Picture Book 2 Lesson Plan : Week 1 Day 1 Objectives 곤충의이름배우기 1 부터 5 까지숫자세어보기 Main Sentences How many -- do you see? I see --. Words spider, butterfly, ladybug, ant, bee one, two, three, four, five Materials 곤충단어카드 5 장, 숫자카드 5 장 Contents 도 입 Greeting - 마주보고고개숙이며인사하며날씨에관한이야기를나눈다. Hello, everyone. How's the weather today? Is it cold? No. It's warm and sunny. It's spring. Do you like spring? Daily Song 1 : How Old Are You? - 일상노래 1 부르고유아들의이름과나이를말하며인사한다. Before Reading Prior Knowledge - 곤충에대해이야기나눈다. 아이들이이야기하는곤충의이름을말하면사진을제시하며영어이름을알려주는것도좋다. Have you ever seen a bug or a spider? Where did you see them? How did they look? What did you think of them? How do you feel when you see a spider or a bee? Are you scared? 본 활 동 - 곤충이사는곳은어디인지이야기해본다. Where do you live? Yes, we live in our house. How about this ant? An ant lives in an anthill. How about bees? Bees live in a beehive. Where does a dragonfly live? The dragonfly lives in small, quite streams. They live under water when small, and live near ponds or streams. - 곤충류와거미류의다른점에대해이야기해본다. are these spiders and ants the same or different? ( 사진을보여주며비교할수있도록해준다.) Spiders, mites, centipedes, and scorpions are all... arachnids. Ants, ladybugs, flies, and bees are all...insects. They are not the same.
First, insects have three sections but, arachnids have two sections like this.( 사진을보여준다.) Second, insects have six legs but, arachnids have more than eight legs. And insects have antennas and wings but, arachnids have no wings and antennas. - 벌레와관련된노래를불러도좋다. ( 토들러교재에나오는노래를활용해도좋다.) Eency Weency Spider ( 거미 ) / One, One, One ( 벌-토들러 ) Baby Bye ( 나비-토들러 ) / Here Is a Beehive ( 벌 ) Word Preview : spider, butterfly, ladybug, ant, bee, number cards (1, 2, 3, 4, 5) - 곤충그림이나교구를이용하여책에등장한곤충의모습을흉내내며이름을말해본다. (5가지곤충그림을먼저융판에붙여제시한뒤 ) T: ( 윙윙거리는벌의날개짓동작을하며 ) Who am I? I am a bee. I am very busy. 'buzz~~' I have to find nectar. It's very sweet. Would you please say hello to Bee? Hello, Bee! S: Hello, Bee! T: How many bees are there? (5세친구들이므로나머지곤충들도몸동작으로흉내를내어아이들이알수있도록한다.) - 숫자 1부터 5까지를손가락을이용해서세어본다. ( 숫자관련노래활용가능 : 1,2,3,4,5, Clap Clap etc..) T: Can you count from one to five? Raise your right hand and spread your fingers. Let's count! ( 교사가손가락을펴며숫자를말한다. 유아들은따라말한다.) T : One/Two/Three/Four/Five. ( 손가락을하나씩펴면서 ) S : One/Two/Three/Four/Five. ( 손가락을하나씩펴면서 ) T: Now, I will say a number. Listen and show your fingers. Are you ready? Two! S: ( 손가락 2개를펴서보여주며 ) Two! Storytelling (Optional) - 교재의그림과스토리이해도를높이기위해교재그림을사용한교구또는그림자료를이용하여책없이마지막페이지바로전까지스토리텔링하기 - 스토리가단순한경우스토리텔링을하지않고 Picture Walking을바로진행하여도좋다. Presentation Cover Talk & Picture Walking : Think Aloud - 표지를보기이야기나눈다. What do you see in the picture? There are a few bugs. Do you know what they are? The title of this book is How Many Bugs? Will you count the bugs? Let s see how many bugs there are. - 그림책내지그림을보며그림에대해이야기나눈다. Who is this? He is Little Bear. ( 아기곰가리키며 ) Where is he? He is in the forest. ( 숲을가리키며 ) Little Bear is watching something. ( 돋보기들고뭔가보는시늉을하며 ) What does he have in his hand? A magnifying glass. ( 돋보기를가리키며 ) Can you guess what it is? ( 아이들의대답을유도하며 ) Read Aloud : Think Aloud (Focus on Picture Reading) * While Reading - 교사가책을보여주며소리내어읽어준다. - 곤충에해당하는단어를읽을때는그림을가리키고, 숫자를셀때는곤충을하나씩가리키며정확히말한다. * After Reading - 질문을통해스토리이해여부확인하기
