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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


 

 

Activities

 

 

Multiple Intelligence Applied

 

Remarks

 

      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.

 

 

Development:

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.

 

 

 

 

Conclusion:

 

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.

 

 



درباره : روش تدريس , طرح درس ,
بازدید : 29
[ جمعه 04 مهر 1393 ] [ جمعه 04 مهر 1393 ] [ غلامعلی عباسی ]

 

Vali Mohammadi

Abstract

Language learners’ errors were, at a time, thought highly inappropriate and supposed to be avoided by

any means. It is inevitable that learners make mistakes in the process of foreign language learning.

However, the question among teachers is why students go on making the same errors even when such

errors have been repeatedly pointed out to them. Yet not all mistakes are the same; sometimes they seem

to be deeply rooted, but at other times students correct themselves with ease. Thus, researchers and

teachers of foreign languages came to realize that the errors a learner made in the process of learning a

new language are needed to be analyzed carefully, for they possibly held in them some of the keys to the

understanding of second language acquisition.

In this paper, the author is going to: 1) give a historical overview and a theoretical account of the

approaches dealing with errors, 2) give different typologies of errors and provide a framework to study

the errors, and finally 3) offer some implications to teachers and syllabus designers.

Key words: Error, mistake, error analysis, error correction, interlingual transfer, intralingual transfer.

Introduction

For some decades, a vast majority of studies have focused on the nature and process of first language

acquisition and second language learning (Dulay and Burt, 1973, 1974; Hatch, 1978; Larsen-Freeman,

1975). Based on the findings drawn from these studies, the researchers have come to this conclusion that

both first language acquisition and second language learning work in a similar way. Children learning

their mother tongue make a lot of mistakes which is a natural part of language acquisition process. As

they receive different feedbacks from the people around including their parents, caretakers, and peers,

they learn how to produce grammatically and semantically acceptable sentences in their native language.

What a foreign language learner does in operating on the target language is not different from that of a

child acquiring his first language.

It is inevitable that all learners make mistakes and commit errors. However, that process can be

impeded through realizing the errors and operating on them according to the feedbacks given. The steps

that learners follow lead the researchers and language teachers to realize that if the mistakes and errors of

language learners in constructing the new language system are analyzed carefully, the process of

language acquisition shall be understood. The analysis of errors, thus, has become a field of linguistics in

that sense. The field of language teaching benefits from the findings of linguistics in many cases.



ادامه مطلب

درباره : طرح درس ,
بازدید : 87
[ دوشنبه 10 شهريور 1393 ] [ دوشنبه 10 شهريور 1393 ] [ غلامعلی عباسی ]

 

 

Welcome

To

Our class

2

Teaching Model

I. Specific objectives

II. Activities

A. pre-instruction or motivation stage

(directions & activities)

B. While-Instruction activities

1. Recognition ( directions and activities )

2. Manipulation (directions and activities )

3. Production (directions and activities )

C. Post-instruction or Reinforcement stage

(directions and activities )

I. Specific objective :Grammar

Modification of adjectives

A. Pre-Instruction activities

Pre- assessment activity

Analysis of students have learned

What the adjective , adverb and

noun are and what the place of

each of them is.

Materials

blackboard, painting

Enough

B. While – Instruction activities

Objective 1 (structure 1)

Teacher : Close your books , look at

the board and listen to me carefully.

The teacher draws a girl ,then she

writes and readsa:

This is Mary. Mary is 8 years old.

3

This is Mary. Mary is 8 years old.

Can Mary go to school

yes, she can go to school.

Can she read a book

yes, she can read a book.

Can she write a letter

yes, she can write a letter.

Is she old enough to go to school

yes, she is old enough to go to school.

Is she old enough to read a book

yes, she is old enough to read a book.

Is she old enough to write a letter

yes, she is old enough to write a letter.

Activity b(1



ادامه مطلب

درباره : طرح درس ,
بازدید : 62
[ دوشنبه 10 شهريور 1393 ] [ دوشنبه 10 شهريور 1393 ] [ غلامعلی عباسی ]

 

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:

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



ادامه مطلب

درباره : روش تدريس , طرح درس ,
بازدید : 79
[ پنجشنبه 10 بهمن 1392 ] [ پنجشنبه 10 بهمن 1392 ] [ غلامعلی عباسی ]

 


BY: Mohammad Heidari Chegeni (KhorramAbad )

SESSION: One / Time :90 min

Subject: Teaching New Words of Lesson Six

General

aims

Students should be able to internalize and use the news words (steam –burn –enough

– else- turn into – rise – hardly move - build ) in new sentences and situations.

