Unit-4-Lesson-Planning.ppt

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1、Unit 4 Lesson Planningo Why is lesson planning important?o Principles for good lesson planningo Macro planning vs. micro planningo Components of a lesson plano Sample lesson planso Conclusion4.1 Importance of Lesson Planning备课o Q: What is a lesson plan? (教案) What is planned for the lesson?o “A lesso

2、n plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.”(51)o What to achieve: naims, objectiveso How to achieve: nmaterials, activities, techniques, resources, etc. Discussion oHow do you judge whether your te

3、acher is prepared or not?oExperienced teachers do no need to do lesson planning.What influence a lesson plan?Some of you may say “ I already have a teachers book in my hand, then I do not have to make a lesson plan”. The factors which influence your lesson plan:o Physical conditions: class size, siz

4、e of your classroom2. Human factors: the teachers personalities3. Syllabus and testing: True or Falseo ( ) Experienced teachers do not need to do lesson planning. o ( ) A lesson plan can be used for different classes in the same grade.o ( )A lesson plan of the same textbook can be used year after ye

5、ar.o ( ) A lesson plan is used flexibly in the classroom teaching.Flexibility of a lesson plano “no teaching learning situation is really static. Social and educational circumstances change, views of methodology change, and resources available change (McDonough and Shaw, 2003).” (52)Benefit from les

6、son planning (52)o Aims and language contents of the lesson, plan the activities and choose the techniques accordingly;o Distinguish the various stages of a lesson and see the relationship betweeno To anticipate potential problemso Confidenceo Teaching aids needed;o Planning is a good practice and a

7、 sign of professionalism. A good lesson planningo It is a presentation of the aims and contents of a lesson.o It guides, reminds an at-a-glance check both before and during a class. o It can be used to evaluate what has happened in class.o A modified lesson plan can also provide a useful starting po

8、int the next time you teach students of a similar level.o It helps the teachers to think logically.More benefitsoTo enable the teacher to improve class timing;oAn aid to continuing development (plan-practice-reflection)What should we do when planning a lesson?oBefore the lessono?oAfter the lessono?B

9、efore the lessono aims o contentso teaching aidso activities o techniques o timeo potential problemsAfter the lessono reflection and comments o successful and less successful parts, problems What to write in after school reflection o what happened, o students performances, o unexpected incidents, o

10、surprises, o things went well, o things went wrong, o things to be improvedo things to be given more attention4.2 Principles for Good Lesson PlanningoAim: the realistic goals for the lesson; what students are able to do by the end of the lesson;oVariety: different types of activities; a wide selecti

11、on of materials;oFlexibility: preparing some extra and alternative tasks and activities教学有法，教无定法，重在得法。教学有法，教无定法，重在得法。 oLearnability: the contents and tasks planned should be within the learning capability of the studentsDoing things that are beyond or below the students coping ability will diminish

12、their motivation (Schumann, 1999)oLinkage: the stages and the steps within each stage are linked with one another.A plan is just a plan.Things often do not happen according to our plan no matter how experienced we are. Good teachers should be flexible and respond creatively to what happens in the cl

13、assroom. 4.3 Macro Planning vs. Micro Planningo Macro planning: planning over a longer period of time 宏观备课overall, generalo Micro planning: planning for a specific unit or a lesson 微观备课specific, concreteo Micro planning should be based on macro planning, and macro planning is apt to be modified as l

14、essons go on.4.3.1 Macro planning (how)oKnowing about the professionoProfessional competenceoKnowing about the institutionoTime, length, frequency of lessons, physical conditions of classrooms, exam requirementsoKnowing about the learnersoAge range, sex proportion, social background, motivation, att

15、itudes, interests, learning needs, etc.oKnowing about the curriculum/syllabusoPrinciples, purposes, requirements, targets specified, methodological suggestions, assessment requirement, etc.oKnowing about the textbookoPhilosophy of teaching, organization of learning contents, major topics, ways of as

16、sessment, etc.oKnowing about the objectivesoWhat the learners are expected to achieve and able to do4.3.2 Micro planningo Macro planning provides a general guidance for language teachers. o Micro planning is often an individual activity and different teachers may have different ways of writing their

17、 own lesson plans. o A course book can certainly help planning, but it cannot replace the teachers own ideas for what he/ she wants to achieve in the class.4.4 Components of a (micro) Lesson Plano Background informationo Teaching aimso Language contents and skillso Stages and procedureso Teaching ai

18、dso End of lesson-summaryo Optional activities and assignmentso After-lesson reflection Background information Teaching aims / objectives / goals Teaching important points Teaching difficult points Teaching methods Teaching aids Teaching procedures Blackboard design / layoutAfter lesson reflection4.

