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1.
이론적 배경
2.
설계
3.
교수·학습 절차
4.
수업 적용의 유의점
5.
학습 지도안(Lesson Plan) - 중학교 1학년
총체적 언어 교수법(Whole Language Approach; WLA)은 문자의 해독(decoding)에 초점을
두어 문법, 어휘, 낱말 인식, 음철법(phonics) 등의 요소를 개별적으로 가르치지 않고
언어를 총체적, 종합적으로 가르치는 방법이다.
총체적 언어 교수법은 언어를 의미를 만들고 다양한 목적을 달성하기 위한 수단이며,
문자 언어가 언어라는 가설에서 출발한다. 미국의 국어 교과(language arts)에서 문자
중심으로 모어의 읽기와 쓰기 지도를 위한 교수 활동과 ESL의 지도 방법으로 발전되었다.
총체적 언어 교수법은 학습자 중심의 인본주의적 교육 이론에서 비롯되며 진정성 있는
학습, 개인별, 자기 주도 학습, 협력 학습을 권장한다.
이 교수법은 구성주의적 접근에 근거하여 학습자들이 실제 의사 소통을 하고 재미로 읽고
쓰는 활동을 하면서 자연스럽게 읽고 쓰는 법을 배우도록 한다. 또한, 언어를 사용하여
의미를 창출하고, 모험과 행동을 통해서 언어를 배우며, 협동하면서 과제를 수행하도록
한다.
총체적 언어 교수법의 설계 원칙은 다음과 같이 문학 작품을 이용하여 학습자 중심의
읽고 쓰는 활동을 통합적으로 지도하도록 되어 있다.
문학 작품을 이용한다. (the use of authentic literature)
실제적이고 자연스러운 사건에 역점을 둔다. (a focus on real and natural events)
재미있는 텍스트를 읽게 한다. (the reading of real texts of high interest, particularly
literature)
이해하거나 진정한 목적을 가지고 읽도록 한다. (reading for the sake of comprehension
and for a real purpose)
실제 독자를 위해 쓰는 활동을 한다.(writing for a real audience and not simply to practice
writing skills)
과정으로서의 쓰기를 한다.(writing as a process through which learners explore and discover
meaning)
학생들이 만든 작품을 사용한다. (the use of student-produced text)
읽기, 쓰기와 다른 기능을 통합한다.(integration of reading, writing, and other skills)
학생 중심의 학습을 유도한다. (student-centered learning)
다른 학생들과 협력하여 읽고 쓰도록 한다.(reading and writing in partnership with other
learners)
오류를 범하는 것을 두려워하지 않도록 한다. (encouragement of risk taking and exploration
and the acceptance of errors as signs of learning)
총체적 언어 교수법에서는 광범위한 듣기와 다독 연습을 통하여 유창성과 정확성을 기르도록
한다. 과업을 수행하도록 지시를 하고, 테이프와 녹음 자료를 듣게 하거나, 최근에 일어난
일에 관하여 토론하게 함으로써 음성 언어에 익숙하게 한다.
개인별, 소집단별 읽기와 쓰기, 등급화되지 않은 대화 일기(ungraded dialogue journals),
프트폴리오 쓰기, 토의 작문(writing conferences), 학습자가 제작한 책(student-made
books), 이야기 쓰기 등의 활동이 포함된다.
교사는 학생들에 대역판 교재나 학습 자료를 제공해주고, 긍정적 수업 분위기를 조성해주며,
학교의 교과목에서 요구하는 성취 기준에 도달하도록 도와주는 역할을 한다.
총체적 언어 교수법은 특정한 수업 절차가 없으며 읽기 전 기술도 없다
학습은 전체로부터 부분으로, 일반적인 것으로부터 구체적인 것으로, 친숙한 것으로부터
친숙하지 않은 것으로, 불분명하고 막연한 것으로부터 명확한 것으로 발전되도록 진행한다.
학생들은 다른 사람의 말을 듣고 반복 연습하는 것이 아니라 말을 듣고 적합하게 반응하도록
유도하며, 교사는 학생들의 상호작용 활동에 참여하지만 학생들의 오류를 즉시 수정해
주지 않는다.
