A practical and tangible teaching precedure on teaching reading lesson 4 pre. 1

واضح آرشیو وب فارسی:فان پاتوق: In the name of God A scenario on teaching the reading of lesson four from pre-university book To teach the reading section in lesson four, the teacher should have already familiarized his students with the techniques of guessing the meaning of unfamiliar words (such as word formation, mother tongue, contrast. surrounding words, and so on), some sentence functions ( like definition, reasoning, etc.), the relationship and significance of the elements of a paragraph, and the way that the paragraphs of a passage could be internally related. He should, also, be careful to pass through the three vital stages of pre-reading, reading, and post-reading activities. Some activities, and the way to perform different teaching tasks will be briefly proposed in this paper
Pre- reading activities
The teacher reads the title in page 33 aloud. The second time he utters the word earth and quake with a pause between them. The students kno
In the name of God A scenario on teaching the reading of lesson four from pre-university book To teach the reading section in lesson four, the teacher should have already familiarized his students with the techniques of guessing the meaning of unfamiliar words (such as word formation, mother tongue, contrast. surrounding words, and so on), some sentence functions ( like definition, reasoning, etc.), the relationship and significance of the elements of a paragraph, and the way that the paragraphs of a passage could be internally related. He should, also, be careful to pass through the three vital stages of pre-reading, reading, and post-reading activities. Some activities, and the way to perform different teaching tasks will be briefly proposed in this paper
Pre- reading activities
The teacher reads the title in page 33 aloud. The second time he utters the word earth and quake with a pause between them. The students know the meaning of earth and the teacher gives a hint to help them guess the meaning of earthquake. He clarifies the meaning of survive. Then he reads the topic again to become sure that he students have got the concept of the topic. Then, some pictures of earthquakes will be projected on a screen by using a video projection, The students ,in groups of four, will look at the pictures, think about them consult together, and answer to some questions raised by the teacher:
Question: What are the pictures about?
Possible answers by the students: earthquake, the buildings destroyed, ……..
Question: Where is each picture?
Possible answers by the students: America, Italy, France, Iran, Afghanistan …..
Now, the teacher reads the lines at the bottom of the page and tries to help the students understand what the lesson is going to be about. This activity will last about 5 minutes.
Working together the students will take time to answer the questions on page 34.The teacher informs the students about the time(10 minutes) to be devoted to this activity. 10 minutes later the teacher gives the chance to each group to present its answer to the class. All the questions will be reviewed in 5 minutes.
Reading activities
Now the students are warm enough to start reading the passage. The teacher reads the first paragraph aloud with a low but natural speed. The students listen carefully and try to learn the correct pronunciation. The teacher asks the students to read and analyze the fist paragraph with emphasis on the already learnt techniques of guessing the meaning of new words, sentence functions, and internal relationship of the elements of each paragraph with taking the picture at bottom of page 34 into account in 5 minutes. The teacher walks between the groups and helps the student if they ask. When the time limit ends the students will close the books and look at the screen where the first paragraph is projected by using a video projection and the beautifully designed PowerPoint slides.
