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An Evaluation of Pre – University Book One By: Mohammad Heidari Chegeni ( M.A. in TEFL) Autumn 1386 In God We Trust Introduction For years and years English text books for high school students in Iran placed the major emphasis on long grammar explanations and a great deal of exercises covering those points in details. Furthermore, selected reading sections were either too short having nothing special to convey or much too to be covered and discussed in one session. Some parts labeled as Language Functions aimed at oral presentation assumed to serve the communicative aspect of language learning (without paying attention to culture which made it impossible or at least to a large extent difficult to be useful in real situation use. ) The lessons either had no pictures or the pictures were only black and white in some cases somehow unclear or even misleading. Even the kind of the paper used was not in high quality. English book for Pre –University Students which was first published in 1383 and then revised in 1384 can be considered as a point of departure for a shift from such books mentioned above into reading based books after a relatively long period of time. The book consists of 8 lessons for an academic year. Lessons 1 to four are covered in the first term and lessons five to eight are for the second term. It has 97 pages , a map of the book, an introduction ( for teachers ) , how to study this book ( for the students) (pp. i – v ) , Review of English book3 (pp vi – viii ) , irregular verbs at the end of the book ( pp 80-82 ) , word list in alphabetical order ( pp 83 – 96 ) Idioms and Expressions ( p 97 ). Before You Read Each lessons begins with a part titled before you read accompanied by a picture related to the topic. An introduction has been mentioned at the bottom of the picture to help understand the lesson better. Some general questions covering ( to take care ) relating to the topic are introduced to be used as warm up activities. In lessons one and three we have tables with three columns (: 1. statement 2. Agree 3. Disagree) to encourage more students to take part in discussion as much as possible. In lesson two, a list of ideas about parts of a good speech has been mentioned (p. 12) which seems to be an activity of open ended questions to rank the items from the most important parts to the least important ones. In lesson four a drawing illustrating the different layers of the Earth has been provided for the students (and teachers as well ) to make the subject more fully understandable. This pre – reading section can play a better role to help students understand the main points of the reading in comparison to that of other high school books ( mainly using New Words which as the name itself implies is actually different from a real reliable reading activity). Reading section includes a lengthy text with main new words with their synonym or definitions in the colored right margin. Each reading section at least takes two session to be covered (if taught in a right, systematic approach). Lessons are about: Lesson one: Why Exercise Is Important Lesson Two: How to Give a Good Speech Lesson Three: Global Warming, Global Concern Lesson Four: Earthquakes and How to Survive Them Since these topics are attention arousing and to somehow related to daily events heard her and there ( in comparison to a reading like : The Little Old man Who Could not Read) it is more likely expected that many more students more willingly show their interest to participate in classroom discussions. Each reading has been divided into different paragraphs using headings. This makes it easier to survey and find the specific information. This can be helpful especially in planning or organizing more post reading activities (or questions) on the teacher's behalf. Other advantages of the book can be stated as following: 1. Comprehension Check: Here, Three different types of questions are planned so as to check students' understanding. These are : 1. (True - False – Not Mentioned ) 2. Multiple Choice Items 3. Finding the exact sentence from the text.(Copy Down …) The latter, in fact, is a kind of summarizing. Previously ,we had only true or False items to check a sentence which somehow suffered from the effect of guessing, but adding the third item ( Not mentioned ) leaves room to claim that this section has become more plausible and upgrades this type of exercise to the level of understanding. 2. Sentence Function Though limited in comparison to its first edition ( 1383 ) still, this part can be useful in comprehending and / or analyzing the sentences used in different texts of the book( and even applicable to unseen passages) to have a better command on arriving at the higher levels of reading process. 