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| sysop | (2005-03-09 13:32:12, Hit : 3752, Vote : 235) |
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[교실영어]게임과 활동 |
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⊙ Games & Activities (게임과 활동)
Let's play a game. 게임을 합시다.
It's time to play an interesting game. 재미있는 게임을 할 시간이에요.
First, I'll tell you how to play. 먼저 내가 게임방법을 설명해줄게요.
Let me demonstrate. 내가 시범을 보여줄게.
Let's have a quiz. 퀴즈 게임을 합시다.
Do you like this game? 이 게임 좋아해요?
What about the "Simon Says" game? Simon Says게임 하는 것 어때요?
Do you feel like a game now? 게임을 하고 싶니?
When I say "freeze," I want you to stop and listen to my command.
내가 "freeze" 라고 말하면 너희들이 하던 것을 멈추고 내 명령을 듣기를 바란다.
I shall be the referee. 내가 심판이 될게.
Heads or tails? 앞면 아니면 뒷면?
The first one to answer gets a point. 먼저 답한 사람이 1점을 얻는다.
The first team to get ten points wins the game. 먼저 10점을 얻는 팀이 승자입니다.
Who wants to play first? 누가 먼저 할까?
Take turns. 순서를 바꾸자.
Whose turn is it? 누구 차례야?
I'll write scores on the board. 점수를 칠판에 표시할게요.
Two points for this group. 이 그룹에게 2점을.
You lose a point if you answer wrong. 답이 틀리면 1점이 깎입니다.
If your team wins the game, I'll draw/put/attach a star on the board.
네 팀이 이기면 칠판에 별표를 그릴게요/붙일게요.
How many points have you got/did you get altogether? 모두 몇 점을 얻었니?
What was your final score? 최종 점수가 몇 점이었죠?
You're the winner.네가 승자야.
It's a tie. 동점입니다.
The winners say "hurray" and the losers give the winners a big hand.
이긴 팀은 "hurray"라고 외치고 진 팀은 이긴 팀에게 박수 쳐주세요.
Let's switch the teams. 팀을 바꿉시다.
You have three chances. 세 번의 기회가 있다.
Clap your hands five times. 손뼉을 5번 쳐라.
Watch me carefully and copy me. 나를 잘 보고 따라해.
Do what I'm doing. 나처럼 해봐.
Do as I say. 내가 말한 대로 해봐.
Try to do it exactly the same way as I'm doing it. 내가 하는 대로 똑같이 해봐.
Let's continue the practice. 계속해서 연습해보자.
Is everyone finished? 모두 끝났니?
Games
Basic vocabulary items & expressions
Let's play a game. 게임을 하자.
It's time for some fun. 재미있는 게임을 할 시간이야.
First, I'll tell you how to play. 우선, 어떻게 하는지 설명할게.
This half of the class will be∼ 이쪽 1/2이 ∼할거야.
Any volunteers? 자원자 있니?
Who wants to go first? 누가 먼저 할까?
The first team to get 10 points wins. 10점을 먼저 얻는 팀이 이긴다.
The last student who remains standing wins the game. 끝까지 남아 서있는 학생이 이긴다.
You're the winner. 네가 이겼다!
Well done! 잘했어!
You lose a point if you're wrong. 틀리면 1점 깎인다.
Try one more time. 다시 해봐요.
I'll give you one more chance. 기회를 한 번 더 줄께.
Work in pairs/groups. 짝/그룹으로 작업하세요.
In twos, please. 짝을 찾아 모이세요.
Are you all done? 다 했니?
Let's have a warm-up. 예비 연습 해보자.
Here we go! 자 시작한다!
Dialogue 1: (Miming)
T: Now, it's time for some fun. Let's play a miming game. For this game, I am going to divide you into two groups. This half of the class will be Team A, and this half, Team B. And who'd like to be a team leader? Any volunteers?
(No answer from the students)
T: No volunteers? Alright, then, choose your team leaders.
(Students choose their group leaders.)
T: Ok. Now, listen while I explain how to play. Each team decides on the gestures first and the group leader acts them out.
