In The Name of God

CLT(By: Ebrahim Baba)

1391

1. Writing Lesson Plans according to Communicative Language Teaching (CLT)

(Grade 3 , Lesson 4)

2. Holding teaching competition according to CLT

(recorded on a CD)

written for lesson 4 of grade 3 titled as “ I enjoyed the cartoons.”

dedicated just to the Reading section. according to the Communicative

Language Teaching (CLT) in Pdf format written in 30-minute time limit written in English written according to the Lessen Plan

Evaluation Checklist

Communicative Language Teaching

(CLT)

To exchange ( give and take ) information, news , ideas , feelings , etc. (Oxford Dic)

The goal of CLT:Developing communicative competence in

learners

linguistic competence: Knowledge of language (grammar)

Sociolinguistic competence:How lg is used in different contexts

Discourse competence:Using lg at supra-segmental (beyond sentence)level

Strategic competence: How to bridge the possible gaps in communication

CLT has a functional/notional syllabus

Function: The specific purpose for which people

communicate such as requesting, apologizing, promising arguing, invitation, rejecting, asking prices, etc.

Notion: meanings that are expressed through linguistic

forms such as time, quantity, space, etc.

Exp:Notion: partyFunctions: introductions, greeting, discussing

interests…

Theory of lg: sociolinguistic viewThe selection of the grammatical points is

dependent on the functions/notions that are going to be taught.

Theory of learning: functional viewLearning takes place when learners do sth with lg.

information gap Choice feedback

Information-gap activities Jig-saw activities Task-completion activities (puzzles, games, map

reading, etc.) Information-gathering activities (surveys,

interviews, searches) Opinion-sharing activities (compare values,

opinions, beliefs) Information-transfer activities (inf presented in

one form and represented in another form) Reasoning-gap activities (inference, practical

reasoning, etc.) Role-plays (roles, improvise scenes)

Games

Students use their lg skills to share information in order to complete a (true communicative) task.

Students do not ask predetermined questions by their teacher but they ask their own questions.

It is used as a practice activity not for introducing new material.

It is an integrative activity including 4 skills.

Errors are corrected at the end of the tasks.

Johari WindowsThe purpose: To enable students to use listening, speaking,

reading and writing to find out how the students are alike and different.

How: 1. Divide the groups into pairs: Student A & Student B.2. Give each student a table and ask them to fill in the table by

giving and receiving information.

3. specify time according to the students’ level.4. When they finished write the following on the board: I was surprised to learn that ……… 5. Ask for volunteers to tell the rest of the class what they

learned about their partners.6. Vary the activity by using different sentence beginning; Exp: I like/ I don’t like ……

Things Both A & B can do

Things Only A can do

Things Only B can do Things neither A nor B can do

Spot the differences activity

1. Divide the students into A-B pairs.

2. Copy two sets of pictures which are similar in most parts except some slight differences.

3. Ask each pair of students to sit back to back and raise questions to find out how many differences there are between the two pictures.

4. Students write the differences on a paper.

Students decide on hiding or replacing something in the classroom, then a volunteer who was out of the class at the decision time, try to guess the hidden or replaced thing by asking questions like : Was/Is it … ?

Each student is given a number. One student starts the game by asking: I have a hen which lay 2 eggs a day! The student with the given number 2 , asks: Why 2 eggs? The first student says: Then how many? The second student answers 4 eggs for example! The numbers must not be repetitive, otherwise that student would lose! …

A student draw a picture step by step and complete it gradually until one can guess the shape that is going to be drawn. They guess the name of the picture by asking questions like : Is it a/n X?

They are based on information gap activity principle.

Students share information by meaningful interaction to complete a task or solve a problem.

An example of jigsaw activity:

1. Divide a story into sections.2. Each student (or group) get one section of the story

and read it.3. Students move around the class, and by listening to

each section read aloud, decide where in the story his (their) section belong.

