 [Step 3] Have students listen again and answer the questions. Check whether students know the words in the dialogues and understand the context correctly or not.

Post-

Listening

 Summarize the expressions for asking information.

Consoli-

dation

Wrap-up

 Have students listen to the dialogue again.

 Have students make two sentences, using the expressions.

Assignment

 Have students listen to the dialogue three times at home.

 Have students record the dialogues in Step 1 with their own voice and turn in the tape.

Advanced              course     )

 Q1) Read the main text, and complete the topic sentence.

 Q2) Choose the appropriate place where the following main sentence can be inserted.

 Q3) Listen carefully and choose the response that is most likely to follow the dialog.

               ( Listening the main text. check the each line. )

 Q4)Listen carefully and check the incorrect information about main text.

 

 

Unit

Communicator I(B): Conversation Building

Communicator II

Page

56-57

Period

2nd

Specific

Aims

 Students will be able to:

- use the expressions for confirming fact.

- use the expressions for asking information.

- use the expressions for comparing.

- talk about the characteristics of the Japanese people.

Step

Procedure

Activities  ( Regular                     course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

*the Internet Websites related to Japan

Devel-

opment

Communicator I(B) : Conversation Building

 Check new words and useful expressions together with students.

 Have students read the conversation and try to understand what's going on.

 Explain today's communicative functions and give some examples.

 Have students listen to the conversation sentence by sentence and speak on their own.

 

 Ask some questions about the conversation.

Commun-icator

II

A.

 Have students read the general descriptions of the japanese people and select a related example on the right by groups.

B.

 Have students talk with their group members about the Japanese characteristics, using the examples above.

Consoli-

dation

Wrap-up

 Ask a few questions about today's lesson.

Assignment

 Have students memorize the example sentences of the communicative functions.

 Have students search for as much information about Japan as possible using the Internet.

Advanced              course     )

 Q1) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 Q2) Read the main text, and complete the topic sentence.

 Q3) Choose the appropriate place where the following main sentence can be inserted.

 

 

Unit

Reading Task

Page

58-67

Period

3rd - 5th

Specific

Aims

 Students will be able to:

 - read and understand a text about Japan and the Japanese people.

 - summarize the characteristics of the Japanese.

Step

Procedure

Activities   ( Regular                     course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

 *OHP/Power

-point 

* Photos & pictures related to Japan

* Websites related to Japan

 

Devel-

opment

Pre-

Reading

A. Back-

ground 

 Have students look at the pictures, and think about the foods which were  transferred from Korea to Japan.

B. Brain-

storming

 Have students answer the given questions in Korean.

C.Vocab-ulary

 Have students fill in the blanks with an appropriate word or phrase.

While-Reading

 Check the new words at the bottom of each page together with students.

 Have students close their books and listen to the tape.

 Have students read silently and guess the meaning of the text.

 Have a student read a paragraph.

 Explain sentence structures.

 Have students find the topic sentence of each paragraph by groups.

 Have students find out the answer to the questions in each page.

 Have students summarize the whole story by groups.

Post-Reading

 Have students answer the questions in each page.

Consoli-

dation

Wrap-up

 Ask students a few questions about the lesson.

Assignment

 Have students submit the summary of the whole text after listening to it two or three times at home.

Advanced              course     )

 Q1) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 Q2) Read the main text, and complete the topic sentence.

 Q3) Listen carefully and choose the response that is most likely to follow the dialog.

               ( Listening the main text. check the each line. )

 Q4) Listen carefully and check the incorrect information about main text.

 Q5)양보절에 관한 문법적 심화과정 및 응용문제를 풀어본다

   - In spite of, despite, with all, for all, after all = Though + S + V

 

 


Unit

Language Check

Page

68-75

Period

 6th

Specific

Aims

 Students will be able to:

- guess the meaning of a new word in the context and look it up in an English-English dictionary.

- understand new sentence structures.

- understand the meaning of new idioms in the context.

- match Korean customs with Japanese customs.

