Unit 4 Lesson Planning

Unit4 LessonPlanning Unit4LessonPlanning Whyislessonplanningimportant PrinciplesforgoodlessonplanningMacroplanningvs microplanningComponentsofalessonplanSamplelessonplansConclusion 4 1ImportanceofLessonPlanning备课 Q Whatisalessonplan 教案 Whatisplannedforthelesson Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit 51 Whattoachieve aims objectivesHowtoachieve materials activities techniques resources etc Discussion Howdoyoujudgewhetheryourteacherispreparedornot Experiencedteachersdononeedtodolessonplanning Whatinfluencealessonplan Someofyoumaysay Ialreadyhaveateacher sbookinmyhand thenIdonothavetomakealessonplan Thefactorswhichinfluenceyourlessonplan Physicalconditions classsize sizeofyourclassroom2 Humanfactors theteacher spersonalities3 Syllabusandtesting TrueorFalse Experiencedteachersdonotneedtodolessonplanning Alessonplancanbeusedfordifferentclassesinthesamegrade Alessonplanofthesametextbookcanbeusedyearafteryear Alessonplanisusedflexiblyintheclassroomteaching Flexibilityofalessonplan noteachinglearningsituationisreallystatic Socialandeducationalcircumstanceschange viewsofmethodologychange andresourcesavailablechange McDonoughandShaw 2003 52 Benefitfromlessonplanning 52 Aimsandlanguagecontentsofthelesson plantheactivitiesandchoosethetechniquesaccordingly DistinguishthevariousstagesofalessonandseetherelationshipbetweenToanticipatepotentialproblemsConfidenceTeachingaidsneeded Planningisagoodpracticeandasignofprofessionalism Agoodlessonplanning Itisapresentationoftheaimsandcontentsofalesson Itguides remindsanat a glancecheckbothbeforeandduringaclass Itcanbeusedtoevaluatewhathashappenedinclass Amodifiedlessonplancanalsoprovideausefulstartingpointthenexttimeyouteachstudentsofasimilarlevel Ithelpstheteacherstothinklogically Morebenefits Toenabletheteachertoimproveclasstiming Anaidtocontinuingdevelopment plan practice reflection Whatshouldwedowhenplanningalesson Beforethelesson Afterthelesson Beforethelesson aimscontentsteachingaidsactivitiestechniquestimepotentialproblems Afterthelesson reflectionandcommentssuccessfulandlesssuccessfulparts problems Whattowriteinafterschoolreflection whathappened students performances unexpectedincidents surprises thingswentwell thingswentwrong thingstobeimprovedthingstobegivenmoreattention 4 2PrinciplesforGoodLessonPlanning Aim therealisticgoalsforthelesson whatstudentsareabletodobytheendofthelesson Variety differenttypesofactivities awideselectionofmaterials Flexibility preparingsomeextraandalternativetasksandactivities教学有法 教无定法 重在得法 Learnability thecontentsandtasksplannedshouldbewithinthelearningcapabilityofthestudentsDoingthingsthatarebeyondorbelowthestudents copingabilitywilldiminishtheirmotivation Schumann 1999 Linkage thestagesandthestepswithineachstagearelinkedwithoneanother Aplanisjustaplan Thingsoftendonothappenaccordingtoourplannomatterhowexperiencedweare Goodteachersshouldbeflexibleandrespondcreativelytowhathappensintheclassroom 4 3MacroPlanningvs MicroPlanning Macroplanning planningoveralongerperiodoftime宏观备课overall generalMicroplanning planningforaspecificunitoralesson微观备课specific concreteMicroplanningshouldbebasedonmacroplanning andmacroplanningisapttobemodifiedaslessonsgoon 4 3 1Macroplanning how KnowingabouttheprofessionProfessionalcompetenceKnowingabouttheinstitutionTime length frequencyoflessons physicalconditionsofclassrooms examrequirementsKnowingaboutthelearnersAgerange sexproportion socialbackground motivation attitudes interests learningneeds etc Knowingaboutthecurriculum syllabusPrinciples purposes requirements targetsspecified methodologicalsuggestions assessmentrequirement etc KnowingaboutthetextbookPhilosophyofteaching organizationoflearningcontents majortopics waysofassessment etc KnowingabouttheobjectivesWhatthelearnersareexpectedtoachieveandabletodo 4 3 2Microplanning Macroplanningprovidesageneralguidanceforlanguageteachers Microplanningisoftenanindividualactivityanddifferentteachersmayhavedifferentwaysofwritingtheirownlessonplans Acoursebookcancertainlyhelpplanning butitcannotreplacetheteacher sownideasforwhathe shewantstoachieveintheclass 4 4Componentsofa micro LessonPlan BackgroundinformationTeachingaimsLanguagecontentsandskillsStagesandproceduresTeachingaidsEndoflesson summaryOptionalactivitiesandassignmentsAfter lessonreflection BackgroundinformationTeachingaims objectives goalsTeachingimportantpointsTeachingdifficultpointsTeachingmethodsTeachingaidsTeachingproceduresBlackboarddesign layoutAfterlessonreflection 4 4 1Backgroundinformation Whoaremystudents Howmanystudentsarethereinclass Whatages Whichgradearetheyin Whataretheylike