An Overview Of Vision 1 Summer 1395

Get Ready Content: Part One and Part Two. Objectives(s): familiarizing students with the theme of the lesson (Part One). reviewing previously-learned words or presenting some new words related to the theme of the lesson (Part Two). Teaching Procedure: go through Part One and introduce the theme of the lesson. go through Part Two and work on word practices.

Conversation Content: Conversation page has a picture, a Word Bank, an Introduction, Conversation, and some Comprehension Questions. Objective(s): Providing learners with ‘comprehensible input’. Acting as the context of presenting new vocabulary/expressions Raising students’ awareness towards the structure presented in the lesson Teaching Procedure: Present the words in Word Bank. Work on the conversation (pre-listening, while listening, post listening)

Pre-listening While listening Post listening Teaching Procedure preparing learners to listen Pre-teaching key vocabulary using activities that focus on the content and language of the text. Activities: brainstorming, researching, reading, viewing pictures, watching movies, and discussing While listening Ss use bottom-up and top-down processing ability T asks students to listen carefully for the gist of meaning. T writes some questions on the board T asks students find the answers while they are listening T Checks Ss’ answers when the listening is done. If necessary, replay the audio for Ss to check their answers. Post listening Ss answer the questions written below the conversation orally. Display questions, Inference questions, Opinion gap questions

Teaching Procedure First present the words in Word Bank. New words can be presented :using different techniques Using real objects (realia) - Showing pictures or photos - Using gestures or acting out - Board drawings: drawing the images on the board - Definition: giving concise dictionary definition(s) - Giving synonyms/antonyms - Describing a scene/situation - Using flashcards (commercial, teacher-made) - Using wall charts or posters (commercial, teacher-made) - Exemplification: providing collocations or examples - Word mapping: making word maps by the help of superordinate words - Translation: giving Persian equivalents

New Words "While without grammar little can be conveyed, without vocabulary nothing can be conveyed” David Wilkins (1972) Content: 3 part : Part A, Part B, Part C. Objectives(s): making Ss familiar with new words and expressions of the reading. providing students with some chances to practice what they have learned.

Part A Part B Part C Teaching Procedure Look at the pictures Listen and read the sentences Repeat the sentences Introduce the words Part B Provide definitions and explanations Part C Do practices in Workbook

Reading Content: a picture and a title. Objectives(s): *providing ‘comprehensible input’. *helping students extract and construct meaning *providing the context of practicing newly learned vocabulary *raising students’ awareness towards the structure presented in the lesson

Pre-reading While reading Post reading Teaching Procedure providing the necessary background understanding the purpose of reading building a knowledge base Impact Page, Get Ready, and New Words and Expressions While reading understanding the gist of meaning integrating both bottom-up and top-down processes reading silently finding answers of questions on the board Post reading finding out if students understood the main idea explaining the main idea of the text answering questions about the content they just read. Reading Comprehension part

Grammar Content: 8 parts, from A to H. Objectives(s): Helping students use the language accurately, meaningfully, and appropriately Focusing on form, meaning, and use

Grammar 1- form : lexicogrammatical patterns and morphosyntactic forms 2- meaning: lexical (a dictionary definition for a preposition like down, for instance), or it can be grammatical (e.g., the conditional states both a condition and an outcome or result). 3- use: the use of the language in context is introduced. The context can be social (i.e., a context created by speakers, their relationships to one another, or the setting), or it can be a linguistic discourse co-text (i.e., the language that precedes or follows a particular structure in the discourse, or how a particular genre or register affects the use of a construction).

Grammar Activities Inducing rule making Activity H Activity G Providing more exercises on grammar Activity H Activity G Providing role play activity Presenting a model of making wh-questions Activity F Activity E Making Ss focus on form Activity D Activity C Making Ss aware of the grammatical points Inducing rule making Presenting grammatical items in isolation Activity B Activity A Providing input flooding activity

Listening & Speaking Listening and speaking Teaching procedures: T reviews the grammatical structure of the lesson. T draws Ss attention to speaking strategy of lesson T goes through Parts A and B. Content: part A and part B. Objectives(s): Helping Ss handle short conversations in English by using appropriate speaking strategies associated with the taught grammatical structure(s).

Pronunciation Content: 3 parts, A, B, and C. Objectives(s): presenting different intonation contours and their function in English. Recognizing and producing different intonations in oral conversations.

Five Steps Of Teaching Pronunciation Teaching procedure Five Steps Of Teaching Pronunciation Description and analysis Listening discrimination Controlled practice Guided practice Communicative practice

Writing Content: different parts of speech and related activities Objectives(s): helping learners move from letters and words to meaningful sentences becoming familiar with components of English sentences Teaching Procedure: The teacher is expected to go through each section and first present the definitions and/or classifications and then do the exercises/tasks.

What You Learned Content: It has 3 parts, A, B, and C. Objectives(s): providing students with ‘fluency activities’ giving students the opportunity to put together whatever they have learned. Teaching Procedure: Part A is a listening task. Part B is a reading task (reading the text and underlining the grammatical structures. Part C is a role play. Ask students to take role and practice.