Peace Corps

Peace Corps

English TEFL

Methodology for teachers

Seoul

ED 116 452 AUTHOR TITLE

INSTITUTION PUB DATE NOTE

AVAILABLE FROM

EDRS PRICE DESCRIPTORS

ABSTRACT

FL 007 139

Holt, Daniel D. ;

And Others

Methodology for Teachers. Teacher's Manual.

Peace Corps, Seoul (South Korea) . Jul 75

70p.; For related document, see FL 007 140; In Korean

Top Press, K.P.O. Box 176, Seoul, Republic of Korea

(HC $0.60)

MF-$0.76 HC-$3.32 Plus Postage

*English (Second Language); *Inservice Teacher

Education; Instructional Materials; Korean; *Language Instruction; Language Programs; Manuals; Second

Language Learning; *Teaching Guides; *Teaching Methods; Textbooks; Volunteers

The Teacher's Manual of "Methodology for Teachers"

was written for two purposes: (1) to provide Korean English teachers with a simple, yet complete guide to methodology 'appropriate for

teaching English in Korea; and (2) to serve as a methodology text for those Korean English teachers who study methodology it inservice

training

proglrams

with Peace Corps/Korea TESOL volunteers. The Teacher's Manual, written in Korean, is used with the Volunteer's Manual, which is written in English for these inservice training programs. The Teacher's Manual is divided into nine Units:

Introduction, Pattern Practice, Utterance/Response, Dialogue, Reading, Visuals, Sounds, Testing, and Writing and Homework. The Introduction contains a set of exercises that communicate to the teachers the objectives of the inservice training program and how they will study methodology during the program. The other Units

contain one "Process" each, i.e., one approach for teaching a pattern practice, utterance/response, dialogue, etc. Each Unit also contains a "Rationale" and a "Notes" section. The Rationale introduces the

Unit and the Notes section gives more detailed information about the Process in the Unit. (Author)

***********************************************************************

Documents acquired by ERIC include many informal unpublished

* materials not available from other sources. ERIC makes every effort *

* to obtain the4best copy available. Nevertheless, items of marginal

^*

* of the iicrofiche and hardcopy reproductions EPIC makes available

^*

* via the ERIC Document Reproduction Service (EDRS). EDRS is not

* responsible for the quality of the original document. Reproductions *

* supplied by EDRS are the best that can be made from the original.

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AIL

Daniel D. Holt

C)

TESOL Advisor

rs,,r)

Peace Corps/Korea

Song, Young Ok

C:J Training Specialist Peace Corps/Korea Dennis Dunham TESOL Volunteer Peace Corps/Korea

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

PERMISSION TO REPRODUCE THIS COPY RIGHTED MATERIAL HAS BEEN GRANTED BY

us e( D ito-ct

TO ERIC AND ORGANIZATio oPERATINc, UNDER AGREEMENTS WITH THE NATIONAL IN- STITUTE OF EDUCATION FURTHER REPRO- DUCTION OUTSIDE THE ERIC SYSTEM RE- QUIRES PERMISSION OF THE COPYRIGHT OWNER

2

Peace Corps/Korea All rights reserved.

Printed by Top Press

K. P. 0. Box 176

Seoul, Republic of Korea

3

I hear and I set

Iset and honk:

I do tad I uttdeatad.

Once upon a time there was anot-so-wise king. He was basically a kind man, however, with the best of intentions and his people were fat enough and content.

One day he got an urgent message fromhis cousin, who was king in a not-so-fat land, insisting thathis people were starving and begging for help.

The king, who was very agriculturallyminded, immediately collected some 10 bushels of corn seeds and sentthem to his cousin with a note explaining the method forplanting and harvesting them.

However, only a few months went by before theking received another desperate plea for help from the same^cousin.

Puzzled that all the crops should havefailed so soon, the king sent 15 more bushels to help his needy^cousin.

Six more months passed, and again the samekind of pitiful note came into his hands.

The king then assumed that the earth inhis cousin's land was not fertile enough tonourish the tender sprouts of corn.

So this time, instead of corn, he sent30 bushels of manure, along with the proper instructions.

It seemed like only a few days until an angry message^came to the not-so-wise king, which claimed that the people had been

insulted, abused and humiliated and werefrom that moment on canceling all relations with his country.

The king was-extremely perplexed and at oncesent a faith- ful servant to find out the cause ofsuch-ingratitude.

The servant came back within a week and'explained to the king that his cousin, who could not read in theking's language,

had been giving the bushels to the people not to"plant" but to

"eat."

The moral of this fable is that it is onething to give

"seeds" to someone, but it is another thing to seethat they get "planted."

