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آموزش انگلیسی به عنوان زبان دوم

بانک سوالات دبیرستان و پیش دانشگاهی . مکالمه . مقالات . آپدیت روزانه Nod 32

A Sample Lesson
نویسنده : غلامعلی عباسی - ساعت ٩:۳۱ ‎ق.ظ روز ۱۳٩٥/۱/۱٢




The following is a sample lesson based on PETS, a primary school English textbook series. Class: Primary 3 (mixed ability) 

Objective: Pupils are able to use “who” in adjectival clauses to describe a person







Multiple Intelligence Applied





      Tuning In : A Game – “Who Is It”

1.   Students from groups of four. Each group member has a number: 1, 2, 3, or 4.

2.   Teacher writes the name of a pupil in the class on a piece of paper but does not show the paper to the class.

3.   The teacher leads the class ia a word splash to generate useful vocabulary for the game.

4.   Each group puts their head together to think of a question to ask to help them deduce whose name is written on the paper. (Teacher only answers with a “Yes, it is a student who …” or “No, the person is not a student who …” )

5.   Teacher writes answers on the board, so as to model the correct form. Teacher randomly calls a number to ask their group’s question.

6.   Groups put their heads together to guess whose name is written on the piece of paper and explain what information led them to their guess.

7.   Teacher randomly calls a number. Students with that number give and explain their group’s guess.







Interpersonal(working in their groups)


Verbal/Linguistic(formulating questions and discussing guesses)


Logical/Mathematical(using clues to guess the answer).



To enable more interaction.


The teacher demonstrates pupils how to ask questions using ‘who’, such as: Is this a classmate who is a girl? Is this someone who is tall? Is it a pupil who wears spectacles? Is this a person who is seated near the front of the class?


The teacher encourages pupils to ask for only positive traits and give pupils enough time to discuss so as to generate logical questioning and to check that they are using ‘who’ and using it properly.


Pupils in the other groups have to listen attentively so as not to repeat questions. Each group is given only one chance, so all questions asked matter a lot to them.




1.   The teacher explains the placing of ‘who’ next to the noun it qualifies.

2.   Each pupil works alone to draw a teacher or pupil that everyone knows.  They do not show their drawings to others.

3.   One at a time, each group member stands and takes questions from their groupmates, just as the teacher did in the first activity.

4.   The other group members take turns to ask questions.

5.   After groupmates guess, students show their drawings to the group and point out




Visual/Spatial (doing the drawing)



Naturalist (observing characteristics)


The teacher visits each group to check on how they are doing in terms of following the procedure and using the grammar point.


The teacher stops the class once or twice to point out particularly good questions or answers.


If some pupils are having difficulty, they can work with a partner to answer questions for their other two group members. 


One or two students can come to the front of the room to play the game with the entire class.


Instead of using people, the game can be played with other animals.







1.   Each group member has a half piece of rough paper. They each write their names at the top of their paper.

2.   Pupils write something to describe themselves, e.g., I am a student who helps others.

3.   Pupils pass the paper to their left. They add one sentence to the description of the person whose name is at the top of the paper.

4.   The papers go around the group at least twice, so that there are at least eight sentences describing each group member.

5.   Pupils can then do PETS worksheets.





Naturalist (using half pieces of rough paper shows concern for the environment)


Intrapersonal intelligence (writing to describe themselves)









The teacher stops the class once or twice to point out particularly good sentences that pupils have written. This is done to highlight writing about positive traits, using the grammar point correctly, and being creative.


Options for including other intelligences:


A. Bodily/Kinaesthetic – One student pantomimes an occupation and others make a sentence for that occupation. For example, a student pantomimes someone sweeping the floor, and groupmates say, “A cleaner is a person who sweeps the floor.”


B. Musical/Rhythmic –


i. As students are working in their groups, the teacher plays lively music in the background.


ii. Pairs make up riddles in the form of chants. These riddles describe people and use ‘who’.  The other pair in the foursome tries to guess who is being described in the chant.