Next, the teacher asks a student to read aloud the first sentence on the screen , the teacher reads the sentence with correcting the possible mistakes of the student with pausing on some difficult words, highlighting them, and asking the students about the meaning of those words. The other sentences of the first paragraph will be tackled the same way. Some words to be highlighted and asked in the first paragraph are :made up of, layer, skin, comparison, plate, float. The students have already guessed a meaning for each term in team-working. Now they can correct their possible mistakes.
Some reading techniques could also be practiced in this paragraph. In line 2 the teacher could ask about the significance of commas after the word crust and the way its definition is given. Parentheses in line three could also be introduced as a way to give more information .This review will last about 10 minutes.
The same as what happened in teaching paragraph one, will happen in the rest of the passage. As other paragraphs are not lengthy, each 2 paragraphs could be taught at a time. The time of the class will be up when paragraph 7 is done. At the end of paragraph 7 the teacher will just read the title of the paragraphs and will ask the students to think about them for the next session. The next session, there will be a short review on the previous paragraphs and the rest of the reading will be presented in 45 minutes.
Some words to be highlighted and practiced in the other paragraphs could be as follow:
Paragraph 2 and 3: smoothly, stick together, rock, experience, common, occur, instrument, shake, rattle, damage, etc..
Paragraph 4, 5, : populated, destructive, Pacific Ocean, probable, entirely, , etc.
Paragraph 6 and 7: predicting, located, exact, future, forecast, flood, reality, etc.
Paragraph 8, 9, and 10:emergency, procedure, calm, doorway, underpass, overpass, provide, aftershock, etc.
As already mentioned the teacher will try to elicit the meaning of the mentioned words from the mind of his learners by using various techniques of guessing the meaning of unfamiliar words ; and fixing them in the mind of the learner by making the words as tangible as possible. For example the word rattle in paragraph 3, a creative teacher will objectively fossilize the meaning of the word through rattling his tongue while uttering the word; or he may shake the students by making a loud and shaking noise hitting the desk to make the students learn the word once fore ever.
The teacher will also pinpoint the existing sentence functions in the passage such as the contrast in paragraph 2 line 1 because of the word " but" , the conditions in paragraph 9, and instructions in paragraph 10. The way that paragraphs are arranged will also be clarified by the teacher when he asks for help from the students. For example the time sequence that is clear in paragraph 8, 9, and 10 could be of much interest to the learners.
Post-reading activities
It is believed that teaching the reading passage in this lesson takes two sessions. The 90 minutes of the first session will be enough to do pre-reading activities and reading activities for the first seven paragraphs. The second session which starts with a review on the previous session will be enough to finish the whole passage and do post-reading activities. The students will be given the chance to answer the questions on page 37 in their groups.30 minutes seem to be needed for the students to answer the mentioned questions and to review them in the class by the help from the teacher at three 10-minutes-intervals, one for each exercise.
The teacher will definitely include some routine activities that happens in almost all classes as motivating the students at the beginning of each teaching session. In this case he may talk about the importance of having enough knowledge about earthquake. In the same way he may call the role of the students sometime during teaching. It is suggested to have this activity as a short break inside the teaching process. A good teacher will try to add a sense of humor by telling a short joke, personal event, or story to recreate the students. The time needed for this kinds of activities will not be more than 15 minutes.
As the final remark, no doubt that there is room for any suitable creativity for a teacher to bring to the class and make his teaching more suitable and interesting. What proposed here could be taken as a suggested scenario which is open to fruitful revisions.

