[쑥쑥] 일본인이 직접하는거 같군요?

일본인이 직접하는거 같군요?
글쓴이 무명자 등록일 2003-09-18 23:32 조회수 1,470 댓글 0 http://www.suksuk.co.kr/momboard/BEC_001/9783

리디아님의 글입니다.
> 코테솔 서울 모임에서 어린이 영어에 대한 웍샵이 하루 종일 개최됩니다.
> 여러명의 학자들이 발표를 하게 되는데, 그 중에 let's go의 
> 저자 Ritsuko Nakada
> 선생도 있군요. 
> 이번 토요일이고, 하루 종일 영어로 강의를 들어 볼 수 있어요. 
> 자세한 것은 아래로
> 죽 내려 가면 시간표와 발표자들의 
> 이력을 살펴 볼 수 있어요. 
> 그럼..../리디아<table height="100%" cellSpacing="0" cellPadding="0" width="1003" bgColor="#ffffff" border="0">
> <tr>
> <td vAlign="top" colSpan="4" height="452">
> <table cellSpacing="0" cellPadding="0" width="100%" bgColor="#ffffff" border="0">
> <tr>
> <td vAlign="top" borderColor="#ffffff" height="1115">
> <table borderColor="#ffffff" cellSpacing="0" cellPadding="0" width="100%" bgColor="#ffffff" border="1">
> <tr>
> <td vAlign="top" width="922" rowSpan="2">
> <h2 align="left">KOTESOL
> YL SIG and Seoul Chapter Present</h2>
> <h2 align="left">Young
> Learner SymposiumDate: </h2>
> <h2 align="left">Sept.
> 20, 2003 
> <a href="http://www.kotesol.org/seoul/meetings/directions%20to%20meetings.htm">
> Sookmyung Women's University</a> </h2>
> <div align="left">
> Click on the
> presenter to learn more! 
> 
> <a href="http://www.kotesol.org/seoul/presmessage.htm">Click her
> to continue on to the President's Message!</a></div>
> <div align="left">
> 
> 　</div>
> <table borderColor="#993300" cellSpacing="2" cellPadding="2" width="750" border="2">
> <tr>
> <td width="12%">
> 
> Time</td>
> <td width="9%">
> 
> Session</td>
> <td width="10%">
> 
> Room#</td>
> <td width="23%">
> 
> Presenter</td>
> <td width="46%">
> 
> Title</td>
> </tr>
> <tr>
> <td width="12%">
> 
> 13:30 - 14:40</td>
> <td width="9%">
> 
> Plenary</td>
> <td width="10%">
> 
> Auditorium</td>
> <td width="23%">
> 
> 1) <a href="#park">Park Joo-Kyung</a>
> 
> 2) <a href="#nakata">Ritsuko Nakata</a></td>
> <td width="46%">
> 
> Teacher Education</td>
> </tr>
> <tr>
> <td width="12%">
> 
> 14:50 - 15:35</td>
> <td width="9%">
> 
> 1A</td>
> <td width="10%">
> 
> 420</td>
> <td width="23%">
> 
> <a href="#graham">Richard Graham</a></td>
> <td width="46%">
> 
> Songs & Music</td>
> </tr>
> <tr>
> <td width="12%">
> 　</td>
> <td width="9%">
> 
> 1B</td>
> <td width="10%">
> 
> 422</td>
> <td width="23%">
> 
> 1) <a href="#park">Park Joo-Kyung</a>
> 
> 2) <a href="#nakata">Ritsuko Nakata</a></td>
> <td width="46%">
> 
> Post Plenary Discussion</td>
> </tr>
> <tr>
> <td width="12%">
> 　</td>
> <td width="9%">
> 
> 1C</td>
> <td width="10%">
> 
> 421</td>
> <td width="23%">
> 
> <a href="#alter">Laurence Alter</a></td>
> <td width="46%">
> 
> The Sophisticated Child of English</td>
> </tr>
> <tr>
> <td width="12%">
> 
> 15:45 - 16:30</td>
> <td width="9%">
> 
> 2A</td>
> <td width="10%">
> 
> 420</td>
> <td width="23%">
> 
> <a href="#brown">Eowyn Brown</a></td>
> <td width="46%">
> <div align="left">
> Be Their Best
> Teacher! 
