Lesson 1

Sense of Appreciation

General Objectives of this lesson

- Familiarizing students with the theme ‘Sense of Appreciation’
- Making students aware of the value of kindness, helping other people, and respecting
elders.
- Informing students of the importance of taking good care of their parents and
listening to their advice.

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1. The Title Page

Content: This is the first page of the lesson. It has five interesting facts about the main theme of
this lesson ‘sense of appreciation’.

1. Helping others lowers blood pressure.

2. Kindness boosts energy and strenght in elderly people.
3. Teenagers who help others are more successful in life.
4. Listening to the advice of older people improves our lives.
5. Taking care of grandchildren increases brain function and memory.

Objective(s): Title Page gives some factual information to students about ‘sense of appreciation‘
and its important role in improving the quality of life.

Teaching Procedure: Ask students to read the facts one by one. Give them 1 minute and then
ask them to tell you and the class their opinion about the facts. Ask them if they really find the
facts interesting. If they have any problem with understanding the statements, you need to
explain some words (e.g. boosts, elderly) or grammatical structures. Do not spend too much time
on these statements. This section functions just as a warm-up activity.
You can also ask the follwoign questions in English or Persian:
‫ کسی در این کالس با پدر بزرگ یا مادر بزرگ خود زندگی می کند؟ چگونه به آنها احترام می گذارید؟‬-1
‫ چرا باید به نصیحت افراد با تجربه گوش کنیم؟‬-2
‫ چگونه میتوانیم به پدرو مادر خود نشان دهیم که قدر زحمات آنان را میدانیم؟‬-3
‫ انتظار دارید دوستان شما با شما چگونه رفتار کنند؟ خود شما با دوستانتان چگونه رفتار میکنید؟‬-4

Optional
You may do the following activity as well.

Ask the students to check the statements that describe a grateful kid. Then talk about each
description in the class.

 says ‘thank you’ when receives a gift

 keeps nagging about the things his or her parents can’t afford to do
 is generous and helps others
 is selfish and self-centred
 cares about others especially weak and old people

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2. The Impact Page

Content: It consists of four pictures related to the theme ‘sense of appreciation’ and the way
people can have better lives by caring about each other.
• Helping and supporting each other
• Spending time together as a family
• Blood donation
• Taking care of elders

Objective(s): It gives general background on the theme of the lesson. It also shows different
lifestyles people can live to experience better time with their families and friends. They may
enjoy their lives by being thankful to their parents and showing kindness to others.

Teaching Procedure: Ask students to look at the pictures for 1 or 2 minutes and then ask them
some questions like the followings (In English or Persian):

‫ چرا کوهنوردی یک ورزش تیمی است؟ در ورزش های تیمی افراد چگونه برای رسیدن به هدف خود و تیم خود به‬. 1 ‫تصویر‬
‫یکدیگر کمک میکنند؟‬
‫ مزایای گذراندن اوقات فراقت با افراد خانواده و خویشاوندان چیست؟‬.2 ‫تصویر‬
‫ چه نیازی به اهدای خون وجود دارد؟ چرا برخی از افراد با ایثار و از خود گذشتگی به دیگران کمک میکنند؟‬.3 ‫تصویر‬
‫ فرزندان در قبال پدر و مادر خود چه وظایفی دارند؟ اگر پدران و مادران ما در دوران سالخوردگی تنها بمانند چه بر سر‬. 4 ‫تصویر‬
‫آنها خواهد آمد؟‬

Optional
You may do the following activity as well.

Ask students to read the following quots, think about them and discuss their points in
pairs/groups. Then ask them to share what they find interesting with the class.

1. One who is more beneficial to others, is the most loved by Allah. -The Holy Prophet
2. There are two ways to live a pleasant life, either in someone’s heart or in someones’s
prayers -Imam Ali (PBUH)
3. To get the full value of joy, you must have someone to divide it with. -Mark Twain
4. There is more hunger for love and appreciation in this world than for bread. - Mother
Theresa
5. We must find time to stop and thank the people who make a difference in our lives. -John
F. Kennedy

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3. Get Ready

Content: It has three activities: A, B, and C.

Objectives(s): Get Ready aims at familiarizing students with the theme of the lesson. It also
aims at reviewing previuosly-learned words or presenting some new words related to the theme
of the lesson.

Teaching Procedure: Go through activities A, B, and C. Introduce the theme of the lesson,
sense of appreciation, by doing the activities.

Activity A is a pedagogical task. The teacher has already introduced the topic to students. More
questions can be asked in both English and Persian to arise students’ attention and interest to the
topic ‘sense of appreciation’.
• Name 3 ways by which you can show your love to your parents.
• Why are old people precious members of the society?
• Is it respectful to shout at our teachers?

Now, the students should look at the pictures which are related to the theme of the lesson and
match them with the sentences.

