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بود جه بندی کتاب زبان انگلیسی سال اول راهنمایی
Month Week Subject and title of the lessons
Mehr First Greeting-speaking about of learning English.
Second Teaching lesson one and teaching some letters
Controlling the hand writing
Third Asking the students lesson one and teaching
Some letters and controlling the hand writing .
Fouth Teaching lesson two and controlling the
Home wok and teaching some letters and
Controlling the hand writing .
Aban first Asking the students lesson two and evaluation
Of the letters and teaching some letters and
Controlling the hand writing and the home work .
Second Examinaton of the small and capital letters
And teaching lesson three .
Third Dictation lesson three and controlling the home
Work and teaching lesson four and teach the
Students to write simple sentences .
Fourth Asking lesson four and controlling the home
Work and teaching the dialogue of lesson five .
Azar First Dictation of lesson four and teaching the
Patterns of lesson five and doing some parts
Of drills and controlling home work .
Month Week Subject and title of the lessons
Second Evaluation of lesson five and the numbers the
Sound and answering the exercises and
Controlling the home work .
Azar Third Dictation of lesson five and teaching the
Dialogue and the patterns (parts A) in
Lesson six .
Fourth Asking the students dialogue and patterns
Parts A in lesson six and teaching (parts B)
In lesson seven .and doing some parts oral
Drills and controlling the homework .
Day First Evaluation of lesson six and dictation of
this lesson and answering the exercise .
Second Written examination (1-6 )
Third (first term examinations )
The teacher can review previous lesson .
Fourth (first term examinations )
The teacher can review previous lessons.
Bahman first Teaching the dialogue and the patterns
(parts A ) in lesson seven .
Second Asking many questions about lesson seven
and teaching the patterns (parts B )
and doing some of oral drill and
controlling the home work .
Third Asking the students lesson seven and
dictation of this lesson and teaching the
numbers and sound .
Fourth Evaluation of lesson seven and teaching l
The dialogue of lesson eight .
Esfand First Asking the dialogue of lesson eight and
Month Week Subject and title the lessons
Esfand First and teaching the patterns of lesson eight
And doing some of the oral drills
Second Asking the students lesson eight and
Controlling the home work .
Third A dictation of lesson eight and answering
The exercisesof lesson eight and teaching
The numbers and the sound .
Fourth Examination of lesson eight and
Controlling the home work .
Farvardin Third Review of lesson eight and teaching
Lesson nine and controlling the
Home work and doing some parts of
Oral drills .
Fourth Asking lesson nine and teaching the
Numbers and the sound and
Controlling the home work .
Ordibehasht First A dictation of lesson nine and
Answering the exercises of this
Lesson and teaching lesson ten and
And doing some parts of the oral drills
second Asking of lesson ten and answering
The exercises and dictation of this
Third Written examination of all lessons
Fourth Oral examination of lessons.
In the name of Allah
Lesson plan : lesson one in grade two
Dialogue –patterns-oral drills-new words .
هدفهای کلی درس
Usage of colours in different sentences which is the main aim
Of lesson and it makes many questions with what colour and
answer these questions .
It makes students learn speaking English orally-automatically and
Practically and it shows us how to use the colour and it makes many
Questions with what colour and answer these questions .recognize the
Sound of /U/ in words and write the numbers 16-20 .
پیش دانسته ها
The students should be known some sentences such as
She has a book .
They have a house .
I ask the students many questions about previous lessons of English
Book in grade one ,
انتخاب رسانه های آموزشی متناسب با محتوا
Real object-role play-picture –chart-flash card-book- blackboard -and etc -------- .
انتخاب روشهای تدریس متناسب با محتوا
Eclectic method .
فعالیت های مربوط به معلم
Warm up-prepare the students-evaluation-present new lesson
Conclusion-determine the students home work .
فعالیت های مربوط به دانش آموزان
At the first the students should listen and then they should answer in group
Finally they should produce some sentences with colours and question with
Asking the students some questions about the new lesson
Giving some example the exercise of new lesson
I want the students to do some activities about new lesson
The students to do exercise for next period
مقاله ای در مورد speaking
Speaking language involves more than simply knowing the linguistic comp ends of the message and developing language skills requires more than grammatical comprehension and vocabulary memorization.
Teachers and students comes to language classes with conscious or subconscious attitude expectation, interests and needs.
Some of the components of teaching spoken language were covered in the previous chapter as we looked closely at teaching listening comprehension: types of spoken language idiosyncrasies of spoken language that make listening difficult and listening micro skills that are a factor of the oral code.
Speaking: the performance of speaker uses background and linguistic knowledge to create a message they will be meaningful to the intended audience.
The goal of speaking
1: We use what about language.
a) speaker use their background knowledge to create a message that will be meaningful to intend audience.
b) real life_ communication
2: to express our thought and feeling.
a) speaker need knowledge of language world.
b) speaker convert thought to language oral message.
c) speaker is productive speak.
