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
1. Cover Page
There is a textbook for overall curriculum, but teachers use additional materials for the reading and writing classes. The materials can include students’ suggestions. In reading activities, the additional materials usually modify the text. In writing activities, the materials lead students to the extensive thought.
The Contrastive Analysis Hypothesis
The first language system interferes with the second language system.
Structural analysis on the two language would enable teachers to predict the difficulties in acquiring second language.
It is quite common to detect where the speaker is from just by listening to his/her accent.
e.g.) French
Ladies and gentlemen
①The textbook deals all language skills introducing various texts including cultural information.
In Chapter 4, the main topic is Dol party, the first birthday celebrated in Korea. It covers Korean culture, so it is suitable for the course goals as well as the communication skills.
② Since the students needs and interests are different, the textbook can’t cover all although it has lots of
< Textbook Information >
Activity book Appendices: answers, listening script, activity materials, Chapter review quiz (12), Grammar point, Voca/idioms index
Lesson format: Warm up-Listen in (Listen and Speak A)-Speak out (Listen and Speak B)-Make Friends, Get Ready for Reading (Grammar practice)
Read (Read and Write A), Do you understand/After you read (Read and write B), write on, Mission