Picture 1: 4 Picture 3: 1
Picture 2: 3 Picture 4: 4

You may also ask students to talk in groups and think of ‘simple acts of kindness’ and ‘good
deed’. Discuss their ideas in the class. See some examples below:

1. Take five minutes to send postcards to sick children who are fighting serious illnesses.
2. Encourage someone to pursue their dreams. And, help them achieve their goals.
3. Think of the amazing people in your life. Take an hour to write those people a letter
telling them why they’re awesome.
4. Contribute a small sum of money to grant a wish of a foster kid.
5. Pay for someone’s dinner.
6. Take flowers to the nursing station at a hospital -for the nurses.
7. If you see someone who looks lost and might need help with directions, don’t wait for
them to ask you for help.
8. Allow someone to help you. Let them enjoy performing an act of kindness.
9. Read books to your granparents.
10. Buy presents for poor children before Norooz.

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Activity B is a general information gap activity. The students should answer the questions about
some Iranian heros. They may need to do a mini research about these people and then share their
stories with the class.

Rizali Khajavi (Dehgan-e Fadakar) is known as a national hero and

his story is taught in Iranian schools. In a cold winter, he took off
his coat and tied it to a stick and set it on fire while running toward
an express train screaming danger to draw the train driver's attention
to the landslide. The driver managed to stop the train and a tragic
accident was prevented.
Rizali Khajavi

Hassan Omidzadeh was a devoted teacher who worked in a

primary school in a small vilage in the north of Iran. One day the
school cuaght fire and his 30 students were stuck in the fire. He
risked his own life to save the kids. He was severly burnt and
struggled with the injuries of the burn wounds for many years. He
passed away 15 years after the accident.
Hassan Omidzadeh

Jabbar Bachcheban is well known for opening the

first Iranian kindergarten and the first deaf school for Iranian kids.
He is the author of the book ‘Method of Teaching the Deaf’ in
which he explained his unique method of teaching the deaf, known
as oral hand alphabet system. He devoted his life to speech training
of Iranian deaf students. There are plenty of Baghcheban schools all
Jabbar Bachcheban across the country now for deaf kids.

Abbas Babaei is known as one the greatest war heros of Iran. He

was an Air Force pilot. During Iran-Iraq war he took part in several
successful missions to defend our country. Babaei was martyred
when he was returning from one of his missions on the day of
Ghorban Feast.
Abbas Babaei

Activity C is a meaningful activity related to the grammatical points ‘word order’,

‘collocations’, and ‘conotational meaning’. In this activity, the students practice the way
adjectives are used before nounns while they should be careful about the words that are possible
be used with each adjective. They should also distinguish positive and negative adjectives.
 a polite (conversation, society, way)  a cruel (man, joke, world)
 some lazy (people, cats, boys)  two kind (friends, people, teachers)
 a loving (family, mother, care)  some careful (plans, drivers, students)
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4. Conversation
Content: Conversation page has a picture, Word Bank, Introduction, Conversation, and some
Questions.
The conversation of this lesson takes place in the Children’s Medical Center. Sara has caught
a terrible flue and is hospitalized in this medical center. She’s talking to the nurse who is
taking her tempaerature.

Objective(s): The main function of Conversation is providing learners with ‘comprehensible

input’ and preparing them to produce ‘comprehensible output’. It also functions as the context of
presenting new words/expressions and raises students’ awareness towards the structure presented
in the lesson (active/passive voice).

Teaching Procedure: First present the words in the Word Bank.

- Using real objects (realia): a thermometer

- Showing pictures or photos: a physician
- Using gestures or acting out: take temperature
- Definition: regard
- Giving synonyms/antonyms: dedicated
- Exemplification: spare no pains, distinguished
- Translation: not surprisingly
Then ask students to look at the picture and read the Introduction of Conversation to have some
ideas about what they are going to hear. You may make a PowerPoint slide presentation about
Dr. Gharib or show an excerpt of his TV series. You may talk about the following things in the
class:
‫• نکات برجسته ی زندگی آقای دکتر محمد قریب‬
‫ جان و مال خویش را فدای آسایش هموطنان خود کردند در پیشرفت کشور‬،‫• نقش افرادی که دانش‬
Then you have to work on Conversation. As Conversation is primarily a listening task, one
possible way to teach it is using the three-phase cycle of pre-listening, listening, and post-
listening. Other alternative models, such as Strategy Based Instruction (SBI), can also be used to
teach the Conversation.

The cycle of pre-listening, listening, post-listening

Phase 1. Pre-listening
The aim of the pre-listening stage is to “prepare learners to listen by using activities that focus on
the content of the text and/or the language in the text” (Goh, 2014, p. 84). Different types of
activities can be used in this phase such as brainstorming, researching, reading, viewing pictures,
watching movies, and discussing. The students can find plenty of information about Dr. Gharib’s
life by searching library resources or internet websites.

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Phase 2. Listening

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The goal of listening part is ‘comprehension’ and therefore students are expected to rely on their
bottom-up/top-down processing ability to understand the aural input. The students have to keep
their books closed. In listening phase:
1. Ask students to listen carefully for the gist of meaning. You may write some questions like the
ones below on the board and ask students to find their answers while they are listening:
• Why is Sarah in hospital?
• Where did Dr. Gharib study?
• What kind of person Dr. Gharib was?
2. Check students’ answers after listening.
3. If necessary, replay the audio for students to check their answers.