Where is Little Bear? What is Little Bear doing? How many butterflies/ladybugs are there? What are the ants doing? Are the bugs busy? Why does Little Bear run away? Song : How Many Bugs? - 곤충 Cut 자료또는그림책을활용해그림책노래를들려준다. Practice & Production Game Activity 1 [ Who Am I? ] 학습목표 : 동작을흉내내며곤충들의명칭에대해알아본다. 준비물 : spider, butterfly, ladybug, ant, bee 등의곤충그림카드활동방법 : 1) 곤충카드를유아들에게나누어주고, 교사가곤충을표현하는동작을흉내내도록한다. 2) 곤충흉내를내는교사를보고유아들은어떤곤충인지말하도록한다. 3) 해당곤충그림카드를가진유아는그림카드를높이들어친구들에게보여준다. T : ( 양손을반만펴서날개를바쁘게움직이는벌의모습을표현하여흉내낸다.) S : Bee! S1: ( 벌그림카드를높이들어보여준다./ 영어단어로얘기하지않을경우교사가영어단어로다시얘기해준다.) T : Good job! Game Activity 2 [ How Many Bugs?] 학습목표 : 곤충이름과숫자알기준비물 : spider, butterfly, ladybug, ant, bee 곤충그림카드개구리모양의게임판활동방법 : 1) 곤충카드를보여주면서곤충이름을말해본다. 2) 곤충먹기를좋아하는배고픈개구리를소개한다. 3) 개구리입속에유아들이보지못하게곤충카드를붙인후개구리입을열어서짧게보여준다. 4) 곤충몇마리가있는지기억해서말하게한다. 5) 맞게말하면서개구리입을열어서어떤곤충을먹었는지이름을말해보면서개수를확인한다. What is it? It's a frog. Do you know what a frog eats? A frog likes to eat bugs. The frog is very hungry. He is going to eat bugs for lunch. I will show you what the frog is going to eat. Look carefully at the frog and find how many bugs are in the frog's mouth. Ready? Set, go! How many bugs are there? Three? Let's open the mouth and find out how many there are. You're right. What did he eat? A butterfly, a spider and a bee. * 숫자대신어떤곤충을먹었는지를기억해서곤충이름을먼저말하게할수있다. 마 무 리 Review & Song - 스토리송을율동과함께부르며끝인사를한다. Round up
Picture Book 2 Lesson Plan : Week 1 Day 2 Objectives 곤충의이름배우기 1 부터 5 까지숫자세어보기 Main Sentences How many -- do you see? I see --. Words spider, butterfly, ladybug, ant, bee, one, two, three, four, five Materials 곤충단어카드 5 장, 숫자카드 10 장, 벌집사진, 돋보기 Contents 도 입 Greeting - 인사하고날씨나일상대화나누기 Daily Song 1 : How Old Are You? - 일상노래 1 부르고유아들의이름과나이를물어보고답해본다. Before Reading Review * Words - 교사가곤충을흉내내면유아들은누구인지말한다., 교사가교구를제시하며어떤동물인지보여주고지난시간에배운인사말복습해본다. T : ( 팔을활짝펴서날개를아름답게천천히펄럭거리는나비흉내를내며 ) Who am I? S : Butterfly. T : Would you please say hello to Butterfly? Hello, Butterfly. 본 활 동 - 교사가숫자를말하면유아들은따라말하며해당숫자만큼손뼉을친다. T : Two. ( 손가락을두개펴면서 ) S : Two. ( 손뼉을두번치면서 ) T : One, two, three, four, five. ( 한번에손가락을하나씩펴면서 ) S : One, two, three, four, five. ( 손뼉을한번, 두번, 세번, 네번, 다섯번치면서 ) * Song : How Many Bugs? - 율동과함께스토리노래부르기 Presentation Read Aloud (Focus on Picture Reading) - 교사가그림책보며큰소리로읽어주기 - 지난시간에읽은내용을기억하는지확인하며간단한질문을던질수있다. Where is Little Bear? What is Little Bear doing? How many butterflies/ladybugs are there? What are the ants doing? Are the bugs busy? Why does Little Bear run away? Are you scared, too? Shared Reading (Focus on Picture Reading) - 유아들은숫자를묻는질문자역할을, 교사는대답을하는역할을맡아해당대사를말하도록한다. Now, you will ask me how many bugs I see and I will answer your question.
We are going to read the book together. Are you ready? S : How many spiders? T : I see one busy spider. Practice & Production Game Activity 1 [ Where Are You? ] 활동목표 : 각곤충의명칭과숫자를익혀본다. 준비물 : 무당벌레게임판 ( 점을문처럼열고닫을수있는게임판 ), 곤충단어카드 5개활동방법 : 1) 무당벌레게임판의숫자문을열어서곤충카드를붙이면서이름을말한다. 2) 교사가곤충이름을말하면유아들해당곤충이있는숫자를말해야한다. 3) 교사대유아전체로팀을나누어가위바위보를하여이긴팀이곤충을말하면진팀이해당하는곤충을 2번이내에찾아야한다. 2번이내에찾으면점수를얻는다. What is it? It's a ladybug game board. We can open the spots. I will put the card in the spots. Look carefully and remember what spots the cards go in. Where is the bee? What number is the bee card in? Let's open it to see what is inside. Game Activity 2 [ Grouping ] 활동목표 : 곤충의이름과 1~6 숫자말하기준비물 : 곤충단어카드여러개, 큰숫자주사위활동방법 : 1) 유아들을 2그룹으로나눈다. 2) 유아를나오게하여숫자주사위를던지게한다. 숫자를말하면곤충카드를가져갈수있다. 곤충카드를가지고갈때에도이름을꼭같이말해본다. 3) 더많은곤충카드를가진팀이이기게된다. * 숫자 6에는꽝을붙이면재미있게게임을진행할수있다. I'm going to make two groups. Please come up here and throw the dice. How many did you get? Can you say the number? If you can say the number, you have one card. Any team which has more cards, wins the game. 마 무 리 Round up Review & Song - 스토리송을율동과함께부르며끝인사를한다. Good bye. See you next time. See you on OO day.