The other team has to guess what s/he is doing. You get three guesses, and you get a point if you guess correctly. You lose a point if you don't get the correct answer. The first team to score 5 points wins the game. Is everything clear?
Ss: (nodding) Yes.
T: Please keep in mind that the group leader should never talk. Now, who wants to go first?
Team A: We'll go first.
T: Ok, Team A, first discuss what to mime.
Team A: We're done.
T: Are you ready? Start.
Ss: (miming: combing hair)
Team B: Combing your hair?
T: Good job. You got one point. Now, your turn, group B. Decide on the gesture. Are you ready to start?
Ss: Yes. (miming: driving a car)
(Team A remains silent)
T: Try one more time.
Ss: (miming: driving a car )
Team B: Dancing?
S2: No, But I'll give you another chance. Try again.
Team B: Driving?
T : Correct. Good job!
(The game continues.)
T: Team A, you've just got five points. You're the winner!
TIPS
♣Miming Games는 위에서처럼 driving a car, brushing one's teeth, combing one's hair, catching a ball 등의 동작을 나타내는 동작 동사구를 학습한 후 이를 연습/복습할 때 사용할 수 잇는 game이다. 이 게임은 동작 동사(action verb) 뿐만 아니라 주어+ 동사-ing의 현재 진행형 연습에도 효과적으로 사용할 수 있다. 그밖에 go in one ear and out the other같이 신체의 일부분에 대한 표현을 포함한 idiom을 학습할 때도 유용하다. 그리고 이 게임을 위에서처럼 Team 대 Team이 아니라 student 대 student, 즉 Pair work를 사용하여 진행할 경우에는 동작을 나타내는 그림 카드와 단어 카드를 복사하여 둘씩 짝을 지어 번갈아 가며 mime을 하고 맞추기를 하는 방법으로 변형시켜 활용하면 다양한 표현들을 개별적으로 연습하는 것이 가능하다.
Dialogue 2: (Word Search)
T: To review the words you've learned so far, let's play a word search game. Here is a worksheet. I am going to pass this out to you. Please work in pairs. Each pair gets one copy. Please share it with your partner. (Is there) any pair that hasn't got a copy, yet?
S1: We don't have a copy.
T: (Passing it to the student) Here you are. Wait while I explain what we are going to do. Find the hidden words on the sheet. There are 10 words, all of which are from Lesson 7. Make a list of them. The first team to say the words out loud wins. Are you ready? Start.
(15 minutes later)
T: Are you all done?
S: No. It's too difficult for us. Give us more time.
(5 minutes later)
S: We're finished.
T: Ok. Can you say the words out loud?
S: History, ship, sail, archeology, ruin, settle, ancestor, terror, destroy, rich.
T: Very good. You're the winner.
TIPS
♣ Word Puzzle을 활용한 여러 가지 방법이 있다.
-Fallen Phrases,
-Letter Tiles,
-Cryptograms,
-Double Puzzle,
-Criss-cross Puzzle,
-Hidden Message Word Search
이러한 puzzle을 만드는 것은 복잡하고 시간이 많이 걸리는 일이다. 이러한 어려움을 느끼는 교사가 자신들이 교과서를 통해 가르친 단어들을 가지고 위에서 나온 여러 종류의 puzzle을 직접 만들 수 있도록 하는 프로그램을 소개하는 웹사이트가 있다 <http://www. puzzlemaker. com>. 이 사이트에 들어가면, 교사가 원하는 단어와 힌트 등을 입력하면 쉽고 빠르게 puzzle이 만들어진다.
Dialogue 3: (Numbering the Sentences)
T: Now, I'd like you to work in pairs. In twos, please. Turn around and face your neighbor. Sujung, why don't you sit next to him?
S: OK.
T: Alright, everybody. Look at the projector. Here are some speech bubbles. Youngsoo, can you read the sentences inside the bubbles?
Y: Hi; And you?; How are you?; Fine thanks.
T: Good job. Now, let's watch the video/listen to the tape.
-After watching the video or listening to the tape-
T: Now, put the speech bubbles in order. Then practice the mini dialogue with your partner.
And practice the mini dialogue with your partner.