Phase 3. Post-listening
The students should answer the questions written below Conversation orally. Three types of
questions are asked:
• Display: When was Dr. Gharib born?
• Inference: Why was Dr. Gharib regarded as a kind physician?
• Opinion gap: Have you seen Dr. Gharib TV series?

Don’t let students write their answers.

The cycle of SBI

Metacognitive listening instruction is a practice-based model of teaching listening. Below you
can find Vandergrift and Tafaghodtari's (2010) cycle of teaching listening. The effectiveness of
this model on Iranian language learners’ development of listening comprehension has been
verified (Rahimi & Katal, 2013).
Pedagogical stages Metacognitive processes
Planning/predicting stage Planning and directed attention
Students were informed about the topic (e.g.,
Psychology: Optimism and Pessimism) and the
type of the text they were going to hear (e.g.,
college lecture on optimism and pessimism). This
was done by providing students with texts, pictures,
or discussions. After students got enough
information about what they were going to hear,
they were asked to predict and write down what
words and phrases they might hear and what
information might be presented to them. This step
was done through brainstorming, students’
collaborative interaction, and teachers’ scaffold.

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Pedagogical stages Metacognitive processes
Selective attention, monitoring and
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 First listen: First verifications stage evaluation
After completing their predictions, they
listened to the text for the first time. As
they listened, they were asked to highlight
their predicted words, phrases, and
information if they were mentioned in the
text and also add any other information
they understood from the listening task.
Students discussed and compared their Monitoring, evaluation, planning and
predictions and added information in pairs. selective attention
They also identified their problem to
concentrate more during the second listen.
Second listen: Second verification stage Selective attention, monitoring,
Students listened to the text for the second evaluating and problem solving
time. This time they focused on details and
what they did not succeed to understand
during the first listening phase. They were
asked to write down more detailed
information and answer questions presented
in the book.
After they finished the exercises, they Selective attention, monitoring and
discussed their answers and their success in problem-solving
comprehending the text with more details.
Third listen: Final verification stage Evaluation, planning
Students listened to the text for the third
time to verify their understanding of the text
and also to get the information they might
have missed. After listening, students
worked on the focused listening exercises
that was provided in the book and discussed
their answers.
Reflection stage Monitoring, evaluation and problem-
Students reflected on their experience in solving
listening activity and shared their ideas
about the task and the strategies that helped
them to comprehend better. They also
discussed what other strategies they will use
for the next listening task.

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5. New Words and Expressions

Content: It has three parts: A, B, and C.

Objectives(s): This part makes students familiar with new words and expressions of Reading. It
also provides students with some chances to practice what they have learned.

Teaching Procedure: Go through each part and present the words using appropriate techniques.

Part A, Look, Read and Practice, presents the concrete words or those that can be conveyed with
pictures. The students are expected to look at the pictures, read illustrative sentences and
understand the meaning of the words/expressions.

Play the audio CD. Ask students to listen to the pronunciation of the words and intonation of the
sentences carefully. Ask them to repeat, if necessary.

Then introduce the words with the help of pictures. A PowerPoint slide show can be made to
make the presentation more interesting.

Other techniques can be used to teach new words of this part:

sofa: a toy sofa, pictures of different types of sofas

pigeons: collocations of ‘pigeon’: carrier pigeon, clay pigeon shooting, homing pigeon, peigeon
fancier
shout: acting out
collocations of ‘shout’: shout at sb, shout sth to sb, shout for, shout in (pain, anger, etc.)
hard of hearing: translation: ‫گوشش سنگین است‬

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was born: collocations of ‘be born’: be born in, be born at, be born on, be born into/to/of sth,
be born with sth, be born deaf/blind, be born lucky/unlucky
hug: examplification:
We stood there crying and hugging each other.
She went to her daughter and hugged her tightly.
lap: collocations of lap: on sb’s lap, in sb’s lap

Vocabulary Learning Strategies (VLS): Part I

VLS is considered as a special type of language learning strategies defined as “the planned
approaches that a word learner takes as an agent of his or her own word learning” (Zimmerman,
2014, p. 297). There are different models and taxonomies for VLSs. One of the most frequently
used and cited ones is Schmitt’s taxonomy of VLS (1997). This taxonomy has been developed
based on Oxford’s (1990) learning strategy system. Schmitt’s taxonomy is divided into two
major categories: discovery strategies and consolidation strategies and includes a variety of
strategies that learners may use to learn vocabulary.
Discovery strategies include two types of strategies:
• determination strategies
• social strategies.
Consolidation strategies have four types of strategies:
• social strategies,
• memory strategies,
• cognitive strategies,
• metacognitive strategies.

Teachers are advised to teach the students how to use these strategies. The basic components of
direct explanation of strategies are:
1. an explicit description of the strategy and when and how it should be used
2. teacher and/or student modeling of the strategy in action
3. collaborative use of the strategy in action
4. guided practice using the strategy with gradual release of responsibility
5. independent use of the strategy (Duke & Pearson, 2002, pp. 208-210)

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Part B, Read and Practice, presents abstract words (the words that are not easily conveyed with
pictures) by defintion and/or explanation and illustrative sentences. The students should read the
defintions and illustrative sentences and understand the meaning of new words/expressions.

