In the name of God

Farhangian University of Zanjan

Internship Report 3

Supervisor:
Dr. Moradi Joz

By
Zohreh Mokhtari

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Contents Page
Introduction………………………………………………………...........……………………………….……………………3
Summary of internship 1……………………………………………………….........………………….……...….….……7
Summary of internship 2……………………………………………………………..........……….………..……………11
My characteristics as a student teacher…………………………………………….........…………………….………12
First instructional design …………………………………………………………………..........……………….……….14
First instructional design analysis………………………….………………………….………….........……..………..19
Second instructional design .......................................................................................................…...21
Second instructional design analysis ……………………………………………………..…………........….……….27
Third instructional design ……………………………………………………………………………..........…….……..29
Third instructional design analysis …………………………………………………………………….........…..…....33
Fourth instructional design …….…………………………………………………………………………..........………35
Fourth instructional design analysis……….……………………………………………………….….........…………42

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Introduction

Generally, an internship is a structured work experience related to a student's major and career
goal. It’s an experience that should enhance a student's academic, career, and personal development.
Mostly, the internship course last one academic term or multiple academic terms in length and it
can be paid or unpaid. In particular, student teacher internship programs are designed to aspiring
teachers for their future in education.

Internship truly is a two-way street. Firstly, teacher students gain useful knowledge and that helps
to prepare them to become successful teachers; and secondly, they serve as a “second adult” in the
classroom who help teachers work effectively with students. Student teachers do more than simply
assist teachers in the classroom; there is a shortage of hands in every school, so student teachers
sometimes help deputies to do administrative work. They also bring new ideas and perspective that
is refreshing and inspiring.

There are numerous benefits in joining a student teaching internship. Two of the most important
are the classroom teaching experience and a chance to work under supervision of experienced
teachers. In addition, student teachers will have opportunities to see how a school operates, get
feedback on their teaching skills, and learn how to discipline, attend teacher meetings, and serve as
part of an educational team.

During the internship course students observe the classes, teach to the students, create lesson
plans, gradually assume responsibility for teaching, and learn to be responsible for administrative
duties associated with the classes. Student teachers will learn the details of teaching from their
mentor, including ways to improve their teaching, how to maintain classroom discipline, how to
plan successfully, and how to deal with students with different abilities or learning problems.

During internship 1, I just observed the classes and reported on physical condition of the school,
educational issues, administrative issues and human relationship. During internship 2, I conducted
5 action researches which some of them were implemented and some were not. Internship 3 is about
reflective practice.

Generally, reflective practice involves thinking about and critically analyzing one's actions with
the goal of improving one's professional practice. Engaging in reflective practice requires individuals

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to assume the perspective of an external observer in order to identify the assumptions and feelings
underlying their practice and then to speculate about how these assumptions and feelings affect
practice.

Particularly, Reflective Practice is a way that helps teachers to improve their professional
development. The role of reflective practice in teaching is looking at what you’ve done as a teacher
in the classroom, thinking about why you’ve done it, and thinking about if it works. Simply speaking,
it’s a process of self-observation and self-evaluation. Reflective teaching is a personal tool that
teachers can use to observe and evaluate the way they behave in their classroom. It can be both a
private process as well as one that teachers discuss with the colleagues. When they collect
information regarding what went on in their classroom and take the time to analyze it from a
distance, they can identify more than just what worked and what didn’t. This kind of self-awareness
is a powerful tool for a teacher, especially when so much of what and how they teach can change in
the moment.

Reflective teaching is about more than just summarizing what happened in the classroom.
Reflective teaching is a quieter and more systemic approach to look at what happened. It requires
patience, and careful observation of the entire lesson experience.

Reflexive practice is not identical to action research. They have some similarities; for example, in
both, reflection on experience is seen as potentially transformative of the individuals and situations
involved. Actually, reflective practice can be a useful precursor to action research but it is not the
same as it. Reflective practice can be defined as the specific application of experiential learning to
activities carried out as part of one's profession or job. Action research, by definition, always involves
such strategic action. By contrast, strategic action is not integral to reflective practice.

Reflective practice has many benefits for both teachers and students. A reflective approach to
teaching involves changes in the way we usually perceive teaching and our role in the process of
teaching. Teachers who explore their own teaching through critical reflection develop changes in
attitudes and awareness which they believe can benefit their professional growth as teachers, as well
as improve the kind of support they provide for their students. Like other forms of self-inquiry,
reflective teaching is not without its risks; however, teachers engaged in reflective analysis of their

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own teaching report that it is a valuable tool for self-evaluation and professional growth. Reflective
teaching suggests that experience alone is insufficient for professional growth, but that experience
coupled with reflection can be a powerful impetus for teacher development.

During internship 3, I’ve taught 4 different parts of the 10th grade book based on special kind of
lesson plan which consists of these parts:

A. general information about the session.

B. Content (concept or skill) that is taught.

C. Learning outcomes: learning outcome is what students are supposed to know or do when the
process of teaching is completed.

D. Teaching process: Teaching process itself has seven main parts:

1. Relating

This step is used to provide learners with a learning opportunity that is related to the examples,
issues, problems, scenarios and challenges that they face in their real life.

2. Experiencing

This step is the central part of the teaching process which provides students with an authentic
learning opportunity that is tangible, promote creativity, encourage students to explore the
relationship among different variables and think about new ideas.

3. Applying

This step is used to create a relationship between practice and theory. So in order to help students
achieve a deep understanding we try to apply what was learned in the previous steps.

