英语教学法教程_王蔷__chapter_2_课件.ppt

Chapter 1 Lesson Planning,Why is lesson planning necessary? Principles for good lesson planning Macro planning vs. micro planning Components of a lesson plan Sample lesson plans,Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. Although the main teaching contents may be the same, the students are different, the time is different, and the mood is different. Language teachers benefit from lesson planning in .,1) understanding the aims and language contents of the lesson; 2) distinguishing the various stages of a lesson; 3) thinking about how the students can be fully engaged in the lesson; 4) becoming aware of the teaching aids that are needed. 5) thinking about the relative value of different activities and how much time should be spent on them.,Variety:,different types of activities and a wide selection of materials.,Flexibility:,different methods and techniques,Learnability:,the contents and tasks should be within the learning capability of the students.,Linkage:,the stages should be linked with one another.,Macro planning provides general guidance for language teachers, it is not for specific lessons but rather familiarizing with the context in which language teaching is taking place, which involves :,the course,the institution(school);,the learners,the syllabus,Knowing about,Micro planning is usually for a special lesson./ lesson plan,Components of a lesson plan,1) Teaching aims:,2) Language contents and skills:,3) Teaching stages and procedures:,4) Teaching aids,5) End of lesson summary,6) Optional activities and assignments,7) After class reflection,1) Contents: structures, vocabulary, functions, topics and so on; 2) Skills: listening, speaking, reading and writing.,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 follow,Presentation of single “new” item (introduce new vocabulary and grammatical structures in what ways appropriate),Practice of new item: drills,exercises,dialogue practice(the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary .),Production Activity, role-play or task to encourage “free ”use of language (the students are encouraged to use what they have learned and practised to perform communicative tasks, at this stage, the focus is on meaning rather than accurate use of language forms.),For teaching a skill-oriented lesson, another 3 stage is frequently advised:,Post-stage: provides the chance for ss to obtain feedback on their performance at the while-stage. It also involves some follow-up activities , in which ss relate what they have read or heard to their own life and use the language spontaneously.,Pre- stage: this stage involves preparation work, such as setting the scene, warming up, or providing key information(such as key words).,While-stage: activities or tasks that the ss must perform while they are reading or listening.,Five-step language teaching:,1) warm up/ revision; 2) presentation; 3) activities/ practice 4) consolidation 5) summary and homework,Task-based Language Teaching:,Pre-task: introduction to topic and task Task cycle: task planning;report; students hear task recording or read text Language focus: analysis and practice;review and repeat task,A task is a piece of work undertaken for oneself or for others, freely or for some rewards. Thus , examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, wri