'분류 전체보기' 카테고리의 글 목록 (10 Page)

고등학교 유형에 대해 안내드립니다.

일반고/외국어고,국제고/과학고/예술,체육고/마이스터고/자사고/영재고 등이 있습니다.

아래 더 자세한 입학전형 및 모집단위에 대해 적어보았습니다.

[일반고]

* 목적 : 중학교 교육기초위에 중등교육 실시

* 법적근거 : 초·중등교육법시행령 제76조2

* 모집단위 : 지역/광역단위

* 일반입학전형 : 평준화 – 추첨배정

비평준화 – 내신 + 선발고사
기타: 자기주도학습전형 실시(공주대부설고, 한일고, 익산고)

* 사회통합전형 : -

* 교육과정 : 필수이수단위 86단위

과목별이수단위 5±3단위

*기초교과 50% 이하

[외국어,국제고]

* 목적 : 외국어에 능숙한 인재양성(외국어고) 국제전문 인재양성(국제고)

* 법적근거 : 초·중등교육법시행령 제76조2 제90조

* 모집단위 : 광역단위

* 일반입학전형 : 자기주도학습전형으로 선발

* 사회통합전형 : 모집정원의 20% 이상

* 교육과정 : 필수이수단위 77단위 이상

심화과목 80단위 이상

[과학고]

* 목적 : 과학인재양성

* 법적근거 : 초·중등교육법시행령 제76조2 제90조

* 모집단위 : 광역단위

* 일반입학전형 : 자기주도학습전형 으로 선발

* 사회통합전형 : 모집정원의 20% 이상

* 교육과정 : 필수이수단위 77단위 이상

심화과목 80단위 이상

[예술,체육고]

* 목적 : 예술인 양성(예술고) / 체육인 양성(체육고)

* 법적근거 : 초·중등교육법시행령 제76조2 제90조

* 모집단위 : 전국단위

* 일반입학전형 : 내신, 면접, 실기 등

* 사회통합전형 : -

* 교육과정 : 필수이수단위 77단위 이상

심화과목 80단위 이상

[마이스터고]

* 목적 : 전문적인 직업교육을 위한 맞춤형 교육과정

* 법적근거 : 초·중등교육법시행령 제76조2 제90조

* 모집단위 : 전국단위

* 일반입학전형 : 내신, 면접, 실기 등

* 사회통합전형 : -

* 교육과정 : 필수이수단위 65단위 이상

전문교과 80단위 이상

자율편성

[특성(직업)]

* 목적 : 소질과 적성 및 능력이 유사한 학생을 대상으로 특정분야 인재양성

* 법적근거 : 초·중등교육법시행령 제76조2 제91조

* 모집단위 : 광역/전국단위

* 일반입학전형 : 내신, 면접, 실기 등

* 사회통합전형 : -

* 교육과정 : 필수이수단위 65단위 이상

전문교과 80단위 이상

[특성(체험)]

* 목적 : 자연현장 실습 등 체험위주교육

* 법적근거 : 초·중등교육법시행령 제76조2 제91조

* 모집단위 : 광역/전국단위

* 일반입학전형 : 내신, 면접, 실기 등

* 사회통합전형 : -

* 교육과정 : 필수이수단위 65단위 이상

[자율형사립고]

* 목적 : 학교별 다양한 교육 실시, 사립학교의 자율성을 확보

* 법적근거 : 초·중등교육법 제61조

초·중등교육법시행령 제76조2 제91조의3

* 모집단위

- 전국단위 : 하나고, 용인외대부고, 북일고, 상산고, 김천고, 포항제철고,

광양제철고, 인천하늘고, 현대청운고, 민족사관고

- 시도단위 : 위 학교를 제외한 나머지 학교

(자기주도학습전형>시행고교 참고)

* 일반입학전형 : 자기주도학습전형 선발을 원칙

(기타: 민족사관고(학교자체방식),

송원고(추첨), 2016학년도 기준)

*사회통합전형 : 모집정원의 20% 이상

* 교육과정 : 필수이수단위 58단위이상
교과군별 이수단위 준수의무 없음

[자율형공립고]

