1. In The Name of God CLT (By: Ebrahim Baba) 1391

2. 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)

3.  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

4. Communicative Language Teaching (CLT)

5. To exchange ( give and take ) information, news, ideas, feelings, etc. (Oxford Dic) The goal of CLT: Developing communicative competence in learners

6.  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

7.  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: party Functions: introductions, greeting, discussing interests…

8.  Theory of lg: sociolinguistic view The selection of the grammatical points is dependent on the functions/notions that are going to be taught.  Theory of learning: functional view Learning takes place when learners do sth with lg.

9.  information gap  Choice  feedback

10.  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

11.  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.

12.  Johari Windows The 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 doThings Only A can do Things Only B can doThings neither A nor B can do

13.  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.

16.  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?

17.  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.

18.  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

19.  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

20.  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

21. 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?

22. 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?

23. 1. تنظیم طرح درس حداکثر در دو صفحه با فرمت پی دی اف 2. تنظیم شناسنامه ی طرح درس ( کلاس - موضوع - تاریخ - زمان جلسه -...) 3. تدوین اهداف کلی 4. استفاده و بهره گیری به جا از ابزار و رسانه های آموزشی مناسب در اجرای مراحل رویکرد ارتباطی 5. رعایت زمان بندی مراحل آموزش بر مبنای 30 دقیقه و تناسب محتوا با زمان تدریس 6. ایجاد انگیزه - آماده سازی - طرح موضوع مرتبط با محتوای درسی ( درک مطلب ) 7. بررسی فعالیت ها و تکالیف گذشته 8. چگونگی فعالیت های معلم و دانش آموز در اجرای مراحل تدریس ( نقش معلم به عنوان facilitator تسهیل گر ) 9. ارزشیابی ورودی - مرحله ای و پایانی 10. فراهم کردن موقعیت های مناسب برای تفکر و پرسش فراگیران با استفاده از بازی - ایفای نقش - استفاده از وسلیل واقعی و...

24. 11. خلاقیت و نوآوری در اجرای مراحل طراحی تدریس 12. ارایه بازخورد های به موقع و مناسب 13. میزان کشف مفاهیم – قواعد و اصول توسط دانش آموزان 14. کنترل و هدایت ( مدیریت کلاس - توجه به همه ی فراگیران ) 15. رعایت پیوستگی مفاهیم و مناسب بودن توالی در موضوعات 16. تسلط علمی بر اجرای روش تدریس بر مبنای 3 عامل مهم در ارتباط ( شکاف اطلاعات - انتخاب - بازخورد ) 17. تسلط علمی بر محتوای تدریس 18. هدایت فراگیران جهت کاربردی کردن مفاهیم در توانش زبانی 19. جمع بندی 20. ارائه تکلیف مناسب و فعالیت های خارج از کلاس

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26. The End

27. Thank You