19、4.1 Background informationo Who are my students?o How many students are there in class?o What ages?o Which grade are they in?o What are they like?o When and where is my lesson?o How long does each lesson last?4.4.2 Teaching aimsoPoints for attentionnPlan the lesson from the point of view of the stud

20、entswhat students are able to achieve (learners performance);nDesign the teaching stages and classroom activities for the purpose of fulfilling the aims;nConsider the change of the overall objects described in the NEC- from purely linguistic to an emphasis on language skills, knowledge, affects, str

21、ategies and culture awareness 首都师范大学 林立教授(2006) 目标有两种写法：一种写法是 这节课我教什么，也就是把内 容作为目标。今天我教几个词汇，教一个时态，教一个阅读，这是内容写法，这是教学目标。还有一种目标就是学会，就是会什么，学生通过这节课他会什么，这是一种写法。To identify and select appropriate aims, we need to ask ourselves the following two questions:What do my learners already know?What do they need to

22、 know?A SampleA SamplePEP BOOK3 Unit Two (Part B: Lets talk) Teaching aims: 1. Aims on the knowledge (1) To enable the children to grasp the usage of the single and plural forms of the stationeries. (2) To enable the children to understand and speak: “My school bag is heavy. Whats in it? Thank you s

23、o much.” Make sure that the children can use these sentences in real situations. 2. Aims on the abilities (1) To develop the childrens abilities of listening and speaking. (2) To train the childrens ability of working in groups. (3) To foster the childrens ability of communication and their innovati

24、on. 3. Aims on the emotion (1) To keep the children conscious of good co-operation and proper competition. (2) To lead the children to show their love to the poor. Teaching objectiveso Audienceo Behavioro Conditiono Degree对象（对象（Audience）的表述）的表述o 解决解决“由谁来完成行为由谁来完成行为”的问题，可以采用三种方法的问题，可以采用三种方法表述：表述：n程度副

25、词程度副词+主语：如程度较好的学生、程度稍差主语：如程度较好的学生、程度稍差 的学生等；的学生等；n百分比百分比+主语：如主语：如85%的学生、的学生、60%的学生等；的学生等；n表示范围的副词表示范围的副词+主语：如全体学生、多数学生等。主语：如全体学生、多数学生等。o 如技能目标如技能目标n多数学生经过操练后能比较流利地朗读文中的对话；多数学生经过操练后能比较流利地朗读文中的对话；30%左左右的学生能脱离课本表演。右的学生能脱离课本表演。o 解决解决“能做什么的问题能做什么的问题”，主要说明学习者在教学结束后，主要说明学习者在教学结束后应具备什么样的能力，常使用动宾短语。如：指认、辨认应具

26、备什么样的能力，常使用动宾短语。如：指认、辨认、认读掌握、选择、列举等、认读掌握、选择、列举等o 知识目标：知识目标：n全体学生能正确认读、听懂、理解以下单词：全体学生能正确认读、听懂、理解以下单词：cinema, film, film star, stadium, football match, football team等；等；90%左右的学生左右的学生能正确拼写这些单词。能正确拼写这些单词。n学生要牢记所有该课新单词，还要记住新学短语、句型、难句及学生要牢记所有该课新单词，还要记住新学短语、句型、难句及本课对话各句的英语表达，为实现自如讲英语奠定基础。本课对话各句的英语表达，为实现自如讲

27、英语奠定基础。行为（行为（Behavior）的表述）的表述o 条件是完成行为的前提，它表示学习者在完成规定行条件是完成行为的前提，它表示学习者在完成规定行为时所处的情境，即该在哪种情况下评价学习结果。为时所处的情境，即该在哪种情况下评价学习结果。 可用可用“在在情况下情况下”，“根据根据”，“经过经过”等。等。o 如技能目标如技能目标n全体学生能根据教师提供的分层情境，两人或多人一组编出全体学生能根据教师提供的分层情境，两人或多人一组编出一段关于一段关于“邀请邀请”的对话，并在全班展示交流。的对话，并在全班展示交流。 条件（Condition）的表述o 程度主要是回答程度主要是回答“做得怎么样