교사는 학생들이 이해하는 데 도와주기 위해서 신체 언어를 사용하거나 구체물을 이용하며,
유창도를 높여주기 위해서 소집단별로 상호작용을 하도록 권장한다.
학습자들의 생활과 요구에 맞는 경험과 활동에 초점을 두며 진정성 있는 자료를 사용한다는
점이 이 교수법의 장점이다. 그렇지만 이 교수법은 학습자들이 충분한 유창도에 도달하기
전까지는 모국어 교수를 통하여 습득한 개념과 활동이 영어 학습으로 직접 전이되지 않는다는
것은 약점이 된다.
총체적 언어 수업에서는 특정한 연습장이나 교재를 사용하지 않고, 활동도 미리 정해진
절차에 따르지 않으며, 학습자의 관심과 자신의 학습 목표에 적합한 과업을 수행한다.
[동영상 보기] 
Class: Middle School 1
Unit: Lesson 5. A Father's Love
Period : The 4th period Let's Talk
Objectives
To listen and understand the text, 'A Father and His Sons'
To read and understand the text, 'A Father and His Sons'
To understand and use expressions such as 'I can't solve the problem', 'Neither
can I.' and 'You must not kill them.'
To produce and present a dialogue.
Teaching and Learning Materials
<Listening
and Reading Materials>
An
old man lived in a small village. He worked hard on his farm. He had three sons
and loved them very much. The old man became sick and stayed in bed. One night he
called together the three sons to his bed. The old man said, "I have written
my last letter. Read and follow my will." The eldest son said, "Oh, no!
Don't say that. You'll get better soon." The other sons said, "What
shall we do, Dad? The old man said, "I'm leaving my seventeen horses to all
of you. Don't sell them." Two days later the old man died. The three sons opened
the will.
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To
my three sons,
I
leave my seventeen horses. My eldest son shall take half.
My
second son shall take a third. My youngest son shall take a ninth.
Do
not kill or sell the horses. You must follow my will.
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Procedures
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Steps
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Teacher
/ Students Activities
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Time
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T
Aids
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Greetings
Presentation
of
objectives
Listen
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Greetings
T:
Today, we will study, 'Let's Talk', pages 84 and 85.
The
sons have some problems. Do
you remember the story?
Ss:
(don't answer)
T:
Can't you remember? Then let's listen to the story
again.
Today, we will also a dialogue and do some role plays.
T:
Let's listen to the text.
Ss:
(listen to the text)
T:
How many sons did the old man have?
Ss:
Three sons.
T:
The old man died. Did he leave farms?
Ss:
No, seventeen horses.
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5
mins
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CD-ROM
Title
Text
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Read
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T:
Good. Now, onto do some group work.
First,
read the text and think about it together with a partner.
Then,
write a dialogue based on the text and present it to the class.
Ss:
(Read the text)
T:
I will give an envelope to each group. In the envelope, there are four parts
of
the story, 'A Father and His Sons'. You have to put the parts of the story in the
correct order. Got it?
Ss:
(Students work in small groups to unscramble the parts of the story, 'A
Father
and His Sons.'
T:
Have you finished? Let's check the answer together. Read your answers all together
please.
<Group
Work >
S1:
Chair
S2;
The eldest son
S3:
The second son
S4:
The third son
S5:
Other person
S6;
Wise man
Ss:
(reading the groups' version)
T:
Now read their dad's will.
Ss:
(read the text)
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5
mins
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Steps
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Teacher
/ Students Activities
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Time
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T
Aids
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Group
Work
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T:
OK. Do you understand their dad's will? Think about it carefully.
Ss:
(read and talk about the will)
<Group
Work >
S1:
Chair S2; The eldest son S3: The second son
S4:
The third son S5: Other person S6; Wise man
Chair:
He left a will and wanted his sons to devide up the horses
among
themselves. How many horses will the eldest son get?
S1:
I don't know. How can you divide 17 by 9 evenly?