> Classroom Routines for Young Learners</div>
> </td>
> </tr>
> <tr>
> <td width="12%">
> 　</td>
> <td width="9%">
> 
> 2B</td>
> <td width="10%">
> 
> 421</td>
> <td width="23%">
> 
> <a href="#gunn">Chris Gunn</a></td>
> <td width="46%">
> 
> Another, The Other, Articles, And the Way Things Should Be
> </td>
> </tr>
> <tr>
> <td width="12%">
> 　</td>
> <td width="9%">
> 
> 2C</td>
> <td width="10%">
> 
> 422</td>
> <td width="23%">
> 
> <a href="#kimhr">Kim Hye Ri</a></td>
> <td width="46%">
> 
> Integrating Poetry in EFL</td>
> </tr>
> <tr>
> <td width="12%">
> 
> 16:40 - 17:25
> 　</td>
> <td width="9%">
> 
> 3A</td>
> <td width="10%">
> 
> 420</td>
> <td width="23%">
> 
> <a href="#strauss">Emily Strauss</a></td>
> <td width="46%">
> 
> Professional Development in ESL/EFL</td>
> </tr>
> <tr>
> <td width="12%">
> 　</td>
> <td width="9%">
> 
> 3B</td>
> <td width="10%">
> 
> 422</td>
> <td width="23%">
> 
> <a href="#nakata">Ritsuko Nakata</a></td>
> <td width="46%">
> 
> The MAT Method</td>
> </tr>
> </table>
> <h3 align="left">　</h3>
> <table border="1" cellpadding="0" cellspacing="1" style="border-collapse: collapse" bordercolor="#111111" width="81%" id="AutoNumber1">
> <tr>
> <td width="100%">
> <h3 align="left">Dr.
> Park, Joo-kyung</h3>
> ABSTRACT 
> As of 1997, teaching English in elementary schools was
> implemented in Korea as a way of achieving its national motto,
> "globalization" or securing "international competitiveness" of
> its future leaders. Since then, a lot of change has been made
> resulting in both positive and negative effects at all
> educational levels and domains of ELT in Korea. Teacher
> education, a second-to-none important factor of successful
> education, has also gone through its developmental stages. This
> presentation reviews what has been done so far and what projects
> need to be pursued. It discusses issues and concerns with such
> areas as teacher training program/curriculum development,
> instructional methods and materials, facilities and equipment,
> evaluation, and most importantly, teacher trainers and trainees.
> It will provoke thought and make some suggestions on how to
> create optimal conditions for teaching and learning English in
> Korea.
> Bio: 
> Dr. Joo-Kyung Park, a former president of Korea TESOL, earned
> her Ph.D. from Texas A&M University, specializing in ESL/EFL/Bilingual
> Ed. Her teaching and research interests include teacher
> education, teaching speech/pronunciation, and intercultural
> communication. She has presented in USA, U.K., Thailand, Taiwan,
> Japan and Korea. She has been involved with many in-service
> teacher training programs for elementary and secondary teachers
> of English in Korea as a program coordinator and instructor.
> Currently she is an associate professor of English at Honam
> University in Gwangju, South Korea, and serves as General
> Secretary of Asia TEFL and International Affairs Coordinator of
> KAFLE. 
