Sunday, January 9, 2011

جلسه دیداربا اولیای


سخنی  با اولیاء محترم:
در زندگی امروزی تلاش اصلی اکثر خانواده ها رفاه و پیشرفت فرزندان است. پدران و مادران مشغول تلاش شبانه روزی هستند تا بتوانند ابزار و امکانات رشد و تعالی فرزندان را محیا نمایند اما جهتدار کردن این تلاشهاست که تعیین کننده نتیجه می باشد. چه بسا خانواده هایی که یک عمر تمام سعی خود را برای فراهم کردن امکانات برای فرزندان خود بو ده اند ولی از نتیجه تربیت، تحصیل و پیشرفت آنها ناراضی اند.
فرزندان ما برای اینکه آماده ورود به جامعه از حیث شغل، روابط اجتماعی، قابلیتهای فردی و شایستگی­های علمی باشند باید تحت آموزشهای مختلفی قرار گیرند مانند کلاسهای ورزشی، کلاسهای هنری ( موسیقی یا نقاشی و ...)، کلاسهای آموزشی مانند زبان و کامپیوتر و ...
همه این موارد میسر نمی­شود مگر اینکه ما خودمان پا به پای فرزندانمان در این راه همراهی نماییم و در جریان آموزش و پیشرفت آنها باشیم و به محض مشاهده خللی در این راه به حل آن کمک کنیم و این نکته را به خاطر داشته باشیم که بزرگترین سرمایه ما فرزندانمان هستند پس باید بزرگترین سرمایه گذاری روی آنها انجام گیرد.
فرزندان شما نیاز به وقت گذاری شما دارند تا از وجود شما و از زمینه های انس و الفت شما بهره گیرند. راه و روش زندگی را از شما فرا گرفته و طریق زندگی خود را هموار سازند. شما هرچند كه سرگرم و مشغول كار باشید بازهم به صلاح و مصلحت شماست كه در شبانه روز زمانی با فرزندتان همراه باشید، با او حرف بزنید ، بگویید و بخندید، استراحت و تفریح كنید.
در سایه این وقت گذاری قادر خواهید شد رفتار فرزندتان را دریابید، از ریشه و منشاء آن باخبر شوید، اگر رفتاری ناپسند دارد از آن سر درآورده و راه رفع واصلاح آن را پیدا كنید . از تمایلات و خواسته های او آگاه شوید و در این رابطه تصمیم بگیرید.
فرزند شما در آینده به آن كس دلبسته تر خواهد شد كه با او سابقه انس وارتباط بیشتری داشته باشد. و حرف و سخن آن كس را بیشتر پذیرا خواهد شد كه باب رفافت با او گشاده باشد . و شما در سایه ی این وقت گذاری موفق خواهید شد رابطه ی او را با خود ، با اعضای خانواده، با افراد جامعه و از همه مهم تر با خدا محكم تر سازید.
بدیهی است که پیگیری وضعیت آموزش فرزند شما یکی از موارد فوق بوده و این نباید محدود به جلسه اولیا و مربیان باشد بلکه باید بصورت مستمر باشد و پدر و مادر هر دو به این مهم بپردازند. شما در هر پست و مقام موقعیتی که باشید مهمترین جایگاهتات جایگاه پدر بودن و مادر بودن است.
در اینجا از تمامی کسانی که به خاطر فرزندان خود وقت گذاشته و در این جلسات شرکت می­کنند تشکر می­نمایم و از کسانیکه به هر علت کمتر برای این عزیزان وقت اختصاص می­دهند تقاضا میکنم تا توجه بیشتری مبذول داشته و ما را در انجام وظیفه بهتر یاری رسانند.
با کمال تشکر و احترام
 اسدی- دبیر زبان انگلیسی

Sunday, January 2, 2011

Mr chomsky and Mr asadi



















طرح درس زبان 2درس 3

1

In His Holy Name
Lesson Plan 
Book (2)
Lesson (3)
By :Rasool Moradi Joz
District: Zanjanrood
Date: Nov 17, 2010
Title: New words, Reading and Grammar                                
Time allocated: 110 minutes                                                  
                                                         
 
Theme: Toy city in Holland – Most people like child hood 
Final Task: At the end of this lesson, students will find out the answer to these questions and hopefully
keep them in their belief systems. 
-                      What is a toy city? And why do people like to see it? 
-                      Why are children happy? 
-                      Why do people like child hood? 
 
Objective: During this lesson students will improve knowledge and ability to: 
-                      Understand the story about subject. 
-                      Brain storm orally (through group discussion) about subject. 
-                      Write something about subject or give pieces of advice. 
-                      Work in small group to learn language skills. 
Content 
a) Linguistic aspects: 
- vocabulary: toy- merry-go-round – hammer-glow- sail(V)- sail(N)- canal – highway- pull-coach-church-
tiny-waist- light up- light bulb
Grammar: Here, the teacher's main goal is to make students conscious of the structure "relative
pronounces" (who-whom- which – that) 
-                      The teacher also help the students to learn the structures like, "question sentences and they
also learn how they can answer the questions".
Teaching aids: book- pen- pencil- computer- video projector- board- pictures- paper-light bulb- magic box 
b) Thematic aspects
Men and women like to remember being a child 
 
The process: (the techniques and extra explanations) 
 
New words
Preview (10minutes)
A: teacher activities 
- Greeting   T. Hello every body. How are you? 
- Warm up: (beginning the class) 
T: In the name of God the all Compassionate the all Merciful.
T: checks students' attendance and checks if they sit in their groups or not. 
T: Checks students' homework and groups' work.
T: asks some questions to review the previous lesson. 
T: gives paper to check students' knowledge. 
T: Introduces the new material that the students will be working. 
T: reads a short story and asks students to listen for their understanding. (Fun reading practice while
focusing on specific grammar structure of lesson 3 and new words) 
 
B: Students activities 
Ss- Greet and form the groups
Ss- Answer the questions.
Ss- Read the short story and answer the questions about the short story. 
Ss- Try to guess the new words by reading the short story 2

 
C: Teaching/ learning goals 
-                      To make the students familiar with the topic of the lesson. 
-                      To introduce the new words. 
 