* 목적 : 교육여건이 열악한 지역의 공립고 교육력 제고를 통해 지역간·계층간 교육격차 완화

* 법적근거 : 초·중등교육법 제61조
초·중등교육법시행령 제76조2 제91조의4

* 모집단위 : 광역단위

* 일반입학전형 : 평준화: 추첨·배정

비평준화: 내신+선발고사

※ 자율형공립고 중 비평준화 지역 일부 학교에서는 자기주도학습전형을 통해 학생을 선발함(2012학년도 시범도입)

* 교육과정 : 필수이수단위 86단위

과목별이수단위 5±3단위

*기초교과 50% 이하

[영재학교]

* 목적 : 재능이 뛰어난 사람을 조기 발굴하여 능력과 소질에 맞는 교육 실시

* 법적근거 : 영재교육진흥법 시행령 제 19조

* 모집단위 : 전국단위

* 입학전형 : 추천 및 선정심사위원회의 심의

* 교육과정 : 영재교육기관의 학칙으로 정함

저작자표시 비영리 변경금지

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 7

Task 1 –Describe the different specialist skills needed for reading and

listening successfully:

To read and listen successfully we need five skills. The first is a predictive skill. This can guess the content without details. The second skill is scanning. We can quietly get what we want from specific information. So we don’t need to read and listen to the whole content. The next is the skimming skill. This part finds the gist in the content. We need to get a general understanding of the content but we don’t have to concentrate on a total, single word. The next is detailed information. Sometimes we need to understand everything in detail. The last skill is deduction. Occasionally we need to deduce the meaning of each word or phrases from the context. Most words have literal meanings or they include the metaphoric meanings so we have to know about various meanings and catch them.

Task 2 –Look at the reading comprehension questions and the gap-fill exercise on page 7 of the unit. Numbers 1 to 4 are already given. Provide four more of your own that would check your students understanding of the reading material:

1. Reading comprehension questions:

5) What do police officers carry in England?

6) What is the traditional style in America?

7) What color do police officers wear in France?

8) Which country can all police officer use a gun?

2. Gap-fill exercise (This should be in the form of four sentences with a separate list of ‘gap-words’):

saddle, horses, a uniform, the hats, coat

5) Police in most countries must wear ___________.

6) In England, ___________ of police women are shorter with a checked pattern printed on their hat.

7) Some police officers ride ___________ on the street.

8) The horses wear a special ___________ and ___________.

Task 3 – Find an authentic reading text of your choice online appropriate for an upper-intermediate class, and using the blank lesson plan that you should have received, devise a full ESA lesson plan that revolves around the text.

As always, complete all sections of the lesson plan, as well as the procedure.

Include all exercises and worksheets when submitting your lesson plan.

Teacher: Eunsil Choi			Room: A
Observer: n/a			Expected numbers: 8~10
Date & Time: 18^th Apr 2014 13:00~14:00	Class level: upper-intermediate
Context: Extending knowledge of new vocabs through the topic	Focus:
Teaching aids: text, worksheets(exercise A,B,C)
Learner objectives: For students be able to know new vocab and information about this topic.	Personal aims: To improve my lesson timing.
Anticipated problems for students: When the students debate exercise C with partner, if they feel it is hard to speak the answers,	Solution: The teacher will study together.
Anticipated problems for teacher: If the students are not match working with partner,	Solution: The teacher will be together.
Procedure		Phase		Timing	Interaction
T makes pairs. T asks Ss to talk about fruits and vegetables. T writes down answers from Ss on the board. T elicits the topic from Ss and introduces what they are going to learn today.		Engage		10mins	T-S
T writes down target language on the board. e.g. nutrition / recommendation / disease / healthier / dietary habits / mortality / benefits / groups / risk / supermarkets / canned fruit / salt / dietician / wealthier / lifestyle. T asks Ss to chat about the target language with the partners. T elicits target language from Ss. T drills by a way of 3 by 3.		Study		10mins	T-S
T gives Ss text sheet. T asks Ss to read text in 3mins. T asks Ss to find main sentences with the partners. T gets the answer from Ss. T assigns two groups (group A, group B). T divides text into two parts (first part, second part). T asks group A to discuss first part. T asks group B to discuss second part. T gets Ss to discuss it in 3mins T makes new pairs from each group. T asks Ss to share what they have read and discussed with their former group members. T monitors and gives Ss feedback.				10mins	T-S
T gives Ss the handout from exercise Bs comprehension questions. T asks Ss to find the answer of exercise B. T points a student in order to get the answers. T gives Ss feedback.				10mins.	T-S
T gives Ss the handout of phrase match exercise A. T asks Ss to find the answers in 3mins. T gives Ss the answers on the board. T gives Ss feedback.				10mins	T-S
T assigns pairs(A&B) T gives Ss exercise C about fruit and vegetables discussion. T gives S As questions to student A. T gives S Bs questions to student B. T asks Ss to discuss with their partners. T takes notes and gives Ss feedback.		Activate		10mins	S-S

