of own opinion
Ⅶ. Teaching aids
- Audio materials
- Power-point
- Hand-out
Ⅷ. How lesson could proceed
Steps
Objectives
Activities
Teacher role
Students role
Time
Aids
Opening
Greeting and Warm-up
The teacher and students greet each other. Then, review the last lesson.
Repeat the sentences.
3''
Pre
Activating students' schema
Using a famous singer's music
ofsentences
Issues in Morphology
(1) Boldest can be divided into two parts (i.e., bold
+est), each of which has a meaning: bold cannot.
☞ Morphemes
(2) The word boy has a meaning in and of itself, the
word at does not. Rather, at indicates a
relationship between two meaningful expressions
(e.g., The boy at the door).
☞ Lexical / Grammatical morphemes
sentences imply comparison meaning.
We need to define a sentence's semantic features and, at the same time, to define syntactic standard to make the comparatives.
(중략)
We can recognize in both languages that target and standard of comparison in both in Korean and English are usually expressed in a sentence, because comparison is completed when two things or events exist.
But there a
4. 수식어(adjunct)
: 부가적인 정보(시간, 장소, 방법, 목적 등)제공
Example
- John smokes cigars in his office.
5. 화제(topic)
: comma 뒤에 올 문장이 무엇에 관한 이야기일지 알림
6. 설명(comment)
: topic의 역할과 complement의 역할 동시에
수행
Examples
- Cigars, John never smokes them in his office.
- Cigars, John neve
★Writing : Writing is one of the most challenging task for novice L2 learners. Considering students’ ability, the lesson asks for a minimum amount of writing. The students read the passage and fill in the blanks thereby using focused grammatical form within context. Also, students are asked to write a short sentences using subjunctive mood in order to express their feeling on hypothetical pos