东北师范大学《英语课程与教学论》2.ppt

,unit 5 lesson planning and classroom management,what should be in a plan? the first thing such a written plan needs to detail is who the students are: how many are there in the class? what ages? what sexes? what are they like? cooperative? quiet? difficult to control?,northeast normal university,unit 5 lesson planning and classroom management,the next thing the plan has to contain is what the teachers/students want to do: study a piece of grammar, write a narrative, listen to an interview, read a passage etc.,northeast normal university,unit 5 lesson planning and classroom management,the third aspect of a plan will say how the teacher/students is/are going to do it. will they work in pairs? will the teacher just put on a tape? will the class start by discussing dangerous sports for example? lastly, the plan will talk about what might go wrong (and how it can be dealt with) and how the lesson fits in with lessons before and after it.,northeast normal university,macro planning vs. micro planning,macro planning is planning over a longer period of time, for instance, planning for a whole programme or a whole-year course. micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.,northeast normal university,macro planning,macro planning involves the following: 1.knowing about the profession: language contents and skills; materials, teaching aids, methods and techniques; 2. knowing about the institution: the institutions arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.,northeast normal university,macro planning,3. knowing about the learners: students age range, sex proportion, social background, motivation, attitudes, interests, learning needs and other individual factors. 4.knowing about the curriculum/syllabus: principles, purposes, requirements and objectives, methodological suggestions and assessment requirement,northeast normal university,macro planning,5. knowing about the textbook: its philosophy of teaching, organization of learning contents, major topics, recommended teaching methodology, unit components and ways of assessment. 6. knowing about the objectives: what learners are expected to achieve and able to do after one semester or a years learning so that he/she can design suitable activities to meet the objectives.,northeast normal university,components of a lesson plan,1. background information 2. teaching aims 3. language contents and skills 4. stages and procedures 5. teaching aids 6. end of lesson summary 7. optional activities and assignment after lesson reflection board designing,northeast normal university,questions about the activities,objectives / aims can be most clearly conveyed in terms of stating what students will do or what the teacher wants to do. e.g. students will successfully request information about airplane arrivals and departures. students will produce questions with when, where, and what time. to train students to use appropriate paragraph construction.,northeast normal university,questions about the activities,there cannot be just one correct format for a lesson plan. e:g. for teachers who have never taught before, it is often very useful to write a lesson plan in which the exact anticipated words are noted down and write down each sentence that the students are supposed to say.,northeast normal university,questions about the activities,however experienced teachers may simply write some note-form hints because they have the rest of the information in their heads. teachers in training or student teachers are often required to write a detailed lesson plan. they have to follow a particular format.,northeast normal university,questions about the activities,timing or allocation of time is an essential part of lesson planning in that it helps teachers finish what they plan to do. otherwise teachers may run on after the bell, which is one of the things that is likely to get on students nerves.,northeast normal university,questions about the activities,trying to anticipate problems that might arise during the lesson will enable teachers to gain the upper hand when problems occur.,northeast normal university,principles for a good lesson plan,variety flexibility learnability linkage,northeast normal university,lesson plan,what do you like about the lesson? what is good about the lesson is that the teacher makes use of different kinds of activities to teach the students, e.g: story, group discussion, predicting, eliciting, role-play, etc.,northeast normal university,lesson plan,what would you leave out? what would you add? i would leave out the description of the class. since the teacher should be familiar with his/her students, he/she can keep it in their mind. i would add the explanation of the comparison. i would also add what is going to be used for the activities: cards.,northeast normal university,lesson plan,how useful would the plan be for an observer? the plan is very useful for an observer. by reading the plan, the observer can be clear about who the learners are, the teaching aims, the teaching procedures, the different kinds of activities, the smooth linkage of different steps, the arrangement of time and the comments.,northeast normal