4. Sharing

In this step, we try to promote teamwork among the students and we try to encourage student to
interact with each other, explain thing to each other, collect data, analyze it and look at the issue
from different points of view.

5. Transferring

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 In this step, students are asked to extend the knowledge that they’ve gained from one situation to
new ones.

6. Learning assessment.

In this step, I design some activities to understand whether students have learned what I’ve taught
or not. Well-designed assessment can encourage active learning especially when the assessment
delivery is innovative and engaging. Peer and self-assessment, for instance, can foster a number of
skills, such as reflection, critical thinking and self-awareness – as well as giving students insight into
the assessment process.

Lesson plan analysis

After writing the lesson plan and teaching the subject matter based on it, I reflected on my
teaching experience by looking at what I’ve done in the classroom, thinking about why I’ve done it,
and thinking about if it’s worked. Then I analyzed my teaching experience that is written down on
the analysis table after each lesson plan. Actually, it was a process of self- observation and self-
evaluation

This report consists of the summary of internship 1 and 2, my characteristics as a student teacher
and 4 lessen plans and with their analysis and reflections on them.

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Summary of internship 1

During the first internship course, we just observed the school without teaching the students. The
school to which I was sent was Farzanegan High school which is a very selective school, admit a
relatively small number of highly achieving students each year and is highly desired by both students
and their parents. The first internship report consisted of four main parts: physical condition of the
school, educational report, administrative report and human relationship.

1. Physical condition of the school

Farzanegan High school is located on Khorramshahr Street in a residential area. Physically

speaking, the school was well-equipped and well-designed. The school was a two-story building and
there were approximately 400 students in the school. It consisted of library, language laboratory,
head office, deputy office, staff room, counselling room, kitchenette, computer site and 16 classes.
The classes were relatively small, but they were all equipped with projectors. So many studies are
conducted to examine the effect of physical classroom environment on students’ learning and
motivation. These studies have shown that classroom environment plays a crucial role in keeping
students engaged and allowing them to be successful with in the classroom. Even adapting the
lightening or temperature of the room can increase the effectiveness of instruction in the classroom
students will look for anything to distract them from the lesson, regardless of how trivial it may seem.
Fortunately, all the distracting problems that could be created by stuff such as temperature, light or
sound had been removed in Farzanegan High school classrooms.

The school budget of public schools are normally low, but in Farzanegan High school besides the
normal school budget, they received school fees and tuitions from the parents. As a result of this,
they had reconstructed some parts of the school which in my opinion was unnecessary. For instance,
they reconstructed the staff room and there was flooring transition from mosaic flooring to parquet
flooring. In my opinion, this reconstruction was unnecessary and they could not manage the school
budget in a good way. The budget could be spent on more serious issues like buying new books for
the library or purchasing new equipment for the science laboratory.

2. Human Relationship

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 During internship 1, 2, and 3 my cooperating teacher was Ms. Rafiei. She was kind, committed,
friendly, and behaved in a social and compassionate way. I was really worried at first about the
guiding teacher because I’ve heard that some of them don’t allow students to observe their class.
Fortunately, my guiding teacher was not aggressive or indifferent to me. Other school staff treated
me differently; some of them treated me with respect but some especially the headmistress treated
me coldly.

Another aspect of human relationship that should be taken in to consideration is teacher- student
relationship which is very important for students who spend approximately 5 to 7 hours a day with
teacher for almost nine months. If the teacher starts to understand his/her students (most of them
don’t do that), there will be a good relationship. If student- teacher relationship is good, students
will have more respect to their teacher, but if that relationship is bad, then going to school will be
the biggest nightmare for teachers and students. Regarding the teacher-student relationship, Ms.
Rafiei had some positive and negative points. The weak points were not greeting the students
properly, not having enough non-verbal interaction with students, talking with a monotonous voice,
poor classroom management and not being firm. On the other hand she had some positive points
like respecting students and their ideas.

Another aspect of human relationship is teacher-teacher relationship. Effective teacher-teacher

communication is vitally essential to be a successful teacher. Regular collaboration and team
planning sessions are extremely valuable and will have a positive impact on teacher effectiveness.
Considering teacher-teacher relationship, Farzanegan High school had a friendly and warm
atmosphere. Teachers did not talk behind each other’s back and they did not discuss their coworkers
with the students.

All in all, in this school too much attention is dedicated to students and their progress. The
headmistress, deputy and teachers had a good relationship with students. Similarly, students had a
positive attitude toward the school, teachers and classroom and there was a mutual respect among
them. As a result of this, based on Krashen’s affective filter hypothesis, certain emotions, such as
anxiety, self-doubt and more boredom interfere with the process of acquiring a language. They
function as a filter between the speaker and listener that reduces the amount of language input the
listener is able to understand.

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3. Educational Report

One of the advantages of joining a student-teacher internship is gaining classroom teaching

experience by observing the way that the teacher teaches. Educationally speaking, in my observation,
I analyzed the cooperating teacher’s teaching process. The positive aspects were:

1. Having a lesson plan: The teacher had daily and annual lesson plan and she had plan for each
session which helped her to be clear about what she wanted teach.

2. Using inductive approach in teaching grammar: One of the positive points about Ms. Rafiei
was that she taught grammar inductively. I mean that firstly the teacher provided students with some
examples and then she asked them to find the rules. Inductive approach is more student-centered
compared to deductive approach in which the points of English are explicitly stated. I personally
prefer inductive method because it’s very effective in long term and it relies on student’s critical
thinking to figure out the language and as s result of this they gain deeper understanding of the
language.

