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ÿUnderstand the process or order of events or incidents

ÿUnderstand the cause and effect of events or incidents

ÿInfer the implied meaning of phrases or sentences

ÿUnderstand the development or structure of speech or writing

ÿUnderstand speech or writing expressed in various media ÿApply

appropriate listening or reading strategies

ÿ Self-directed participation attitude for problem solving ÿ Respect

Values/Attitudes and inclusive attitude toward the opinions of speakers or writers ÿ Empathetic

understanding and cultural sensitivity toward diverse perspectives of our culture and other cultures

(2) Expression (production)

ÿThe fluency of expressing opinions or feelings is improved by participating in activities that organize discourse according to purpose and context, taking into account

the communication situation.

Core idea
ÿAppropriate strategies and creative thinking processes are necessary for effective information delivery or exchange of opinions. ÿAn attitude of

participating in communication in an inclusive and mutually cooperative manner is the foundation for problem solving.

category Content Elements

ÿVarious words or phrases

ÿVarious sentence structures

ÿ[Appendix 2] Communication skills and example

sentences ÿ[Appendix 3] Learning vocabulary of 2,000 words or less according to basic vocabulary guidelines

language ÿ[Appendix 4] Recommended language format for high school

Knowledge/Understanding ÿ Stories, narratives, and poetry ÿ Speech or writing

for social or fellowship purposes ÿ Speech or writing for the purpose of

conveying information ÿ Speech or writing for the purpose of exchange ÿ Speech

or writing for the purpose of conveying opinions ÿ Speech or writing for the purpose of exchange or argument

ÿ[Appendix 1] Materials

Context ÿGeneral topics such as social life or academics ÿLifestyles, ways

of thinking, and communication styles of our culture and other cultures

ÿDescribe visual aids such as pictures, photographs, and diagrams

ÿDescribe an experience or plan

ÿDescribe an event or task ÿExpress

opinions or feelings ÿSummarize what

Process/Function you hear or read ÿWrite in a format ÿRewrite

while following writing ethics

ÿConvey information using a variety of media ÿApply

appropriate speaking or writing strategies

ÿAn attitude that actively utilizes the strategies and thought processes necessary for problem solving

Values/Attitudes ÿAwareness of information ethics practices to properly utilize information from various media ÿAn inclusive

and cooperative attitude for smooth exchange of opinions

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B. Achievement criteria

(1) Understanding

[12ÿÿ-01-01] Understand the details of speech or writing.

[12ÿÿ-01-02] Understand the topic or main idea of speech or writing.

[12ÿÿ-01-03] Infer the feelings or intentions of the speaker or writer.

[12ÿÿ-01-04] Understand the logical relationships between events or situations in speech or writing.

[12ÿÿ-01-05] Infer the implicit meaning of phrases and sentences based on the context of speech or writing.

[12ÿÿ-01-06] Understand the structure and development of speech or writing.

[12ÿÿ-01-07] Use appropriate strategies to understand the meaning of speech or writing in various media.

[12ÿÿ-01-08] Have an attitude of empathy and acceptance of the diverse perspectives of our culture and other cultures.

(a) Explanation of achievement criteria

• [12ÿÿ-01-04] This achievement standard is the chronological order or procedure of events or incidents expressed in speech or writing.

It is to understand logical relationships such as cause and effect. Based on the situation or context shown in speech or writing, it is to understand

relationships such as causal relationships, comparative and contrasting relationships, supplementary or additional relationships, etc.

It means understanding the overall content of a speech or writing logically by identifying various logical relationships.

• [12ÿÿ-01-05] This achievement standard is based on the flow of speech or writing and the ability to distinguish between phrases and sentences through context.

To infer the implied meaning contained above. The meaning of unfamiliar words or idiomatic expressions.

Inferring through cultural background knowledge or comparing with explicitly expressed phrases or sentences

It means inferring the implied meaning within the physical context.

• [12ÿÿ-01-06] This achievement standard is to effectively understand the content of speech and writing.

It is to understand the structure of the text and to grasp the development method of the content. Understand the development method such as introduction,

main body, and conclusion according to the flow of speech or writing and check the use of topic sentences, example sentences, and connecting words.

By doing so, it effectively grasps the content of typical speech or writing that unfolds in various formats.

• [12ÿÿ-01-07] This achievement standard is to understand the characteristics of the media and utilize appropriate listening or reading strategies to understand

the meaning of speech or writing in various media. It is delivered through various media such as television, radio, announcement broadcasts, internet

videos, and social networking services (SNS).

Listening strategies based on the relationship between the speaker and the listener, the content of the utterance, etc. in a conversation or speech, or the type of writing

Apply various reading strategies according to genre and purpose and evaluate the effectiveness of the media or strategy yourself.

It means to understand the content of speech or writing more effectively.

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• [12ÿÿ-01-08] This achievement standard is for speakers or writers who are familiar with our culture and other cultures expressed in speech or writing.

It is about respecting and embracing the author's diverse perspectives and engaging in listening and reading activities.

In addition to linguistic knowledge, it is important to understand the social and cultural background knowledge associated with language and to develop intercultural skills.

By engaging in listening and reading activities with an open mind and an attitude of acceptance of differences, you can gain insight into diverse cultures.

The aim is to foster empathy and cultural sensitivity.

(I) Considerations when applying achievement criteria

• The material in the area of understanding is stories, narratives, and poetry (films, play scripts, song lyrics, essays, travel writing, and short stories).

(e.g., poetry, etc.), speech or writing for social or fellowship purposes (phone calls, letters, emails, social media, memos, etc.),

Not only words or writings intended for the purpose of conveying or exchanging information (notices, guides, manuals, reports, articles, advertisements,

etc.), but also words or writings intended for the purpose of conveying or exchanging opinions or assertions (speeches, editorials, arguments, etc.)

Includes appropriate types of listening and reading activities, such as questionnaires.

• In addition to traditional media such as television, radio, and announcement broadcasts, there are also Internet videos and social networking services.

Increase learning effectiveness by utilizing familiar media that learners can easily access, such as social media.

• In order to develop listening and reading skills in a balanced manner, the listening and reading areas are included in the curriculum establishment stage.

Establish a teaching, learning , and evaluation plan by appropriately distributing class and evaluation weights .

• If possible, use real-life context materials and task-based learning activities.

By constructing experiential situations through which learners can maintain their motivation for learning and become self-directed

Let's get involved.

• In listening activities, two areas are included: listening and speaking and listening and writing, to improve practical communication skills.

It applies a method that comprehensively guides functions above.

• In listening activities, listening strategies (taking notes, background information, etc.) appropriate for individual learning are used depending on the purpose of the speech or conversation.

Using knowledge, using keywords, using nonverbal cues, predicting speaker intent through context

Provide guidance so that the following can be applied.

• In reading activities, various genres of texts that meet the purpose of the achievement standard are used to achieve the level of achievement.

Increase the level of the moon. For example, to infer the character's feelings or the mood of the text, literary devices

To learn how to use Le's writing and infer the logical relationship of the content or understand the structure of the writing.

The structure of the discourse is clearly revealed, such as temporal order, causality, comparison and contrast, etc.

It is more appropriate to use text.

• Reading for achievement standards such as [12ÿÿ-01-06] to understand the content development method or structure of the text

Activities can utilize typical writings in a variety of formats (articles, speeches, letters, promotional material, Internet postings,

columns, reports, novels, essays, etc.).

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• In reading activities, various reading strategies (skimming, guessing the content using key words or expressions as clues) are used.

