Group1

Objective Why is it defective? Rewrite the objective you think

is defective
By the end of the lesson By the end of this lesson, Ss will
SWABT : be able to demonstrate their
- predict the main ideas of understanding of “Women’s
the text roles in society” by reading for
- survey the text specific information and then
- read for specific reviewing the information.
information
- understand vocabulary
from context
- recall and review
information

By the end of this lesson, By the end of this lesson, SWBAT

SWBAT: -Understand understand how women contribute
women’s right to work. in society development by
- These objectives are not
-Understand how reading, skimming and scanning
measurable; there is no
women contribute in society the text to extract important ideas
evidence if the objectives are
development. -Compare and then giving a summary of the
achieved or not.
educated women to non text.
educated ones
- These objectives do not
respect the form where both a
- Understand why women’s
during–reading activity and a
role is important -Read,
post-reading activity are
skim and scan the text to
mentioned. (by the end of the
extract
lesson, students will be able to
important ideas - Understand
show/demonstrate
vocabulary related the topic
understanding of (the title of
-Generate Ideas related the
the reading activity) by
to
(activity of the during-reading
topic
stage) and then (the post-
reading task) if times allows.)
By the end of the lesson, By the end of this lesson, SWBAT
-students will be able to state understand how women contribute
predictions concerning the in society development by doing
general idea of the text by skimming, scanning and
going comprehension assessment
through 5 words from the activities and then giving a
text and then reading the text summary of the whole session by
to check their answers. taking the role of the teacher.
-SS will be able to answer
questions in 3 during reading
activities by reading the text.
-SS will be able to give a
summary of the whole
session by taking the role of
the teacher.
A-

Nature of the listening text: 1-3-5-7-9-11-12

Planning decisions: 4-5-6-8-

Teacher management in the lesson: 2-4-5-8-10

B-

*Choice of topic:

-to choose interesting and engaging topics for students

*Creating listening tasks:

-to consider student’s needs and levels.

-to use tasks that will touch different student’s learning styles.

*Setting up listening tasks in the classroom:

-to use different listening tasks for different lesson stages.

-to use clear instructions

-to vary the interaction patterns.

-to provide enough time for each task

1- What makes a good listening text?

Listening texts need to be interesting and engaging, to have a good sound quality and to have an
understandable accent and to conform to students learning styles.

2- What is the difference between authentic and pedagogical listening text?

Authentic materials refers to the use in the teaching of texts, videos, selections, realia and other
teaching resources that were not specially prepared for pedagogical purposes. Whereas pedagogical
listening texts refers to textbooks and other specially developed instructional resources that have
been prepared to include a specific educational lesson.

*the main listening sources for students are dialogues and monologues, audio recordings, live
listening, news and radio genres, interviews, oral tests, conversations, plays, movies, instructions,
poetry, storytelling, listening to lectures, music and videos.

1 >> H
2 >> A

3 >> E

4 >> G

5 >> B

6 >> F

7 >> D