교과재량활동

영어보충반

지도교사 : 이숙향

목 포 여 자 중 학 교

1. 주제

: 영어과 1학년 보충반

2. 단원 설정 취지

: 놀이 활동을 통해 영어를 처음 배우는 학생들로 하여금 영어 학습에 흥미와 관심을 갖게 하고 쉬운 말로 의사소통할 수 있는 기초적 언어능력을 기르도록 한다.

3. 단원 목표

: 주변에서 접할 수 있는 여러 가지 단어들을 익히고, 그 단어들을 알아듣고 말로 따라 하거나 표현하는데 필요한 간단한 영어문장을 익혀서 이를 토대로 실제 의사소통 수단으로 영어를 사용해볼 환경과 기회를 줌으로써 학생들의 communicative competence를 개발할 수 있도록 돕는다.

4. 운영상의 유의점

: ⑴ 수업자료를 제작하는 데 있어서, 단어카드나 그림카드, 다양한 그림자료를 활용하되, 수업효과를 높이기 위해서는 실물자료를 많이 준비하는 것이 좋다.

⑵ 영어능력 수준이 비슷한 학생들로 반을 구성해야 한다.

⑶ 목표어인 영어를 교실영어로 써야 한다.

⑷ 교실영어를 사용할 때는 학생들 대부분이 알아들을 수 있도록 가능하면 짧은 단어나 문장으로 천천히 명확하게 말하고, 과장된 몸짓으로 표현해야 하며, 지시사항을 알아듣기 시작하면 새로운 영어 내용을 한 두 문장만 반복하여 사용한다.

5. 교과 재량활동 학기별 전개계획

지도교사( 이 숙 향 )

영역		주제	학습활동		비고(자료)
과목	학년		차시	학습내용
영어	1학년	Good morning to you?	1	노래에 가사를 바꿔 다양한 인사표현을 익힌다.	Song, 그림자료
		How are you today?	2	노래를 활용하여 안부를 묻는 인사와 그에 따른 대답을 익힌다.	단어card
		What's your name?	3	노래와 리듬을 이용해서 자기소개를 한다.	Song, 인터뷰 용지
		Nose, Nose, Eyes	4	놀이를 통해서 우리 몸의 여러 부분을 영어로 익힌다.	신체 그림자료
		What do I do?	5	그림과 문장을 통해 각 직업을 묻고 직업의 이름을 익히기	직업을 나타내는 단어카드
		Family tree	6	Family Tree를 통해 가족의 각 이름을 알고 소개하기	교사의 Family tree
		Open your book to page 11.	7	교과서를 여기저기 펴 보며 숫자를 영어로 익힌다.	그림이 있는 교과서
		What time is it?	8	시간을 묻고 대답하는 표현을 영어로 익힌다.	시계, 그림자료
		What time do you get up?	9	하루 일과를 묻는 물음과 다양한 답을 익힌다.	시계, 그림자료
		It's Sunday	10	노래를 활용하여 요일과 요일 순서를 익힌다.	Day cards, song
		It's August tenth.	11	달력과 수업자료를 이용하여 12달의 영어명칭과 순서를 익힌다.	달력, Month cards
		Walk to the door.	12	실물 교재를 이용하여 다양한 동작동사를 학습한다.	실물자료, 그림카드
		How is the weather?	13	날씨를 묻는 물음과 그 답변으로 다양한 날씨표현을 익힌다.	그림자료, Weather cards, Day cards
		Four seasons	14	계절을 나타내는 영어단어와 각 계절의 특징을 영어로 익힌다.	Season cards
		Where is the book?	15	노래를 활용하여 다양한 전치사를 익힌다.	책 한권, song
		Draw the picture	16	교사의 지시에 따라 그림을 그리면서 위치를 나타내는 전치사를 익힌다.	Preposition Picture

Unit	Good morning to you.	Periods	1/16
Aims	·Students can greet with friends in English.
Materials	·Greeting picture cards. ·Work sheet - Happy birthday to you 악보
Procedure	·Let the students change the words of 'Happy birthday to you.' into those of 'Good morning to you'. ·Let the students sing 'Good morning to you'. ·Let the students substitute their friends' names for 'you'. ·Let the students substitute 'afternoon' and 'evening' for 'morning'. ·Let the students greet with other friends walking around the classroom. ·After this activity, teacher makes three groups. ·Playing games. If I point to one team, the team should start singing "Good morning to you”Take your time to decide your words while other teams are singing. If you don't start singing as soon as I point to you, you are out of the game. We play the game until only one team is left.
Expre- ssions	·Hi! I'm In-suk. ·Hello. I'm Su-mi. ·Good morning. ·Good afternoon. ·Good evening. ·How are you? ·I'm fine, thank you. -Let's sing a song.- Good morning to you. Good morning to you. Good morning to Su-mi. Good morning to you.