Play the audio CD. Ask students to listen carefully to the pronunciation of the words and
intonation of the sentences. Ask them to repeat if necessary.
Then present words with the help of definitions and explanations. Other techniques can also be
used such as:

burst into tears: acting out

forgive: collocations of ‘forgive’: forgive sb for doing sth, forgive myself/yourself, you’re
forgiven, forgive me
calmly: parts of speech of ‘calmly’: calm (adj), calm (v.), calm (n.)
diary: examplification:
During his illness, David kept a diary, which his family hopes to publish.
I decided to keep a diary of our trip to Toronto.

Part C. includes practices from Students’ Workbook. Do the activities in the order of their
appearance in the Workbook, as they are graded based on their difficulty level.

Optional

One fun way to learn and remember new words is playing games. You may design your own
games or use the ones available to teach and practice new words.
Some interesting games are as follows. Do a mini research on the Internet to see how each game
can be used to teach and practice words.
 Scrabble
 Last man standing
 Pictionary
 Charades
 20 objects
 Word bingo

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6. Reading

Content: Reading page has a picture, a title, and a Reading Strategy Box.

The reading of this lesson is a story. The story is about a mother and her son. The story
reminds the readers of the role of parents in their lives and their unconditional love for their
children.

Objective(s): The main function of Reading is providing learners with ‘comprehensible input’.
Therefore, this part aims at helping students extract and construct meaning through interaction
and involvement with written language (Reading Study Group, 2002, p.11). It also acts as the
context of practicing newly learned words/expressions and raises students’ awareness towards
the structure presented in the lesson (active/passive voice). Further, it gives students the pleasure
of reading a story in English.

Teaching Procedure: There are different ways to teach reading. One common model of
teaching reading is using the three-phase cycle of pre-reading, while-reading, and post-reading.

The cycle of pre-reading, while-reading, post-reading

Phase 1. Pre-reading
Pre-reading activities “provide a reader with the necessary background to organize activity and
to comprehend the material. These experiences involve understanding the purpose of reading and
building a knowledge base necessary for dealing with the content and the structure of material”
(Ringler & Weber, 1984, p.70). The pre-reading activities of this reading are included in Impact
Page, Get Ready, and New Words and Expressions.

Phase 2. While-reading
The goal of reading is ‘understanding the gist of meaning’ and therefore the students are
expected to efficiently integrate both bottom-up and top-down processes to comprehend the
written input. The students should read silently and emphasis on oral reading should be avoided.

The teacher can write some questions on the board and ask students to find their answers while
they are reading the text.
• What was the young man doing?
• What did the old woman see?
• What was written in the diary?

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Reading Strategies
In this part students learn how to use ‘reading strategies’. “Reading strategies have been
theorized in relation to levels of reading processes and to reading skills as consciously chosen
actions that activate effective processing” (Efler & Finkbeiner, 2007, p. 189). Reading strategies
can refer to (Shafiei Ebrahimi1, 2012, p. 101):
• those mental processes that readers consciously choose to use in accomplishing reading
tasks (Cohen, 1986).
• the comprehension processes that readers use in order to make sense of what they read
(Brantmeier, 2002).
• generally deliberate activities undertaken by active learners, many times to remedy
perceived cognitive failure (Mokhtari & Reichard, 2002).
• an action (or a series of actions) that is employed in order to construct meaning (Kletzien,
1991).

Therefore, using reading strategies in the process of reading helps language learners read faster
and more efficiently. In fact, being aware of language learning strategies and using them in doing
language tasks define who ‘good language leaners’ are. Several taxonomies of reading strategies
exist; however, the most frequently used strategies are scanning, skimming, finding referents,
note taking, guessing meaning from the context, and organizing notes into tables and charts.

In this lesson students learn ‘how to generate questions’ while reading a text. In other words they
learn how to ask and answer meaningful questions about important points or main ideas of a text
in the process of reading it.

The students can use ‘question starters’ to generate questions. In this text, for example, the
following questions can be generated while the students are reading the story.

Question Starter Possible Answer

1. When did the story take place? On a spring morning
2. What sat on the window? A pigeon
3. How many times did the woman ask the question? Three times
4. Where did the mother go? To her room
5. What did she bring? A diary

Phase 3. Post-reading
Post-reading helps teachers check if students understood the main idea of the text and its
relationship with the author’s purpose. In this respect, students should be able to explain the
main idea of the text and ask and answer questions about the content they just read.
Post-reading activities are organized in next section labeled Reading Comprehension.

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7. Reading Comprehension

Content: It has three parts: A, B, and C.

Objective(s): Reading Comprehension aims at (a) checking students’ understanding of the text
and (b) practicing reading strategy ‘question generation’.

Teaching Procedure: After silent reading and teaching how to use reading strategy ‘question
generation’, the teacher may give students some time to work on parts A, B, and C.