GOOD LUCK

Mohammad Ali Arab, English Department, Khaf,
Aban, 1386

w the meaning of earth and the teacher gives a hint to help them guess the meaning of earthquake. He clarifies the meaning of survive. Then he reads the topic again to become sure that he students have got the concept of the topic. Then, some pictures of earthquakes will be projected on a screen by using a video projection, The students ,in groups of four, will look at the pictures, think about them consult together, and answer to some questions raised by the teacher:
Question: What are the pictures about?
Possible answers by the students: earthquake, the buildings destroyed, ……..
Question: Where is each picture?
Possible answers by the students: America, Italy, France, Iran, Afghanistan …..
Now, the teacher reads the lines at the bottom of the page and tries to help the students understand what the lesson is going to be about. This activity will last about 5 minutes.
Working together the students will take time to answer the questions on page 34.The teacher informs the students about the time(10 minutes) to be devoted to this activity. 10 minutes later the teacher gives the chance to each group to present its answer to the class. All the questions will be reviewed in 5 minutes.
Reading activities
Now the students are warm enough to start reading the passage. The teacher reads the first paragraph aloud with a low but natural speed. The students listen carefully and try to learn the correct pronunciation. The teacher asks the students to read and analyze the fist paragraph with emphasis on the already learnt techniques of guessing the meaning of new words, sentence functions, and internal relationship of the elements of each paragraph with taking the picture at bottom of page 34 into account in 5 minutes. The teacher walks between the groups and helps the student if they ask. When the time limit ends the students will close the books and look at the screen where the first paragraph is projected by using a video projection and the beautifully designed PowerPoint slides.
Next, the teacher asks a student to read aloud the first sentence on the screen , the teacher reads the sentence with correcting the possible mistakes of the student with pausing on some difficult words, highlighting them, and asking the students about the meaning of those words. The other sentences of the first paragraph will be tackled the same way. Some words to be highlighted and asked in the first paragraph are :made up of, layer, skin, comparison, plate, float. The students have already guessed a meaning for each term in team-working. Now they can correct their possible mistakes.
Some reading techniques could also be practiced in this paragraph. In line 2 the teacher could ask about the significance of commas after the word crust and the way its definition is given. Parentheses in line three could also be introduced as a way to give more information .This review will last about 10 minutes.
The same as what happened in teaching paragraph one, will happen in the rest of the passage. As other paragraphs are not lengthy, each 2 paragraphs could be taught at a time. The time of the class will be up when paragraph 7 is done. At the end of paragraph 7 the teacher will just read the title of the paragraphs and will ask the students to think about them for the next session. The next session, there will be a short review on the previous paragraphs and the rest of the reading will be presented in 45 minutes.
Some words to be highlighted and practiced in the other paragraphs could be as follow:
Paragraph 2 and 3: smoothly, stick together, rock, experience, common, occur, instrument, shake, rattle, damage, etc..
Paragraph 4, 5, : populated, destructive, Pacific Ocean, probable, entirely, , etc.
Paragraph 6 and 7: predicting, located, exact, future, forecast, flood, reality, etc.
Paragraph 8, 9, and 10:emergency, procedure, calm, doorway, underpass, overpass, provide, aftershock, etc.
As already mentioned the teacher will try to elicit the meaning of the mentioned words from the mind of his learners by using various techniques of guessing the meaning of unfamiliar words ; and fixing them in the mind of the learner by making the words as tangible as possible. For example the word rattle in paragraph 3, a creative teacher will objectively fossilize the meaning of the word through rattling his tongue while uttering the word; or he may shake the students by making a loud and shaking noise hitting the desk to make the students learn the word once fore ever.
The teacher will also pinpoint the existing sentence functions in the passage such as the contrast in paragraph 2 line 1 because of the word " but" , the conditions in paragraph 9, and instructions in paragraph 10. The way that paragraphs are arranged will also be clarified by the teacher when he asks for help from the students. For example the time sequence that is clear in paragraph 8, 9, and 10 could be of much interest to the learners.
Post-reading activities
It is believed that teaching the reading passage in this lesson takes two sessions. The 90 minutes of the first session will be enough to do pre-reading activities and reading activities for the first seven paragraphs. The second session which starts with a review on the previous session will be enough to finish the whole passage and do post-reading activities. The students will be given the chance to answer the questions on page 37 in their groups.30 minutes seem to be needed for the students to answer the mentioned questions and to review them in the class by the help from the teacher at three 10-minutes-intervals, one for each exercise.
The teacher will definitely include some routine activities that happens in almost all classes as motivating the students at the beginning of each teaching session. In this case he may talk about the importance of having enough knowledge about earthquake. In the same way he may call the role of the students sometime during teaching. It is suggested to have this activity as a short break inside the teaching process. A good teacher will try to add a sense of humor by telling a short joke, personal event, or story to recreate the students. The time needed for this kinds of activities will not be more than 15 minutes.
As the final remark, no doubt that there is room for any suitable creativity for a teacher to bring to the class and make his teaching more suitable and interesting. What proposed here could be taken as a suggested scenario which is open to fruitful revisions.

GOOD LUCK

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