Learners can select and apply the following methods (e.g., analyzing sentence structures, identifying discourse markers, etc.) according to their purpose.

By guiding learners and providing ample opportunities for practice, learners build confidence and interest in reading.

It can be induced to have an achievement period regarding the application of reading strategies such as [12ÿÿ-01-07].

Jun uses a skimming strategy to identify details, topics, and main points, or key words or expressions.

It can teach strategies to infer the meaning of unfamiliar words or the implied meaning of sentences using clues.

• Achievement standards that emphasize differences in strategy and culture, such as [12ÿÿ-01-07] or [12ÿÿ-01-08]

It can be effectively applied to teaching, learning , and evaluation by combining and reconstructing it with other achievement standards .

For example, the achievement criteria for inferring the speaker's feelings or intentions in [12ÿÿ-01-03] and [12ÿÿ

-01-07] Listening strategy application achievement criteria are combined to explicitly reveal key words or expressions.

You can guide and evaluate strategies for inferring the speaker's feelings or intentions by focusing on them.

• Considerations for ensuring minimum level of achievement

ÿ Language materials use vocabulary and language forms of appropriate difficulty to the minimum achievement level.

ÿ In language materials, the relationships between speakers or characters, and the background of speech or writing are clearly revealed.

Provide sufficient clues and appropriate situations, contexts, and topics for speech or writing at a minimum level of achievement.

Use background knowledge to help learners easily understand the meaning of unfamiliar words, phrases, and sentences.

Lead.

ÿ When conducting a class, listen or read while considering the learner's cognitive level and language skills.

Adjust the speed and number of repetitions appropriately.

ÿ When presenting choices in English, the length and difficulty of the choices may affect the learner’s listening and reading ability.

Adjust appropriately so as not to affect the measurement.

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(2) Expression

[12ÿÿ-02-01] Explain factual information verbally or in writing.

[12ÿÿ-02-02] Describe an experience, plan, task, or event in words or writing.

[12ÿÿ-02-03] Express your opinions and feelings in a considerate and respectful manner toward others.

[12ÿÿ-02-04] Summarize what you heard or read in speech or writing.

[12ÿÿ-02-05] Write forms such as letters, applications, and support forms according to their purpose.

[12ÿÿ-02-06] Check the structure, content, and expression of the text and rewrite it in compliance with writing ethics.

[12ÿÿ-02-07] Creatively convey information using various media and appropriate strategies.

[12ÿÿ-02-08] Perform speaking and writing tasks cooperatively and actively.

(a) Explanation of achievement criteria

• [12ÿÿ-02-01] This achievement standard is about facts about the details of visual materials such as pictures, photographs, and diagrams.

It is to explain enemy information in English. It is a type of information that learners frequently encounter in social life or academic life.

By explaining the data in one or two sentences or one paragraph, you can provide visual aids.

It means conveying information about.

• [12ÿÿ-02-05] This achievement standard is suitable for the format with the necessary format and structure according to the purpose of the writing.

is for writing. It is for practical purposes or career purposes such as applications, reports, and self-introductions.

Learn the basic structure and writing methods of formatting related to and terminology for various purposes and situations.

Use the format appropriately.

• [12ÿÿ-02-06] This achievement standard is to review and revise the writing in accordance with the purpose of the writing activity.

This is for rewriting. The learner should be able to clearly express the meaning of the text.

Self-check the appropriateness of the structure, expression, vocabulary, etc. and reflect feedback from teachers or peers.

When writing, I revise responsibly while observing writing ethics.

• [12ÿÿ-02-07] This achievement standard is for learners to use various media or materials when explaining information to others.

The goal is to convey information in a creative way by utilizing speaking or writing strategies.

Learners can use media such as books, newspapers, broadcasts, videos, the Internet, and social networking services (SNS).

Creatively use strategies such as reconstructing yourself, expressing yourself in your own words, and expressing yourself indirectly.

It is used to effectively explain information.

• [12ÿÿ-02-08] This achievement standard asks and answers questions about general topics such as social life and academics.

Interact cooperatively and actively in speaking activities or writing activities for exchanging opinions

It is about the attitude of participating in activities. Learners share their thoughts and feelings and exchange opinions.

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In activities, present your opinions with consideration and respect for others and cooperate with each other.

It means participating in the performance of tasks.

(I) Considerations when applying achievement criteria

• The material in the expression area is stories, narratives, and poetry (essays, travelogues, scripts, song lyrics, poems, etc.), friendship, or

Speech or writing for social purposes (conversations, phone calls, stories, letters, emails, social media, notes, etc.), information

Words or writings (notices, instructions, manuals, reports, articles, advertisements, etc.) intended for transmission or exchange

Speech or writing intended for the purpose of conveying, exchanging, or asserting opinions (introduction, assertion, presentation, discussion, editorial, speech ,

• It allows learners to choose career-related topics that match their interests and aptitudes, such as essays, etc. • It allows learners to develop digital

literacy skills through the experience of effectively expressing their opinions using various media (books, newspapers, magazines, broadcasts, movies, video

platforms, the Internet, social networking services (SNS), metaverse, etc.)

Guides you to improve your poetry.

• Activities that link listening and reading achievement standards, as well as speaking, writing, or listening to what you understand

Activities in the comprehension area, such as asking and answering questions about what I read, are naturally linked to activities in the expression area.

In order to achieve integrated learning, the achievement standards for the understanding and expression areas are applied in an integrated manner.

Design teaching, learning , and assessment.

• Involve speaking and listening in question-and-answer activities or in writing, and receive teacher evaluation or peer evaluation.

Active interaction between teachers and learners or between learners, such as providing feedback through assessment.

Design teaching, learning , and assessment to enable communication .

• Before full-scale speaking or writing learning takes place, problem-solving learning and cooperative learning are conducted.

Provides an opportunity to think about the topic in advance by having participants share experiences related to the topic.

thereby increasing the level of achievement.

• Speaking activities include the achievement standards learned in 'Common English', but go beyond simply expressing opinions or feelings to present or

assert one's own opinions through discussion or debate.

Provides learning experiences that enable the table to be realized.

• In speaking activities that apply achievement criteria for strategy use, such as [12ÿÿ-02-07], linguistic

In addition to teaching communication strategies (speaking clearly, paraphrasing, restructuring, expressing indirectly, substituting with simpler words,

repeating, etc.), we also teach nonverbal communication strategies of various cultures to help students develop an attitude of confident communication

with listeners from different linguistic and cultural backgrounds.

Guide so that you can do it.

• Speaking assessment is a performance-based activity that involves performing various types of activities or tasks during the course of a class, depending on the purpose.

It can be implemented as an evaluation, and the evaluation can be scored immediately on site or recorded and scored later.

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• When using information from various media for writing, you should change the information you have acquired into your own words and rewrite it.

By enabling them to do so, we guide them to write responsibly and adhere to writing ethics.

• In writing activities, controlled writing, guided writing, and free writing are used, taking into account learning objectives and learner levels.

Reduce writing anxiety by establishing a writing learning and assessment plan that can be applied appropriately step by step.

It's spring.

• In the activity of rewriting, the structure of the writing, consistency and coherence of the content, accuracy of language use, and fit are considered.

Apply a strategy of checking and correcting for mechanics, punctuation, etc.

For this purpose, guide students to give and receive feedback with other learners. For example, [12ÿÿ-02-06]

Combine the achievement criteria for rewriting the text with the achievement criteria for performing the collaborative task in [12ÿÿ-02-08]

Collaborate with other learners to give and receive feedback on the revised text and complete the final product together.