3~4 회차수업추가활동 Extra Activity 1 [ Guess Who? ] 학습목표 : 동작을흉내내며곤충들의명칭에대해알아본다. 준비물 : spider, butterfly, ladybug, ant, bee 등의곤충그림카드활동방법 : 1) 곤충카드를유아들에게나누어주고해당곤충을표현하는동작을흉내내도록한다. 2) 곤충흉내를내는유아를보고다른유아들은어떤곤충인지말하도록한다. 3) 흉내를낸유아는자기가가진곤충그림카드를보여주어맞았는지여부를확인시켜준다. S1: ( 물건을이고가는개미흉내를낸다.) Who am I? S : Ant. S1: ( 개미그림카드를보여주며 ) Yes, I am Ant. Extra Activity 2 [ How Many? ] 활동목표 : 1부터 5까지숫자세기를할수있다. 준비물 : 1부터 5까지숫자가적힌카드와해당숫자만큼의그림이그려진각각의카드 5장활동방법 : 1) 숫자카드와그림카드를분리해놓고교사가숫자를말한다. 2) 유아가한명씩나와해당숫자카드와그카드의숫자에맞는그림카드를골라보여준다. 3) 숫자카드와그림카드를보여주고서로일치하는지확인한다. T : I'll say a number. Listen and pick a picture card. Three! S1: (3에해당하는그림카드를집으며 ) Here you go. T : ( 숫자 3카드와그림카드를유아들에게보여주며 ) Right. It's three. S1: ( 교사와하이파이브를한다.) T : How many 00( 그림카드의사물이름 )? S : Three! Extra Activity 3 [ Catch the Bugs! ] 활동목표 : 1~5까지숫자세기를하고곤충의이름을말할수있다. 준비물 : 1~5까지숫자가적힌카드, 곤충그림카드각각 5장씩활동방법 : 1) 숫자카드를임의의숫자카드를유아들에게한장씩나누어준다. 2) 곤충그림카드는상자에각각담아놓는다. 상자밖에는어떤곤충이들어있는지알려주는그림을붙여놓는다. 3) 한명씩나와서자기가가진숫자카드의숫자를말하고그숫자만큼곤충그림카드를집는다. 4) 숫자에맞게곤충그림카드를집으면하이파이브를하거나곤충스티커를한장씩준다. T : You're going to catch the bugs in the box. First, I will give you a number card. S1, what number do you have? S1: ( 숫자카드 5를가짐 ) Five. T : Which bug or arachnid do you want to catch? / What do you want to catch? S1: ( 거미상자를가리키며 ) A spider. T : OK. Put your hand in the box and catch the spiders. How many spiders will you catch? S : Five spiders!
Nonfiction Book 2 Lesson Plan : Week 2 Day 1 Objectives 나와친구의기분말해보기 ( 감정을표현하는말배우기 ) Main Sentences How do you feel? I am --. Words happy, sad, hungry, angry, sick, sleepy Materials 다양한감정을표현하는얼굴표정그림자료혹은가면 Contents Greeting - 간단하게인사나누기. Daily Song 1 : How Old Are You? - 일상노래 1 부르고유아들의이름과나이를물어보고답해본다. Review 도 입 Word Review - 그림책에나온단어이름을복습한다. spider, butterfly, ladybug, ant, bee, number 1, 2, 3, 4, 5 Picture Book Review - Oral Reading (Focus on Picture Reading & Chunking) 방법1) 그림책을보고같이소리내어읽어보기방법2) 그림카드를이용해서읽기를할수도있다. T : ( 곤충그림카드와숫자카드를보여주며 ) How many ladybugs do you see? S : One, two, three. I see three ladybugs. - 율동과함께스토리노래 How Many Bugs? 를부른다. Before Reading Prior Knowledge - 교사는유아와어른의다양한감정을나타내는얼굴표정그림자료를준비하여어떤감정인지에대해이야기한다. 아이들이표정을직접지어보이며감정상태를이야기해준다. - 교재에서다루는내용외에몇가지감정에대해추가하여이야기할수있다. 본 활 동 T : ( 놀란아이그림을보여주며 ) Look at him/her. He/She opens his/her mouth wide. How does he/she feel? He/She looks surprised. He/She says, "I am surprised." ( 더워하는아이그림을보여주며 ) How about this girl/boy? He/She is sweating. How does he/she feel? He/She feels hot. He/She says, "I am hot."