university,classroom management,how to use physical presence in class proximity teachers should consider how close they want to be to the students they are working with. appropriacy teachers should decide how closely you should work with students is a matter of appropriacy.,northeast normal university,classroom management,movement motionless teachers can bore students, whilst teachers who are constantly in motion can turn their students into tennis-match spectators, their heads moving from side to side until they become exhausted. contact how can teachers make contact with students? how close should that contact be?,northeast normal university,how to mark the stages of the lesson?,the teacher needs to provide variety, and then clearly he or she will have to include different stages in his or her lessons. when he or she arrives in the classroom, the teacher needs to start the lesson off. where possible and appropriate, he or she needs to tell the students what they will be doing teachers do not always explain exactly what they are going to do, however, a clear start to the lesson is necessary. e.g.: now then, what seems to be the problem? or “how can i help you?,northeast normal university,how to mark the stages of the lesson?,when an activity has finished and/or another one is about to start, it helps if teachers make this clear through the way they behave and the things they say. frequently, teachers need to re-focus the students attention, or point it in some new direction. in order for such changes of direction to be effective, the teacher first needs to get the students attention. e.g.: thank you now can i have your attention please? or ok thanks lets all face the front shall we?,northeast normal university,lesson description,strengths: 1.the fact that the teacher elicited topic and words was good, since the students were prepared, and at least some of them knew the words. 2.the teacher was deliberately guiding the students towards developing reading strategies, and making them use one: a good idea. 3.the students read well, obviously concentrating and focused. it was good that the teacher gave homework at this stage so that it was not left to the last minute.,northeast normal university,lesson description,strengths: 4.the speech: obviously something students were used to and treated as routine; though many teachers, and students, dislike this procedure. weaknesses: 1. it took five minutes for the students to be quiet,northeast normal university,lesson description,2. the fact that the teacher elicited topic and words was good, since the students were prepared, and at least some of them knew the words. but what about those who did not? to promote intake it might have been better to put them on the board and tell students to write them in their notebooks. 3. the pair work did not really work; virtually no learning was taking place. probably the task was too difficult and not clearly defined.,northeast normal university,lesson description,4. the true/false exercise: many students were not involved. 5. the discussion: if the objective here was oral fluency practice, then not many students benefited from it!,northeast normal university,hints for lesson management,1. prepare more than you need: it is advisable to have an easily presented, light reserve activity ready in case of extra time. 2. similarly, note in advance which component(s) of the lesson you will sacrifice if you find yourself with too little time for everything! 3.if you are doing group work, give instructions and make sure these are understood before dividing into groups or even, if practicable, handing out materials.,northeast normal university,unit 6 assessment and reflection,testing: it often takes the pencil and paper form and it is usually done at the end of a learning period. assessment: it involves the collecting of information or evidence of a learners learning progress and achievement over a period of time for the purposes of improving teaching and learning.,northeast normal university,unit 6 assessment and reflection,evaluation: it is a whole range of issues in and beyond language education: lesson, courses, programs, and skills can all be evaluated. it involves making an overall judgment about ones work or a whole schools work.,northeast normal university,unit 6 assessment and reflection,formative evaluation: the process of providing information to curriculum developers during the development of a curriculum or programme, in order to improve it. summative evaluation: the process of providing information to decision makers, after the programme is completed, about whether or not the programme was effective and successful.,northeast normal university,unit 6 assessment and reflection,formative assessment: it is based on information collected in the classroom during the teaching process for the purposes of improving teaching and learning. summative assessment: it is mainly based on testing. it is done mostly at the end of a learning period or the end of a school year.,northeast normal university,unit 6 assessment and reflection,formative test : a test which is given during a course of instruction and which informs both the student and the teacher how well the student is doing. summative test: a test given at the end of course of instruction, and which measures or graded test, i.e. it is marked according to a scale or set of grades.,northeast normal university,unit 6 assessment and reflection,a strategy for classroom based evaluation 1.