The original Methodology for Teachers (December 1974) was an attempt to help Peace Corps volunteers moreeffectively transfer

their teaching skills to their Korean counterparts.

i

Its introduction stated:

"Methodology for Teachers offers a series of craftily deTrised activities through which the teacher progressively

takes control of his own learning situation, armed with the truest techniques of modern TESOL. Meanwhile the volunteer modestly steps to the rear, having subtly performed the service of subversive, trickster, guru,

and master showman. And, Cod willing, perhaps some of the practice gleaned therein will wear in the middle and high school classroom as well."

This revision of Methodology for Teachers holds that same ideal but with a number of changes. Based on suggestions made by PCV's after using the original Methodology for Teachers (MFT),

the following changes have been made:

1. There are now two MFT texts - the Teacher's Manual and and the Volunteer's Manual. The Teacher's Manual, written in Korean, is,a guide to methodology for Middle School English It II, and III. The Volunteer's Manual, written in Englisi, is a guide for volunteers

in teaching the Teacher's Manual to Koread English teachers. The Teacher's Manual has everything that the Volunteer's Manual has, except the Suggested Activities.

2: The Suggested Activities have been detailed to where they can now be regarded as a "lesson plan" for the PCV, thereby reducing his preparation time.

3. Efforts have been made to clarify what the teachers and students are doing in the steps of the Processes, and what the PCV's and teachers are doing in the Suggested Activities. For example, words like

"reconstruct" and "understand" have been replaced with more behavioral terms like "repeat" and "point."

This revision also includes the suggested time (based on the authors' experiences) to be spent on each step of the Processes. These times appear in parentheses by each step. The average time to be spent on a particular lesson appears in Note #9 in Unit II.

-

4. While the original MFT suggested general methodology for language teaching, this edition suggests methodology specific to Middle SchoolEnglish I, II and III.

5. To insure the validity^{of this} methodology, it was tested in middle school classroom before the book was written.

6. To help the PCV explain to teachers the rationale for teaching them methodology, theIntroduction (Unit I) with Suggested Activities hasbeen included.

7. Considering the difficulty of finding and training a

"session leader" (introduced in theoriginal NFT), the Suggested Activities have been written sothat a session

leader is unnecessary. However, the idea is still in tact that the PCV whenever possible uses a Korean English teacher to help him teach the methodology in

this text. For example, see how thesession leader is used in Unit VIII (Process #8).

This revision has also takeninto account Korean teachers' major concerns with teaching:

1. Teachers are under pressure to preparestudents for examinations. This revised NFT has therefore^included

in the "Notes" sections of each Unit, how the suggested.

Processes will help prepare students^{for exams.}

2. Teachers are busy andconcerned with finishing the book.

Based on the authors' experiences in usingthe Processes in this revision, a careful time schedule (Note #9, Unit has been worked out to show that useof the Processes will allow the teacher plenty of time tocomplete the text.

3. As teachers never seem to have enough time to lesson plan, prepare materials, visuals, etc., the Processes have been

designed as a lesson plan that can beplugged into the appropriate section of Middle School^English. Visuals and materials have been limited to those the teacher can find

in his classroom.

4. The teachers usually prefer to teach the sections of the lesson in the order they appear in the textbdok There- fore the Processes are designed to be used in that order.

There is, however, no Process for the "Highlight" section.

This will show the teachers that the beginning of the lesson is the pattern practice section, not the Highlight.

5. The teachers' lack of English fluency asnOn-native speakers and their propensity to translate and explain grammar resulted in Processes which made the best use of the teachers' ability to speak Korean and explain grammar.

6. Many teachers are hesitant to try techniques which require much creativity and innovation. The Processes, therefore, while still allowing for and encouraging innovation, represent the basics of language teaching.

7. Teachers' concerns (and students' problems) with reading has led to the inclusion of reading practice in almost every Process.

iv -

8

ACKNOWLEDGEMENTS

This book was written with the help of many people. Peace Corps volunteers, in their requests and suggestions for

appropriate materials for coteaching.and workshops, in- fluenced the basic deign of NTT. Korean English teachers who studied the )riginal MFT in workshops made useful

recommendations for improving it.

We would also like to thank Bill Thompson and Paul Hoff for the artwork and cover design. The hard work of trans- lating the VolunteA's Manual into Korean for the Teacher's Manual was done by Ms. Kang, Il Son. Finally, a special word of gratitude must be given to Ms. Kim, Joung Sook for her typing of the manuscripts.

Daniel D. Holt Song, Young Ok Dennis Dunham

v

FOREWORD

UNIT I

UNIT II

UNIT III

UNIT IV

UNIT V

UNIT VI

UNIT VII

UNIT VIII

UNIT IX

TABLE ^OF CONTENTS

page

INTRODUCTION ¹

PATTERN PRACTICE ⁵

UTTERANCE /RESPONSE ¹⁵

DIALOGUE ²¹

READING ²⁷

VISUALS 39

SOUNDS 43

TESTING ⁴⁷

WRITING & HOMEWORK ⁵⁵

10

INTRODUCTION

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INTROEUCT I ON

NOTES

1 Mr. Kim's Problem

When Kim Tae Sung was a middle school student, he wanted to be an English teacher. He wanted to be a good English teacher, so he studied English very hard. He made good scores on all the English tests. He studied English tapes and records. He read many English books.