It provides an experience of doing.

• Analyze the structure and linguistic devices typically found in writings of a genre appropriate to the achievement criteria map.

So, guide the learner to plan the overall structure before writing. For example,

When writing a text describing an event or incident, use a connecting word that clearly shows the actions of a person or the order of events, and when writing a text

explaining information from a medium or the procedures of a task or business, use a connecting word that clearly shows the actions of a person or the order of events .

The structure and description of actual materials intended to convey information, such as manuals, recipes, and guides.

Make it applicable.

• Considerations for ensuring minimum level of achievement

ÿ In order to increase learners' interest and attention, the most common topics related to social life or academics are selected.

Choose a familiar and easy topic that suits your child's achievement level.

ÿ In speaking and writing, we will gradually teach you how to express yourself by starting with sentences and moving on to short paragraphs.

It enhances learning effectiveness by helping people.

ÿ Learners gain confidence in speaking and writing through process-oriented group activities and peer collaborative learning.

It allows you to feel and achieve a minimum level of achievement.

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3. Teaching, learning and evaluation

A. Teaching and Learning

(1) Direction of teaching and learning

(a) Provide guidance to foster English communication skills through in-depth learning. School level and overall education

Considering the process, present as much background knowledge and context related to the content as possible, and consider social purposes and real life.

Provides meaning-centered communication tasks that demonstrate the transferability of meaning, thereby increasing learning immersion and interest.

Raise it.

(I) Guide learners to go through an active thinking process. When designing teaching and learning activities , include cognitive processes such as

problem recognition, situation understanding, decision making, and problem solving to achieve task goals.

We guide students to strategically select the necessary processes and functions so that they can learn on their own.

(b) Provide learners with opportunities to choose their learning, allowing them to participate in the lesson design process .

Depending on the needs of the learner or individual interests, the subtopics of each unit, related materials, discussion content, activity methods, etc.

Guide learners to expand their learning by actively involving them in the selection process.

(a) Provides opportunities to apply learning content to real life. Provides opportunities to apply English to real society that matches learning objectives.

Communication environment ( where real interaction occurs, such as an online space where people from different countries communicate )

It encourages exposure to and engagement with the environment or authentic materials.

I guide students to apply and experience the language and cultural knowledge and skills they have learned in their own context .

(B) Actively utilize various digital teaching and learning tools to teach. Active participation in class .

Effectively use various teaching and learning tools to promote interaction, motivation, etc.

By giving assignments that allow students to use various language support learning tools for individualized learning,

It provides a vivid and rich English learning experience and fosters digital literacy.

(b) Provide creative activities that allow learners to express their thoughts and ideas. The age of the learner

I suggest various activities that allow students to express their feelings, thoughts, experiences, imaginations, new ideas, etc. using words,

phrases, and sentences appropriate to their English level . For this purpose, I provide examples in advance.

Provides and utilizes digital resources and tools to help learners overcome their language limitations and create

Supports sharing of ethical ideas.

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(Association) Provides opportunities to cultivate aesthetic sensibilities by experiencing various cultural products expressed in English.

World Englishes is presented as an example of personal conversations using English, writings expressing feelings , anecdotes expressing

the lives and cultures of people around the world, and works containing the spirit of art and literature .

And guide learners to explore and appreciate the aesthetic elements of culture on their own.

(A) Design various online and offline linked learning according to the class environment or English learning content. Educational

Learners can use online and offline classes flexibly according to their needs and purposes to help them use the content in their daily lives.

We guide students to understand, express , and interact in English . For example, we guide students to understand, express, and interact in English .

Language skills and language knowledge (vocabulary, language forms) are presented online, and language performance and interaction (development) are presented.

You can plan linked learning such as offline activities ( tables, group activities, etc.) .

(Self) Guide students to manage their own English learning by connecting it to their career path and future life. Support students to identify the

role of English and English skills required in their desired career field, and provide realistic and practical English learning.

Teachers guide students to select, plan, and reflect on their own achievement goals and learning methods .

We provide ongoing support and monitoring to ensure that the student's learning management is successful.

(Tea) Promotes integrated thinking through content linkage between areas and subjects within the English department . Within each area of study

We strive to connect and integrate across areas so that we do not understand the dragon in segments. We also focus on English subjects and other subjects.

By providing opportunities to connect, integrate, and extend the curriculum , learners’ thinking and experiences are ultimately integrated.

Helps to unite.

(Ka) Provides individualized classes considering the learner's characteristics and achievement level. Collects data that can identify the English

proficiency level and various learner factors of each learner, and provides an individualized class environment by allowing them to select

materials, activities, and assignments that match their level and needs . In addition, it helps individual learners achieve learning by providing

customized evaluations and feedback on the learning process.

(2) Teaching and learning methods

(a) To motivate learners to learn English and maintain their interest and confidence.

Based on the communication task on a familiar social life or general academic topic, the professor

Establish a learning method.

(I) Reconstruct learning topics and learning content that are linked to the learner's career planning and future life.

Connects learners' areas of interest.

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(a) A variety of collaborative problem solving methods to foster creative and convergent thinking skills

Consider teaching and learning methods through activities and tasks .

(a) Learner factors (English proficiency, English learning background, cognitive and affective characteristics , etc.) or learning environment factors

Individuals ( number of learners, size and structure of classroom, teaching/learning equipment, teaching/learning materials , etc.)

Develop a teaching and learning plan that takes the car into account .

(b) Cooperative and collaborative learning that can induce active interaction between teachers and learners, and between learners .

Appropriately utilize problem-solving learning and small group/task- centered activities.

(B) Allow learners to participate in the process of selecting teaching and learning methods according to the nature of the teaching and learning content.

It generates creative activities and stimulates interest and motivation for learning.

(Association) Interdisciplinary subject fusion that connects, integrates, and expands English language subjects with other subjects to improve learners' thinking

Develop your English language skills by integrating your experiences.

(A) Be aware of the diversity of world English and the lifestyles, ways of thinking, and opinions of our culture and other cultures.

By understanding the differences in communication styles from various perspectives, we can accept diverse cultures with an inclusive attitude.

Guide so that it can be done.

(Self) Teaching and learning methods for ecological transition education, including climate change, environmental crisis, and solutions to environmental problems

By providing opportunities to design and connect this to real life, we can respond to changes in climate and ecological environment.

To foster and practice the ability to carry out sustainable development tasks and community values to respond

Guide to the catalog.

Creative production of English content using (tea) technology or digital storytelling

Incorporate problem-solving tasks into English lessons to enhance learners' overall language skills.

(Car) By providing various language inputs (voice, text) using digital-based English learning materials and programs (images, videos, virtual

experiences , etc.) , learners become familiar with real English and learn vivid texts.

Supports you to experience fire.

(Other) Actively introducing various artificial intelligence technologies (speech recognition, voice synthesis, machine translation, chatbots , etc.) into classes

Therefore, it is important to use it correctly to develop AI literacy and help individuals grow in their English learning.

Guide the law.

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(Pa) Learners select digital English materials that are appropriate for their information processing purposes and language level and use them to learn key concepts.

We apply methods that foster the ability to search, critically evaluate, and utilize necessary technologies and strategies to identify issues and

build desired knowledge .

(A) Considerations for ensuring minimum level of achievement

• Minimum achievement level to motivate learners and build interest and confidence in English.

Select a familiar topic and set clear objectives that match the learners' abilities.