Teaching

aids

Book, board, chalk, some classroom immediate objects, some pictures and drawings,

some questions written on forms

Teaching

method



ادامه مطلب

درباره : روش تدريس , طرح درس ,
بازدید : 71
[ پنجشنبه 05 دي 1392 ] [ پنجشنبه 05 دي 1392 ] [ غلامعلی عباسی ]

 

General Specification of Lesson 6 - English Book One

BY: Mohammad Heidari Chegeni (KhorramAbad )

SESSION: One / Time :90 min

Subject: Teaching New Words of Lesson Six

General

aims

Students should be able to internalize and use the news words (steam –burn –enough

– else- turn into – rise – hardly move - build ) in new sentences and situations.

Teaching

aids

Book, board, chalk, some classroom immediate objects, some pictures and drawings,

some questions written on forms

Teaching

method

The method is eclectic, taking into considerations some features of GTM , TPR, Audiolingual

and TPR

Students

groups

The students will be divided in groups, each group consists of three members. Based on

the number of students we may have groups: A,B,C,D,E,F,… .

Preview ( 10 min)

Instructional objectives: cognitive

Teacher’s activities:

Warm up - Administering the primary evaluation - Showing a picture / or pictures.

Students' activities:

Answering the questions of primary evaluation - Getting ready for the new lesson.

View ( 6 0 min)

Instructional objectives: cognitive and behavioural

Teacher’s activities:

Introduction: setting the scene.

Defining new words( steam –burn –enough – else- turn into – rise – hardly - move –

build) by explaining, applying gestures, realia, some objects, pictures and drawings prepared in

advance ,using synonyms, antonyms.

Writing the Words on the board one by one.

Repeating the words aloud

Asking questions , commanding some students to do some actions

Reading the sentences on pages 68,69 and 70.

Asking students to think and discuss their meanings in groups.

T E A C H I N G P O R T I O N S

Review ( 2 0 min)

Instructional objectives: cognitive with performance skills

Teacher’s activities: - Final evaluation

Assigning homework assignment.

Students’ activities:

Reacting the questions of final evaluation.

Asking their questions from the teacher / their classmates.

The pupils' correction of their own errors cooperatively.

LESSON PLAN / Mohammad Heidari Chegeni / (KhorramAbad ) / PAGE.1

2

LESSON PLAN / Mohammad Heidari Chegeni / (KhorramAbad ) / PAGE .2

Lesson 6 - English Book One

BY:Mohammad Heidari Chegeni (KhorramAbad )

SESSION: Two / Time :90 min

Subject: Reading Section of Lesson Six ( The Boy Who made Steam Work )

Objectives: To teach students how to skim for main idea of the passage- identify key words

Prior knowledge: Students have become familiar with the new words of the lesson.

Materials: Reading text on pages71 & 72 of the book( The Boy Who made Steam Work), the board, a handout

Step

Time

Tasks(teacher)

Tasks(pupils)

Interaction

Purpose

Perspective

(opening)

5 min

Asking some questions from

new words of lesson 6.

Introducing the topic.

Activating schema for the

reading

Listening and answering

questions about new

words.

Restating some

sentences containing

those new words.

T Ss

T= teacher

Ss=students

Preparing students

for reading passage

(new lesson)

Stimulation

10 min

Asking a question such as

this: “Do you know James

Watt?”

Introducing James Watt.

Asking students to name

some other famous

inventors.

Calling out answer to

teacher’s questions.

Asking and Answering

each other

Ss T

Arousing interest

Focusing attention

skimming

Instruction/Participation

60 min

Presenting the reading text (

in English as much as

possible. )

providing some

explanations about the

text.( not all details)

Reading aloud .

Letting students ask

questions if they have any.

Checking Understanding

( randomly and orally).

Asking questions on pages

72 & 73 from each group

and individual students.

Responding to questions.

Silent reading

Discussing the whole

meaning in groups

Skimming

Answering questions

orally.

Answering questions on

pages 72 & 73

Summarizing the text in

groups.

T Ss

S S

Getting students

to read the passage

quickly to get the

overall meaning.

Being able to retell

(rewrite) the text in

their own words.

Closure

10 min

Asking students what they

have learned.

Questions like these can be

used: " Who was James

Watt?”

Giving handout to the

students

Telling what they have

learned

Answering the desired

questions.

Filling in the handout.

Ss T

Reminding students

what they have

learned and why.