28、做得怎么样”的问题，是的问题，是行为质量的衡量依据，从行为的准确性和质行为质量的衡量依据，从行为的准确性和质量两方面来描述，进一步说明行为要达到的量两方面来描述，进一步说明行为要达到的水平和程度。水平和程度。n 如：全体学生能将关于食品的英文单词按蔬菜、如：全体学生能将关于食品的英文单词按蔬菜、水果、饮料、肉类等进行分类，至少水果、饮料、肉类等进行分类，至少90%的词汇的词汇分得正确。分得正确。 程度（Degree）的表述Sample 1o Original n Enable students to talk about festivals and customs in English and

29、 express or support an opinion with suitable expressions.o Revised n After the functional practice (C), the students (A) will be able to say (B) fluently (D), the names of some important festivals in English, and say what people often do on these holidays.可以用于表述教学目标的动词可以用于表述教学目标的动词 tell, list, defin

30、e, name, identify, state; transform, change, describe, explain, restate/retell, infer; apply, practise, employ, use, demonstrate, illustrate, show, report; analyze, distinguish, examine, compare, contrast, investigate, categorize, classify, organize; create, compose, construct, design, produce, disc

31、uss, imagine; judge, decide, select, justify, evaluateKnowledgeComprehension(understanding)Application(using)Analysis(Taking part)Synthesis(creating new)Evaluation4.4.3 Language contents and skillso Language contents: structures (grammar), vocabulary, functions, topics, etc.n Not all structures have

32、 the same status in a lesson.n Not all new words in a lesson are equally important.o Language skills: communicative skills involved in listening, speaking, reading and writing4.4.4 Stages and procedureso Teaching stages: the major chunks of activities that T go through in a lessono Procedures: the d

33、etailed steps in each teaching stageo Examples:n A warm-up/ starter: purposes and formsn PPP for a new structure-based lessonn A skill-oriented lesson: pre-, while-,an post- Teaching proceduresA starterPpresentation PpracticePproductionRevisionA structure-based lesson Teaching proceduresPre-reading/

34、listeningWhile-reading/listeningPost-reading/listeningA skill-oriented lesson3-stage model4.4.5 Teaching aidso Teaching aids or resources:n A picture, a map, a clock, a tape-recordern A projector or computer in the classroomn A language labn 4.4.6 /7o End-of-lesson summary:o Optional activities and

35、assignment: backups4.4.8 After-lesson reflectiono Why? n“Very often, teaching does not follow exactly what we plan and unexpected things happen during the lesson.” (60)nSuch reflections “can contribute greatly to teachers professional development”. (60)o What?nFeelings about the lesson, students per

36、formances, unexpected incidents, surprises, things that went well, things went wrong and things to be improved or things to be given more attention in the next lesson4.5 Sample lesson planso Two important points in designing lesson plans:n A good lesson plan does not have to be long or extremely det

37、ailed.1. A good lesson plan should be simple to follow and effective for fulfilling the teaching aims. 4.6 Conclusiono The importance of lesson planningo Principles for good lesson planningo Macro planning vs. micro planningo Components of a lesson plano Sample lesson plans4.6 Conclusiono Lesson pla

38、nning is necessary and beneficial to both experienced and novice teachers.o Major principles for good lesson planning include: aim, variety, flexibility, learnability and linkage.o Lesson planning can be done at macro and micro levels.o The major components of a lesson plan are background informatio

39、n, aims, language contents and skills, stages and procedures, teaching aids, end-of-lesson summary, assignment, and after lesson reflection. Good V.S Poor planningGood Planningo Keeps the teacher and students on tracko Achieves the objectiveso Helps teachers to avoid “unpleasant” surpriseso Provides

40、 the roadmap and visuals in a logical sequenceo Provides direction to a substituteo Encourages reflection, refinement, and improvemento Enhances student achievementPoor Planningo Frustration for the teacher and the studento Aimless wanderingo Unmet objectiveso No connections to prior learningso Diso

41、rganizationo Lack of needed materialso A waste of timeo Poor managemento A good lesson does not only depend on a clearly structured lesson plan but on how much we can engage learners in learning (Robertson & Acklam, 2000). o 3 additional elements for a good lesson (Robertson & Acklam, 2000):nE: enga

42、ge (students in what they learn)nS: study (some new language or experience)nA: activate (students in producing language in meaningful ways)Assignmento Work in groups and do the tasks from 4-6o Group 1: task 4o Group 2: task 5o Group 3: task 6-sample 1o Group 4: task 6-sample 2o Group 5: task 6-sample 3o Group 6: the aims of unit 5