TIPS
♣Speech Bubble은 학생들의 흥미와 동기를 유발하는데 효과적이다. 예를 들어, cartoon을 이용하여 수업을 할 때 speech bubble을 활용할 수 있는데 먼저 cartoon strip을 제시하되 speech bubble은 비워 듄다. 그리고 학생들이 그 비어있는 부분을 영어 문장으로 채우게 하는데 이 때 수준이 낮은 학생은 부분적으로 하나 정도의 speech bubble을 채우고, 수준이 높은 학생은 전체를 채우게 하면 된다. 이 방법은 학생들의 상상력을 길러주는데 효과적이다.
Dialogue 4: (Body Clocks)
T: Last week, we learned about how to tell time. Today, we're going to practice telling time. We need a person. Who wants to volunteer?
M: I will.
T: Minhee, imagine that you're a clock. Your left hand is the hour hand. Your right hand is the minute hand. Everybody, keeping that in mind, watch Minhee's hands closely. Your job is to tell the time.
(Minhee indicates 3:30.)
T: What time is it? Answer in English.
S: It's three thirty.
T: Very Good. Now, who wants to be a clock? Please come up.
(Chulsoo comes up and indicates 5:00.)
T: OK. Tell me what time it is.
S: It's five o'clock.
T: Excellent! One more volunteer?
(Repeats the same process.)
T: OK, Now that you've had enough practice, you're going to play a real game. I'm going to divide you into two groups. This side, you're Team A. This side, you're Team B. OK. Now, please choose 'a clock person' from your group. The clock person from Team A will ask Team B what time it is while s/he is showing time. And, the clock person from Team B will ask Team A what time it is while the person is showing the time. You got it?..... Please pay attention to the clock and tell the time. I am going to write down the scores of your teams. Alright, who wants to go first?
TIPS
♣시계 게임을 할 때 주의해야 할 사항은 자리에 앉아 있는 학생과 시간을 표현하는 학생 또는 교사 사이에 시침과 분침이 혼동될 우려가 있다는 것이다. 예를 들어 시간을 표현하는 사람이 다른 학생들을 마주 보고 있는 경우 시간을 표현하는 사람이 생각하는 왼쪽과 의자에 앉아 시간을 알아 맞추는 학생들이 생각하는 왼쪽이 반대 방향이 되기 때문이다. 이로 인해 시침과 분침을 혼동하게 되는 경우 게임의 의미가 없어진다. 따라서 게임에 앞서 방향을 정확하게 정하고 하는 것이 바람직하다.
Dialogue 5: (Simon Says)
T: Yesterday, we learned about some useful expressions. Do you remember what we studied?
S: Brush
C: Brush your teeth
T: Good, what else?
J: Drive a car
T: Anything else?
K: Raise your hand
T: Excellent! Today, we're going to play a game using the expressions. I'm going to give you commands starting with "Simon says." Please listen carefully to what I say, and follow my commands. Do you understand what I'm saying?
(Students nod.)
T: OK. Then, let's have a warm-up. Are you ready? Here we go!
Close your eyes, everybody!
(Students close their eyes.)
T: Well done! Raise your hands, everybody!
(Students raise their hands.)
T: Good job. Now, stand up and listen to me carefully. From now on, I'll give you commands with "Simon says," and without "Simon says." You got that?
(Students look lost.)
T: Alright, let me explain. Firar, I say "Stand up!" You DON'T stand up. (folding arms and frowning)
I say "Simon Says Stand Up!" You DO stand up. (standing up)
Next if I say, "Stand up!", you don't stand up. Now, if I say "Simon says stand up?" What do you do?
And what do you do if I say "Simon says close your eyes?"
(Students close their eyes.)
T: Good. Are you ready for a real game? Here we go! Raise your hand!
(Quite many students raise their hands and they have to sit down.)
T: OK, We have several students left standing up. Now, listen carefully. Simon says "brush your teeth."
(All the students act out the command successfully.)
T: Well done!
(The game continues.)
TIPS
♣Simon Says 같은 게임 설명을 영어로 듣는 것이 학습자에게 심리적으로 부담이 될 수 있다. 이런 심리적 부담을 덜어줄 수 있는 방법으로 교사가 영어로 설명을 하면서 직접 시범을 보여주는 것이 효과적이다.