He could speak English very well. After graduating from college, he was able to go to America and study in a university. He studied in America for two years.

Then he said, "Now I can be a good English teacher of, Korean students because I can speak English like a native speaker."

He returned to Korea and began teaching at Chun Nam,Middle School in Kwangju. The students were very

smart. But after teaching for one month, none of Mr.

Kim's students did well on their English tests. Mr.

Kim was very unhappy and said, "What did I do wrong?"

Can you guess? What did Mr. Kim do wrong?

2. t 4 43j °itAl

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18

PAriERN PRACTICE

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PATTERN PRACTICE NOTES (continued)

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PATTERN PRACTICE NOTES (continued)

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22

NOTES (continued) 9. (continued)

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3 "

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- 13 -

23

PAnERN PRACTICE NOTES (continued)

9. (continued)

cl 71 Al x41).1

e.

ti61

51-1 64,4 SI 61+01 tr

Process rl 4.114ir 1.41"e 18

x6.5

Al

{(!)

117A1ti-

(21)-94

117 II

Ire

^11.2

_etFid

_160A1

x 5

Ai 160

Ali_

si,160 Al

117 ^Al

('1

_{Process ir}

3--7.111-'e Al tk)

43

AI ?If: Al

IS till (Unit VIII),

A.x....71, km

(Unit

no,

^{71 el- 411}

(+8i

14.5-

zit- R fr

4A1

°Ft 42, esihi'e,

32 fi

x 4

Ai t}

128 _Al 128 _{Al 11}

117

Al t} (-1,°11 lilt Al.) d

11 Alti-

(ti VII 4-al 74 41°1 11-4.)

14

24

UTTERANCE/RESPONSE

RATIONALE

Pattern practice^{611 t 4r 1 x.F 61 LF 424}

U/R _{Ai C. 41} 4 ^1-14}-

^tf-

^{t iii t 21}

^{61 41-11}

hi ***el 1-3. .

^t.2.1

^xaf-A141ii f_111-fr e *INN

M111 iNfr°1 61 el et' 4 ^M-r1-

111.4$ fr ^{211 61} section off ^-1-11

t ^e

EL 61 (written language) ^{71' 11} p 44 (spoken language)

fre Ati

61 o

IF

A 1 ,

,

"A" "B" ^71.

tV ^{471 c xl s}

^{Al 4'.}

^tFcF.

U/R

14 34 11-M1

^{A-1 SI 61 Tr'}

.4' 31- 2 F.

⁶¹

1

⁴¹

^{Ai 11 24} thi- 4. 14 ^{mit 51 6i}

²¹

a. ZI*U/R.. t Y-

if ^7' t

^111-611

:lei

2.2. qtai-

(dialogue) 71- itti 313F5-'1

11- (situation) 1A1 6 81^{lit f-. 41- 51 2l !evil}

U/R ^{qi 91'} ik 2111 ^J 1 si el 21 cl%

b. t ^ei U/R ₆₁₁

t s

i(response) ^ts-

Mike% Ai

^{Al- tr 44 71 -E}

tt. 21)

^1-

*4 ei 'ilk

^{ef-71, -)=-19}

^{yd i14}

rl 114

^{Oil Al 11,,E.\r+}

^fr

1)- t ei II .9-1Lesson 1

111, cl-tr4 1.61 ^ti-tt-mi

^21=1-.

Utterance/Response A: What are you going to ^{give her?}

B: I'm going to give her a^book.

Dialogue A: What are you going to^{give her?}

B: I bought a book forher yesterday.

- is -

25

UTTERANCE /RESPONSE

Process #2 Summary

1.

.111 a 6114 J .2

2, Stick figure It

:lei F.

3. .21.}'F

Al I IF le 4- tk 'F fr ELF.

4. U/R

&

111-

eq.

5 tills ^if

^u/R

_tfq.

6.

cf.

^U/R

_{s t 7}A 2-5if 744}

7.

:= IF 2. 4

^U/R

eq.

8, 2 Al.

1.

utterance

I *HI tf igr a. a

response lir

Process #2

tikti di II, A: What kind of food do you like?

Lesson'3,Utterance/Response B: I like ice cream.

A: What kind of books do you like?

B: I like short stories.

A: What kind of sports do you like?

B: I like tennis.

A: What kind of songs do you like?

B: I like happy _songs.

16-

26

UTTERANCE/RESPONSE Process #2 (continued)

1. a.

*in 417 ^{all It}

^Dl..