Text

For many years, the nutrition message has been "five a day" – the recommendation that five portions of fruit and vegetables are enough to keep disease at bay and help us to live longer. That advice has been revised upwards. A new study suggests that people who get seven or more portions a day are healthier. Researchers from University College London studied the dietary habits of 65,000 adults over a seven-year period. They concluded that: "A robust inverse association exists between fruit and vegetable consumption and mortality, with benefits seen in up to 7-plus portions daily." In other words, if you eat more fruit and vegetables, chances are you live longer.

The researchers put people into five different groups, depending on how much fruit and veg they ate. They found that those who ate seven or more portions a day had a 42 per cent lower risk of death than those who ate just one portion. They recommended that schools serve healthier meals and that supermarkets put more emphasis on prominently displaying cheaper produce. They warned that frozen and canned fruit was linked to higher mortality rates. Some experts say the findings of the study should be taken with a pinch of salt. One dietician said the findings ignored the fact that people who eat more fruit and veg are generally wealthier and thus lead lifestyles that will help them live longer anyway.

Exercise A

PHRASE MATCH: (Sometimes more than one choice is possible.)

1.	enough to keep disease	a.	that will help them
2	dietary	b.	higher mortality rates
3.	A robust inverse	c.	words
4.	In other	d.	at bay
5.	chances are you	e.	a pinch of salt
6.	depending on how much	f.	habits
7.	a 42 per cent lower	g.	fruit and veg they ate
8.	canned fruit was linked to	h.	live longer
9.	…should be taken with	i.	risk of death
10.	lead lifestyles	j.	association exists

Exercise B

COMPREHENSION QUESTIONS

1. For how long has a message been "five a day"?

2. What do fruit and vegetables keep at bay?

3. How many people's dietary habits did researchers look at?

4. What was there an inverse association between?

5. Where were benefits seen?

6. Into how many groups did researchers put people?

7. How much lower was the risk of death with a "seven a day" diet?

8. Who did the researchers recommend serve better meals?

9. What should be taken with a pinch of salt?

10. Who leads healthier lives because of better lifestyles?

Exercise C

FRUIT AND VEGETABLES DISCUSSION

STUDENT A's QUESTIONS (Do not show these to student B)

a)	What did you think when you read the headline?
b)	What springs to mind when you hear the word 'nutrition'?
c)	Do you follow the five-a-day recommendation?
d)	Will you eat more fruit and veg from now on?
e)	How healthy or unhealthy is your diet?
f)	Is it better to eat what you really like, even if it's unhealthy?
g)	Is it easy or difficult to eat seven types of fruit and veg a day?
h)	Should we all become vegetarians?
i)	Do people take notice of studies like the one in the article?
j)	What do you do to make sure you live longer?

-----------------------------------------------------------------------------

STUDENT B's QUESTIONS (Do not show these to student A)

a)	Did you like reading this article? Why/not?
b)	How can governments encourage people to eat more healthily?
c)	Should schools stop selling fast food?
d)	What responsibility do food shops have to promote healthy eating?
e)	Will you take this study with a pinch of salt?
f)	What are your favourite fruits and vegetables?
g)	What is the grammar rule for when we say "fruit" and "fruits"?
h)	Is the tastiest food the unhealthiest food?
i)	Why are richer people generally healthier?
j)	What questions would you like to ask the head researcher?

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WORKSHEET – UNIT 6

Task 1 – Imagine you are a student in the class on the CD-ROM. How would you have felt during:

1) Lesson one?

If I was a student in lesson one, I would feel bored. It didn’t look fun, and the teacher wasn’t interested in teaching. He didn’t give the students praise or feedback in his class. Therefore, I wouldn’t want to study English in his class.

2) Lesson two?

If I was a student in lesson two, I would feel interested in learning English and I would think learning English is fun. The teacher was relaxed and the class had a good atmosphere.