> 　
> <h3 align="left">
> Ritsuko Nakata<a href="#top"><img src="http://www.kotesol.org/seoul/working/i%20and%20g/graphics/top.gif" align="right" border="0" width="85" height="28"></a> 
> The MAT Method</h3>
> Abstract: 
> Excitement is contagious, and a motivated teacher will make
> motivated students. The popular MAT METHOD helps to do this with
> quick-paced 6-second drills, along with quick, fun activities
> that get your students talking immediately and with natural
> speed and rhythm. You can teach your students phonics through
> gestures and sound subtraction, and all of this and much more
> can be found in Let's Go, the most popular series for kids.
> Bio: 
> Ritsuko Nakata has taught students of all ages and specializes
> in teaching 
> children and training teachers of children. She is the creator
> of the MAT 
> METHOD which focuses teaching on output - in oral as well as in
> reading and writing skills through unique fun techniques. Ms.
> Nakata is also well-known author of the LET'S GO series (Oxford
> University Press) and others which reflect the MAT METHOD. In
> Japan she was on the private board of the Minister of Education
> to revise teaching curriculum in schools, and is also on the new
> NPO board for training English teachers of public schools. 
> 　
> <h3 align="left">
> Laurence Alter 
> 
> The Sophisticated Child of English</h3>
> Abstract: 
> The presentation will rest on four ideas: 
> 1) Is sophisticated language necessary for (successful)
> sophisticated communication? 
> 2) Do higher-level ideas require higher-level language? 
> 3) Are higher-level ideas beyond a young learner's thinking
> ability, and 
> 4) Is sophisticated _expression from a child, in public,
> undesirable at some level? 
> The S.E.N.T. technique--Simple _Expression/No Translation--will
> also be 
> shown, utilizing five strategic words from the adult version.
> 
> Bio: 
> The presenter has worked intermittently with youth for two
> decades in the Orient, and has come to realize that textbooks
> and students themselves insufficiently acknowledge how
> sophisticated EFL learners are, especially for those in the 10
> to 12-year-old range. 
> 　
> <h3 align="left">
> Eowyn Brown 
> <a href="#top">
> <img src="http://www.kotesol.org/seoul/working/i%20and%20g/graphics/top.gif" align="right" border="0" width="85" height="28"></a>Be
> Their Best Teacher! Classroom Routines For Young Learners</h3>
> Abstract: 
> Learning English requiries energy and commitment from all
> students--and young learners are no exception. Providing a safe
> and predictable environment for young learners is paramount for
> their success. As teachers, we can accomplish this by
> establishing classroom routines that capitalize on younger
> learner strengths: their tendency to play with language and
> their unabashed use of their expansive imaginations. Classroom
> routines help very young students to understand what is
> happening, to stay focused, and, sometimes, to forget that the
> fun they are having is actually educational. Chants and songs,
> verbal and nonverbal signals, and correctly paced activities
> help young learners maximize their time in the classroom and
> learn to their fullest potential
> Bio: 
> Eowyn Brown is Head Teacher at TOPIA English Zone in Uijeongbu,
> and has been teaching elementary school children for two years.
> She recently authored a multi-level speaking class textbook for
> fourth, fifth, and sixth graders that is used by over 1,000
> students in three TOPIA schools. Eowyn is also designer of a
> storytelling class for first, second, and third graders that
> will be implemented in the fall. She graduated with honors from
> Central Washington University in 1996 with a BA in Geography.
> 
> <h3 align="left">
> Richard Graham
> <a href="http://www.genkienglish.net/gamemenu.htm">
> www.genkienglish.net/gamemenu.htm</a> 
> Songs and Games</h3>
> Abstract 
> GenkiEnglish.com author Richard Graham will introduce many of
> the games and songs that are described by Japan's Daily Yomiuri
> as "Taking Primary Schools By Storm."
> Bio: 
> After graduating from universities in the UK and France, Richard
> Graham spent three years teaching in Japanese elementary schools
> for the government's JET program. There he developed and
> collated the most effective games and songs from his lessons,
> and published them on the GenkiEnglish.com website. This turned
> into his full time occupation as an Education Consultant, making
> resources and leading workshops throughout Japan and Thailand.
