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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.
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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.
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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.
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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.