Other Activities
Basic vocabulary items & expressions
Does everybody have a copy? 모두 받았어요?
Match the story and the headlines. 이야기와 머릿기사를 연결해봐요.
Are you all done? 다 마쳤니?
Who wants to act for us? 누가 연기해 볼까?
get into pairs/groups 짝/그룹으로 모이다.
on your own 홀로
hand out two types of worksheets 두 종륭의 워크시트를 나눠주다
click on the link 링크를 클릭하다
sign up for the free e-mail pen pal service 무료 이메일 펜팔 서비스에 가입하다
join the chat 채팅 방에 들어가다
enter one's user ID and password 사용자 이름과 비밀번호를 입력하다
enter one's opinions and/or ideas 의견/생각을 입력하다
Dialogue 1: (Pop Songs)
T: Now, let's sing. Here is the song that we're going to learn. It's titled 'A Lover's Concerto'. Did you ever see the movie called 접속?
S: Yes, it was very touching.
T: 'A Lover's Concerto' is the theme song for that movie. Now, I'll pass out a copy of the lyrics to you..... Did you all receive one?
S: Yes.
T: Please look at the handout. The sentences A through L are all mixed up. I scrambled the sentences from the lyrics. While listening to the song, put the sentences in order. It might be a good idea to number the sentences. Are you ready? Here we go.
(Listening to the song)
T: Are you all done?
S: Can we listen to the song one more time?
T: Okay, let's try again. This time, listen carefully.
(Listening to the song again)
T: Are you all done? Now, let's go over the answers. Who wants to go first?
M: Sentence A is 3
T: You're right.
C: Sentence B is 5
T: Excellent. And C?
K: Sentence C is 10 .......
T: You did a good job. Now, look at the overhead projector. You can see the lyrics in English and in Korean. Look at the lyrics in English and sing along. If you can't, just hum.
T: Wow, all of you are great singers. You sound really good, especially in harmony. Now, let me explain key words and expressions to you.
TIPS
♣보통 팝송을 이용해서 수업을 할 때 테잎을 들으면서 빈칸을 채우거나 (filling in the blanks) 또는 받아쓰기(dictation)를 하는 것이 일반적인 활동이다. 그러나 위에서는 가사를 단락(paragraph) 단위로 끊어서 순서 없이 나열해 놓은 후 학생들이 노래를 듣고 순서대로 재배열하도록 하고 있다. 이 방법은 수준이 낮은 학생들이 단어를 몰라서 처음부터 쉽게 포기하는 것을 막을 수 있다. 단어를 잘 몰라도 전체적인 내용을 듣고 대답할 수 있어서 자신감을 불어넣어 줄 수 있다.
Dialogue 2: (Chants)
T: Today we are going to start off with a chant. For all of you, I created a chant with the expressions we've learned. I'll hand out a copy of the words for each of you. Does everybody have a copy?
Ss: Yes.
T: Alright, I am going to chant. Please listen carefully.
(After chanting)
T: Did you all understand what it's about? How was it?
S: I like it. It sounds like a song.
T: Good! Now, I'd like you to tap your desk with your hands or pencils.
(After chanting)
T: Good job. Did you all get the rhythm?
S: Yes.
T: Good, Now, let's chant. Repeat after me.
"When I get up
I make my bed
I clean my room
and brush my teeth".
(Students repeat after the teacher.)
T: And then what?
What next?
(Students repeat after the teacher.)
T: "I have breakfast
Go and do sports
Play lots of games
Have lots of fun"
Repeat
(Students repeat after the teacher.)
T: And then what?
What next?
(Students repeat after the teacher.)
(After chanting)
T: Excellent! All of you did a great job. Now, I'm going to divide you into two groups. You chant Part A and the rest chant Part B. Are you ready? Go!
Group A: "When I get up
I make my bed
I clean my room
and brush my teeth".
Group B: And then what?
What next?
Group A: "I have breakfast
Go and do sports
Play lots of games
Have lots of fun"
Group B: And then what?
What next?
T: Now switch parts.