There are several major problems related to meeting students interests and needs. First , students want to learn to speak the language , but in many language classes they don't feel that they are learning to do so.
Another critical problem is that course goals often are totally unrealistic. Expecting any student to become bilingual in second-language classroom setting is out of question.
The student show also know that the teacher expect them to participate in the second language in the class activities , too , they realize that the teacher expect them to be able to convert their thoughts to an oral message in the second language within the range of the material they have learned in class in such away that a native speaker who is used to talking to nonnative speaker can understand what they are saying and they shouldn’t be intimidate by being expected to communicate in the second language.
The speaking process
Speaking comes two forms of speech.
1) talking to: we have one speaker , there is interaction speaker , like lectures , to talking , to something , to writing , and it is too difficult to understand the whole of the speaker utterance.
2) talking with: we use in tract with the other person the task of the speaker is to create a meeting , and process of interacting with listener to ensure that they comprehend and production two or more speaker.
Speaker create a message that the listener can comprehend linguistic feature - attention to communicative – non linguistic feature , they are not vocabulary or grammar.
In order to produce a l.g we need for create a message (speaking) that listener comprehend.
1) linguistic feature
2) Para-linguistic feature
3) non-linguistic feature
1: linguistic feature:
The basic unit of speaking is utterances but the basic unit of writing and reading is complete sentences.
The purpose of conversational exchange is to communicate
Therefore one person may reduce some necessary element in his sentence in order to increase speed of speaking
2: Para-linguistic :
Super mental , intonation , stress , must be correct in speaking even gesture , facial , expression , to convey meaning , emotional it is important in speaking .
3: non-linguistic :
For making comprehension easier for listener the speaker use pauses , hesitation such as mother tongue , until speaker goal of speech natural speech
4: gambits :
Include phrases for opening , closing and maintaining the speech , goodbye , greeting
I have more time to speak
Different approach teaching speaking
1: behaviorism: learning is based on repetition of l.g form without thinking , understanding , the role of the student is a blind imitators.
Teaching , first l.g form after that fluency comes just correct l.g form over learning fluency mechanical drills.
Learning is based on memorization and rote learning student like a robot and he just immediate
2: cognitive approach
It is introduce by some mentalist psychologies connitivism declaimed behaviorism
Cognitive approach = learning based on
They believe that mind is an active agent who analyses the information
All of the student should understand without any fear of performance error – they only aim is to transfer meaning for communications.
Speaking without fear of performance erro Communication the intended meaning.
3: communicative approach
Four skill should be work from the beginning.
Competence: the ability to understand the grammatical sentences and ungrammatical sentences.
Performance: the ability of the student to produce the utterance
Speaking is a performance , by speaking , we can produce the language
So competence is gained through input competence and input is again through listening to the tape and writing.
Communicative approach: we need form and meaning . student should speak . if we want to speak we need to have a competence. speaking is the performance of the speaker’s competence.
Need analysis and type of speaking activities
It is the task of the teacher in which the fear.
1) Linguistically structure activities
2) Performance structure activities
3) participate structure activities
4) observation structure activities
1: Linguistic structure activities: the student learn past tense they are asked to speak about the past tense for example tell about yesterday activities they should use the grammar that they learned.
2: performance structure activities
student gives lecture teacher evaluate they prepare and lecture before the class.
The l.g we have peer evaluate the language and it helps the student performance.
3: participate structure activities:
All of the student should participate in the activities in the class such as role play – role play is between two or more students.
4: observation structure activities
The student should observe the conversation student are asked to observe the conversation between two native language the functional l.g is how the l.g is used the student can concentrate of the l.g.
We can observe though listening.
How we use the l.g for greeting. in formal situation in formal situation. Function of language.
The stage of speaking
a) Pre speaking
c) Post speaking
a) pre speaking
The teacher introduce give the new grammar in order to activate the students mind and also give information and input.
In fact the teacher prepare students to do communication activity introduce the topic, thinking about the topic, think – new vocabulary – grammar and explaining the student what to do during speaking activity. b) speaking
linguistically structure activities –performance activities- participation activities- observation activities- during speaking activities the teacher is to supervise and assist their student. And the student those which prepare and think about the topic during pre speaking they present, encourage other students to continue.
The role play- evaluate lecture of student the ability is immediately .
a) post speaking
aftern speaking would be ask student to role-play a sequence between an advisor and a student.
The teacher give assignment to the next session. One of the student give lecture and teacher want the student evaluate the lecture.
The activities comes after the speaking activities.
Characteristic of real communication
1) Participant must be able to comprehend meaning that is conveyed at a level beyond that of sentence
2) They have a purpose which is bridge some information gap
3) They always have the choice of what to say and how to say it
They have an objective in mind while they are talking.
They have to attend to many factors at the same time.