4. Eventually the students put the entire story together in the correct sequence.

Students devise a conversation around a topic and use their lg resources to achieve their needs.

They act out a real life situation and create their own dialogues.

Role plays make students ready for experiencing real life situations with less stress and embarrassment.

They require more imagination They are interesting and fun and increase

motivation. They are memorable

Checking into a hotel Travelling Getting tickets and going to a zoo Buying things in a grocery store A job interview Losing your bag in an airport or a

foreign country

an approach than a method meaningful interaction emphasis on pair work or group work target lg use in class humanistic approach authentic materials learner autonomy Teachers as facilitators, situation establishers,

managers and monitors flexible in the selection of procedures and techniques equal emphasis on both fluency and accuracy need for proficient teachers integrative test more applicable for small classes with high level

students

Use this checklist to review your lesson plan BEFORE submitting it for evaluation.

1. Is a clear and definable method used?

2. Are the individual parts of the lesson clearly labeled? Are there clearly noted presentation, practice and production sections (or ESA sections)?

3. Is pair work or small-group work included in the lesson?

 4. Is teacher-talk time minimized and student-talk time

maximized?

5. Is there a clear and definable goal for the lesson? Is the target language of the lesson directly related to that goal?

6. Have you included all handouts and/or activity sheets with your lesson plan?

 7. Have you included an example of your board work? 8. If your lesson is a “conversation” type lesson where speaking skills

are emphasized, have you minimized the amount of time students spend with non-speaking activities such as reading or writing?

 9. Is the language presented in the Presentation (or Engagement)

section of the lesson practiced in the Practice (or Study) section of the lesson? If you are teaching/presenting verbal/speaking skills in the Presentation are you practicing verbal skills in the Practice section? To be more clear: Are you having the students PRACTICE what you have just taught them?

10. Is there a CLEAR flow of language in each stage of the lesson? Are the students practicing in the Practice section what you taught them in the Presentation section? Is the language from the Practice section being used in the Production section? If you are teaching verbal skills, is each section primarily using verbal skills?

اف .1 دی پی فرمت با صفحه دو در حداکثر درس طرح تنظیم 2. - - - زمان ) تاریخ موضوع کالس درس طرح ی شناسنامه تنظیم

جلسه- ...(کلی .3 اهداف تدوین

در .4 مناسب آموزشی های رسانه و ابزار از جا به گیری بهره و استفادهارتباطی رویکرد مراحل اجرای

مبنای .5 بر آموزش مراحل بندی زمان با 30رعایت محتوا تناسب و دقیقهتدریس زمان

6. - - درسی محتوای با مرتبط موضوع طرح سازی آماده انگیزه ایجاد) مطلب) درک

گذشته .7 تکالیف و ها فعالیت بررسیتدریس .8 مراحل اجرای در آموز دانش و معلم های فعالیت چگونگی

( عنوان به معلم گر facilitator نقش (تسهیل9. - پایانی و ای مرحله ورودی ارزشیابی

با .10 فراگیران پرسش و تفکر برای مناسب های موقعیت کردن فراهم - - و واقعی وسلیل از استفاده نقش ایفای بازی از ... استفاده

تدریس .11 طراحی مراحل اجرای در نوآوری و خالقیتمناسب .12 و موقع به های بازخورد ارایه

آموزان – .13 دانش توسط اصول و قواعد مفاهیم کشف میزان14. ) - فراگیران ) ی همه به توجه کالس مدیریت هدایت و کنترل

موضوعات .15 در توالی بودن مناسب و مفاهیم پیوستگی رعایتمبنای .16 بر تدریس روش اجرای بر علمی در 3تسلط مهم عامل

) - - بازخورد ) انتخاب اطالعات شکاف ارتباطتدریس .17 محتوای بر علمی تسلط

زبانی .18 توانش در مفاهیم کردن کاربردی جهت فراگیران هدایت19. بندی جمع

کالس .20 از خارج های فعالیت و مناسب تکلیف ارائه

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The End

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