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ORT > Teaching Support
   
[CNÈ°¿ë]1+´Ü°è First Phonics - The Ice Cream
<¾Õ¸é>

What¡¯s this story about? (¾î¶² À̾߱â Àϱî¿ä?)
When the family go down to the seaside, Kipper sees an ice cream van.
°¡Á·µé°ú Çغ¯°¡·Î ³î·¯ °¬À» ¶§ Å°ÆÛ´Â ¾ÆÀ̽ºÅ©¸² Â÷¸¦ º¾´Ï´Ù.

He buys a big ice cream, but then he trips over a ball. The ice cream lands on a man¡¯s head!
Å°ÆÛ´Â Å« ¾ÆÀ̽ºÅ©¸²À» »çÁö¸¸ °ø À§·Î ³Ñ¾îÁý´Ï´Ù. ¾ÆÀ̽ºÅ©¸²Àº ¾î¶² ³²ÀÚºÐÀÇ ¸Ó¸® À§¿¡ ¶³¾îÁý´Ï´Ù.

Talk together (ÇÔ²² À̾߱â Çغ¸¼¼¿ä)
Read the title and look at the picture. Ask the child if he/she has ever had ice cream at the seaside.
Á¦¸ñÀ» ÀÐ°í ±×¸²À» º¸¼¼¿ä. ¾ÆÀÌ¿¡°Ô Çغ¯°¡¿¡¼­ ¾ÆÀ̽ºÅ©¸²À» ¸Ô¾î º» ÀûÀÌ ÀÖ´ÂÁö ¹°¾îº¸¼¼¿ä.

Ask, ¡°Do you think Kipper will enjoy the ice cream?¡±
±×¸®°í ´ÙÀ½°ú °°ÀÌ ¹°¾îº¸¼¼¿ä ¡°³× »ý°¢¿£ Å°ÆÛ°¡ ¾ÆÀ̽ºÅ©¸²À» Àß ¸ÔÀ» ¼ö ÀÖÀ» °Í °°´Ï?¡±

Read the story (À̾߱⸦ ÀÐ¾î º¸¼¼¿ä)
W = Word recognition (´Ü¾îÀÎÁö) C = Language comprehension (¾ð¾îÀÌÇØ)

W: Page 1, ask the child to say each sound in ¡®can¡¯ and run the sounds together to say the word. Do the same with ¡®get¡¯. Point out the word ¡®ice cream¡¯.
1ÂÊ¿¡, ¾ÆÀÌ°¡ ¡®can¡¯ ¾È¿¡ ÀÖ´Â °¢°¢ÀÇ ¼Ò¸®¸¦ ¸»Çϵµ·Ï Çغ¸°í, °¢°¢ÀÇ ¼Ò¸®µéÀ» ÇÔ²² ³»¾î ±× ´Ü¾î¸¦ ¸»ÇÏ°Ô Çϼ¼¿ä. ¡®get¡¯µµ °°Àº ¹æ½ÄÀ¸·Î Çϼ¼¿ä. ¡®ice cream¡¯ ´Ü¾î¸¦ °¡¸®Å°¼¼¿ä.

C: Page 1, ask, ¡°What is Kipper asking Dad? Does Dad say ¡®yes¡¯ or ¡®no¡¯?¡±
1ÂÊ, ¡°Å°ÆÛ°¡ ¾Æºü¿¡°Ô ¹«¾ùÀ» ¹°¾î º¸°í ÀÖÀ»±î? ¾Æºü°¡ ¡®±×·¡¡¯ ¶ó°í ÇÒ±î? ¡®¾ÈµÅ¡¯¶ó°í ÇÒ±î?¡± ÇÏ°í ¹°¾îº¸¼¼¿ä.

C: Page 2, ask, ¡°What is Kipper doing?¡±
2ÂÊ, ¡°Å°ÆÛ°¡ ¹«¾ùÀ» ÇÏ°í ÀÖ´Ï?¡± ÇÏ°í ¹°¾îº¸¼¼¿ä.

W: Ask, ¡°Can you see the word ¡®run¡¯? Can you find ¡®ice cream¡¯ again?¡±
¡° ¡®run¡¯À» ¾Ë¾Æ º¼ ¼ö ÀÖ°Ú´Ï? ¡®ice cream¡¯À» ´Ù½Ã ãÀ» ¼ö ÀÖ°Ú´Ï?¡± ÇÏ°í ¹°¾îº¸¼¼¿ä.

C: Look at the details in the picture, such as the man lying down and the children playing with the beach ball, to help the child predict what might happen at the end.
°á¸»ÀÌ ¾î¶»°Ô ³¯Áö ¾ÆÀÌ°¡ ¿¹ÃøÇÒ ¼ö ÀÖµµ·Ï µµ¿ÍÁÖ±â À§Çؼ­, ³²ÀÚ°¡ ´©¿ö ÀÖ°í ¾ÆÀ̵éÀÌ ºñÄ¡ º¼À» °¡Áö°í ³ë´Â °Í°ú °°Àº ±×¸²À» ÀÚ¼¼È÷ º¸¾ÆÁÖ¼¼¿ä.