3. Using indirect ways to correct students’ mistakes: Ms. Rafiei used indirect ways to correct
students’ mistakes like self-correction most of the time. For instance, she asked students to make a
choice between what they had said wrongly and an alternative answer. Indirect feedbacks are more
effective than direct ones because indirect correction of errors is left to the students.

Negative points about Ms. Rafiei’s teaching were:

1. Lack of classroom discussion: There was no classroom discussion and the teacher did not ask
students’ ideas about the reading passage. I personally think that classroom discussion is an
instructional strategy that is easy to use and often quite successful at accomplishing a number of
learning goals like making the classroom more interesting, increasing students’ involvement and
developing students’ speaking skills.

2. No extracurricular activity (regarding the English language): Most of the students of the classes
that I observed during internship 1 to 3 were at the advanced level. Unfortunately, no extra-
curricular activity, regarding English language was designed for them. They were at the level that
they could read simple novels or novellas like Animal Farm, Lord of the Flies and the Old Man and

9
the Sea. They could have read some pages of the novels at home and then they could discuss those
pages together at the class. Also, they could read short stories at home and then they could discuss
the plot, character, theme, setting and conflict of that short story at school.

3. Using Persian language in the classroom: My guiding teacher used both Persian and English
language at school to communicate with the students. When she was teaching the lesson she
primarily used English language and sometimes she just said the Persian equivalent of some English
words. When she wanted to communicate with the students and she was not teaching, she
sometimes used English and sometimes used Persian language; I think that the teacher should
consider students’ level and based on that she should decide whether to use students’ native language
or not. When the learners are at the advanced level the native language should be prohibited.

4. Administrative Report

The last part of the first report was about administrative issues like responsibilities of the head
mistress, executive deputy, technological deputy, counsellor, librarian and laboratory officer. Also I
talked about some bylaws and circulars that were installed on the walls of the school or on the
bulletin boards like Fundamental Reform Document of Education( FRDE) in Islamic Republic of
Iran, statement of school commission, teacher’s contract of virtue and Hijab, administrative
violations and punishments, library rules and regulations, lab safety rules, students’ disciplinary rules
and regulations, Entrance requirements for Farzanegan High School, computer site rules and
regulations and the rules for evaluating teachers’ books and articles.

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Summary of internship 2

During internship 2, I went to the same school that I had gone for the first one, but in this course
I conducted action research which is the study carried out in the course of an activity or occupation,
typically in the field of education, to improve the methods and approach of those involved. Actually,
during Internship 2, I tried to find solution to the problems that I have encountered during my
internship course at Farzanegan High school.

The Problems and the area they belonged to are summarized in the table below:

Title of the problem Area

1 The problem of reading mathematics in Designing learning activity to increase

the English class students’ involvement

2 The problem of having one Designing learning activity to eliminate

intermediate student in an advanced educational backwardness
class

3 The problem of highly competitive Designing learning activity to improve

educational atmosphere students’ emotional function

4 The Problem of perfectionism Designing learning activity to improve

students’ emotional function

5 Worrying too much about university Designing a learning activity to improve

entrance exam (Konkur) and lack of students’ creativity and critical thinking
creativity and critical thinking

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My Characteristics as a student teacher

I’ m Zohreh Mokhtari, an English teaching student at Alzahra Teacher Training Center of Zanjan.
I’ve passed Internship 1, 2 and 3 at Farzanegan High school which is a special school for gifted and
talented students. As I told in my summary of internship 1 and 2, comparing to the normal public
schools, this school, was well-equipped and had professional teachers. My cooperating teacher,
during these three courses was Ms. Rafiei who was both knowledgeable and well-behaved.
Considering these three courses and as a future EFL teacher, I came to the conclusion that there are
certain characteristics that a good EFL teacher should possess:

1. Professional Knowledge

Generally, an effective teacher must have different types of knowledge like knowledge of the
curriculum, materials, and programs, knowledge of the principles and strategies that constitute
classroom management and organization, knowledge of the student population, knowledge of the
particular educational context they are teaching in, knowledge of educational aims and values and
knowledge of technology.

An EFL teacher, particularly, must have pedagogical knowledge like phonological knowledge,
vocabulary knowledge and grammar knowledge. If an English teacher has a good intonation, accent
and uses correct grammatical patterns, then the students will consider that teacher more
knowledgeable and they get absorbed to her classes.

2. Personality

To what extent personality factors relate to teaching effectiveness has been the topic of numerous
studies. Personality factors like patience, warmth, creativity, humor, and outgoingness to be
indicative of effective teaching. For instance, in the movie Dead Poets Society there was a teacher
who had unorthodox methods, believed in his students, offered them guidance and supported them;
as result of this the students were absorbed into the character of that teacher.

3. Good Communication Skills

Highly effective teachers must be good communicators as they are required to articulate ideas,
talk about issues, and express their beliefs and values about teaching. Since teachers take on

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numerous roles in their classrooms and in the workplace, they must be skilled at conflict resolution
as well.

4. Commitment to Lifelong Learning

Effective teachers are concerned with their self and professional development and regularly reflect
on what they do in their classrooms. They also engage in strategic career planning, which, for many
teachers, means assuming a leadership position.

5. Dedication

The teachers who care the most, get the most out of their students and their students get a better
English education. Dedication in ESL teaching is about putting real thought and effort into every
lesson plan.

