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dc.contributor.advisorCandice A. MacDonald-
dc.contributor.authorKim, Hyun Hee-
dc.creatorKim, Hyun Hee-
dc.description석사학위를 수여받기 위해 제출된 포트폴리오임;☞ 이 논문은 저자가 원문공개에 동의하지 않은 논문으로, 도서관 내에서만 열람이 가능하며, 인쇄 및 저장은 불가합니다.-
dc.description.abstract1.Introduction A typical reading class in Korea focuses on vocabulary and reading translation. Despite changing trends in teaching in Korea, there are few interactive and communicative reading classes. Due to most reading textbooks in Korea emphasizing the importance of the Korean scholastic ability test (which overwhelmingly examines the amount of vocabulary and translation skills that students have), there is still a lack of fun and active reading classes. According to The Korea Times (2008), in classes, most Korean students write down what the teacher says and answer questions in an exercise book containing written English questions. After school, students typically go to private institutions to attempt to improve their English scores for the college entrance exams. Most high school students focus only on learning basic technical skills such as how to find the answer among multiple choices rather than examine the rationale behind certain questions. My Textbook focuses on Extensive Reading and performance in communicative and interactive ways. Students will read and explore English through stories while also discussing it with their classmates. They will have ample opportunities to read and share their thoughts freely. The main feature of my Textbook is that students will make their own creative projects at the end of each reading class. At the end of every unit, they will plan a project such as writing their own scripts for a drama to perform or making a chart to present. At this post reading stage, learners will have the opportunity to interact in interesting roles such as: becoming a director of a movie, a writer of a novel, a singer-song writer, a storyteller, and an actor. The group or students I seek to address is approximately 10-11 years old in 3rd-4th grade in elementary school. The target level is level 3-4 according to WIDA. These students can read texts and find key words and sentences but they need vocabulary and language support to fully understand the text and activities. Therefore there are a number of language-focused stages which scaffolding for the tasks. Students might also need the teacher’s guidance in following various fables of units as well as understanding the inherent morals and lessons. Students will then write and have discussions with their peers. The target learners are studying in private language academies, summer programs or after school programs. The reason my Textbook will be suitable to these learning environments is due to the flexibility in syllabi and timetables.-
dc.description.tableofcontentsA. Plan 1 B. Outline 9 C. Textbook 13 D. Teachers Manual 45 E. References 73-
dc.format.extent35064610 bytes-
dc.publisher이화여자대학교 외국어교육특수대학원-
dc.titleExtensive Reading based on CLT and TBL with Aesop's Fables-
dc.typeMaster's Thesis-
dc.format.page77 p.-
dc.identifier.major외국어교육특수대학원 TESOL학과- 2-
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