Step into Reading The Great Tulip Tradeadmin.rqclub.co.kr/data/4/389/TG_Level7.pdf · 2011-12-16 · Level 7-1 2 The Great Tulip Trade Teacher Reading 다함께책제목을읽어보고,

•Time: 100 mins•Genre: Fiction•Topic: 튤립과 물물교환

•Theme: 1600년 네덜란드에서 8개의 튤립을 가진 소녀와

그 튤립을 얻기 위해 물물교환하는 사람들

Level 7 - 1

The Great Tulip TradeStep into Reading

The Great Tulip Trade를 읽고 아이들은

•1600년대 네덜란드의 튤립 가치에 대해서 알고 말할 수 있다.

•물물교환하는 방법을 영어로 말할 수 있다.

•본인에게 가장 가치가 있는 것이 무엇인지 말할 수 있다.

The Great Tulip Trade는 1600년대 네덜란드에서 튤립 값이 기이하게 폭등한 사건을 기초로 재구성한 이야기이다.

worth ~의 가치가 있는, bulb 구근(알뿌리), flame 불꽃, trade 교환하다, besides 게다가, peddler 행상인,

striped 줄무늬가 있는, instead of ~대신에, jewelry 보석, wilt 시들다, rare 흔하지 않은, mayor 시장

Eliciting Background Knowledge학생들에게 책 표지를 보게 한다. 표지에 관련된 여러 가

지질문을하며앞으로읽게될이야기를예상하게한다.

Take a look at the cover of the book. What doyou see? Do you know what flowers they are?Which country would that be?

Warm-Up Activity워크북 4 page를 펴고 Warm up 활동을 진행한다. 학

생들에게 페이지에 있는 그림이 무엇인지 질문한다. 학생

들이물물교환시장에나와있는물건들을보고자신의물

건 중 어느 것을 이 장터에 내놓고 싶은지, 그리고 그림

에 보이는 물건들 중 어느 것과 교환하고 싶은지 고르게

한다.

Look at the toys in the box. What toys do yousee? What do you have at home for exchange?What would you like to exchange it with?

학생들이답한내용을빈칸에적도록한다.

Level 7-1 1 The Great Tulip Trade


Teacher Reading다 함께 책 제목을 읽어보고, 어떤 이야기인지 간단하게

소개한다. 그런다음, 이야기를문장단위로읽어준다.

Let’s read the title aloud, ‘The Great TulipTrade.’ This is a story about a girl who hadtulips in 1636 in Holland. I’m going to read thestory slowly. Look at the pictures whilelistening.

Echo Reading칠판에 worth, bulb, flame, trade, besides, peddler,

striped, instead of, jewelry, wilt, rare, mayor를 쓰면

서 읽어 준다. 단어를 하나씩 짚어가며 다시 한 번 읽고

학생들에게따라읽도록한다.

Let’s read the words 3 times.

선생님이한줄씩스토리를읽고학생들에게따라읽도록

한다.

Now I’m going to read the story one line at atime. Please repeat after me.

Key Words Activity워크북 5 page를 펴고 Key words 활동을 진행하며 핵

심 단어들을 숙지할 수 있도록 한다. 문제를 푸는 요령을

먼저 설명해 주고, 스스로 문제를 풀어 보도록 한 후, 다

함께정답을확인해본다.

Reading with Activity스토리의 핵심 단어를 읽어 주고, 그 단어가 쓰인 문장을

재빠르게책에서찾아서읽는게임을한다.

Let’s find the sentences. I will read out a word.Find a sentence that has that word in the bookand read it out loud.

Reading Together이야기를 다시 읽어 본다. 학생들을 두 그룹으로 나누어

각그룹이한줄씩번갈아읽게한다.

OK. Let’s make 2 teams. One team reads onesentence and the other team reads the nextsentence in turns.

Questioning학생들에게 책에 나온 어떤 튤립을 좋아하는지 물어보고

그것과무엇을바꾸었을것인지질문한다.

Which tulip do you like the most? For the tulipyou like, what would you trade to get it?

책의 글과 그림에 대해 질문하고, 학생들이 대답하도록

한다.

page 4~5What do tulips look like? / Why were tulipsworth more than anything else in Holland in1636?(They are round-shaped and have green leaves./ Because everyone loved tulips.)page 6~10What did Anna want for her birthday? /How many tulips did she get? / Which tulipwas her favorite one?(She wanted to have some tulips. / She goteight tulips. / Semper Augustus was herfavorite.)page 11~18Where did she put the tulips? / Who wantedto trade with her for the tulips? / What didthe farmer trade for the tulips? / How manytulips were there left?(She put them in a window box. / A farmer did./ He traded two lambs, a cow, and a puppy forthe tulips. / There were six tulips left.)page 19~23Who visited after the farmer? / What did thepeddler and his wife trade for the tulips? /How many tulips were there left?(A peddler and his wife did. / They traded arug, pots, and pans for the tulips. / There werefour tulips left.)page 24~27Who walked by after the peddler and hiswife? / When was it? / What did the artisttrade for a tulip? / What was a good thing


The Great Tulip Trade

about the painted flowers? / How manytulips were there left?(An artist did. / It was at noon. / He traded hispainting of flowers for the tulip. / They wouldnever wilt. / There were three tulips left.)page 28~32Who came by on a wagon full of furniture? /What did the furniture maker want?/ What didthe furniture maker trade for the tulips?(A furniture maker did. / He wanted the flamed tulip./ He traded a cabinet, a dining table, six chairs, anda bed with a feather mattress for the tulips.)page 33~40How many tulips were there left? / Whowanted to have the last tulip? / What did themayor and the lady try to trade for SemperAugustus?(There was only one tulip left. / The mayor andthe lady did. / They tried to trade the jewelryand a big house for the tulip.)page 41~46Did Anna trade her last tulip with themayor? / Why did Anna not trade?(No, she did not. / Because it was a gift fromher father, so it was worth more than anythingelse to her.)

선생님은 학생들이 선택하지 않은 부분에 대해서도 골고

루질문해본다.

Reading Skills Activity워크북 6 page를 펴고 Reading skills 활동을 진행

한다. 등장 인물에 대한 설명 중 틀린 것을 고르는 활

동으로 세 개의 문장 중 틀린 하나를 찾아서 체크하도

록 한다.

Wrap-Up Questions학생들이다음질문에답하도록한다.

Can you believe that tulips were worth morethan anything else? What would you have donewith the last tulip if you were Anna? Wouldyou sell it or keep it? Why?

Writing Activity워크북 7 page를 펴고 Book report를 완성한다. 이름,

날짜, 책의 제목, 작가의 이름을 적은 후 빈칸에 알맞은

단어를 넣어 글을 완성하게 한다. 자신에게 무엇이 가장

소중한지에대해서도써넣도록한다.

Extension학생들과 자신에게 가장 중요한 것을 알아보는 20

questions 게임을한다.

Is it alive?

Yes.

Can it talk?

No.

Can it bark?

Yes.

Is it your pet dog?

Yes!

Online Homework학생들이 해당 책의 온라인 문제를 집에서 풀도록 지도

한다.

Fact-File 네덜란드의 튤립 파동 (Tulip mania)

튤립 파동은 1630년대에 네덜란드에서 발생한 튤립의 구근(알뿌리) 가격이 비정상적으로 올라갔던 현상을 말한다.

1637년은 튤립구근의가격이가장비쌌을때인데, 구근 하나가 3,000~4,000플로린-현대화폐가치로환산하면약

1억 6,000만원-에거래되었다고한다. 당시숙련된기술자의 1년수입이 300플로린인것을생각하면엄청난가격이

다. 이렇게비싸게거래되던튤립구근은어느순간갑자기가격이떨어져서많은사람들을파산에몰아넣었으며네덜

란드또한경제대국의자리에서내려와야했다.

(출처: 위키피디아)

Lungs를 읽고 아이들은

•인간을 포함한 포유류가 어떻게 호흡하는지 알고 말할 수 있다.

•호흡의 단계와 원리를 이해하고 쓸 수 있다.

Lungs는 숨쉬기를 할 때 공기를 정화하는 폐의 기능을 자세하게 설명해주는 설명문이다.

cell 세포, inhale 숨을 들이마시다, breathe 숨을 쉬다, windpipe 기관(숨 쉴 때 공기가 드나드는 관), lung 폐, oxygen 산소, chest 가슴, alive 살아 있는, diaphragm 횡경막, get rid of ~을 제거하다, order 명령, smoke 담배를 피우다

A4 용지

Level 7-2 1 Lungs

Eliciting Background Knowledge학생들에게 호흡을 할 때 신체에 어떤 반응이 일어나는

지와어떤신체기관이숨쉬기와연관이있는지알려주기

위하여함께숨쉬기운동을한다.

Would you please stand up and place one handon your chest. Then, breathe in. Where does theair go through? What happens to your chest?Now, let’s breathe out. How does the air comeout? What happens to your chest? Which organis protected by your ribs?