Task 2 – Which lesson was the more effective? Why?

I would like to choose lesson two as being more effective. There are many good ways which show the teachers good behavior such as pair work, worksheets and interesting activities, it is better than lesson one. At the beginning of the lesson the teacher started with a smile and introductions between the teacher and the students. During the lesson he used pair work to solve worksheets and at the end of the lesson he gave them an interesting activity to review expressions and vocabulary that had been learned.

Task 3 – What main differences did you note between lesson one and two in the following areas?

1) The teacher’s attitude to the students:

The teacher’s attitude is not approachable in the lesson one. However, the teacher in lesson two is active, enthusiastic and approachable so the class is more active.

2) The students’ attitude towards the teacher:

The students’ attitude is nice and respectful in lesson two and the students are concentrating on the teacher, because he is lively and fun. Otherwise in lesson one the students are not interested in what he has to say and do not respect the teacher, as he looks bored and uninterested in what he is teaching.

3) Student participation:

In lesson one the teacher didn’t give the students any talking time, they are just listening to him. In lesson two the teacher elicits answers from the students and they feel comfortable during class time.

4) The teacher’s voice (clarity, complexity, speed etc.):

In lesson one the teacher’s voice is not clear. He mumbles and speaks quietly. There is no complexity and the speed was slow and boring. However, the clarity of his voice in lesson two is good and friendly. The complexity and the speed are very good as well so the class pay attention to what he is saying.

5) The teacher’s instructions and explanations:

In lesson one the teacher’s explanations are not good enough and are not detailed. His instructions were not clear. Some students did not understand. Lesson two had clear instructions and explanations so the students understood what to do and participated.

6) Monitoring of the students:

There was little monitoring of student, such as eye contact in lesson one and he did not pay attention or give feedback, but in lesson two he monitored and stood in front of the class. He kept eye contact and gave feedback to the students. He also elicited answers from students for interaction, and class participation.

Task 4 – Using the blank lesson plan that you should have received, create the lesson

plan that you think the teacher followed in the second lesson on the CD.

Please include your aims, context, expected number of students, and all the other

boxes at the top of the blank lesson plan form, as well as the full procedure.

Teacher: Mark			Room: A
Observer: n/a			Expected numbers: 8~10
Date & Time: 15^th Apr 2014 & 18:00~19:00	Class level: Elementary
Context: Review animals and learn about can, cannot (can’t).
Teaching aids: picture cards, worksheets(gap fill, sentence making, blank worksheets)
Learner objectives: The Students can express the ability of animals using auxiliary verb (can, cannot).	Personal aims: When I teach this lesson, I am going to use more gestures and speak loudly.
Anticipated problems for students: If they feel the lesson is hard this lesson.	Solution: I am going to make pair work for activities (worksheets).
Anticipated problems for teacher: There are a lot of materials in the lesson. It will be messy.	Solution: I am going to prepare a lot of materials in order.
Procedure		Phase		Timing	Interaction
Introduction of teacher, greet each other. Make pairs. Get Ss to write down animals’ names on blank paper in 2minuates. e.g. T : How many names of animals did you write down? Order how many animals and make a competition between groups.. Ask Ss to say their animal names. Write down answer if Ss do not remember animal Gives Ss hints using gestures. Show flash cards and explain features to elicit a lot more names of animals.		Engage		10mins	T-S
Show action verbs using gestures to elicit answers from Ss. e.g. walk, swim, fly, climb, run, jump		Study		5mins
Write sentences on the board to elicit ‘can’ ‘cannot’ from Ss. e.g. A bird can fly. A walrus can’t fly. Drill sentences from all and individual students. (3 by 3) Emphasize ‘can’t ‘. Give praise and feedback.				10mins
Remove ‘can’, ’cannot’ Make pairs and give Ss a gap fill worksheet about ‘can’, ‘cannot’ and instruction. Ask Ss to say answer and give Ss feedback. Ask Ss to turn over worksheet to recheck expressions.				10mins	T-S
Ask Ss to say expressions. e.g ‘T: I want two things that a penguin can do.’ ‘Ss: A penguin can swim. A penguin can jump.’ Give Ss worksheet about pictures and sentences and give Ss instructions. Make pairs and work together. Ask Ss to say answers.				10mins	T-S
Show an imaginary animal picture to students. Explain what his imaginary animal what can do. Ask Ss to draw imaginary animal with partner in 7mins Ask Ss to explain what they can do. Give Ss feedback.		Activate		10mins	S-S

Task 5 – How would you change/adapt lesson two to make it more effective still?