TIPS
♣ Jazz Chants는 모든 수준의 학생들에게 흥미를 유발할 수 있는 효과적인 자료이다. Carolyn Graham의 Jazz Chants나 Jazz Chants for Children 같이 기존의 교재에 나와 있는 다양한 chant를 활용하는 것도 좋지만 교사가 수업시간에 가르친 문장이나 표현들을 활용하여 직접 chant를 만들어 활용할 수도 있다. 예를 들면 위에서는 하루 일과를 chant로 만들어서 배운 내용을 복습할 수 있다.
Dialogue 3: (Role Play)
T: Do you remember the dialogue that we learned last week?
Who was in it?
S: A flight attendant and a passenger.
T: Good. You have a good memory. And what were they doing?
S: The stewardess misunderstood what the passenger said to her.
T: Excellent. Now, I'd like you to do some role plays. In twos, please. One of you play the role of a passenger and the other play the role of a flight attendant.
(After some practice time)
T: Alright, everybody, back to your seats. Who would like to act for us? Any volunteers? Who wants to be the passenger?
M: I do.
T: Any volunteers for the role of the flight attendant?
S: I'll try.
T: Good! Are you ready to start? Here we go.
(They act out the dialogue.)
T: Excellent. You did a wonderful job. Let's give them a big hand. Anyone else?
TIPS
♣ 교실에서 역할극(role play) 활동을 할 때 소품(props)을 사용하는 것이 효과적이다. 이는 학생들이 dialogue를 재현할 때 자신이 맡은 역할과 상황을 생동감 있게 표현하는데 도움을 주기 때문이다. 또한, 몸짓(body language), 얼굴 표정(facial expressions), 억양(intonation) 같은 요소를 적극적으로 사용할 것을 권장함으로써 역할극을 보다 극적으로 만들 수 있다. 교사가 직접 시범을 보이거나 비디오 클립 등의 자료를 보여주는 등 예시를 제공하면 더욱 효과적이다.
Dialogue 4: (News Articles and Headlines)
T: For today's classroom activity, we're going to use newspapers. What you have to do is to match the news articles and headlines. I'd like you to work in groups of four. Sumi, can you turn around and face the people behind you?
S: OK.
T: Good. I have 10 news articles to give out today. Each group gets a copy of one of these articles. Misook, will you please help me give these out?
M: Sure.
T: Thanks. Now, I'd like you to read the story and find the main idea. You have only five minutes.
(5 minutes later)
T: Are you all finished?
Group 1: No, we need more time.
T: Okay, I'll give you two more minutes.
(2 minutes later)
Group 1: OK. We're done.
T: Now, look at the overhead transparency. There are 15 headlines on it. Choose the most appropriate headline for your story. I'd like you to discuss the main idea of the article with your group members in order to find the proper headline.
(1 minute later)
T: Did you all find the headlines for the articles that you have?
S: Yes.
T: Good. Who wants to go first? Please come to the blackboard.
S: The story that we read is about a ten-year-old boy called Mark, who had disappeared in the river and was found safe. We all agreed to choose the headline "Children at risk" for our story.
T: Very good. Who 's next?
S: Group 3.
T: Please come up. Tell us about the story that you have and the headline that you've chosen for the story.
TIPS
♣신문이나 잡지를 이용하여 영어 수업을 하는 경우 학생들은 실제 생활과 밀접하게 관련된 내용을 접할 수 있기 때문에 수업내용에 흥미를 느끼기가 쉽다. 특히 신문 기사는 학생들에게 읽기 능력을 향상시키는 연습에 사용될 수 있다. 예를 들면 신문 기사를 오려 복사해서 개인이나 그룹의 학생들에게 나눠주고 주제를 찾는 훈련을 하게 할 수 있다. 그리고 나서 여러 가지 머릿기사(headline)를 주고 읽은 기사내용에 가장 적합한 것을 고르게 할 수 있다. 이 방법은 수학능력시험에서 주제나 요지를 묻는 문제에 대비할 수 있도록 하는 효과적인 읽기 지도 방법이다. 특히 단어 하나 하나에 집중하기보다는 글 전체의 의미를 파악하는 연습을 하는데 효과적이다. 이 때 주의 할 점은 머릿기사의 내용이 너무 구체적인 경우 금방 찾을 수 있다는 점 때문에 학습자의 흥미가 감소될 우려가 있다. 따라서, 어느 정도는 일반적인 머릿기사를 쓰는 것이 바람직하다. 예를 들면 "Madonna the greatest, says Gazza" 처럼 사람 이름이나 장소를 나타내는 고유명사가 나오는 headline은 피하는 것이 좋다.