Step

Procedure

Activities   ( Regular  course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*OHP/Power-point

*English-

English

Dictionary

*Illustrations or Internet websites, related to the Japanese culture

Devel-

opment

Activity A

 Have students read the definitions, and then choose the exact meaning of the bold-faced word in the sentence.

Activity B

 Explain the structures of the given sentences, and then have students choose the proper one in the parentheses.

Activity C

 Have students find out the usage of the bold-faced phrases, and then connect each column to make a complete sentence.

Activity D

 Introduce the Japanese culture to students, using the illustrations and websites related to it.

 Have students match the Korean customs with the Japanese's.

Consoli-

dation

Wrap-up

 Encourage students to use an English-English dictionary.

Assignment

 Have students define some words in English, using an English-English dictionary.

 

Advanced              course     )

 Q1) Read the main text, and complete the topic sentence.

 Q2) Choose the appropriate place where the following main sentence can be inserted.

 Q3) Listen carefully and choose the response that is most likely to follow the dialog.

               ( Listening the main text. check the each line. )

 

 

Master Plan (Lesson 4)


1. Text: High School English II (Published by Korea Education Media)

2. Unit: Lesson 4 Unhealthy Habits

3. General Aims

[Listening] Students will be able to:

   - listen and understand the expressions for refusing.

   - listen and understand the expressions for impossibility.

   - listen and understand the expressions for duty.

[Speaking] Students will be able to:

   - use the expressions for refusing, impossibility, and duty.

   - talk about the addiction survey.

[Reading] Students will be able to read and understand a text about addiction phenomena like smoking or drinking.

[Writing] Students will be able to:

   - write down the ways of getting rid of bad habits.

   - write a short sentence about why people should stop smoking.

  - complete 'cons' of smoking.

  [Communicative Functions] Students will be able to understand and use the expressions for:

   - refusing.

   - impossibility.

   - duty.

 

Sub Plan

Unit

Listening Focus

Page

76-79

Period

1st

Specific

Aims

 Students will be able to:

- listen to the dialogue and  understand it, based on the corresponding picture.

- listen to the dialogue again and check the word they hear.

- listen to the questions about the dialogue and choose the right answer.

Step

Procedure

Activities  ( Regular               course)

Materials

Intro-

duction

 Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Pre-

Listening

 [Step 1] Have students look at the pictures and guess the situation, listening carefully to the audiotape.

While-

Listening

 [Step 2] Have students listen to the dialogue again and check the word they hear in the conversation.

 

 [Step 3] Have students listen to the questions about the dialogue and choose the right answer.

Check whether students know the words in the dialogues and understand the context correctly or not.

Post-

Listening

 Summarize the expressions for refusing to do something.

Consoli-

dation

Wrap-up

 Have students listen to the dialogue again.

 Have students make two sentences, using the expressions.

Assignment

 Have students listen to the dialogue two or three times at home.

 Have students preview the next lesson.

Advanced              course     )

 Q1) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 Q2) Read the main text, and complete the topic sentence.

 Q3) Listen carefully and choose the response that is most likely to follow the dialog.

               ( Listening the main text. check the each line. )

 Q4)Listen carefully and check the incorrect information about main text.

 

 

Unit

Communicator I(B): Conversation Building

Communicator II

Page

80-82

Period

2nd

Specific

Aims

 Students will be able to:

- use the expressions for refusing to do something.

- use the expressions for impossibility.

- use the expressions for duty.

- talk about the addiction survey.

Step

Procedure

Activities ( Regular               course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Communicator I(B) : Conversation Building

 Check new words and useful expressions together with students.

 Have students read the conversation and guess what's going on.

 Explain today's communicative functions and give some examples.

 Have students listen to the conversation sentence by sentence and say them on their own.

 Have students replace the bold-faced parts of the examples with the given expressions and practice with their partner.

 Ask some questions about the conversation.

Commun-icator

II

A.

 Have students survey  their friends‘ addiction and complete the chart.

B.

 Have students talk about the addiction survey showing who does what with their partner, considering the contents above.