I think lesson two has too much teacher talking time. I would like to allow more student talking time. Although there was pair work in the lesson, there was no group work. During the activate stage if the teacher includes group work, it would be better. I also think that there should be more stimulating materials such as audio-visual equipment.

Task 6 – What level do you think the students are?

Was the language point appropriate for this level?

I think both of the lessons are elementary. In both lessons students understood what they are being taught in their lesson, but language point is not appropriate because it looks like the students in the lessons knew about modal verbs already. During the lesson the teacher should have taught another expression such as ‘could’, as a level higher would have been more appropriate for them.

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WORKSHEET – UNIT 5

Task 1 – Why do teachers plan their lessons? Why is planning important?

Lesson planning is important for inexperienced and experienced teachers. Especially, a new teacher, who needs to advise a formal lesson plan because it is difficult for a first teacher to remember everything. Lesson plans can give direction and allow a teacher to follow steps.

A lesson plan can be supportive information about what the students achieve and get at the end of the lesson, and it assists you to carry on and gives you something to mention during the lesson. In addition, a lesson plan can be recorded as evidence of what has been done and which materials have been used, or if you cannot teach, it will help another teacher to cover your classes.

Task 2 – *** Choose 1 ***

Using the blank lesson plan that you should have received, plan a straight arrow ESA lesson from the materials towards the end of unit 5 (Unit 5, task 2 materials). The materials are entitled Where have you been.

or

Using the second blank lesson plan that you should have received, plan a patchwork style ESA lesson using the materials at the end of unit 5 (Unit 5, task 3 materials). The materials are entitled Possibilities.

Please include your aims, context, expected number of students, and all the other boxes at the top of the blank lesson plan form, as well as the procedure.

Teacher: Eunsil Choi			Room: A
Observer: n/a			Expected numbers: 10
Date & Time: 14^th Apr 2014 10:00~10:35 am	Class level: Elementary.
Context: Revision of country vocab and new expressions about the present perfect simple.
Teaching aids: flash cards, worksheets, big map, projector work cards.
Learner objectives: For the students to be able to accurately use the present perfect simple about experiences.	Personal aims: To say instructions clearly.
Anticipated problems for students: The students do not know the past participle well.	Solution: T gives Ss hints.
Anticipated problems for teacher: Students are not interested in an activity	Solution: T gives Ss the ability to use language in real life in the engage stage.
Procedure		Phase		Timing	Interaction
T puts the world map on the board and gives Ss names of countries. T asks Ss to match them.		Engage		5mins	T-S
T asks Ss to check countries using the pen. e.g. Where have you been? T mentions the necessity for the vocab in real life.				3mins	T-S
T elicits the past participle from Ss. T shows example e.g. eat = eaten T gives the handout about the past participle questions on page 13. T asks Ss to check answers in 2mins. T drills the past participle pronunciation on page 13.		Study		5mins	T-S
T elicits the present perfect simple from Ss. T introduces the topic and write down e.g. have you been to Japan? Yes. I have/ No. I have not T drills sentences Q&A by 3 by 3 drilling.				7mins	T-S
T gives Ss a separated sentences worksheet to match complete sentences. e.g. 1. Have you ever shared -------your food with a pet? 2. Have you ever been ---------to Japan? T monitors Ss and gives Ss feedback.				7mins	T-S
T gives Ss the handout exercises B on page 13 T asks Ss to check answers on page in 2mins. T monitors Ss and takes notes of their mistakes. T gives Ss feedback from the above activity.				5mins	T-S
T pairs Ss and gives them the worksheet questions on page 10. T asks Ss to complete answers in 2mins. T lets Ss talk to each other without the worksheet. T monitors Ss while they are talking.		Activate		6mins	S-S
T gives Ss homework and marks off Ss progress diaries.				2mins	T-S

저작자표시 비영리 변경금지

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아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 4

Task 1 – What criteria do we need to consider when selecting vocabulary?

When a teacher selects vocabulary they need to consider how appropriate the students and to the tasks are, and the teacher should choose the words that the students frequently use including coverage and if they will use them in their daily life.

