4LessonPlanning.pptx

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,#,Chapter 4,Lesson Planning,Chapter 4 Lesson Planning,Why is lesson planning important?,Principles for good lesson planning,Macro planning vs.micro planning,Components of a lesson plan,Sample lesson plans,4.1 Importance of Lesson Planning,Q:What is a lesson plan?What is planned for the lesson?,“,A lesson 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.,”,What,to achieve:,aims,objectives,How,to achieve:,materials,activities,techniques,resources,etc.,True or False,()Experienced teachers do not need to do lesson planning.,()A lesson plan can be used for different classes in the same grade.,()A lesson plan of the same textbook can be used year after year.,()A lesson plan is used flexibly in the classroom teaching.,Flexibility of a lesson plan,“,no teaching learning situation is really static.Social and educational circumstances change,views of methodology change,and resources available change,(McDonough and Shaw,2003).,”,Benefit from lesson planning,Makes teachers,aware of the aims,and,language contents,of the lesson,so as to plan the activities and choose the techniques accordingly;,Helps teachers,distinguish the various stages,of a lesson and see the relationship between them so that the activities of different levels can,be arranged properly,and the lesson can,move smoothly,from one stage to another;,3.Gives teachers the opportunity to,anticipate potential problems,so that they can be prepared;,4.Gives teachers,esp.novice ones,confidence,in class;,5.Raises teachers,awareness of the teaching aids,needed;,6.Planning is a good practice and a sign of,professionalism,.,4.2 Principles for Good Lesson Planning,Aim,Variety,Flexibility,Learnability,Linkage,4.2 Principles for Good Lesson Planning,Aim,:the realistic goals for the lesson;what students are able to do by the end of the lesson;,Variety,:different types of activities;a wide selection of materials;,Flexibility,:preparing some extra and alternative tasks and activities,Learnability,: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 their motivation(Schumann,1999),Linkage,:the stages and the steps within each stage are linked with one another.,4.3 Macro Planning vs.Micro Planning,Macro planning:,planning over a longer period of time,Micro planning:,planning for a specific unit or a lesson,Study Figure 4.3Macro planning vs.Micro planning,Lesson,planning,Program planning,Macro planning,Micro planning,One semester planning,Half a semester planning,Unit planning,4.3.1 Macro planning(how),Knowing about the profession,Professional competence,Knowing about the institution,Time,length,frequency of lessons,physical conditions of classrooms,exam requirements,Knowing about the learners,Age range,sex proportion,social background,motivation,attitudes,interests,learning needs,etc.,Knowing about the curriculum/syllabus,Principles,purposes,requirements,targets specified,methodological suggestions,assessment requirement,etc.,Knowing about the textbook,Philosophy of teaching,organization of learning contents,major topics,ways of assessment,etc.,Knowing about the objectives,What the learners are expected to achieve and able to do,4.3.2 Micro planning,Macro planning provides a general guidance for language teachers.,Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.,4.4 Components of a Lesson Plan,Different teachers have different styles and may use different teaching procedures.,“,Every Lesson is Unique,”,TASK,Work in groups of four and discuss what should be included in a good lesson plan.,1.Teaching objectives,2.,3.,4.,5.,4.4 Components of a Lesson Plan,Background information,Teaching aims,Language contents and skills,Stages and procedures,Teaching aids,Assignments,Teacher,s after-lesson reflection,TASK 2,Work in pairs and compare the two sets of statements,and decide which set is more suitable for the aims of the lesson and which is not.Why?,1,To learn the use of comparative,Able to use a number of comparative adj.to compare things,or people,2,To learn the structure,BE GOING TO by heart,Able to talk,about what their future plans are.,3,To listen to a dialogue,About to understand,a conversation about shopping,4,To learn,to write a letter,Can write a personal letter,about ones school life,5,To read an article about safety,Able,to understand the main idea of an article about safety and can write a list of safety rules for the school,6,To learn the new vocabulary of sports by,heart,Able,to name different sports in English using pics as cues and able to tell each other what sports they like,7,To,learn to express their own option about military training,Can talk about their opinions or feelings,about military training to each other,8,To do,a role play,Can role play the dialogue of going,shopping,4.4.1 Background information,Who are my students?,How many students are there in class?,What ages?,Which grade are they in?,What are they like?,When and where is my lesson?,How long does each lesson last?,4.4.2 Teaching aims,Points for attention,Plan the lesson from the point of view of the students,what students are able to achieve(learners,performance);,Design the teaching stages and classroom activities for the purpose of fulfilling the aims;,Consider the change of the overall objects described in the NEC-from purely linguistic to an emphasis on language skills,knowledge,affects,strategies and culture awareness,Activity,:Task 4suppose you are going to teach the following lesson to a group of first year junior level students.Write a few objectives for the lesson.,4.4.3 Language contents and skills,Language contents:structures(grammar),vocabulary,functions,topics,etc.,Not all structures have the same status in a lesson.,Not all new words in a lesson are equally important.,Language skills:communicative skills involved in listening,speaking,reading and writing,Activity,:Task 5,4.4.4 Stages and procedures,Teaching stages:the major chunks of activities that T go through in a lesson,Procedures:the detailed steps in each teaching stage,Examples:,A starter or warm-up:motivation a link of known to unknown,The PPP model may be easiest procedure to follow.,For a,skill-oriented,lesson,PPP is not easily applicable.Instead,a 3-stage model is adopted in a,reading,lesson,pre-reading,while-reading,post-reading.,4.4.5 Teaching aids,Teaching aids or resources:,A picture,a map,a clock,a tape-recorder,A projector or computer in the classroom,A language lab,4.4.6 Assignments,An end-of-lesson summary;reflection on learning,After-class assignments,4.4.7 Teacher,s after-lesson reflection,Why?,“,Very often,teaching does not follow exactly what we plan and unexpected things happen during the lesson.,”,Such reflections,“,can contribute greatly to teachers,professional development,”,.,What?,Feelings about the lesson,students,performances,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 lesson,4.5 Sample lesson plans,Two important points in designing lesson plans:,A good lesson plan does not have to be long or extremely detailed.,A good lesson plan should be simple to follow and effective for fulfilling the teaching aims.,TASK 5,The following are some sample lesson plans.Work in groups and discuss the strengths and weaknesses of each plan and say what you like and dislike about each of them.when you are ready,share your views in small groups.,4.6 Conclusion,Lesson planning is necessary and beneficial to both experienced and novice teachers.,Major principles for good lesson planning include:,aim,variety,flexibility,learnability and linkage,.,Lesson planning can be done at,macro,and,micro,levels.,The major components of a lesson plan are,background information,aims,language contents and skills,stages and procedures,teaching aids,end-of-lesson summary,assignment,and after lesson reflection,.,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).,3 additional elements for a good lesson(Robertson&Acklam,2000):,E,:engage(students in what they learn),S,:study(some new language or experience),A,:activate(students in producing language in meaningful ways),Assignment,Choose a lesson from a junior or senior high school textbook.Imagine you are going to teach the unit.Write a lesson plan based on the ideas suggested in this unit.If possible,choose a section in your lesson plan and give a mini demonstration.,For Group 6-7,to present orally to the class in 10 minutes next week,Thank you!,