3. Reading Skills: Having a glance at reading skills ( though limited). This can be useful and positive for making students familiar with key concepts in managing reading unseen texts to serve as a means of gaining power in handling those of University Entrance Exam) 4. Focus on grammar: Presenting grammar via reading and making students subconsciously familiar with grammatical points is, in fact, a shortcut to get the gist of it. To be exact and precise, when students are referred back to the text or the examples used in it or taken from reading which has already been covered by the students, a warm and positive attitude is welcomed on their part which in its turn gives more reasons to accept the idea behind the fact that they are more confidently able to grasp those chosen parts for the grammar. 5. Plausible Body of Grammar : This acceptable feature ( except lesson four ) is another good point of it. 6. Vocabulary Review This part and variety used (completion Form, definition, and finding the words based on the word relations mainly, synonymy, antonymy, hyponymy, etc.) is admirable enhancing understanding of vocabulary. 7. Grammar Digest This section, briefly and directly, goes through the grammatical points of each lesson. Using bold face type to highlight the main points and remembering them more easily are of great value. 8. Other remarkable features In Brief : - colored pictures or illustrations - large size - up - to - date texts - giving the internet addresses - using tables - providing pronunciation of words in phonetic - word list SHORTCOMINGS Despite all these positive points and advantages mentioned above, it seems still there are some shortcomings or at least room to improvise the book. The followings are listed as cases in point: 1. The number of Multiple Choice ( M. C) : The number of Multiple Choice ( M. C) questions of reading is not adequate. In each lesson just one question is used. Since the format of questions in University Entrance Exam is in M.C. items it would be highly appreciated if more of this type had been used. 2. The above shortcoming, even more seriously, can be pointed out in grammar part where we find none. Claiming that the book is reading based is not / or can not be an acceptable excuse and in fact can't justify lack of this item. 3. Sentence Functions: The kind of exercise planned in the book are not of good quality. It was better to have a section covering the functions regarding identifying the kinds of functions and /or realizing their kinds in a given text. ( Not merely to write a sentence which does not seem to be an appropriate level itself; that is to say, making a sentence is at producing level and needs some steps to be taken before fulfilling this aim. As far as I have noticed and analyzed , for weak elementary and even intermediate students the job is not an easy one .Indeed , it's an elephant task. 4. Picking up the grammatical parts which can be used interchangeably ( to take care most of the time ) has made a dilemma for students in distinguishing and learning as well as for teachers in teaching and testing. As a case in point " when " and " as " ( time ) :obviously the definition used in grammar digest of lesson one is not as clear cut as the one mentioned here. There are cases in which they are used exactly the same with no difference ,with a bit difference / s and or preferred use. 5. One page 9 (Exercise two No.3) " Some people change their eating habits as they get older." Actually this is an example of "as" in proportion case which, now, has been deleted The Pre University book published in 1383 had used four different applications for "as". 6. On page 17, the book has presented an exercise followed by a table. There is question needing a big question mark. What's the use of this exercise? In stead of it, there were so many better activities to be used. The way of ranking is not clearly vivid and the comments which should be given all fall in the domain of imperatives (which is not a new category, discussed in details in English book 3, lesson 4) 7. Lesson 3 ( page 30. EX. No.3) and ( P. 31. EX. 2. No. 3) deal with reducing adjective clauses into adjective phrases. Regarding the explanation given in the book on active and passive structures ,these two exercises can not be justified and most colleagues have trouble with students doing them or have difficulty in justifying the issue. (To make the minds refresh, these two sentences fall in the domain of Semi – Passives). 8. On page 42. Grammar Digest : ( so + adjective ) I wish the structure dad been used as : ( so + adjective / adverb ) Since the second example of the same structure is: she ran so fast that she forgot to take her keys. Needless to say that in such a sentence " fast " is an adverb to modify the verb " run ". 9. On page 42, the structure :Such + ( adjective ) + noun it was be better to be used as Such ( a / n ) + ( adjective ) + noun and give an example for such an as well. ROOM FOR IMPROVISMENT Since the book place a huge amount of emphasis on" reading and vocabulary" I wish it had the following items to make it a more comprehensive and reliable book. 1. CLOZE TEXTS: (Each lesson should have had at least one cloze along with the reading.) 2. Review of Grammar: (at least after every two lessons and a general review at the end of each book). 3. Choosing Heading (To have a sample of final exam questions and to be in line with emphasizing headings, I wish there would be room for such a fruitful and valuable section).