6. Organization

A good EFL teacher should be organized and writing a lesson plan is one of the ways to be
organized. Writing a lesson plan doesn’t guarantee a good class but it’s definitely the first step
towards greatness. For each activity the teacher must ask himself or herself about the activities that
she or he is going to do, how long it is going to take, what skills the students are going to be practicing
and where they are going to be- in their chairs, moving around or in pairs, on the floor.

7. Fun

A good teacher must have good sense of humor and show his or her lighter side especially when
she or he working with younger kids. This doesn’t mean being a clown, but it absolutely means:
smiling, praising and making jokes.

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 First instructional design

School name : Farzanegan High School Grade: 10th grade

Subject: English language Topic : Lesson 1

Session duration: 75 minutes Cooperating teacher: Ms. Rafiei

Content:

Reading(Page 22 to 23)

Endangered Animals, endangered Iranian animals, Iranian cheetah, ways to prevent animal
extinction

Learning outcomes:

1. Providing students with comprehensible outcome.

2. Learning words and new vocabulary about animals and endangered animals.

3. Learning about Iranian endangered animals.

4. Learning about ways to prevent animal extinction.

Step Teaching process Time Material

1. Warm Up and At first, I am going to enter the class, greet the 10 minutes A video
Relating students and call the roles. Secondly, I’m projector,
going to show some pictures of endangered
a lap top,
animals like pandas, tigers and whales to the
students. After that I will ask student some
questions like “what is an endangered
animal?”, “Why are some species
endangered?”, “what are some endangered
Iranian animals” or “How can we prevent
animal extinction?”

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Guidance and Encouraging students to participate in the
feedback discussion and helping students to answer the
questions.

Analysis and Pictures are beneficial to the process of

interpretation teaching; They develop potential for deeper
learning of the subject, improve audience
focus and

2. Sharing This step is used to provide learners with an 15 minutes

Experiences authentic learning opportunity that is
tangible. So I’m going to try to make a
personal connection between the content of
the book and students’ experience. I’ll ask
students questions like “Have you ever seen
an endangered animal” or “Have you ever
read any article about endangered animals?”
or “Have you ever watched any movie or
documentary about endangered animals?” or
“Do you have any kind of pet?”

Guidance and Encouraging students to talk about their

experience and listening to them attentively
feedback
while they are talking.

Analysis and This step will encourage students to talk

interpretation about their personal experiences, motivate
them and engage them in the discussion, but
weak students who don’t have that much
communicative skill will remain silent at this
step.

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3.Implementation At this step, firstly, I’m going to ask students 20 minutes Book, speaker,
to read the reading text to get the main idea. book’s audio
Secondly, I am going divide students into file
groups and I will ask each group to summarize
one paragraph of the text. Thirdly, I’m going
to play the audio file of the reading text for
the students. Fourthly, I’ll tell the meaning of
new words of the passage and Finally, I will
ask them to give me the summary of the whole
text.

Guidance and Definitely while students are making

feedback questions or telling their summaries, they will
make some mistakes, but I won’t correct their
mistakes directly and I will give them indirect
feedbacks like repeating what they have said
wrongly with a questing voice.

Analysis and This step may be beneficial but because it is

interpretation voluntary, again some students might remain
silent.

4. Sharing At this stage, I will divide students into groups 15 minutes flashcards
of three or four. Then I will distribute some
flashcards among students. On one side of
each flash card there is information about one
endangered animal and on the other side of
the flash card there is the name of that
endangered animal. In each group, one of the
members will read the information for other

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 members and they will make guess about the
name of the endangered animal.

Guidance and I will fully explain the procedure before

feedback dividing students into groups and while
students are doing this activity, I will move
around the class and monitor the groups to
make sure that they all participate in the
group work.

Analysis and Group work is beneficial to the process of

interpretation learning. It will give the learners more
speaking time; change the pace of the lesson;
take the spotlight off me and put it into the
students and allow them to mix with each
other in the group.

5. Transferring to At this step, I am going to play a video for the 10 minutes

new situation students about endangered animal and ask
the students to give me the summary of the
video.

Guidance and At this step, if the video includes new words

feedback that understanding them facilitate students’
understanding of the video, I will correct
students the meaning of the new words. Also,
if students make a mistake, I will correct them
incorrectly.

Analysis and Because students are at the advanced level, I

am going to ask them to give me the summary
interpretation
of the video, but if they were lower-

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 intermediate or intermediate learners, I
would ask them to tell me only some words,
phrases or sentences of the video.

Using videos will increase visual, improve

audience focus and activate 2 senses out of
five.

6. Evaluation At this step, to evaluate students’ learning I 5 minutes

will ask them some questions from the
reading passage like the name of endangered
animals, the reason of this phenomenon and
the ways to prevent it.

Homework I am going to ask the students to write a

assignment composition about endangered animals in
Iran by using the reading vocabulary of the
book and bring it to the class with themselves
for the next session.

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 First instructional design analysis

School: Cooperating Teacher: Session: Date :

Farzanegan High School Ms. Rafiei The Third Mehr 23rd

My Challenge as a I expect myself to be able to control the class and make students interested in
student teacher the lesson so they will cooperate with and follow my directions.