2

^{Al- C. U/R}

4.41Ai It* 61414 tr *141*Z Al Al eq. Oct

V

tri' (*V. step 4, a, Process #1)

b :re 4 Ai 4.2 1. }A1 *44 rsi er1-. (10*)

(+ ^{: tr}

^aLial-t1

V4.4`e *hirfVe Nit 3244.1

2. *71111 gi't4

^:1114

11 "A" -2

^AAi

Crf

0

A

3. 3/'J urn ^{4r T °lb frr-f.} fifin4 it- 31 II trl..

Y-71) ^{A fir}

^{71.41 /1} "What kind of food do you like?"

t4A1

61 Id 4 C.Bi. **I 1 IS Ai,

"I like ice cream."

4 4 i$

^{61 U/R}

1! Dr+ °I'M e

^5L,

e 14 ti If

^2.

Ai lj q.

U/R

l 2 AF-44. tHlf f.# 4 V-61 144-- .1 Ai ire F.

a. 2.11-71. A, fro' B Er-F b. IHSFIrcti A, 2471.

^{B 71.}

c.

^{1.1-* oi}

d.

740 771gi

What kind of food do you like?

I like ice cream.

What kind of food do you like?

I like ice cream.

- 17 -

27

UTTERANCE /RESPONSE Process (continued)

6. qui

Al U/R 1A- 2 -5q.

⁷¹¹

7.

g471. iimisti

^{w1-11 4-P44}

ail & 31

^Al

Ai

aftSt V4') ^{Ai Of'}

^{bi A B}

^11q.

A144

is U/R & Fay

^{tl- 14-}

Ve ^**11.4.

Al if 61 teF ^r. 4

614 al-

^{it. Al OFai}

ecl-. (31)

8. A:".71

a. elt response ligt

ist`1".

I like ice cream.

I like short stories.

I like tennis.

I like happy songs.

b.

Nit rii ^tl-c1-.

^61.43, utterance 1+ SPe 41- +3t eF

Al. 71. ^1.11

tHii 11. e 1.

utterance of cj. sFte. response

fr

^{fj- 611}

A-1 f el.

^.1.al Il 71) de-: "What kind of sports do you like?"

tj-Vi

"I like tennis."

1-1)

U/R 91'11-11- V 4- t

^{xl 37-}

response

I.

^i1/42.11

c.

^{X11 ar 771 61}

^{-9 6i 11 Sri}

^31-

^{itir El N}

A1-1

(4-5f)

18

28

UNIT III

UTTERANCE/RESPONSE

NOTES

1. U/R 4q4 404 ttf'el' :1 04401 q5-71 11-g-01 44 2-Af3E.

171547151

^{11.q. Process #2}

t:7 qAti!N 11414 Ai 41-0

21 VI A-4 111,4 31. AM 4!...

31 014. 2 ei a I 2 Al- te

4 U/R °-1 T 4tiJ I. 2.

^{0! Process#2i}

gAti

^t41}-

212- 31°14.

2. U/R

^Ai alternative

Zi? Al Vq.

ir) 4 ;11. e T 71.71 Va

^{04 el- 01}

A: We don't have classes.

My sister is happy.

;3: Good.

-°-1 utterance Lf.respons(

11}5.

vj o

alternative A: Who made you do that? h'

B: Mr. Kim did./ No one did.

(5/ g

^{t 1 JE} f.alternativ(

tl 4

^,

² AI- c ti-Vr

⁰⁴

^{a Af11-}

⁰¹ 11- el. Pi 1-1.

21 we. 71-1 61 et tl-q. ^{2 ej}

ql alternative 71- -utterance ^1-1- response .11 _2.

-1111 4/.54 +III 4+ et%

3. Process #2,21

5i1.

^{74 .9+}

7tpi1 e. Mi. ell U/R Afil

til *al

^{& IIef' 14 le 31}

^t%

^{rrl °ftAi}

IF 4

^{r.) , 11- 71213}

sr V-4.

11'0 ir

^*f.

g d e ^{4 -2 1-Al}

*4 *4 91 1E-

1 ^{81.1 sr} t 3 I *l q.

- 19

29

UTTERANCE /RESPONSE NOTES (continued)

5. ProceSs#2 Al

4 #1 gcti _fr

01

01- Al id oil Ai Of

cf4 e .14-21 no r&

^{64 1/1"} oil lit 61 tl.

What

is he going to give Bill?

a. I'm going

to

give her

a book.

b. They

are

going to

give him a book.

c. He is going

to

give him

a book.

d. She

^{is going}

to

give

them a book.

DIALOGUE

RATIONALE

urn

^, dialogue t- 71-

if- 4

^{°I *I 94 711}

*1-1-1-11 41.19-611-1- AF

it

^°1

re71 °1-.1 C. 014.

^81'

v. ^61t 9.1 61Ai ris

II

^{-IL oft} 71-1}.

t ^{ei civ}

^tr

A: Where are you going?

B: I have to go downtown to buy some flowers.

