In The Name Of God English group district 6 presents :

An electronic English journal

Hello God , Are you free to talk ?

Hello God , I called tonight To talk a little while I need a friend wholl listen To my anxiety and trial

You see , I cant quite make it Through a day just on my own I need your love to guide So I ll never feel alone

I want to ask you please to keep My family safe and sound Come and fill their lives with confidence For whatever fate they ve bound

Give me faith , dear God , to face Each hour through the day And not to worry over things I cant change in anyway

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I thank you God , for being home And listening to my call For giving me such good advice When I stumble and fall

Your number God , is the the only one That answers every time I never get a busy signal Never had to pay a dime

So thank you God for listening To my troubles and my sorrow Good night , God , I love you And I ll call again tomorrow

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. Teachers

Tips On Teaching Reading

Tip 1: Use lots of realia The use of real-life objects works in any type of class, whether they are lessons one on one or large groups. But it works exceptionally well in one on one lessons because you have closer contact with the student. For example, if you work with real city maps, you can sit next to your student while he or she gives you directions to a specific location and both of you follow the route on the map. Realia also makes the class more fun in general, and if you have a student who is a bit shy or reluctant to speak, real objects come in handy to break the ice or motivate the student. Needless to say, realia is absolutely essential in a one on one lesson with a child. If you have an adult student who wants to polish his or her business English, ask your student to bring brochures or print pages from the company s website. Tip 2: Use Internet resources Using the Internet effectively in a large class can be a bit of a challenge; students may have to share computers and they usually wander to other sites, check their email, etc... But the Internet is absolutely perfect for teaching one on one. You can do reading activities with real websites; play an online game; listen to a podcast or watch a video; and even have your students take a test online. The possibilities are endless. But remember that proper lesson planning is still essential. Make sure you check all links and websites before your lesson. Tip 3: Allow some quiet time It all depends on your student s level, of course, and although some advanced students are willing to talk for hours, most find it hard to speak for a full 10 minutes. Make sure you follow a very active speaking activity or game with a more relaxed and quiet exercise: a young learner may draw a picture of the story they heard; a business English student may write an email; any student may complete a writing assignment or written exercise for a few minutes. Don't be afraid of silence. Remember your students need some quiet time to gather their thoughts and relax. Tip 4: Plan multimedia lessons Remember that the greatest benefit for students taking lessons one on one is that they have more time to speak. A great way to spark discussion is with video and audio. Show your student a video, check for listening comprehension, then discuss what you saw. The same can be done with any audio file. Keep in mind that there is a large variety of audio and video files available on the Internet, most of which are very easy to download. Tip 5: Ask your student to give presentations A student who has to give presentations at work in English will be very thankful for having the chance to practice with you first. But children can also have a show and tell

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session: ask your young learner to bring his or her favorite toy, book, or stuffed animal, and tell you all about it (who they got it from or where, why it s their favorite, etc) 6: Speak less in role plays Tip Naturally, the teacher is at an advantage because you manage the most words and expressions. But what if you !play dumb"? Pretend you are lost, don't understand, ask lots of questions, and you'll have your students not only speaking more in the role play, but also laughing a lot! This works great when you reverse roles: you are the student, and your student is the teacher, and he or she has to explain something to you.

Tip 7: How to handle games Give your student a head start of 30 seconds Give your student bonus points when you start the game Give your student 3 or 5 points for every one of yours Lose deliberately by making mistakes, being slow, pretending you got distracted, etc Above all, no matter whom you!re teaching , make your lessons fun! Many students feel uncomfortable at first; they may not be used to being the center of attention! And although they learn a lot faster, they may also get tired faster. So, variety is key. Use a variety of teaching strategies and practice different skills, and you ll see your student progress by leaps and bounds.

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In the Name of the Almighty Lesson Plan Subject : New Words Size : 17 Class : Grade 2 / highschool Time allocated : 60 mints . By : Shokofe Etemad Date : Objectives : Teaching the new words and the ability to understand the text . / Working in small groups to learn better . Materials : books , markers , reward box , computers , board , slides of new words . Procedures : The lesson plan is a kind of task step 1 2 Time 4 10 based one . Task teacher Warming up : Greeting , calling the rolls Pre activities : Vocabulary - Check if the students sit in small groups or not . the class is attended in the computers . - Ask s some questions reviewing the lesson lesson 3 & check their homework . - Asks some question s regarding new lesson . - Supplements the students ! new word concepts . - What are Iran- Khodro & Saipa ? Task student The students take part in it They will try to answer the questions . purpose Make them ready Book ( 2 ) Lesson 4

Try to guess some of the new words

24

- Activities
What are made in these factories ? - Are they car factories ? ( show the slides ) Show them the slide of a miner . What does a miner do ?

