홈 > 교육 활동 > 특색교육프로그램
영어교육모델학교는 창의 인성 교육을 추진하는 것으로 실천방안은
1)정규 영어 수업 중 창의 인성 함양을 위한 말하기 쓰기 과제 수행
2)다양한 학생 자율 영어 동아리 활동 확대
3)영어권 문화 이해 및 우리 문화 소개 기획 확대
4)최대 학생 참여 유도를 위한 영어 관련 대회 개최 등이 있다
(Small - Group Learning)
|효율적 영어수업||소규모 원어민 회화수업 및 독서수업
소수 기초반 및 기본반(교육력제고 연계) 운영
|학습흥미 및 자신감 증대||희망 학생이 모두 참여하는 영어교지 제작
학생 주도적 영어 활동 참여
수준별 수업 반편성 시 학생 희망 고려
(Self Checking Reading)
|독서력 강화||다양한 수준과 내용의 원서 읽기를 통한 독해력 및 사고력 증대
온라인 독후확인 프로그램으로 독서 흥미 증대
교사의 읽기 및 Book Report 지도
(Self Speaking Practice)
|자기주도적 실용영어 회화 연습||어학실 기기 활용을 통한 학생 맞춤형 말하기, 쓰기 연습
교사는 학생 개인 연습 확인 및 관리
Hello, guys. I’m the chairperson of KIMC – HWANIL, Sangyoung Choi. Fist, KIMC is abbreviated from Korea International Model Congress, simulating the same procedure as the real International congress does. Participants will represent nations, debate about any agenda, and make resolution with all delegates. Our club prepare Model United Nations of Model Congress, so we share each others’ opinions and debate like Model United Nations form with English.
Korea Times 보도 기사 - 3학년 1반 김민서 학생 기고문
Posted : 2017-12-18 19:10
Updated : 2017-12-20 16:20
By Kim Min-seo
My interest in history began in elementary school after I watched the opening ceremony of the 2008 Beijing Olympic Games. I saw athletes from over 200 nations, some of which I had never heard of before until I saw their names and flags in the opening ceremony of the Olympics.
After the games I bought a world map and looked at it every day, memorizing the names, locations and flags of each and every country on it. Then I began to read world history to learn something about those nations. Learning about the historical events that shaped those countries and today's modern world excited me and piqued my curiosity, which is why I chose "history" when my English teacher assigned "A Significant Word in My Life" as an essay topic.
One of my favorite movies is "The History Boys." It takes place at a British school where the boys are preparing for the Oxbridge entrance exam. The boys are informed by two separate approaches to education: two teachers believe in learning for the sheer pleasure of learning while a third one trains the boys to get high scores on the exams.
Korean boys can empathize with the British boys; for we are in a similar situation. Rather than learning for the sheer pleasure of learning, we have to spend much of our time _ suffering physically and mentally for it _ training our minds to get high scores on the CSAT so that we can enter one of the top three universities _ Seoul National, Yonsei and Korea universities.
Another favorite movie of mine is "Dead Poets Society," in which an unconventional English literature teacher and incurable romantic John Keating, played by Robin Williams, tries to instill an appreciation of the finer things of life in his students at an elite prep school. To him, life should be about appreciating beauty in all its artistic forms, especially poetry. My eyes welled up when, in the final scene, Keating's students stand on their desks and recite his favorite poem _ Walt Whitman's "O Captain! My Captain!" How I envied those boys and wished to be standing on a desk in that classroom.
The more I read about history, the more I want to know. My interest spans millennia, from Antiquity to the 20th century. The first historical figure to fascinate me was Alexander the Great (356-323 B.C.), a young king and brilliant military tactician who left Macedonia, in northern Greece, to conquer more of the world than anyone who came before him. Alexander's martial prowess is legend. He never lost a battle and was the bane of the mighty Persian Empire, the super-power of its day.
Alexander's conquest of Persia was inspired by his own father's great dream of doing so. But Phillip II of Macedonia was assassinated before he could undertake a military campaign against the Persians; so, it was left to his son, Alexander, the new king, to raise an army to defeat them.
Alexander's victories at Granicus River, Issus and Gaugamela, respectively, doomed the Persian Empire. At all three battles, Alexander's brilliant tactics, especially his use of his Companion cavalry and Hoplite infantry, won the day. After the victory at Granicus River and the surprisingly easy conquest of the Anatolian Peninsula, the Macedonians marched into the heart of the Persian Empire, where Alexander, at Issus, came face to face with Darius III, the Persian "King of Kings," and his formidable army. Even though Alexander was at a considerable numerical disadvantage at Issus, where 50,000 Macedonians faced 150,000 Persians, he was not deterred. Once again, Alexander's brilliant tactics were decisive. He charged his cavalry directly at Darius III, causing him to retreat posthaste while the leaderless Persians panicked and were slaughtered by the Macedonians. One can see the famous Alexander Mosaic, showing the Battle of Issus, at the House of the Faun in the ancient city of Pompeii.