생들이포유류, 어류, 양서류의대표동물을알아보게하

고 각 동물들이 숨을 쉬게 돕는 기관과 연결하도록 하게

한다.

What animals do you see in the pictures? Howdoes a horse breathe? How does a fish breathe?How does a frog breathe? Match the animals tothe correct body parts they breathe through.

•Time: 100 mins•Genre: Nonfiction•Topic: 폐 (The Human Body)•Theme: 숨쉬기 활동을 할 때 폐의 작동 원리

TCM Science Readers

Level 7 - 2

Lungs

첫번째질문에답을하도록한다.

Fill in the blanks with the correct body part foreach animal.

인간은어떻게숨을쉬는지위의세가지기관중하나를

고르고답을쓰도록한다.

Teacher Reading이야기를문장단위로읽어준다.

Let’s read the title aloud, ‘Lungs.’ This is astory about the lungs. I’m going to read thestory slowly. Look at the pictures whilelistening carefully.

Echo Reading칠판에 cell, inhale, breathe, windpipe, lung,

oxygen, chest, alive, diaphragm, get rid of, order,

smoke를 쓰면서 읽어 준다. 단어를 하나씩 짚어가며 다

시한번읽고, 학생들에게따라읽도록한다.



한다.






Reading with Activity책의 30 page에 있는 Glossary를 활용하여 영어로 단

어를 설명하고 맞추는 게임을 한다. 학생 한 명을 선택하

고 나머지는 모두 책을 덮도록 한다. 그 학생에게

Glossary의 단어 하나를 고르고 그 단어의 정의를 나머

지 학생들에게 읽어주도록 한다. 단어를 맞추는 학생에게

다음단어를선택할수있는기회를준다.

Let’s guess the words. Each student will read adefinition of a word from the glossary. Pleaselisten to the definition carefully and try toguess the word correctly. The student whoguesses it correctly will be the one to choosethe next word and read its definition.




Questioning학생들에게 폐가 왜 중요하며, 폐를 건강히 하기 위해서

무엇을할수있을지질문한다.

Why are the lungs so important to us? Whatcan we do to make our lungs healthier?

책의 글과 그림에 대해 질문하고, 학생들에게 대답해 보

도록한다.

page 4~7What do we do to stay alive? / Name threebody parts that work together to keep usbreathing. / What are the lungs like?(We breathe. / The brain, lungs, and heart. /They are pink and squishy.)page 8~11What makes the chest bigger and smallerwhen we breathe in and out? / How manylungs do we have? / How many times do webreathe a minute?(The lungs do. / We have two lungs. / Webreathe about twenty times a minute.)page 12~15Which body part takes in air when weinhale? / Where does the air go after itpasses the nose? / Name two body parts thatclean the air we inhale. / What is thewindpipe?(The nose does. / The air goes to the windpipe./ The nose and the windpipe. / It is a long tube

Level 7-2 2 Lungs

Level 7-2 3 Lungs

Lungs

in our neck.)page 16~19What do the lungs and heart send to thecells all over the body? / What does theoxygen do? / What carries the oxygen?(They send oxygen to cells all over the body. /It keeps us alive. / Blood carries the oxygen.)page 20~21What do the lungs do when we breathe out?(The lungs get rid of waste from the cells.)page 22~25Which body part gives orders to the lungs tobreathe? / What is the name of the musclethat pumps air in and out all the time?(The brain does. / It is the diaphragm.)page 26~27How can we keep our lungs healthy?(We can keep our lungs healthy by not smokingand being active to stay in shape.)


루질문해본다.

Reading Skills Activity워크북 10 page를 펴고 Reading skills 활동을 진행한

다. 숨쉬기에 관여하는 신체부위의 그림을 그것의 역할과

이름에선을그어연결하도록한다.


What do you do to keep your lungs healthy?What would happen if your lungs becameweak?

Writing Activity워크북 11 page를 펴고 숨쉬기가 어떤 순서로 이뤄지는

지, 순서대로 정렬을 하고 Sentence Box 안의 문장을

찾아빈칸에적도록한다.

Extension워크북에 제시된 숨쉬기 순서를 A4 용지에 한 문장씩 적

고학생들에게한명씩나눠준뒤학생들이서로의문장

을보며차례대로정렬하도록한다.

Mine says “Our nose takes in air when weinhale.”

Mine says “Hairs in our nose clean the airas it goes by.”

Then, mine goes before yours.


한다.

Fact-File 모든 동물은 폐로 호흡을 할까?

사람을포함한육상동물은폐를통하여호흡을하지만, 모든동물들이그렇지는않다. 개구리와같은양서류는폐를가

지고있지만폐를통한호흡이충분하지않아서피부를통한호흡도함께한다. 물고기인어류는폐가없고아가미와부

레로호흡을한다. 벌레는폐가없이얇은체벽이나기도를이용하여호흡한다.

(출처: 두산동아백과사전)

•Time: 100 mins•Genre: Fiction (based on the true story)•Topic: Johnny Appleseed와 사과

•Theme: Johnny Appleseed가 미 동부에 사과를 전파하는 이야기

Johnny Appleseed: My Story를 읽고 아이들은

•Johnny Appleseed가 어떻게 사과 나무를 심고, 사과를 전파하게 되었는지 알고 쓸 수 있다.

•Johnny Appleseed라는 실존 인물에 대한 소개를 간략하게 말할 수 있다.

Johnny Appleseed: My Story는 미국 개척시대의 동부 지역에 사과 나무를 전파한 Johnny Appleseed의 실화를

재구성한 이야기이다.

tale 이야기, sprout (식물의) 싹이 나다, chop (장작을) 패다, ax 도끼, barefoot 맨발의, storm 폭풍,

make up one’s mind 결심하다, orchard 과수원, folk 사람들, mind 꺼리다, unless ~하지 않는 한, tough 거친

Eliciting Background Knowledge학생들에게자신의별명이무엇인지묻고왜별명을가지

게 되었는지 얘기해 보면서 Johnny Appleseed가 왜

Appleseed로 불리게 되었는지에 대해 이야기 나누어

본다.

Do you have a nickname? What is it? Why dopeople call you that? (Pointing at the man onthe cover) His nickname was JohnnyAppleseed. Why was he called JohnnyAppleseed?


생들이 표지를 보고 그림에서 무엇이 보이는지, 남자가

손에 무엇을 들고 있는지, 아이들은 무엇을 하고 있는지

얘기해보고각빈칸에답을쓰도록한다.

The picture on the left is the cover of the book,‘Johnny Appleseed: My Story.’ What do yousee in the picture? What is the man holding inhis hand? What do you think the two childrenare doing?

앞으로어떤이야기가전개될지예상해보도록한다.

Johnny Appleseed: My StoryStep into Reading

Level 7 - 3

Level 7-3 1 Johnny Appleseed: My Story


What do you think the story is going to beabout?


Let’s read the title aloud, ‘Johnny Appleseed:My Story.’ This book is about the man whointroduced apples to the eastern part ofAmerica. I’m going to read the story slowly.Look at the pictures while listening.

Echo Reading칠판에 tale, sprout, chop, ax, barefoot, storm,

make up one’s mind, orchard, folk, mind, unless,

tough를 쓰면서 읽어 준다. 단어를 하나씩 짚어가며 다




한다.


Key Words Activity워크북 13 page를 펴고 Key words 활동을 진행하며

핵심 단어들을 숙지할 수 있도록 한다. 문제를 푸는 요령

을 먼저 설명해 주고, 스스로 문제를 풀어 보도록 한 후,

다 함께정답을확인해본다.



Let’s find the sestences. I will read out a word.Find a sentence that has that word in the bookand read it out loud.




Questioning학생들에게 Johnny Appleseed가 이야기 속의 가상인

물인지아니면실존했던인물인지를묻고그가무엇을심

는것을좋아했는지질문한다.

Was Johnny Appleseed a fictional character ora real person? What did Johnny Appleseed liketo plant?

page 4~7Who was the lean and wiry man with pep inhis step? / What did Mama invite JohnnyAppleseed for?(It was Johnny Appleseed. / She invited himfor supper.)page 8~11How did Beth and Will feel? / What did thechildren want from Johnny Appleseed? /How long did Johnny Appleseed walk to getto the family’s house?(They felt excited. / They wanted him to tellthem a story. / He walked twenty miles.)page 12~15What was Johnny’s real name? / How manykids were there in Chapman’s family? / Whywould he head for the woods?(It was John Chapman. / There were ten kids inthe family. / He would head for the woods to beby himself. ; It was because the woods felt likehome to him.)page 16~19What did he pack when he left for the west?/ What did Johnny Appleseed get at thecider mill for free?(He packed a gun and a hatchet. / He got theapple seeds at the cider mill.)page 20~23Where did he meet the snowstorm? / Whatdid he do to protect his bare feet from thesnowstorm? / How did he make the

snowshoes?(He met the snowstorm in Pennsylvania. / Heripped strips from his coat and wrapped hisfeet. / He made them from branches.)page 24~27Why did he chop and clear the trees? / Whatdid he plant in Pennsylvania, Ohio, andIndia?(He chopped and cleared the trees to plant anorchard. / He planted apple seeds there.)page 28~31Who did Johnny Appleseed sell sprouts to? /How much was one sprout? / Who didJohnny Appleseed give the sprouts to forfree? / Where did he sleep?(He sold them to people heading west in theirwagons. / It was six and a half cents. / He gavethe poor people sprouts for free. / He slept outunder the stars.)page 32~33How tough were his feet?(They were as tough as elephant hide. ; Theywere so tough that a rattle snake could not bitethrough.)page 34~41What did folks say about him? / What didIndians teach him?(Folks said once he fought with a band of men.; Folks said once he wrestled bear cubs. ; Folkssaid he slept with bears to keep warms. / TheIndians taught him their languages, how to huntfor food, and how to make canoes.)page 42~48How were the kids when Johnny Appleseedfinished his story? / Was he a happy man? /What made Johnny Appleseed happy?(Beth and Will were sleepy. / Yes, he was. /

Folks who enjoyed apples from his apple tressmade him happy.)


