Unit 3 Lesson Planning2.docx
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Unit 3 Lesson Planning2.docx
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Unit3LessonPlanning2
Unit3LessonPlanning
英语教学法Unit2LessonPlanning
Unit3LessonPlanningAimsoftheunit:
1.Whyislessonplanningnecessary?
2.Whataretheprinciplesforgoodlessonplanning?
3.Whataremacroplanningandmicroplanning?
4.Whatarethecomponentsofalessonplan?
1.ThepurposeofCLTistodeveloplearners’languageskills,includinglistening,speaking,readingandwriting.2.CLThasn’treplacedthetraditionalteachingapproaches.Itexpandstheareas:
languagecontent,learningprocessandproducts(skills).TLT3.Benefitsfromcommunicativeactivities:
CLT1)improvemotivation2)provide“whole-taskpractice”3)allownaturallearning4)createacontext(supportinglearning)4.Littlewood’scommunicativeactivities:
1)Functionalcommunicativeactivities:
2)Socialinteractionactivities:
Revision
Revision5.Criteriaforevaluatingcommunicativeactivities:
?
communicativepurpose?
communicativedesire?
content,notform?
varietyoflanguage?
noteacherintervention?
nomaterialcontrol6.Conclusion:
Languageteachingandlearningshouldbeascloseaspossibletoreallanguageuseinreallife.
Unit3LessonPlanningLead-inRemarks:
“Neverfightwithoutgoodpreparations.”“Neverteachwithoutaproperlessonplan.”Inotherwords,wecannotgointotheclassroomwithoutproperlessonplanning.
3.1Whyislessonplanningnecessary?
Discussion:
Whatislessonplanning?
Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.Whylessonplanningisnecessaryforateacherbeforehis/herteaching?
Debate:
AnEnglishteacherwith15-yearteachingexperienceSuperstar:
Itisnecessaryforhimtomakelessonplans.Superman:
Itisnotnecessaryforhimtomakelessonplans.Inhowmanywaysdolanguageteachersbenefitfromproperlessonplanning?
(Brainstorm)?
Maketheteacherawareoftheaimsandlanguagecontentsofthelesson?
Helptheteachertodistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthem?
Thinkabouthowthestudentscanbefullyengagedinthelesson?
Becomeawareoftheteachingaidsthatareneeded?
Thinkabouttheralativevalueofdifferentactivities?
Thinkabouthowmuchtimeshouldbespentontheactivities?
Judgelessonstagesandphaseswithgreateraccuracy?
Helptocontinueimprovement?
Addanevaluationtotheplan?
Provideauseful,time-savingreferencewhentheteachernextplansthesamelesson
Whatfactorsinfluencealesson?
(3-4factors)1.Physicalconditions:
?
Classsize:
affectstypesofactivities?
Lengthofalesson:
determinehowmuchcanbetaught?
Sizeofclassroom:
restrictssometypesofactivities?
Teachingaids:
sufficientornot?
Timeofday:
influencesthetypesofactivitiesused(p.m.ora.m.)2.Humanfactors:
?
differentpersonalitiesofteachersdecidedifferentstylesofteaching?
variedneedsandattitudesofstudents?
thestudents’languagelevel?
thestudents’learningbackground3.Change(of)?
Thesyllabus?
Textbooks?
Theteachingsystem:
meetstheneedsoftheinstitutionsandexaminations
Note:
Agoodlessonbeginswithagoodlessonplan.Thatis,goodlessonplanningisabeginningofyoursuccessinyourclassroomteaching.Imustsaylessonplanningisa“must”forteachersbecauseitcankeepyouawayfrombeingshy,awkward,nervous,backward,lazy,shamefulorunsuccessful.Itcanalsogetyoutobeconfident,clever,comfortable,diligent,humorous,happyandsuccessful.
3.2PrinciplesforgoodlessonplanningHowcanwemakeagoodplan?
Firstly,wehavetoknow:
Whatdoesalessonplanconsistof?
(Brainstorm)1)theobjectiveofthelesson)2)classroomaidsrequired)3)languagecontentsandskills)4)problemsandsolutions)5)procedures6)teachingtime7)teachingmethods8)Bbdesign9)homework10)evaluation…Secondly,weshouldknow:
Whataretheprinciplesforgoodlessonplanning?
1)variety2)flexibility3)learnability4)linkage))))
3.3Macroplanningvs.MicroplanningLessonplanningshouldbedoneattwolevels:
MacroplanningandMicroplanningWhatismacroplanningandwhatismicroplanning?
microAndwhatisthedifferencemicromacromicrobetweenthem?
micromicroMacro:
Micro:
Inhead(often):
InwrittenformplanningovertimeAspecificlesson/40min1LPLPLPLPLPLPLPLPLPLPLPLPLPLPLPLPLLLLL1LP1LP1LP1LP
Whatdoesmacroplanninginvolve?