P4 °II

Mk ai

^-C2-1 'W14 41 ti

zd

411111

(WR 41 Ai +4

aoi), 4:1.4 a

⁶¹

u

A: Where are you going?

B: I'm going downtown.

Afirt-

*4.

^fr.

^711- '12 t.

-10: 61 el--z cif

ca-

^fr)

tJ

^{71- 6/1 sir-s1}

Ali 54 Ell

440V 4% 215-4 1.1.16 "4 7114* Ccf..

Dialogue ^it&

/FM

^1124'71*

0171 60 ai #

^q^! TI""r

-21-

31

DIALOGUE

1.

Process #3 Summary

-2A1-71- 414.14. SI C.

Y.18Al ccief.

ir6i 11 el ge+14tt

3. clIIP-114. 611 =d MAI ti

^{Zilii* I.}

41 t 114.

c414 t ^{11'1 tcl'.}

5. 2A.4

⁷⁷¹

34-t ti tpF.

6. Ai-

ir ^el

^gin

= ti

7. (visual cues)

14" it

eq.

8. Ai ZIAL (visual cues) 1*cl".

II

Lesson 7, Dialogue

Process #3

A: Have you seen Yunhi?

B: Yes, she went to the stare.

A: Why did she go there?

B: I think that she went to buy apples.

A: She went for apples yesterday.

B: I guess that she likes apples.

- 22 -

32

DIALOGUE

Process #3 (continued)

1. ti,g .2-4.1.71. tig ..1.11., dialogue

(1

^it-)

2. Al

"HS:61

^25-td

ile14

32-10 r11 ellAl al-t-

b

.3g I IF mita 611-1- if-1 (4.

ti

Al t

( Process #1, step4 ) (5 )

3. cltsi-°4 _61111e14 VII 7i 401H

Aa-1+4 141ir 2-111q.

" 71-711 611 3t

" A

*Ft ).1-11"1

AI-

41 ik ^"

4 t

^61111.).

te

*I-61

444

Ai 11 LF. (311- )

5. -2

Aiq- t

^{-V- k. AiJ}

^{cf. 4 1°1} eq. (8t9

a.2

AFIf- A: "Have you seen Yunhi?"

1 11"8 #1111 ti-Acnr

b. 2Ai. 7F B: "Yes, she went to the store."

tr IPS 11-,11 rir ^qt1-11-q-

c. .2 A)...4+ 11).11 ei 4.* req.

2 AI.

71- A,

*in

^B

^Vq.

`tVai el A, 2A1-71.

B 71-

ti ii.

°I

^A,

rf t

^B

^Nr1-.

^(Al

¹

e tl 61

^{A, B 71'}

d.1 fd

41l I-

)111-71- lat. 77F Al,trert.

'21 5rEl-

if' t

^PJ

ti *hl $41

- 23 -

33

DIALOGUE

Process #3 (continued)

6.

ti,v4771e1 ^11.q.

^tr al

sF*I g it Si

¹¹il"C:leiti cue 0*

'd

Is 04

a. !tint. c T

^AF AAj 1-1-M cl

I'll- 7't IF 4. 'FIFO LI-

B 71-

431' "1' ',1 61174

_7}11-

t

^ei

t ^{1-1* g}

^ei

el- el 4 Ikt

^Ai

^{pr 11-q.}

xj N. 64 crl-

t1-13-1-

, -1 e 0.51-0Ai

⁶¹

rrpilte 15f V.Y..

^c}-,

b.

^{11.. 61}

d i

^vr.:21

^{2,4 1-} el 2 AI- c 21.q1 71

-2

II

(stick figure) ^71.

11 v1 iff

12 bi °I-

li. Oft 61 *I Chi' rd.

⁷⁴

fr 211 11- /f t ⁽

^{1 5}

ⁱ

A: Yunhi?

B:

Yes

-3:

_store

A: Why

Ro.

?

B: I

^{think -fat}

A: ----> yesterday.

B:

guess

likes V

tr

eq. At 1. 31 11.1 -2 ) 1 ft II 41

1-1` 111

cl.fr 14- g- ti 0.16-4. ^{(5g- )}

a. 'NJ *II 71'

11-1./-ti-.

b. A, B

_II-

-. 1.

^{1-1-2f- 6i}

A, B

^6F

MI CF.

c. 4.-AFIKA,B)A44eq.

61 Oe 11- 71 It

⁶¹

^6FL1cF. -2Are timit.A1 Vie tilt/ +.15-

- 24

34

DIALOGUE

Process #3 (continued)

8.

1.2."-71.

a

^{41-41 NI11 ;A 2111, 311-11 1111 31-1 11 ittl}

b. s-

Ai 3i4E ^-1111q. (5t)

NOTES

1. Process #3

2/1-Ite.

er"41C.

*

^411±.1711

^V1?-431

,

= t

1141-fle 11,"1-

61q.

1 if

^611A1

2.7r tt xl-t1 1 It 9i tr

^-71

^5.-r-

^to

Si-

t,r-ir

4-⁶¹

NcF.