Consoli-

dation

Wrap-up

 Ask a few questions about today's lesson.

Assignment

 Have students memorize the example sentences of the communicative functions.

Advanced              course     )

 Q1) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 Q2) Read the main text, and complete the topic sentence.

 Q3) Choose the appropriate place where the following main sentence can be inserted.

 


Unit

Reading Task

Page

83-91

Period

3rd - 5th

Specific

Aims

 Students will be able to read and understand a text about the addiction phenomena like smoking or drinking.

Step

Procedure

Activities  ( Regular               course)

Materials

Intro-

duction

 Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

 *OHP/Power

-point 

* Photos & Pictures

 

Devel-

opment

Pre-

Reading

A. Back-

ground 

 Have students look at the pictures and talk about what they like to do best.

B. Brain-

storming

 Have students answer the given questions in Korean.

C.Vocab-ulary

 Have students fill in the blanks with appropriate words which are related to health.

While-Reading

 Check the new words at the bottom of each page together with students.

 Have students close their books and listen to the tape.

 Have students read silently and guess the meaning of the text.

 Have a student read a paragraph.

 Explain sentence structures.

 Have students find the topic sentence of each paragraph by groups.

 Have students find out the answer to the questions in each page.

 Have students summarize the whole story by groups.

Post-Reading

 Have students answer the questions in each page.

Consoli-

dation

Wrap-up

 Ask students a few questions about the lesson.

Assignment

 Have students submit the summary of the text after listening to it two or three times at home.

Advanced              course     )

 Q1) Listen carefully and choose the response that is most likely to follow the dialog.

 Q2) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 Q3) Read the main text, and complete the topic sentence.

 Q4) Choose the appropriate place where the following main sentence can be inserted.

 Q5) Listen carefully and choose the response that is most likely to follow the dialog.

               ( Listening the main text. check the each line. )

 

 

Unit

Language Check

Page

92-97

Period

6th

Specific

Aims

 Students will be able to:

- guess the meaning of a new word in the context and look it up in an English-English dictionary .

- understand new sentence structures.

- understand the meaning of new idioms in the context.

- compare the percentage of smokers in each country with that in Korea.

Step

Procedure

Activities  ( Regular course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*OHP/Power-point

*English-

English

Dictionary

 

Devel-

opment

Activity A

 Have students read the definitions, and then choose the exact meaning of the bold-faced word in the sentence.

Activity B

 Explain the structures of the given sentences, and then have students choose the proper one in the parentheses.

Activity C

 Have students find out the usage of the bold-faced phrases, and then connect each column to make a complete sentence.

Activity D

 Have students read the graph and answer the questions.

 Have students  compare the percentage of smokers in each country with that in Korea.

Consoli-

dation

Wrap-up

 Encourage students to use an English-English dictionary.

Assignment

 Have students define some words in English, using an English-English dictionary.

 Have students preview the next lesson.

Advanced              course     )

 Q1) Listen carefully and choose the response that is most likely to follow the dialog.

 Q2) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 Q3) Read the main text, and complete the topic sentence.

 Q4) Choose the appropriate place where the following main sentence can be inserted.

 

 

Master Plan (Lesson 5)

 

1. Text: High School English II (Published by Korea Education Media)

2. Unit: Lesson 5. Traditional Korean Marriage Customs

3. General Aims

[Listening] Students will be able to:

   - listen and understand the expressions for starting a conversation.

   - listen and understand the expressions for encouraging others.

   - listen and understand the expressions for asking for opinions.

[Speaking] Students will be able to:

   - use the expressions for starting a conversation, encouraging others, and asking for opinions.

   - talk about marriage and marriage customs.

[Reading] Students will be able to read and understand traditional and modern marriage customs of Korea.

[Writing] Students will be able to:

   - read a given paragraph and then make a dialogue based on it.

   - make a wedding invitation card.

[Communicative Functions] Students will be able to understand and use the expressions for:

   - starting a conversation

   - encouraging others.

   - asking for opinions.