Task 2 – What does a student need to know about a vocabulary item?

Give examples to clarify your ideas.

Students need to know about ‘meaning’, ‘use’, ‘word grammar’, ‘interaction, ‘spelling’ and ‘ pronunciation’ of vocabulary.

Vocabulary item: important.

- Meaning: of great significance or value.

- Use: e.g. It is important to understand this situation.

- Word grammar: Adjective.

- Interaction: It is used after a verb

e. g. Trees are important to us all, wherever we live around the world

Before a noun and it modifies nouns.

e. g. an important official

- Spelling: I.M.P.O.R.T.A.N.T

- Pronunciation: [ɪm^|pɔ:rtnt] It sounds like ‘important’

Task 3 – What do students need to know about grammatical structures?

Give examples to clarify your ideas.

Students need to know about ‘meaning’, ‘use’, ‘forms & patterns’ and ‘spoken and written form’ of grammatical structures.

Grammar item: past used to (do)

- Meaning: It happened regularly in the past but it no longer happens

- Use: For something that was true but is not true anymore.

- Forms & patterns: There is no present form.

You cannot say “I use to do.”

To talk about the present, use simple present (I do)

- Spoken & written form: It uses the same in spoken & written form.

Task 4 – *** Choose 1 ***

Choose one topic below and plan any ESA lesson for a language level

of your choice

1. to cover vocabulary connected with the topic of food

2. for the present continuous tense:

3. be sure that the function is appropriate for the language level you choose

Level: Beginner

Context: To know about food, I am going to use flash cards and words and expression of how to order food.

Learner Objectives: For students to be able to order food and know the names in a restaurant.

Engage

T asks Ss their favourite foods.

T writes names of foods on board.

Study

T elicits names of foods using flash cards from Ss.

T introduces target language using flash cards and word cards.

e.g. fish & chips, noodles, sandwich, pizza, pasta, sushi.

T drills words by 3 by 3 method.

T gives the worksheet including pictures and words.

T asks Ss to match pictures and words.

e.g. picture ------- word

T monitors and gives feedback.

T gives Ss instructions about the whisper game.

- Make two lines up and put flash cards on the board.

The first students take stick. The last students show a word. The last student start to whisper to next student and it keeps going down line. The first student points to answer. Faster pointer will get one point.

Activate

T makes pairs.

T writes expressions of how to order in a restaurant on the board.

e.g. A: May I help you?

B: Can I have noodles!

T drills sentences.

T asks Ss to talk to each other for some time.

T monitors and gives students feedback.

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초등학교 저학년과 고학년을 위한 토요역사체험이 있습니다.

천안 독립기념관에서 진행되는 역사체험입니다.

관심있으신 학부모님과 학생분들은 신청을 해보세요~^^

즐거운 역사체험 함께 가볼까요?

토요역사체험(7차·8차) 참가자 모집
<안중근 의사>를 보고, 알고, 체험해보아요!

1. 교육개요


차수	교육일자	교육대상	교육내용	교육장소
7차	8. 26 (토) 10:00~13:00	초등학교 1 ~ 3학년 (40명)	주제 : 안중근 의사, 체험 : <안중근 의사 미니북> 만들기, 손도장 찍기	밝은누리관, 3전시관
8차	9. 23 (토) 10:00~13:00	초등학교 4 ~ 6학년 (40명)	주제 : 안중근 의사, 체험 : <안중근 의사 미니북> 만들기, 손도장 찍기	밝은누리관, 3전시관

2. 교육신청


교육차수	모집일자	참가자발표	신청방법	신청취소 방법
7차	8. 16. 09:00~ 선착순 마감	8. 22(화) 홈페이지 공지	온라인 접수 (홈페이지 로그인 → 예약/신청 → 교육신청/조회)	신청자가 홈페이지에서 취소 및 카드 결제 취소 (교육신청/조회 → 마이페이지 → 교육취소)
8차	9. 12. 09:00~ 선착순 마감	9. 19(화) 홈페이지 공지	온라인 접수 (홈페이지 로그인 → 예약/신청 → 교육신청/조회)	신청자가 홈페이지에서 취소 및 카드 결제 취소 (교육신청/조회 → 마이페이지 → 교육취소)

3. 참가비


참가비	납부	환불	참가비 환불방법
10,000원/1인	교육 접수와 동시에 홈페이지에서 교육비 납부 (카드결제)	참가자가 홈페이지에서 직접 신청 취소 및 카드결제 취소 (교육신청/조회 → 마이페이지 → 교육취소)	o 모집일~교육 5일전(해당 교육주 월) : 100% 환불 o 교육 4일전(해당 교육주 화) ~ 당일 취소 : 환불없음

4. 편의사항

ㅇ 참가자 동반차량 무료주차

ㅇ 참가자 부모님들께는 자녀 교육시간 동안 안내해설사의 설명을 들으며 전시관을 관람하실 수 있습니다.