Dialogue 5: (Newspaper Ads)
T: Today, we're going to use newspaper ads and practice reading for relevant information. For this activity, you don't have to know the meaning of every word. Now, I will give out a copy of two ads. I'd like you to use the scanning strategy while reading. Please refer to the questions that I provided on the overhead transparency. Scan for the important pieces of information. Are you ready? Start! You have only 5 minutes.
(5 minutes later)
T: Are you all done? Now, let's talk about answers to the questions. Number one: Whose concert is on August 26? Put your hands up if you know the answer.
S: Tony Braxston.
T: Good job. Now, let's move on to question number two. How much are the tickets for Britney Spear's concert? Who knows the answer?
S: $38, $28 and $23.
T: Very good. Alright, let's move on to number three. How many concerts are there in July? If you know the answer, raise your hand.
S: Four.
T: Exactly. OK. Question number four.........
TIPS
♣scanning은 자신이 원하는 정보를 찾기 위해 선택적으로 주어진 글을 읽는 읽기 방법이다. 위에서는 신문광고문을 이용해서 scanning을 연습하도록 유도하고 있다. 이때 학생들은 개별적인 단어의 뜻을 알 필요는 없다. 그리고 내용을 파악하는데 긴 시간을 요하지도 않는다. 교사가 직접 시간을 재면서 정해진 시간 안에 필요한 정보를 얻도록 연습시키는 것도 한가지 방법이 될 수 있다.
Dialogue 6: (Information Gap Activity)
T: Now, we are going to do an information gap activity using pictures. Can you get into pairs? Oh, Misook, you're on your own, aren't you? Why don't you turn around and work with Chulsoo?
M: OK.
T: Good, Now, I'm going to hand out two types of worksheets with pictures. Type A sheet for this row, and Type B sheet for this row.
S: My partner is trying to look at my sheet. Is that okay?
T: Oh, no. Please don't let your partner look at your worksheet. Please keep that in mind! Are you all ready to listen to the instructions? There are 18 small drawings on your handout. Some pictures are the same, but others are different. What you have to do now is to describe to your partner the pictures that you have. You can also ask questions. Your job is to find out whether your pictures are the same as or different from your partner's. And then mark it S when they are the same or D when they are different from each other. Are you following me?
S: Yes.
T: Good. Keep asking questions until you find the differences. Are you all ready? Let's begin.
(Students talk about the pictures that they have.)
(Some students speak in Korean.)
T: In English, please.
TIPS
♣ Information Gap Activity
위에서는 서로 다른 그림을 두 학생에게 나누어주고 그림들의 차이를 발견하기 위해 계속 대화를 할 수 있도록 하는 정보 차 활동을 소개하고 있다. 본문의 경우 장소나 방향을 나타내는 전치사구 표현이 유용하게 활용될 수 있다. 만약 학생들의 수준이 낮다면 전치사구가 포함된 표현들을 미리 제시해주는 것도 좋다. 또한, 두 학생이 처음부터 끝까지 함께 질문을 주고받는 형태보다는 교실에 있는 많은 학생과 돌아가면서 포크댄스 대형으로 대화를 할 수 있도록 유도를 한다면 학생들은 한층 흥미를 느낄 것이다. 정보의 내용도 그림 이외의 다른 다양한 것들이 가능하다. 같은 뜻의 문장 찾기나 같은 모양의 도형 찾기도 가능하다.
Dialogue 7: (E-Mail)
T: This Monday, we finished Unit 7. Can any of you tell us what it was about?
S: It was about pen pals.
T: Very good. Now, can anyone tell me what are the benefits of having a pen pal?
M: If you have an American pen pal, you can improve your writing skills. Also, you can learn about American culture.