 


  

Sub Plan

Unit

Listening Focus

Page

98 - 101

Period

1st

Specific

Aims

 Students will be able to:

- listen and understand a dialogue based on a picture.

- listen and pick out the key words of a dialogue.

- get the main idea of a dialogue and answer the given questions.

Step

Procedure

Activities ( Regular                 course)

Materials

Intro-

duction

 Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Pre-

Listening

 [Step 1] Have students look at the pictures and guess the situation, listening carefully to the audiotape.

While-

Listening

 [Step 2] Have students listen again and check the words they hear.

 [Step 3] Have students listen again and answer the questions. Check whether students know the words in the dialogues and understand the context correctly or not.

Post-

Listening

 Summarize the expressions for starting a conversation.

Consoli-

dation

Wrap-up

 Have students listen to the dialogue again.

 Have students make two sentences using the expressions.

Assignment

 Have students listen to the dialogue three times at home.

 Have students record the dialogues in Step 1 with their own voice and turn in the tape.

Advanced              course     )

 Q1) Listen carefully and choose the response that is most likely to follow the dialog.

 Q2) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 Q3) Read the main text, and complete the topic sentence.

 Q4) Choose the appropriate place where the following main sentence can be inserted.

 

 

Unit

Communicator I(B)

Communicator II

Page

102-104

Period

2nd

Specific

Aims

 Students will be able to:

- use the expressions for starting a conversation.

- use the expressions for encouraging others.

- use the expressions for asking for opinions.

- talk about the survey results.

Step

Procedure

Activities  ( Regular                 course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Commun-

icator

I(B)

Pre-

Listening

 Check new words and useful expressions together with students.

While-

Listening

 Have students read the dialogues and guess what's going on.

 Explain today's communication functions and give some examples.

 Have students listen to the conversation sentence by sentence and say it by themselves.

 Have students replace the bold-faced parts of the examples with the given expressions and practice by themselves.

Post-

Listening

 Ask some questions about the conversation.

Commun-icator

II

A

 Have students write three more reasons for a happy or unhappy marriage, and rank them.

B

 Have students talk with their partner about the given chart.

Consoli-

dation

Wrap-up

 Ask a few questions about today's lesson.

Assignment

 Have students memorize the example sentences of the communicative functions.

Advanced              course     )

 Q1) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 Q2) Read the main text, and complete the topic sentence.

 Q3) Listen carefully and choose the response that is most likely to follow the dialog.

               ( Listening the main text. check the each line. )

 Q4)Listen carefully and check the incorrect information about main text.

 

 

Unit

Reading Task

Page

105-113

Period

3rd - 5th

Specific

Aims

 Students will be able to read and understand traditional and modern marriage customs of Korea.

Step

Procedure

Activities ( Regular                 course)

Materials

Intro-

duction

 Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Pre-

Reading

Back-

ground 

 Have students exchange their opinions about what they think is most important factors for a married life.

Brain-

storming

 Have students answer the given questions.

Vocab-

ulary

 Have students fill in the blanks with appropriate words about marriage.

While-Reading

 Check the new words at the bottom of each page together with students.

 Have students close their books and listen to the tape.

 Have students read silently and guess the meaning of the text.

 Have a student read a paragraph.

 Explain sentence structures.

 Have students find the topic sentence of each paragraph in groups.

 Have students tell the main point of each paragraph in groups.

 Have students summarize the whole story in groups.

Post-Reading

 Have students answer the questions in each page.

Consoli-

dation

Wrap-up

 Ask students a few questions about the lesson.

Assignment

 Have students submit the summary of the text after listening to it two or three times at home.

Advanced              course     )

 Q1) Listen carefully and choose the response that is most likely to follow the dialog.

 Q2) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 Q3) Read the main text, and complete the topic sentence.

 Q4) 대명사에 관한 심화과정 문제(one, the other, one after another )을 익힌다.

 Q5) Listen carefully and check the incorrect information about main text.

 

 

Unit

Language Check

Page

114-119

Period

6th

Specific

Aims

 Students will be able to:

- guess the meanings of new words in context.