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step

Time

Task teacher Is it a hard work ? Why ? Very good , because they work in a mine . How much money do the miners get ? Ok , they don !t earn much money . Can you tell me what is a mine ? Show them the the slide of a mine & coal . A coal something black that people in winters used to make their homes warm . Do little( small) children work? Why ? Why not ? Can you tell me some examples of children have to work in Iran ? Is it good that children work ? Show them the next slide and help them to get the meaning of against , law , terrible , feel , cry , Oliver , Twist , real . Can we do what we like ? What will happen if we don !t drive carefully ? Have you ever seen a very bad accident ? How are you today ? Ok , good but , yesterday I was n !t all right because I had headache , my head was hot . But today I feel well . Do you know Fahime Rahimi ?

Task student

purpose

Read the sentences and answer the questions in their group .

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step

Time

Task teacher She writes books . Who is Charles Dickens ? How you ever watched Oliver Twist ? Do you like to watch sad or unhappy films ? How do you feel after watching or reading sad stories or films ? Is it a toy car ? Is it a real one ? Give them to read the synonyms and antonyms , too. If they give correct answer , she gives them rewards . Ask them to read the questions and answer the questions on pages 43-44 .

Task student

purpose

10

Post activities
Ask them to repeat the new words Make them complete the sentences on the last slide .( in their groups ) Ask them to write new sentences .

Repeat the new words Do the exercise in the group Share the ideas with each other

Reviewing Evaluate their learning Checking their mistakes .

12

Assessments :
Ask them to read the sentences loudly . Check their involving in class . Ask them to write the exercises on Khate sefid book on lesson 4 , vocabulary practice .

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In His Name Lesson plan on reading lesson 5 / book 4 Shokofe Etemad / Khadijekobra high school Time : 90 Size : 14 Title : Child labor Steps Setting Goals : The students will be able to read & understand the paragraphs . Materials : text book , CD , smart board , notebook , dictionary

Activities Greeting Calling the roll

Time 5 min

Review

Review of the previous lesson ( last semester ) "Any questions from the previous lessons ?

15 min.

Book Closed - Elicit students ! ideas about the slides , after showing the first picture ,---, "What can you infer from this ? " Ok , that !s right . - Use pre- reading questions for a discussion on !# Child Labor !# " Do you think that children have rights ? If so , what kind ? " What is the International Labor Organization ( ILO ) ? "Is it possible to end child labor in the world ? How ? - Ask them to brainstorm on child labor . - Write their ideas on the board . So there are many reasons for child labor . Pre - reading
dangerous for them

10 min.

people should do sth Child Labor

work in not healthy places

not going to school

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Books open - Students listen to you to get the gist of ideas . "It helps them to hear the correct pronunciation that can prevent fossilization . - Students read the first paragraph individually . ( silent reading ) " When they come to a word that they don # t now , the underline it with a straight line . If they think they know the meaning but not sure , they under line it with a squiggly line . - They sit in small groups and ask each other the meaning of the words they don #t know or not sure of . - Help students with any remaining words they don #t know . "Use the board , pictures ,----- . - Ask one of them to read the 1 paragraph aloud . - Ask the class some detailed comprehension questions . " What kind of work is child labor ? " Child labor is ------------ . "How much work do children do ? - Repeat the same steps for the following paragraphs . " Correction : We can correct them in 3 ways : 1 . self correction 2. peer correction & 3 , teacher correction

Reading

50 min.

Post reading

- Ask them repeat the pronunciation and meaning of the new words . - Ask them a question to discus in class . " What can the government do to end child labor ? Ask the students to read the new words and memorize their meanings Ask them to read the paragraphs and five questions for each and give answers .

7 min.

Note : It is better to remember that this is a simple lesson plan and normally we won t teach all the paragraphs in one session , and the text will be divided into two parts ,

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Homework

3 min.

One Strategy in Pre- reading Activity

This activity shows the students how to use a pre- reading strategy to increase their reading comprehension . Through this strategy , students become aware of the questions they should be asking themselves as they read . The teacher can use an egg timer as an motivational device which can sets limit on students reading time , encouraging them to read more fluently .