2. %Mil ere

^{fr 61}

^{4. *114 ml *1-2}

tlibr- 81- '1

xJ'

= ^{*611 ql}

^VI-

ti 1

^{*1011 111 e-*}

711 611)-1

tiJ 31 E. 61 ;1MT/A ti *Ai "I el VI

⁶¹

^114.

V1 4

"lie

V1 41 Ai a si

I. 1

it 71 e1

*I 214 tl-q C

⁶¹

61-41 Ill s- 1- Of I i11 4 II

⁶¹

a 61 1-1- Al-Al-

*Itlx1 t 2 arc ^{ti ei kPii ti}

^Ai

31-:"61 11- te. r41

5- Al if 61 ii x-Pf fr

^E11.0

61

Alt *ft 4-

^{241 ee}

^±

^{11011 M 31}

6i crd 1111:4

61

Ift- 1

^*I-

VI El- sf.A1 31.1 9. 31 tr

^*11-1

tl

Cr1-. ^1-1-

61 111 it Aki"E 2A1-fr c Vt1144-Si 4)41117r 01

61 14 611 ^cd

2 z1z1-.

25

3

4.

64A.1 -7 .Fr ti tr

144 Rtirr°1.5- 43-1/P1-q

611

Si tr 614.

074411 6+

IF q.

6ki' fr C 61 alt

cif 1.4 1 tiq

41 cki q121"te ^{1-1 -7-}

r, 2A1-C. 4 `*il

619..

1111 arc 61-4

35

DIALOGUE

NOTES (continued)

5.

6111 C.' ⁱ⁹ⁱ 61.61 Vt. 6Pii t)1^{21-1. AI*}

1

^{el E1-1}

,

1

^61!

113- *ft v}.

-al 1 44-14'. 1.4 714; II t 4

1.1..11 _oi

3+1 al- el *re '1211 .4.. ei t ^614.

otill

^{7}. 61 Al 611 4h 6111 Al}

t 244 61-.L ei

24.11. , t 6f. 61 i 61115- 1- 1 ft. 61114

71-xl 1 cil 11-

* ^{21 a-4. Al 111- 111 ch}

6.

7U-71-ti 4 a ±1. xxt. tii

a.

11 &_°I Al 4-

if.t94111. V- if.

b.

^21- i'161

*71 A171 't

1.11. fr ^E6c1-.

c. 4:111. 61 6k}- /641Ai

^{11 61-}

ei fire xl

7111-

d. 81- 71111 A=1/4-71 fr wVel*

t 0.61 tlq.

7. ti *C. 4- 4-

it 1141 ⁶¹¹

t 74q14.

^{61 "11 xi!}

fr c cif

LF w

4 ^e

^{ft- 61-.2}

a.

b.

c.

91 2F ⁴⁴¹ 411' xJ i 611 *1'71.

411-611 LI- -2- °11 -1- 41- 61 '11

f.(41.(-1 71 2- 61 1-1. c)1i). 'II 41

lei '1.

Process #3 &). 41 61

-}

^{±1 611 *f. 41*1-}

tilr

61 314.

8.

2 A} .

^{.4% 211 Ai} xi 4..11 Process #3 i ^cripe

3I-4ttl:

61ti 45

2-s 541.;(1 24-4. a 61 ei Oil t 71-V

^-2

AI.:

24 i t.

^{64 Ai} Process #3 =

45.111°0 *NI 4 VII

26

36

READING

RATIONALE

t ^fr II tif.2 4A1 tk it

⁶¹¹ .}. 7F X1 T x 61

E" 314 1.1.771'del tit 7114: =slam

Z-E-e %milt 71 5- te.

^r41°11

V- 41 folq.

%Alva. e.tal-tnt,

Al-

el- t 1 41. °H-Vi s t1

bq°111. 134.1 VI

^el-c1

1 ^{J AFtl -tr}

te

aril ^-a

^{, Al. Z.}

^{1,1V fr} si t 4.

^{21 711}

of = te 31 4 '8-1

^{7f. 21 61}

J'LF. -2 Are

"41 71- Bi- 51

91 C sl al

^{11. gl}

4.

⁷¹

id- a t.

^{3i d 71-}

^"

11"ii 1). 31 CF.

til t-

^ol

t+ 6 AIL+

.2 1 81- g x1-0 oil 4." ^{V. it} til" r 21 ^{31 °14.}

Process #4 t. cf. It 4 a

^{c, ,..tet}

^{. ittri.}

ⁱ

a 4311

^sir

ir ay ^c,

^{st. ei}

4)-;F .4 ir

^{j 7F. 711}

t1-q.

b. 2AF'*

^el

^*Al- f. 4 J ^ir 71 "et1-.