最活跃的因素： student needs and abilities/ teacher abilities 2.客观因素： time, resource, facilities 3.评价的尺度： purposes and outcomes 4.目标达不到时，改进： instructional plans and instructional practices,northeast normal university,unit 6 assessment and reflection,a strategy for classroom based evaluation 1. evaluation should take place before instruction begins 2. adjust instructional plan on-line so that the chances for successful learning are enhanced 3. ongoing assessment of student attainment of lesson and unit objectives, with attendant fine-tuning of instructional plans, will contribute to overall student success.,northeast normal university,lesson extract,main strengths： 1. the lead-in part combines the revision part, which makes the beginning of the class smooth and natural. 2. the eliciting and groupwork discussion makes students experience the whole learning process. 3. listening, speaking, reading and writing are integrated in the teaching procedure. 4. the use of multi-media arouse the students interest. 5. the comparison of the native and foreign holidays raises the students awareness in culture differences.,northeast normal university,lesson extract,weaknesses: e-mail is a type of writing which the students just learn. the teacher should let the students practice writing an e-mail either in class or after class.,northeast normal university,the idea of reflection,reflection therefore has a double meaning. it involves the relationship between an individuals thought and action and the relationship between an individual teacher and his or her membership in a larger collective called society. the first relationship involves the subjective meanings in teachers head. the second relationship explores consciously the relationship (which may be a part of unconscious knowledge) between individual teaching actions and the purposes of education in society.,northeast normal university,the idea of reflection,1. 反思可以单凭个人的教学经验实现。 no. “ reflection is more than thinking and focuses on the day-to-day classroom teaching of the individual teacher as well as the institutional structures in which teacher and students work. 2. 反思不一定与日常教学活动相联系。 no. ibid 3. 反思离不开教育和社会环境。 yes. “the second relationship explores consciously the relationship (which may be part of unconscious knowledge) between individual teaching actions and the purposes of education in society.”,northeast normal university,the idea of reflection,4. 反思需付诸于行动。 yes. “it is an action oriented, historically embedded, social and political frame, to locate oneself in the history of a situation, to participate in a social activity, and to take sides on issues.” 5. 反思可以脱离教师对教学的主观认识。 no. “the first relationship involves the subjective meanings in teachers head.”,northeast normal university,self-monitoring,self-monitoring： self-monitoring or self-observation refers to a systematic approach to the observation, evaluation, and management of ones own behavior (armstrong and, for the purposes of achieving a better understanding and control over ones behavior.,northeast normal university,self-monitoring,the function of self-monitoring： 1. self-monitoring is a means of obtaining such feedback and is hence a key ingredient in a teachers continuing growth and development as a professional. 2. self-monitoring provides an opportunity for teachers to reflect critically on their teaching. 3.self-monitoring can hence help teachers better understand their own instructional processes. 4. self-monitoring enables teachers to arrive at their own judgments as to what works and what does not work in their classrooms.,northeast normal university,unit 1 language &language teachers,i views on language structural view functional view interactional view,northeast normal university,unit 1 language &language teachers,ii. the qualities of a good language teacher ethic devotion professional qualities personal styles.,northeast normal university,northeast normal university,unit 2 language learning theories and learners,i views on language learning behaviorist theory cognitive theory constructivist theory socio-constructivist theory : zone of proximal development & scaffolding,northeast normal university,unit 2 language learning theories and learners,ii interlanguage iii krashens five hypotheses the acquisition/learning hypothesis the monitor hypothesis the natural order hypothesis the input hypothesis the affective filter hypothesis,northeast normal university,unit 2 language learning theories and learners,vi fluency & accuracy vii sequence of acquistion,northeast normal university,unit 2 language learning theories and learners,viii learning and communication strategies metacognitive strategies cognitive strategies social mediation strategies compensatory strategies,northeast normal university,unit 3 the english curriculum and coursebooks,curriculum,northeast normal university,unit 4 teaching the language system and