루질문해본다.


다. 이야기의 줄거리가 되는 문장의 빈칸을 채워 완성하

고이야기의흐름에맞게번호를적게한다.


What do you think about Johnny Appleseed?Why did he head west? What made his feet sorough?

Writing Activity워크북 15 page를 펴고 Writing 활동을 진행한다.

Johnny Appleseed가 실존 인물이였음을 알리고 인터

넷에서 그에 대한 필요한 정보를 찾아서 빈칸을 채우고

단락을완성하도록한다.

Extension수업시간에 배운 내용을 가지고 Johnny Appleseed에

대한 True/False game 을 한다.

He never wore shoes.

False.


한다.

Johnny Appleseed: My Story


Muscles를 읽고 아이들은

•근육의 중요성과 기능을 말할 수 있다.

•근육의 종류를 구분하고 각각의 역할을 이해하고 말할 수 있다.

•사역동사 let, have의 용법에 맞게 문장을 쓸 수 있다.

Muscles는 인간이 몸을 움직이는데 중요한 역할을 하는 근육의 종류와 역할, 그리고 중요성에 대하여 알기 쉽게설명한 설명문이다.

fiber (근육을 이루는) 섬유, tendon 힘줄, rubber 고무, skeletal 골격의, cardiac 심장의, stomach 위,

tear 찢어지다, control 통제하다, attach ~에 붙다, stretch 늘어나다, shrink 줄어들다, exercise 운동하다

•Time: 100 mins•Genre: Nonfiction•Topic: 근육 (The Human Body)•Theme: 근육의 종류와 역할

Level 7-4 1 Muscles

Eliciting Background Knowledge학생들에게선생님의무거운가방을들게하여자신의팔

근육이무거운물건을들때어떻게움직이는지체험하게

한다. 학생에게 근육은 우리의 몸을 움직이게 돕고 힘을

필요로하는활동을하게해준다는것을알려준다.

Min-ho, please lift my bag with your right arm,and touch your arm with your left hand. Howdoes your right arm feel? You use your muscleswhen you move your body parts.

Warm-Up Activity워크북 16 page를 펴고 Warm up 활동을 진행한다. 운

동을 할 때 움직이는 몸의 근육을 알아보는 활동으로서,

먼저 그림에제시된운동을할때운동선수가어떤부위

를 많이 사용하는지 생각하게 하고 그 답을 빈칸에 적게

한다. 그리고 그림에 제시된 운동 이외의 다른 어떤 운동

이해당신체부위를사용하게하는지답을적도록한다.

Look at the sportsmen in the pictures. Whatbody part is the soccer player using? Whatabout the runner? When do you use your legs?What body part is the tennis player using?When do you use your arms?

TCM Science Readers

Muscles

Level 7 - 4


Let’s read the title aloud, ‘Muscles.’ This bookis about muscles. I’m going to read the storyslowly. Look at the pictures while listening.

Echo Reading칠판에 fiber, tendon, rubber, skeletal, cardiac,

stomach, tear, control, attach, stretch, shrink,

exercise를 쓰면서 읽어 준다. 단어를 하나씩 짚어가며

다시한번읽고, 학생들에게따라읽도록한다.



한다.












Let’s guess the words. Each student will read adefinition of a word from the glossary. Pleaselisten to the definition carefully and try toguess the word correctly. The student whoguesses it correctly will be the one to choosethe next and read its definition.




Questioning학생들에게 몸에 있는 근육을 이용해 할 수 있는 행동들

을말해보도록한다.

What do muscles let us do?


도록한다.

page 4~7What do muscles do? / How many musclesare there in the body? / How many musclesdoes it take to speak a word?(They let us move. ; They help the human bodykeep its shape. / There are 600 muscles in ourbody. / It takes 72 muscles to speak a word.)page 8~9What do you call the long cells that makethe stretch bands in the muscles?(Fibers.)page 10~11How many kinds of muscles are there? /What are they?(There are three kinds of muscles. / They areskeletal, smooth, and cardiac muscles.)page 12~13What do smooth muscles do? / Where aresmooth muscles found?(They do things that humans do not have tothink about. / They are found in the stomach,intestines, and bladder.)page 14~15What do smooth muscles and cardiacmuscles have in common? / Where are thecardiac muscles found?(They work on their own. / They are found inthe heart.)

Level 7-4 2 Muscles

Level 7-4 3 Muscles

page 16~19What controls the skeletal muscles? / Whatare the skeletal muscles attached to? / Howmany muscles are needed to make yourfingers and hands move? / When do musclesstretch and shrink?(The brain does. / They are attached to thebones. / There are 17 muscles. / Musclesstretch and shrink when joints bend.)page 20~21What attaches bones to muscles? / What isthe name of the longest and strongest tendonin the human body?(Tendons do. / It is the Achilles tendon.)page 22~27What does it mean to pull a muscle? / Whatcan you do to make your muscles healthy?(It means that the muscle tears. / I can exerciseand eat healthy food.)


루질문해본다.


다. 세 가지 종류의 근육 그림에 대한 설명을 Sentence

Box에서 찾아서해당되는근육그림밑에알파벳을적도

록한다.


Why do we need muscles? What can we do tomake our muscles healthier?

Writing Activity워크북 19 page를 펴고 Science lab report 활동을 진

행한다. 뼈와 근육 덕분에 할 수 있는 활동 실험 보고서

를 Word Box의 단어를 이용하여 완성하게 하고, 뼈와

근육으로 할 수 있는 활동에 대한 그림과 문단을 완성하

도록하게한다.

Extension두팀으로나누어어떤신체부위의근육이어떤스포츠를

할때가장많이쓰이는지알아맞혀보는게임을한다.

This sport makes us use the muscles in ourlegs the most.

It’s soccer.


한다.

Muscles

Fact-File 루게릭 병 (Lou Gehrig’s Disease)

루게릭병의정식명칭은근위축성측색경화증으로이병을진단받고사망한미국의야구선수인Lou Gehrig의이름을

따써병명을지었다. 인간에게근육이얼마나중요한지알려주는질병으로, 온몸의근육이서서히말라서몸을움직이

지못하고, 결국은신체기관인심장, 폐의근육도기능을하지못하게되어사망하게된다.

(출처: 두산동아백과사전)

Molly the Brave and Me를 읽고 아이들은

•용기있는 성격과 무서움을 많이 타는 성격을 나타내는 표현을 학습하고 구별하여 쓸 수 있다.

•현재완료형을 사용하여 경험을 묘사하며 말할 수 있다.

•If를 사용한 가정법 문장을 말할 수 있다.

Molly the Brave and Me는 언제나 용기가 없고 겁쟁이라고 느끼던 소녀가 용기를 찾아가는 모습을 그린 이야기이다.

guts 배짱, pick on 괴롭히다, homesick 향수병을 앓는, wild 야생의, vampire 흡혈귀, wimp 겁쟁이,

miss 그리워하다, pretend ~인 체하다, for a while 당분간, tease 놀리다, creepy 오싹하게 하는,

sooner or later 조만간

•Time: 100 mins•Genre: Fiction•Topic: 용기

•Theme: 겁쟁이 소녀가 용기를 찾아가는 이야기

Eliciting Background Knowledge책 표지를 보면서 용기가 있는 소녀와 무서움이 많은 소

녀에 대한 대화를 하도록 한다. 질문을 통해 누가 용기가

있고누가겁이많아보이는지에대한대화를많이할수

있도록유도한다.

Take a look at the cover of the book. Who doyou see? (Pointing at the girl hanging from themonkey bars) What is this girl doing? (Pointingat the other girl) What is this girl doing? Whodo you think is braver?

Warm-Up Activity워크북 4 page를 펴고 Warm up 활동을 진행한다. 자

신이 얼마나 용감한지를 알아보는 설문 형식의 활동으로

6개의 설문 문항을 읽고 YES, NO 중 답을 택하도록 한

다. 학생들이질문을잘이해하도록도와준다.