Follow-up

5 min

To reinforce some concepts,

the teacher may use some

extra activities.

Interacting with each

other about the teacher’s

question/s.

S S

S Ss

Developing pupils’

metacognitive

awareness

3

Lesson 6 - English Book One

BY:Mohammad Heidari Chegeni (KhorramAbad )

SESSION: Three / Time :90 min

Subject: Grammar, Exercises and Parts F,G & H of Lesson Six

General

objectives

Comprehending the new grammatical structure ( Tag Questions )

Using Tag Questions well while speaking & doing the exercises.

Doing Exercises of lesson six

Doing F,G, and H parts of lesson ( PP.74,77,78 )

Detailed

objectives

Doing the exercises on pages 74 & 75 under the guidance and support of the teacher.

Performing the F part ( Language Function) communicatively in class in groups and pairs

work.

Uttering the words in G part( pronunciation practice) after the teacher

Working on them among themselves.

Accomplishing the H part ( vocabulary review) in a cooperative mood .

Behavioral

objectives

Being able to use the new grammatical points( Tag Questions) in new and meaningful sentences

and situations.

Being able to utilize the newly learned features( Language Functions) in their daily

communication.

Being familiar with the new phonetic sounds and exert them while speaking.

Teaching

method

An Eclectic method is established in which some components of GT, CLT and Audio-lingual are

taken into consideration as well.

Teaching

aids

The book, board, chalk, cassette player – pictures -

Teacher's

activities

Performing the primary evaluation.

presenting the new grammatical forms ( Tag Questions )

Asking students to read speaking 1 (73 & 74 )

Reading aloud the sentences in the F section.

Focusing on Meaning and exchanging new ideas.

Reading the words aloud in section G.

Implementation

(75 min)

Students

activities

Answering the questions in the primary evaluation.

Answering teacher’s questions orally; individually or in chorus

Working on the exercises ( 74 & 75) in groups.

Practicing the sentences in the F part in pairs.

Repeating aloud the words in the G part after the teacher.

Accomplishing the section H ( on page 55) in groups.

Each group will present its response.

Final evaluation,

Homework

(15 min)

Writing ten multiple-choice and completion-form questions on the board

Asking students to write them down and answer them.

Encouraging students to have a review on the reading text

As homework assignment, fresh and well-formed sentences( 10 to 20 )

LESSON PLAN / Mohammad Heidari Chegeni / (KhorramAbad ) / PAGE.3



درباره : روش تدريس , طرح درس ,
بازدید : 60
[ پنجشنبه 05 دي 1392 ] [ پنجشنبه 05 دي 1392 ] [ غلامعلی عباسی ]

 

Pre-university

Lesson Plan 4 Lesson 2 Time: 90min. Kimiya Preuniversity

Number of students: 12

female

Material: Whiteboard, text book, CD, cards, dictionary, notebook,

extra prepared exercises

Focus on Grammar

Steps Activities Time

Setting

Greeting

Roll-call

5 min.

Review

Review of the previous session.

* Check homework

* Ask questions

A- Sentence Function:

1- Suppose that your friend keeps her voice with the same speed during her speech.

What will you advice her to do to improve her speech?

If your friend was too serious while giving a speech, how would you advice her.

B- Word Formation:

1- Can you tell me which of the followings an adjective is?

a. emotion b. confident c. silence d. variety

2- Give two examples of adjective ending with ' –less '

􀂾 Any questions from the previous session?

15 min.

Focus on Grammar (1) Expressing manner

Learning Objective: Practice by + gerund to describe how to do things.

Pre-view

- Write some incomplete sentences on the board.

* You can improve your accent by ………… (listening to language CDs.)

* ……………………

- Focus students’ attention to the conversation.

- Ask students to complete the sentences by listening to the conversation.

6 min.

View

- Complete the sentences and point out the by + gerund structure in each sentence.

- Write some useful phrases on the board.

- Give students time to think about.

- Then students discuss their ideas in small groups.

- Set a time limit of about five minutes. Go around the class and give help as needed. Encourage

students to use by + gerund.

- A monitor of each group completes one of the incomplete sentences on the board.

- Ask the students to open their books and look at the focus box.

- Students read or repeat the sentences.

- Point out the by + gerund structure in each sentence.

- Ask a question to elicit students’ suggestions.

􀂾 What kind of verb form do you use after by? What does it mean?

- Give a short explanation about the usage of by + gerund structure.

12 min.

8 Post-view

- Ask the students to sit in their own groups and do the related exercises in the book.

