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

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.

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

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.

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

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.

2

?? 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 (pan, fire, 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- I 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 Method of EFL Teaching. The second sub

classification of Synergetic Method, namely Team Member Teaching Design (TMTD) is 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

5

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)Introduction: The 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 than them. 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)

III) She 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 "adjectives" in them. Then she asks the students

to compare the sentences.

IV) At 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 equal? Immediately they say:

"balance or scale". Then I draw a scale with two pans on the board and write (as) in 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

6

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

are awarded.

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

(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

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.

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.) …