Now it was time for Alexander to cross the Euphrates River, to do battle with Darius III at Gaugamela. Once again, the Persians had a significant numerical advantage over the Macedonians. Still, Alexander decisively defeated Darius III. Just as at Issus, Alexander's Companion cavalry charged directly at Darius's elite guard, overwhelming the latter. Alexander then captured Susa, the empire's capital city, and the Persian Empire collapsed. This is when the young Macedonian king became known as Alexander the Great.
Alexander continued on his grand adventure of conquest, reaching the Indus River, where his rebellious troops had had enough of adventure and started marching back to Macedonia. As for Alexander, he died at the age of 31, of fever in Babylon _ how he died is still controversial _ never returning to Macedonia.
It is breathtaking to contemplate what Alexander accomplished in a mere four years, especially since his conquest, stretching from Egypt to the Indus, was undertaken on foot and horseback. I don't want to romanticize Alexander as if he were a character from a Hollywood epic starring Colin Farrell, for he left plenty of bloody death and destruction in his conquering path, and I expect the Persians cursed the Macedonian king's name rather than calling him "the Great."
Ancient history may not seem relevant when trying to understand the world we find ourselves living in in the 21st century, but a knowledge of The Crusades, the first one began over nine hundred years ago, and The Age of Exploration, begun by Christopher Columbus in 1492, and the European colonization that followed it, are good places to start. Especially since much of the turmoil that is today's North Africa and Middle East and the bad blood between India and Pakistan are the result of British, French and Italian colonial policy. After all, the very terms Near or Middle East and Far East are British colonial constructs.
Many nationalists in the Islamic world, especially fanatics calling for "jihad," believe America's invasion of Iraq was a return of the Crusaders, who covet the region's oil. George W. Bush certainly put his foot in his mouth when he actually called the invasion a "crusade" to rid Iraq of its tyrant. And it is Great Britain and France, the colonial powers that carved up the Ottoman Empire after World War I, creating modern Syria, Iraq and Lebanon that are the common targets of Islamic terrorists in Europe.
Given British and French hegemony, I marvel at the diplomacy of the Chakri Dynasty of Thailand, which remained
independent despite being sandwiched between British Burma and what used to be called French Indo-China, especially Vietnam. Chakri used its diplomatic skill to play the two hegemonic colonizers off each other, no small feat. Although Chakri did bow to Imperial Japan, letting it use Thailand as a base of operations for its conquest, on bicycles, of British Malaya and Singapore during World War II. When it could no longer stave off the Japanese diplomatically, Chakri chose discretion over valor. I believe that South Korea can learn a lot from Chakri when it comes to the diplomatic balancing act that it finds itself in vis-a-vis China and America.
What with the current rhetoric between North Korea and America at a fever pitch, it's good to have an understanding of the Cold War and the nuclear threat it posed until the collapse of the former Soviet Union, now reduced to Russia. Many experts are saying that North Korea's missile program, and its threat to use nuclear weapons, is the first real nuclear threat to the world since the Cuban Missile Crisis of November 1963, when the Americans and Soviets came very close to a nuclear exchange. Nor does anyone have to remind the Japanese of nuclear history, since they are the only nation to have experienced the horrific devastation of atomic bombs.
Just learning about history is not enough for me, though, for I want to put my understanding of historical events to good use. I want to be a peace maker _ for "Blessed is the peace maker"_ one who dedicates his life to working for world peace through diplomacy. But I'm no naive idealist who looks at world events through rose-colored glasses. This is because history has taught me that world events, especially in the 20th century, were too often informed by dictators who could not be reasoned with, so they had to be reckoned with. Now it seems President Trump is implying that there will be a day of reckoning for North Korea's young dictator. This keeps me up at night.
Many of today's international conflicts or disputes are the result of enmity from unresolved grievances. China and South Korea, for example, become apoplectic when it comes to settling territorial disputes with Japan, though not surprising given the latter's past colonial policy and behavior during World War II.
To settle international disputes, and prevent war, I want to work for world peace at the UN Security Council. I believe that it is vital to have an unbiased historical perspective in order to solve these disputes. Consider Northern Ireland, where it took an unbiased outsider, Senator George Mitchell, an American of Lebanese decent, to get the feuding Catholics and Protestants of that community to agree to the Good Friday Peace Accords.
To improve my critical thinking and to prepare for the rigor and nuance of diplomacy, I'm going to study history and political science at university; so I can better understand and gain insight into international controversies and, thus, work for world peace at the United Nations.
Many people say that learning about history is not future-oriented. Nor are there many careers outside of academia that require a knowledge of history. Be that as it may, I will continue to read history books for the sheer pleasure of learning. For the more I learn about history, the more I appreciate Santayana's caveat: "Those who fail to learn from history are doomed to repeat it."
The writer is a senior at Hwanil High School.