View (20minutes)
A: teacher activities 
T: shows 5 slides about new words, gives synonyms and antonyms. 
T: asks some questions to help students get the meaning. 
T: shows pictures to help students get the meaning.
T: asks the students to read pages (29-31) and to answer the questions in their groups
T: helps confused students as certain the meaning of trouble sentences. 
 
 
B: student activities 
Ss: try to guess the main idea and the meaning of the key words through looking at slides and reading
sentences.
Ss: take notes any words that trouble them
Ss: read the sentences in their groups 
Ss: answer the questions 
 
C: Teaching / Learning goals 
-                      To motivate students to guess the meaning of the new words. 
-                      To learn them the words in context.
-                      To help them improve reading skills 
 
Review (5 minutes)
A: teacher activities: 
T: asks the Ss to repeat new words. 
T: gives the Ss exercises (please match the definition to the words then 
     complete these word maps) 
T: asks students to write new sentences with the new words (in their groups) 
 
B: Students activities 
Ss: repeat the new words 
Ss: do exercises in their groups 
Ss: make sentences and compare their idea to each other. 
 
C: Teaching/ Learning goals 
-                      Making a controlled review by the Ss
-                      Testing the Ss achievement and checking their mistakes. 
 
Reading 
Preview (5minutes)
A: teacher activities 
T: shows the picture of Holland's toy city. (a beautiful colorful poster from Holland's toy city)
T: asks some questions orally.
-Is it beautiful picture?
-What can you see in the picture?
T: Writes 3 key questions on the board to motivate students to read the passage
-Where is the toy city?
-How big is the toy city?
-Who visit the toy city? 
T: asks Ss to think about the questions before reading. 
 
  3

B: student's activities. 
Ss: look at the picture
Ss: try to answer some of the questions. 
Ss: think about pre-reading questions that is suggested by the teacher. 
 
C: Teaching / learning goals 
-                      To check students' knowledge about passage.
-                      To improve the Ss ability to speak English. 
-                      To motivate the students to read.
 
 
View (30minutes)
A: teacher activities 
T: asks the students to read the passage silently for understanding and finding the answer of pre-reading
questions
 T: helps students to resolve blocks of comprehension 
T: asks students underline the new words they can guess and circle the new words they can't guess. 
T: asks the students to answer of pre-reading questions.
T: asks the students some new questions to make student to think more than reading.
-What is the toy city?
-Do you like to visit toy city? Why? 
-Why do people like child hood?
 
          Child hood)
    یکدىک نارود ینعی  . دنک هدافتسا یردام نابز زا زىما شناد اب رتهب طابترا داجیا یارب دناىت یم ملعم تاقوا یهاگ  ) 
T: tries to teach the students to pick out the most important idea and fact in the reading. 
 
B: student activities. 
Ss: Read the reading silently. 
Ss: use reading strategies to increase their comprehension. 
Ss: answer the key questions and other questions. 
Ss: evaluate their own idea.
 
C: Teaching / learning goals 
-                      To develop the ability of reading comprehension. 
-                      To improve the Ss ability to transfer their understanding of the passage to each other. 
 
Review (10minutes)
A: teacher activities 
T: clarifies the meaning of any unclear paragraphs and their relation ship to the author's overall message. 
T: encourages the students to ask any questions that they may have about the reading. 
T: asks three students to read the paragraphs and paraphrase them. 
T: asks all of the students to summarize the reading in their groups. 
T: reads the student's summary and select one of them for oral reading to the entire class as listening
comprehension exercise. 
 
B: student activities 
Ss: ask their questions 
Ss: analyze, discuss and write about the passage and share their ideas. 
Ss: summarize passage by restating each paragraph with their own words. 
 
 
Teaching/ learning goals 
-                      To test the Ss achievement and checking their mistakes. 
-                      To master the whole passage. 
  4

Evaluation / Assessment (10 minutes)
T: Evaluates the students to provide feed back in learning and motivate students who do well and give a
feeling of satisfaction for a job well done.
A: teacher gives students some questions. 
B: teacher evaluated students based on their participation in class and small groups. 
T: sets a composition for home work. 
T: asks students to do the exercises page (33-34) for home work. (This lesson has many new words
therefore the teacher don’t have enough time to answer the comprehension questions which are prepared by
the writer of this book. The teacher and the students will discuss about the comprehension questions in next
session.)
T: introduces two useful web sites. 
T: Thanks their students to joining her to learn their English. 
 Grammar: Relative pronouns 
Performance objectives:  
         By the end of this lesson, students will be able to: 
-  ask and answer questions using relative pronouns (who, which & that).                
- describe their community and environment using three basic relative pronouns (who, which & that). 
- distinguish between ‘who’, ‘which’ & ‘that’.   
  
 Materials:                                
 - blackboard, computer, projector, classroom objects, students, the book. 

Pre_ assessment and warm up activities: (2 minutes)  
- The teacher asks the students to describe some of their friends and classroom.  
- He asks some questions using relative pronouns. 


