زبان انگليسي سرايان (اندیشه)

زبان انگليسي سرايان (اندیشه)
آینده شما در اندیشه ماست

طرح درس پایه هفتم

Lesson one

Lesson two

Lesson Three

Lesson four

Lesson five

Lesson six

Lesson seven

Lesson eight

منبع : انجمن رویکرد ارتباطی

[ شنبه یازدهم آبان 1392 ] [ 21:26 ] [ محمد الهي ]
نمونه طرح درس زبان

Lesson plan


Date of presentation:……….


Estimated time of the whole lesson :40 minutes

Teaching point(s): new words, reading passage, structure1 &2 book 1 high school


Pre_ assessment activity: Reviewing lesson 1. Teacher asks some questions on the reading passage of lesson 1.(1_2 minutes)


Pre_ entry Performance: Students can somehow realize the meaning of the whole passage using their own English knowledge but not the meaning of the new words.

They have had lessons on one or more syllable adjectives but they know nothing about the comparison of these adjectives.


Performance objectives : a. To learn new words of the lesson and to be able to use them in their answers , sentences and cloze sentences. New words covered in this lesson are:

           Monkey   climb  land   field    farmhand  cow    

           Grass       clever     pick   ripe funny raise  


b. To comprehend the reading passage and show their comprehension by answering the teachers questions on the passage .


c. To learn comparison of adjectives using  as adjectives as and adjective er than

 Materials: blackboard, pictures, objects




Step1. Introducing new words (10- 15 minutes)

a. Teacher presents a picture of a farm with farmers, workers, animals and children picking fruits. She attaches it on one side of the board. Teacher points to each picture and says sentences appropriate to those pictures. (Several times appropriate to the new w words)

B. students look and listen

C. each time, the teacher writes a new word on the board

D. students answer the teachers questions about the picture

E. teacher reads new words written on the board and the class repeat them, then individually read the words.

f. teacher points to a picture and class say the appropriate word.

g. teacher may ask a student to come up and point to the pictures and say sentences about them.

h. students take  a short vocabulary quiz teacher writes 6 of new words followed by 5 cloze sentences to be completed by students in 1-2 minutes. Five students say the complete sentences individually.


Step 2. reading(about 10 minutes)


a. pre- reading activity: Teacher  attaches a picture (of a monkey on top of a tall coconut tree picking ripe coconuts) on the board. She draws students attention to it. she says sentences about the picture and asks several questions about it.


b. Teacher asks the class to have a short look at paragraph one and one student reads the paragraph aloud. Teacher asks the following questions:


T: Are monkeys clever animals?                  S: yes, They are clever.

T: How do you know?                                   S: They can learn many things.

T: Are they farm hands?                                  S: yes, They are farm hands in same

T: Do they help farmers?                                S: yes, They help farmers.


C. They same procedure is followed by the teacher and the students for all five paragraphs of the passage.


D. One student reads the whole passage aloud.


E. Teacher asks one or two or three students give a short summary of the passage in several sentences.


F. Students can ask their questions and problems on the passage.


Assignment: For the following session, students must be prepared to read

 Pages 20-24 and answer the teachers questions orally.


Step3. structure(about 15 minutes)

On board         structure--------------as adjective as

a. Teacher attaches some pictures on the board( 2 boys of the same height , two hens of the same weight, 2 girls of the same age , two planes of the same speed…..)


b. Teacher points to each pair of pictures and says sentences about them.

T: look at these two boys Ahmad and Amir.Ahmad is 150cm tall and Amir is also 150 cm tall. T: look at these two hens. This hen is 5 kilos and that hen is also 5 kilos, and so on . in this way the teacher compares each two pictures.


c. students look and listen


d. Teacher starts from the first pair of pictures and says sentences using as adjective as

T: Ahmad is 150cm tall. Amir is 150cm tall. So we can say : Ahmad is as tall as Amir.

T: This hen is as fat as that hen.

T: This flower is as beautiful as that hen.

Teacher says sentences like the  above  all the pictures.


e. Teacher asks the class questions about the pictures.

T: Is Amir as tall as Ahmad. S. yes, Amir  is as tall as Ahmad.

T: Is this brown plane as fast as the red plane is as fast as the red plane.