There are 6 questions asking how brave youare. Read each question and check YES or NO.

답을 택하고 나면 다른 학생과 자신의 답을 비교해보게

하고, 자신이 용감한 성격인지 아닌지를 이야기해 보도록

한다.

Molly the Brave and Me

Step into Reading

Level 7 - 5

Level 7-5 1 Molly the Brave and Me


Do you think you are brave? Why or why not?

Teacher Reading:이야기를문장단위로읽어준다.

Let’s read the title aloud, ‘Molly the Brave andMe.’ This is a story about a girl who thinks ofherself as a wimp. I’m going to read the storyslowly. Look at the pictures while listening.

Echo Reading칠판에 guts, pick on, homesick, wild, vampire,

wimp, miss, pretend, for a while, tease, creepy,

sooner or later를 쓰면서 읽어 준다. 단어를 하나씩 짚

어가며다시한번읽고, 학생들에게따라읽도록한다.



한다.






Reading with Activity스토리에서 Molly와 Beth가 한 말과 행동이적힌문장을

책에서 찾아서 주어를 빼고 읽은 뒤 학생들에게 맞는 인

물의이름을외치고다시문장을말하라고한다.

I will read out a sentence without the name.Guess which girl said or did the sentence andrepeat the sentence with the correct name.




Questioning학생들에게 어떠한 행동이 용감함을 보여주는지 책에서

찾아보고말해보게한다.

What shows that someone is brave in the book?


도록한다.

page 4~7Who has guts? / What does Molly do if bigkids pick on her? / What does Beth wish?(Molly does. / She tells big kids to get lost. /She wishes she was like Molly.)page 8~12Where did Molly invite Beth to? / How didBeth feel about Beth’s invitation at first? /Why was Beth worried?(She invited Beth to her country house. / Shefelt good. / She was worried because she neverhad been away from home.)page 13~15Who said yes to the invitation? / Whenwould Molly’s family pick Beth up? / Whatwas Beth worried about?(Beth’s mom did. / They would come and pickher up on Saturday morning. / She was worriedif she would be a big baby. ; She was worried ifshe would be homesick.)page 16~19How did Beth feel on Saturday morning? /What was there in the car with Molly’sfamily? / Did Beth show that she wassacred?(She was scared. ; She was excited. / There wasa big dog. / No, she didn’t.)page 20~25How old was the house? / What did they doafter lunch? / What did Molly do to thebeetles? / What did Beth pretend aftereating a lot of berries? /(It was 150 years old. / They went berry

picking. / She swatted them away. / Shepretended that she was a vampire.)page 26~30What did they have to do to cross a stream?/ What happened to Beth when she wascrossing the log? / Was Beth okay?(They had to walk across a log. / She slippednear the end. / No, she hurt her back.)page 31~37Why did Butch run into the corn field? /What did Molly and Beth do? / Whathappened to them? / How did Molly feel? /How did Beth feel?(He ran into it to chase a rabbit. / They wentinto the cornfield to find him. / They couldn’tfind the way out. ; They got lost. / She feltscared. / She felt scared but she pretended shedidn’t.)page 38~41Who came up with the idea to get out of thecorn field? / What was the idea? / Did theycome out of the cornfield?(Beth did. / It was to keep walking in a straightline. / Yes, they did.)page 42~43How did Molly’s parents react? What didMolly say about Beth to her parents? /Could Beth believe what she heard?(They were worried. / She said Beth had guts. /No, she couldn’t.)page 44~48What did they have for dinner? / What didMolly’s mom do for Beth when she got alittle homesick? / What did Molly and Bethlock their pinkies on?(They ate hot dogs and corn. / She gave her abig hug. / They did on being best friends.)


루질문해본다.


다. Beth와 Molly가 어떻게 다른지 알아보는 활동으로

문장의 빈칸을 Word Box에서 단어나 구를 찾아 적도록

한다.


Are you a kid with guts? If so, why do youthink so? If not, why not?



단어를 넣어 글을 완성하게 한다. Molly와 Beth중 누가

진정으로용감한소녀인지고르고그이유를적게한다.

Extension학생들의 답에 따라 두 그룹으로 나누고 각자의 이유를

발표하도록한다.

I think Beth is really brave, because shewas not scared in the corn field.

I think Molly is really brave, because shewas not afraid of dead bugs.


한다.


Molly the Brave and Me

Level 7-6 1 Evaporation

Eliciting Background Knowledge책표지를보면서컵에서올라가는김을가리키며증발에

대한글을읽기위한학생들의배경지식을이끌어낸다.

What do you see above the cup? Is the steamwater or gas? Where does the steam comefrom? When does water become gas?

Warm-Up Activity워크북 8 page를 펴고 Warm up 활동을 진행한다. 동

일한그림에서달라진것을찾아차이점을확인하는활동

으로비가내려젖어있던공원이비가그치고해가뜨자

어떻게 바뀌었는지를 살펴보도록 한다. 먼저 그림 중 다

른 부분 세 가지에 동그라미를 치도록 한다. 그리고 페이

지 하단의 Word Box 안의 단어를 이용하여 그림 밑의

문장을완성하도록한다.

Look at the pictures of the park last week andtoday. There are three differences between thetwo pictures. Can you spot them? Circle thethree differences and fill in the blanks using thewords in the box.

학생들이빈칸을채운뒤답을확인하도록한다.

•Time: 100 mins•Genre: Nonfiction•Topic: 증발 (Basics of Matter)•Theme: 물이 증발하는 원리를 알아보기

Level 7 - 6

EvaporationTCM Science Readers

Evaporation을 읽고 아이들은

•물의 순환 과정을 그림으로 나타낼 수 있다.

•물의 순환 안에서 증발의 원인과 결과를 구분하여 말할 수 있다.

Evaporation은 물의 순환 시스템에서 증발의 원리를 설명하는 설명문이다.

evaporation 증발, molecule 분자, cycle 순환, form 형태, temperature 온도, escape 새어 나오다,

bump 부딪히다, already 이미, turn into ~로 변하다, freeze 얼다, rainforest 열대 우림, work 기능하다


Let’s read the title aloud, ‘Evaporation.’ Thisbook is about the evaporation and the watercycle. I’m going to read the story slowly. Lookat the pictures while listening.

Echo Reading칠판에 evaporation, molecule, cycle, form,

temperature, escape, bump, already, turn into,

freeze, rainforest, work를 쓰면서 읽어 준다. 단어를

하나씩 짚어가며 다시 한 번 읽고, 학생들에게 따라 읽도

록한다.



한다.












Let’s guess the words. Each student will read adefinition of a word from the glossary. Pleaselisten to the definition carefully and try toguess the word correctly. The student whoguesses it correctly will be the one to choosethe next word and read its definition.



Let’s make 2 teams. One team reads onesentence and the other team reads the nextsentence in turns.

Questioning학생들에게 일상 생활에서 흔히 찾아볼 수 있는 증발의

예를발표하도록한다.

Who can tell me an example of evaporationaround us?


도록한다.

page 4~7(Pointing at the photo on page 4) How is theweather? / (Pointing at the photo on page 7)How is the weather? / Where has the wateron page 4 gone?(It’s rainy. / It’s sunny. / It has evaporated.)page 8~11When does evaporation happen? / Name twothings that make evaporation faster. / Whathappens to molecules when evaporationhappens?(It happens when a liquid becomes a gas. /Wind and high temperature. / They may escapefrom the liquid.)page 12~21What happens to molecules when they gethot? / Between a cold liquid and a hot liquid,which evaporates faster? / Can we alwayssee the gas? / When is evaporation slow,although it is hot enough? / What does bigwind do to evaporation?(They move faster and turn into gas. / The hotliquid does. / No, we can’t. / When the air isalready full. ; When there is no room for moremolecules. ; When there is not much room formore gas. / It helps liquid evaporate faster.)page 22~27What is the water cycle? / What happens to



water after it evaporates? / Which evaporatesfaster, oil or water?(It is how water changes. / It condenses. /Water does.)


루질문해본다.


다. 물의 순환단계를완성하는활동으로 Sentence Box

에서문장을찾아적도록한다.


When does evaporation happen? Evaporation is

part of the water cycle. What would happen ifthere was no water cycle?

Writing Activity워크북 11 page를 펴고 Lab report 활동을 진행한다.

증발의 원리를 알아보는 실험 보고서를 완성하는 활동으

로 페이지 하단의 Word Box의 단어를 활용하여 빈칸을

채우도록한다.

Extension실험 보고서의 내용을 차례를 나타내는 부사인 first,

second 등을사용하여발표하도록한다.

First, fill each cup with water.

Second, put the plastic wrap tightly overone cup.


한다.

Evaporation

Fact-File 증발을 이용한 생활의 지혜

•염전: 염전은태양과풍력등의자연의힘으로바닷물을증발시켜소금을만드는시설로, 비가적게내리고건조한지역

이염전으로적당하다. 소금은바닷물이증발하고남은결정을채취하는것이다.

