1. An Overview Of Vision 1
Summer
1395

2. 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.

3. 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)

4. 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

5. 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

6. 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.

7. 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

8. 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

9. 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

10. 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

11. 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).

12. 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

13. 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).

14. 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.

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

16. 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.

17. 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.