Activity A is a reading strategy practice that focuses on ‘question generation’ strategy. The
students should read the text and generate at least 5 questions with question starters and then
answer them.
1. Where was the old woman sitting?
She was sitting on the sofa in her house.

2. What did the woman ask?

She saw a pigeon and asked: “What is this?”

3. What did the man do after reading his mother’s diary?

He burst into tears.

4. What was written in the diary?

It was about the childhood of the young man, his curiosity and his mother’s patience in
answering his questions.

5. What is the conclusion of this story?

Children should love their parents, respect them and care for them.

Activity B is a reading strategy practice that focuses on ‘skimming’. The students should skim
the text and write its main idea.
Children should love their parents, respect them and care for them.

Activity C is a reading strategy practice that focuses on ‘finding referents’. The students should
read the passage and find the referents of the given pronouns.

her refers to ‘the old woman’ his refers to ‘the son’ you refers to ‘the son’
me refers to ‘the old woman’ them refers to ‘parents’

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8. Vocabulary Development
Content: It has a Definition Box, and two activities: A and C.

Objective(s): Introducing 'collocation' as an important concept in language learning.

Teaching Procedure: First go through the Definition Box to introduce 'collocations'. You may write
some familiar combinations on the board or it is better to practice the examples provided in the Box. Then
go through parts A and B.

Definition Box defines and exemplifies 'collocations'. Say students that collocation, or how words occur
together in speech and writing, is an important part of speaking and writing fluently. To be able to
produce native-like speech and writing, they need to know which words work together well. The Box
provides nine examples which three of them are taken from the Reading. Read and practice the examples.
Ask students to make some sentences using the collocations.
Some Tips to Teach Collocations

1- Teach students the term “collocation” and the rationale for learning it. Once they know the
rationale behind instruction, they become more motivated to learn.
2- Notice which words go together when giving out a new reading. Call students’ attention to
key words and the words that “go” with them, and have them underline collocations. On any
given page, for example, there is likely to be numerous collocates. Spend some time practicing
and interacting with these collocations with each reading.
3- Contrast two words: For example: make / do Now list their collocates.

4- Extend it: Have students make a list of things they need to accomplish that week, using “make
“ and “do.” This establishes some of the differences between the two words.
5- Matching exercises/completion exercises: have students complete a sentence with the correct
collocation or match words to their collocates: do homework, give a presentation.
6- Surveys: have students survey their classmates about their activities, including verbs and their
collocations, for example.
7- Have students practice the phrases you’ve targeted. Once students been explicitly taught
“make a mistake” and “do exercise,” for example, have them practice these collocations.
8- Write a sketch/dialogue. Put some collocations on the board learned in previous books: e.g.,
“regular exercise,” “healthy diet,” etc. and have students create a dialogue in pairs and practice
it.

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Activity A is a matching exercise. The students should find two words making a collocation. Since these
collocations are taken from the Conversation, the students should not look back at it.
1- feel well
2- take temperature
3- go abroad
4- spare no pains
5- not surprisingly
6- by the way
7- burst into tears

Activity B is a writing exercise. Using the above collocations, students should write sentences.
- Have students work individually to write sentences.
- Check answers with the class.
- Invite volunteers to read the answers.
- Introduce the best sentences.

Optional
- You can select some paragraphs or sentences from Vision 1 or 2 and ask students to identify the
collocations.
- As an extra activity, you can do the followings:
1- Make up gap-fills based on authentic texts, particularly deleting verbs from verb + noun collocations.
2- Get the students to carry out prediction exercises, using a kind of word association technique. You
could reveal a text gradually (using an overhead projector) and get the students to predict the next word or
phrase.

3- Ask the students to brainstorm nouns on a particular subject, perhaps for a writing task. Then get them
to suggest verbs and adjectives that collocate with those nouns, then adverbs with the verbs, thus building
up a number of lexically dense collocational fields.

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9. Grammar
Content: It has seven parts: A to G.

Objective(s): The main goal of teaching grammar is helping “students use the language
accurately, meaningfully, and appropriately” (Larsen-Freeman, 2014, p. 258). As a result a major
departure from some traditional analyses of English grammar “with attempting to view grammar
with a communicative end in mind, is the recognition that grammar is not merely a collection of
forms but rather involves the three dimensions of what linguists refer to as (morpho) syntax,
semantics, and pragmatics” (Larsen-Freeman, 1990, p. 4). In this framework, the three
components of Freeman’s pie chart will focus on form, meaning, and use (Laren-Freeman, 2014,
p. 258) (See figure 1).

Figure 1. The three dimensions of grammar (Larsen Freeman, 2014, p. 259)

Teaching Procedure: The procedure of teaching grammar follows what comes below:
New teaching points are introduced with dialogues, followed by controlled
practice of the main grammatical patterns. The teaching points are then
contextualized through situational practice. This serves as an introduction to a
freer practice activity, such as a role play or improvisation (Richards & Rodgers,
2014, p. 103).

Therefore, the teaching of grammar starts with Activity A and ends with Activity G.

Activity A is an input flooding activity. In this section there is a passage with many examples of
the grammatical structure ‘passive voice’. The vocabulary of the texts is controlled and students
are supposed to just read each text and notice the new structure. All instances of the grammatical
structure are bold. Contextualization of the grammatical structure has also been previously done
in Conversation and Reading.