• Learners can learn through assistance from teachers or learning materials, providing sufficient time, and creating a comfortable atmosphere.

Helps you achieve a minimum level of success without fear of making mistakes.

• English language skills and personality are required to ensure that learning activities are appropriately conducted to achieve the minimum level of achievement.

Design individualized teaching and learning activities and suggest learning strategies by considering intellectual and affective characteristics,

learning types, etc.

• Visual, verbal, and kinesthetic senses to enable learners to participate voluntarily and actively in class

Utilize various teaching strategies such as games, various multimedia materials, and information and communication technology tools.

It improves learning efficiency to achieve minimum achievement level.

B. Evaluation

(1) Direction of evaluation

(a) Ensure that in-depth English learning and competency-based assessment are carried out. The purpose of the assessment is to develop learners’

It should be aimed at promoting high-level development and ultimately supporting the cultivation of English language teaching capabilities. To

this end, it is necessary to avoid evaluating fragmentary knowledge or skills and to promote in-depth learning through English language teaching.

Evaluation should focus on whether the competencies have been practically developed.

(I) To help learners recognize assessment as part of the learning process and reflect on their own English learning process and achievements.

Assessment goes beyond measuring performance at the final stage of learning to help learners understand their own

Look back on the entire process of learning English, find personal meaning, and take charge of your own study plan.

It should be an opportunity to revise and supplement. Therefore, it should be a comprehensive review of the learning process and results.

Need to evaluate.

(b) Evaluation of learning outcomes focuses on whether what has been learned can be applied to new situations and contexts.

It goes beyond simply checking what has been learned and assesses whether the learner has the ability to perform tasks in new situations by

utilizing the English knowledge and skills learned.

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So, based on the achievement criteria, we can apply the learning content to real and new contexts and situations.

It is necessary to present and evaluate learners' English proficiency.

(a) Actively involve learners in the process of preparing, administering, and interpreting assessment results. Make learners the main actors in the assessment .

We plan assessments and establish criteria together while recognizing each other as a whole. Through this, learners can learn English.

You will be able to clearly recognize your goals and the level of successful performance. You will also be able to see the performance process and results.

By providing learners with the opportunity to self-assess and diagnose their English language skills,

It allows you to reflect on your habits and plan your future learning direction.

(B) Provide various evaluation methods that take into account the learner's learning style, defining characteristics, English level, etc.

Ensure that customized assessments are made, especially for students who are struggling or have slow learning rates.

To avoid experiencing a decline in learning motivation and dropout due to the self-single assessment method, various types of assessment

methods are provided.

(b) Actively utilize various digital evaluation tools. Use digital analysis and evaluation tools to

It provides a context for the evaluation and systematically constructs various learner data. Based on this, it is possible to derive diverse and reliable

evaluation results.

(Company) Provides individualized feedback based on evaluation results. Teachers continuously monitor evaluation results.

Monitor and improve classes by feeding back to teaching and learning. Also, provide detailed, customized feeds to learners.

Provides support to help learning grow.

(2) Evaluation method

(a) To check whether the teaching and learning process and achievement standards of 'English I' have been achieved , the teaching and learning activities and

Link the evaluation.

(I) Depending on the purpose of the evaluation, various forms of input language are used, but considering the learner's level, 'English

It is used by reconstructing it to include I' level vocabulary and language forms.

(D) Use an evaluation method that can appropriately adjust the difficulty level of each item according to the learner's level.

(a) If possible, set tasks and situations similar to real-life language use and use the language actually used.

Include meaningful tasks in the evaluation.

(B) Go beyond the fragmentary evaluation of whether or not English knowledge has been simply memorized and analyze and synthesize the learning content.

We have developed an assessment method that can measure the ability to apply new situations related to life.

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Design.

(b) In order to improve the learner's integrated English ability, in addition to evaluating the individual functions of listening, speaking, reading, and

writing, two or more functions such as listening and speaking, listening and writing, reading and speaking, and reading and writing are evaluated .

An integrated assessment of abilities is also appropriately conducted.

(ÿ) To enable learners to fully demonstrate their English skills by utilizing language and background knowledge, communication strategies, etc.

Use a variety of evaluation methods.

(A) Actively involve learners in the evaluation process and create evaluation criteria for performance assessment together with learners .

It provides an opportunity to evaluate one's own performance process and results.

(Self) Clearly state the learning objectives and find evidence of learning by examining the learner's learning situation.

Provides clues and feedback on assessment results to help you interpret them.

(Tea) To promote the use of individualized assessments, various English assessments and online surveys are utilized.

We conduct a diagnosis of each individual learner's English ability and learner factors and include this in the assessment design.

It is said.

(Ka) Systematically store and analyze the English learning records (speech , writing, assignments, various evaluation scores , etc.) of individual

learners in a learning operation system (e.g. eClass , etc.) to monitor the learning growth process for the learners themselves.

We will inspect it and, if necessary, reflect it in the evaluation.

(Other) Comprehension domain assessments utilize various supplementary materials and digital programs (such as AI- based platforms ) that can

objectively evaluate individual learners' reading and listening levels, such as digital texts, text difficulty, reading or listening speed, and

vocabulary/language format levels , to diagnose learners' comprehension abilities and provide personalized feedback to identify the learning

improvement process.

(Pa) In the expression domain assessment, various AI-based assessment tools (voice recording, pronunciation training, voice recognition, voice

chatbot, video conferencing , etc.) that can support English speaking or writing assessment are utilized to provide practical

Provides a context for evaluating people.

(A) A program that can support English writing assessment, including text analysis, automatic writing assessment, and plagiarism check.

Ensure reliability of writing performance assessment by utilizing

(large) By utilizing technology, we systematically build various evaluation-related data for learners, and

Build trust in your assessments by providing personalized feedback.

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(You) Considerations for ensuring minimum level of achievement

• When creating an evaluation plan, set a minimum level of achievement based on the achievement criteria and link it to teaching and learning activities.

This ensures that guidance and assessment are conducted to ensure a minimum level of achievement.

• When evaluating, increase the weight of questions related to factual understanding and inferential reasoning according to the learner's level.

Adjust the weight of the questions on the sun and comprehensive understanding to ensure that the minimum level of achievement is achieved.

• In situations where it is difficult to reach the minimum achievement level, the learner can achieve the goal through process-oriented assessment.

Helps you achieve level-by-level achievements.

• In the case of performance assessment, cooperation within groups is encouraged to help learners understand the assessment content and process.

It is designed with evaluation methods, etc.

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English II

1. Personality and Goals

A. Personality

'English II' is a course that deepens the content learned in 'Common English' or other subjects within the general elective group to prepare students for social life.

Not only will it further improve the communication skills necessary for academic study, but it will also help learners to pursue their future careers and majors.

This is a subject that cultivates English comprehension and expression skills related to the night. It is a subject that cultivates the learner's career path and major.

In order to best meet the diverse needs, we offer a variety of topics in basic academic areas as well as community-related topics.

It develops the language skills necessary to handle dragons. It also provides interaction using various media.

Ability to be a democratic citizen who solves problems faced by oneself and the community through a collaborative process

In addition, we will increase our understanding and tolerance of the cultures of other communities and become global citizens with an international perspective.

To foster the qualities and qualities of the West. Furthermore, to practice community values, English communication skills are required.

Through activities, we actively participate in solving problems for the ecology and sustainable life of mankind.

B. Goal

The ultimate goal of English language education is to prepare people from all over the world with different linguistic and cultural backgrounds to understand English in preparation for future society.