•가습기: 실내의적당한습도를유지하기위하여사용하는가습기는물을가열하려증기를발생시킨다.


•Time: 100 mins•Genre: Fiction - Math Reader•Topic: 물건의 크기, 개수와 무게의 상관 관계

•Theme: Berry Town을 위협하는 Dragon 물리치기

The Dragon’s Scales를 읽고 아이들은

•물건의 크기, 개수와 무게의 상관 관계를 이해하고 이야기 속에 나오는 퀴즈의 답을 영어로 말할 수 있다.

•형용사에 비교급을 적용하여 영어로 말하고 쓸 수 있다.

The Dragon’s Scales는 무서운 용으로부터 마을을 지키기 위하여 무게에 대한 퀴즈를 내는 재기 넘치는 소녀와

선생님의 이야기이다.

be crazy about ~을 매우 좋아하다, scaly 비늘로 뒤덮인, dragon 용, scale 저울, weight 무게, cotton 면,

snort 콧방귀를 뀌다, pea 완두콩, amount of ~양의, bucket 양동이, brick 벽돌, berry 산 딸기류 열매

학생 수에 따른 A4 용지

Eliciting Background Knowledge책표지를보면서학습내용과관련된학생들의배경지식

을이끌어낸다.

Take a look at the cover of the book. What doesthe dragon have? Who is sitting on one dish?Which weighs more, the berries or the girl?

Warm-Up Activity워크북 12 page를 펴고 Warm up 활동을 진행한다. 두

가지의 그림 중 어느 쪽이 더 무거운 지를 가늠하는 활동

으로, 제시된 물건의 무게를 저울로 쟀을 때, 무겁다고 판

단되는물건을접시가밑으로내려간쪽에, 가벼운물건은

위로 올라가 있는 접시에 그리게 한다. 그리고 그림 위에

적혀있는물건의이름을이용하여문장을완성하게한다.

Look at number one. Between an apple andthree peas, which weighs more? Draw a pictureof your answer on the corresponding dish.Then, complete the sentence.

학생들이문장을모두완성하면답을확인하고같이문장

을읽어본다.

Step into Reading

The Dragon’s Scales

Level 7 - 7

Level 7-7 1 The Dragon’s Scales



Let’s read the title aloud, ‘The Dragon’sScales.’ This is a story about a girl, a mathteacher, and a dragon. I’m going to read thestory slowly. Look at the pictures and listencarefully.

Echo Reading칠판에 be crazy about, scaly, dragon, scale,

weight, cotton, snort, pea, amount of, bucket,

brick, berry를 쓰면서 읽어 준다. 단어를 하나씩 짚어가

며다시한번읽고, 학생들에게따라읽도록한다.



한다.








Let’s find the sectences. I will read out a word.Find the sentence that has that word in the bookand read it out loud.



OK. Let’s make 2 teams. One team reads one

sentence and the other team reads the nextsentence in turns.

Questioning학생들에게 만약 여러분이 Holly라면 Dragon에게 어떤

contest를 제안할것인지질문해본다.

If you were Holly, what kind of contest wouldyou propose?

학생들이 읽은 페이지의 글과 그림에 대해 질문하고, 학

생들에게대답해보도록한다.

page 4~7What were people from Berry Town crazyabout?(They were crazy about berries.)page 8~9What did the town people do in the spring? /What did the town people do in thesummer?(They planted all kinds of berries. / Theymarched to the berry fields.)page 10~15What was there when the people reached thebridge? / What did the dragon want? / Whydid the town people turn away? / Who said,“Wait!”?(There was a dragon. / He wanted berries. /Because the dragon was bigger, stronger, andscarier than any of them. / A little girl calledHolly.)page 16~21What was Holly’s idea? / What wouldhappen if the dragon won? / What did thecontest include? / What instrument decidedwho was right?(To have a contest. / Every town person wouldwork in the berry fields for the dragon. / Threequestions about weights. / Dragon’s scales.)page 22~25Why did the dragon agree to have a contest?/ What did they weigh first? (Because he knew that whoever was thebiggest, strongest, and scariest always won. /An apple and two peas.)

page 26~31Why did the dragon say that two peasweighed more? / What did Holly answer? /Who was right?(Because he thought that two things wouldweigh more than one thing. / An apple isheavier than two peas. / Holly.)page 34~39What did they weigh for the secondquestion? / Why did the dragon think thatthe bag of cotton was heavier than the bag ofgold? / What was Holly’s answer? / Who wasright?(A bag of cotton and a bag of gold. / Becausethe bag of cotton was much bigger than the bagof gold. / The bag of gold weighs more than thebag of cotton. / Holly was right.)page 40~43Who won the contest? / What did the dragondo when it lost the contest? / What did Hollyfeel for the dragon? / What was Holly’s lastfavor to the dragon?(Holly did. / It cried. / She felt sorry for it. /She gave one more question.)page 44~48What did they weigh for the last question? /Was the dragon correct this time? / Whatdid the dragon become?(A bucket of bricks and a bucket of feathers. /Yes, it was. / It became the watchdragon of thetown.)


루질문해본다.


다. 이야기에서 Main problem과 그것을 해결해 나가는

Solution을 생각해 본 후 Phrase Box에서 올바른

phrase를 찾아쓰고문장을완성한다.


Do you think the bigger something is thestronger it is? What is the lesson of the story?Do you know anyone who is small, but braveand strong?



단어를 넣어 글을 완성한다. Berry 마을의 주민이 Berry

를 좋아하는 것처럼 자신들이 좋아하는 것을 적고 왜 그

렇게좋아하는지도적게한다.

Extension학생들을 두 명씩 짝을 지워서 자신이 매우 좋아하는 것

과싫어하는것을서로에게얘기하도록한다.

I’m crazy about computer games. But Idon’t like playing the piano. How aboutyou?

I’m crazy about soccer. But I don’t likeplaying baseball.


한다.

The Dragon’s Scales


Level 7-8 1 Follow a River

Eliciting Background Knowledge학생들에게 책 표지를 보게 한다. 표지의 중앙을 흐르고

있는 강을 가리키며 무엇인지 물어보고 강에 대한 배경

지식을묻는질문을한다.

Tell me what you see on the cover. Yes, this is ariver. Is there a river in Korea? Where does ariver flow?


생들이 알고 있는 강에 대한 배경 지식을 이용하는 활동

으로 사진 주위의 네 개의 질문에 대한 답을 하고 자신이

알고있는지식외에무엇을더알고싶은지적도록한다.

Can you name one river that you know? Whereis the river located? What do you see around theriver? What can you do around the river? Whatelse would you like to know about the river?


•Time: 100 mins•Genre: Nonfiction - Report•Topic: 강

•Theme: 강의 시작부터 끝, 흐름 등 일반적인 강의 특징

Level 7 - 8

Follow a RiverFour Corners

Follow a River를 읽고 아이들은

•강의 시작되는 지점부터 바다로 흘러갈 때까지의 과정을 이해하고 말할 수 있다.

•강의 종류를 이해하고 구분할 수 있다.

•세계에서 유명한 강의 위치와 특징에 대하여 읽고 구분할 수 있다.

•관계대명사 where의 용법을 이해하고 문장속에 사용하여 쓰고 말할 수 있다.

Follow a River는 강의 시작부터 바다로 흘러갈 때까지의 강의 흐름을 설명하는 설명문이다.

flow 흐르다, wide 넓은, narrow 좁은, source 강이 시작하는 지점, spring 샘, rapids (강의) 급류, cliff 절벽,

waterfall 폭포, curve 곡선, bend (강의) 굽은 곳, mouth (강의) 어귀, stream 개울


Let’s read the title aloud, ‘Follow a River.’ Thisbook is about rivers. I’m going to read the storyslowly. Look at the pictures and listen carefully.

Echo Reading칠판에 flow, wide, narrow, source, spring, rapids,

cliff, waterfall, curve, bend, mouth, stream을 쓰면서

읽어 준다. 단어를 하나씩 짚어가며 다시 한 번 읽고, 학

생들에게따라읽도록한다.



한다.






Reading with Activity칠판에 Key words와 세계의 유명한 강 이름을 적고 학

생들과 빙고게임을 한다. 학생들은 빙고에 적힌 단어를

읽을때그단어가책에서쓰인문장을함께읽어야한다.

Let’s play Bingo. Look at the words on theboard and fill in the grids with the words.When you call out the word, you should read asentence with the word. The student who getsthree lines first wins the game.




Questioning학생들에게 강이 시작하는 시점, 강의 어귀, 폭포를 본적

이있는지질문하고이에대해이야기해본다.

