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Teaching English through Play Performance : Based on CLT and Project-Based Instruction

Teaching English through Play Performance : Based on CLT and Project-Based Instruction
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외국어교육특수대학원 TESOL학과
이화여자대학교 외국어교육특수대학원
Deborah Chin
English exposure to young learners in Korea has improved in the last two decades. In the current elementary national curriculum, 3rd and 4th graders participate in two-forty minute lessons a week and 5th and 6th graders in three lessons a week (Ministry of Education, Science and Technology, 2011). Still, however, it is not enough for students to have opportunities to use English and build communicative skills. Also, dialogues often are separated from context or real communicative use in most Korean textbooks (Park & Kang, 2013). Furthermore, common topics (e.g. food, animals, and colors) used in the elementary textbooks do not seem to be interesting enough to motivate the young learners. Target students of this book are 3rdand 4th graders in elementary school (aged 10 to11). In particular, my school has English camps for two weeks during vacations. We spend two hours for four days to practice play performance. On the last day of the week, students perform their play in front of an audience, their parents and friends. A class consists of 12 students with level 2 Emerging to level 3 Developing (WIDA, 2012). Last winter, “Frozen” was a box office hit and children liked it very much. Afterwards, my students asked whether they could practice and perform “Frozen” for the next camp. This gave me an idea to design a book based on famous children’s animated movies and musicals. Although this book is aimed for the English camp programs at (for) public school, it can also be used for private institute or after school programs that are interested in including fun, communicative projects for young learners.
석사학위를 수여받기 위해 제출된 포트폴리오임;☞ 이 논문은 저자가 원문공개에 동의하지 않은 논문으로, 도서관 내에서만 열람이 가능하며, 인쇄 및 저장은 불가합니다.
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