The goal is to develop the ability to communicate in English. To achieve this goal, 'English II' is as follows.

sets detailed goals.

First, we cooperate with each other on various topics such as social life, academics, and local/global communities.

Communicate in English appropriately for the purpose and situation, with attitude.

Second, recognize the need for self-directed English learning that is suitable for various situations, career paths, and major fields.

Continuing and evaluating learning through

Third, as a member of the local and global community, we must understand cultural diversity with an inclusive attitude and promote the community.

Actively participate in problem solving.

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Fourth, it integrates and utilizes knowledge, skills, and experiences from various fields delivered in English, and critical thinking.

Perform tasks creatively based on the goal.

Fifth, develop aesthetic sensibility through various materials and works expressed in English, and based on this

Discover the meaning and value of life.

Sixth, search, collect, analyze, and evaluate digital knowledge information from various media expressed in English.

Use it for your own purposes while complying with ethics.

2. Content system and achievement criteria

A. Content System

(1) Understanding (reception)

contextualized activities for knowledge and understanding

ÿ Activities that involve understanding the meaning of words or texts by considering their purpose and context allow for the acquisition of diverse knowledge and information.

ÿIn order to accurately and critically accept the meaning of words or writing, appropriate strategies and the use of various knowledge information are necessary.
Core idea
do. appropriate writing strategies for accuracy and critical thinking
ÿAn inclusive attitude toward diverse cultures and perspectives expressed in speech and writing enhances empathic understanding and cultural sensitivity.

category Content Elements

ÿVarious words and phrases

ÿSentences with various structures

ÿ[Appendix 2] Communication functions and example sentences

ÿ[Table 3] Learning vocabulary of 2,500 words or less according to basic vocabulary guidelines

language ÿ[Appendix 4] High School Recommended Language Format

Knowledge/Understanding ÿStories, narratives and poetry

ÿSpeech or writing for social or fellowship purposes

ÿSpeech or writing for the purpose of conveying or exchanging information

ÿSpeech or writing for the purpose of conveying opinions , exchanging opinions, or making claims

ÿ[Appendix 1] Material

Context ÿVarious topics such as social life, academics, and local/global communities ÿLifestyles, ways of thinking, and

communication styles of our culture and other cultures

ÿGetting the details

ÿUnderstand the topic or main idea

ÿInferring feelings or tone

Process/Function
ÿInferring intent or purpose ÿInferring

logical relationships ÿInferring implied

meaning

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ÿUnderstand the structure of various types of speech and writing

ÿUnderstand information presented in various media ÿApply

appropriate listening or reading strategies

ÿ Interest in and critical acceptance of speech and writing ÿ Respect for and

Values/Attitudes inclusiveness of diverse opinions ÿ Empathetic understanding and

cultural sensitivity toward diverse cultures and perspectives

(2) Expression (production)

ÿCommunication skills are improved through activities that use appropriate language to express themselves for various purposes and contexts. ÿVarious strategies and

Core idea comprehensive thought processes are required to effectively convey information or exchange opinions.

ÿA proactive attitude to communicate cooperatively by combining knowledge and experience fosters problem-solving skills.

category Content Elements

ÿVarious words and phrases

ÿSentences with various structures

ÿ[Appendix 2] Communication functions and example sentences

ÿ[Table 3] Learning vocabulary of 2,500 words or less according to basic vocabulary guidelines

language ÿ[Appendix 4] High School Recommended Language Format

ÿStories, narratives and poetry

Knowledge/Understanding

ÿSpeech or writing for social or fellowship purposes ÿSpeech

or writing for the purpose of conveying or exchanging information

ÿSpeech or writing for the purpose of conveying opinions , exchanging opinions, or making claims

ÿ[Appendix 1] Material

Context ÿVarious topics such as social life, academics, and local/global communities ÿLifestyles, ways of thinking, and

communication styles of our culture and other cultures

ÿExplain visual aids such as pictures, photographs, and diagrams

ÿDescribing an event or work

ÿExpressing impressions or feelings

ÿ Presenting opinions or arguments ÿ

Summarizing what you heard or read ÿ

Process/Function
Persuading an audience

ÿWrite in a format

ÿRewrite in compliance with writing ethics ÿConvey

information using various media

ÿApply appropriate speaking or writing strategies

ÿ Active attitude for smooth exchange of opinions ÿ Democratic attitude

Values/Attitudes for cooperation based on respect for diverse opinions ÿ Information ethics practice awareness for utilizing

information from various media in accordance with information ethics

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B. Achievement criteria

(1) Understanding

[12ÿÿ-01-01] Understand detailed information in speech or writing on various topics.

[12ÿÿ-01-02] Understand the topic or main idea of speech or writing.

[12ÿÿ-01-03] Infer the feelings or intentions of speakers, writers, and people expressed in speech or writing .

[12ÿÿ-01-04] Infer logical relationships between events or things from speech or writing.

[12ÿÿ-01-05] Infer implied meaning based on the context of speech or writing.

[12ÿÿ-01-06] Understand the development and structure of various types of speech and writing.

[12ÿÿ-01-07] Understand spoken or written content in various media by applying appropriate strategies.

[12ÿÿ-01-08] Have an attitude of empathy and acceptance of diverse cultures and perspectives.

(a) Explanation of achievement criteria

• [12ÿÿ-01-03] This achievement standard is to explicitly express in speech or writing the overall situation and context while understanding it.

It is to infer the feelings, tone, intentions, or purposes of a speaker, writer, or character that are not revealed. It is to infer the communication

style and behavior of a speaker or writer with an inclusive attitude that sympathizes with various opinions or feelings.

Understand the feelings or tone of voice through personality, intonation, expression, and attitude, and appropriately understand the

intention or purpose by comprehensively considering the situation, motive, and context based on the viewpoint expressed in speech or writing.

• [12ÿÿ-01-04] This achievement standard focuses on the flow of content in speech or writing, and the punctuation of events or incidents.

It is to infer logical relationships such as order, cause and effect, etc. The situation or context of the discourse.

By understanding the overall causal relationship of events, relationships between characters, and the order in which the discourse unfolds,

Based on this, the meaning is analyzed logically.

• [12ÿÿ-01-05] This achievement standard is based on the explicit meaning of expressions and sentences used in speech or writing.

It is the process of inferring non-negative implied meanings from the context or the flow of speech as a whole. Learners grasp the topic,

understand the use of implicit or figurative language, reconstruct the content, and understand the context.

• [12ÿÿ-01-06] This achievement standard means to increase understanding of discourse by paying attention to and analyzing

the development methods and structures used in speech or writing of various types and genres. Learners are expected to develop an active

attitude of understanding by understanding various types and genres of speech or writing.

Effectively develop the ability to identify and analyze typical speech or writing structures that appear in a genre

Understand the content with .

• [12ÿÿ-01-07] This achievement standard is based on an understanding of the characteristics and purposes of various media.

It is about understanding the information conveyed through the medium by applying a listening or reading strategy. For example:

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Based on an understanding of the structure and expression of various media such as television, radio, books, newspapers, email, movies, social

media, and online content, infer the content expressed in the media and identify discourse markers.

Identify using appropriate strategies such as the following.

• [12ÿÿ-01-08] This achievement standard is to demonstrate the linguistic and nonverbal meanings of various cultures expressed in speech and writing.

It is about having an inclusive and empathetic attitude toward communication methods and ways of thinking. Learners are

As a global citizen who can recognize and accept differences in communication styles and communicate with an open mind

Develop your capabilities.