Procedures: (17 minutes)   
Presentation 1: 
 A number of beforehand typed affirmative sentences including relative pronouns are shown to the students
on the screen. Then they are asked to read them one by one.                       
   5


Production 1:                                 
The students are asked to write at least 3 sentences using the same structure. They are encouraged to
describe their partners and classroom. Then they present their sentences to the class and discuss.  

Presentation 2:                             
 A number of beforehand typed interrogative sentences including relative pronouns are shown to the
students on the screen. Then they are  asked to read them one by one. 

Production 2:                                 
The students seated in twin groups are asked to ask and answer at least 2  sentences using the same
structure. Then they are asked to present their conversation to the class  

Practice 1:                                   
The students’ attention is paid to the incomplete sentences on page 39 which are also shown on the screen 
and they are asked to complete them .
                                                        

Practice2:                                            
 The students have already unconsciously known how to use the structure. Hence, they are asked to think
for one minute and then say a sentence in which ‘who’, which’ and or ‘that’ are used.  
                                                                                                                                                                           
                  
Assignment: (1 minute) For the following session, the students must be prepared to read Pages 34-37 and
do the written exercises on pages 38-39. 

 

 

طرح درس زبان 2درس 4

                        
                                                                        
Tell me and I forget,    
Teach me and I remember,
Involve me and I learn.
Lesson Plan
  Book (2), Lesson (4)

By:
Ali Hashemi
                                                                    Tarom, Zanjan
 
  New words- reading                                Required time: 90 minutes
  Grade level: Grade (2)                                                    Date: 89.08.14    
 
Theme: Charles Dickens and the little children
Final Task: At the end of this lesson, students will find out the answer to these questions and hopefully keep them in                                               
their belief systems.
-                      Who was Charles Dickens? And what is child labor?
-                      Why are children being oppressed?
-                      Why do people pity Oliver Twist?
 
Objective: During this lesson students will improve knowledge and ability to:
-                      Understand the story about subject.
-                      Brain storm orally (through group discussion) about subject.
-                      Write something about subject or give pieces of advice.
-                      Work in small group to learn language skills.
Content
a) Linguistic aspects:
  vocabulary: machine - minor – mine- earn- coal - law – against- terrible- feel- real
  Grammar: Here, the teacher's main goal is to make students conscious of the structure "verb + to + verb" and                  
    "Nouns as modifiers"
     The teacher also helps the students to learn the structures like, "question sentences and they also learn how they
     can answer the questions".  
Teaching aids: book- pen- pencil- computer- video projector- board- pictures- paper-short pieces of "Oliver Twist"
b) Thematic aspects
Sympathizing with the oppressed people and do something to defend them
 
The process: (the techniques and extra explanations)
  
New words
Preview (10minutes)
A: teacher activities
- Greeting   T. Hello every body. How are you?
- Warm up: (beginning the class)
T: In the name of lord soul creating, wise one speech creating in the tongue.
 نیرفا ناج دنوادخ مان هب                                         نیرفا نابز رب نخس میکح
T: Checks students' attendance and checks if they sit in their groups or not.
T: Checks students' homework and groups' work.
T: Asks some questions to review the previous lesson.
T: Gives paper to check students' knowledge.
T: Introduces the new material that the students will be working.
T: Reads other short simplified stories by Charles Dickens and asks students to listen for their understanding. (Fun
reading practice while focusing on specific grammar structure of lesson 4 and new words)
 
B: Students activities
Ss- Greet and form the groups
Ss- Answer the questions.
Ss- Read the short story and answer the questions about the short story.
Ss- Try to guess the new words by reading the short story
 
C: Teaching/ learning goals
-                      To make the students familiar with the topic of the lesson.
-                      To introduce the new words.
 
View (20minutes)
A: teacher activities
T: Shows 5 slides about new words, gives synonyms and antonyms.
T: Asks some questions to help students get the meaning.
T: Shows pictures to help students get the meaning.
T: Asks the students to read pages (43-44) and to answer the questions in their groups
T: Helps confused students ascertain the meaning of trouble sentences.
 
 B: student activities  
Ss: Try to guess the main idea and the meaning of the key words through looking at slides and reading sentences.
Ss: Take notes on any words that trouble them
Ss: Read the sentences in their groups
Ss: Answer the questions
 
C: Teaching / Learning goals
-                      To motivate students to guess the meaning of the new words.
-                      To teach them the words in context.
-                      To help them improve reading skills
 
Review (5 minutes)
A: teacher activities:
T: Asks the Ss to repeat new words.
T: Gives the Ss exercises (please match the definition to the words then complete these word maps)
T: Asks students to write new sentences with the new words (in their groups)
 
B: Students activities
Ss: Repeat the new words
Ss: Do exercises in their groups
Ss: Make sentences and compare their idea to each other.
 
C: Teaching/ Learning goals
-                      Making a controlled review by the Ss
-                      Testing the Ss achievement and checking their mistakes.
 
Reading
Preview (5minutes)

A: teacher activities

T: Shows pieces of Oliver Twist
T: Asks some questions orally.
-Is it a sad film?
-What do you think about the film?

T: Writes 3 key questions on the board to motivate students to read the passage
-Who was Charles Dickens?
-Have you seen Oliver Twist?
-Why do children work? 
T: asks Ss to think about the questions before reading.
 
 
B: student's activities.
Ss: Look at the picture
Ss: Try to answer some of the questions.
Ss: Think about pre-reading questions that is suggested by the teacher.
 
C: Teaching / learning goals
-                      To check students' knowledge about passage.
-                      To improve the Ss ability to speak English.
-                      To motivate the students to read.
 