1 71) Al ti tr 1s 2 fr °i1 Ai -E4 tcti,

Al- gl

C. -2 AF1- Vrifi

11 71 fir '9- et.

it 61

d. ^ai 4'2 Si 711 II-4.

- 27 -

37

READING

RATIONALE (continued)

e. Informatiait

V* 1'11 ,

^game

'1

°121 ^{T 01}

*4.

f ill ^{A1 614-' tl-c+.}

4bi

Vi IF fi tl is t1 & IPA 1

^{Ai te. *1}

°I , ¹¹¹ ,

c}117 I

Ai

Al t1.7.19-P, y1 Al

;-11 Et MI ft. I- 2- ZI tt". e V-1

^{-2JIF Yr 64}

^te

71 II tJ 1-71.ike olch

gi 23.. cPsi 11- ^{611 c1i} al Process #4

?,1 V °J 6i 4"al ^41-?!

it ^f)

Process #4 Sunnnary

1.

f, 2- IF

paragraph A411

ti

^*I-Al

1 Si

2. .4-%

^{el-711 t]-q.}

3. 1-14 614114 cl *I I

4. tl-g I- PI qi e al )11A el

^1,132-1.

^ti-ch

5.

II. el

6. _.11441

7.

*61 2,1-t-

Read/siop el fir'

tl

9.

True/False drill 2, Al

1.1th

( 71.41' §. 71)

10. Random translation drill ti*c+.

11. ^14- te' ^fr' T.-7- ¹

10q ?1*' Ai

^{Al cf..}

12. tl .11 31 '24

^Al

^t1.4. (11.144)

a.

t

⁶¹¹

If 3i P:

^ft.

t 6i I- Eq..

011 r+.

b.

2A1.1*

fr Ol ^II

its

cf.E.

fr 61 c11114 111th

c. 3/ *4- ti 612

^{61 cal}

eq.

28

38

READING

t ei II,

Lesson 13, Reading

1.

Process #4

There was once a man who lived near a beautiful forest. The forest was famous for its tall trees and many animals. The man often went to

the forest to rest and to think. One day he was in the forest and saw a big, beautiful rabbit.

Ali (4- ) Si te t1-94-int4 et

^All

71

.s ^{xik. -9}

^{6,1 Ai}

^&eq.

^(1.12-)

2. till

a. 1q104.8.1 -2 AM" Si 111-11}.-2 xl ^{2. 31..}

b

rd- ¹⁴¹

b ^ti" 61 Ali rd. 1-}

x-4''1= -I if'141

^{IS -2}Al" 71" 31 76 11

i17417}. ^V-511

th1.4

ei

& 61=i-.

forest _-near

There was once famous for

rabbit

(2f)

3.

%Pal It"-

^{ti ei *1"}

*114 ^fr

^{.1 ai}

4. '21411F-1. 7111 °I

^{2- t1}

41 Eqk *Ft *VI 61 ii)

^{61 61}

71-

71 611

ti tj- 61

61

& Ll "1- ?

ir*11.1-1

1+41-11

c.1

"1- ?

?

?

d ^" ?

⁶¹

t, _{if d 61}

_1-1-1.

_{"1- ?}

el

61 471 te.

47i ^{ei 611k1}

d

^74- 613ct&I-1 771.

tJ 61 Irk ti & ^71.xl

a

^{61 I h111- . 'it )}

- 29 -

39

READING

Process #4 (continued) 4. (continued)

2

^{Al- 01}

^{el 471}

^{01 1.1 771- ?}

: ti" 14" 71-

*.

2

^{At. Id-Ai-? Pi*}

14-gfr

^{(4,41 ) tr}

2

^{: Ifi'xf*}

*1 174 al-177.1-?

:

-2A1- :

qs-I4 tuo-1771-?

: 2ici-.

Si °I

21 °11.

2 A1 : =5- -11 s1 61

11 g Ll 77F ?

el I. 771 71- 21 4:01

xo}.±71-

cLFAl 41 -al

/II LH )

^{61-L1 , 71- tel 61 I.}

36 }. 71.

? a

^{f21 ti} a

I

i t e1 21

Z^{_t ejl t.61 VI- X.31-fk.}

a

^{01- ?}

40

READING

Process #4 (continued) 4. (continued)

filf-i;r* (14.)

2 : 4'1

^{61 ?}

V4: a

^5-

^tilr

^1-1

ti 14

^°II

:. Lived, went, saw.

r.-1 tai

?

: Rest ^Al- think.

131-

y. 01.1.

5.

ood

11. 1}.9.*FL+

f.

*1 ^, 1) Yes

/No

^ill:

2) - ` y : - 741, °1=1Ai ^{f r} 3i ^{( 1} 3 t)

A/. 96^{/41.611 &I} 41

S-1 771. ?

°}4.1-*.

2A} it

^{011 lel- X 71-}

41- '14 L177/- ?

1.

Mt

2

^{AI. .71E* 4)11r el1A}

*Pk xi ?