- Use one of the useful techniques e.g. Cross-over Groups or Pyramid Group.

* In this way ideas from the different groups are shared without the need for a FEEDBACK

SESSION.

- Go around the class and give help as needed.

- Give the students some extra exercises to do.

10 min.

Home

Work

- Ask the students to write ten sentences on a piece of paper using their reading or outside readings.

3 min.

Focus on Grammar (2) Let

Make + object + bare infinitive

Help

Goal: the students get familiar with the words: Let, Make, and Help so that they can use

them correctly in sentences.

Pre-view

* The teacher has chosen some sentences through the reading and has divided them into some parts

which are written separately on some cards.

- Give the relevant cards to each group and ask the students to make correct sentences.

- Ask the students to do the job in their own groups.

* It causes a kind of challenge.

- The students think and try to do their best during the given time.

6 min.

view

- Ask the students to open their books and look at the focus box.

- Students read or repeat the sentences and get the gist of idea.

* Then they go back to their own sentence(s) and check them again.

- A monitor of each group goes to the board and writes their own sentence(s).

- Give an explanation about the grammatical point in a relative short time.

15 min.

Post-view

- Ask the students to do related exercises in their books.

- Use one of the common modes.

- Go around the class and give help as needed.

- Give some other related exercises to do.

15 min.

Homework

- Ask the students to write ten sentences according to the given point on a piece of paper.

- Ask the students to get ready for a test from this lesson next session.

3 min.



درباره : روش تدريس , طرح درس ,
بازدید : 107
[ پنجشنبه 05 دي 1392 ] [ پنجشنبه 05 دي 1392 ] [ غلامعلی عباسی ]

 

Pre-university

Lesson Plan 3 Lesson 2 Time: 90min.

Kimiya Pre-university Number of students: 12

female

Material: Whiteboard, text book, dictionary, notebook,

extra prepared exercises, the prepared table

Reading Skill

Steps Activities Time

Setting

Greeting

Roll-call

5 min.

Review

Review of the previous session.

* Check homework and ask the students to pre sent their summaries.

* Ask questions

1- Is it good to make pauses when you are giving a speech?

2- Name four of the communication power tools.

3- How can you involve your audience?

4- In paragraph 9, find a way how we can reduce our nervousness.

􀂾Any questions from the previous session?

15 min.

- Ask the students to sit in their groups to do exercises one and two of part A on page 15.

- For doing part B the teacher should give the students some explanation.

􀂾Imperatives are often used for giving advice. For instance, "Involve your audience by

asking them some questions" is used to recommend or offer a piece of advice.

-Groups of students have a brief discussion to do the first exercise of part B on page 16 using

BUZZ GROUPS.

- Ask the students to do the second exercise of part B on page 17 as their homework.

25 min.

Reading Skills Word formation

Goal: A way of guessing meaning of some unfamiliar words in passage by

adding derivational affix.

Warm up

- Give some relevant examples.

- Speak topically about word formation which is the creation of new words. There are several

ways of doing this, e.g. the addition of an affix in DERIVATION.

- Ask the students to give some more examples.

5 min.

6 Instruction

- Ask the students to sit in their own groups and use not only their text books but also their

dictionaries to complete the given table.

- Go around the class and give help as needed.

- Ask the students to find such examples through the reading.

20 min.

Checking Students’ Comprehension

-Give the students some multiple choice tests to do.

e.g.

1. I asked him not to ……. me in his family arguments.

a. add b. involve c. distract

2. The man could not hide his …….. at his children’s rudeness.

a. expression b. projection c. embarrassment

3. Mary was not ……… that her son was having difficulties at school.

a. confident b. firm c. aware

4. We enjoyed every minute of spending our weekend with John, because he has a wonderful sense

of ………. .

a. contact b. humor c. gesture

-Check the answers and explain any probable problems.

15 min.

Assigning

homework

- Ask the students to copy the word formation table and fill it with other words from the passage

using their dictionaries.

- Ask the students to do the related book exercises on page 18.

- Remember that you should do the second exercise of part B on page 17. 5 min.

Word Parts of speech Formed from Meaning

awareness noun …. (adj) …

emotionless … emotion (n.) …

… noun embarrass (v.) …

involvement noun … (v.) …

… adjective humor (n.)



درباره : روش تدريس , طرح درس ,
بازدید : 56
[ پنجشنبه 05 دي 1392 ] [ پنجشنبه 05 دي 1392 ] [ غلامعلی عباسی ]

 

Pre-university

Lesson Plan 2 Lesson 2 Time: 90 min.