Unit	How are you today?	Periods	2/16
Aims	·Students can answer the question ‘How are you today?. ·Students can use the third person pronoun such as‘he’and‘she’.
Materials	·ball ·picture chart with facial expressions ·word cards
Procedure	·Let the students answer the question, ‘How are you today?’ according to the picture charts. ·Let the students practice some expressions about greetings by singing the song ‘Hello’. ·Let the individual students answer the question, ‘How are you today?. ·After asking some students how they feel, the teacher asks the rest of the students how they feel. ·By this activity, the students can practice using ‘he’and ‘she. ·Playing games ①Let the students stand in a circle. ②Now the teacher bounces a ball and throws it to one student asking,“How are you today?” ③The student who received the ball should answer the question immediately. ④The teacher keeps playing the game until there's a student left who can't answer the question.
Expre- ssions	·How are you today, Ha-yon? ·Are you fine today? ·How is Ha-yon today? ·Yes, she is fine today? ·Are you O. K? ·Is she tired today? ·No, she is not. ·Is she sad? ·No, she is O. K, today.

Unit	What's your name?	Periods	3/16
Aims	·Students can greet when they meet people and depart from people.
Materials	·the song ‘What's your name?’ ·Interview Paper
Procedure	·In this game, every student meets and parts from many students and the teacher lets the students greet each other, using the dialog like the following: A: Hi, I am Su-mi. What's your name? B: I am So-ra. Nice to meet you ,Su-mi. A: Nice to meet you, So-ra. ·The students can practice the sentences that ask names and answer them using the song ‘What's your name?’ ·The teacher lets the students speak only in English. ·The teacher teaches the students some sentences that are necessary for the interview, like the following: A : Can you swim?(speak English, speak Korean, play the piano, cook, read a book, sing, drive a car, play tennis, ride a bicycle, fly a kite, jump, run, drink milk) B: Yes, I can./No, I can't. ·The teacher passes out the papers for the interview to the students. ·The students fill in the papers with‘yes’or‘no’,asking questions to each other. ·The teacher lets the students conclude the interview by saying the sentences like the following: A: Nice talking to you, bye. B:Nice talking to you. Goodbye. ·The teacher lets the students take a seat when the game is over.
Expre- ssions	·What's your name? ·Nice to meet you. ·Nice talking to you. ·Can you speak English? ·Yes, I can./No, I can't.

Unit	Nose, Nose, Eyes	Periods	4/16
Aims	·Students to know body parts in English.
Materials	·The picture of a human's body, with the names of body parts in English
procedure	·In this game, the teacher says “nose, nose”pointing at his or her nose and the next moment points at the other parts and says the name of the body parts. ·And the students do as the teacher does. ·After the students practice the body parts enough, the teacher says, “nose, nose, shoulder”pointing at the wrong body parts. ·At that time, students should point at the parts which the teacher says ·The students who point at the parts which the teacher does are excluded from the game.
Expre- ssions	·The names of body parts ·We will play ‘Nose, nose, eyes’today. ·The game is very popular in Korea. ·Everybody, stand up. ·You're out.

Unit	What do I do?	Periods	5/16
Aims	The students to know the vocabulary of jobs.
Materials	·Word cards of various jobs
Procedure	·The teacher teaches the students words about jobs, using the word cards. ·The teacher lets the students practice the words, looking at the word cards. ·The teacher gives out one card for each student. ·The teacher lets all the students take turns to mime their job written on their cards, by miming and asking the rest of the students “What do I do?”. ·And the rest of the students answer the question. ·The teacher gives the student who says the right answer a small gift like a piece of candy, or chocolates, to make the students excited.
Expre- ssions	·What does he do? ·Is he a teacher? ·No, he is not a teacher. ·He is a pilot. ·He flies an airplane. ·She is a nurse. ·She works in a hospital. ·She helps a doctor.