T: Excellent. Today, we're going to have an interesting activity called "Making an E-pal." Do you know what e stands for? Any good guess?
C: Maybe, electronic?
T: That's correct. For this activity, I'd like you to go to the following site. Hold on. Let me write down the URL, or the Web address <http://www.penpalinc.com/>. Click on the third link called Join Us on the left to sign up for the free e-mail pen pal service. I'll give you about 10 minutes to do that. If you have any questions or need help, just raise your hand.
(7 minutes later)
T: Are you all finished with registration?
S: No, not yet.
T: Three more minutes. You'd better hurry up.
(3 minutes later)
T: OK. Now that you have all registered for the service and got a list of pen pals that you can contact, let's start writing messages. I guess many of you are already familiar with e-mail, right?
K: I don't know how to use e-mail.
T: Oh, OK. How many of you don't know how to receive and send e-mail? Only Kyungmi? I'll go help you in a minute, Kyungmi. Now, face the front and listen to me. I'd like you to write an introduction to yourself, about two paragraphs long. In your message, you can talk about your family, your school, and your country, Korea. Also, attach to the message the GIF file that you created two weeks ago.
M: What is GIF?
T: That's a graphic file. Remember, we scanned some pictures from the Korean postcards and saved them as graphic files. Please attach the file to your message. Now, while I am helping Kyungmi with e-mail, please keep on writing.
(The teacher goes to help Kyungmi; after 10 minutes or so, the bell rings.)
T: Alright, let's call it a day. I'd like you to finish up the message and send it to your pal. Next time when you come to class, please make sure to bring your message and a reply message from your pal. OK? Any questions?
(There's no question.)
T: TGIF! I hope you all have a great weekend. I'll see you next Monday.
TIPS
♣ 다음은 이메일(e-mail)과 관련된 어휘 및 표현이다.
1) Send mail (메일을 보내다)
2) Receive mail (메일을 받다)
3) Forward mail (메일을 제 3자에게 전송하다)
4) Check mail (메일을 체크하다)
5) Junk mail (쓸데없는 메일)
6) User ID (사용자 이름)
7) Password (비밀 번호)
8) Address book (주소록)
9) Trash (휴지통)
10) Signature (서명)
11) Attach file (파일을 첨부하다)
Dialogue 8:
(Computer-Mediated Communication)
T: Today we're going to study Unit 2. What is the title of the unit?
H: American Pop Culture
T: That's right. We're going to learn about American culture. Sounds interesting, huh?
(Students nod their heads.)
T: Before we start the lesson, I'd like you to have time for brainstorming. OK. Everybody, please turn on the computer and open up Explorer. Please type
<www.blackboard.com/courses/English3> in the "Go To" field. And then hit the enter key. It will take you to our course home page on the Web, right? Are you all there?
S: No, hold on. I'm not ready, yet.
T: Take your time. If you are on the page, please enter your user ID and password. Click on the link called "Communication," and then the link called "Virtual Chat." It'll take some time loading the chat program. .......Are you all there?
S: Yes.
T: This is how you join the chat. Now, all of you are in the same chat room. Please enter your opinions and/or ideas about American pop culture in the text field. Please feel free to share your perspectives with your peers. ........... At the end of Unit 2, I'm going to have you write a research paper on American culture. So, it might be a good idea to develop some kind of writing outline from the written discussion.
TIPS
♣ 다음은 컴퓨터와 관련된 어휘 및 표현이다.
1) connected to an online service (PC 통신에 접속된)
2) connected to the Internet (인터넷에 접속된)
3) disconnected (연결이 끊긴)
4) explore(surf) the Internet
(인터넷에서 이리저리 돌아보다)
5) download files (자료를 내려 받다)
6) upload files (자료를 올리다)
7) compile data (자료를 입력하다)
8) chat (채팅하다)
9) log on (들어가다)
10) log off (나가다)
11) insert the floppy disk (플라피 디스크를 넣다)
11) remove the floppy disk (플라피 디스크를 빼다)
12) drag one file into another file (파일을 옮겨 넣다)
13) scan something (스캔하다)
14) bookmark the site (홈페이지에 책갈피를 넣다)
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