Word Preview (Picture Names & Sound Learning) 방법1) 교사가표정과동작으로단어소개하기 T : ( 배가고픈표정, 동작보여주며 ) How do I feel? S : 배가고파요. T : Yes, I am hungry. * 같은방식으로 sad, hungry, angry 소개하기 방법2) 아이들의표정그림자료를보여주며단어소개하기 T : ( 우는아이사진을보여주거나가면을쓰고 ) What is he/she doing? S : He/She is crying. T : How does he/she feel? S : He/She feels sad. Presentation Picture Walking - 표지부터순서대로교재의그림을보며상황과대화를이야기한다. Who do you see in the picture? There are six children. I see a girl yawning. Can you see her? Who is blowing his nose? Look at the boy in the middle of the pictures on the bottom. How does he look? He looks angry. Do you see a girl in a red shirt? Can you see the boy in a yellow shirt? He is reading a book but he looks sleepy. Read Aloud (Focus on sounds and pictures) - 교사가책을보여주며사진속상황을실감나게표현하며읽기 After Reading 학습목표 : 책에서제시하는표정및상황을보여주며표현을이해시킨다. 준비물 : 교재에등장하는아이들그림이나가면활동방법 : 교사가아이들그림을보여주면서표현을말하도록유도한다. T : ( 배고픈여자아이가면을쓰고 ) Hello, I am Kate. S : Hello, Kate. T: I want to eat the pizza. I am... S: Hungry. T: Yes, I am hungry. Are you hungry? S: Yes./No. T : ( 화난남자아이가면을쓰고 ) Hello, I am Jack. S : Hello, Jack. T: My mom and dad didn't take me to the park. I am... S: Angry. T: Yes, I am angry. Are you angry? S: Yes./No.
* 책을보며교사가상황을설명하며다시소리내어읽어준다. Let s Chant : Echo Reading - 논픽션북보면서문장챈트따라서부르기 More Information - 교재에나온감정표현외에추가하여감정과관련된영어표현을말해본다. I am tired. ( 피곤한표정지으며 ) I am surprised. ( 놀란표정지으며 ) I am scared. ( 무서워하는표정지으며 ) Practice & Production Game Activity [ Make a Face ] 활동목표 : 표정을지으며감정을표현할수있다. 준비물 : 유아들의얼굴사이즈에맞는액자틀활동방법 : 교사가감정에대한표현 ( 교재에나온문장 ) 을말하면유아들은적절한표정을짓는다. 유아한명씩나와서액자틀을얼굴에대고교사의말을듣고표정을짓는다. Make your face as I say the feelings. If I say 'I am hungry', pretend that you are hungry. Make a hungry face. Can you make an angry face? Let's pretend that we are angry. Who wants to try it with a frame? T : I am hungry. S1: ( 배고픈표정을짓고배를만진다.) I am hungry. T : I am sad. S2: ( 우는표정을짓는다.) I am sad. * 액자를여러개준비하여여러명을나오게하면동시에같은표정을짓고최고의표정상을뽑는활동을할수있다. 마 무 리 Round up Review & Song - 논픽션챈트를동작과함께부르고끝인사를한다. Good bye. See you next time. See you on OOday.
Nonfiction Book 2 Lesson Plan : Week 2 Day 2 Objectives 나와친구의기분말해보기 ( 감정을표현하는말배우기 ) Main Sentences How do you feel? I am --. Words happy, sad, hungry, angry, sick, sleepy Materials 논픽션그림상황별카드 Contents 도 입 Greeting - 인사하기 Daily Song 1 : How Old Are You? - 일상노래 1 부르고유아들의이름과나이를물어보고답해본다. Before Reading Picture Book Review - Oral Reading (Focus on Picture Reading & Chunking) 1) 그림책을빠르게같이읽어보기 2) 그림책노래를부른다. 본 활 동 Nonfiction Book Review - 상황을설명하며배운표현기억하기 ( 상황설명은한글로할수도있음 ) T: Someone broke your toy. How do you feel? S: I am angry. - 교사의표정과문장을따라하며문장복습하기 T : ( 화난표정지으며 ) I am angry. S1: ( 화난표정지으며 ) I am angry. - 논픽션에코문장챈트부르기큰그림자료나책을보며문장챈트를듣고큰소리로부른다. Presentation Read Aloud (Focus on sounds and pictures) - 책을보여주며교사가소리내어읽어주기 Guided Reading - 책의그림보며교사가설명하고문장말하기 - 교사가페이지별로그림가리키며 How do you feel? 하면유아들이큰소리로따라말하기 - 페이지별로교사가그림가리키면유아들이말하기 Practice & Production Game Activity 1 [ Picking Up ] 학습목표 : 논픽션문장복습준비물 : 논픽션내지그림카드활동방법 :
교사가보여주는동작을보고해당그림카드를가진유아들은손을들거나자리에서일어난다. T : Listen to me carefully and pick up a picture card. I'm happy. S1: ( 웃는표정의그림카드를집는다.) T : How do you feel? S1: ( 웃는표정의그림카드를보여주며 ) I am happy. * 이런방법으로다른문장 (I am hungry. I am angry. I am sick. I am sleepy. 도연습한다.) Game Activity 2 [ Finding My Partner ] 학습목표 : 논픽션문장복습준비물 : 표정그림카드활동방법 : 1) 표정그림카드 2벌씩준비해서유아들에게나누어주고같은그림카드를가진짝을찾도록한다. 2) 노래를틀어주어노래가끝날때까지먼저찾은두사람에게상을줄수도있다. 3) 같은카드를가진사람인지알기위해 Are you happy? 라는질문을해야한다.(Happy? 라고만해도됨 ) 4) 같은카드를가진사람은 Yes, I am happy. 라고대답하고, 그렇지않으면고개를흔들도록한다. 5) 같은카드를가진사람을만나면카드에있는그림과같은표정을함께지으며문장을말한다. 교사가먼저시범을보여준다. T : Are you happy? ( 유아한명에게다가가 ) S1 : Yes, I am happy. ( 행복해하는얼굴표정카드를보여주며 ) T : I am happy! / We are happy! ( 둘다행복한표정을지으며 / 혹은손바닥을치며 ) 마 무 리 Round up Review & Song - 논픽션에코챈트율동과함께부르고끝인사를한다. Good bye. See you next time. See you on OOday.
