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1. 수업의 각 구성 단계에 학생들이 흥미를 유발할 만한 자료들이 있는가?

(Introduction, Development, Consolidation 중 세 단계에 모두 다 있으면 4점, 두 단계에만 있으면 3점, 한 단계에만 있으면 2점, 없으면 1점)

2. 학생들이 학습 내용을 바탕으로 흥미롭게 할 수 있는 활동들이 풍부한가? (역할극, 협동 학습 등) 또는 불필요한 활동이 포함되어 있지는 않은가?

3. 사진, 삽화가 학습 내용과 부합하는가?

4. 교사용 자료가 추가자료로서 충분히 풍부한가?

5. 학습 내용이 학년 수준에 부합하는가?

항목 당 4점 만점, 총 20점 만점

동아: 15.4점 / 미래엔 15점

>> 동아출판 교과서 선정

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1. Are there appropriate contents of pair and group works for students to interact with each other?

2. Does the illustration or theme of the textbook give students a sense of familiarity and help them feel less nervous in presentation situations?

3. Does the text encourage active engagement and critical thinking without necessarily requiring students to speak out?

4. Among English skills such as listening, reading, writing, vocabulary, grammar, and pronunciation, can students express their ideas actively and improve their speaking skills?

5. Do the textbook group activities build up "step by step" to help students express their own ideas and opinions, especially focused on speaking confidently?

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1. Does the content of the textbook align with the learning objectives and achievement standards outlined in the English curriculum?

2. Are group activities that quieter students can participate in placed appropriately throughout the textbook?

3. Do the activities presented in the textbook promote the development of students' creative thinking skills?

4. Are the activities presented in the textbook enough to promote the students' interest?

5. Is the level of the learning content and vocabulary provided in the textbook appropriately adjusted to match the learners' age, ability, purpose, and background?

동아: 16

미래앤: 20.75

미래앤 승

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1. 교과서 내용이 다양한 영어소통 능력(듣기, 말하기, 쓰기, 읽기)을 골고루 기를 수 있도록 구성되었는가?

2. 학습자의 호기심과 자발적인 참여를 유도할 수 있는 최근 주제를 포함하고 있는가?

3. 교과서 내용 관련 자료가 다양한 형태(도표, 그림, 사진 등)로 제공되어 있는가?

4. 다양한 할동이 제공되고 해당 활동이 개인 활동에서 그룹 활동까지 자연스럽게 연결될 수 있는가?

5. 학생이 스스로 점검할 수 있는 평가방법을 제시하고 있는가?

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1. Does the textbook include a lot of short texts with different themes

2. Does the textbook include a lot of activities to do in class (e.g. video watching, speaking, listening, group works)

3. Are the textbook texts related to real-life occasions

4. Is the percentage of the grammar part of the textbook at least 30% (주어진 상황의 학습자들에게 요구되는 최소한의 학습 조건)

5. Does the texts in the textbook have the plot (글의 구조가 명확해서, 학생들이 본문의 주제를 한 번에 정리할 수 있는 난이도인가)

We will use a Likert scale with four points. We defined the four point scale as follows: 1 = Strongly Disagree, 2 = Disagree, 3 = Agree, and 4 = Strongly Agree.

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1. Does this textbook have a level, scope, and workload that are appropriate for the grade level, without unnecessary repetition or leaps in logic?

2. Does it present a variety of learning activities (discussion, debate, experiments) that enhance participation?

3. Does the content or subject matter engage learners' interest and curiosity?

4. Are various types of evaluation (selective, descriptive, and performance evaluation) guided?

5. Does this textbook explain difficult concepts and terms in a way that’s easy to understand?

동아: 17.5 < 미래:19

미래 🏅

# data[].attributes.body
- 10th graders, very active and energetic
- lack concentration, look for something new and interesting
- Ts are getting much stress to plan their class with various activities.
- want to find a textbook which can reduce stress and burden

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1) Are the contents of the English department curriculum faithfully reflected according to the purpose?

2) Is group activities and individual activities distributed in a balanced manner?

3) Does it contain content or activities that can induce students' interest in learning?

4) Is the illustration in line with the subject properly included?

5) Is there an evaluation method that deals with how to solve problem situations related to real life?

# data[].attributes.body
- 10th graders
- generally quiet and calm
- prefer to sit down and listen to a lecture
- Ts want their Ss to be a little more active, but they feel it’s hard to change the classroom environment and their old teaching style abruptly.