|
〈붙임 2 가정통신문〉 | 2020. 온라인 영어 독서클럽 교육 신청 안내 | 충청북도국제교육원중부분원 |
안녕하십니까? 충북국제교육원 중부분원의 교육 활동에 관심을 가져주셔서 감사드립니다. 중부분원에서는 2020학년도 대체 온라인 학습을 통한 영어 의사소통 능력 신장 프로그램을 진행합니다. 초등학교 5, 6학년 및 중학생을 대상으로 「2020. 온라인 영어 독서클럽」을 다음과 같이 운영하오니, 관심 있는 학생들의 많은 참여 바랍니다. 1. 교육 대상: 청주 읍면지역 및 중부 4군(진천, 음성, 괴산, 증평) 초등 5-6학년 학생 및 중학생 2. 교육 내용: 원어민 교사와 학교급별 수준에 맞는 영어 동화책 읽고 의견 나누기 3. 과정 운영 방법 ◦ 줌(Zoom) 프로그램의 화상회의 방식을 활용한 원격수업 ◦ 원어민교사와 학생 간 1:3으로 40분간 화상 수업 ◦ 한 기수별 6개 클래스(A~F)를 편성하여 운영 4. 교육 일정 및 신청기간 기수 | 교육기간 | 수업시간(40분) | 인원 | 신청기간 | 참가자 발표 | 1기 | 6.8.(월)~6.11.(목) | 초 | 16:10-16:50 | 18 | 5.21-5.31 | 6.2.(화) 14:00 이후 | 중 | 17:00-17:40 | 18 | 2기 | 6.15.(월)~6.18.(목) | 초 | 16:10-16:50 | 18 | 5.21-6.7 | 6.9.(화) 14:00 이후 | 중 | 17:00-17:40 | 18 | 3기 | 6.22.(월)~6.25.(목) | 초 | 16:10-16:50 | 18 | 5.21-6.14 | 6.16.(화) 14:00 이후 | 중 | 17:00-17:40 | 18 |
※ 참가 선발자 홈페이지 게시 및 개별 문자 안내 5. 신청 방법 충청북도국제교육원 중부분원 홈페이지(http://www.cbiei.go.kr/jincheon) - 교육과정안내 및 신청 /「온라인 영어 독서클럽」 신청) - 기수별 중복 신청 가능하나, 참가자 선발 시 가장 후 순위로 배정함 신청정보: 학교, 학년, 학생 성명(한글, 영문), 학생 및 보호자 휴대폰 번호, 학생 이메일, 참가 희망 클래스 및 희망 기수 선택, 집주소(교재용 도서 우편 발송시 필요) 6. 기타 ◦ 선발된 학생은 홈페이지 공지사항에 공지함. (문의: 중부분원 ☎ 043-530-6412) ◦ 각 클래스별 신청 인원 초과 시 컴퓨터 추첨함 ◦ 2회 결석 시 수강자에서 제외하고, 차순위 대기자에게 수강 기회 부여 ◦ 교재용 도서 우편 발송 예정 2020년 5월 충청북도국제교육원 중부분원장 (교육내용) ▣ 초등학생 도서명 | 교육 내용 | 1 | Sneetches | ▶ The students will be enabled to: -learn and understand vocabulary related to the story. -comprehend lesson of the story (discrimination). | ▪ Discussion: to stop discrimination. | Key Vocabulary: Sneetches, Belly, Star-Bellied, Plain-Bellied, machine, Read, Library | 2 | The Very Hungry Caterpillar | ▶ The students will be enabled to: -build their English vocabulary and practice their Reading/pronunciation skills read and understand the story (lifecycle of a caterpillar) | ▪ Discussion: discover different Earth science words in different contexts | Key Vocabulary: caterpillar, cocoon, butterfly, hungry, stomachache, slice, piece, days of the week | 3 | The Dot | ▶ The students will be enabled to: -Focus on pronunciation and vocabulary -comprehension inference | ▪ Discussion: the role of a dot in completing a task | Key Vocabulary: “glued to the chair” “never-before-used” “I bet you can” High frequency words: teacher, studied, bear, above, surprised, toward, even, pushed | 4 | Alexander & the Terrible, Horrible, No Good, Very Bad Day | ▶ The students will be enabled to: -learn and understand vocabulary related to the story. -comprehend lesson of the story (everyone has bad days). | ▪ Discussion: what to do when you’re having a bad day | Key Vocabulary: terrible, horrible, Australia, carpool, invisible, cavity, scolded | 5 | The Giving Tree | ▶The students will be enable to: -Learn to key vocabulary related to the text. -Learn about how to be selfless. | ▪ Discussion: talk about their experiences in relation to the story. | Key vocabulary: Leaves, branches, stump, trunk, apple | 6 | Love You Forever | ▶The students will be enable to: -build their English vocabulary and practice their Reading and Pronunciation skills -read and understand the story (a parent’s love for their child, and how that is a cycle that keeps turning as children turn into adults) | ▪ Discussion: How do parents show their love for their children? | Key vocabulary: to rock, back and forth, shelves, refrigerator, crawled |