Teacher may ask individuals to answer her questions.


D. Teacher writes the rule on the board.


Noun + be( am / is / are / was / were ) + as + noun


E. Teacher may write several sentences obeying this rule .

( depending on the time of the class ).


F. Teacher writes 2 sentences using the same rule to be changed by the adjectives and nouns (pronounces) given.


On board               Bob is as young as his friend.


                              1. fat              2. fast                    3. clever   

                              4. thin            5. good                  6. tall


                             Parvin is as clever as Maryam.


                              1. I                   2.he                      3.we

                              4.she                5. you                   6.They              7. my sister



Step 4 .              Structure


      On board  structure  2  → adjective  er + than……..


a. Teacher attaches some pairs of pictures on one side of the board(2 trees one taller than the other , two women one younger than the other , two cars one newer than the other…..)

b. Teacher points to each pair of pictures one by one and says sentences about them.

T:look at these two trees. The first tree is 7 meter tall and the second tree is 4.5 meters tall. Look at pair and Zahra. Zahra is 30 years old and Pari is 25 years old. In this way.

She compares each two pictures.


C. Students look and listen.


d. Teacher again starts from the first pair of pictures and says sentences using adjective er than structure


T: The first tree is 7 meters tall and the second tree is 4.5 tall.

T: so, the first tree is taller than the second tree.

T: Zahra is 30 and pari is 25.

T: Zahra is older than pari .or pari is younger than Zahra.

Teacher says sentences like the above about all pictures.


C. Teacher asks students questions about the same pictures.

T: Is the first tree taller than the second tree?

 S: yes the first tree is taller than the second tree?

T: Is the red pencil longer than the blue pencil?

S: yes, the red pencil is longer than the blue pencil.

Teacher may ask individuals to answer the questions.


                                                                    d. Teacher writes the rule on the board

                                                                   .      N+ be+ adjective+ er + than+ noun

e. Teacher  may write some sentences obeying this rule.


f. Teacher writes two sentences using the above rule to be changed by the given adjectives or nouns. on board

My house is larger than your house.

1.new       2. big       3. cheap        4. small     5. old      6. clean


On board-   His bicycle  is faster than your bicycle.

1. his car      2. her watch      3. my car    4. our watches   5. motor cycle     6. our watches


g. Teacher wants students to say sentences about objects them selves friends, their families….. using this structure.


Assignment: for the  next session , students must be prepared to do the exercises(writing 1,2,3)in class.
[ سه شنبه چهاردهم مهر 1388 ] [ 16:17 ] [ محمد الهي ]
[ دوشنبه نوزدهم اسفند 1387 ] [ 22:14 ] [ محمد الهي ]
[ دوشنبه نوزدهم اسفند 1387 ] [ 22:13 ] [ محمد الهي ]

راهنماي نگارش طرح درس به زبان انگليسي

Write a Lesson Plan Guide

How to Develop a Lesson Plan

We have received several questions regarding how to write a good lesson plan. We went ahead and asked our experts, did some research, and have included some tips and guidelines below. 

To begin, ask yourself three basic questions:

Where are your students going?
How are they going to get there?
How will you know when they"ve arrived?

Then begin to think about each of the following categories which form the organization of the plan. While planning, use the questions below to guide you during each stage.


Goals determine purpose, aim, and rationale for what you and your students will engage in during class time.  Use this section to express the intermediate lesson goals that draw upon previous plans and activities and set the stage by preparing students for future activities and further knowledge acquisition.  The goals are typically written as broad educational or unit goals adhering to State or National curriculum standards.

What are the broader ives, aims, or goals of the unit plan/curriculum?
What are your goals for this unit?
What do you expect students to be able to do by the end of this unit?


This section focuses on what your students will do to acquire further knowledge and skills. The ives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well defined time period.

What will students be able to do during this lesson?
Under what conditions will students" performance be accomplished?
What is the degree or criterion on the basis of which satisfactory attainment of the ives will be judged?
How will students demonstrate that they have learned and understood the ives of the lesson?


Prerequisites can be useful when considering the readiness state of your students.  Prerequisites allow you, and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet the lesson ives.

What must students already be able to do before this lesson?
What concepts have to be mastered in advance to accomplish the lesson ives?


