طرح درس پیش 1 درس2

In the Name of the Almighty

Lesson Plan

Lesson 2

Teacher:

…… 

Level of Students :

Pre-university

Number of  Students:12

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."   Ø                       Any questions from the previous lesson?	15 min.
Pre-reading	Books closed - Elicit students’ ideas about the pictures, animation, … . Ø                       Look at here. What do you see in this picture? Ø                       Yes, that’s right. - Use the pre-reading questions for a discussion on “Giving a speech.” Ø                  Is it difficult to stand in front of many people and speak to them? Ø                  Does it make you nervous? Ø                  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.      Ø                  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. Ø                  Can fear and embarrassment be controlled in public speaking? Ø                  Public speaking is a ……….. . Ø                  How can we learn it? Ø                  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. Ø                  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.

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?   Ø                       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.
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.

 

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.   Ø                       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. Ø                       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.
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. Word Parts of speech Formed from Meaning awareness noun …. (adj) … emotionless … emotion (n.) … … noun embarrass (v.) … involvement noun …   (v.) … … adjective humor (n.) …     - 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.

 

Pre-university  Lesson Plan 4                                                         Lesson 2                    Time:  90min.                         Kimiya Pre-university                                                                     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 ' Ø                       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. Ø                    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.
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.