(오전 11시 00분 ~ 12시 00분)

■ 문의 : 독립기념관 교육센터 방인경 ☏ 041-560-0265

출처 : 독립기념관 공지사항

http://www.i815.or.kr/kr/news/news.php?code=notice&mode=V&no=98149&site_dvs_cd=kr&menu_dvs_cd=0501&skey=&sval=&code=notice&GotoPage=&key_bbs_cd=

저작자표시 비영리 변경금지

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 3

When answering the tasks here please refer to any experience you have had in the classroom, or experiences you have noted while observing another teacher, as either a student or onlooker.

Task 1 –How can a teacher use his/her physical presence and voice in the

classroom?

The teacher can use eye-contact, gesture and voice in a class. These things help to concentrate on the students during class time. When the teacher uses gesture and voice, the students can understand a new topic well. Using a gesture especially reduces teacher talking time, while student talking time can be increased. On the other hand, when the teacher processes student-centred activities, the teacher should avoid eye-contact, because this time needs pairs/groups working together without the teacher. Using a gesture should be clear in meaning. The voice has clarity, range and variety or projection as well.

Task 2 – Is there a best seating arrangement for a class?

What are the advantages and disadvantages of the various seating plans?

I think the best seating arrangement for a class is on orderly row because this arrangement includes many good things from circles and horseshoes and separate tables. However, this way has disadvantages too.

First, orderly row means that the teacher has a clear view of all the students and all the students can see the teacher. In larger classes of twenty five or more students this is often the best and only solution. This is a teacher-centred method. It is useful to do eye-contact also. This can work in pair or groups, but students in the back cannot participate easily. Secondly, circles and horseshoes are often used in smaller classes, and students can focus on the lesson. It is useful for pairs, and they can have eye-contact with each other, but it can work for small classes. Thirdly, a separate table is useful for group work activities. However, it can create discipline problems, and the teacher cannot make eye contact with students.

Task 3 –List the different student groupings that a teacher can use

Give advantages and disadvantages for each:

One of the student groupings is the whole-class grouping. This group gives students a sense of belonging among the group. It will be quicker and easier organization. However, it reduces opportunities for students to speak, especially shy students.

Second grouping is students working on their own. This is less stressful for the student, but impedes possibilities for student to student interaction and group belonging.

Third is pair work. Pair work dramatically increases opportunity for student talking time and student to student interaction, and allows stronger students to help and support weaker ones it, also allows students to divide responsibility for work and removes the burden from the individual. However, it can be rather noisy. Students may try to retune back to their native language and avoid using English.

Fourth is group work. Like pair work, it can visibly increase student talking time and student to student interaction. During the group work, there might be personal problems. This way can make students cooperate in English, but sometimes it is noisy. Some members may control and the passive students may not get reasonable opportunity to participate.

Task 4 – How can the teacher reduce unnecessary teacher talking time (TTT)

and increase student talking time (STT)?

To avoid unnecessary TTT, the teacher should choose the language carefully, for explanations and instructions. Avoiding TEFL jargon, using gestures, mime or pictures is useful. Not extra elaborating is important, the teacher should keep it simple. In addition, using language that is the level of the class being taught is important. If the teacher uses pair work and group work during the lesson, the student talking time will be increased, and the students can build relationships.

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[양식자료] 이력서 양식 무료로 공유합니다.

교육이 종료 후 또는 졸업 후 이력서를 작성 할 때가 많아집니다.

일반적인 양식입니다, 필요하신분들은 사용하세요~

국문 이력서 양식 하단 다운

영문 이력서 양식 하단 다운

8월 10일 2021학년도 수능 개편 시안 발표

- 8월 11일부터 권역별로 4회 공청회 실시 -

- 8월 31일 2021 수능 개편 확정안 발표 예정 -

교육부는 8월 10일(목) 정부세종청사에서 2015 개정 교육과정에 따라 마련한 2021학년도 수능 개편 시안을 발표할 계획이라고 밝혔습니다.