S2:
You can't.
S3:
No one can. Let's read the story, shall we?
Ss:
(Reading the text on page 82)
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5
mins
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Talk
and
Write
a Dialogue
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<Group
A >
Chair:
Let's share the roles of the sons and a wise man.
First,
let's decide the turn-taking order of the dialogue.
Who
should be the first speaker?
S2:
The second son.
Chair:
OK. Who should be the second speaker?
S5:
The third son.
Chair:
Good. Who should be the third speaker?
S3:
The eldest son.
Chair:
Now, write down what each person should say.
OK.
Who wants to be the third speaker?
S3:
I'll do it.
<Group
B >
S1:
OK. The old man left seventeen horses. We have to share the horses. And
we
have to follow the will. What is the first rule?
S2:
I will take ten horses. What do you think about that?
S3:
Take half means '1/2'. Ten is not half of 17.
S4:
I will take six horses. What do you think about that?
S5:
Take a third means '1/3'. Six is not a third of 17.
S6:
I will take two horses. What do you think about that?
S1:
Two is not a ninth of 17. Can we sell them?
S2:
No, we can't. How about you?
S3:
I'm so young. I can't divide seventeen by nine..
S4:
That's the problem. How about killing them?
S5:
We must not kill any of them!
S6:
Who knows how to divide them up?
S4::
A wise man could do it.
S2:
Yes, that's good idea! Let's go to a wise man and ask for advice.
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20
mins
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Steps
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Teacher
/ Students Activities
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Time
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T
Aids
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Talk
2
1st
Draft
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T:
Listen. Now each group. Make a dialogue, each group. You have to use these two
of these expressions: I can't solve the problem, Neither can I, and
We must not kill them. I will give you some sample
sentence cards.
<Group
C >
S1:
Let's get started. Let's decide on the roles and write down what each person
will
say.
Ss:
Good idea. (Write sentences)
S1:
Who is first? You, second son? Read it.
S3:
OK. I can't solve the problem.
S5:
Who's next? You, eldest son? Read it.
S2:
We must not sell them. We must not kill them.
S4:
I'm the third son. I will read my part now. Who can divide 17 by nine?
S1:
S5 and S6. Let's put it all together.
Ss:
(put the sentences together to make sense)
S6:
Read the dialogue.
Ss:
(read the dialogue)
SI:
Go on to the next part.
S2:
We must not kill any of them.
S3:
OK. Isn't there anyone who can solve this problem?
S4:
A wise man could do it.
S2:
That's a good idea!.
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2nd
Writing
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<Group
D >
S1:
We made a dialogue, but it's not good yet.
S2:
Right. Let's read it again.
A:
I can't solve the problem.
B:
Neither can I. Who can divide 17 by 9 evenly?
C:
Well, we must not sell them.
A:
I can't divide them. Does anyone know the solution?
B:
A wise man could solve it.
C:
That's a good idea.
S3:
Good job! But let's write more.
(Write
more sentences more)
S5:
We have to use "We must not kill any of them."
S1:
Good idea! Anything else?
(Write
more sentences more)
S6:
We must follow dad's will.
S2:
Good! And how about this one: Let's go to a wise man and ask for his
advice?
S3:
OK. We are done it.
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Steps
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Teacher
/ Students Activities
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Time
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T
Aids
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Present
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T:
Time to present your dialogues. Which group wants to go first?
Group
1: We can do it first.
<Sample
dialogue>
The
second son: I can't solve this problem.
The
third son: Neither can I. Who can divide 17 horses by 9 evenly?
We
must not kill any of them.
The
eldest son: Well, we must not sell them, either. We must obey
dad's
will.
The
second son: I can't solve the problem. Who knows how to divide
up
the horses?
The
third son: A wise man can do it.
The
eldest son: That's a good idea! Let's go to a wise man and ask for
advice.
T:
Good job! And next? (Other groups present their dialogues)
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7
mins
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Consolidation
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*
Summary and Self-evaluation
T:
Good! Let's read the dialogue on page 84.
You
have to read it again at home.
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3
mins
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