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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 T↔Ss 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 T↔Ss Ss↔T T↔Ss 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 T↔Ss To develop Ss’ metacognitive awareness 5 3-5 Familiarizing Ss with the topic: global Ss listen T↔Ss 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 T↔Ss 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. T↔Ss T↔Ss Ss↔T 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 Ss↔T 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 ]
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