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نوشته شده در سه شنبه هجدهم دی 1386ساعت 12:25 توسط محمد حیدری چگنی
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گروه آموزشی زبان انگلیسی سازمان آموزش و پرورش لرستان روز دوشنبه مورخه 23/7/ 86 از ساعت نه و سی دقیقه الی دوازده از آموزشگاههای شهرستان ازنا بازدید نمود. همچنین بعدازظهر همان روز از ساعت چهارده الی شانزده کارگاه آموزشی با حضور دبیران زبان انگلیسی این منطقه برگزار شد. ادامه مطلب |
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نوشته شده در دوشنبه سوم دی 1386ساعت 11:16 توسط محمد حیدری چگنی
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گروه آموزشی زبان انگلیسی سازمان آموزش و پرورش لرستان روز یکشنبه مورخه 20/ 9 / 86 از ساعت نه و سی دقیقه الی دوازده از آموزشگاههای شهرستان دلفان بازدید نمود. همچنین بعدازظهر همان روز از ساعت چهارده الی شانزده کارگاه آموزشی با حضور دبیران زبان انگلیسی این منطقه برگزار شد. ادامه مطلب |
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نوشته شده در دوشنبه سوم دی 1386ساعت 11:11 توسط محمد حیدری چگنی
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Offshore English is a term being used by many people for International English. It is the English spoken and written by non-native speakers in international communication. Many in business are starting to worry that native speakers are actually at a disadvantage in international communication. One case study that is quoted is of a contact to provide flight simulators to South Korea, where a French company won the contract because the buyers found it easier to understand the English spoken by the French that the English spoken by the British company. Many native English speakers feel little need to learn foreign languages, so they often lack understanding of the difficulties and problems learners face. They also don't see the need to modify their language for a foreign audience, so they use idioms, synonyms, colloquialisms, phrasal verbs, etc, without thinking of the impact this might have on a foreign businessperson. The English studied by non-native speakers tends to use a narrower core vocabulary, and given the similarities in courses in many parts of the world, often accentuated by the success of a relatively small number of course books, such as the Headway series, and the domination of a few examinations, IELTS, TOEFL, the UCLES suite, etc. This means that non-native speakers from different countries and cultures may understand each other more easily than they do the native speaker. Few native speakers outside the world of ESL teaching have much idea of what non-native learners are taught, and think that as their English is native speaker level, they speak it better than their non-native counterparts. This unawareness is starting to cause problems that businesses are beginning to identify, and courses in Offshore English are now being offered to native speakers in an attempt to train them to speak the kind of English that will make it easier for non-native speakers to understand, enabling them to win more contracts. Related Articles
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نوشته شده در دوشنبه سوم دی 1386ساعت 10:53 توسط محمد حیدری چگنی
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گروه آموزشی زبان انگلیسی سازمان آموزش و پرورش لرستان روز یکشنبه مورخه 18 / 9 / 86 از ساعت نه و سی دقیقه الی دوازده از آموزشگاههای منطقه ویسیان بازدید نمود. همچنین بعدازظهر همان روز از ساعت چهارده الی شانزده کارگاه آموزشی با حضور دبیران زبان انگلیسی این منطقه برگزار شد. ادامه مطلب |
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نوشته شده در دوشنبه سوم دی 1386ساعت 9:53 توسط محمد حیدری چگنی
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گروه آموزشی زبان انگلیسی سازمان آموزش و پرورش لرستان روز سه شنبه مورخه 6 / 9 / 86 از ساعت نه و سی دقیقه الی دوازده از آموزشگاههای منطقه معمولان بازدید نمود. همچنین بعدازظهر همان روز از ساعت چهارده الی شانزده کارگاه آموزشی با حضور دبیران زبان انگلیسی این منطقه برگزار شد. ادامه مطلب |