Predictions Incidents My reflections

1. I will control the class. 1. Unlike my prediction, the 1. A meek teacher is not a weak
laptop did not work at first. It had one. Actually, in some cases
2. I will make students
a technical problem, so it took introverts and quiet teachers
interested in the subject
time to fix it and as result of this I are better. In order to be a good
matter.
ran out of time. teacher, I should be able to
3. I will make students interact with students and
2. I could control the class and
interested in the subject create a deep connection with
students listened to me and most
matter that they will cooperate them rather than being a
of them followed my instructions.
with me and hand in their dictator or authoritarian.
assignments on time. 3. Fortunately, the teacher told
2. A teacher should consider
students that if they cooperated
5. All students will participate unpredictable events like
with me and brought me the
in all the activities that I have technical problem of the laptop
compositions, she would give
designed for them. or projector. Also, a teacher
them extra mark.
6. I will manage the time and should have an alternative plan
I won’t run out of the time. in his or her mind in cases in
which her original plan cannot
7. The projector and the
be operated.
laptop will work.
3. A good teacher must
consider unpredictable issues

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 when she or he is writing a
lesson plan.

Cooperating teacher’s recommendation:

My cooperating teacher told me that it would be better if I added more variety to my teaching and
interacted more with the students. Also, it would be better, if I asked students to guess the meaning
of the new words.

My reflections:

I’ve learned that…

1. Controlling the class is not equal to dictatorship and authoritarianism

2. I should test technological instruments before using them in the class in order not to waste the
time of the class.

3. A good teacher should allocate some time in her lesson plan to unpredictable issues.

Questions that should be answered:

1. What are different ways of controlling the class?

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 Second instructional design

Name of the school: Farzanegan High School Grade: 10th grade

Subject: English language Topic : Lesson 2

Session duration: 75 minutes Cooperating teacher: Ms. Rafiei

Content:

Conversation (page 46 to 47)

Learning outcomes:

1. Providing students with comprehensible outcome.

2. Learning words and new vocabulary about astronomy and planets.

Step Teaching process Time Material

1. Warm up and Firstly, I will enter the class, greet the 15 minutes A video
Relating students and call the roles. Secondly, I will projector,
show students some PowerPoint slides of
a laptop
Milky way, planets, sun, Earth and the solar
system. Thirdly, I will show students a video
clip that introduces planets of solar system.
Fourthly, I will ask students some questions
related to astronomy like, “What is a galaxy?”,
“What is the Milky Way galaxy?” “Can you
name some other galaxies?” or “What is the
solar system?” and I will ask students to talk
about these scientific issues.

Guidance and I will encourage the students to participate in

feedback the discussion and answer to the questions.

21
 Also, if the students don’t know the answer of
some questions, I myself will give them some
clues and hints.

Analysis and Using PowerPoint slides and videos have

interpretation various benefits like Engaging multiple
learning styles, increasing visual impact and
improving audience focus.

2. Sharing In this step, I will show students a 3D solar 7minutes A 3D solar

Experiences system model and will ask them to describe system model
what they see and to share any information
they have about the solar system and its
planets. Also, I will ask students whether they
have been to an observatory or not or whether
they have used a telescope before to see the
stars, moon or other astronomical objects. If
any student has this kind of experience, I will
ask her to share her experience with the rest
of the class.

Guidance and Since the school is a special school for

feedback talented students, definitely there will be
some students in the class who have used a
telescope or have been to an observatory, so I
will ask these students to share their
information with the rest of the class and I
will listen to them actively by paying attention
to them and providing them with feedback.

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Analysis and This step will help the students to know
interpretation About the importance of the subject of the
conversation in their daily lives.

3.Implementation In this step, firstly, I will play the audio file of 20 minutes 10th grade
the conversation and I’ll ask students to listen book, a
to it with their books closed. Secondly, I’ll ask speaker, the
students some questions like: book’s audio
files
1. Where is Alireza?

2. Which planet has rings?

3. Which planet is rocky?

4. Which planet is the nearest to the Earth?

Thirdly, I’ll play the audio file again and ask

students to repeat the conversation sentence
by sentence with their books closed. Also, I
will use substitution drill at this stage; For
example, in the sentence, “Are you interested
in planets? I will substitute the nouns like
“astronomy”, “geology”, and “dentistry”.

Fourthly I’ll ask volunteers to give a summary

of the conversation. Finally, I’ll ask the
students to open their books and I myself will
read the conversation for them and define the
new words.

Guidance and I will try to create a positive atmosphere in

feedback which students are encouraged to talk. If any
student make a mistake while he or she is

23
 giving the summary, I‘ll correct her mistakes
indirectly.

Analysis and At this step, students will learn the new

interpretation vocabulary and pronunciation of the new
words. Also, dialogues and conversations will
represent real-life speech. Furthermore,
through the use of substitution drills, I will
introduce the student to new vocabulary and
sentence structures

4. Sharing In this step, I’ll divide students into pairs and 15 minutes
I’ll ask them to memorize the conversation
and repeat it in front of the class.

Guidance and While students are memorizing the

feedback conversation, I will move around the class and
monitor the pairs to make sure that they will
participate in the group work and I will
answer their questions if they have any.

Analysis and At this step, the pupils will learn a dialogue by

interpretation heart and then play it in roles while
maintaining the natural flow of speech. I
won’t ask students to memorize all the
sections of the dialogue; they can add or omit
some sentences. Conversations can increase
students’ confidence. Once students can do
this, they will have attained a basic confidence
which will give them the feeling that they have
really "mastered" a part of the language
(confidence building).

24
 May be at this step we run out of time and
some students won’t get the chance to
represent the conversation in front of the
class.

5. Transferring to In this step, I’ll ask students to make a new 15 minutes

new situation conversation about astronomy, but they
should not use the same structure and
vocabulary of the book. They can use new
structures and words related to astronomy.
They even can make a conversation with more
than two participants.