Activity B presents grammatical items in isolation. The teacher may

- Explain the table briefly.
- Ask students to go through the examples written in the table.
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The teacher is recommended to follow the 3-dimensional model of teaching grammar based on
communicative framework (Celce-Murcia and Larsen-Freeman, 1990, p. 4).

1 In form wedge, overt lexicogrammatical patterns and morphosyntactic forms that tell us how a
particular construction is put together and how it is sequenced with other constructions in a
sequence or text should be included.

the subject (object of the active sentence)+ verb ‘be’ + past participle of the main verb

2 In semantic wedge, what a grammar construction means is dealt with. The meaning can be
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).

Passive voice denotes the relationship between a subject and a verb in which the subject
receives the action of the verb, or the verb forms which show this relationship (Cambridge
English Dictionary).

3 In Pragmatic wedge, 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).

To put empahis over the action rather than the doer

MEANING
FORM a passive verb or
the object + be + sentence has as
past participle its subject the
person or thing to
which an action
is done

USE
emphasis over the action rather
than the doer

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Activity C encourages students to deduce how ‘passive voice’ is made. The teacher can write
some examples on the board or read a text orally and ask students to notice active and passive
voices.

Activity D is a controlled practice that aims at making students aware of the taught grammatical
structure. The students are expected to go to the Conversation and Reading, find all ‘passive
voices’ and underline them. The students can use highlighters to do this activity as well.

Passive voices of Conversation are:

was founded, was regarded, was known, was written,

Passive voices of Reading are:

were born

Activity E is a structural practice with the aim of providing students with chances of focusing on
forms. The students should read the sentences and choose the correct forms of verbs.

are developed, were invented, were made, are developed, were created, was discovered, was
working, was invented, are not made, were made.

Activity F is a communicative activity. The students should pair up and ask and answer some
questions in the past without mentioning the doer.

1. When was your homework done yesterday? It was done at 8 o’clock.

2. What was made for the dinner? A cheese omelet was made for the dinner.

3. Where was your bag put? It was put in my room.

Activity G provides students with more exercises. The students have to refer to their Workbook,
Grammar Part, and do activities A and B.

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10. See Also
Content: It has two parts: A and B.

Objective(s): The aim of this part is teaching another grammatical point briefly and to the point.
Teaching Procedure: Go through parts A and B and teach the structure based on the 3-
dimensional model of teaching grammar.
Part A presents some examples of ‘tag questions’. To teach this grammatical point, use the 3-
dimensional grammar pie.
1 In form wedge, introduce the forms:

Question tags are added to the end of statements to turn them into questions.

2 In semantic wedge, present the meaning of a/an, and numbers

Tag questions signifying (a) certainty and (b) uncertaitny

3 In Pragmatic wedge, the use of the language in context is addressed.

Tag questions are used in spoken language, to (a) check if something is true, or (b) invite
people to agree with the speaker.

MEANING
FORM Signifying
Questions at the (a) certainty,
end of statements (b) uncertainty

`
USE
(a) Check if sth is true
(b) Invite people to agree

N.B. Don’t forget to teach appropriate intonation contours of tag questions to signify
certainty and uncertainty. If a tag question is used to check the truth of something, it is
uttered with a rising intonation. If a tag question is used to invite people to agree with the
speaker, it is uttered with a falling intonation.

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11. Listening and Speaking

Content: It has two parts, A and B.

Objective(s): The aim of this part is to help students handle short conversations in English by
using appropriate speaking strategies associated with the taught grammatical structure, ‘tag
questions’.
Teaching Procedure: The teacher should review the grammatical structure of this lesson (‘tag
questions’) by reminding students of the three dimensions of each structure (form, meaning,
function). The emphasis should be put on the function of the structure and how it can be used for
different purposes in spoken language. Following that, the teacher should draw students’
attention to the speaking strategy of this lesson:

Eliciting agreement and signaling uncertainty

Then the teacher goes through Parts A and B.

Part A is a short conversation. Both speakers use tag questions for certain reasons. The teacher
should draw students’ attention to the intonation contour of each tag questions to help them
identify the function of each tag.

A: Sam has not come to work. I heard he’s sick, isn’t he? (asking for agreement)
B: Oh, yes. He was not well yesterday
A; What’s wrong with him?
B: The doctors are checking his health condition.
A; It isn’t something serious, is it? (signifying uncertainty)
B: I hope not.

Play the CD and ask students to follow the lines. Then ask students to pair up and personalize the
dialogue.
Go through more examples at the bottom of the page. Explain how the strategy is used in each
example and the sample dialogue. Present other sample dialogues, if necessary, and ask students
to notice how ‘tag questions’ are used in spoken language to elicit agreement and signal
uncertainty

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Part B consists of two conversations, each followed by a role play activity. The students should
listen to each conversation and then answer the questions. The aim of this practice is making
students aware of the speaking strategy, eliciting agreement and signaling uncertainty.