 
View (30minutes)
A: teacher activities
T: Asks the students to read the passage silently for understanding and finding the answer of pre-reading questions
T: Helps students to resolve blocks of comprehension
T: Asks students underline the new words they can guess and circle the new words they can't guess.
T: Asks the students to answer the pre-reading questions.
T: Asks the students some new questions to make student to think more about the reading.
-Do you know Charles Dickens?
-Do you know poor person?
-Why did Dickens write this book?
 
 
B: student activities.
Ss: Read the reading silently.
Ss: Use reading strategies to increase their comprehension.
Ss: Answer the key questions and other questions.
Ss: Evaluate their own idea.
 

C: Teaching / learning goals
-                      To develop the ability of reading comprehension.
-                      To improve the Ss ability to transfer their understanding of the passage to each other.
 
Review (10minutes)

A: teacher activities
T: Clarifies the meaning of any unclear paragraphs and their relation ship to the author's overall message.
T: Encourages the students to ask any questions that they may have about the reading.
T: Asks three students to read the paragraphs and paraphrase them.
T: Asks all of the students to summarize the reading in their groups.
T: Reads the student's summary and select one of them for oral reading to the entire class as listening comprehension
exercise.
 
B: student activities
Ss: Ask their questions
Ss: Analyze, discuss and write about the passage and share their ideas.
Ss: Summarize passage by restating each paragraph with their own words.
 
 
Teaching/ learning goals
-                      To test the Ss achievement and checking their mistakes.
-                      To master the whole passage.
 
 

Evaluation / Assessment (10 minutes) 

T: Evaluates the students to provide feed back in learning and motivate students who do well and give a feeling of
satisfaction for a job well done.
A: Teacher gives students some questions.
B: Teacher evaluated students based on their participation in class and small groups.
T: Sets a composition (write a short biography of Dickens) for home work.
T: Asks students to do the exercises page (46) for home work.
T: Introduces two useful web sites and gives them a version of useful software.
T: Thanks their students
  
The End
















 




 













                         
                                                                   Ya  Hoo      
Tell me and I forget,     
Teach me and I remember,
Involve me and I learn.
Lesson Plan 
  Book (2), Lesson (4)

By:
Ali Hashemi
                                                                    Tarom, Zanjan 
  
  New words- reading                                Required time: 90 minutes
  Grade level: Grade (2)                                                    Date: 89.08.14     
 
Theme: Charles Dickens and the little children 
Final Task: At the end of this lesson, students will find out the answer to these questions and hopefully keep them in                                                
their belief systems. 
-                      Who was Charles Dickens? And what is child labor? 
-                      Why are children being oppressed? 
-                      Why do people pity Oliver Twist? 
 
Objective: During this lesson students will improve knowledge and ability to: 
-                      Understand the story about subject. 
-                      Brain storm orally (through group discussion) about subject. 
-                      Write something about subject or give pieces of advice. 
-                      Work in small group to learn language skills. 
Content 
a) Linguistic aspects: 
  vocabulary: machine - minor – mine- earn- coal - law – against- terrible- feel- real
  Grammar: Here, the teacher's main goal is to make students conscious of the structure "verb + to + verb" and                   
    "Nouns as modifiers"
     The teacher also helps the students to learn the structures like, "question sentences and they also learn how they 
     can answer the questions".   
Teaching aids: book- pen- pencil- computer- video projector- board- pictures- paper-short pieces of "Oliver Twist" 
b) Thematic aspects
Sympathizing with the oppressed people and do something to defend them
 
The process: (the techniques and extra explanations) 
   
New words
Preview (10minutes)
A: teacher activities 
- Greeting   T. Hello every body. How are you? 
- Warm up: (beginning the class) 
T: In the name of lord soul creating, wise one speech creating in the tongue.
 نیرفا ناج دنوادخ مان هب                                         نیرفا نابز رب نخس میکح 
T: Checks students' attendance and checks if they sit in their groups or not. 
T: Checks students' homework and groups' work.
T: Asks some questions to review the previous lesson. 
T: Gives paper to check students' knowledge. 
T: Introduces the new material that the students will be working. 
T: Reads other short simplified stories by Charles Dickens and asks students to listen for their understanding. (Fun
reading practice while focusing on specific grammar structure of lesson 4 and new words) 
  
B: Students activities 
Ss- Greet and form the groups
Ss- Answer the questions.
Ss- Read the short story and answer the questions about the short story. 
Ss- Try to guess the new words by reading the short story
 
C: Teaching/ learning goals 
-                      To make the students familiar with the topic of the lesson. 
-                      To introduce the new words. 
 
View (20minutes)
A: teacher activities 
T: Shows 5 slides about new words, gives synonyms and antonyms. 
T: Asks some questions to help students get the meaning. 
T: Shows pictures to help students get the meaning.
T: Asks the students to read pages (43-44) and to answer the questions in their groups
T: Helps confused students ascertain the meaning of trouble sentences. 
 
 B: student activities   
Ss: Try to guess the main idea and the meaning of the key words through looking at slides and reading sentences.
Ss: Take notes on any words that trouble them
Ss: Read the sentences in their groups 
Ss: Answer the questions 
 
C: Teaching / Learning goals 
-                      To motivate students to guess the meaning of the new words. 
-                      To teach them the words in context.
-                      To help them improve reading skills 
 
Review (5 minutes)
A: teacher activities: 
T: Asks the Ss to repeat new words. 
T: Gives the Ss exercises (please match the definition to the words then complete these word maps)
T: Asks students to write new sentences with the new words (in their groups) 
 
B: Students activities 
Ss: Repeat the new words 
Ss: Do exercises in their groups 
Ss: Make sentences and compare their idea to each other. 
 