(I) Considerations when applying achievement criteria

• The material in the comprehension area includes stories, narratives and poetry (diaries, essays, travelogues, novels, scripts, song lyrics, poems,

etc.), social or social purposes (conversations, phone calls, stories, letters, emails, social media, etc.), information delivery/education.

The purpose of communication (notice, guidance, explanation, report, article, advertisement, etc.), the purpose of conveying/exchanging opinions or asserting claims (editorial, argument)

Various topics and media materials related to community, career path, and studies, through speeches or writings (e.g., speeches, etc.)

Use it for your teaching purposes.

• In order to improve listening and reading skills in a balanced manner, appropriately assign weight to classes and assessments in the area of comprehension.

Distribute and establish teaching, learning and evaluation plans.

• By using a variety of practical listening and reading materials, we can stimulate learning motivation and interest.

Increases the connection between the learner's actual life and the actual life of the learner.

• Various English speaking countries (USA, UK, Australia, New Zealand, India, Singapore, Malaysia, etc.)

Providing opportunities to be exposed to English and fostering awareness and respect for the diversity of world Englishes

to raise awareness and accept it with an inclusive attitude.

• Guide and support learners to apply appropriate listening or reading strategies according to the spoken or written content.

For example, in listening activities, listening strategies (taking notes, using background information) are used depending on the type and purpose of the speech.

(e.g., using words, using keywords, using nonverbal cues, etc.) and in reading activities,

Depending on the type and purpose of the text, there are various reading strategies (skimming, using keywords, using discourse markers).

(e.g. understanding sentence structure, predicting what will follow through context, etc.)

Guide them to understand activities.

• Provide learners with ongoing motivation to listen and read, as well as understand the language.

Encourage them to react to the content, and to share facts and opinions when accepting information from various content.

It can help develop an attitude of critical acceptance by distinguishing and evaluating validity from various perspectives.

Rock leads.

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• In addition to individual learning, learners’ voluntary participation and learning activities such as pair work, group work, and discussion activities are encouraged.

We guide students to develop a sense of cooperation and creative, convergent, and integrated thinking skills.

• To develop practical communication skills, such as listening, speaking, reading and writing,

Link and guide.

• Considerations for ensuring minimum level of achievement

ÿ Listening materials use language formats that are appropriate for the learner’s vocabulary level and have appropriate difficulty levels. Also,

Listening content that is suitable for learners, such as clearly revealing the relationship between people or the background of the conversation

The catalog provides ample clues.

ÿ When conducting a class, the listening speed should be adjusted considering the learner’s cognitive level and language skills.

Adjust appropriately, repeat the lesson considering the learner's level of concentration, and at least partially repeat the lesson.

The rows help to achieve this.

ÿ In order to effectively improve the learner's reading ability, it is divided into activities before, during, and after reading.

Lead systematically.

ÿ Use background knowledge about the situation, context, and topic of the speech or writing to help learners understand unfamiliar words or phrases.

Guides students to easily understand the meaning of phrases and sentences.

ÿ When presenting choices in English, the length and difficulty of the choices may affect the learner’s listening and reading ability.

Make sure it doesn't affect the measurement.

(2) Expression

[12ÿÿ-02-01] Explain factual information on various topics in words or writing. [12ÿÿ-02-02]

Express your own impressions or feelings using knowledge and experience.

[12ÿÿ-02-03] Present your opinions or arguments with consideration and respect for the other person.

[12ÿÿ-02-04] Reconstruct and summarize what you have heard or read on various topics. [12ÿ

ÿ-02-05] Persuade your audience logically using appropriate strategies.

[12ÿÿ-02-06] Create formats for self-introductions, resumes, reports, etc. according to their

purpose. [12ÿÿ-02-07] Check the content and format of the writing during the writing process and revise it in compliance

with writing ethics. [12ÿÿ-02-08] Convey information creatively and effectively using various media.

[12ÿÿ-02-09] Participate in communication activities cooperatively and actively to ensure smooth exchange of opinions.

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(a) Explanation of achievement criteria

• [12ÿÿ-02-03] This achievement standard is designed to address questions or solutions to issues or problems of individuals, groups, and communities.

In the process of communicating to find a solution, you should be considerate and respectful of the other person and express your own opinions or

It is to present a claim. It is to have an attitude that respects diversity based on an understanding of the topic.

Coordinate and synthesize multiple opinions and then present your own opinion or argument.

• [12ÿÿ-02-05] This achievement standard is applicable to various topics such as arguments, speeches, editorials , etc.

By presenting opinions, appropriate speaking or writing skills in verbal and nonverbal communication

It means persuading the target logically by using a strategy. It means understanding the target and the topic.

By maintaining a clear point of view that matches the topic, the author presents valid content as arguments and persuades the subject with a

persuasive development.

• [12ÿÿ-02-07] This achievement standard is based on a process-centered writing approach, where you plan and write, then reflect on your own review

and feedback from teachers or peers while complying with writing ethics to improve the content of your writing.

It is to rewrite the format. It is to improve the completeness of the writing by logically and clearly expressing it in accordance with the purpose and

content of the writing, and to write responsibly by complying with writing ethics.

• [12ÿÿ-02-08] This achievement standard is to understand the purpose, format, and method of the content to be delivered and to be able to communicate through various media.

It is to effectively convey the main content in your own way by utilizing the information delivery process.

Select appropriate content and use various media by considering the characteristics and reactions of the listener or reader.

Develop digital literacy skills.

(I) Considerations when applying achievement criteria

• The material of the expression area includes stories, narratives and poetry (diaries, essays, travelogues, novels, scripts, song lyrics, poems, etc.),

speech or writing for social or social purposes (conversations, phone calls, stories, letters, emails, social media, etc.),

Words or writings for the purpose of conveying or exchanging information (notices, guidance, explanations, reports, articles, advertisements, etc.), conveying or teaching opinions

It allows learners to choose topics related to their own or community's interests, career paths, or studies, through speeches or writings (introductions,

claims, presentations, discussions, speeches, editorials, editorials, etc.) for the purpose of discussion or argument.

• Guide students to develop fluency and accuracy through a variety of activities focused on meaningful communication.

It fosters the ability to convey or exchange meaning in real-world situations.

• Provide a variety of speaking opportunities with appropriate feedback on errors to improve speaking accuracy

and guide students to develop fluency. Correct errors immediately as long as they do not interfere with communication.

Avoid correcting mistakes and, if possible, guide learners to correct their own errors.

• Speaking assessments are conducted by utilizing various types of activities or tasks depending on the purpose, so that practical performance assessments

can be conducted. Performance assessments such as random assessments are also possible, and evaluation grading is done immediately on site.

Or you can record or videotape it and grade it later.

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• Analyze and synthesize information obtained through knowledge, experience, and various media sources and reflect it in your writing.

Guides you to be able to write. When using information from various media, follow writing ethics.

Guide them to reconstruct the information and rewrite it in their own words.

• When teaching writing, consider the learning objectives and learner level and divide it into controlled writing, guided writing, and free writing.

Provide appropriate guidance for each level.

• Writing is not a task that is completed in one go, but rather requires planning the overall structure and development before writing.

After completing the essay, students are instructed to recognize that the process is to check the appropriateness of the

content and structure, the accuracy of language use, punctuation, etc., and to rewrite it repeatedly. Learners' own checks

In addition, you can complete the final product by giving and receiving feedback through collaboration with other learners.

Provides experience.