Conversation 1

Behzad: How’s everything, Amin? You seem to be busy these days, don’t you?
Amin: I'm OK Behzad. I’m working on a new project. I’m really tired.
Behzad: But you know your health is really important, don’t you?
Amin: I know. But what about work, money, responsibility, …? We need to consider
them all, don’t we?
Behzad: Yes, but health is at the top of all.

Why is Amin busy these days? He’s working on a new project.

What does Behzad think about health? Health is the most important thing of all.

Conversation 2

Roya: We are going to the gym on Friday. Do you come with us, Mina?
Mina: I don’t think so.
Roya: You don’t like sports, do you?
Mina: Actually, I don’t know. I think it depends on the type of sport.
Roya: You like team sports more, don’t you?
Mina: Well, that seems to be OK. But honestly, I like less active sports like chess.
Roya: Oh, I see.

Where are they going? They are going to the gym.

Why does Mina prefer chess? Because she likes less active sports.

After each conversation, there is a role play activity.

Here, the students have to pair up and use the clues in the boxes to make new conversations.
They are required to use the taught strategy.

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12. Writing

Content: It introduces compound sentences and its four common types: Addition, Contrast, Choice and
Result. It has also six activities (A to F).

Objective(s): In this lesson, Writing aims at helping students learn compound sentences and distingue
them from simple sentences. The students are expected to comprehend and produce them easily.

Teaching Procedure: The teacher is expected to go through each section. First the teacher should
present the definitions and information provided and then do the exercises.

Definition Box presents a simple definition of 'compound sentence' and introduces the main connecting
words which form such sentences. In the following, for each type, one example is given and illustrated.

Part one introduces the first type of compound sentence: Addition.

- Focus students' attention on the illustrations and sentences.
- Remind students that compound sentences have more than one subject, one verb and a connecting word
that in this type, it is 'and'.
- Now ask students to read the two simple sentences, then the compound sentence. Focus their attention
on the changes in the compound sentence.

Optional
- At this point, you may want to write some simple sentences on the board. You can also try to solicit
examples from the class. Then ask them to change them to compound sentences of this type.
- You may also ask two volunteers to write down compound sentences of this type on the board and
others compare them.
- You may also write some compound sentences of this type on the board and ask students to turn them
into simple sentences.

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Part two introduces the second type of compound sentence: Contrast.
- Focus students' attention on the illustrations and sentences.
- Remind students that compound sentences have more than one subject, one verb and a connecting word
that in this type, it is 'but'.
- Now ask students to read the two simple sentences, then the compound sentence. Focus their attention
on the changes in the compound sentence.

Optional
- At this point, you may provide students with some simple sentences. You can also try to solicit
examples from the class. Then ask them to change them to compound sentences of this type.
- You may also ask two volunteers to write down compound sentences of this type on the board and
others compare them.
- You may also write some compound sentences of this type on the board and ask students to turn them
into simple sentences.

Activity A asks students to complete the sentences with 'and' or 'but'.

- Ask students to work individually to do this activity.
- Allow them to compare answers in pairs before it is checked with the class.
- Have a few students read their answers for each item to the class, and have students with the same
answer raise their hands.

1. and
2. but
3. but
4. but
5. but

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Part three introduces the third type of compound sentence: Choice.
- Focus students' attention on the illustrations and sentences.
- Ask students to read the two simple sentences.
- Remind students that compound sentences have more than one subject, one verb and a connecting word
that in this type, it is 'or'.
- Now ask students to read the two simple sentences, then the compound sentence. Focus their attention
on the changes in the compound sentence.

Optional
- At this point, you may also ask two volunteers to write down compound sentences of this type on the
board and others compare them.
- You may also write some compound sentences of this type on the board and ask students to turn them
into simple sentences.

Part four introduces the fourth type of compound sentence: Result.

- Focus students' attention on the illustrations and sentences.
- Ask students to read the two simple sentences.
- Remind students that compound sentences have more than one subject, one verb and a connecting word
that in this type, it is 'so'.
- Now ask students to read the two simple sentences, then the compound sentence. Focus their attention
on the changes in the compound sentence.

Optional
- At this point, you may provide students with some simple sentences. You can also try to solicit
examples from the class. Then ask them to change them to compound sentences of this type.
- You may also write some incomplete compound sentences of this type on the board and ask students to
complete them.
- You may provide students with two related pictures and ask them to write at first two simple sentences,
then a compound sentence.

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Activity B asks students to complete the sentences with 'or' or 'so'.
- Ask students to work individually to do this activity.
- Allow them to compare answers in pairs before it is checked with the class.
- Have a few students read their answers for each item to the class, and have students with the same
answer raise their hands.
1. so
2. or
3. or
4. so
5. so

Note deals with two points:

1- In writing compound sentences, don't forget to use a comma (,) before the connecting words.

2. Replacing the repeated nouns with suitable pronouns is preferable.

- To emphasize these two points, you can refer to the examples again and check them as follows:

* I get up early in the morning, and I make an omelet myself.

* The book was boring, but Tom had to read it.
* You should do your homework, or you should wash the dishes.
* Saeed studied hard for the exam, so he passed it.

