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آموزش زبان انگلیسی به عنوان زبان دوم
 
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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)

Manipulation of transformation drill

The teacher asks the students repeat the

following sentences 1,2 and 3.

1. She is old enough to go to school.

2. She is old enough to read a book.

3. She is old enough to write a letter.

Activity c(1)

Production of transformation drill

The teacher draws a little boy on the board,

then he/she writes and reads

This is John. John is 5 years old.

Can John go to school

No, he can"t go to school.

No, he can"t go to school.

No, he isn"t old enough to go to school.

Is he old enough to read a book

4

No, he isn"t old enough to read a book.

Is he old enough to write a letter

No, he isn"t old enough to write a letter.

Objective 2 (Structure 2)

Activity a(2)

recognition of transformation drill

Teacher : John is very young. He can"t go to school.

Activity b(2)

Manipulation and production of transformation drill

John is too young to go to school.

John is too young to read a book.

John is too young to write a letter.

***

As the teacher is writing and

reading the above sentences

on the board, the students

repeat them in chorus.

The teacher draws an old woman on

the board and writes and reads:

Teacher: Mary and John have a grandmother.

The grandmother is very old.

Is she too old to go to school

Student: yes, she is too old to go to school.

Teacher: The grandmother was very sick last week.

She couldn"t eat any thing.

Student: The grandmother was too sick to eat any thing.

The teacher asks the students

to combine two above sentences

and make one meaningful sentence.

Objective 3 (structure 3)

so

Activity a(3)

recognition of transformation drill

5

Teacher:

The grandmother was so sick

that she couldn"t eat any thing.

Activity b(3):

Manipulation and production of transformation drill

The teacher asks students

to combine two above

sentences and make one

meaningful sentence.

Teacher: The grandmother was very sick. She couldn"t walk.

Student: The grandmother was so sick that she couldn"t walk.

The teacher asks students

to combine two above

sentences first with

too and second with so.

Teacher: Mary and John made her some soup.

The soup was very hot. She couldn"t eat it.

Student: The soup was too hot to eat.

The soup was so hot that she couldn"t eat it.

Objective 4 (structure 4)

such

Activity a(4)

recognition of transformation drill

The teacher asks students

to combine two above

sentences first with

too and second with so.

Teacher: Mary and John made her some soup.

The soup was very hot. She couldn"t eat it.

Student: The soup was too hot to eat.

6

The soup was so hot that she couldn"t eat it.

Activity b(4)

Manipulation and production of transformation drill

Teacher

she is a lovely woman. Every one is worried for her.

The teacher asks students

to combine two above

sentences and make one

meaningful sentence with such.

Student: she is such a lovely woman that every one

is worried for her.

Objective 5 (structure 5)

enough

Activity a(5)

recognition of transformation drill

Teacher: The grandmother was very sick.

They didn"t have money.

They couldn’t take her to hospital.

They didn"t have enough money to take her to hospital.

Activity b(5):

Manipulation and production of transformation drill

Teacher

She didn"t have money. She couldn"t see the doctor.

The teacher asks students

to combine two above

sentences and make one

meaningful sentence with such.

Student: She didn"t have enough money to see the doctor.

***

In this part the teacher asks students

to review the sentences with enough, too,

so, and such structures about Mary, John

and the grandmother which have already been written on the board, and then asks them to make a formula

for each structure.

***

Example: she is old enough to go to school.

adjective + enough + infinitive

Example: John is too young to go to school.

7

too + adjective + infinitive

Example: The soup was so hot that she couldn"t eat it.

so + adjective/adverb

Example: It was such hot soup that she couldn"t eat it.

such + (adjective + noun)

Example: They didn"t have enough money to take her to hospital.

enough + noun + infinitive

C. Post-Instruction

or Reinforcement stage (directions and activities)

Activity C (1)

The teacher asks the students to open their books "page 40"

and look at the blue box of presentation. The teacher asks clever

students to read the examples loudly and say the meaning of so,

such, enough, and too in given sentences.

By doing this, he establishes a fundamental competence of this

grammatical element and its rules in the mind of the learners. A

short explanation in Farsi is also permissible if the teacher founds

it necessary for the class.

Activity C(2)

The teacher asks the students to read directions of

Exercises on page 40 & 41 one by one and give them

enough time to do them in pairs , compare and discuss

their answers.

Then the teacher check their answers and allow for further

questions and comments.

A brilliant lesson

1

Lesson Plan

of

Pre-University English

Book One

Lesson Three

By: Homeira Abdor-rahimee Afshar

Qazvin Province

Fajr High school- Qazvin 2nd district

Winter 1387

Acknowledgement

This paper is a lesson plan of lesson three in Pre-university book 1.

