script.
B. Teacher puts the video on. For the first time, teacher tells students to put the pen down and just watch. As they watch it for the second time, students start filling the blanks.
C. They share the answer together. Teacher asks whether there is any vocabulary or expression that they are not sure of.
D. Students match the words, which are from the script, with a correct meaning.
expressions we've learnt.
Okay, let's start. Do you remember the diary that we read as a further reading last class?
Then, is there anyone who
knows the writer of the
diary?
(학생들이 모를 경우) All right, I will explain who the writer and the background of the diary is.
(학생들이 알 경우) Good job! You are really smart! For your better understanding, I will expl
expression lags behind that of reading, there is consensus that writing disabilities are multidimensional(Culvertson, 1998).
(3) Mathematics Disability
The clinical descriptions of children with mathematics disorder indicate and array of deficit including problems in accurately reading numbers, simple addition and subtraction, understanding arithmetic signs, spatial organization, and
expression such as ‘Why don’t you...’ ‘You should…’ ‘If I were you…’ 6’ PPT
Hand-out
Step 2 Dicto-compo
(individual work) Listen to Hanna’s tip for a healthy life and write it down as much as possible. - Students listen to ‘Hanna’s tip for a healthy life’. As soon as listening is over, write down the tips based on the memory. Try to write as much as possible
-
● Language Skills
(1) Listening: Understand expressions used in situations
where you order food
(2) Speaking: Be able to use the above expressions in
daily conversations
(3) Reading: Read and understand a text about
desserts of the world
(4) Writing: Understand the structure of a recipe
and write a short recipe