3~4회차수업추가활동 Extra Activity 1 [ Drawing a Face ] 활동목표 : 감정을표현하는말을익히기준비물 : 코팅이된얼굴그림여러장, 유성매직활동방법 : 1) 교사가하는말을듣고유아는코팅이된얼굴그림자료위에유성매직으로표정을그린다. 2) 유아한명씩나와서그리고싶은얼굴그림을고른다. 3) 한사람이그린후휴지로그림을지우고다시그린다. S1: ( 얼굴그림한장을고른다.) T : (S1이고른얼굴그림을들고 ) Hello. I'm Mary. I am hungry. Please draw my face. S1: ( 배고픈표정을유성매직으로얼굴그림위에그린다.) T : Oh, you did a great job. ( 얼굴그림을 S1에게씌워주며 ) Tell me how you feel. S1: I'm hungry. T : Very good. Extra Activity 2 [ Motion Game ] 활동목표 : 감정을표현하는말을익히기준비물 : 표정그림카드 (happy, sad, hungry, angry, sick, sleepy) 활동방법 : 1) 테이블위에표정그림카드를보이지않게뒤집어놓는다. 2) 유아가한명씩나와서그림카드를골라해당표정을흉내내어짓는다. 3) 나머지유아들은알맞은문장을말한다. 모르면 Are you ~? 라고질문한다. T : Choose a picture card and show it to me. S1: ( 졸린그림카드를골라교사에게만보여준다.) T : OK. Can you make a face? S1: ( 졸린표정을짓는다.) T : How does S1 feel? S : Sad. S1: No, I am not sad. S : Are you sleepy? S1: Yes, I am sleepy. Extra Activity 3 [ Matching Game ] 활동목표 : 감정을표현하는말을익히기준비물 : 표정그림카드 (happy, sad, hungry, angry, sick, sleepy) 출력한그림카드와아이콘표정카드각 2장씩, 파리채또는뿅망치활동방법 : 1) 칠판에아이콘그림카드를붙이면서기분을묻고말한다. 2) 유아두명을나오게하고전체가 How do you feel? 하고말하게한다. 3) 책상위에서교사가교재표정카드를하나집어서보여주면서 I am OO. 하고말하면해당표정카드를파리채또는뿅망치로치게한다. * 아이콘그림카드를준비하지않고표정과동작을보여주면서말을해서해당하는표정카드를치게할수있다. Here are six picture cards. Let's see what they are. I need two volunteers to play a game. Who wants to try? Here are toy hammers. Hold the hammer and ask me 'How do you feel?'. When you hear the answer, hit the card as fast as you can. The one who hits the card, gets a point.
Nursery Rhymes Book 2 Lesson Plan : Week 3 Day 1 Objectives 귀찮게하는파리를쫓아내는재미있는너서리라임배우기 Main Sentences Shoo Fly! Don t bother me. Fly away to somebody. Words fly, bother, away, somebody Materials 파리그림자료, 교재본문그림자료또는교구 Contents Greeting - 인사하기 Daily Song 2 : Here You Are - 일상노래 2 부르고 How do you feel? 하고물으면기분을말하는연습을몇번해본다. Review Picture Book Review - 그림책노래부르기 도 입 Nonfiction Book Review - Oral Reading (Focus on Picture Reading & Chunking) 1) 논픽션에코문장챈트부르기 2) 교사가동작을하면서 How do you feel? 하면유아들이해당표현말하기 T : ( 졸린표정보여주기 ) How do you feel? S : I am sleepy. T : ( 화난표정보여주기 ) How do you feel? S : I am angry. T : ( 아픈표정보여주기 ) How do you feel? S : I am sick. T : ( 배고픈표정보여주기 ) How do you feel? S : I am hungry. T : You did very well. Before Reading 본 활 동 Prior Knowledge - 파리그림자료를보여주며파리에대해이야기해본다. T : Have you ever seen a fly? S: Yes. T: Where did you see the fly? In the restroom? Do you like flies? Why or why not? Sometimes you can see a fly around the food when you are eating. Is it okay if a fly lands on your food? What do you do when you see a fly around your food? Have you ever caught flies?