• Provide appropriate feedback on errors in learners’ writing according to the situation, but if possible,

Guides you to correct your own errors.

• Listening, speaking, reading, writing, etc. to develop interaction and practical communication skills.

We guide you by linking functions together.

• Considerations for ensuring minimum level of achievement

ÿ To effectively improve learners’ speaking skills, divide the activities into before, during, and after speaking.

Guide step by step.

ÿ Emphasize learners’ ability to speak understandably rather than accurately and provide appropriate content with confidence.

The evaluation focuses on whether you can speak with confidence.

extensive speaking
ÿ Encourage students to choose more familiar topics that can increase their interest and attention.

In addition, it is possible to achieve real results through assistance from teachers or learning materials, providing sufficient time, and creating a comfortable atmosphere.

It makes you not afraid of numbers.

ÿ Starting with sentence-level writing activities and then gradually moving to paragraph-level writing activities, taking into account the learner’s level.

Organize activities and guide them step by step.

ÿ Learners gain confidence in writing through process-oriented group writing activities and peer collaborative learning.

Let it have.

ÿ Provide learners with sufficient opportunities and time to practice writing before conducting the writing assessment.

Reduces anxiety about

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3. Teaching, learning and evaluation

A. Teaching and Learning

(1) Direction of teaching and learning

(a) Provide guidance to foster English communication skills through in-depth learning. School level and entire curriculum

Considering the social purpose and real-life application , present as much background knowledge and context as possible.

Increase learning immersion and interest by providing meaningful communication tasks that highlight the potential of the learner.

(I) Guide learners to go through an active thinking process. When designing teaching and learning activities.

It includes cognitive processes such as problem recognition, situation understanding, decision making, and problem solving to achieve

task goals , and guides students to strategically select and learn the processes and functions necessary for this on their own.

(b) Provide learners with opportunities to choose their learning, allowing them to participate in the lesson design process .

Depending on the needs of the learner or individual interests, the subtopics of each unit, related materials, discussion content, activity methods, etc.

Guide learners to expand their learning by actively involving them in the selection process.

(a) Provides opportunities to apply learning content to real life. Provides opportunities to apply English to real society that matches learning objectives.

Communication environment ( where real interaction occurs, such as an online space where people from different countries communicate )

It encourages exposure to and engagement with the environment or authentic materials.

I guide students to apply and experience the language and cultural knowledge and skills they have learned in their own context .

(B) Actively utilize various digital teaching and learning tools to teach. Active participation in class .

Effectively use various teaching and learning tools to promote interaction, motivation, etc.

By giving assignments that allow students to use various language support learning tools for individualized learning,

It provides a vivid and rich English learning experience and helps develop digital literacy.

(b) Provide creative activities that allow learners to express their thoughts and ideas. The age of the learner

I use words, phrases, and sentences appropriate to my English level to express my feelings, thoughts, experiences, imagination , etc.

It presents various activities that can express new ideas, etc. For this purpose, examples are provided in advance .

Provides and utilizes digital resources and tools to help learners overcome their language limitations and create

Supports sharing of ethical ideas.

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(Association) Provides opportunities to cultivate aesthetic sensibilities by experiencing various cultural products expressed in English.

World Englishes is presented as an example of personal conversations using English, writings expressing feelings , anecdotes expressing

the lives and cultures of people around the world, and works containing the spirit of art and literature .

And guide learners to explore and appreciate the aesthetic elements of culture on their own.

(A) Design various online and offline linked learning according to the class environment or English learning content. Educational

Depending on the situation and purpose, we flexibly utilize online and offline linked classes to teach learners to understand, express, and

interact in English used in everyday life. For example, in real language

Input or language knowledge (vocabulary, language form) is presented online, and language performance and interaction are performed.

You can plan linked learning such as offline presentations and group activities .

(Self) Guide students to manage their own English learning by connecting it to their career path and future life. Support students to identify the

role of English and English skills required in their desired career field, and provide realistic and practical English learning.

Teachers guide students to select, plan, and reflect on their own achievement goals and learning methods .

We provide ongoing support and monitoring to ensure that the student's learning management is successful.

(Tea) Promotes integrated thinking through content linkage between areas and subjects within the English department . Within each area of study

We strive to connect and integrate across areas so that we do not understand the subject in a fragmented manner. We also provide

opportunities to connect, integrate, and expand English subjects with other subjects, ultimately helping learners integrate their thoughts and experiences.

Helps to unite.

(Ka) Provides individualized classes considering the learner's characteristics and achievement level. Collects data that can identify the English

proficiency level and various learner factors of each learner, and provides an individualized class environment by allowing them to select

materials, activities, and assignments that match their level and needs . Also, provides learning

Helps individual learners achieve their learning outcomes by providing personalized assessments and feedback on the course.

(2) Teaching and learning methods

(a) To motivate learners to study ‘English II’ and maintain their interest and confidence

Establish clear objectives that match the learners' abilities.

(I) Achievement goals so that learners can learn and manage on their own by connecting them to their career path and future life.

Guide students to plan and reflect on their learning and study methods.

(c) A teaching and learning system that demonstrates applicability to real life by utilizing realistic materials and tasks.

Establish a stroke.

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(A) Provide individualized activities and tasks that match the learner's interests and level, and provide learner-centered courses.

Establish a teaching and learning plan to ensure self-directed learning through hands-on and experiential classes .

(b) Establish a variety of learner-centered teaching and learning plans by considering learner factors (English learning background, English proficiency,

cognitive and affective characteristics, learning types and strategies, etc.) and learning environment factors ( number of learners, classroom

size and structure, teaching and learning equipment , teaching and learning materials , etc.) .

(B) Allow learners to participate in the process of selecting teaching and learning methods according to the subject and nature of the class.

It aims to elicit meaningful activities and stimulate learning interest and motivation.

(Association) Utilize creative activities and various materials to cultivate creative and convergent thinking skills

Design a teaching/learning method.

(A) Cooperative and collaborative learning that can induce active interaction between teachers and learners and between learners

Appropriate use of classroom instruction, problem-solving learning, and small group/task- based activities.

(Self) Through tasks in which learners work together to solve problems, they develop cooperative skills such as consideration and tolerance for others.

It helps develop attitudes and a sense of community.

(Tea) Individual functions (listening, speaking, reading, writing) or areas (understanding, expression) as well as purpose and situation

By designing teaching and learning methods that integrate two or more functions or areas , practical English

It expands the ability to use and promotes integrated thinking.

(Car) When conducting classes in English, the amount of English used should be considered considering the learner's level and the nature of the learning content.

Adjust the level, speed, etc. appropriately.

(Other) Raise awareness of the diversity of world English and understand differences in communication styles across cultures.

Design teaching and learning materials and activities that are accessible and acceptable .

(Pa) Ecological transition education on solutions to climate crisis and environmental issues using various English materials

Design teaching and learning methods and think and act in connection with the learner's real life.

By providing opportunities, we guide people to foster and practice community values for a sustainable ecological civilization.

(a) Learning by providing diverse, practical language input using digital-based English learning materials

We plan to maximize the effectiveness of learning by increasing self-exposure and interest.

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(v) Introducing various artificial intelligence technologies and digital tools (speech recognition, machine translation, chatbots, corpus data, learning apps,

multimedia authoring tools , etc.) into classes to help learners learn English.

Provide guidance so that it can be used as a tool.

(You) Learners search, select, and analyze digital English materials appropriate to their purposes and language level.