This section has two functions: it helps other teachers quickly determine a) how much preparation time, resources, and management will be involved in carrying out this plan and b) what materials, books, equipment, and resources they will need to have ready.  A complete list of materials, including full citations of textbooks or story books used, worksheets, and any other special considerations are most useful.

What materials will be needed?
What textbooks or story books are needed?

 (please include full bibliographic citations)
What needs to be prepared in advance?

(typical for science classes and cooking or baking activities)


Lesson Deion

This section provides an opportunity for the author of the lesson to share some thoughts, experience, and advice with other teachers. It also provides a general overview of the lesson in terms of topic focus, activities, and purpose.

What is unique about this lesson?
How did your students like it?
What level of learning is covered by this lesson plan?

(Think of Bloom"s Taxonomy: knowledge, comprehension, application, analysis, synthesis, or evaluation.)

Lesson Procedure

This section provides a detailed, step-by-step deion of how to replicate the lesson and achieve lesson plan ives.  This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan.  It also focuses on what the teacher should have students do during the lesson.  This section is basically divided into several components: an introduction, a main activity, and closure.  There are several elaborations on this. We have linked to some sample lesson plans to guide you through this stage of planning.

·                 Introduction

How will you introduce the ideas and ives of this lesson?
How will you get students" attention and motivate them in order to hold their attention?
How can you tie lesson ives with student interests and past classroom activities?
What will be expected of students?

·                 Main Activity

What is the focus of the lesson?
How would you describe the flow of the lesson to another teacher who will replicate it?
What does the teacher do to facilitate learning and manage the various activities?
What are some good and bad examples to illustrate what you are presenting to students?
How can this material be presented to ensure each student will benefit from the learning experience

[ چهارشنبه هفتم اسفند 1387 ] [ 23:12 ] [ محمد الهي ]
روش های تدریس خلاق

 خلاقیت به معناى خلق و آفرینش اندیشه ها، ایده ها، افکار نو و بدیع، متفاوت نگریستن به امور، عبور از مرز دانسته هاى محدود به حیطه نادانسته هاى نامحدود و کشف و ابداع راه حل هاى جدید براى حل یک مسأله است


روش هاى عملى پرورش خلاقیت

هر یک از این روش ها مى تواند خلاقیت دانش آموزان را پرورش دهد. در بهره گیرى از این روش ها باید به ویژگى هاى روش خلاق توجه کرد.

1- داستانگویى و قصه نویسى

2- شرح حال نویسى و انشا نویسى

3- امور هنرى از قبیل نقاشى

4- بیان شرح حال و زندگى بزرگان

5- استفاده از روش هاى تدریس متنوع

در تدریس موارد مختلف، هیچ گاه نباید از روش و الگوى واحدى استفاده کرد. افکار قالبى را در کودکان ایجاد نکنید و پرسش و پاسخ ها باید در کلاس درس، آزاد باشد، نه قالبى و محدود.

6- ایجاد فرصت براى یادگیرى اکتشافى

7- تشویق دستاوردهاى خلاق کودکان

....برای ادامه این منبع را کلیک کنید

[ پنجشنبه بیست و نهم فروردین 1387 ] [ 18:31 ] [ محمد الهي ]

طرح درس سالانه زبان انگليسي راهنمايي

ادامه مطلب
[ پنجشنبه نهم اسفند 1386 ] [ 7:8 ] [ محمد الهي ]
چگونه طرح درس بنويسيم؟
ادامه مطلب
[ چهارشنبه یکم اسفند 1386 ] [ 6:29 ] [ محمد الهي ]

.: Weblog Themes By Iran Skin :.

درباره وبلاگ

به وبلاگ زبان انگليسي سرايان خوش آمديد.اميدوارم مطالب وبلاگ در يادگيري زبان انگليسي به شما كمك نمايد.اینجانب با توجه به اشتیاق و استقبال دانش آموزان شهرم به فراگیری زبان انگلیسی،اقدام به تاسیس آموزشگاه زبان انگلیسی اندیشه نمودم .امیدوارم بتوانم با همکاری دیگر دبیران و فارغ التحصیلان زبان انگلیسی شهرستان،نیازهای فراگیران را پاسخ دهیم.
موضوعات وب
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