C: Teaching/ Learning goals 
-                      Making a controlled review by the Ss
-                      Testing the Ss achievement and checking their mistakes. 
 
Reading 
Preview (5minutes)

A: teacher activities 

T: Shows pieces of Oliver Twist
T: Asks some questions orally.
-Is it a sad film?
-What do you think about the film?

T: Writes 3 key questions on the board to motivate students to read the passage
-Who was Charles Dickens?
-Have you seen Oliver Twist?
-Why do children work?  
T: asks Ss to think about the questions before reading. 
 
 
B: student's activities. 
Ss: Look at the picture
Ss: Try to answer some of the questions. 
Ss: Think about pre-reading questions that is suggested by the teacher. 
 
C: Teaching / learning goals 
-                      To check students' knowledge about passage.
-                      To improve the Ss ability to speak English. 
-                      To motivate the students to read.
 
 
View (30minutes)
A: teacher activities 
T: Asks the students to read the passage silently for understanding and finding the answer of pre-reading questions
T: Helps students to resolve blocks of comprehension 
T: Asks students underline the new words they can guess and circle the new words they can't guess. 
T: Asks the students to answer the pre-reading questions.
T: Asks the students some new questions to make student to think more about the reading.
-Do you know Charles Dickens?
-Do you know poor person? 
-Why did Dickens write this book?
  
 
B: student activities. 
Ss: Read the reading silently. 
Ss: Use reading strategies to increase their comprehension. 
Ss: Answer the key questions and other questions. 
Ss: Evaluate their own idea.
 

C: Teaching / learning goals 
-                      To develop the ability of reading comprehension. 
-                      To improve the Ss ability to transfer their understanding of the passage to each other. 
 
Review (10minutes)

A: teacher activities 
T: Clarifies the meaning of any unclear paragraphs and their relation ship to the author's overall message. 
T: Encourages the students to ask any questions that they may have about the reading. 
T: Asks three students to read the paragraphs and paraphrase them. 
T: Asks all of the students to summarize the reading in their groups. 
T: Reads the student's summary and select one of them for oral reading to the entire class as listening comprehension
exercise. 
 
B: student activities 
Ss: Ask their questions 
Ss: Analyze, discuss and write about the passage and share their ideas. 
Ss: Summarize passage by restating each paragraph with their own words. 
 
 
Teaching/ learning goals 
-                      To test the Ss achievement and checking their mistakes. 
-                      To master the whole passage. 
 
 

Evaluation / Assessment (10 minutes)  

T: Evaluates the students to provide feed back in learning and motivate students who do well and give a feeling of
satisfaction for a job well done.
A: Teacher gives students some questions. 
B: Teacher evaluated students based on their participation in class and small groups. 
T: Sets a composition (write a short biography of Dickens) for home work. 
T: Asks students to do the exercises page (46) for home work.
T: Introduces two useful web sites and gives them a version of useful software. 
T: Thanks their students 
   
The End
















  




  























طرح درس پیش 1 درس4


In the name of Allah
Sample Lesson Plan Based on Lesson Four, BOOK 1 Pre -University Textbook
 By :
Disrtict English Group Winter 1387
Earthquakes and How to Survive Them


Communication objectives:
To describe the structure of the earth To discuss how an earthquake happens To plan what to do before/ during and after an earthquake
Language Objectives :
To improve the students' reading comprehension skills (scanning, skimming, guessing meaning from the context, identifying main ideas etc.) To use so/such ... that
To use enough ltoo
To understand so/such ... that l enough ltoo in sentences
To understand the connection between sentence and text parts through punctuation marks (,- . etc. )
Learning Strategies and thinking objectives To apply prior knowledge
To identify details To classify
To sequence
To cooperate with peers To skim and scan
To recall by visualizing
To guess the meanings of unfamiliar words through pictures, and cognates and borrowing words
To make connections to real life situations To compare and contrast
Materials :
Pre-university text book lA computer set and its necessary hard wares l Data projector / Whiteboard /Longman Digital Dictionary (CD's) / Crayons or Markers /Earthquake poster /Drop, Cover and Hold on Poster /Paper Copies of Vocabulary Task / Soft music /
Imagination

Lesson presentation:
Suggested time :100 minutes
 Warm up
Hi everybody. Today you're going to read another interesting article in your text book, unit 4. I'm sure you'll enjoy it since the writer in this article is trying to give you information about a very common happening on our planet, the earth.
But before going to the text and read it, I guess you'll have to become familiar with some new words and expressions which are really helpful to you for your better and quicker understanding of the passage.
0. k. are you ready ? everybody here? Books closed, please. Just listen and learn the new words extracted directly from the passage in unit 4.

Key words and expressions in the passage :
A : Pronunciations and correct stress patterns: ( 5 minutes)
Soft music on - of course not loudly;
Using the data projector 1 project the power point slid show of the key words (the table below) or ( 1 write the key words and expressions on the board very quickly. Then 1 pronounce them with the correct pronunciations and stress patterns.
1 ask the students to identify the stressed syllable in each word when they hear It.
Music off;
Then 1 have my students repeat them after me several times to master the correct pronunciations.
Using the pointer, 1 ask the class or call one certain student to pronounce the pointed word or expression.

earthquake / survive / layer / in comparison to - with / float / liquid / consist of / smoothly / experience / common / instrument / shake / rattle / damage / shock / populated / luckily / destructive / destruction / probable / hit / entirely / predict / prediction / locate / possibility / organization / forecast / flood / reality / mechanism / emergency / procedure / fire department / calm / provide / aid / aftershock
Key words and expressions in the passage :