Develop strategies and capabilities that can be applied by synthesizing and critically evaluating.

(More) Considerations for Ensuring Minimum Achievement Levels

• English language skills and cognitive abilities are developed to ensure that appropriate learning activities are conducted according to the learner's academic level.

Design individualized teaching and learning activities by considering the characteristics of the students, learning types, etc.

Present a strategy.

• Use various teaching strategies to ensure learners’ voluntary and active participation in class.

And games through visual, language, and kinesthetic senses, various multimedia materials, and information and communication technology tools.

Use the back in class to increase learning efficiency.

• Cooperative and collaborative learning that encourages active interaction among learners so that no learner is left out.

Appropriate use of classroom instruction, problem-solving learning, and small group/task- based activities.

B. Evaluation

(1) Direction of evaluation

(a) Ensure that in-depth English learning and competency-based assessment are carried out. The purpose of the assessment is to develop learners’

It should be aimed at promoting high development and ultimately supporting the cultivation of English language teaching skills.

In order to do this, we must avoid evaluating fragmentary knowledge or skills and instead focus on teaching English through in-depth learning.

Evaluation should focus on whether the competencies have been practically developed.

(I) To help learners recognize assessment as part of the learning process and reflect on their own English learning process and achievements.

Assessment goes beyond measuring performance at the final stage of learning to help learners understand their own

Look back on the entire process of learning English, find personal meaning, and take charge of your own study plan.

It should be an opportunity to revise and supplement. Therefore, it should be a comprehensive review of the learning process and results.

Need to evaluate.

(b) Evaluation of learning outcomes focuses on whether what has been learned can be applied to new situations and contexts.

It goes beyond simply checking what has been learned and focuses on the English knowledge and skills that the learner has learned .

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It assesses whether the person has the capacity to perform tasks in new situations by utilizing the skills .

So, based on the achievement criteria, we can apply the learning content to real and new contexts and situations.

It is necessary to present and evaluate learners' English proficiency.

(a) Actively involve learners in the process of preparing, administering, and interpreting assessment results. Make learners the main actors in the assessment .

We plan assessments and establish criteria together while recognizing each other as a whole. Through this, learners can learn English.

You will be able to clearly recognize your goals and the level of successful performance. You will also be able to see the performance process and results.

By providing learners with the opportunity to self-assess and diagnose their English language skills,

It allows you to reflect on your habits and plan your future learning direction.

(B) Provide customized evaluations by providing various evaluation methods that take into account the learner's learning style, definitional

characteristics, English level, etc. In particular, for learners who are struggling with learning or have slow growth rates

To avoid experiencing a decrease in learning motivation and dropout due to the self-single assessment method, various types of

Develop an evaluation plan.

(b) Actively utilize various digital evaluation tools. Use digital analysis and evaluation tools to

It provides a context for the evaluation and systematically constructs various learner data. Based on this,

It can produce diverse and reliable evaluation results.

(Company) Provides individualized feedback based on evaluation results. Teachers continuously monitor evaluation results.

It improves classes by feeding back the results to teaching and learning. It also provides detailed, customized feedback to learners.

It provides learning and growth support.

(2) Evaluation method

(a) Learners perceive assessment as part of the learning process and have a positive feedback effect on learning ‘English II’

It is designed to be able to provide.

(I) Use assessment methods that can utilize language and background knowledge, communication strategies, etc., and actually use them .

The assessment includes language and meaningful tasks.

(b) Individual skills (listening, speaking, reading, writing) or

It integrates two or more functions or areas depending on the purpose and situation, as well as the area (understanding, expression).

The evaluation is also carried out appropriately.

(A) Use appropriate difficulty level and evaluation method according to the purpose and type of evaluation and the characteristics and level of the learner.

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(b) Use various assessment methods to ensure that learners can fully demonstrate their English skills.

(B) The process and results of learners voluntarily planning and performing learning are reflected in the evaluation to increase participation.

and designed to have a positive effect on subsequent learning.

(Public) When possible, evaluation of the expression area will utilize a direct evaluation method through performance evaluation.

(A) When conducting a performance evaluation, clearly inform the evaluation objectives, content, task type, and grading criteria.

Carry out.

(Self) Evaluation follows the methods and procedures presented in the evaluation plan, and learners are aware of the detailed procedures and precautions for evaluation.

We provide clear guidance in advance so that you can clearly understand the details.

(Tea) Matters related to the creation of evaluation items, implementation of evaluation, and grading are checked in a checklist based on the evaluation plan.

Create and check each item one by one to maintain appropriate reliability.

(Car) The evaluation results are reflected in the establishment of future evaluation plans and are used to improve teachers’ teaching and learning and learners’ learning.

Used for motivation and individual guidance.

(Other) Practical use of various artificial intelligence technologies (voice recording, voice recognition, chatbots, video conferencing, etc.)

Provides evaluation context and produces multifaceted and reliable evaluation results.

(Pa) By utilizing technology, we systematically build various learner data and provide customized services for each individual learner.

Provide feedback and use it in the learning process.

(a) Writing is performed using technologies such as automatic grading, text analysis, translators, and plagiarism detection programs.

Ensure reliability of ability assessment.

(a) Considerations for ensuring minimum level of achievement

• When creating an evaluation plan, set a minimum level of achievement based on achievement criteria and link it to teaching and learning activities.

Ensure that guidance and assessment are provided to ensure a minimum level of achievement.

• Depending on the purpose of the evaluation, various forms of input language such as conversation and discourse can be used, but the learner's level, etc.

It is reconstructed and used after considering the following.

• When assessing, depending on the learner's level, the weight of questions related to factual understanding is increased and those related to inferential understanding is increased.

Adjust the weight of comprehensive comprehension questions. Also, adjust the difficulty of vocabulary level and language form to ensure evaluation.

Apply.

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Elective-based curriculum – General electives -

• Even if the learner does not reach the final performance, the process-oriented assessment provides step-by-step achievement.

Helps to rule.
• In the case of performance assessment, cooperation within groups is encouraged to help learners understand the assessment content and process.

Design evaluation methods, etc.

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English Department Curriculum

English Reading and Writing

1. Personality and Goals

A. Personality

'English Reading and Writing' is a course that builds on what you learned in 'Basic English' or 'Common English' or in the general elective group.

We focus on learning reading and writing as a foundation to acquire the English skills necessary for daily life and social life.

This subject improves not only academic ability but also reading and writing skills required in academic and major fields.

Through various processes and functions, learners can write about various topics such as social life and academics.

Develop language skills to enable proactive exploration and foster problem-solving skills through critical thinking

In addition, it is necessary to understand and analyze texts that can lay the foundation for various topics and academic fields.

It develops writing skills that allow students to write their own opinions and factual information in a way that suits their purpose and format.

We aim to foster an inclusive attitude toward cultural diversity and an international perspective, while also enhancing the qualities and capabilities of

global citizens.

B. Goal

The ultimate goal of English language education is to prepare people from all over the world with different linguistic and cultural backgrounds to understand English in preparation for future society.

The goal is to develop the ability to communicate in English. To achieve this goal, 'English Reading and Writing'

Set the following detailed goals:

First, through reading and writing activities on various topics such as social life and academics, we learn about the purpose and situation.

Communicate in English appropriately.

Second, learn independently by applying appropriate learning strategies with motivation and confidence in learning English.

Continue and evaluate.

Third, we must have a correct understanding of our culture and other cultures and have an inclusive attitude toward diverse cultures.

Develop the qualities and abilities to solve problems facing the community.

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