Macroplanninginvolvesthefollowing:
1.Knowingaboutthecourse2.Knowingabouttheinstitutions3.Knowingaboutlearners4.KnowingaboutsyllabusButinpractice,wedon’toftenhavesuchamacroplaninwrittenform.Weusuallyhave:
aprogresschart→ateachingplan→lessonplansItalsocanbeillustratedasthefollowing:
General→Medium→SpecificAbook/Books→Aunit→Alesson
Task:
MacroorMicro?
1.Writedownlessonnotestoguideteaching.2.Decideontheoverallaimsofacourseorprogramme.3.Designactivitiesandproceduresforalesson4.Decidewhichlanguagepointstocoverinalesson5.Studythetextbooksandsyllabuschosenbytheinstitute6.Decidewhichskillsaretobepracticed7.Prepareteachingaids8.Allocatetimeforactivities9.Preparegamesorsongsforalesson10.PreparesupplementarymaterialsMicroMacroMicroMicroMacroBothBothMicroMicroBoth
NoteAllabovemustbeinwrittenform.Butforanexperiencedteacher,lessonplanscanbeabitbrief;foranovice,it’snecessaryandimportanttowriteoutlessonplansineverydetail.Aclearanddetailedlessonplancanalwayshelpbeginnerscreateapurposeful,interestingandmotivatinglesson.Andthen,inthisway,itisofgreathelptomakeacreative,imaginativeandhumorousteacher,andthisteachermaygraduallybringaburningatmosphereintohis/herclassroomandstudents’heartsintheprocessofhis/herteachingcareer.
3.4ComponentsofalessonplanWhatdoesalessonplaninclude?
Atleast,itmayhavethefollowingcomponents:
?
Teachingaims?
Languagecontentsandskills?
TeachingstagesandproceduresWhatdoestheteachingaimofalessoninclude?
Thefirstthingtodoinlessonplanningistodecidetheaimsofalessonwhichinclude:
?
whatlanguagecomponentstopresent?
whatcommunicativeskillstopractice?
whatactivitiestoconduct?
whatmaterialstobeused?
whatteachingaidstobeused
3.4ComponentsofalessonplanWhatdolanguagecontentsmeanandwhatdolanguageskillsmean?
?
Theformermeans:
structures,grammar,functions,topicsandsoon?
Thelattermeans:
4communicativeskills?
Inlanguageteaching,itisimportantfortheteachertoknowexactlywhatlanguagecontentswillbetaughtandwhatlanguageskillswillbepracticedinthelesson.?
Languagecontents:
structures(grammar),vocabulary,functions,topicsandsoon.?
Languageskills:
listening,speaking,readingandwriting.
?
Whatisthedifferencebetweenteachingstagesandteachingprocedures?
Teachingstagesarethemajorstepsthatlanguageteachersgothroughintheclassroom.Proceduresarethedetailedstepsineachteachingstage.?
ThemostpopularteachingstagesarethreeP’smodel,whichincludepresentation,practiceandproduction.Describethe3P’smodel(Pairwork)?
Inreadinglessons,weapplyanother3-stagemodel,whatarethey?
(pairwork)3-stagemodelinreading/listeninglessons:
Pre-reading/listening,while-reading/listeningandpost-reading/listening
Whatdoesateacherneedtoconsiderwhenhe/shehasplannedtopresentanewstructure?
Discussion:
1.Whentofocusonthestructureandwhentostudyitincontext;2.Whethertopresentthestructureorallyorinwrittenform;3.Whentogiveoutinformationandwhentoelicitfromstudents;4.Whenandhowtousevisualaidstohelpwiththepresentation;5.Whattodoifstudentsfailtounderstand.
3.5SamplelessonplansGenerallyspeaking,lessonplanscanbedesignedintwoforms:
1.DiagramStagesPre-/preTimeActivitieInteractioSkillssnL.SR.WLSRWAimsLanguagepointsLanguageskillsCompositionMinuteIntroducPlenaryseWhi-/praminutesReadinglockstepPos-/prominutesRetellingGroup
3.5Samplelessonplans2.ItemsLessonPlan(Title/Class/Grade/School/Date)1.TeachingSteps/Procedures:
TeachingAims1.Greeting/Self-introduction(languagecomponents2.RevisionandWarm-upandcommunicativeskills))ActivitiesTeachingImportant/3.Lead-inDifficultPointsActivities/PresentationTeachingMethods4.Drills/RepetitionTeachingTime5.PracticeArrangement6.Workbook/ConsolidationTeachingAids/TestTeachingSteps7.Summary/ConclusionTheDesignofthe8.SettingHomeworkBlackboard(Consideration)Assignment/Homework2.3.4.5.6.7.8.
Conclusionfuture,itisbestForanoviceintheneartomakeyourlessonplansclearanddetailed;andtryyourbesttobemostimaginativeandcreativewhenyoumakeyourlessonplansinordertomakeyourteachingmostefficientandeffective.AssignmentWriteoutalessonplanineverydetailbasedontheSeniorTextbooks(New).
TheEndThankyou!
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