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

طرح درس زبان اول نظری درس سوم
نویسنده : غلامعلی عباسی - ساعت ۸:٢٥ ‎ق.ظ روز ۱۳٩٥/۳/۱۳
 

 

Teacher's Name: Fateme Rahimi

Date of Presentation: 5th of Azar

Estimated Time of Presentation: 90 minutes

Book (1), Lesson "3"

• Teaching Points:

A: Lexical Items:

New words: angry – any body- as … as- be afraid of – boil- boiling – by- clean- coat Englishman – few –

find – five – foot – forget – great – high school – if – later – leave – London – might – move – number – out

of reach – out side – page – pan – pocket – return – servant – size – sleepy – solve – story – telephone

number- than – therefore – time – tomato – until – whatever – where – who – wise – would

B: Reading Comprehension:

(A STORY ABOUT NEWTON)

C: Grammar:

Comparison with (as + adj + as) and ( - er than …)

D: Language Functions:

(Asking about Some one's Family)

E: Pronunciation Practice:

Sound ( / ∧ /)

• Greeting: ( 1 minute)

The teacher enters the classroom and greets the students. She looks at them one by one in order to make an

eye contact with all of them and to show that all of the students are important for her.

For instance she greets so:


 

Teacher's Name: Fateme Rahimi

Date of Presentation: 5th of Azar

Estimated Time of Presentation: 90 minutes

Book (1), Lesson "3"

• Teaching Points:

A: Lexical Items:

New words: angry – any body- as … as- be afraid of – boil- boiling – by- clean- coat Englishman – few –

find – five – foot – forget – great – high school – if – later – leave – London – might – move – number – out

of reach – out side – page – pan – pocket – return – servant – size – sleepy – solve – story – telephone

number- than – therefore – time – tomato – until – whatever – where – who – wise – would

B: Reading Comprehension:

(A STORY ABOUT NEWTON)

C: Grammar:

Comparison with (as + adj + as) and ( - er than …)

D: Language Functions:

(Asking about Some one's Family)

E: Pronunciation Practice:

Sound ( / ∧ /)

• Greeting: ( 1 minute)

The teacher enters the classroom and greets the students. She looks at them one by one in order to make an

eye contact with all of them and to show that all of the students are important for her.

For instance she greets so:

T: Hello, everybody! Students: Hello, Teacher!

T: How are you today? Students: Fine. Thanks and you?

T: Very well. Thanks a lot.

• Calling the Roll: ( 1 minute)

The teacher calls the roll in order to know who is /are absent. She looks for the reason of their absence in

the previous session.

􀂙 Reviewing the Previous Lesson: ( 2 minutes)

The teacher asks some questions about the previous lesson, in order to warm up the students.

Procedure:

At first the teacher divides the students into three teams. She has provided some "To Do" cards, and has

written some instructions on them so as to make the students active. In this way she can find whether the

students have learnt the meaning of the words and reading text of the previous lesson appropriately or not.

(Without asking: "What are the meanings of some words?")

For Example:

1- Name some villages.

2- Draw a monkey on the board.

3- Show a picture of winter.

4- Name some countries in Asia.

5- Write the name of some animals in a jungle and read them aloud.

The students get the card and after consultation do them. Then the teacher asks: "No problem?" in order

to be sure whether they have got the previous lesson completely.

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􀂙 Performance objectives:

Being able to:

1) Pronounce the new words accurately.

2) Understand the meaning of new words.

3) Use the new words in their own sentences.

4) Read the text correctly.

5) Understand the meaning of the whole text.

6) Answer the questions about the text.

7) Talk and discuss about the text.

8) Know the comparatives and " as … as" form of an adjective.

9) Know the use of them.

10) Know how to use comparatives and " as …as" form of adjectives in their own sentences.

11) Know the meaning of the questions about some one's family and their answers.

12) Know how to answer these questions.

13) Use such questions and make a conversation.

14) Know the sound /∧ /

15) Read the words including /∧ / sound correctly.

􀂙 Criterion Level:

More than 80% of students should.

1) Know the meaning of new words and use them in their own sentences correctly.

2) Understand the meaning of the text, read and comprehend it and answer the questions appropriately.

3) Know the meaning of " as … as" and comparative form of adjectives and use them in other

situations and in their own sentences appropriately.

4) Know the meaning of questions about families and their answers and use these sentences correctly.

5) Know the sound /∧ / and pronounce it accurately.

• Materials:

Board, markers, flash cards, pictures, real objects, computer, video projection and a CD

• Teaching the Current Lesson:

􀂙 Step: Relating the previous Lesson to the New One

Procedure:

The teacher tells a short story that involves the words of the previous lesson and then uses the new words of

the current lesson.

e.g.

It was cold yesterday. Reza had a cold, so he had to stay at home and rest. He sat by the fire and drank some

boiling water. He will return school tomorrow.

􀂙 Step b: Presenting the New Words ( 20 minutes)

Procedure:

1. Lead in:

The teacher states a sentence that involves the new word or a synonym for it. Then, she focuses on the

new word and shows it to the students.They only listen to her.