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نوشته شده در دوشنبه سوم دی 1386ساعت 9:52 توسط محمد حیدری چگنی
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گروه آموزشی زبان انگلیسی سازمان آموزش و پرورش لرستان روز دوشنبه مورخه 12 / 9 / 86 از ساعت نه و سی دقیقه الی دوازده از آموزشگاههای منطقه سیلاخور بازدید نمود. همچنین کار گاه آموزشی به صورت موردی برگزار شد. ادامه مطلب |
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نوشته شده در دوشنبه سوم دی 1386ساعت 9:49 توسط محمد حیدری چگنی
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گروه آموزشی زبان انگلیسی سازمان آموزش و پرورش لرستان روز دو شنبه مورخه 14 / 8 / 86 از ساعت نه و سی دقیقه الی دوازده از آموزشگاههای منطقه زاغه بازدید نمود. بدلیل عدم حضور همکاران و نداشتن تدریس در این روز کارگاه آموزشی به صورت موردی برگزار گردید. ادامه مطلب |
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نوشته شده در دوشنبه سوم دی 1386ساعت 9:48 توسط محمد حیدری چگنی
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گروه آموزشی زبان انگلیسی سازمان آموزش و پرورش لرستان روز چهار شنبه مورخه 14 / 9 / 86 از ساعت نه و سی دقیقه الی دوازده از آموزشگاههای منطقه رومشگان بازدید نمود. همچنین بعدازظهر همان روز از ساعت چهارده الی شانزده کارگاه آموزشی با حضور دبیران زبان انگلیسی این منطقه برگزار شد. ادامه مطلب |
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نوشته شده در دوشنبه سوم دی 1386ساعت 9:47 توسط محمد حیدری چگنی
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جدول طرح درسهای مشخص شده برای نواحی و مناطق لازم به ذکر است طرح درس شامل یک درس کامل باشد
کتاب اول : اشترینان – پاپی – زاغه – ززو و ماهرو کتاب دوم : چگنی – معمولان – ویسیان – الشتر- طرهان کتاب سوم : نورآباد – رومشگان – سیلاخور – چغلوندی کتاب پیش دانشگاهی یک : ناحیه یک خرم آباد – بروجرد – دورود – پلدختر کتاب پیش دانشگاهی دو : ناحیه دو خرم آباد – الیگودرز – ازنا - کوهدشت
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نوشته شده در دوشنبه سوم دی 1386ساعت 9:40 توسط محمد حیدری چگنی
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Yalda is a Serian word which in Persian means Birth. ادامه مطلب |
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نوشته شده در دوشنبه سوم دی 1386ساعت 9:32 توسط محمد حیدری چگنی
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نوشته شده در دوشنبه سوم دی 1386ساعت 9:22 توسط محمد حیدری چگنی
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Anne Frank Anne Frank ’ s life was short and tragic. Yet her brave spirit has survived in her diary. She wrote this diary while hiding from the Nazis during World War II (1939-1945). Anne Frank was born in HIDDEN AWAY Anne ’ s father prepared a hiding place for his family. He sealed off several rooms at the back of his office building, and he covered the entrance with a movable bookcase. In July 1942, Anne, her mother and father, her sister Margot, and four Jewish friends stepped behind the bookcase into the hidden rooms. The Frank family and their friends stayed shut away in secret for over two years. Brave friends risked their lives to bring them food. But constant fear and loss of freedom were hard to bear. For comfort, Anne started to write a diary. She was very good at expressing her thoughts and feelings in words. HOPES FOR THE FUTURE Anne was 13 when she started to write. Her diary reveals that, just like other teenagers, she looked forward to adult life. She hoped to have a career as a writer, and she longed to find love. She had high ideals and wished “ to be useful or give pleasure to people around me. ” Throughout her time in hiding, Anne maintained her faith in human nature. She wrote, “ In spite of everything, I still believe that people are really good at heart. BETRAYED In 1944, the Frank family ’ s hiding place was betrayed to the Gestapo (German secret police). Anne was sent to the Bergen- Belsen prison camp in Anne Frank ’ s story still inspires people to fight against all kinds of discrimination.