 B : Dictionary definitions and meanings (15 minutes)
1 give a copy of this dictionary word definition and the example sentences to each one of the learners. Then quickly check each word with its meaning. To be sure that they have got the exact meaning intended in this unit, 1 try to extract the Persian equivalent for each word from the students after they saw and read the meaning.
As needed 1 use some pictures (provided by the Longman Digital Dictionary) to explain the meanings of these words.
I also project the Longman Dictionary by the Data Projector on the screen and try to screen the word definitions and sample context/s or example/s in which each word is used so that the students can learn from both the word definitions and contexts.
1. earthquake : a sudden shaking of the earth's surface The powerful earthquake caused a lot of injury and death. 2. survive : continue to live after an accident, war or illness These plants cannot survive in very cold conditions.
3. layer : an amount of substance that covers a surface
The earth is made up of three main layers: the crust, the mantle and the core. 4. in comparison to : when compared with sb / sth
Tom is a tall boy in comparison with the boys of his own age. 5. float : stay on the surface of a liquid without sinking
A plastic bag was floating on the water. 6.liquid : a substance that is not a solid or gas The liquid in that bottle is dangerous. Keep it out of reach of small children. 7. consist of : be formed from ; be made up of
Water consists of hydrogen and oxygen. These two gases combine to form water. 8. smoothly : without any sudden movements or changes; in a steady way Based on the new report, the traffic is moving smoothly.
9. experience: skill gained from doing a job
The people living in this area have never experienced a strong earthquake. 10. common: happening often; shared by everyone
Heart disease is one of the common causes of death. 11. instrument: tool
They have ordered new surgical instruments for this hospital. 12. shake : move sth up and down or from side to side
It is necessary to shake the bottle well before taking the medicine. 13. rattle : move sth with a sound
The open windows were rattling in the wind all night. 14. damage: physical harm
Smoking can easily damage health.
15. shock: violent shaking ; unpleasant surprise
The shock of the explosion could be felt up to s ix miles away. 16. populated: full of people
Unluckily, the earthquake happened in a populated area. 17. luckily: fortunately
Luckily, I got a good job as soon as I received my university degree. 18. destructive: causing damage and destruction
We're worried about the destructive effects of modern bombs. 19. destruction : the act of destroying sth
We are concerned about the environmental destruction caused by humans. 20. probable : likely to exist or to be true
The probable cause of the accident was high speed. 21. hit : come against sb/sth with force
Earthquakes usually hit the places that are in earthquake zones. 22. entirely : completely
I entirely agree with you about changing our house. 23. predict : say that sth will happen
Scientists are looking for a reliable method of predicting earthquakes.
24. prediction : the act of predicting sth
The results of the experiment showed that our predictions were right. 25. locate : find the exact place of sth
We couldn't locate the source of the radio signals.
26. possibility : the fact that sth might exist or happen There is a possibility that our plane will not arrive on time. 27. organization : a group that has formed for a particular purpose They have formed a new organization to support the environment. 28. forecast : say what the weather will be like
Weather organization have forecasted snowfall and rainfall for the weekend. 29. flood : when a lot of water covers an area that is usually dry
The heavy rain has caused floods in many parts of the country.
30. reality : what actually happens or is true, not what is imagined I don't know why she refuses to face reality.
31. mechanism : the way that sth works
We need to learn more about earthquake mechanisms. 32. emergency : an event that needs immediate action The plane had to make an emergency landing in this airport. 33. procedure : a way of doing sth
My father pays a lot of attention to safety procedures at home. 34. fire department: fire service
The fire department is going to employ some firemen. 35. calm : relaxed and quiet; not angry, nervous or upset It's very important to keep calm in an emergency.
36. provide : give sth to sb, make sth available for sb who needs it He provided me with everything I needed.
37. aid : help
He survived only because first aid was given to him at the scene of the accident 38. aftershock: a small earthquake that happens after a bigger one
Many buildings were destroyed because of the aftershocks.

After introducing the correct pronunciations, stress patterns meanings, definitions and sample contexts, I provide the students with some vocabulary tasks.
Music On ;
Vocabulary task A : (10 minutes)
I distribute the paper copies of these voc. tasks among the students. I ask them to do the activity in pairs.
After 10 minutes ,I ask each pair to exchange its paper with the neighboring pair for comparison. (4 minutes)
Match the items in column A with those in column B.
Pad A
paw $
A. when compared with sb / sth
( )earthquake
B. stay on the surface of a liquid without sinking
( )survive
C. an amount of substance that covers a surface
( )layer

D. a sudden shaking of the earth's surface
(
)in comparison to
E. continue to live after an accident, war or illness
(
)float
F. be formed from ; be made up of
(
)liquid
G. without any sudden movements or changes; in a steady way
(
)consist of
H. skill gained from doing a job
(
)smoothly
I. happening often; shared by everyone
(
)experience
J. a substance that is not a solid or gas
(
)common
Pad A

Part $
A. tool
(
)shake
B. move sth up and down or from side to side
(
)rattle
C. move sth with a sound
(
)damage
D. physical harm


E. violent shaking ; unpleasant surprise
(
)instrument
F. full of people
(
)shock
G. fortunately
(
)populated
H. causing damage and destruction
(
)luckily
I. the act of destroying sth
(
)destructive
J. likely to exist or to be true
(
)destruction
K. come against sb/sth with force
(
)probable
L. completely
(
)hit