또한, 2021학년도 수능 개편 시안에 대하여 보다 폭넓은 의견을 수렴하기 위해 권역별로 공청회를 실시할 예정입니다.

공청회는 누구나 참여가 가능하며, 수능 개편 시안에 대해 질문하고 의견을 개진할 수 있는 시간도 주어질 예정입니다.

권 역	일 시	장 소
수도·강원권 (서울·경기·인천·강원)	8. 11(금) 16:00	서울교대 (종합문화관)
호남권 (전라남북도·광주·제주)	8. 16(수) 16:00	전남대 (대학본부 용봉홀)
영남권 (경상남북도·부산·대구·울산)	8. 18(금) 16:00	부경대 (대학본부 2층 대회의실)
충청권 (충청남북도·대전·세종)	8. 21(월) 16:00	충남대 (정심문화회관 백마홀)

교육부는 의견 수렴 결과를 종합하여 8월 31일 2021학년도 수능 개편 확정안을 발표할 계획입니다.

[출처] 8월 10일 2021학년도 수능 개편 시안 발표|작성자 교육부

저작자표시 비영리 변경금지

제가 3월말에 퇴사 후 4개월을 편히 지내다가 정부에서 지원해주는 취업성공패키지와 국가기간전략산업직종훈련에 대해 알아보게 되었습니다.

하여 인근에 있는 고용센터에 들려 상담을 받고 취업성공패키지를 2유형을 신청했습니다.

취업성공패키지란와 국가기간전략산업직종훈련은 --------------------------------------------------------------------------------------

정부에서는 청년들에게 더 쉽고 빠른 취업의 기회를 제공하기 위해 취업성공패키지와 국가기간전략산업직종훈련 이라는 교육제도를 운영하고 있습니다.

청년들의 고용문제를 완화하고자 만 18세~ 34세 청년층을 대상으로

진로상담 >> 능력개발 >> 취업알선에 이르는 취업의 전 과정을 통합하여

관리 및 제공 함으로써, 새로운 형태의 청년일자리 취득을 위한 교육복지제도의 하나입니다.

지원대상자로는 만 18세~ 34세의 고교, 대학교, 대학원의 마지막 학년 재학생, 고졸이상의 미취업자,

영세자영업자(연 매출액 8천만원~ 1억5천미만), 고용촉진특별구역 및 고용재난지역 등 이직자가 있습니다.

취업성공패키지는 단계별로 진행하고 있습니다.

1단계 : 목표 진단 및 경로설정을 통하여 직업 및 심리상담과 취업특강

2단계 : 실질적인 목표의 직업 및 분야로의 직업훈련

3단계 : 2단계 수료 이후 취업연계 또는 취업알선

여기서 2단계의 경우 약 4~ 6개월간의 직업집중훈련 참여시 전액무료의 교육진행과 함께 교육에 참여하는 대상자에게

교통비+식비를 포함한 훈련장려금을 매달 최대 41만 6천원을 지급하고 있습니다.

취업성공패키지와 국가기간전략산업직종훈련을 정리드리자면

취업성공패키지는 상담 -> 직업훈련 -> 취업연계의 순으로 직업훈련참여시 매달 최대 41만6천원의 훈련장려금을 받을 수 있고,

국가기간전략산업직종훈련은 직업훈련 -> 취업연계의 순으로 과정은 비슷하지만 매달 최대 31만 6천원의 훈련장려금을 받을 수 있습니다.

-------------------------------------------------------------------------------------------------------------------------------------

저는 국가기간전략산업직종훈련만 받으려고 했는데 백수하는동안 활동비를 받으면 생활에 도움이 될듯하여 취업성공패키지도 신청을 했습니다.

신청후 일주일 뒤에 민간기관에서 취업상담을 위해 연락이 갈거예요~ 라는 말씀을 고용센터 담당자님이 전해주시네요

현재는 신청 후 취업상담 연락을 기다리는 중입니다.

취업상담기간은 5주간 진행된다고 합니다, 주 1회씩 취업상담사님과 컨설팅을 한다고 합니다.

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