Character Preview : fly, dog, girl - 그림자료를이용하여캐릭터소개하기 T : Today we're going to meet a dog and a girl. And there is a fly who is bothering the dog and the girl. Do you want to meet them? Look! Here they are. This is a dog. Say hello to the dog. Hello, Dog. S : Hello, Dog. T : This is a girl. Her name is 00. Would you please say hello to her? S : Hello, 00.( 이름을임의로정할수있다.) T: This is a fly. Would you please say hello to the fly? S: Hello, Fly. Word Preview - 동작을통해단어의의미를이해시킨다. (TPR) T : ( 내쫓는시늉을하며 ) Shoo! Shoo! ( 귀찮아하는시늉을하며 ) Bother. -> Don't bother me. ( 날아가는시늉을하며 ) Fly -> Fly away! Storytelling - 교재그림을사용한교구 / 그림자료를이용하여책없이스토리텔링하기 Presentation Cover Talk : Think Aloud 책의표지를보면서그림을확인하고간단한이야기를나눈다. What do you see in the picture? You see Dog taking a bath. Who is this? It is Fly. It is looking at the dog. Picture Walking : Think Aloud What is Dog doing? He is trying to take a nap. But he can t sleep. Do you know why? Fly is bothering him. Here is a girl. Her name is 00. What is she doing? She is coloring a picture. Does Fly want to look at her picture? But the girl does not seem to like that. Read Aloud (Focus on sounds and pictures) - 교사가책을보여주며소리내어읽어주기 - 개와여자아이의표정을흉내내며파리를귀찮아하는느낌을살려읽는다. - 동작에해당되는단어 (shoo, bother, fly) 는간단한동작을취하며읽는다. After Reading Q&A What is the dog doing? Why is the dog waving his paw? Is the dog taking a bath? How does the dog feel?
What is the girl doing? Does she sleep well? Why does she close the window? Song : Shoo Fly! - 율동과함께 Shoo Fly! 노래부르기 Practice & Production Game Activity 1 [ Shoo Fly! ] - 교사가파리역할을맡아유아들한명한명에게다가가손등을비빈다. 유아들은 Shoo fly! 하고말한다. 교사는다음유아에게가서같은동작을반복한다. T : (S1 에게가서손등을비빈다.) S1: Shoo fly! ( 손을저으며 ) T : (S2 에게가서손등을비빈다.) S2: Shoo fly! ( 손을저으며 ) Game Activity 2 [ Fly! ] - 교사가파리역할을맡아유아들한명한명에게다가가장난을친다.( 간지럼태우기혹은팔짱끼기 ) 유아들은 Don't bother me! 하고말한다. 교사는다음유아에게가서같은동작을반복한다. T : (S1 에게가서장난을친다.) S1: Don't bother me!( 귀찮다는표정으로 ) T : (S2 에게가서장난을친다.) S2: Don't bother me! ( 귀찮다는표정으로 ) 마 무 리 Review & Song - 율동과함께 Shoo Fly! 부르고끝인사를한다. Round up
Nursery Rhymes Book 2 Lesson Plan : Week 3 Day 2 Objectives 귀찮게하는파리를쫓아내는재미있는너서리라임배우기 Main Sentences Shoo Fly! Don t bother me. Fly away to somebody. Words fly, bother, away, somebody Materials 파리그림카드, 곤충그림자료 Contents 도 입 Greeting - 인사하기 Daily Song 2 : Here You Are - 일상노래 2 부르고 How do you feel? 하고물으면기분을말하는연습을몇번해본다. Before Reading Review 1) 스토리노래율동과함께부르기 2) 논픽션에코문장챈트부르기 3) Shoo Fly! 너서리라임율동과함께부르기 Presentation Read Aloud (Focus on sounds and pictures) - Shoo Fly! 책을보여주며교사가소리내어읽어주기 - 주요단어 (shoo, bother, fly) 를강조하며간단한동작취하며읽는다. 본 활 동 Guided Reading & Shared Reading 1) shoo, bother, fly 에대한단어의미를동작으로이해시키기 T : ( 파리그림자료를보여주며 ) Here is a fly. I don't want to be with it. Let's shoo! ( 손으로내젓는시늉을하며 ) Shoo, shoo. S : Shoo, shoo.( 손으로내젓는시늉을하며 ) 2) fly 의두가지의미에대해이해하고있는지확인한다. T : I am a fly. ( 파리흉내를내거가그림자료를보여주며 ). Fly, fly. S : Fly, fly. T : I can fly. ( 날개를펴고나는흉내를내며 ) Fly, fly. S : Fly, fly. 3) 페이지별로교사가문장읽으며해당단어강조하여읽고학생들이따라말하게하기 T : Shoo, shoo. Fly, fly. Shoo fly! S : Shoo fly! 4) 페이지넘기며교사가문장읽다가해당단어손가락으로그림가리키면학생들이말하기 T : ( ) fly! S : Shoo fly! 5) 페이지별로교사와학생은같이읽되, 교사는문장전체를읽고, 학생들은해당단어를큰소리로말하기 * 지루할수있으므로학생들의수준과수업분위기에따라단계를조정한다.