Guidance and At this step, students are trying to make a new

conversation, and they may have difficulties
feedback
in word choice or structure, so I’ll help them
to overcome these difficulties.

Definitely, those students who have a wide

vocabulary range will make a better
conversation than those students who are
intermediate or lower intermediate learners,
but I will encourage and motivate all the
students.

Interpretation and This step will increase students’ creativity and

analysis innovation because in the previous steps they
have just memorized the sentences of the
book, but at this step they will make a new
conversation.

Evaluation I will ask students some questions related to 3 minutes

the conversation like, “which planet has

25
 rings?”, “Which planet is the farthest planet
from the sun?”, “which planet is closest planet
to the sun?” and “which planet is red?"

Homework For the next session, I’m going to ask students

to be divided into 8 groups and each group
Assignment
should write a composition about one of the
planets in the solar system.

26
 Second instructional design analysis

School: Cooperating Teacher: Session: Date :

Farzanegan High School Ms. Rafiei The Third Aban 21st

My Challenge as a I expect myself to be able to manage the time based on my lesson plan and
student teacher not to put off anything for the next session.

Predictions Incidents My reflections

1. I will manage the time. 1. In order not to waste time on 1. As a teacher, when I want to
technical problems of the laptop create a lesson plan, instead of
2. I will perform all the steps
or projector like previous session, considering my own ability to
that I have designed in my
I went to the class earlier and learn the language I should
lesson plan.
connected laptop to the projector consider students’ abilities and
3. I will encourage all and made sure that they worked. capacities to learn the language.
students to cooperate and
2. The second stage didn’t take 7 2. Considering the fact that
memorize the conversation in
minutes; it took 15 minutes each session is 75 minutes and
the class.
because one of the students was limited amount of the time is
4. All students will make a into astronomy and started devoted to English subject in
new conversation and they all talking about astronomy very our schools, so I should not
will have the chance to enthusiastically that I could not make students to repeat all the
present their conversation in interrupt her. sentences of the conversation
front of the class. because it’s time-consuming.
3. The third step (applying) lasted
5. The projector and the more than the time that I have 3. I should consider students’
laptop will work. allocated to it in my lesson plan. individual divergences because
Instead of 20 minutes it took 30 some of them can memorize the
minutes. dialogue or conversation
exactly after teaching it, but
4. All the students could not
present their conversations in

27
 front of the class. For some of some needs time to master the
them it took more time than conversation.
others to master the conversation.

5. I could not perform the last

step (learning assessment).

Cooperating teacher’s recommendation:

My cooperating teacher told me that I was able to control the class, but it would better if I used either
a video or a 3D model to introduce the lesson to the students; in fact, using both of them was time-
consuming.

My Professor’s recommendation:

In the implementation step, I should have practiced more with students and all the students should
have repeated the sentences or phrases of the conversation together.

My reflections:

I’ve learned that…

1. I should create my lesson plan based on students’ capacities.

2. I should consider students’ individual divergences in creating the lesson plan.

3. In order to introduce the lesson topics to the students, I should only use one tool rather than
different tools because it’s time consuming.

Questions that should be answered:

1. How can I recognize students’ ability to learn the language?

2. How can I take students’ differences when I’m creating a lesson plan?

28
 Third instructional design

Name of the school: Farzanegan High School Grade: 10th grade

Subject: English language Topic : Lesson 2

Session duration: 75 minutes Cooperating teacher: Ms. Rafiei

Content:

Conversation ( page 50 to 51)

Learning outcomes:

1. Providing students with comprehensible outcome.

2. Learning words and new vocabulary about the body organs and the blood.

3. Learning about the function of the body organs especially blood and heart

Step Teaching process Time Material

1. Warm up and Firstly, I am going to enter the class, greet the 15 minutes A video
Relating students and call the roles. Secondly, I am projector,
going to show the students a video about our
a laptop
body organs and the function of blood in our
body. Thirdly, I’m going to ask students about
their understanding of the video clip.
Fourthly, I’m going to ask students about the
importance of the blood in our body and we
will have a discussion on this subject.

Guidance and During the discussion, I will encourage

students to share their ideas and opinions
feedback
about body organs and blood.

29
Interpretation and This step will help the students to improve
analysis their communicative skills like listening and
speaking.

2. Sharing At this step, I should provide learners with an 10 minutes

Experiences authentic learning opportunity, so I’m going
to ask them some questions like:

1. Have you ever donated blood?

2. Do you know what blood donation is?

3. What are the benefits of blood donation to

our body?

Guidance and During this step, I will encourage students to

share their information and experiences
feedback
about blood donation.

Interpretation and This step will improve the learning process

analysis because it provides the learners with an
authentic learning opportunity.

3.Implementation At this step, firstly, I’ll encourage students to 20 minutes The book
read the text silently to understand what the
text is about. Secondly, I’ll ask students to
read the text for the second time in order to
understand more details of the text. While
students are reading the text for the second
time , I’ll write some questions on the board
and ask students to answer to the questions:

1. What do white cells do?

2. What color is plasma?

30
 3. How can we keep ourselves healthy?

Then, I’m going to play the audio file of the

reading and finally I will ask students to guess
the meaning of new words.

Guidance and During this step, I will help student to

understand the meaning of the reading
feedback
passage and I will help them to guess the
meaning of the new words. Also, while
students are answering to the questions or of
the reading passage, I will listen to them
attentively and actively.