(
)entirely
Part A

Pait $

(
)fire department
A. say that sth will happen
(
)predict
B. the act of predicting sth
(
)flood
C. find the exact place of sth
(
)forecast
D. the fact that sth might exist or happen
(
)possibility
E. a group that has formed for a particular purpose
(
)aid
F. say what the weather will be like
(
)organization
G. when a lot of water covers an area that is usually dry
(
)reality
H. what actually happens or is true, not what is imagined
(
)locate
I. the way that sth works
(
)mechanism
J. an event that needs immediate action
(
)provide
K. a way of doing sth
(
)emergency
L. fire service

)aftershock
M. relaxed and quiet; not angry, nervous or upset
(
)procedure
N. give sth to sb,make sth available for sb who needs it help
(
)calm
O. a small earthquake that happens after a bigger one
(
)prediction
Vocabulary task B : ( 5 minutes )
Match the words or expressions with the suggested Persian equivalents given below.
earthquake / survive / layer / in comparison to - with / float / liquid / consist of / smoothly / experience / common / instrument / shake / rattle / damage / shock / populated / luckily / destructive / destruction / probable / hit / entirely / predict / prediction / locate / possibility / organization / forecast / flood / reality / mechanism / emergency / procedure / fire department / calm / provide / aid / aftershock
Music off :

(Now I ask the students to open their textbooks on page 33.)
Before Reading Activities : A : the Opening page (p. 33) ( 3 minutes): The purpose of this page is to draw the readers into the theme and content of the lesson.
I call my students' attention to the lesson title, the photo and the sentences in the box on page 33.
I read the title aloud. "Earthquakes and How to Survive Them". I ask: What do you think this passage is about?
I ask them to identify what they see in the photo. I ask them to guess what the passage is about.
I have them read the English sentences below the photo and restate it in their own words and then say if they agree with it or not.
Finally, I ask them about the connection that might be between the photo, the title and the sentences on this page.
I also help them understand the picture on page 34, showing the structure of the planet earth : the crust, the mantle, the core ( outer and inner)

B: Before Reading Questions ( 10 minutes):
In this section I ask questions to reflect on my students' prior knowledge of the passage " Earthquake and how to survive them".
I give the students enough time and chance to think about these questions and discuss them with the purpose of helping them activate their background knowledge on the topic.
I also ask the students to scan the reading and use the information they have found to answer some of the pre-reading questions or tasks.
Using the Data Projector I project the following questions one by one in the form of power point slides on the screen. I ask the whole class to think
about each question and then I call a name to discuss and express his idea(s).
Note : If the data projector is not available or some problems happen when using it, I'll ask the questions orally or write some of them on the board very quickly.
Before Reading QUESTIONS :
•           Have you ever experienced an earthquake?
•           When was the last earthquake that you remember?
•           Has your house been damaged by an earthquake?
•           Were you frightened the first time you experienced an earthquake?
•           How can you prepare for a possible earthquake? (you can scan the text in the book.)
•           What preparations should you make before the earthquake hits?
•           What happens during an earthquake? (you can scan the text in the book)
•           What areas of the world have many earthquakes? (you can scan the text in the book)
•           What kind of injuries are caused by earthquakes?
O                   How do you treat these injuries?
•           What frightens people most after an earthquake?
•           How can you deal with post traumatic stress resulting from an earthquake? •        Where is the best place to go during an earthquake? ( you can scan the text in the book.)
•      Is it possible to know in advance that an earthquake is coming? (you can scan the text in the book)
•        Is an earthquake always followed by a tsunami?
•        What causes a tsunami after an earthquake?
•        How do you measure earthquakes?
•        Is your home built to withstand earthquakes?
O       Where in your house would you hide if there were an earthquake? •           What causes aftershocks?
•        Do you live in an area that has earthquakes?
O                   Are you afraid to be living in an earthquake prone place?
O                   Have you thought about moving?
While Reading Activities : (40 minutes)
Now please open your books on page 35. this is the beginning of the passage we're going to deal with today.