▣ 중학생 도서명 | 교육 내용 | 1 | Play Ball Amelia Bedelia | ▶ The students will be able to: -Understand the difference between literal and figurative language -Understand multiple “meanings” of verbs, nouns, and phrases -Gain reading and story comprehension | ▪ Discussion: multiple “meanings” of verbs, nouns, and phrases | Key vocabulary: Literally, figuratively, figure of speech, draw, dust, dress, measure | 2 | Shin-chi’s Canoe | ▶ The students will be enabled to: -build their English vocabulary and practice their Reading/pronunciation skills -read and understand the story (a First Nations child experiencing discrimination) | ▪ Discussion: reparations and effects of institutionalized racism | Key Vocabulary: squint, residential school, cattle truck, porch, dugout canoe, paddle, kerosene, Yayah, reservation, sockeye salmon, tug, silhouette, church steeple, cedar, mass, knit | 3 | Shi-shi-etko | ▶ The students will be enabled to: -build their English vocabulary and practice their Reading and Pronunciation skills read and understand the story (a First Nations child saying goodbye to her culture and home before being forced to leave it for a year) | ▪ Discussion: residential schools – why they existed and how they hurt First Nations people and their culture | Key Vocabulary: worn, cottonwood, creek, crayfish, minnows, tadpoles, squirm, Yayah, cedar, sockeye salmon, pitter-patter, patchwork quilt, canoe, ripples, chant, tanned, deer hide, sinew, sprig, fir, hemlock, willow, sagebrush, kinnikinnick, cattle | 4 | The Cat in the Hat | ▶ The students will be enabled to: -Focus on comprehension and shaping natural flow of speech | ▪ Discussion: trust, responsibility, moral compass, societal expectations, and or lying | Key Vocabulary: bump, away, gown, wish, hook, tricks, bet shame |
5 | Amelia Bedelia | ▶ The students will be able to: - Learn and understand vocabulary related to the story. - Demonstrate understanding of the humour of the story. | ▪ Discussion: multiple “meanings” of verbs, nouns, and phrases | Key Vocabulary: change, dust, draw, put the lights off, measure | 6 | Amazing Grace | ▶ The students will be enabled to: -learn and understand vocabulary related to the story. -comprehend lesson of the story (believe in yourself and anything is possible). | ▪ Discussion: to deal with people who say, “You can’t do it.” | Key Vocabulary: Ma, Nana, auditions, can, anything | 7 | Why the Cheetah’s Cheeks are Stained | ▶The students will be enabled to: -Learn key vocabulary related to the text. -Enhance their language and comprehension in English. | ▪ Discussion: morals whilst engaging with an African text. | Key Vocabulary: dishonour, arduous, trotted, traditional, weeping, stain, envy |
|