Interpretation and This step will help the students to understand

analysis reading and the purpose of the reading. Some
weak student may remain silent at this step.

4. Sharing At this step, I’ll divide students into groups of 15 minutes

two or three, and I’ll ask the members of each
group to prepare a list of short
answers/multiple choices/true or false
reading comprehension questions based on
the reading of the book. Also, I will tell the
students that some of the questions that they
make, will be used in the lesson 2 quiz.

Guidance and While students make the questions, I will

walk around the class and monitor the groups
feedback
to make sure that they all participate in the
group activity and also to answer to their
questions.

31
Interpretation and Designing questions is really beneficial to the
analysis process of learning; while students make
questions, they will give reasons, as a part of
the design process, why each option is right or
wrong. Giving reasons rather than just
choosing an option, leads to better learning.

5. Transferring to I’ll ask students to write a short paragraph 5 minutes

new situation about the most important body organ in their
opinion and I’ll ask some of them to read
their paragraphs.

Guidance and While students write the paragraphs, I’ll walk

around the class, help them and answer their
feedback
questions.

Interpretation and Writing a composition will be an important

analysis component in the learning process.

Evaluation To assess students’ learning and 10 minutes The book

understanding, I’ll ask students to do the
exercise on page 52 of the book that are
related to the reading passage and then I will
call their names to read their answers.

Homework As homework assignment I’m going to ask

assignment students to summarize the reading text and
present it in front of the class for the next
session.

32
 Third instructional design analysis

School: Cooperating Teacher: Session: Date :

Farzanegan High School Ms. Rafiei The Third Azar the 5th

My Challenge as a I expect myself to have more interaction with the students and increase
student teacher student participation during the teaching process.

Predictions Incidents My reflections

1. I will manage the time.
2. I will teach by the help of
the students
3. I will motivate the students
to participate and I will have
more involved students in the
class rather than apathetic
students.
1. Students got engaged in the 1. One of the ways to increase
learning process by giving students’ participation in the
summary of the video clip at the learning process is fostering
first step.
discussion because a good
2. None of the students had any discussions can be a powerful
experience of blood donation, so tool for encouraging student
they did not get involved in the learning.
process of learning at this step.
2. One of the ways to increase
3. At the third step, students got
students’ participation in the
involved in the process of learning
learning process is fostering
by giving the summary of the text
group work among the
and answering my questions.
students.
4. At the fourth step, almost all
3. To enhance student
students participated actively and
fully in the process of creating participation, the teacher

questions. should respect students’

ideas.
5. In the fifth step, again students
participated well in the process of 4. One of the factors that can
writing the composition. affect student participation is
classroom arrangement of

33
 In a nutshell, In all the steps, student desks. The physical
except the second one students arrangement of desks in a
were active in the learning process classroom can have a
and I achieved my goal.
significant effect on student
behavior. The traditional
arrangement of desks is not
suitable to increase student
participation especially
during the group work.

Cooperating teacher’s recommendation:

My cooperating teacher told me that I was able to promote effective classroom participation.

My reflections:

1. My important job, as a teacher is to make a complicated topic simple for the students who do not
understand the concepts of a topic.

2. I should promote classroom participation by fostering group work, discussion and respecting
students’ ideas.

3. In order to foster discussion and group work, I should change the classroom arrangement from
traditional arrangement to the seating configurations that promote student participation like
horseshoe or u-Shape, circle arrangement, semi-circle and cooperative clusters

Questions that should be answered:

1. What are the obstacles to the student participation in the learning process?

2. How can I overcome the barriers to student engagement in the classroom?

34
 Fourth instructional design

Name of the school: Farzanegan High School Grade: 10th grade

Subject: English language Topic : Grammar

Session duration: 75 minutes Cooperating teacher: Ms. Rafiei

Content:

Grammar ( page 52 to 57)

Learning outcomes:

1. Students should be able to identify comparative and superlative adjectives in a text.

2. Students should be able to use superlative and comparative adjectives in their writing and
speaking.

Step Teaching process Time Material

1. Warm up and Firstly, I will enter the class, greet the 10 minutes
Relating students and call the roles. Secondly, I will
activate students' awareness of the
comparative and superlative by comparing
three objects of my choice. Since I am
teaching in Farzanegan High school, I will
compare Farzanegan High school with
normal high school by using comparatives
and superlatives. I will write these sentences
on the whiteboard:

1. Students of Farzanegan High school are

smarter than students of normal high school.

2. Farzanegan High school is more equipped

than a normal high school.

35
 3. The atmosphere of Farzanegan High school
is more scientific than a normal High school.

4. Teachers of Farzanegan High school are

more professional than other teachers.

Then I will ask students to compare these two

schools by using the same structure that I have
use in my examples.

Guidance and While students try to make some examples,

they may have some grammatical or
feedback
vocabulary problems; If so, I will correct their
mistakes indirectly.

Interpretation and May be some of the students are acquainted

analysis with the superlatives and comparatives, so
they will make examples easily while those
who are not familiar with this grammatical
subject matter will remain silent. I should try
to encourage these types of students to take
part in this activity by creating a positive
atmosphere.

2. Sharing the At this step, I will show some pictures to the 10 minutes A video
experiences students. Firstly, I will show students an projector,
illustration of people of different heights and
a laptop
I will compare them with each other. I will
say:

The first guy is taller than the second guy. The

third guy is taller than the first one and the
third one is the tallest of the three.