What's the title?
Well, class. Scan the passage and tell me - every body, please :
In which paragraph does the writer explain the earth's structure?
In which paragraph does the writer gives the number of shocks that occur every year?
In which paragraph does the writer talk about earthquake prediction?
Now tell me: How many sub-headings does the writer provide under the heading "What to Do?"
Under which sub-heading does the writer probably talk about ' fixing heavy things on the walls?"
Under which sub-heading does the writer probably talk about "Standing away from buildings and tress?"
Under which sub-heading does the writer probably talk about " Providing first aid?"
Now I ask the students to refer back to the first paragraph of the passage.
I have them read the first paragraph silently with their eyes not their lips.
At the same time, I project the pre-prepared power point slide of the paragraph on the screen.
I encourage the students to try to guess the meanings of unfamiliar and challenging words from the context around .(I remind them of this important skill.)
The students are also allowed to use the voc. sheets I gave them in the form of voc. tasks A and B to remember the meanings of the new words in the passage. (I remind them of this.)
They can also refer to the right sidebar to get the meanings of some challenging words or expressions. (I remind them of this.)
They can also use their own dictionaries. (I remind them of this.)
I refer them to the picture depicting the earth's structure on page 34 . I point to that picture (p.34) to help them understand the paragraph far better.
I also encourage the students to read actively.
They should circle the words, write questions in the margins, and take notes which make their reading more active and meaningful.                                                                                    (I remind them of this.)
I make sure my students know how to use the vocabulary glosses and other support tools to assist them in the reading process. (I check and monitor their performance while reading silently.)
10
Pointing to the projected slide on the screen , I read the paragraph aloud and ask the students to listen to how the words are arouped together. As they listen, I have them lightly underline or circle the groups of words.
Now I ask some questions ( \Nh. Or Yes/No ) and some true/false statements based on the first paragraph to check their comprehension.
1- What are the three main layers of the planet earth?
2- What's the crust?/ mantle/ core? What are they made or /what are they like? /
3- Is the crust layer the same every where? How does it differ? 4- What are the broken pieces of the crust called?
5-True /false : The mantle layer is broken into many pieces called plates. 6-True/false : The crust layer is thinner than the other two layers.
7- Describe the core layer.
8- Restate the par. With your own sentences.
I also call somebody to ask a question Other peers should find the answer. Paragraph 2 :
The same procedure as I did with the first paragraph;
a. b. c. d. e. f. g. h.
silent reading
projecting the par. on the screen circling new and unfamiliar words encouraging students to guess the meaning of challenging words from context reading aloud
checking comprehension
asking for the paragraph main idea restating the paragraph
How does an earthquake occur? / What happens before happening ?
Using the data projector,I project the following sentences on the screen. Then I ask the students to put them in the correct order of their happening.
I follow almost the same procedure with the rest of the passage and the other paragraphs. I also time the students' reading.
The same procedure
a.     silent reading
b. projecting the par. on the screen c.     circling new and unfamiliar words d. encouraging students to guess the meaning of challenging words from context e.          reading aloud ( me or a certain student)
f.     checking comprehension
g. asking for the paragraph main idea h. restating the paragraph
Comprehension check questions :
par. 3.
1.     What's the main idea of par. 3?
2.     What does "it" refer to in line 2?
3. Do all people experience an earthquake?
4. Do you know the special instrument used for measuring earthquakes? 5.           Look at the structure of "so light that..." . what does it mean?
6.     Pay attention to the place of the word "enough" in the last sentence. 7. What is the structure following "adj. enough..."?
I briefly explain the structure of " so .....that...." and " "adj. enough ...I I.
Comprehension check questions :
Paragraphs 4. / 5 / 6/ 7 :
1. 2. 3. 4. 5. 6. 7. 8.
( true / false ). Most earthquakes happen in populated areas. Where's the most probable area for today's earthquakes?
( true/ false) Nowadays earthquakes can be predicted. Almost ............earthquakes happen each year. What's the main idea of par. 7?
Is earthquake prediction a future possibility? What does "this" refer to in line 3 of par. 7? When does earthquake prediction become a reality?
The "What to do" part.
Here I also hang the large poster ( containing 10 different pictures )on the classroom wall. This poster depicts what we should do before and during an earthquake. Pointing to each part of the poster, I ask the students to distinguish the related sentence in the "what to do" part.
I also do the same procedure :
a.     silent reading
b. projecting the par. on the screen c.     circling new and unfamiliar words d.       encouraging students to guess the meaning of challenging words from context
e.     reading aloud ( me or a certain student)
f.     checking comprehension
g. asking for the paragraph main idea h. restating the paragraph
Comprehension check questions : ( par. 8/ 9/ 10 page 36)
1.     What's the rest of the passage about?
2.     What are the things that the writer suggests us to do before an earthquake?
3. What should we do during an earthquake? 4. What should we do after an earthquake? 5.          Questions asked by the students.
After Reading
Post reading activities: (10 minutes)
I have my students refer to "Comprehension Check" part on page 37 of their textbooks.
I call the students by name, point to a certain number of the Comprehension Check statements or questions and give them a chance to think and discuss about this part.
I also get the students to discuss their reaction to the reading passage in pairs and groups with the purpose of giving them an opportunity to check their comprehension more critically and analyze their reaction to the passage.
I show the students the value of returning to the reading passage again and again to answer the comprehension and discussion questions. I ask them to point out the specific places in the reading where they have found answers to the questions.
Now I give them a 10 minutes time to write a summery of the passage and hand it to me.
I read two of the summaries written (chosen by chance) to the class and ask for their ideas about them.
For further reading ,I encourage the students to refer to some internet sites and search for topics related to EARTHQUAKE in English.
I also provide them with the following text for extensive outside reading. I ask them to read the text at home and check their understanding with me the next session in the classroom..
Earthquakes strike without warning, and the major shock is usually followed by numerous, after shocks, which may last for weeks or months. An earthquake's effect on buildings will vary from building to building. Fire alarm or sprinkler systems may be activated by the shaking. Elevators and stairways will need to be inspected for damage before they can be used.
The major threat of injury during an earthquake is from falling objects and debris, and many injuries are sustained while entering or leaving buildings. Therefore, it is important to remain inside the building and quickly move away from windows, glass and free standing partitions and shelves. Take cover under a sturdy desk or table, in a doorway, or against an inside wall until the shaking stops.

Give DROP AND COVER command.
1.     After shaking stops, check for injuries, and render first aid
2.         If ordered by Site Coordinator, evacuate.
3.         DO NOT return to building.
4.         DO NOT light any fires.
5.         Keep a safe distance from any downed power lines.
6.          Check attendance whether or not evacuation takes place. Report any missing students to Site Coordinator.
7.          Stay alert for aftershocks
8.         Site Coordinator will issue fur.her instructions.
Drop Co ve r
1.     Get under desk or table or other sturdy furniture with back to windows.
2. If not near any furniture, sit in a corner or with back against a wall with back to windows.
3.     Drop to knees, clasp both hands behind neck, bury face in arms, make body as small as possible, close eyes, and cover ears with forearms.
4.     If notebooks or jackets are handy, hold over head for added protection.
5.         Stay away from windows, bookcases, or other heavy objects.
6.         Maintain position until shaking stops.
1.     Assume DROP AND COVER position in an open space.
2.         Maintain position until shaking stops.
3.         Move away from buildings, trees, overhead wires, and poles.
4.         Do NOT enter building until it is determined to be safe.
Goodbye and Have a Nice Day