2- Ai' 711 t i."51 ^{'t711 .rbr 11"}L1771. ?

/21-

a

^{61` Li}

^aid..

A1-

:It C)

^{4e IC}

4

^leT.

^?

01-11

-2Al-

. k & 71 2-

^L+

T fr 1

^-Pr

^?

:

^{I j- 21-}

^.

2A

^{-21 %1 P- 111}

1 11 4- k ft 61 al-715-1-.

2

^{Ai- 1,4x). 1.1 771-}

11-Acfi

k

2A}'

^1,1-71

1114

111" 17-1 ZI 1,4 el

READING

Process #4 (continued) 5. (continued)

-2Al'

2111-174 2

^{C.' -2-11}

2- 1 It 01 61 ? IN ft- MIS Ai *14' e1

AF 61G1 21 ti 61

?

: °Tr 21 5:I61 i

2A. : at- 11.°11

till ^:

^{41-1 al!}

2

^AI.

71* zilj. cl-L1 7/I.?

till : 611.

2AF 177171- ?

(11-2.7-2

7F 1"1 12.141-1c1...

.24 -2C3 .1.:2V- 17712011?

^f,

11-

: °HI 11-ft.

⁷⁷¹ t1 AF

rrj f 771 51 8.11 71.?

:

^mg. 61. Q cf. -2- 1 771

ti

^1-1

6 11"g1 ft fr

^{t1141 A44}

eiP4 tl ch ^{(2 t1.9}

-X111 -1 '1144

_'it

let% 2 Aft 11111N

^el

^61cl

2 tx1 t71111c1-. 601 f: Ext1iiii 4J t E'Cf ( 1 1.0

8. Read/Stop

AI.*

^{V. SL1 2,14.6} gi cf._7F t 1 111.1d

411 .fr 61

^1-1.DI 4-1 .bET 21 61 Al

Eli. IC ^t4111-c1-. '

A.1

fr

Pi'

cjelA14) 21 711

^11-c1-

1.1d *1-61

'-11"41.1e

'1114r =F Q17+1 ^t1-c}..

14. 3/174 61V

32

42

READING

Process #4 (continued)

9. True/False ^{Af 7t. 31.Xcf.}

2 ^{%Ai RIM}

^{71 ef'2.}

ti-l-d ei $1711- 1.1-c1-. e

"Right" "Wrong"

zit!. 71-

Lf

te

"Yes" "No" ^fr

The man often went tothe mountains to rest and think.

Wrong.

The man often went tothe forest to rest and drink.

Wrong.

The man often went to the forest to rest and think.

Right.

(2*)

10. Random Translation Drill

1"!--gr e:

mf "71 i

^5-,

41"6 1,"VI

^illirek

t

t"ehisr 54°4

^Ai 1,1,J:of-1-1161

If

^{cq 2.}

SI te

^{( 2}

11. 7414 iLi.1.1)- i 1 fr tik ^{PiAi Id}

( )

1) A2`-- tr.

thii ti ^eft'

012. tar

xiAteq.

a. 1 lir ^{Ili -57-}

15* 111'60 g "141 Si

61 71 Mt

'et 5-10711.11 x, "It ^Eqr

b.

VI ir

^{Af*1 fr}

41-41-1 t Al 314

xeir- & -r- ^4t2-

f t Q1

^°If

E"F.

^(18*)

-33-

43

READING

Process #4 (continued) 12. ^{2) -7}

.5r d

a. 41_0_1 A) 71 tti 01

b. 11

o'

^A

1/41 11-

81- ci

'F

611 Al

;"

^"94- g4 711/ C. Lt.

"T.

t- 4

t- a"

^e

^{ut. 4}id ^{44 al}

'11' xek g- V-'11

s4 PI

t

^{14. i=Pg}

^fir}-.

f4-g °IT 711 UV' 611 *4 16 '3' ^oil U- ti"

tfq.

11.)"li ^-rd-01 tli'tx1 Lei ^lexl

a.

^0.1, 10 n1-°-i 61 ti 1,144 741 =tr LO

3)

81- 71

at-611-1- litPtE) (2f)

f2- 81 ld

fr

of T Loll- 811 81- -2 GOV°

II. al LI'.

2 ei n I

-2 Ai' t *I 41-

^{LL}' 711}

^3`

^{Xel 2-} Al ai-14-.2..

xFAl 61

sla-

61 -W ti-L1-.

Ll LI

E. 5- "Ili 'e

^,

"Jack is playing baseball."

"Is Jack playing baseball?"

61 al Ai 4t ti

°I el- c iJ

0 1

vi- 21 4. ol oft.1-

"Jack went home."

°l eF

^{%.E. onAl}

"Did

Jack go home?" _{°I ef.}

'I

^{ak P: id ti °1 id IL}

1

^4.

who - question of d A. Al 401.71 61! 71-xj. 414.

- 34 -

44