- As an extra activity, you may ask students to read the sentences of the activities A and B again and say
what nouns were replaced by pronouns.

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Activity C asks students to combine the two simple sentences to make a compound sentence. Have
students read the directions. Then ask them to read each one carefully and write a compound sentence.
You may go round the class and choose a different student to read each number. Ask the rest of the class
to check the answer and say if it is OK- and make corrections if it is not.
1. Joseph is very busy today, so he cannot watch TV.
2. My brother has a lot of books, but he never reads them.
3. We should do a lot of homework, but we don't have enough time.
4. Sepideh likes spaghetti, but her grandmother hates it.
5. You can buy this coat, or you can buy those shoes/ You can buy this coat, and you can buy those shoes.

Activity D asks students to complete the sentences in their own words.

- Have students focus their attention on the connecting words.
- Remind students that the answers may be different.
- Check answers with the class. For example, have a few students to read their answers for each one to the
class, and choose the best ones.

Optional
- Give each student three blank index cards.
- Divide the classroom into two teams.
- Tell each student to write one simple sentence on each card.
- Write each one of the seven coordinating conjunctions on index cards and invite one person from each
team to the front of the classroom.
- Fan out the four connecting word cards you wrote in your hand so that the students can't see what's on
them and allow each student to choose one.
- Each student then runs back to their team and tries to make as many compound sentences as they can by
combining the simple sentences their teammates wrote and the coordinating conjunction card they chose.
- After one minute, have students read their sentences aloud and give one point for each correctly formed
compound sentence.
- Repeat the process as many times as necessary.
- The team who created the most compound sentences correctly wins.

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Activity E asks students to write five compound sentences about themselves, their family and friends.
After ten to fifteen minutes, you may ask at least two volunteers to write down their sentences on the
board and others compare them, or ask more students how many compound sentences they were able to
write. Identify which ones are correct and explain incorrect ones.

Activity F, as a recognition exercise, asks students to go back to the Reading. Find three simple and three
compound sentences. Then underline the subjects and circle the verbs.
- Remind students that 'who' or 'what' the sentence speaks about is called the subject and what the
sentence says about the subjects is called the verb.

FANBOYS:
And, but, for, nor, or, so, and yet—these are the seven coordinating conjunctions. To remember all seven,
you might want to learn one of these acronyms: FANBOYS
** For shows reason or purpose (sometimes because can be used instead)
I go to the library, for I love to read.
While the word “so” introduces the “effect” part of a cause-and-effect relationship, the word “for”
introduces the cause.
** Nor shows a non-contrasting, negative idea. Adds more negativity.
He didn’t return my calls, nor did he respond to any of my texts.
While “and” is used to join two positive items together, the conjunction “nor” is used to pair two negative
items. It’s found either with the word “not” or with the word “neither.”
Note the word inversion that often accompanies this conjunction.
** Yet also shows contrast or exception.
He had been crying all day, yet the man made him laugh.
The conjunction “yet” is very similar to “but.” It means something like “nevertheless” or “but at the same
time.”
Don’t get this conjunction mixed up with the other usage of the word “yet.” For example:

• Did she call you back yet?

• Is your roommate awake yet?

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13. What you learned

Content: It has three parts: A, B, and C.

Objective(s): What You Learned aims at providing students with ‘fluency activities’ and giving
students the opportunity to put together whatever they have learned in this lesson.
Teaching Procedure: Go through each part and work on activities.

Part A is a listening task. Students should listen to an interview and fill in the blanks.

Dr. Asadi is answering this important question: “why is it important to care for our elders?” I
think first of all we need to remember that they are our mothers and fathers, and our first
teachers. They teach us how to love, how to care, how to give, how to forgive, and how to
accept. Second, elders have more knowledge and wisdom than any one of us. They’ve come so
far and they’ve learned so much, we have a responsibility to learn from that wisdom. But the
most important thing is their experience. We may or may not know of all the ups and downs
they’ve faced in life but they’ve definitely gained experience that is worth respecting and
learning from. Our elders may hide much pain from us because they don’t want us to feel the
pain, the least we can do is appreciate them for all that they’ve gone through and learn from their
insight into situations.

1. a. We can learn from their experience.

b. They teach how to love, how to care, how to give, how to forgive, and how to accept.
2. 1. Our parents are our first teachers. 2. We have to learn from their wisdom.
3. We have to respect our parents.

Part B is a reading task. The students should read the rest of the interview. Then they have to
underline all ‘passive coices’. have been brough up

They need to make three questions about the important points of this passage and answer them.
1. Why is our heritage important? It brings a sense of belonging.
2. What should we do about our culture and heritage? We have to protect them for our furture
generations.
3. What do our parents do for us? They are willing to tell us what set of rules and guidelines have
made them successful.

Part C is a role play. Ask students to take role and practice.

A: How can we learn from our parents in our lives? B: We should learn from their wisdom.

A: How important is it to protect our culture for our next generation? B: It brings a sense of belonging
and identity.

A: Why are our parents our blessing? B: They want the best for us and are willing to tell us what set of
rules and guidelines have made them successful.
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