The teacher writes the word on the board or shows a card that the new word is written on it.

2. Convey Meaning:

The teacher shows the related pictures and tries to make the students find the meaning of the new words

or by means of real situations, she explains them more.

For Example:

She shows a picture of a pan on the fire to them and tries to convey the meaning of (panfire, and boil),

or she can leave sth on the desk and teach word :( leave = put) with gestures.

In this lesson there are some abstract words. So the teacher uses some sentences in order to help the

students get the meaning of them.

e.g.

It's hot therefore I open the window. (Therefore means, "So")

They boy who is running learns fast. (Who means: that)

3

3. Repetition:

The teacher asks the students to repeat the word after her. (Chorally and then individually)

She tries to involve all of the students and looks at them one by one to be sure that they take part in this stage

actively.

4. Verification:

The teacher asks some Yes/No questions to find out if they have learnt the meaning of the words or not.

e.g.

1- Is a pan on the fire boiling?

2- Do you forget your name?

3- Was Newton a wise man?

4- Are there few people in Tehran?

5- Can you solve your problems easily?

6- Are those lamps out of reach?

5. Use

The teacher asks some Wh questions to make student use the new words in their own sentences.

e.g.

1- Name a city in England. (-London)

2- Where do you go every morning? (-High school)

3- Where is Mina? (-… by the door.)

4- How can you cook food?(-with fire)

5- Name a great man?(-Newton…)

6- Who helps people at home?(-servant)

7- What is on that coat?(-pocket)

6. Model Sentence

The teacher writes or tells a sentence that consists of the new word for the students. If the sentences are

about real situations, they can be learnt better.

It's better to write a sentence which has more new words as possible.

In this way they can learn more than one word each time.

For instance:

1- Two pockets are on my coat.

2- I put tomato in the pan by the fire.

3- He's afraid of moving in the dark.

4- The sleepy boy got angry.

5- forget his telephone number.

􀂙 Step c: Presenting the Reading Text ( 20 minutes)

Procedure:

1. Pre-reading Activities:

a-The students are asked to look at the text for a short time and to answer the teacher's questions

individually. (They should skim)

e.g.

- How many paragraphs does the test have?

- What's its title?

- What's it about?

b- The teacher shows a film or a slide about Newton. Then she asks the students to state whatever they

know about him.

The teacher draws a four – column table on the board like this:

What you know what you want what you have learn more

to know learnt

Then she writes their utterances in the first column briefly.

In this way she moves from what they know to what they don't know.

e.g.

4

She asks:

Who was Newton?

What did he discovered?

Tell a story about him.

(As I experienced the students immediately recall his story about the apple and the force of gravity.)

c-The teacher asks them to make some questions related to the topic and she writes them telegraphically

on the second column of the table. (In this way she motivates them to read the text in order to find the answer

of their questions.)

2. Reading Activities:

The Reading Activities is based on Synergetic Cooperative Methodof EFL Teaching. The second sub

classification of Synergetic Method, namely Team Member Teaching Design (TMTDis applied.

Hence, the teacher gives each of the paragraphs to one of the three teams, ans asks the students to read it

silently and individually. Then, the teacher gives them a questionnaire and asks them to write the answers

individually and without consultation. Now they should give the answers to the teacher. Again the teacher

gives them the same questions to be answered in teams. At last they find out that with consultation, they will

be able to answer the questions more appropriately. After wards, the teacher asks the teams to read

loudly their own part of reading text and answer the related questions. While reading, the teacher asks some

questions, as follows:

e.g.

Asking about:

1- Tense of the verbs.

2- References of the pronouns.

3- Type of sentences

4- Synonyms and antonyms of specific words.

5- Predicting the story

3. Post-reading Activities:

a. The teacher asks some questions about the text and the students are obliged to answer them at first

individually and them chorally. Then, they should compare the result.

b. The teacher asks the students to tell everything they learnt in this passage. Then she writes the

learning points in the third column of the table.

c. The teacher asks the students to give their idea about the text and evaluate it.

e.g.

1- What's your idea about the text?

2- Have you ever experienced forgetfulness?

3- Why do some great people forget small things?

4- How can you remember things better?

At last the students do the exercises with consultation and discuss the answers.

􀂙 Games (5 minutes)

The teacher makes the students to take part in her suggested games and then she gives them some rewards.

e.g.

1. Two students of 2 teams come to the board and write the more words related to the lesson they can…

2. They will take part in a ( Hot Seat) game :

Students of three teams sit in front of the class, back to the board. The teacher writes a word, the other

students guide them to find the word by using synonym/ antonyms or simple sentences in English.

• Assignment ( 1 minute)

1. The teacher asks the students to study and find the answer of their own questions which are indicated

in the forth column and guides them to use dictionary, CDs, and books to do the task. ( In teams)

2. The teacher asks them to choose a passage, read it and complete the following table:

Title How Much Evaluation Strategies

To Read Used

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Break (1 minute):

After a short break, about 1minute, the teacher starts to teach the rest of the lesson. At first she begins with

reviewing the grammar of the previous lesson.

