[영문법] 중학교 책 분석

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2011.02.25
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중학교 2학년 영어교재 분석

[영문법, 영문법 정리, 영문법 요약] 영문법(대학영어) 정리노트

[영어교육] 현재 완료에 대한 고찰 -현재완료의 문법적 탐구와 교과서 분석을 중심으로

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[영문법] 중학교 책 분석에 대한 자료입니다.

Ⅰ. INTRODUCTION

Ⅱ. A SCRUTINY OF GRAMMAR IN MIDDLE SCHOOL TEXTBOOKS

A. A SEQUENCE OF GRAMMAR
B. PEDAGOGICAL METHOD
C. FORMS OF GRAMMAR ACTIVITY

Ⅲ. ARTICLES, MODALS, TENSE, ASPECT, AND METALANGUAGE
USE IN MIDDLE SCHOOL TEXTBOOKS

Ⅳ. CONCLUSION AND SUGGESTION

본문내용

A. A SEQUENCE OF GRAMMAR
To begin with, it would be better to look over the way each chapter is structured. Keumsung middle school English 1 & 2, respectively, have 12 lessons, each of which consists of 7 sections – listening, speaking, reading, writing, consolidation, self-test, and task performance. For example, lesson 1 in English 1 is organized as seen here;

★ Graphic 1. The Structure of Lesson

★ Picture ① Grammar Section of Lesson 2 in English 1

Among the 7 segments, grammar section is one of the subsets in ‘Summing Up’ part, which is named ‘Patterns’. By zooming in on every 12 ‘Patterns’ in English 1 & 2, the sequence of grammar is identified.

1) English 1 is not sequenced in a grammar-based way as the arrangement of grammatical points does not stick to a single or several consistent criteria. In other words, we cannot say that they are clearly sequenced from easy to difficult or from simple to complex. Proceeding in the order of possessive, imperative, and 3rd person singular ‘-s’ appears unsystematic from the viewpoint of traditional grammar teaching. The non-linearity is assumingly because after notions and functions are first determined, grammar items are extracted from them in the 7th national curriculum. However, they do not entirely ignore the issue of difficulty or complexity in that some items are arranged with incremental learnability. For instance, present copula in Lesson 1 is preliminarily presented before present progressive in Lesson 5 or tag question in Lesson 12.

2) English 2 : We can obviously see that the text book mainly proceeds each lesson in an inductive way, which barely leaves any room for formulation of rules. In other words, though some students might get a chance to see for themselves the rules and patterns of spoken and written English, other students may have difficulty in actually making out those rules or hidden formulas, if not throughly expounded by the teacher at a pertinent time. And in spite of written grammatical expressions at the very bottom of the page, I cannot positively assure that all of the students will catch them by taking a swift glance at them. Indeed, the teacher should act out as a facilitator to, from time to time, clearly call students' attention in paraphrasing or elaborating these expressions, which will somewhat make students understand ambiguousness of induced expressions.

Lesson English 1 English 2
1  copula(present)
 possessive  wh-questions
 present progressives
2  Interrogative
 Imperative
 article  modal 'would'
 present progressive
 gerund
3  3rd person singular –s
 Modals  modal 'can'
 non-referential 'It'
4
한정/서술적 용법  Gerund, pronouns
 Non-referential 'It',
 to-infinitive
5  Past form of verb
 (copula, regular/irregular)
 present progressive  modal 'had better', past tense
 modal 'have to'
6
 Infinitive(noun-clause/adverb)
 수여동사  modal 'would'
 wh-question
 conjunction 'but'
 appositives
7  8 Past progressive
 9 I hope that~
 Imperative  past tense
 comparative
 direct object
 relative clause

#중학교 #영문법 #분석 #책

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