Rowe (1969, 1974) reported that with native speakers when wait time was increasing from one second the following occurred:
1) The number of responses increased.
2) The length of the responses increased.
3) The speaker were more confident.
4) The number of unsolicited answers increased.
5) The amount of relevant communication among students increased.
6) The number of student – originated questions increased.
7) Teachers took more time to evaluate students answers and accepted much wider variety.
8) Teachers asked a greater variety of types of questions.
9) Teachers answered a fewer of their own questions
Types of classroom speaking performance
With the obvious connection between listening and speaking six similar categories apply to the kind of oral production that students are expected to carry out in the classroom
A very limited portion of classroom speaking time may legitimately by spend generating human tape recorder speech where for example learner practice an intonation contour or try to pinpoint a certain vowel sound .
Imitation of this kind is carried out not for the purpose of meaningful interaction. But for focusing on some particular element of language form.
Intensive speaking goes one step beyond imitative to include any speaking performance that is designed to practiced some phonological or grammatical.
A good deal of student speech in the classroom is responsive short replies to teacher – or student – initiated questions or comments. These replies are usually sufficient and don't extend in to dialogue. Such speech can be meaningful and authentic.
Teacher: how are you today.
Student: pretty good. Thanks- and you.
d) Transactional (dialogue)
Transactional language carried out for the purpose of conveying or exchanging specific information is an extended form of responsive language, conversational for example.
Teacher: what is the main idea in this essay?
Student: the United Nations should have more authority.
e) Interpersonal (dialogue)
The other form of conversation mentioned in the previous chapter was interpersonal dialogue, carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.
Ali: Hi reza , how’s it going?
Reza: oh – so - so
f) Extensive (monologue)
Final students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports summaries or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned or impromt.
Help for unsuccessful students
Some language student never seem to develop the ability to express themselves orally. There is no lack of effort or desire. In fact one principal characteristic of these students seems to be that the harder they try the worse they seem to become.
Although language teacher do not have sufficient information at this time to diagnose accurately the causes of students in ability speak and to prescribe a remedy to the problem , teacher do not have , to abandon these students.
There are actions that they can take to help them overcome their difficulties and within to improve their speaking skills.
One step to take is to include more complete and more useful pre speaking activities in all classroom speaking sequence.
Teacher should never ask student to speak unless they have first given them idea to talk about language to use to express themselves.
Communication strategies to follow in case their language is in sufficient and interest in the topic. The idea and the language must be in the head before students can speak.
Must student would like to learn to speak a second language but developing speaking skills is not easy. They want to be able to speak but making mistakes in front of their peers and being corrected and perhaps even by the teacher is embarrassing but language teacher need to make the students aware that they think their students can develope speaking skills and that they support their effort to do so. One productive beginning is to stress what they can do and do right rather than what they cannot do and what they do incorrectly.
Language students can develop speaking skills in classroom contexts.
Their skills will not match those of native speakers nor of speakers who acquired their skills in real-language situations.
But they can learn to convert their thought in to the second language and express them in ways comprehensible to native speakers.
The teacher ability to organize and sequence classroom activities to promote successful student participation.
And the teacher ability to encourage and support students effort to develope language skill.
Many teacher now devote more time to communication activities and in their class student now speak the language better than the ever. They exciting aspect of this trend is that as students have more opportunity to practice language as a system to convey meaning. The communication skills of future language students should continue to rise.
Brown H. Doulgas ( Teaching by principles)
Chastain Kenneth ( Developing second- language skills)
Doff. Adrian (Teach English )
Brown. H Doulgas (principle of language learning and teaching)
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گرفته اند خیلی زیاد است .
به نام خدا
نقد و برسی درس زبان پایه سوم راهنمایی
said درمورد افعال باقاعده است reading صفحه ی 34 خط آخر
نمی بایست در این درس نوشته می شد بهتر بود در درس 5 نوشته می شد .
صفحه های 34-46-52-57-64 قسمت درک مطلب اگر این قسمت ها همراه با شکل باشند یادگیری آنها
آسانتر و جذابترمی شود .
صفحه 68قسمتB و Cفقط وقت گیرمی باشد به نظر من اگر این دوقسمت حذف شوند بهتراست
نمونه سوالات پایه سوم راهنمایی خانم صیدی درس زبان انگلیسی
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عناوین مطالب وبلاگ
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فعالیت های ملوک امیدیان مدیر
فعالیت های فرزانه پاکدل دبیر حرفه و فن
فعالیت های نسترن نساجی دبیر ریاضیات
فعالیت های فرشته عالیخانی دبیر دینی و عربی
فعالیت های نجیمه ثریان دبیر ادبیات
فعالیت های مریم چگنی دبیرادبیات
فعالیت های فاطمه رضایی مقدم دبیر علوم تجربی
فعالیت های ناهید نظری مدیر پرورشی
فعالیت های فتانه صیدی چگنی دبیر زبان انگلیسی