36
 Secondly, I will show the students an
illustration of people of different weights and
I ask them to compare the three people based
one the structure that I have used.

Thirdly, I will show students an illustration of

solar system and I’ll ask them some questions
in which comparative and superlative
adjectives are used like “Which planet is the
furthest one from the sun?”, “Which planet is
the closest one to the sun?”, “Which planet is
the biggest one?” or “which planet is the
nearest one to Earth?”

Guidance and When I show the students the first picture, I

myself compare the three guys of different
feedback
height. Then, for the second example, when I
show students the illustration of people of
different weights, I will ask them to make
sentences and if they aren’t able to make
sentences, I’ll ask them some questions like
“who is the fattest person?” or “Is the first guy
fatter than the second guy?”

Interpretation and Since most of the students are upper-

analysis intermediate or advanced leaner, they will
answer my questions easily. Definitely If the
students were low-level, I would use different
activity, but I think this activity will fit their
level.

37
3.Implementation This step is the main step in my teaching 20 minutes A video
process. Firstly, I’ll use some objects or projector, a
pictures to compare different things by using laptop
comparatives and superlatives:

1. people pictures: for tall / short adjectives

2. car pictures: for fast / slow adjectives

3. flashcards which include different sized

items: for big / small / delicious adjectives

4. some old / new looking objects (e.g. books,

clothes)

5.some cheap / expensive looking objects (e.g.

pens, watches)

6.some butterfly or bird pictures: for colorful

and beautiful adjectives

8.some weather pictures: for good / bad

After giving students these examples, l will ask

them to explain me how adjectives are used in
the sentences. At this step, I expect students
to detect the grammatical rules related to
comparatives and superlatives.

Guidance and When students are trying to notice and detect

the main grammatical rule, I’ll try to guide
feedback
them and give them some hints, so they will
detect the main rule easily.

38
Interpretation and By using inductive way to teach grammar I
analysis provide students with so many examples, so
they will find the main rule easily.

4. Sharing At this step, I will divide the class into two 15 minutes
groups: group “A” and group “B”. Secondly, l
will ask each group to collectively form ten fill-
in-the-blank statements on general topics, (e.g.
weather, games) which should be solved by
the other team. The blank spaces should be
filled by the correct form of the adjective
given in parenthesis at the end of each
statement. Once the two teams have written
their sentences, I will draw two columns on
the board and will write team ‘A’ and team ‘B’
in each column. Then the leader of team ‘A’
will read each sentence along with the word
with which the sentence is to be completed.
Each student of team ‘B’, by turn, will have to
complete the sentences and I will award one
point for each correct answer. When team ‘A’
ask all its questions, team ‘B’ will be asked to
present its sentences

Guidance and While students are making questions, I’ll

walk around the class to make sure that all
feedback
students will participate in the activity. Also,
When a student tries to answer the questions
made by the other team, If that student fails

39
 to give the answer, her team as a whole is
given a chance to complete the sentence.

At the end of the game, I will count the points

and the team that scores more will be the
winner and I will let the class applaud the
winning team.

Interpretation and This step will be very useful if I control the

analysis class and everybody participates in making
questions. Also, at this step students will share
diverse perspectives and receive social support
and encouragement.

5. Transferring to At this step, I’ll ask students to write a 15minutes

new situation composition including 10 comparative
adjectives and 10 superlative adjectives. The
composition should be about a new situation,
for instance; I will ask students to compare
Iran with two other countries or to compare
Zanjan with two other cities.

Guidance and I will explain to the students how to write the

composition. Also, when students want to
feedback
write a composition, they may have some
problems, so I will walk around the class to
answer to their questions.

Interpretation and Since I talk about the importance of

analysis comparatives in daily life and we compare
Farzanegan high school to normal high
schools in previous steps, at this step, I will
ask students to compare other stuff by writing

40
 a composition in order to be transferred to
new situation.

Evaluation To assess students’ learning I’ll ask them to 5 minutes

read the conversation on page 47 and
underline superlative and comparative
adjectives.

Homework As homework assignment, I will ask students

to do the workbook exercises that are related
assignment
to comparison.

41
 Fourth instructional design analysis

School: Cooperating Teacher: Session: Date :

Farzanegan High School Ms. Rafiei 9th session Azar 12th

My Challenge as a I expect myself to be able to teach grammar point inductively without

student teacher mentioning grammatical rule directly.

Predictions Incidents My reflections

1. I will teach grammar Since most of the students When a teacher wants to
inductively. were at the advanced or upper teach grammar inductively
intermediate level, they easily he or she must provide
2. I won’t mention grammatical
detected the main grammatical
rules directly at the beginning of students with as many
point, but there were some
the teaching. examples as possible.
exceptions and some spelling
3. I’ll let students notice and points that I explained directly.
detect grammatical rules by
themselves.

4. I’ll give some hints to the

students when they are not able
to move forward and detect the
rule.

Cooperating teacher’s recommendation:

My cooperating teacher told me that I was able to promote effective classroom participation.

My reflections:

1. My important job, as a teacher is to make a complicated topic simple to students who do not
understand that topic.

42
2. I should promote classroom participation by fostering group work, fostering discussion and
respecting students’ ideas.

3. In order to foster discussion and group work, I should change the classroom arrangement from
traditional arrangement to the seating configurations that promote student participation like
horseshoe or u-Shape, circle arrangement, semi-circle and cooperative clusters

Questions that should be answered:

1. What are the obstacles to the student participation in the learning process?

2. How can I overcome the barriers to student engagement in the classroom?

43
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