Kimiya Pre-university Number of Students: 12

female

“Reading”

Goals: Enabling the students to read and understand the other five paragraphs.

Material: pictures, whiteboard, text book, CD, dictionary, notebook

Title: How to Give a Good Speech

Steps Activities Time

Setting

- Greeting

- Roll-call 5 min.

Review

- Review of the previous session

* Check homework: Collect their homework to be checked.

* Ask questions

A- Tell me if doing each of these things is good or not good while giving a speech.

1- Leaning against the wall,

2- Looking at your notes again and again,

3- Looking at your audience,

4- Having a smile on the face,

5- Standing firmly with no movement.

B- Based on Paragraph 3, what are three characteristics of the movements during a speech?

􀂾 Any questions from the previous session?

10 min.

Pre-reading

Books closed

- Allow the students to talk about their own experiences or of others.

* Encourage the students to share ideas and experiences.

* Don’t interrupt the students in order to correct them.

10 min.

Reading

Books open

- Students listen to the tape to get the gist of idea.

* It helps the students not only to get the gist of idea but also to hear the correct pronunciation

which can prevent fossilization.

- Students read the paragraph individually. (Silent reading)

* When they find a word they don’t know, they underline it with a straight line. If they think they

know the meaning but are not sure, they underline it with a squiggly line.

- Students sit in small groups and ask each other the meaning of the words they don’t know or

aren’t sure of.

- Help students with any remaining words they don’t know.

* Use the whiteboard, pictures, computer, … .

- Ask one of the students to read the passage aloud.

- Ask the class some detailed comprehension questions.

- Repeat the same steps for other paragraphs.

* Correction :

Although in different occasions, different forms of corrections are needed, totally we can accept

this order: 1. self correction 2. peer correction 3. teacher correction

47 min.

4 Post-reading

- Give different relevant topic entities to different groups of students and ask them to speak

topically.

* Encourage students to share ideas and experiences.

- Ask the students to do exercise 3 on page 16 while they are in their own groups.

* Use one of the common modes of teaching and learning.

e.g. CROSS-OVER GROUPS:

A form of group activity in which the class is divided into groups which have a discussion. After

some time, one or more members of each group move over and join one of the other groups. So

two students from Group A might join Group B, two form group B might join Group C, and so on,

and the discussion continues. In this way, ideas from the different groups are shared without the

need for a FEEDBACK SESSION.

* Go around the class and give help as needed.

15 min.

Homework

- Ask the students to study new vocabularies and write a sentence for each of them using their

dictionaries.

- Ask the students to read the text again and prepare a summary to present next session.

3 min.



درباره : روش تدريس , طرح درس ,
بازدید : 54
[ چهارشنبه 04 دي 1392 ] [ چهارشنبه 04 دي 1392 ] [ غلامعلی عباسی ]

 

(این طرح درس برای یک کلاس معمولی با جمعیت 30 تا35 نفر کاربرد دارد)

In the Name of the Almighty

Lesson Plan

Lesson 2

Teacher:

Farnaz Atghia-ee

Level of Students :

Pre-university

Number of Students:12

Khorasan-Mashhad

Ahmad Abad Deprived Region

Winter 87

In the Name of the Almighty

Pre-university

Lesson Plan 1 Lesson 2 Time: 90 min.

Kimiya Pre-university Number of Students: 12

female

“Reading”

Goals: Enabling the students to read and understand the first five paragraphs.

Material: pictures, whiteboard, text book, CD, dictionary, notebook

This reading is divided into two parts.

Title: How to Give a Good Speech

Steps Activities Time

Setting

- Greeting

- Roll-call 5 min.

Review

- Review of the previous lesson

* Giving a Quiz

1- How can exercise be useful for the body? Give five reasons.

2- 'Aerobic exercise is repetitive.' What does this sentence mean according to paragraph 3?

3- How can exercise make you feel happy?

4- Based on paragraph 4, give an example of easy activities, and one for hard activities that need

strong muscles.

5- Find a word in paragraph 7 that means "to annoy or cause problems for someone."

􀂾Any questions from the previous lesson?

15 min.

2 Pre-reading

Books closed

- Elicit students’ ideas about the pictures, animation, … .

􀂾Look at here. What do you see in this picture?

􀂾Yes, that’s right.

- Use the pre-reading questions for a discussion on “Giving a speech.”

􀂾Is it difficult to stand in front of many people and speak to them?

􀂾Does it make you nervous?