Practice & Production Game Activity [Passing Cards] 학습목표 : 너서리라임주요문장복습하기준비물 : 파리그림카드활동방법 : 1) 파리그림카드를유아한명에게주면유아는다음유아에게그림카드를전달한다. 2) 전달할때는 Shoo 00! Fly away (to somebody else)! 라고말한다. 3) 마지막유아까지전달하고, 전달하는속도를빠르게해서한번더진행할수도있다. T : ( 파리소리를내며그림카드를 S1 에게준다.) S1: Shoo fly! Fly away (to somebody else)! (S2 에게파리그림카드를전달한다.) S2: Shoo fly! Fly away (to somebody else)! (S3 에게파리그림카드를전달한다.) 마 무 리 Review & Song - 율동과함께 Shoo Fly! 부르고끝인사를한다. Round up
3~4 회차수업추가활동 Extra Activity 1 [ Come or Shoo ] 학습목표 : 너서리라임주요단어복습하기준비물 : 곤충 ( 나비, 벌, 무당벌레, 파리, 모기, 벼룩 ) 그림자료활동방법 : 곤충그림자료를보여주고이름을말해본다. 교사가곤충그림자료를들고날아가듯유아들주변을다닌다. 곤충이이로운경우 Come! 이라고말하고, 해로운경우 Shoo! 라고말한다. T : ( 나비그림자료를보여주며돌아다닌다.) S : Come! T : ( 모기그림자료를보여주며돌아다닌다.) S : Shoo! T : ( 모기그림자료를들고모기소리를흉내낸다.) * 문장을다르게말해서단어를확장시킬수있다. S1: Shoo, Mosquito! Fly away (to somebody else)! T : ( 벼룩그림자료를들고벼룩처럼뛰는흉내낸다.) S1: Shoo flea! Run away (to somebody else)! Extra Activity 2 [ Flyswat ] 학습목표 : 너서리라임주요단어복습하기준비물 : 파리채 ( 융판을붙여서파리가붙을수있도록한다. 개구리얼굴이면더좋다.) 파리그림자료 (15 장이상, 뒤에찍찍이부착하기 ) 활동방법 : 1) 파리그림자료를여러장준비해서테이블에놓는다. 2) 한명씩나와서파리채로파리를치면서 Shoo fly! Fly away (to somebody else)! 라고말한다. 3) 파리채에파리가몇마리붙었는지세어본다. 4) 누가가장많은파리를잡는지내기하면서하면서활동을하면재미있다. T : ( 파리채를보여주며 ) This is a flyswat. We're going to swat the flies. S1: ( 파리채로파리그림을치며 ) Shoo fly! Fly away (to somebody else)! T : Let's see how many flies you got. Let's count them together.
Workbook 2 Lesson Plan : Week 4 Day 1 Objectives 그림책, 논픽션북, 너서리라임복습하기 Materials Workbook(with 스티커 ), 색연필 ( 또는연필 ) Contents 도 입 Greeting - 인사하기 Daily Song 2 : Here You Are - 일상노래 2 How do you feel? 하고물으면기분을말하는연습을몇차례해본다. Review Review 1) 스토리율동과함께노래부르기 2) 논픽션에코문장챈트부르기 3) Shoo fly! 율동과함께노래부르기 Workbook 본 활 동 * Unit1 < 곤충의이름을확인하고알맞은그림끼리연결하기 > T : What is this? S : Ant. T : Yes, it's an ant. ( 이런식으로우측의곤충그림을보며이름을순서대로말해본다.) T : Can you guess which bug this is? ( 좌측의첫번째그림자를가리키며 ) S : Spider. T : Good job. Draw a line to the spider on the right. S : ( 그림자를오른쪽의거미그림과연결한다.) 이런식으로그림을연결한후곤충이름을복습한다. < 곤충의이름말하고숨은그림찾아동그라미하기 > T : Look at the first picture. What is it? S : Spider. T : Can you find the spider in the picture? S : Here it is! ( 거미그림을찾아동그라미하며 ) T : Oh, you did very well. What's next? S : Butterfly. T : Where is the butterfly? Find the butterfly. S : Here it is! ( 나비그림을찾아동그라미하며 ) 이런식으로곤충그림을다찾은후곤충의이름을복습한다.
* Unit2 < 교사가하는말을듣고알맞은스티커붙이기 > T : I build a castle with my blocks. But someone threw a ball and broke my castle. I am angry. S : ( 첫번째그림에스티커를붙인다.) T : The boy is angry. He says, "I am angry." Let's say it out loud. S : I am angry. < 숫자만큼그림스티커붙이고알맞은표현말하기 > T : Look at the first boy. He looks happy. What does he say? S : I am happy. T : Yes, he says, "I am happy." How many times does he say? S : ( 그림옆의숫자를가리키며 ) One! T : Yes. Now, put the sticker on the same picture. ( 첫번째남자아이그림에스티커를한장붙인다.) * Unit3 < 표현듣고알맞은그림에동그라미하기 > T : Here are some boys. Some are bothering their friends. Can you find them? S : ( 친구잡아당기고, 물뿌리고, 그림에낙서하는그림찾아동그라미하기 ) T : Good job. You should not bother your friends like that(they do). < 파리스티커붙이고파리를쫓아내는표현말하기 > T : A fly is bothering the boy. Put the sticker on. If you were the boy, what would you say? S : Shoo fly! / Don't bother me! / Fly away to somebody else. * Review < 숫자를따라쓰고그림에알맞은수를표현하는말하기 > T : Look at the first picture on the left. What is it? S : Spider. T : Yes. How many spiders can you see? S : One. T : Yes. There is one spider. Now, trace the number one. S : ( 숫자 1을따라쓴다. ) T : Let's say the number again. One. S : One. * Hybrid Hybrid CD를이용하여복습하기 마 무 리 Review & Song - 율동과함께스토리노래부르고끝인사를한다. Round up
