7/13 중3-1 수업내용

Main Ideas / Concepts Taught

• Class management + homework start

  • The teacher explains how problems are divided on the worksheet (halves/sections) and assigns two matching types: practice in class vs. homework with a similar-looking sheet.
  • Students are instructed to spend 2 minutes on a specific homework problem (No. 20) while the teacher listens.
  • Students are repeatedly told not to look at the Hangul (Korean characters) and to solve using the intended cues.

• Core English writing/speaking strategy: persuading and influencing an audience

  • To influence/persuade an audience, the teacher emphasizes:
    • Start with a personal anecdote/story
    • Open up with something meaningful (not overly long)
    • Use the story to build trust/connection (bond)
  • Vocabulary and phrasing focus:
    • “Influence / stir up / agitate” (emotionally motivating the audience)
    • “Instantly, powerfully, authentically” (intensifiers—helpful but not essential)
    • “Anecdote / personal story” (the key ingredient for opening the audience’s hearts)

• “Don’t write it too long” + what to include

  • The personal story should be:
    • Important/core, not an all-day life account
    • Focused on:
      • Emotions felt during a meaningful moment
      • Optionally, self-deprecating humor (jokes that include one’s own flaws rather than putting others down)

• Proven method / logic of the sentence structure

  • The teacher explains a grammar/sentence logic that supports persuasion:
    • A proven method: using personal narratives to build a bond with an audience, even strangers.
    • The speaker is the “semantic subject” (who performs the persuasion/influence).
    • The intended audience is the “target” of persuasion.

• “Harsh reality / vacuum” analogy

  • The teacher interprets figurative language as:
    • Reality: somewhat harsh
    • Vacuum: a state with little familiarity—awkwardness like an unfamiliar relationship where people don’t naturally connect
  • This is used to explain why persuasion works better after rapport/bonding.

• Bonding mechanism

  • People may not listen if they are not close, but bonds can form later through:
    • explaining with personal stories
    • persuading
    • influencing

• “Identification” (relatability)

  • Another key component is that the audience can identify with the speaker.
  • It’s described as giving the audience the feeling: “This is like me / I relate,” which increases influence.

• Shift to new grammar/theme (Numbers 21 and beyond)

  • The teacher moves to No. 21 and explains vocabulary such as:
    • Unprecedented (“no precedent; never happened before”)
    • Technology/internet enabling connection to almost everyone
  • Discussion emphasizes humans becoming increasingly connected and linked, even across distant relationships.
  • They also begin interpreting sentences (including “we are embodied,” “limited time,” and “network data”) to frame the idea that humans are both:
    • physical beings
    • data/network-connected entities

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Methodology / Step-by-Step Instructions (Explicitly Taught)

Using Personal Stories to Influence an Audience (Practical Steps)

• Start your speech with a personal anecdote
  • Choose a meaningful, important core event, not a full biography.
• Open up (but keep it concise)
  • Don’t tell a super long “from when I was a baby…” story.
• State emotions from the moment
  • Describe how you felt during that important event.
• If using humor, use self-deprecation
  • Make the audience laugh by treating yourself as the joke, not by insulting others.
• Aim for audience identification
  • Communicate in a way that lets the audience relate to you.
• Use the story as the foundation for persuasion/influence
  • The story should build trust, reduce awkwardness, and create a bond—especially with strangers.

Homework / Worksheet Workflow (As the Teacher Instructed)

• Open the worksheet (back side shows No. 20).
• Set a timer for 2 minutes.
• Solve No. 20 during that time.
• Do not look at the Hangul while solving (use the target cues/structure instead).
• After time ends, proceed to the next explanation/solution.

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Speakers / Sources Featured

• Teacher (main speaker) — instructing, explaining grammar/vocabulary, and guiding homework.
• “Students” (unidentified group) — responding/being called out (no specific names given).
• Referenced individuals / examples mentioned in dialogue (not necessarily speaking)
  • Heo Gyeong-hyeong
  • Lee Jae-myung
  • Moon Jae-in
  • Kim Moon-soo
  • Yoon Sung-yeol
  • Hanbin
  • Juu
  • Junwoo
  • Yi Seong-gye
  • “Yesung” / “Ye-sang” (addressed as a person in the class/scene; also referenced as “Yesung and I first met…”)

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