Unit	Family tree	Periods	6/16
Aims	·The students can introduce their family in English ·The students to know the names of the family members and relatives.
Materials	·The teacher's family tree
Procedure	·The teacher shows his or her family tree and teaches the students the names of relatives such as 'uncle', 'aunt', 'brother', 'sister' and so on. ·The teacher introduces his or her family members and relatives. ·The teacher lets the students practice the names of family members and relatives in English, associated with Korean. ·The teacher asks some questions such as “Who is my mother?, How many sisters do I have?, How many brothers do I have? according to the family tree. ·The teacher lets the students draw their family trees. ·The teacher lets the students ask and answer the questions about their family and relatives according to their family trees.
Expre- ssions	·How many sisters does she have? ·Who is Su-mi's father? ·John and Mary are married. They have two sons. One is Scott, the other is Tom. Scott is older than Tom. ·How old is she? ·What's she like? ·Do you like her? ·Is she beautiful?

Unit	Open your book to page 11	Periods	7/16
Aims	·The students to know numbers by turning the pages
Materials	·A text book which has pictures
Procedure	·The teacher lets the students practice numbers by looking at the pages. ·The teacher lets the students look at a certain page and then asks what picture is there. ·If some picture is there, the teacher asks how many of those are there of the students. ·The teacher may ask what is there , what color it is on the page opened. ·Some students tell the rest of the students to open their books in turn. ·The rest of the students follow the directions.
Expre- ssions	·Open your book to page fifty. ·What can you see on page fifty. ·Is there a shirt? ·Is there a pencil? ·How many pencils are there? ·What color are they? ·What is this red thing?

Unit	What time is it?	Periods	8/16
Aims	·The students can ask and answer the question about what time it is.
Materials	·A clock with movable hands ·The picture cards which has the clock and the sentences telling time.
Procedure	·The teacher asks the students what it is , pointing at the clock. ·The teacher says “We will play the‘What time is it’game.” ·The teacher asks the students what time it is, moving the clock's hands. ·The teacher draws a big clock on the blackboard. ·The teacher draws a line dividing the clock in half. ·The teacher writes‘to’in the left half, ‘past’in the right half. ·The teacher emphasizes that the middle point indicating thirty minutes belongs to‘past’. ·The teacher draws two hands inside the clock. ·The teacher teaches the students how to say the time using‘past’ and‘to’. ·The teacher asks the students what time it is, moving the clock's hands.
Expre- ssions	·What time is it? ·It's five o'clock. ·It's five-o-one. ·It's five ten. ·It's five thirty-five. ·It's fifteen to eleven. ·It's twenty-five past nine.

Unit	What time do you get up?	Periods	9/16
Aims	·The students to ask and answer the questions about daily routine in English. ·The students to know the vocabulary about daily routine, and use it in conversation.
Materials	·The song‘Mulberry Bush Song’ ·Daily routine cards
Procedure	·The teacher lets the students practice, asking and answering about daily routine, using the daily routine cards. ·The teacher asks some students about their daily routine. ·The teacher lets the students practice with their partners, asking and answering questions about their daily routine. ·The teacher teaches the students the song ‘Mulberry Bush Song’. ·The teacher lets the students sing the song changing the words into every sentence which they've learned.
Expre- ssions	·What is your daily routine? ·What time do you eat breakfast? ·What time do you go to school? ·What time do you eat lunch? ·What time do you eat dinner? ·What time do you wake up? ·What time do you arrive home after school?

Unit	It's Sunday.	Periods	10/16
Aims	·The students to know the days of the week, the order of the days, and the words such as today, yesterday and tomorrow, by using a song.
Materials	·The song ‘Days of the Week’ ·Day Cards with days on one side and pictures which describes what they do on that day, on the other side.
Procedure	·The teacher teaches the students the song ‘Days of the Week’ ·The teacher asks individual students.“What day is it today?, What day is it tomorrow? and What day was it yesterday?”. ·The teacher shows the students Day Cards and lets the students draw the pictures on the Day Cards or what they really did on that day. ·After that, the teacher lets the students show their own picture to everybody and say“On Monday, I clean my room.”or“On Tuesday, I watch TV”.
Expre- ssions	·What day is it today? ·What day is it tomorrow? ·What day was it yesterday? ·On Monday, I clean my room. ·On Tuesday, I watch TV.

Unit	It's August Tenth.	Periods	11/16
Aims	The students to know the names of 12 months and the order of them.
Materials	·A calender ·Month Cards
Procedure	·The teacher shows the students a calender and lets them know that one year has 12 months. ·The teacher shows the students Month Cards and lets the students know the names of 12 months and the order of them. ·The teacher gives 12 students a piece of Month Card, and lets them stand in line following the order of the months. ·The teacher lets the rest of the students take part in deciding the order of the months. ·The teacher explains that there are 30 days or 31 days in one month. ·The teacher asks the students what date it is and lets the students practice how to answer. ·The teacher lets the students say when their birthdays are in English.
Expre- ssions	·There are 12 months in a year. ·What month is it? ·It's August. ·In January there are 31 days. ·In February there are 28 or 29 days. ·What's the date, today? ·It's August seventeenth. ·Yesterday was August sixteenth.