> Also, due to the Internet, he assists over 2000 teachers a day
> in more than 50 different countries. 
> 
> 　
> <h3 align="left">
> Chris Gunn <a href="http://www.bogglesworld.com">
> www.bogglesworld.com</a> <a href="#top">
> <img src="http://www.kotesol.org/seoul/working/i%20and%20g/graphics/top.gif" align="right" border="0" width="85" height="28"></a> 
> Another, The Other, Articles, And the Way Things Should Be
> </h3>
> Abstract: 
> Articles have always been problematic for Korean speakers. In
> structural based textbooks, elaborate rules are drawn up
> describing situations when particular articles are used, and
> which words take which articles. The complexity of these rules
> is such that nobody recommends trying to teach young learners
> these rules at an early age. Yet, children as young as two and a
> half, without being taught, have already begun to master
> articles and difficult adjectives that continually dumbfound
> even university students. 
> Alternatively, verbal and written correction and feedback are
> seemingly ineffective, as the same errors crop up repeatedly.
> Given this situation, the focus of the presentation is to
> explain an alternative view of articles and their usage that
> makes sense to students. It will discuss six fluency activities
> for use in the classroom while emphasizing that language
> teaching cannot be limited to the sentential or word level. In
> effect, the teacher and students must refer to and use
> sentences, phrases and even paragraphs to be most effective.
> Bio: 
> Chris Gunn is currently teaching at a university in Korea. He is
> also a principle contributor of materials to Bogglesworld.com, a
> popular ESL website.
> <h3 align="left">
> Hae-Ri Kim<a href="#top"><img src="http://www.kotesol.org/seoul/working/i%20and%20g/graphics/top.gif" align="right" border="0" width="85" height="28"></a> 
> Integrating Poetry in EFL Curricula</h3>
> Abstract: 
> This presentation integrates poetry within EFL curricula by
> connecting diverse activities associated with poems and dialogue
> journal writing. It first proposes that poetry, especially that
> written for children, is a good instructional resource to
> develop EFL learning. Second, it introduces dialogue journal
> writing, which has been employed for language learners and is
> especially beneficial in developing writing skills and promoting
> written communication in EFL classrooms. It then connects poetry
> and dialogue journal writing, in order to integrate poetry in
> meaningful ways by considering the linguistic development of
> language learners and providing an opportunity to extend their
> literary experience. For this purpose, it introduces a variety
> of poems that EFL teachers can integrate in their curriculum,
> and illustrates diverse activities when using them in the
> classroom environment. Last, how EFL teachers can connect poetry
> with dialogue journal writing by modeling a poem for students,
> or by suggesting how students may respond to the poems they
> read, is presented. 
> Bio: 
> Hae Ri Kim has taught English as a foreign language since 1984.
> She also taught Korean as a heritage/foreign language in the
> United States. From 1996 to 2002, she studied in the United
> States and earned a doctoral degree in English Education,
> concentrating on EFL teaching with a focus on a literature-based
> approach using diverse genres of children/adolescent's
> literature. 
> Kim is now a full time lecturer at Kyungil University. She is
> also developing and teaching an English storytelling program at
> Kyungpook National University in which she provides diverse and
> current language teaching methods to future and current English
> teachers.
> <h3 align="left">　</h3>
> <h3 align="left">
> Emily Strauss</h3>
> Emily Strauss 
> Professional Development in ESL/EFL
> Bio: 
> Mrs. Emily Strauss has 30 years of experience in ESL, an MA in
> TESOL, and experience as a TESOL curriculum developer and
> instructor in several countries.
> 　</td>
> </tr>
> </table>
> 
> 　
> <h3><a href="#top">
> <img src="http://www.kotesol.org/seoul/working/i%20and%20g/graphics/top.gif" border="0" width="85" height="28"></a></h3>
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