英语教学法教程-蔷--chapter-2-课件.ppt

Chapter1LessonPlanningvWhyislessonplanningnecessary?vPrinciplesforgoodlessonplanningvMacroplanningvs.microplanningvComponentsofalessonplanvSamplelessonplansvLessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.vAlthoughthemainteachingcontentsmaybethesame,thestudentsaredifferent,thetimeisdifferent,andthemoodisdifferent.vLanguageteachersbenefitfromlessonplanningin.1)understandingtheaimsandlanguagecontentsofthelesson;2)distinguishingthevariousstagesofalesson;3)thinkingabouthowthestudentscanbefullyengagedinthelesson;4)becomingawareoftheteachingaidsthatareneeded.5)thinkingabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.Variety:different types of activities and a wide selection of materials.Flexibility:different methods and techniquesLearnability:the contents and tasks should be within the learning capability of the students.Linkage:the stages should be linked with one another.Macro planningprovidesgeneralguidanceforlanguageteachers,itisnotforspecificlessonsbutratherfamiliarizingwiththecontextinwhichlanguageteachingistakingplace,whichinvolves:the coursethe institution(school);the learnersthe syllabusKnowing aboutMicro planningisusuallyforaspeciallesson./lessonplanComponents of a lesson plan1)Teaching aims:2)Language contents and skills:3)Teaching stages and procedures:4)Teaching aids5)End of lesson summary6)Optional activities and assignments7)After class reflection1)Contents:structures,vocabulary,functions,topicsandsoon;2)Skills:listening,speaking,readingandwriting.Language Contents and Skills:Teaching Stages and Procedures:PPP model of teaching:3 stage of teaching:Five-step language teaching:Task-based language teaching:For teaching a new structure-based lesson,the PPP model may be the easiest procedure to followPresentation ofsingle“new”item(introducenewvocabularyandgrammaticalstructuresinwhatwaysappropriate)Practiceofnewitem:drills,exercises,dialoguepractice(thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitationofthetextswhennecessary.)ProductionActivity,role-playortasktoencourage“free”useoflanguage(thestudentsareencouragedtousewhattheyhavelearnedandpractisedtoperformcommunicativetasks,atthisstage,thefocusisonmeaningratherthanaccurateuseoflanguageforms.)For teaching a skill-oriented lesson,another 3 stage is frequently advised:vPost-stage:providesthechanceforsstoobtainfeedbackontheirperformanceatthewhile-stage.Italsoinvolvessomefollow-upactivities,inwhichssrelatewhattheyhavereadorheardtotheirownlifeandusethelanguagespontaneously.vPre-stage:thisstageinvolvespreparationwork,suchassettingthescene,warmingup,orprovidingkeyinformation(suchaskeywords).vWhile-stage:activitiesortasksthatthessmustperformwhiletheyarereadingorlistening.Five-step language teaching:v1)warmup/revision;v2)presentation;v3)activities/practicev4)consolidationv5)summaryandhomeworkTask-based Language Teaching:vPre-task:introductiontotopicandtaskvTaskcycle:taskplanning;report;studentsheartaskrecordingorreadtextvLanguagefocus:analysisandpractice;reviewandrepeattaskvA taskisapieceofworkundertakenforoneselforforothers,freelyorforsomerewards.Thus,examplesoftasksincludepaintingafence,dressingachild,fillingoutaform,buyingapairofshoes,makinganairlinereservation,borrowingalibrarybook,takingadrivingtest,typingaletter,weighingapatient,sortingletters,takingahotelreservation,writingacheque,findingastreetdestinationandhelpingsomeoneacrossaroad,by“task”ismeantthehundredandonethingspeopledoineverydaylife,atwork,atplay,andinbetween.Long(1985:89)