C: Page 4, ask, ¡°What kind of ice cream did Kipper want?¡±
4ÂÊ, ¡°Å°ÆÛ´Â ¾î¶² Á¾·ùÀÇ ¾ÆÀ̽º Å©¸²À» ¿øÇÏ´Ï?¡±

W: Page 8, ask the child to say the sounds in ¡®Splat¡¯: S-p-l-a-t. Ask, ¡°Why is this a good word to use?¡±
8ÂÊ, ¾ÆÀÌ¿¡°Ô ¡®Splat¡¯ ¸¦ S-p-l-a-t ÇÏ°í ¼Ò¸® ³»°Ô ÇÏ°í, ¡°¿Ö ÀÌ°ÍÀÌ »ç¿ëÇϱâ ÁÁÀº ´Ü¾îÀÌ´Ï?¡± ÇÏ°í ¹°¾îº¸¼¼¿ä.



<µÞ¸é>

Play a game (°ÔÀÓÀ» Çغ¸¼¼¿ä)

Three-letter words
3±ÛÀÚ ´Ü¾îµé

¤ýTo help the child to match sounds to letters.
¾ÆÀÌ°¡ ¼Ò¸®¿Í ±ÛÀÚ¸¦ ¸ÂÃßµµ·Ï µµ¿ÍÁÖ±â.

¤ýFind ¡®can¡¯ on page 1. Say the sounds ¡®c-a-n¡¯ and ask the child to point to each letter as you say the sound.
1ÂÊ¿¡¼­ ¡®can¡¯À» ãÀ¸¼¼¿ä. ¡®c-a-n¡¯ÇÏ°í ¼Ò¸®¸¦ ³»°í ¾ÆÀÌ¿¡°Ô ¿©·¯ºÐÀÌ ¼Ò¸® ³½ ±ÛÀÚ¸¦ ¤°Ô Çϼ¼¿ä.

¤ýThen the child finds another three-letter word and says the sounds, as you point to each letter.
Have two or three turns each.
¾ÆÀÌ°¡ 3±ÛÀÚ·Î ÀÌ·ç¾îÁø ¶Ç ´Ù¸¥ ´Ü¾î¸¦ ã°í ¿©·¯ºÐÀÌ ±× ±ÛÀÚ¸¦ Çϳª¾¿ ¤À» ¶§¸¶´Ù ¾ÆÀÌ°¡ ´Ü¾îÀÇ ¼Ò¸®¸¦ ³À´Ï´Ù. 2¹ø¿¡¼­ 3¹ø¾¿ µ¹¾Æ°¡¸é¼­ Çϼ¼¿ä.

Other ideas (´Ù¸¥ ¹æ¹ýµé)

You can use these ideas straight away or on another day.
ÀÌ ¹æ¹ýÀ» Áö±Ý ¹Ù·Î ÇØ º¸°Å³ª ´Ù¸¥ ³¯ Çصµ µË´Ï´Ù.

¤ýFind the rhyming words in the story, e.g. ¡®can¡¯/ ¡®van¡¯ (pages1 and 2); ¡®that¡¯/ ¡®Splat¡¯ (pages 5 and 8). ¿îÀ²ÀÌ ¸Â´Â ´Ü¾îµéÀ» À̾߱⿡¼­ ãÀ¸¼¼¿ä. ¿¹¸¦ µé¸é ´ÙÀ½°ú °°½À´Ï´Ù. ¡®can¡¯/ ¡®van¡¯ (1, 2 ÂÊ); ¡®that¡¯/ ¡®Splat¡¯ (5, 8ÂÊ).

¤ýTogether, how many words can you think of that rhyme with ¡®can¡¯ and ¡®that¡¯?
¡®can¡¯ °ú ¡®that¡¯Ã³·³ ¿îÀ²ÀÌ ¸Â´Â ´Ü¾î¸¦ ¸ðµÎ ¸î °³³ª »ý°¢ÇØ ³¾ ¼ö ÀÖ³ª¿ä?

¤ýWrite them down.
¹Þ¾Æ ÀûÀ¸¼¼¿ä.

¤ýUsing magnetic/plastic letters, or Scrabble tiles, together make the word ¡®can¡¯. Then choose different letters to replace ¡®c¡¯. See how many different words you can make.
ÀÚ¼®/Çöó½ºÆ½ ¹®ÀÚµéÀ» »ç¿ëÇϰųª, ¾Æ¹«·¸°Ô³ª ¾²´Â ŸÀÏ Á¶°¢À» °°ÀÌ ½á¼­ ¡®can¡¯À̶ó´Â ´Ü¾î¸¦ ¸¸µå¼¼¿ä. ±×¸®°í ³ª¼­ ¡®c¡¯¸¦ »« ÀÚ¸®¿¡ ´Ù¸¥ ¹®ÀÚµéÀ» ³Ö¾îº¸¼¼¿ä. ¸î °³³ª ´Ù¸¥ ´Ü¾îµéÀ» ¸¸µé ¼ö ÀÖ´ÂÁö º¸¼¼¿ä.