􀂾Why do so many people feel anxious in this situation?

-Ask students to brainstorm on “How to give a good speech”.

-Write students’ ideas on the board.

􀂾So, there are many factors influencing giving a good speech.

10 min.

Reading

Books open

- Students listen to the tape to get the gist of idea.

* It helps the students not only to get the gist of idea but also to hear the correct pronunciation

which can prevent fossilization.

- Students read the first paragraph individually. (Silent reading)

* When they find a word they don’t know, they underline it with a straight line. If they think they

know the meaning but are not sure, they underline it with a squiggly line.

- Students sit in small groups and ask each other the meaning of the words they don’t know or

aren’t sure of.

- Help students with any remaining words they don’t know.

* Use the whiteboard, pictures, computer, … .

- Ask one of the students to read the first paragraph aloud.

- Ask the class some detailed comprehension questions.

􀂾Can fear and embarrassment be controlled in public speaking?

􀂾Public speaking is a ……….. .

􀂾How can we learn it?

􀂾How can we make our presentation interesting?

- Repeat the same steps for the following four paragraphs.

* Correction :

Although in different occasions different forms of corrections are needed, totally we can accept this

order: 1. self correction 2. peer correction 3. teacher correction

50 min.

Post-reading

- Ask and repeat the meaning and pronunciation of the new words.

- Ask students a question to discuss in class.

􀂾In what jobs is giving a good speech more important?

7 min.

Homework

- Ask the students to read the new vocabularies and write a sentence for each of them on a piece of

paper – using their dictionaries.

- Ask the students to read the paragraphs carefully and write ten questions and give answers.

3 min.

How to give a good speech



درباره : روش تدريس , طرح درس ,
بازدید : 61
[ چهارشنبه 04 دي 1392 ] [ چهارشنبه 04 دي 1392 ] [ غلامعلی عباسی ]

 

ارزشيبابي شفاهي زبان انگليسي

1 – خواندن شامل  6 نمره

1 – 1 . سرعت مناسب   1 نمره

2 – 1 . آهنگ – تكيه و تافظ صحيح     1 نمره

3 – 1 . سليس خواني     2 نمره

4 – 1 . درك مطلب      2 نمره

2 – بازگويي و خلاصه كردن مطلب خوانده شده ( دانش آموزان پس از خواندن بخشي از يك درس نكات مهم آن را در يك يا دو جمله بيان كنند ) .    5/1 نمره

3- نقش هاي زباني : ( در اين قسمت مهارت دانش آموزان در اجراي مكالمات مربوط به Language  Function   مورد ارزشيابي قرار مي گيرد )  .   5/1 نمره

4 – تلفظ صحيح : ( ارزشيابي در اين بخش صرفا به قسمت Pronunciation كتاب محدود مي شود  ) .

تذكر : از 10 نمره ارزشيابي شفاهي پاياني نوبت دوم 5/2 نمره به نيمه اول و 5/7 نمره به نيمه دوم كتاب تعلق مي گيرد .

 

 

 

 فعاليت هاي كلاسي كتبي    20 نمره شامل :

1-   . انجام تكاليف درسي و پاسخگويي به سوالات    5 نمره

2-   . آزمون هاي مستمر كلاسي       5 نمره

. فعاليت هاي كلاسي شفاهي        10 نمره   



درباره : طرح درس , يادداشت روزانه ,
بازدید : 67
[ سه شنبه 26 آذر 1392 ] [ سه شنبه 26 آذر 1392 ] [ غلامعلی عباسی ]
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درباره وبلاگ

مشخصات نویسنده غلامعلی عباسی درباره : غلامعلی عباسی متولد 1340 دبیر بازنشسته زبان انگلیسی در شهرستان اردبیل هستم . این وبلاگ دفتر یادداشت بنده محسوب می کردد . هر مطلبی که به یادگیری بیشتر زبان انگلیسی کمک نماید و به نظر من مفید باشد در این وبلاگ جمع آوری نموده و با علاقه مندان زبان انگلیسی به اشتراک گذاشته ام . اطمینان کامل دارم که انتقادات و ایرادهای بیشماری متوجه این وبلاگ می تواند باشد ولی بنده به عنوان مدیر این وبلاگ در بهبود این کار انتظار راهنمایی و پیشنهاد از طریق دوستداران زبان و اهل فن را دارم . تا حد ممکن منابع اعلام میگردد . امیدوارم مورد قبول و پسند همكاران ارجمند و دانش آموزان و دانشجویان زبان انگلیسی واقع گردد .

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