- understand new sentence structures.

- correct common errors in language use.

- talk about American and Korean marriage customs.

Step

Procedure

Activities   ( Regular  course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*OHP/Power-point

*English-

English

Dictionary

*Sources from the Internet

Devel-

opment

Activity 1

 Have students read the definitions and then choose the exact meaning of the bold-faced word in the sentence.

Activity 2

 Explain the structures of the given sentences and then have students choose the proper one in the parentheses.

Activity 3

 Have students find out the usage of the bold-faced phrases and then connect each column to make a complete sentence.

Activity 4

 Have students talk about American and Korean marriage customs.

Consoli-

dation

Wrap-up

 Encourage students to use an English-English dictionary.

Assignment

 Have students define some words in English, using an English-English dictionary.

Advanced              course     )

 Q1) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 Q2) Read the main text, and complete the topic sentence.

 Q3) Listen carefully and choose the response that is most likely to follow the dialog.


Master Plan (Lesson 6)


1. Text: High School English II (Published by Korea Education Media)

2. Unit: Lesson 6. Running a Class meeting

3. General Aims

[Listening] Students will be able to:

   - listen and understand the expressions for stating opinions.

   - listen and understand the expressions for agreeing.

   - listen and understand the expressions for making a promise.

[Speaking] Students will be able to:

   - use the expressions for stating opinions, agreeing,  and making a promise.

   - talk about electing the president of a club and the influences of television.

[Reading] Students will be able to:

   - read and understand a text on running a class meeting.

   - understand a formal meeting procedure.

[Writing] Students will be able to:

   - take a note and make a shot description based on it.

   - write a short notice based on a dialogue.

[Communicative Functions] Students will be able to understand and use the expressions for:

   - stating opinions.

   - agreeing.

   - making a promise.


  

Sub Plan

Unit

Listening Focus

Page

120-123

Period

1st

Specific

Aims

 Students will be able to:

- listen and understand a dialogue based on a picture.

- listen and pick out the key words of a dialogue.

- listen and understand the details of a dialogue.

Step

Procedure

Activities (Regular course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Pre-

Listening

 [Step 1] Have students look at the pictures and guess the situation, listening carefully to the audiotape.

While-

Listening

 [Step 2] Have students listen again and circle the word they hear in the conversation.

 [Step 3] Have students listen again and answer the questions. Check whether students know the words in the dialogues and understand the context correctly or not.

Post-

Listening

 Do some chunking practice.

 Summarize the expressions for agreeing.

Consoli-

dation

Wrap-up

 Have students listen to the dialogue again.

 Have students make two sentences using the expressions.

Assignment

 Have students record the dialogues in Step 1 with their own voice and turn in the tape.

 Have students listen to the dialogue three times at home.

 Have students preview the next unit.

( Advanced Course )

Q1) Fill in the blanks with the correct word or expression when listening the text.

Q2) Listen carefully and choose the response that is most likely to follow the dialog.

                        - Listening the text( Dialogue)

Q3) Discuss the text conversation questions in pairs or groups.

 

 

Unit

                    Communicator I(B)

                    Communicator II

Page

124-125

Period

2nd

Specific

Aims

 Students will be able to:

- use the expressions for stating opinions.

- use the expressions for agreeing.

- use the expressions for making a promise.

- talk about the positive and negative influences of television.

Step

Procedure

Activities (Regular course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

Devel-

opment

Commu-

icator

I(B)

Pre-

Listening

 Check new words and useful expressions together with students.

While- 

Listening

 Have students read the dialogues and guess what's going on.

 Have students close their eyes and listen to the conversation two or three times.

 Explain today's communication functions and give some examples.

 

Post-

Listening

 Ask some questions about the conversation.

Commu-

icator

II

A

 Have students survey their friends' opinions about the influences of television.

B

 Have students hold a class meeting based on the survey results.

Consoli-

dation

Wrap-up

 Ask a few questions about today's lesson.

Assignment

 Have students memorize the example sentences of the communicative functions.

