نمونه طرح درس سال سوم راهنمایی

Date:11/07/2012 Length of class: 75 minutes Level: elementary Book: English book 3 – junior high school

Class profile

There are 18 male students in this class. They are all junior high school third graders. All of them are between 13 and 15 years old. They had an English course from the first grade of junior high school. They have leaed simple grammatical structures for 3 years. They had little exposure to authentic written and spoken materials. They are attending the class for two sessions in a week.

Timetable fit

This is the 7^th week of the course. Ss are being taken from a very basic level to the ability to write simple sentences about topics like greetings, colors, objects, parts of body to name but a few, using simple and continuous present tenses.

Terminal objective(s)

1. Ss will review quantity expression leaed in the previous session. 2. Ss will lea new grammatical structure (simple past tense). 3. While the focus of the lesson is on grammar, Ss will lea some new words (i.e., adverbs of time).

TIME

STAGE

AIM

ANTICIPATED PROBLEMS AND SOLUTIONS

PROCEDURES

INTERACTION

MATERIAL

15ʹ

Warm up

Review the quantity expressions leaed in the previous lesson in a meaningful context

P: Ss might have forgotten quantity expressions used in the previous lesson. S: using spot check to determine whether they memorized those expressions or not. P: Ss might have forgotten the differences between countable and uncountable nouns. S: ask them some questions with regard to quantity expressions using real object in the environment.

1. greeting and checking the Ss attendance.

2. have the Ss to ask each other questions using prompts like “How many” and “How much”.

3. show the picture of different object to Ss or write some countable and uncountable nouns on the board and ask Ss to which category they belong.

4. correct any possible errors with the help of the student himself or other students.

T X sss

and

s X s

Flashcards

17ʹ

TIME

Dialogue presentation

STAGE

Catching the Ss’ attention to the application of simple past tense

AIM

P: Ss may have difficulty in pronouncing some words.

S: encourage Ss to correct themselves.

P: Ss may not be able to memorize the dialogue.

S: Tell them not to be worried about it.

ANTICIPATED PROBLEMS AND SOLUTIONS

1. make use of the standard dialogue presentation technique (dramatization, performing the dialogue by the teacher and Ss, spot check, and etc.) to teach the new dialogue.

3. catch Ss attention to the past form of the verbs which have been used in the text.

PROCEDURES

T X sss,

sss X sss,

and

s X s

INTERACTION

Slides

English Book3

MATERIAL

25ʹ

Grammar presentation

Introduce the new structure (simple past tense)

P: Ss might not understand the differences between the simple present and simple past tenses and their applications.

S: Through presenting enough examples in both English and Farsi try to clarify the point.

P: Ss may add d or ed to the end of all of the verbs (including irregular verbs).

S: Tell them the next session you will teach them some points about irregular forms of the verbs.

1. after a brief review of the simple present tense, write some sentences in the past tense on the board.

2. explain how we add d or ed to the end of verbs in order to make simple past tense verbs.

3. teach Ss how to pronounce d or ed when they attach to the end of the verbs.

4. introduce adverbs of time which are used in simple past tense (yesterday, last night, this moing, and etc.).

5. introduce the past form of be (was and were). Exemplifying the role of did in interrogative and negative sentences.

6. compare the role of did in the simple past tense with the role of do and does in simple present tense.

7. Ask Ss a series of questions which have them to provide answers using the simple past tense.

T X sss

Slides

English Book3

15ʹ

Follow-up activities

Check the Ss’ knowledge with regard to the newly presented structure

P: Ss might have a hard time completing the tasks.

S: Circulate among the groups during the activity and check if Ss are on the right track.

P: Ss might make mistakes during the task.

S: Encourage self and peer correction.

P: Ss might not understand the instructions on the exercises.

S: Clarify the instructions in Farsi.

1. arrange Ss into different groups.

2. tell the groups to complete the tasks of the text book.

3. after finishing the job, ask one of the members of each group to read their responses.

4. check the accuracy of responses with the help of other students and assign a score to each group based on their performance.

T X sss

and

sss X sss

English Book3

3ʹ

Assign homework

Have the Ss to work on the new structure and manipulate

P: Ss might not understand the instructions of the exercises.

S: Clarify the instructions in Farsi.

1. tell Ss they have to do the exercises which are appearing in their text book.

T X sss

English Book3

TIME

STAGE

AIM

ANTICIPATED PROBLEMS AND SOLUTIONS

PROCEDURES

INTERACTION

MATERIAL

different sentences to diagnose the areas of difficulty

Teacher can do the first exercise for the Ss as a model.