Reviewing the Previous Lesson( According to Grammatical Points(2 minutes)

The teacher asks some questions about the previous lesson.

Procedure:

The teacher has written some questions on some cards and has put them in a nice box. The

teams choose one card and answer the written question on it.

For Instance:

1) How far ---------------from here to Tabriz?

d) is this c) is there b) is that a) is it

2) It is easy ----------------------English.

c) to learn d) learnt b) learning a) learn

3) A-: Who is speaking on the phone? -:

d) I am Ali c) He is Ali b) It's Ali a) Ali is

After that the teams who answer the question correctly are awarded. She asks: “Is there any problem?”-

in order to be sure that they have learnt the previous lesson.

Step d: Teaching grammar: (20 minutes)

A: Relating the Previous Lesson to the New One:

Procedure:

The teacher shows some nice pictures provided in a CD to the students; tells a short story that

involves the grammar of the previous lesson and then uses (comparatives and other forms of adjectives.)

e.g.

"It is autumn. It was cold yesterday. Sara had to put on a warm coat, but today is not as cold as yesterday. It

is warmer than yesterday."

B: Presenting the Grammatical Points:

Teaching grammar is task-based and inductively.

I)IntroductionThe teacher shows some pictures and talks about them. She tells another short story using

"adjectives".

e.g.

"Sima is a student. She is 15 years old. Her sister Sahar is 15, too. Sahar is as young as Sima.

Their brother Sina goes to kindergarten. He is younger thanthem. They live in a nice house in Tehran

but their aunt lives in Shiraz. Tehran is bigger than Shiraz, but Shiraz is very beautiful."

II) Dramatization: By using real objects she asks students to make sentences chorally and then

individually. There are lots of things that she can use and compare them with each other. (1- real objects such

as: bags, rulers, books, pens, … and even the students themselves based on their height, weight and numbers

2- pictures prepared in a CD or on papers)

IIIShe writes the sentences on the board (because of lack of the time the sentences are typed and can be

shown on screen by means of the computer). She highlights "adjectivesin them. Then she asks the students

to compare the sentences.

IVAt last the students are asked to make rules and the teacher guides them to get the lesson better. In

order to facilitate understanding she gives them some code. (As I experienced, when I want to explain "

as…as" (for example), I ask:" What do you remember when you hear the word equalImmediately they say:

"balance or scale". Then I draw a scale with two pans on the board and write (asin both pans and an

adjective between them. Then I emphasize that they shouldn't write anything else there to be balanced. In this

way they never forget it. )

C: Post Teaching Activities:

Procedure:

The teacher encourages the students to take part in a match. The teacher gives a questionnaire based

on comparisons to the teams and asks them to answer the questions. She draws a table on the board and asks

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each team to mark their own answers on it. Then after checking the results, the teams giving the best answers

are awarded.

Step E: Teaching Language Function (5 minutes)

Procedure:

􀂾 The teacher shows a film of a conversation between two men. They are talking about their families.

􀂾 Then she writes the sentences on the board or shows the next slide -including the sentences- on

screen and the students read it and play the role. Students are “A” and the teacher is “B”. Then they change

place.

􀂾 After that the students should play the roles one by one. At last the teacher asks them to use the

conversation in real situations. I mean she asks them to talk about their own families.

* Step F: Teaching Pronunciation Practice (6 minutes)

A: Presentation:

􀂾 The teacher writes some words including /^/ on the board or shows the related slide.

􀂾 She reads them aloud and the students repeat them after her.

􀂾 Then she asks them to pronounce them chorally then individually.

B: Practicing Through Games:

She gives them some blue and red signs. Then she asks them to bring blue ones up when they hear

/^/ and red ones when they hear another sound like /aisound. It is continued until one person wins the

game. It will have a positive mark for them if they play correctly.

Game: (4 minutes)

Procedure:

According to Pictologic Method of teaching by Dr. Shirban, the teacher gives some pictures to the teams.

They should consult each other and tell a short story using"adjectivesor they may have a conversation

based on "language functionof the lesson.

* Assignment (1 minute)

􀂾 The students may forget to do their homework so the teacher emphasizes on it by writing the

cases on the board or showing the slide.

􀂾 The teacher writes the number of pages on the board and asks them to study and do the

exercises.

􀂾 The students are asked to do a research about Newton and find the answer of their questions

& present in class.

􀂾 She asks them to make some wall papers or CDs including grammatical points, new words, or

different points of the lesson.

􀂾 They can play role and practice language function and produce a film if they want.

* Preview: (1 minute)

Procedure:

The teacher tells: “Can you guess what would be the next text about? The next session we will tell you a

story called: (THE SCHOOL BUS) and will get familiar with(superlatives) . You can do a research in these

subjects or bring some pictures or real objects in class.”