The first part is a table of activities and time allocation of each activity, the purpose of each part and also the

task of teacher and the students and their interaction.

The second part is step by step activities in details, done in the classroom, along with the flash cards, the

handout and true/false questions, also the passage given as an assignment, and a CD containing the whole

lesson plan along with some of the words of this lesson in power point.

Time: 8-9:20 Subject: English Language Class: secondary 2 English (mixed ability level)

Language Focus: Reading Topic: Global Warming, Global Concern

Objectives:

To teach students how to skim for the main idea of the passage or paragraph and scan

for the specific idea of the passage or a certain paragraph

Prior knowledge: Students have learned how to locate information by reading and finding the main sentence

of each paragraph

Materials:

Reading materials-article about global warming, blackboard and chalk, flash cards or pictures and a

computer to show the slides of vocabulary on CD in power point setting.

St

ep

Ti

me

Tasks(teacher) Tasks(pupils

)

interaction purpose

1 3-5 Opening: introduction to the topic (global

warming)T activates schema for global

warming .

T shows them a picture of a globe melting

like an ice cream. Or if possible a piece of

film.

asks Ss to help him/her write as many

words as they can about global

warming.

Listen TSs Arouse interest

2

3-5 Distributing a printed report about global

warming and greenhouse effect. T asks Ss

to read it quickly and answer the T/F

questions that follow it within 3 minutes.

T goes over to the answers and shows how

he/she found the answers based on key

words in an article.

3 3-5 T tells Ss that they just practiced

skimming to get the gist of a passage.

Ss read the

handout

Ss answer

the

questions.

Ss checks

their answers

TSs

SsT

TSs

Focus attention of Ss on the

concept of skimming for the

general gist with authentic

material.

Getting Ss read a passage

quickly to get an overall

meaning.

4 3-5 T tells Ss about the importance of

skimming and how it can help them to

locate the required information quickly.

Ss listen TSs To develop Ss’

metacognitive awareness

5 3-5 Familiarizing Ss with the topic: global Ss listen TSs To make Ss interested in the

2

Step Time Tasks(teacher) Tasks(pupils) interaction purpose

6

(pre-reading)

3-7 T asks some

questions

(questions are

attached)

Ss answer

questions

individually or

in groups

TSs To motivate

and make

Ss ready for

the passage

7

(vocabulary)

5-10 a) lead in

T writes some

words of the

passage which

seem difficult for

Ss and asks

them to look at

the words and

repeat them

after him/her

T provides a

context which

the words are

used.(the

sentences are

attached)

b)convey the

meaning

T conveys the

meaning of the

words through

definitions,

synonyms or

antonyms ,

explaining what

they mean or

through pictures

or slides in

power point

setting.

Ss repeat the

new words

which the T

points to,

,chorally or

individually and

try aurally and

orally learn the

meaning of the

words.

Ss listen

(or watch)

Ss do it as the

teacher has

recommended.

They just move

on words

without taking

too much time.

TSs

TSs

SsT

To remove

anxiety of not

knowing the

meaning of

some new

words.

To practice

what they have

already learned

(skimming).

8

Reading

10-15 T puts Ss in

groups of 3 or 4

and asks them

to read each

paragraph in a

limited portion

of time (at first

in 3 minutes

then reduced to

1 minute) after

finishing each

paragraph s/he

asks them to

find the gist of

each paragraph

and sometimes

a suitable topic

for each

paragraph..

9 T puts Ss in Groups read SsT To be able to

warming and related subject greenhouse

effect. T writes the word: Greenhouse

effects and asks Ss whether they

understand the meaning of written word, if

not s/he would talk about what it means.

subject.scanning.

1


[ یادداشت ثابت - دوشنبه 97/8/29 ] [ 11:32 عصر ] [ غلامعلی عباسی ] [ نظرات () ]
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درباره وبلاگ

غلامعلی عباسی متولد 1340 دبیر بازنشسته زبان انگلیسی در شهرستان اردبیل هستم این وبلاگ دفتر یادداشت بنده است . هر مطلبی که به یادگیری بیشتر زبان انگلیسی کمک نماید و به نظر بنده مفید باشد در این وبلاگ جمع آوری نموده ام و با علاقه مندان به آموزش زبان انگلیسی به اشتراک گذاشته ام . در حد امکان منابع مطالب اعلام می گردد . امیدوارم مورد پسند و استفاده دانش آموزان و دانشجویان زبان انگلیسی واقع گردد .
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