Unit	Walk to the door.	Periods	12/16
Aims	·The students to know various action verbs ·The teacher lets the students learn words related to the things, which we can't get, using picture cards.
Materials	·House Vocabulary Cards
Procedure	·The teacher posts the House Vocabulary Cards on the wall on the other side. ·The teacher tells the students to walk to some picture. ·The teacher tells one student to hop to the picture of a kitchen on one leg. ·And then the teacher tells a student to skip to the bathroom. ·The teacher tells a student to jump to the stereo. ·The teacher tells a student to run to the piano.
Expre- ssions	·Walk to the living room. ·Walk to the piano. ·Hop to the kitchen. ·Skip to the bathroom. ·Jump to the stereo. ·Run to the piano.

Unit	How is the weather?	Periods	13/16
Aims	·The students can ask‘How is the weather?’and answer it in various expressions about the weather. ·The students can ask ‘How was the weather?’and answer it using the past tense.
Materials	·Weather Cards ·Day Cards
Procedure	·The teacher posts the day cards on the blackboard. ·The teacher posts the weather cards under each day. ·The teacher asks the questions about the weather on each day repeatedly, and lets the students answer them and then remove the weather cards. ·The teacher lets the students remember how the weather was. ·The teacher divides the students into two teams of seven and then gives out the day cards and the weather cards. ·The teacher lets the students of the team which got the day cards ask how the weather was of the students of the team which has the weather cards in turn, from the Sunday Card holder to the Saturday.
Expre- ssions	·How is the weather? ·It's a fine day. ·How was the weather last Monday? ·It was fine. ·It was rainy last Sunday.

Unit	Four Seasons	Periods	14/16
Aims	·The students to know the words of seasons and the characteristics of every season.
Materials	·Season Cards
Procedure	·The teacher explains the characteristics of each season using the season cards. ·The teacher teaches the students how to ask and answer about what season it is now. ·The teacher lets the students practice asking and answering about what seasons they like. ·The teacher lets the students practice asking and answering about what they do in every season. ·The teacher shows the students the pictures which describe the characteristics of each season, and lets the students practice asking some questions, and answering them about what the pictures are about.
Expre- ssions	·There are 4 seasons. ·It's warm in spring. ·It's hot in summer. ·It's cool in autumn. ·It's cold in winter. ·What season is it now? ·It's summer. ·What season do you like? ·What is your favorite season? ·I like winter. ·What do you do in winter? ·Do you ski? ·Do you skate? ·I go skating.

Unit	Where is the book?	Periods	15/16
Aims	·The students to know various prepositions by singing a song.
Materials	·A book ·The song,‘Where is the book?’
Procedure	·The teacher teaches the students the song,‘Where is the book?’ ·The teacher places the book in many places in the classroom and teaches the students the song, changing the words of it. ·The teacher sings the first part and lets the students sing the last part, changing the words of it. ·At first, the teacher lets the students see where the book is before they start singing the song. ·After that, the teacher lets the students see where the book is only after they start singing.
Expre- ssions	·Where is the book? ·It's on the desk. ·It's under the chair. ·It's in the bag. ·It's behind the chair.

Unit	Draw the picture.	Periods	16/16
Aims	·The students to know prepositions which indicate the place by drawing pictures.
Materials	·Preposition Picture
Procedure	·The teacher gives the students the pictures which have a desk in a room. ·The teacher lets the students draw the picture according to the teacher's explanation. ·After the students has finished their pictures, the teacher asks the students where some things are in their pictures. ·The teacher lets the students compare their pictures with their partners' and see if their pictures are the same or different. ·If their pictures are different from each other, the teacher lets them ask which is right. ·After this activity, the teacher shows the students the right picture and asks the students where everything is. ·After the students have practiced enough, the teacher lets the students ask questions and answer them about where everything is, in turn.
Expre- ssions	·Where is a backpack? ·Where is a book? ·Where is a clock? ·It is a study room. ·There is a desk in the middle of the picture. ·There is a flower vase on the left corner of the desk. ·There are three flowers in the flower vase. ·There is a book on the desk. ·To the right of the table, there is a backpack. ·There is a clock on the left wall. ·There is a family picture on the right wall. ·Under the table, there is a trash can.