To enable student to communicate in the target language
Linguistic forms
Meanings
Functions
+
Choose appropriate form, given the social context.
Manage the process of negotiating meaning with their interlocutors
Q2. What is the role of the teacher? And students?
Facilitator
Adviser
Co-communicator
Communicator
Responsible manager of their own learning
Communicator
Re
Sub Plan
1. Unit: Lesson 2. What's on TV?
2. Today's Goals
① Students will be able to share some information of TV program with TV guide.
② Students will be able to ask and answer what their favorites are.
3. Aids: Computer with Screen, PPT, Worksheets
4. Period: 4/8
5. Overall View of This Lesson
■ Dividing the four skills up
1. into medium, with listening and speaking
occurring in the spoken medium, reading
and writing in the written medium.
2. into the receptive skills of listening and
reading, and the productive skills of
speaking and writing.
In some approaches to language teaching, the four skills are treated separately. There are obvious adv
teaching)와 학습(learning)이 할 수 있는 것과 해야 하는 것, 장학관(supervisiors), 교사 그리고 학교 공동체에 종사하는 다른 구성원들에 의해 협력하여 발전시킨 일반적인 비전을 나타냄, 또한, 사람들은 그들의 비전을 현실로 만들 것임.
④ 모든 학생들이 충만한 삶을 누릴 수 있고, 민주주의 사회의 일원이
skills of becoming an economics-literate citizen in today's world.
3. Some things to look out for while teaching the class.
Always keep in mind that students may not be familiar or comfortable with the subject matter which goes beyond domestic economics into international trade and relations. Put special emphasis in explaining key terms such as the balance of payments and exchange ra
process in which language is viewed as an authentic, natural, real-world experience, and language learning is perceived as taking place through functional reading and writing situations." (p. 458) (Lapp, D. & Flood, J. (1992). Teaching reading to every child. (3rd ed.). New York: Macmilliam Publishing Company.)
Whole language is a currently controversial approach to teaching reading that is
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 vedio
The teacher s
1. Language Skills
(1) Listening: Understand expressions used in situations where you order food and congratulate someone or something
(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
2. Communicative Activities
(1) Commun
Teacher breaks down the line into several parts. Students repeat a part of the sentence. Following teacher’s cue, students expand what they are repeating part by part until the entire line.
2. Chain drill
- Making a chain of conversation that forms around the room as student, one-by-one ask and answer questions of each other.
3. Substitution drill
- Repeating the given cue, students subst
SKILLS
Platforms: Macintosh, PC, and Unix
Languages: C, and FORTRAN
Softwares: Poly3D, FRANC2D, FRANC3D, ANSYS, MUDFLOW, CSP, Matlab, etc.
라. ACTIVE RESEARCH GRANTS
1998 U. S. National Science Foundation Grant, Experimental study of joint surface morphology and propagation velocity: implications for tectonic loading
1997 McGee Grant, Conditions for an opening-mode fracture