Have you ever seen the source of a river? Isthere a stream near your home? Have you everseen a waterfall? How did you feel when yousaw it?



page 3What is a river?(A river is a large body of water.)page 4~7What do you call the place where a riverbegins? / What is formed when snow and icemelts in the mountains? / What does astream become when it joins others andgrow?(It is called the source. / A stream. / It becomesa river.)page 8~10(Pointing at the photo on pages 8-9) Howdoes the river move? / What are rapids?(It moves very quickly. / Rapids are bodies orfast-moving water.)page 11~12What is a river called when it falls over acliff? / When does a river slow down? /What do you call the curves in a river?(It is called a waterfall. / Over flat land. / Theyare called bends.)page 13~14When do rivers end? / Where do the riversend up? / What do you call the place where ariver ends?(When they flow into another river. / They endup in lakes or oceans. / It is called the mouth.)page 15Where is the Nile River? / What is the widestriver in the world? / Why is the Huang Hecalled the Yellow River? / How manycountries does the Danube River flowthrough?(It is in Egypt and the Sudan. / The AmazonRiver. / Because it carries mud which makes theriver yellow. / It flows through ten countries.)


Follow a River


루질문해본다.


다. 단락을 읽고 제목을알아맞추는활동으로 Sentence

Box에서알맞은제목을찾아서적도록한다.


Where do you think the mouth of the HanRiver is? Have you ever been to the Han River?

Writing Activity워크북 19 page를 펴고 Writing 활동을 진행한다. 페이

지 상단의황화강에대한예를참고하여센느강에대한

단락을 완성하는 활동이다. 페이지 하단의 센느 강에 대

한정보를이용하여단락을완성하도록한다.

Extension학생들에게 한 사람씩 돌아가며 센느 강에 대한 문장을

하나씩발표하도록한다.

The Seine River is one of the major riversin France and Belgium.

It is about 776 kilometers.


한다.

Fact-File 강 하구의 비옥한 땅 삼각주 (Delta)

물의흐름이느려지고바다에맞닿는강의하구에오면, 바다의염분이강에실려내려온미세물질을바닥으로가라앉혀서

넓은지역의땅을만든다. 삼각주는기름진땅, 육지로의편리한교통으로도시와문명이시작되는경우가많다. 이지형은

하늘에서바라보면삼각형모양에가까워서삼각주라고불리고, 영어로는 delta라고하는데, 이는그리스문자중삼각형

모양인델타와비슷하게생긴데서기인한다. 세계에서가장유명한삼각주는이집트의나일삼각주인데, 기원전 5세기경

에그리스인이나일삼각주를델타라고처음불렀다. 이외에미국미시시피강, 콜로라도강, 브라질의아마존강, 독일의

라인강에도삼각주가있다.


Level 7-9 1 Little Witch’s Big Night

Little Witch’s Big Night를 읽고 아이들은

•할로윈 데이에 하는 활동에 대하여 말할 수 있다.

•형용사의 불규칙 변화형 worst와 best의 용법을 말하고 쓸 수 있다.

Little Witch’s Big Night는 꼬마마녀가할로윈밤에 trick-or-treat을 위해방문한어린이들과재미있게할로윈밤을보내는이야기이다.

Halloween 할로윈, broomstick 빗자루, grouchy 불평이 많은, witch 마녀, make one’s bed 침대를 정리하다, punish 벌을 주다, devil 악마, pirate 해적, astronaut 우주비행사, horrible 끔찍한, backward 뒤로, spooky 오싹한

학생 수만큼의 A4 용지

Eliciting Background Knowledge책표지를보면서학습내용과관련된학생들의배경지식

을 이끌어 낸다. 질문을 통해 주인공인 꼬마 마녀가 무엇

을하고있는지질문한다.

Tell me what you see on the cover. What doyou think she is? Why do you think so? Whatis the girl doing? What is she wearing? Whatdoes she have?

Warm-Up Activity워크북 4 page를 펴고 Warm up 활동을 진행한다. 할

로윈 데이에 하는 활동 네 가지를 소개하는 활동으로 먼

저, 그림 중간의달력에 10월 31일을 가리키며할로윈데

이라는 것을 알려준다. 네 개의 그림을 보며 어떤 활동에

대한 것인지 함께 이야기를 나누고, Word Box의 단어를

사용하여 빈 칸을 채운다. 그리고 페이지의 하단의 질문

을읽고답을적도록한다.

•Time: 100 mins•Genre: Fiction•Topic: 할로윈

•Theme: 할로윈 밤에 빗자루를 타고 하늘을 날며 즐거운 시간을 보낸 Little Witch

Step into Reading

Level 7 - 9

Little Witch’s Big Night


(Pointing at the calendar in the middle of page4) What date is it? Many Americans celebrateHalloween on October 31. Write the answer inthe blank at the bottom of the page. Now, let’sfind out what people do on Halloween. Look atthe pictures on page 4. What are the two boyswearing? What are the children making out ofpumpkins? Why are the two ghosts knockingon the door? What are the children decorating?Fill in the blanks using the words in the box.

학생들이 문제를 푼 뒤 함께 답을 확인하고 문장을 읽

는다.


Let’s read the title aloud, ‘Little Witch’s BigNight.’ This book is about a little witch’s bestHalloween. I’m going to read the story slowly.Look at the pictures and listen carefully.

Echo Reading칠판에 Halloween, broomstick, grouchy, witch,

make one’s bed, punish, devil, pirate, astronaut,

horrible, backward, spooky를 쓰면서 읽어 준다. 단

어를 하나씩 짚어가며 다시 한 번 읽고, 학생들에게 따라

읽도록한다.



한다.






Reading with Activity학생들을 책에 등장하는 인물로 배정하고 교사는 해설자

역할을 한다. 만약 학생의 수가 등장인물의 수보다 적으

면 한 명이 여러 역할을 맡을 수 있게 한다. 책을 읽을

때마치연기를하듯이감정을실어서연기하도록한다.

Let’s act out the story. Each student will takeone of the characters’ roles and read out loudthe assigned lines.




Questioning학생들에게 할로윈 파티에 가본 적이 있는지 묻고, 무엇

을했는지이야기해본다.

Have you ever been to a Halloween party?What did you do? Was it fun?



page 4~5Why were the witches busy?(They were busy getting ready for theirHalloween ride.)page 6~13Why was Little Witch punished? / How didLittle Witch feel?(Because she made her bed and cleaned thecobwebs. / She felt sad. ; She felt that it was theworst Halloween ever.)page 14~17Who was at the door? / Did Little Witchhave candy for them?(Three trick-or-treaters. / No, she didn’t.) page 18~25What was Little Witch’s treat for them? /Who flew first with Little Witch?(It was flying through the broom. / The devil


Little Witch’s Big Night

did.)page 26~31Whose turn was it to go on the second-flying session? / What was special about thesecond flying session?(It was the pirate’s. / They flew backwards.)page 32~40Whose turn was it to go on the flyingsession? / What was special about the lastflying session? / What did the three trick-or-treaters say? / What was their plan for thenext Halloween?(It was the astronaut’s. / They flew upsidedown. / It was the best Halloween ever. / To goflying again.)page 41~48Why did Little Witch sweep the floor? /What did Mother Witch do at bedtime? /What did Mother Witch promise to LittleWitch? / How did Little Witch feel about theHalloween she had had?(To get punished. / She told spooky stories. /She promised Little Witch that she could bringher friends. / She felt that it was the bestHalloween ever.)


루질문해본다.


다. Little Witch를 방문한 어린이들이 한 활동을 분류하

는 활동으로 맞는 절의 알파벳을 Phrase Box에서 찾아

적도록한다.


Have you ever celebrated Halloween? If youdid, what did you do to celebrate it?



단어를 넣어 글을 완성한 후 할로윈에 분장을 한다면 어

떤분장을하고싶은지적게한다.

Extension할로윈에 하고 싶은 분장이 무엇인지 각자 A4 용지에

그리게 하고 한 명씩 자신의 분장에 대하여 발표하도록

한다.

On Halloween, I would like to dress uplike Dracula. I would wear a black suit anda red bow tie. I would put on make up tolook pale.


한다.

Level 7-10 1 Fins, Wings and Legs

Eliciting Background Knowledge책 표지를 보면서 동물들이 어떤 신체 부위를 가지고 있

는지 질문을 하며 동물들이 어떻게 움직이는 지에 대한

학생들의배경지식을이끌어낸다.

Take a look at the cover of the book. Howmany animals do you see? Among the threeanimals, which one can swim in the water?What helps dolphins move fast in the water?

Which one can hop on land? What helpskangaroos hop fast on land? Which one can flyin the sky? What helps birds fly in the sky?

Warm-Up Activity워크북 8 page를 펴고 Warm up 활동을 진행한다. 어

류, 조류, 포유류가 어떻게 움직이는 지 알아보는 활동으

로각각의동물을움직이게하는신체부위와이신체부

•Time: 100 mins•Genre: Nonfiction - Explanation•Topic: 동물의 지느러미, 날개, 다리

•Theme: 동물을 움직이게 도와주는 신체 부위인 지느러미, 날개,

다리의 특성

Level 7 - 10

Fins,Wings and LegsFour Corners

Fins, Wings and Legs를 읽고 아이들은

•동물이 어떤 신체 부위를 사용하여 몸을 움직이는지 말하고 쓸 수 있다.