1. Use an article , or other non-fiction texts with details that lend themselves to literal questions . 2. Ask the students to list six English questions words who , what , where , when , why , and how . Introduce these words as the 5W- 1H scan . 3. Have the students skim the head line of the article , any subheading and photograph caption . Tell them to turn their papers over and disturb the scrap papers . 4. Ask the students to form pairs and write on the scrap paper , as many who , what , when , why , and how questions about the article as they can within 10 minutes . Each question must be expressed as a complete sentence . 5. Collect the scrap paper and jot down ( write quickly ) them on the board , asking the students which one are the same as others and should be eliminated . 6. Distinguish between questions at the literal level , and those which are more comprehensive .

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7. Set the timer for a fixed amount of time , usually 1 minute per question , and ask the students to scan the text to answer the questions . 8.When the bell rings , have the students check their answers with each other . 9.Write the answers quickly on the blackboard , while the students are checking with one another . 10.Ask the students to copy questions from the blackboard into their notebooks and answer them as homework .

After-Reading Activities Students often finish a reading, close the book, and don't think about it again until they arrive in class. The following activities can be used after a reading to help students analyze concepts for a deeper understanding of ideas and organize information for later retrieval: Graphic Organizers Encourage students to use graphic organizers (charts or concept "maps") to help them visualize concepts and key relationships between ideas from their readings. These should be started right after students have completed a reading, whereas revisions and additions can be done after class discussions. It's a good idea to show students several examples of graphic organizers and explain which ones work well with different text patterns. Many reading skills texts have examples of various graphic organizers with explanations of how they might best be used. Here is an example of one type of graphic organizer for comparing two concepts:

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Quiz Questions After students read a chapter or section of a chapter in the course textbook, ask them to develop questions for a quiz. (This can also be done with other reading materials.) This activity forces them to analyze the information in the chapter and decide on the most important concepts to remember. Formulating questions can also help them to organize the concepts into logical chunks of information for easier retrieval. Working in groups on this activity is helpful for further discussion of concepts. Students can then present their questions to the class and see who can answer them correctly. The students trying to answer the questions may offer suggestions on how to write a question more clearly so that it can be easily understood. Teachers might also offer suggestions for revision of questions. Other SEA Site modules, for example, "WHQuestions" and "Passive Voice" can be useful for teachers in providing guidance in using structures that will be more easily understood by students. Summary Writing Ask students to write a summary of the main points of a text or passage. Figuring out what to include in a summary is often a difficult task for students, so passing out a handout with the criteria for a good summary can serve as a reminder to students. Modeling the process of good summary writing during class is also helpful. For example, when students have finished a portion of text, begin a discussion of the most important points from the text. Write all the points that students suggest on the board. Discuss which

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ideas should be included in the summary. In addition, show how ideas can be paraphrased and written in the student's own words. Remember to emphasize that minor details,specific examples, and opinions should not be included in a summary of a text. Outlining Writing outlines is also a good way to organize and remember concepts. The emphasis here should be on how students see the relationships between ideas being presented. Don't worry if students don't use the correct Roman numerals or other markers. What is important is that they are able to distinguish the main ideas from the supporting details and organize the information in a logical format. Creative Testing To evaluate how much of a text students understood, and to see how confident students are when answering questions about a text, you can try the following quiz method I saw used by a colleague, Vicki Robinson, in a physics class at NTID. This method also encourages valuable small group discussion of concepts. Here's how it works: Students read an assigned number of pages for homework. (The number of pages assigned usually depends on the level of difficulty of the text.) They are told that they will be quizzed on the information the next day. When the students arrive for class the following day, they are each given a quiz and asked to complete it individually. The quiz involves a series of TRUE/FALSE (T/F) questions where the students are required to write three answers for each question. Here's an example of a quiz question: Newton's third law of motion is: For every force (action), there is an equal and opposite force (reaction). If students feel strongly that this statement is true, they would write T, T, T as their three answers to the question. If they are fairly confident that this statement is true, but not totally sure, they could write T, T, F. If they feel strongly that this is an incorrect statement, they could answer F, F, F, and so on. Each question is worth three points, so it is possible to receive partial credit. After students answer all the questions, their papers are collected by the teacher. Then the students are divided into groups and given the same quiz. Students discuss the questions, give their opinions, and try to support their answers with information they remember