Whenandwhereismylesson Howlongdoeseachlessonlast 4 4 2Teachingaims PointsforattentionPlanthelessonfromthepointofviewofthestudents whatstudentsareabletoachieve learners performance Designtheteachingstagesandclassroomactivitiesforthepurposeoffulfillingtheaims ConsiderthechangeoftheoverallobjectsdescribedintheNEC frompurelylinguistictoanemphasisonlanguageskills knowledge affects strategiesandcultureawareness 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 Toidentifyandselectappropriateaims weneedtoaskourselvesthefollowingtwoquestions Whatdomylearnersalreadyknow Whatdotheyneedtoknow ASample PEPBOOK3UnitTwo PartB Let stalk Teachingaims 1 Aimsontheknowledge 1 Toenablethechildrentograsptheusageofthesingleandpluralformsofthestationeries 2 Toenablethechildrentounderstandandspeak Myschoolbagisheavy What sinit Thankyousomuch Makesurethatthechildrencanusethesesentencesinrealsituations 2 Aimsontheabilities 1 Todevelopthechildren sabilitiesoflisteningandspeaking 2 Totrainthechildren sabilityofworkingingroups 3 Tofosterthechildren sabilityofcommunicationandtheirinnovation 3 Aimsontheemotion 1 Tokeepthechildrenconsciousofgoodco operationandpropercompetition 2 Toleadthechildrentoshowtheirlovetothepoor 从教师的角度出发 使学生 发展学生的 训练学生的 培养学生的 目标主体均为教师 目标描述过于模糊和宽泛 一节课或者一个单元中出现的新单词和新的表达法往往不止一项 教师要列出要求学生掌握的具体词汇 否则学生会因目标词汇过多而产生畏惧心理 目标过于宽泛 没有明确提出培养或提高何种阅读技能和听的能力 这类目标没有可操作性 不可测 Teachingobjectives AudienceBehaviorConditionDegree 对象 Audience 的表述 解决 由谁来完成行为 的问题 可以采用三种方法表述 程度副词 主语 如程度较好的学生 程度稍差的学生等 百分比 主语 如85 的学生 60 的学生等 表示范围的副词 主语 如全体学生 多数学生等 如技能目标多数学生经过操练后能比较流利地朗读文中的对话 30 左右的学生能脱离课本表演 解决 能做什么的问题 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 认读掌握 选择 列举等知识目标 全体学生能正确认读 听懂 理解以下单词 cinema film filmstar stadium footballmatch footballteam等 90 左右的学生能正确拼写这些单词 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 行为 Behavior 的表述 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 可用 在 情况下 根据 经过 等 如技能目标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 邀请 的对话 并在全班展示交流 条件 Condition 的表述 程度主要是回答 做得怎么样 的问题 是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水平和程度 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90 的词汇分得正确 程度 Degree 的表述 Sample1 OriginalEnablestudentstotalkaboutfestivalsandcustomsinEnglishandexpressorsupportanopinionwithsuitableexpressions RevisedAfterthefunctionalpractice C thestudents A willbeabletosay B fluently D thenamesofsomeimportantfestivalsinEnglish andsaywhatpeopleoftendoontheseholidays 可以用于表述教学目标的动词 tell list define 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 discuss imagine judge decide select justify evaluate KnowledgeComprehension understanding Application using Analysis Takingpart Synthesis creatingnew Evaluation 4 4 3Languagecontentsandskills Languagecontents structures grammar vocabulary functions topics etc Notallstructureshavethesamestatusinalesson Notallnewwordsinalessonareequallyimportant Languageskills communicativeskillsinvolvedinlistening speaking readingandwriting 4 4 4Stagesandprocedures Teachingstages themajorchunksofactivitiesthatTgothroughinalessonProcedures thedetailedstepsineachteachingstageExamples Awarm up starter purposesandformsPPPforanewstructure basedlessonAskill orientedlesson pre while anpost Teachingprocedures AstarterP presentationP practiceP productionRevision Astructure basedlesson Teachingprocedures Pre reading listeningWhile reading listeningPost reading listening Askill orientedlesson 3 stagemodel 4 4 5Teachingaids Teachingaidsorresources Apicture amap aclock atape recorder AprojectororcomputerintheclassroomAlanguagelab 4 4 6 7 End of lessonsummary Optionalactivitiesandassignment backups 4 4 8After lessonreflection Why Veryoften teachingdoesnotfollowexactlywhatweplanandunexpectedthingshappenduringthelesson 60 Suchreflections cancontributegreatlytoteachers professionaldevelopment 60 What Feelingsaboutthelesson students performances unexpectedincidents surprises thingsthatwentwell thingswentwrongandthingstobeimprovedorthingstobegivenmoreattentioninthenextlesson 4 5Samplelessonplans Twoimportantpointsindesigninglessonplans Agoodlessonplandoesnothavetobelongorextremelydetailed Agoodlessonplanshouldbesimpletofollowandeffectiveforfulfillingtheteachingaims 4 6Conclusion TheimportanceoflessonplanningPrinciplesforgoodlessonplanningMacroplanningvs microplanningComponentsofalessonplanSamplelessonplans 4 6Conclusion Lessonplanningisnecessaryandbeneficialtobothexperiencedandnoviceteachers Majorprinciplesforgoodlessonplanninginclude aim variety flexibility learnabilityandlinkage Lessonplanningcanbedoneatmacroandmicrolevels Themajorcomponentsofalessonplanarebackgroundinformatio