•동물의 신체 부위가 어떻게 움직임을 돕는지 말 할 수 있다.

Fins, Wings and Legs는 동물을 움직이게 해주는 신체 부위인 지느러미, 날개, 다리를 어류, 조류, 포유류 별로

나누어 설명하는 설명문이다.

fin 지느러미, steady 안정된, while ~임에 반하여, glide 활공하다, soar 솟아오르다, wing 날개, side 측면,

through ~을 관통하여, balance 균형, finger 손가락, speed 속도, cheetah 치타

A4 용지


위를 이용하여 하는 동작을 연결하게 한다. 그리고 페이

지하단의문장을완성한다.

Look at the animals in the middle. What doeseach animal have? Do fish have wings? Howdo fish move? Connect each animal with thecorresponding words. Then, complete thesentence at the bottom of the page.

학생들이완성을하면답을확인하고완성한문장을함께

읽는다.


Let’s read the title aloud, ‘Fins, Wings andLegs.’ This book is about how animals move.I’m going to read the story slowly. Look at thepictures and listen carefully.

Echo Reading칠판에 fin, steady, while, glide, soar, wing, side,

through, balance, finger, speed, cheetah를 쓰면서

읽어 준다. 단어를 하나씩 짚어가며 다시 한 번 읽고, 학

생들에게따라읽도록한다.



한다.






Reading with ActivityA4 용지를 15개의 카드로 만든다. 각 카드에 fins,

wings, legs를 적는다. 또 다른 A4 용지를 3개의 카드

로 만든 뒤, fish, bird, cheetah를 적는다. 카드에 적은

단어가 보이지 않게 뒤집어서 쌓은 뒤, 학생 한 명에게

동물 카드를 뽑고, 신체 부위 카드를 뽑게 한다. 학생이

뽑은 동물과 이 동물을 움직이게 하는 신체 부위를 맞게

뽑으면 점수를 주고 문장을 말하게 한다. 가장 많은 점수

를획득한학생이게임을이긴다.

Pick a card from the two stacks and let’s seewhether you have the matching cards or not. Ifyou have a set of matching cards, make asentence.




Questioning학생들에게지느러미와날개중한가지를가지고태어날

수있다면어떤것을선택할지묻는다.

If you could be born with a set of wings or fins,what would you choose? Why?



page 2~3Do animals move in the same way? / Whichanimals use fins to swim? / Which animalsuse wings to fly through the air? / Whichanimals use legs to move on land?(No, they don’t. / Goldfish do. / Noctule batsdo. / Wallabies do.)page 4~6What animals have fins? / What do fins do?(Fish, dolphins, and whales. / They helpanimals move through water. ; They helpanimals move in different ways. ; They helpanimals move forward or turn quickly.)page 7~8What animals have wings? / What do wingsdo? / How does an ostrich use its wings?/How many wings do insects have?


Fins,Wings and Legs

(Birds, bats, and insects. / They help animalsmove through the air. ; They help a bird glideand soar through the air. / It uses its wings forbalance. / They have four wings.)page 9~11What covers birds’ wings? / What are bats’wings made of? / How many times do insectsmove their wings in one second?(Feathers. / They are made of skin and thinfingers. / Hundreds of times.)page 12~13What do legs do? / How do frogs’ legs helpfrogs? / How do Cheetahs’ legs helpcheetahs?(They help animals move on land. / They helpthem hop a long way. / They help them runfast.)page 14~15How do humans fly and swim?(They use glider wings to fly like a bird andswimming fins to swim like a fish.)


루질문해본다.


다. 단락의 제목을 찾아 적은 뒤 내용을 분류하여 요약하

는활동으로동물과이들이움직이기위하여어떤신체부

위를사용하는지분류하여적도록한다.


How do your legs work to move? Explain howyour legs help you move easily and quickly.

Writing Activity워크북 11 page를 펴고 어류, 조류, 곤충, 육상 동물이

어떻게 움직이는 지 Word Box에서 올바른 단어를 찾아

문장을 완성한다. 그리고 인간은 어떻게 움직이는지 생각

하고문장을완성하도록한다.

Extension학생들에게책에서소개된동물중하나를마음속으로선

택하게 하고, 이 동물을 다른 학생들이 알아 맞추도록 스

무고개 게임을 한다. 학생들은 yes/no 질문을 신체 부위

와동작위주로하게한다.

Does it have legs?

Yes, it does.

Can it fly?

No, it can’t.


한다.

Fact-File 날개가 있지만 날지 못하는 새

조류는날개를이용하여하늘을날지만, 몇몇새는하늘을나는날개의기능이퇴화되어날지못한다. 그중대표적인예는

지상생활에적응을한타조(ostrich)와에뮤(emu)로이들의날개는뛸때균형을잡는역할을한다. 또다른날지못하는

새는남극의펭귄으로수중생활에적응한펭귄에맞게날개가짧아지고지느러미모양으로바뀌었다.

(출처: 네이버백과사전)

Level 7-11 1 Hungry, Hungry Sharks!

Hungry, Hungry Sharks!를 읽고 아이들은

•다양한 상어의 종류를 구분하여 말 할 수 있다.

•상어의 이름을 학습하고 각각의 특징과 습성을 구분하여 말할 수 있다.

Hungry, Hungry Sharks!는 다양한 상어의 종류와 특성에 대하여 설명하는 글이다.

swamp 습지, reptile 파충류, shark 상어, creature 창조물, attack 공격하다, tangle 얽히다, plenty of 많은, dwarf 난쟁이, spot 점, hitch (지나가는 차를) 얻어 타다, suddenly 갑자기, pup (동물의) 새끼

Eliciting Background Knowledge표지의상어에대한질문을하며학생들의배경지식을이

끌어낸다.

Take a look at the cover of the book. What doyou see? What do the teeth look like? Wheredo sharks live? Have you ever seen a sharkbefore?

Warm-Up Activity워크북 12 page를 펴고 Warm up 활동을 진행한다. 상

어에 대한 기본 지식을 확인하는 활동으로 상어 그림을

보고네개의질문에대화를나눈뒤답을적게한다.

What animals are they? Where can you seethese animals? Do they look the same? If not,how are they different from one another? Arethey fish? If not, how are they different fromfish?


Let’s read the title aloud, ‘Hungry, HungrySharks!’ This is a story about sharks. I’m going

•Time: 100 mins•Genre: Nonfiction•Topic: 상어

•Theme: 상어의 종류와 습성

Step into Reading

Level 7 - 11

Hungry,Hungry Sharks!


to read the story slowly. Look at the picturesand listen carefully.

Echo Reading칠판에 swamp, reptile, shark, creature, attack,

tangle, plenty of, dwarf, spot, hitch, suddenly, pup

을 쓰면서 읽어 준다. 단어를 하나씩 짚어가며 다시 한

번읽고, 학생들에게따라읽도록한다.



한다.








Let’s find the sentences. I will read out a word.Find a sentence that has that word in the bookand read it out loud.




Questioning학생들에게 평소에 상어에 대하여 어떻게 생각하고 있었

는지 물어본다. 이야기를 읽은 후 상어에 대한 생각이 어

떻게바뀌었는지도묻는다.

How did you feel about sharks? Were youafraid of sharks before you read the story? Did

you think that all the sharks were scary? Whatdo you think about sharks now after reading thestory?



page 4~9(Pointing at one of the strange looking flyingreptiles on pages 4-5) What is flying in thesky? / (Pointing at the dinosaurs on pages 6-7) What are they? / What is the big fish withthe sharp teeth and a big fin on its back?(Reptiles with wings are flying in the sky. /They are dinosaurs. / It is a shark.)page 10~15Are there dinosaurs on the earth? / Arethere sharks on earth? / How many kinds ofsharks are there? / What is the biggestshark?(No, there are no dinosaurs on the earthanymore. / Yes, there are. / There are 300 kindsof sharks. / The whale shark.)page 16~21(Pointing at the blue sharks on page 16)What are they? / What do blue sharks dowhen other sharks get hurt? / Why are bluesharks called the wolves of the sea? / Whydo blue sharks follow ships?(They are blue sharks. / They attack them. /Because they stay together. / They follow shipsbecause of the noise from the ship. Then theystay to eat garbage that is thrown into thewater.)page 22~27Which is the most dangerous shark in thesea? / How big is the great white shark? / Dosharks lay eggs? / What do the pups do rightafter they are born?(The great white shark. / It is as big as a smallboat. / Most sharks do not lay eggs and theirbabies are born alive. / They swim off to gettheir own food.)page 28~29Can great white sharks eat stingray andswordfish?


Hungry,Hungry Sharks!

