of the Group): 학습자 특성을 고려하여 한 모둠에 다양한 수준의 학생들이 함께 모일 수 있도록 구성한다.
1) 모둠 설계는 협동학습(Cooperative Learning)에 기반을 둔다.
2) 각 모둠은 5명으로 구성되며, 각각 상 수준(high-level) 2명, 중 수준(intermediate-level) 2명, 하 수준(low-level student) 1명으로 이루어진다.
3) 학생
1. Introduction
1) General description
At first, our group chose the two middle school textbook; the textbook from keumsung publisher for the 1st and 2nd grade students. We review all the grammar point and sequences of the textbook and find that there are lots of benefits and weakness in them. Also, there exist many parts which the Korean students have difficulty in learning the most, so we
of varieties.
③ It first focuses on “Listening” and “Speaking,” and then on “Reading” and “Writing.” The form and function are emphasized at the same time, more focused on communicative approach. Also it emphasizes fluency and accuracy. Students can practice several times with various activities related to real world contexts as well.
④ Most of the language used in the te
and talking now.
In this excerpt, the teacher cues the start of this sequence by stating, “I’m going to ask you some questions first.” Through the introduction parts, we may notice that students have difficulty understanding the academic task structure of the activity. Before Danny reply a question, the teacher reemphasizes one part of the academic task structure, namely, lo
of creating opportunities for students to have reason to attend to the language, of giving them ample opportunity to use the language for both meaning-focused communication and form-focused instruction, of their receiving enough instructional support from teacher to be able to participate successfully in language-related activities that are beyond their current proficiency levels, andof creating