Arts & Crafts 2 Objectives Main Sentences Words Lesson Plan : Week 4 Day 2 북메이킹을 통해 재미있게 그림책을 복습한다. How many are they? spider, butterfly, ladybug, ant, bee backward inward
Contents 도 입 Greeting - 인사하기 Daily Song 2 : Here You Are - 일상노래 2 How do you feel? 하고물으면기분을말하는연습을몇번해본다. Review Review 1) 스토리율동과함께노래부르기 2) 논픽션에코문장챈트부르기 3) Shoo Fly! 율동과함께노래부르기 Arts & Crafts 작품소개하기작품명 : Bug Cage T : Today we're going to make a bug cage. I made one to show you. How does it look? Can you guess what is inside? Let me open it. Tara~ I told you this is a bug cage. So, the bugs and arachnids that you saw in the picture book are in there. ( 완성된책을넘기면서간단히보여준다.) 본 활 동 재료와과정소개하기 T : Let's check what we have. We have a bug cage and some stickers. ( 유아들의재료가빠짐없이준비되어있는지확인한다.) 시범보이기 T : I'm going to show how to make a bug cage. It's easy to make but you have to be very careful. ( 가방모양을펴서내부를보여주고펼치고접는법을보여준다. 스티커를하나씩그림자위에붙인다고설명한다.) 함께만들기 T : Now it's time to make your own bug cage. Are you ready? Watch me carefully and follow my lead. First, open the bug cage and see what is inside. What are these? They are bugs. Look at this shadow. Can you guess what it is? S : A spider. T : Yes, it's a spider. A spider is not a bug, but it will stillbe happy in your bug cage. How many spiders can you see? S : One. T : Good. Put the spider sticker on the shadow. S : ( 거미스티커를그림자위에붙인다.) T : Now, you have a spider in your bug cage. ( 같은방법으로곤충그림자를모두확인하고숫자에맞게스티커를붙인다.)
* 시간이남을경우숫자를따라써보거나 coloring 을해도좋다. 작품을이용하여그림책복습하기완성한작품을이용하여곤충의수를세며대화를나눈다. T : How many bees are there in your cage? S : Five. T : Let's count them. S : One, two, three, four, five. Five. T : Yes. there are five bees./you have five bees in your bug cage. 책읽기발표하기학생들중에서자기가만든작품을들고책읽기자랑하기 T : Is there anyone who wants to show the bug cage they made? 00, will you show your bug cage to us? Please tell us how many bugs you have in your bug cage. * Hybrid Hybrid CD를이용하여복습하기 마 무 리 Review & Song - 율동과함께너서리노래를부르고끝인사를한다. Round up
3~4회차수업추가활동 Extra Activity 1 [ Matching Cards ] 학습목표 : 곤충이름복습하기준비물 : 그림책에나오는곤충그림과파리그림카드 2장씩활동방법 : 1) 그림카드를그림이보이지않게엎어놓는다. 2) 유아한명씩나와서두장씩카드를뒤집는다. 3) 카드에있는곤충이름을큰소리로말한다. 4) 파리그림카드가나오면상자에넣으며 Shoo, Fly! 하고말한다. T : Here are some cards. Each card has a picture of a bug. I am going to turn them over. You cannot see what they are. ( 곤충그림이보이지않게카드를뒤집어놓는다.) Please come up here and pick two cards and show them to us. S1: ( 앞으로나와카드두장을집어보여준다.) T : What is that? ( 카드를한장씩유아들에게보여주고어떤곤충인지확인한다.) S1: Bee, bug. ( 파리카드가나오는경우 ) T : What are they? S2: Fly, ladybug. T : What do you have to say? S2: Shoo, Fly! ( 파리카드를상자에넣으며 ) T : Good job. Extra Activity 2 [ Be a Fly ] 학습목표 : 너서리라임문장복습하기준비물 : 파리가면혹은파리날개교구 ( 만들수있는경우 ) 활동방법 : 1) 교사가파리흉내를내면서돌아다니면유아들이말하기 2) 교사가파리가된후유아들이돌아가면서파리가되어친구들주변을돌아다니게한다. 3) 파리가면이나파리날개교구를만들어파리역할을맡은친구에게입혀주면좋다. T : ( 양손을비비며파리소리내며돌아다닌다.) S : Shoo fly! T : ( 유아들을잡아당기거나물건을만진다.) S : Don't bother me! T : ( 계속귀찮게하듯돌아다니며유아들에게약을올리고장난을친다.) S : Fly away to somebody else! Extra Activity 3 [ Throw and Say ] 학습목표 : 곤충이름과숫자 1~3 말하기준비물 : 곤충그림여러개 ( 파리그림만여러개준비해도된다.), 숫자주사위 (1~3까지만그려진주사위 ) 활동방법 : 1) 유아를두팀으로나누고한명씩앞으로나오게한다. 2) 주사위를던진후나온숫자만큼곤충을가져갈수있게한다. 단, 곤충의이름을말해야한다. 3) 곤충을많이가지고간팀이이기게된다. * 파리그림만준비한경우숫자를말하면개수만큼파리를가져가게한다. Throw the die. What number is it? Can you say the number? (Six!) Good job. You have 6 so you can have six cards but you have to say the names of the cards.