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نوشته شده در دوشنبه سوم دی 1386ساعت 9:18 توسط محمد حیدری چگنی
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به نام ایزد یکتا با سلام و احترام در خصوص سوال هماهنگ استانی درس زبان انگلیسی 2 خرداد ماه 1386 به استحضار می رساند این آزمون از جنبه های مختلف دارای ایرادات و اشکالات فنی متعددی بوده که مهم ترین موارد به شرح ذیل تقدیم می گردد: ◄ غلطهای تایپی و املایی : 1 – ◄ در قسمت املا کلمه P - - litics حروف جا افتاده دو مورد مشخص گردیده که می بایستی یک مورد باشد. 2- ◄ ضمن احترام به طراح محترم به نظر می رسد ایشان کلمه them را به طور صحیح نمیدانسته چون در تمام موارد استفاده از این کلمه در این آزمون آ ن را به اشتباه به صورت theme به کار برده است. موارد: ◄ در املا ء : theme ............ ◄سوال 14 : theme to ............ ◄سوال 19 : themeselves گزینه d ............ 3- در سوال 36 از کلمه requare به جای کلمه require استفاده شده است. 4 – مواردی که یک کلمه به اشتباه از هم جدا شده و باعث سر درگمی دانش آموزان می شود: ◄سوال 5 : ◄ some times ◄سوال 13 : ◄ a gainst ◄سوال 17 : ◄ تمام گزینه ها ◄سوال 19 : ◄ تمام گزینه ها ◄سوال 44 : ◄ birth day ◄سوال 51 : ◄ : pur poseگزینه d 5- عدم استفاده از حروف بزرگ( capitalization ) یا استفاده نا درست از آنها: ◄ در مجموع 66 مورد. 6- عدم استفاده از نشا نه های علا مت گذاری( Punctuation marks ): ◄سوال 19 : wont گزینه b ........... ◄ به جای استفاده از won’t ◄سوال 19 : cant گزینه c ............ ◄ به جای استفاده از can’t ◄سوال 47 : whats به جای استفاده از What’s 7-◄ تا آنجا که در کتابها ی مختلف دیده شده متضاد را در حالت استفاده از علامت به صورت # نشان می دهند اما در این امتحان از علامت = که خاص مترادف است استفاده شده است. 8 – ◄عدم رعایت بارم : موارد: ◄ به قسمت تلفظ 3 نمره اختصاص یافته است. ◄ با توجه به 40 نمره ای بودن امتحان از قسمت reading کتاب می بایست 4 نمره به سوالا ت درک مطلب کوتاه( mini – comprehension ) اختصاص یابد که در این امتحان خبری از این حالت وجود ندارد. ◄عدم هماهنگی بین بارم قید شده در سمت چپ با بارم قید شده در جلوی عنوان سوال مورد : ◄ (سوال 8 ) 9-◄ تکرار یک هدف آموزشی در سوالات: به نظر می رسد در این امتحان مهم ترین هدف مورد سنجش قسمت جملات شرطی( If Clauses ) بوده است چرا که 6 بار این موضوع مورد تست قرار گرفته است. موارد: ◄ سوالات : ( شکل )15 – 16 – 18 – 40 – 49 - 60 10-◄ غلطهای علمی : ◄در سوال 13It’s against the ……..make children work….. می بایست به صورت It’s against the ……..to make children work….. مورد استفاده قرار می گرفت. ◄سوال 19 : از نظر نوع طراحی سوال مطابقت با ساختارهای ضمایر خودی ندارد. به نظر می رسد این امر ناشی از عدم تشخیص و تمایز بخشیدن در کاربرد ضمایر انعکاسی و تاکیدی باشد. 19. Let’s paint…………… the house. ►► Let’s ………….. paint the house. ◄سوال 37 : - عبارت………before he come در نوع خود منحصر به فرد و نوین است. ◄سوال 40: عبار ت داخل پرانتز ( be fore ) قید گردیده که از لحاظ معنایی و دستوری هیچ ارتباطی به جمله اصلی ندارد ودر اصل می بایست به صورت ( be free ) به کار می رفت. 11-◄ عدم توجه به اینکه یک سوال راهنمای پاسخ سوال یا سوالات دیگر نباشد: موارد: ◄ در قسمت املاء : ( br - - th ) قید شده که در سوال 6 کلمه breathe به کار برده شده است. ◄ سوال 38: کاربرد فعل بعد از want ) همراه با مصدر با to ( مد نظر بوده غافل از آنکه دو بار از این ساختار استفاده شده است:
55 ► If you want to
58: ► doesn’t want to work ……. سوال► ◄از ویژگیهای مهم هر امتحان قید نمودن مدت امتحان – تعداد صفحات و ذکر شماره صفحه در پایین ( یا در قسمتی دیگر )از ان صفحه می باشدکه در این امتحان هماهنگ استانی به آن توجه نشده است. ◄عدم رعایت روشن بودن طرح سوال با عبارات دقیق و گویا : در بعضی از سوالات عبارت به کار رفته با نوع هدف مورد سنجش مورد نظر همخوانی وجود ندارد که این امر باعث سردرگمی دانش اموزان در جوابگویی به سوالات می شود. ◄قسمت 8 : عبارت اصلی : ◄ شکل صحیح کلمه داخل پرانتز را بنویسید. ◄سوال 41 – 42 از همان قسمت نیاز مند دوباره نویسی ( Rewrite) هستند که می بایستی ساختار جملات فوق تا حد زیادی تغییر نمایند و ارتباطی به شکل صحیح کلمه داخل پرانتز ندارند .( تا آنجا که میدانیم کلمه no و any فقط به همین شکل به کار می روند و درست هم در نظر گرفته می شوند. ) در مجموع با اطمینان و شهامت می توان عنوان نمود که سوالات این امتحان از روایی لازم چه از نظر عینی وچه از نظر محتوایی و به تبع آن از قوه تمیز به اندازه کافی برخوردار نبوده اند. در خاتمه آنچه جای تامل و اندیشه بسیار دارد معیار انتخاب این همکار محترم به عنوان طراح سوال هماهنگ استانی دارد.امر خطیر آزمون سازی تکمیل کننده و آیینه تمام نمایی است که میتوان بسیاری از کاستی ها و مشکلات مرتبط به امر تدریس را در آن دید و نسبت به محو نمودن و یا حداقل به کاستن آنها کمر اهتمام بست . مضاف بر تمام اینها بیایید حتی برای لحظه ای هم که شده با خود خلوت نموده و بیندیشیم که اگر همکاری از گروه زبان انگلیسی در استانی دیگر این سوال هماهنگ استانی را ببیند چه قضاوتی در مورد این استان – وضعیت آموزش و میزان بها دادن به امر تدریس و سنجش و ارزشیابی در آن خواهد نمود؟در جواب اولین گزینه متبادر به ذ هن این همکار که :" مشت نمونه خروار است" چه باید گفت؟ چه باید کرد؟ آیا برای همکاران دلسوز و پر تلاش گروه زبان انگلیسی در استان لرستان نباید این حق را قائل شویم که با ابراز تاسف فراوان از چنین سوال هماهنگ استانی تفکر حاکم و جاری در بین مسئولین و متولیان امر آموزش را به تاملی ژرف و باز نگری اصولی و منطقی در این زمینه فرا بخوانند. تا آن روز موعد - به امید آن روز
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نوشته شده در دوشنبه سوم دی 1386ساعت 9:14 توسط محمد حیدری چگنی
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ادامه مطلب |
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نوشته شده در دوشنبه سوم دی 1386ساعت 9:5 توسط محمد حیدری چگنی
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"That they live as if they will never die, منبع : http://www.avayedel.com/1386/06/01/the_interviwe_with_god/ به پیشنهاد خانم معصومه هدایتی دبیر زبان شهرستان ازنا |
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نوشته شده در دوشنبه سوم دی 1386ساعت 8:44 توسط محمد حیدری چگنی
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درباره |
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صفحه نخست پست الکترونیک آرشیو وبلاگ عناوین مطالب وبلاگ |
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نوشته های پیشین |
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دی 1388 آذر 1388 اردیبهشت 1388 آبان 1387 بهمن 1386 دی 1386 آذر 1386 آبان 1386 |
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