( Advanced Course )

Q1) Listen carefully and choose the response that is most likely to follow the dialog.

Q2) Fill in the blanks with the correct word or expression

Q3) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 

 

Unit

Reading Task

Page

126-135

Period

3rd - 5th

Specific

Aims

 Students will be able to:

 - understand a formal meeting procedure run in English.

 - understand and use the expressions used in a formal meeting run in English.

 - understand the agenda and resolutions of a meeting

Step

Procedure

Activities (Regular course)

Materials

Intro-

duction

 Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*Audiotape

*OHP/Power-point

*Photos of a meeting

*A table of the order of a formal meeting

Devel-

opment

Pre-

Reading

Back-

ground 

 Have students look at the picture and think about the kinds of discussion.

Brain-

storming

 Have students answer the given questions.

Vocab-

ulary

 Have students fill in the blanks with the terms of group discussion.

While-Reading

 Check the new words at the bottom of each page together with students.

Have students listen again to find the major theme.

  Explain sentence structures.

 Have students summarize the whole text in groups.

 Ask students some questions about the details of the text and have them answer in English.

Post-Reading

 Have students answer the questions in each page.

Consoli-

dation

Wrap-up

 Ask students a few questions about the lesson.

Assignment

 Have students practice the typical expressions for a class meeting and submit their summary of discussion procedure in English for the next class.

( Advanced Course )

Q1) Find words or expressions that match the following definitions.

  * second - 1. one of the sixty parts that a minute is divided into,

             2. to show agreement with an idea before a vote

  * minute - 1.the official record of a meeting.

             2. a moment, brief time period.

Q2) Fill in the blanks with the correct word or expression in reading main text.

Q3) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

 

 

Unit

Language Check

Page

136-137

Period

6th

Specific

Aims

 Students will be able to:

- guess the meanings of new words in context.

- understand new sentence structures.

- correct common errors in language use.

- use the expressions for discussion in English.

Step

Procedure

Activities  (Regular course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*OHP/Power-point

*English-

English

Dictionary

*Sources from the Internet

Devel-

opment

Activity 1

 Have students read the definitions and then choose the exact meaning of the bold-faced word in the sentence.

Activity 2

 Explain the structures of the given sentences and then have students choose the proper one in the parentheses.

Activity 3

 Have students find out the usage of the bold-faced phrases and then connect each column to make a complete sentence.

Activity 4

 Have students practice the useful expressions for discussion in English.

Consoli-

dation

Wrap-up

 Encourage students to use an English-English dictionary.

Assignment

 Have students define some words in English, using an English-English dictionary. Encourage them to find at least three definitions from the dictionary.

( Advanced Course )

Q1) Read the examples, and choose the exact meaning of the bold-faced word in the sentence

Q2) Listening the tape and answer the questions, fill in the blanks.

Q3) Presentation about the topic sentence.



Unit

Level-Up

Page

138-143

Period

6th

Specific

Aims

 Students will be able to:

- understand the expressions and procedure of a formal meeting and run a meeting in English.

- write a paragraph for or against a topic

Step

Procedure

Activities (Regular course)

Materials

Intro-

duction

Warm-up

 Exchange greetings.

 Call the roll.

 Introduce today's lesson.

*CD-ROM

*OHP/Power-point

*A table of the order of a formal meeting

Devel-

opment

Corner A

 Divide students into groups of four or five.

 Have students practice the expressions and procedure of a formal meeting in their own group.

 Have students read and understand the model discussion.

 Have students hold a short group meeting  with the given or their own topic, referring to the model discussion.

Corner B

 Have students read the given passage and then complete the pro/con viewpoints.

 Have students exchange their own ideas on the given topic in groups of four or five.

 Have students write their own pro/con ideas.

 Have two students with contrary opposite ideas present their opinion to the class.

 Collect and generalize the ideas of the whole class.

Consoli-

dation

Wrap-up

 Have one student in each group come up and present the group's opinion about the given topic.

Assignment

 Have students submit a paper about their own ideas of volunteer work the next class.