(Yes, they can.)page 30~34What would happen if a sharks stopswimming? / What animals can kill sharks?(They would sink. / Dolphins can kill sharks asthey can work together to kill them.)page 35~36Is a shark’s brain big? / Describe shark’steeth.(No, it is tiny. / They are big and sharp. Thereare many rows of teeth. When a tooth breaks, anew tooth moves up to take its place.)page 37~41What do sharks eat? / Do sharks eat people?(Almost anything in the sea. ; Sometimes theyeat things that are not food. / Yes, they do.)page 42~45Do people go hunting for sharks? / What didpeople do to study the great white shark? /What did the sharks in the tank do? /(Yes, they do. / They kept it in a tank withother fish. / They did not eat. ; They bumpedinto the sides of the tank. ; They began to die.)page 46~47Why are sharks in danger?(Because people hunt them for food. ; Becausethey get tangled in fishing nets.)


루질문해본다.

Reading Skills Activity

워크북 14 page를 펴고 Reading skills 활동을 진행한

다. 상어에 대한 설명을 완성하는 활동으로 Word Box에

서해당하는구절을찾아정보를완성하도록한다.


Are you afraid of sharks? If yes, why are youafraid of them? If not, why aren’t you afraid ofthem?

Writing Activity워크북 15 page를 펴고 섞여있는 단어를 정리하여 상어

가 왜 멸종위기에 처해있는지 답을 하도록 하고 상어를

멸종위기에서 구하기 위하여 어떤 일을 하면 될 지 적어

본다.

Extension학생들을 그룹을 지어 상어를 멸종위기에서 구하기 위한

방법을토론해본다.

I think we can build a big pool to keepthem in.

I think the police should keep an eye on thefishermen who kill sharks.

I think we shouldn’t not hunt for sharks.


Fact-File 상어에 의한 인명 피해 비교

흔히들상어를사람을잡아먹는무서운동물로생각하지만, 생각하는것만큼상어에의한인명피해율은매우낮다. 미국을

예로들면, 번개에맞아서죽는경우가상어공격으로죽는경우보다30배높고, 위험하지않는도구인망치, 못등을사용

할때부상당한사람의수는198,849명이지만, 상어로인해부상당한사람의수는18명이라고한다.


Level 7-12 1 The True Story of Pocahontas

•Time: 100 mins•Genre: Fiction (Based on the true story)•Topic: 포카혼타스

•Theme: 포카혼타스의 일생

Level 7 - 12

The True Story of PocahontasStep into Reading

The True Story of Pocahontas를 읽고 아이들은

•미국 원주민이었던 포카혼타스가 어떻게 서구 문명에 동화하고 두 문화의 가교 역할을 했는지에 대해 말할 수 있다.

•영국인들이 신대륙인 미국에 정착할 시기의 시대상에 대하여 말할 수 있다.

•미국 원주민과 영국 이주민의 다른 점을 비교하여 영어로 말할 수 있다.

The True Story of Pocahontas는 미국 원주민 부족장의 딸이던 포카혼타스가 어떻게 영국인들과 우호적인 관계

를 유지했고 영국으로 이주하여 살아가게 되었는지에 대한 이야기이다.

chief 추장, pray 기도하다, appear 나타나다, captain 대위, warrior 전사, capture ~을 잡다,

starve 굶주리다, explore 탐험하다, force 강제로 ~하게 하다, prisoner 죄수, frighten 놀라게 하다,

savage 미개인

Eliciting Background Knowledge학생들에게 책 표지를 보게 한다. 표지 중앙의 원주민 소

녀를가리키며현재우리의모습과어떻게다른지를생각

하게한다.

Do you see a girl on the cover? That girl livedin America about 100 years ago. How is shedifferent from you?

Warm-Up Activity워크북 16 page를 펴고 Warm up 활동을 진행한다. 미

국 원주민들과영국이주민들이얼마나다른문화를가졌

었는지 알아보는 활동으로 그림 밑 쪽의 문장을 읽고 해

당하는 사람들 그림 밑에 알파벳을 적도록 한다. 그리고

그들이어떻게다른지적어본다.

Let’s read the sentences in the box. Who iswearing hats? Yes, the Englishmen are. Who isbarefoot? Write the letters of the descriptionsand answer the question about how they aredifferent from each other.

학생들이 활동을 모두 마치면 위의 두 그룹의 사람들과

본인은어떻게다른지생각해보도록한다.



Let’s read the title aloud, ‘The True Story ofPocahontas.’ This story is about a nativeAmerican girl who later moved to England. I’mgoing to read the story slowly. Look at thepictures and listen carefully.

Echo Reading칠판에 chief, pray, appear, captain, warrior,

capture, starve, explore, force, prisoner, frighten,

savage를 쓰면서읽어준다. 단어를하나씩짚어가며다




한다.






Reading with Activity학생들에게 Key words를 행동만으로 묘사하고 추측하

게 한 뒤, 그 단어를 사용하여 문장을 만들도록 한다. 단

어를 맞추면 1점을 주고, 그 단어가 쓰인 문장을 정확히

만들면 추가로 2점을 더 준다. 학생 한 명에게 단어를 속

삭이고, 말을 하지 않고 동작만으로 그 단어를 설명하도

록 한다. 나머지 학생들로 하여금 그 단어를 알아 맞추게

하고그단어를사용하여정확하게문장을만들게한다.

Let’s play Charades. Explain each word to yourfriends by miming the words. If you guess theword correctly, you will get a point. Then, ifyou make a correct sentence using the word,you will get two extra points.




Questioning학생들에게 포카혼타스가 한 것처럼 위험에 처한 외국인

을도와준경험이있는지물어본다.

Have you ever helped a foreigner who neededhelp like Captain John Smith?



page 4~5Who was Pocahontas? / What was Pocahontas’secret name?(The daughter of the great Chief Powhatan. / Itwas Little Snow Feather.)page 6~9When did the English ship appear? / Whatdid the new-comers look like? / What did thenew-comers build?(When Pocahontas was ten years old. / Theyhad hairs on their face and wore strangeclothing. / A fort, a church, and houses.)page 10~11Why were the Englishmen afraid of leavingthe fort?(Because some Powhatans shot arrows atthem.)page 12~19Who was the leader of the Englishmen? /Who saved Captain John Smith when he fellinto a swamp? / What did the Powhatanwarriors do to John Smith? / Who savedJohn Smith’s life?(Captain John Smith. / The Powhatans. / Theytried to kill him. / Pocahontas did.)

page 20~25Where did Pocahontas go to meet herEnglish friends? / How did Pocahontas


The True Story of Pocahontas

communicate with her English friends? /What did Pocahontas do when sevenPowhatans were captured? / Why didCaptain John Smith meet the Chief?(She visited Jamestown. / She communicatedwith them by using sign languages. / She askedCaptain John Smith to free them. / To tell theChief that King James had sent him presents.)page 26~29What did king James send chief Powhatan?/ What happened to Captain Smith?(King James sent the Chief a copper crown,rings for his fingers, a bright red cloak, a basinand pitcher, and a big bed with a canopy. /Captain Smith was badly burned. He wenthome to England.)page 30~35Who was the new captain of the Englishship? / Why did Captain Argall made a planto capture Pocahontas? / Did ChiefPowhatan listen to Captain Argall?(It was Samuel Argall. / To force ChiefPowhatan to make peace. / No, he didn’t dowhat he asked.)page 36~40What was Pocahontas’ new name? / Whomarried Pocahontas? / What did John andPocahontas decide to do after they had ababy?(Her new name was Rebecca. / John Rolfemarried to Pocahontas. / They decided to taketheir baby to England.)page 41~44Why did Tomocomo throw away the stick? /How was England different fromPocahontas’ hometown?(Because there were too many people to count./ The air was dark and smoky. ; The streetswere full of tall stone houses. ; People rodearound in little houses on wheels. ; There werecobblestones on the streets.)page 45~48Who visited Pocahontas? / What did Englishpeople think about the American Indians? /

What did the English people call Pocahontas?/ Did Pocahontas return to America?(Captain John Smith did. / They thought thatAmerican Indians were savages. / They calledher the Indian Princess. / No, she stayed inEngland for the rest of her life.)


루질문해본다.


다. 이야기의 주인공인 포카혼타스와 존 스미스, 두 캐릭

터의 상이한 점을 생각해 보고 Word Box에서 알맞은

내용을찾아빈칸을채워넣도록한다.


If you were Pocahontas, would you be braveand calm like her even though you were in abad situation?

Writing Activity워크북 19page를 펴고 Book report를 완성한다. 이름,


단어를넣어글을완성한후포카혼타스에대해서어떻게

생각하는지적게한다.

Extension이야기에 등장하는 인물들을 복습하기 위하여 책에서 특

정 인물이 말한 내용이나 그 인물을 묘사하는 부분을 읽

어주고누구인지알아맞추게한다.

This person gave Tomocomo a stick tocount English people.

The great Chief of Powhatan.


한다.

Documents

Step into Reading The Great Tulip Tradeadmin.rqclub.co.kr/data/4/389/TG_Level7.pdf · 2011-12-16 · Level 7-1 2 The Great Tulip Trade Teacher Reading 다함께책제목을읽어보고,