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from the text. They write their own TRUE and FALSE answers to the questions again based on the discussion with their group. The teacher collects the papers and has the option of keeping both scores for each student, combining the scores for both quizzes and recording the average, or keeping the higher of the two scores. Vocabulary Building Ideas No doubt you are using some form of vocabulary practice exercises in your courses to help students learn unfamiliar vocabulary. Here are a few ideas to add to your repertoire of activities to help students gain a deeper understanding of concepts. Student-Generated Vocabulary Lists After students have read an assigned reading, ask them to form small groups and identify several words they would like to learn more about. (Teachers can choose a specific number of words depending on class size.) When all the groups have chosen their words, write them on the board with the corresponding page and paragraph numbers from the text. Ask the groups to do the following for each word they have chosen: *Discuss how the word is used in the text. *Define the word using contextual clues and other resources. *Discuss why they think the word is important to learn. When all groups are finished, ask each group to present the results of their discussion. The instructor can write the definitions on the board and other class members can contribute their ideas. Students later record all of the definitions in their notebooks for further practice and review. The teacher now has a list of student-generated words for use in follow-up activities. Modeling how this process is done will help guide students in their discussions and presentations. Concept Circles Concept circles (Vacca & Vacca, 1996) serve the same function as categorization activities, but they seem to be more fun for students. Here are three examples of variations on the concept circle. For each concept circle, draw a circle and divide it into quadrants.

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1. Put words or phrases in each section of the circle, and direct students to describe or name the concept relationship shown in the sections. Name the concept represented by all of the parts of the circle: _____________

For this example, the concept to be entered in the blank would be "computer." 2. Put words or phrases in each section of a concept circle and direct students to shade in a section containing a word or phrase that does not relate to the others in the circle. Then ask them to identify the overarching concept. 3. Leave one or two sections of a concept circle blank and ask students to fill in the section(s) with a word that relates to the terms in the other sections. They then identify the overarching concept represented by the circle. Concept of Definition (CD) Word Maps "CD instruction supports vocabulary and concept learning by helping students to internalize a strategy for defining and clarifying the meaning of unknown words. The hierarchical structure of a concept has an organizational pattern that is reflected by the general structure of a CD word map" (Vacca & Vacca, 1996, p. 149). CD word maps work best with words that function as nouns. Here's how a CD map works: In the center of the CD word map, students write the concept being studied. Working outward, they then write the word which best describes the general class or superordinate concept that includes the target concept. (What is it?)

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Students then provide at least three examples of the concept as well as three properties. (What are some examples? What is it like?) Comparison of the target concept is also possible when students think of an additional concept that belongs to the general class but is different from the concept being studied. See the diagram below for a CD word map.

The goal of CD mapping is not for students to have a pile of maps for each vocabulary list they need to study. Instead, students need to see and understand how the process works so they can internalize it and apply it as needed.

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During-Reading Activities
To guide students to a more active approach to reading, and to encourage them to check their comprehension, try the following: Marginal Notes Encourage students to use a system of marginal notes instead of a highlighter while they are reading a text. This will be a new activity for many students and will require a great deal of practice for students to feel comfortable with it. For example: After reading a paragraph from a longer text, students can summarize the main point and any major details in the margin. (Pencils should be used to make corrections easier.) These notes should be written in students' own words as much as possible to make sure they are understanding the concepts being presented. Students can also write questions they have about the information to help them remember to bring up a specific point in class. To show that they are relating existing knowledge with new concepts, students can write examples from their life that are related to ideas in the text. Students should also be encouraged to write definitions for new vocabulary they encounter in the text. Note: If students are not permitted to write in their texts, a similar process of note taking can be done in a notebook. Copies of articles can also be distributed for practice with marginal notations. Role Playing Good Reading Habits Using a short passage, try role playing how experienced readers might actively engage themselves with a text. Here are some examples of what you might try: Talk about what images are forming in your mind as you read a portion of the text. Make predictions as to what the next paragraphs might explain. Show how you check your understanding by keeping an "internal summary" of ideas. This can be done after each paragraph or section by stopping and saying to yourself, "This paragraph explained the causes of ____. The most common cause is ____."

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You can demonstrate how an experienced reader might use marginal notes. Finally, show what you do when you come across unfamiliar vocabulary (look for synonyms, antonyms, definitions, and other contextual clues).

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