Unit 4 Lesson Planning（课堂PPT）

Unit4,LessonPlanning,1,Unit4LessonPlanning,Whyislessonplanningimportant?PrinciplesforgoodlessonplanningMacroplanningvs.microplanningComponentsofalessonplanSamplelessonplansConclusion,2,4.1ImportanceofLessonPlanning备课,Q:Whatisalessonplan?(教案)Whatisplannedforthelesson?“Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.”(51)Whattoachieve:aims,objectivesHowtoachieve:materials,activities,techniques,resources,etc.,3,Discussion,Howdoyoujudgewhetheryourteacherispreparedornot?Experiencedteachersdononeedtodolessonplanning.,4,Whatinfluencealessonplan?,Someofyoumaysay“Ialreadyhaveateachersbookinmyhand,thenIdonothavetomakealessonplan”.Thefactorswhichinfluenceyourlessonplan:Physicalconditions:classsize,sizeofyourclassroom2.Humanfactors:theteacherspersonalities3.Syllabusandtesting:,5,TrueorFalse,()Experiencedteachersdonotneedtodolessonplanning.()Alessonplancanbeusedfordifferentclassesinthesamegrade.()Alessonplanofthesametextbookcanbeusedyearafteryear.()Alessonplanisusedflexiblyintheclassroomteaching.,6,Flexibilityofalessonplan,“noteachinglearningsituationisreallystatic.Socialandeducationalcircumstanceschange,viewsofmethodologychange,andresourcesavailablechange(McDonoughandShaw,2003).”(52),7,Benefitfromlessonplanning(52),Aimsandlanguagecontentsofthelesson,plantheactivitiesandchoosethetechniquesaccordingly;DistinguishthevariousstagesofalessonandseetherelationshipbetweenToanticipatepotentialproblemsConfidenceTeachingaidsneeded;Planningisagoodpracticeandasignofprofessionalism.,8,Agoodlessonplanning,Itisapresentationoftheaimsandcontentsofalesson.Itguides,remindsanat-a-glancecheckbothbeforeandduringaclass.Itcanbeusedtoevaluatewhathashappenedinclass.Amodifiedlessonplancanalsoprovideausefulstartingpointthenexttimeyouteachstudentsofasimilarlevel.Ithelpstheteacherstothinklogically.,9,Morebenefits,Toenabletheteachertoimproveclasstiming;Anaidtocontinuingdevelopment(plan-practice-reflection),10,Whatshouldwedowhenplanningalesson?,Beforethelesson?Afterthelesson?,11,Beforethelesson,aimscontentsteachingaidsactivitiestechniquestimepotentialproblems,12,Afterthelesson,reflectionandcommentssuccessfulandlesssuccessfulparts,problems,13,Whattowriteinafterschoolreflection,whathappened,studentsperformances,unexpectedincidents,surprises,thingswentwell,thingswentwrong,thingstobeimprovedthingstobegivenmoreattention,14,4.2PrinciplesforGoodLessonPlanning,Aim:therealisticgoalsforthelesson;whatstudentsareabletodobytheendofthelesson;Variety:differenttypesofactivities;awideselectionofmaterials;Flexibility:preparingsomeextraandalternativetasksandactivities教学有法，教无定法，重在得法。Learnability:thecontentsandtasksplannedshouldbewithinthelearningcapabilityofthestudentsDoingthingsthatarebeyondorbelowthestudentscopingabilitywilldiminishtheirmotivation(Schumann,1999)Linkage:thestagesandthestepswithineachstagearelinkedwithoneanother.,15,Aplanisjustaplan.Thingsoftendonothappenaccordingtoourplannomatterhowexperiencedweare.,Goodteachersshouldbeflexibleandrespondcreativelytowhathappensintheclassroom.,16,4.3MacroPlanningvs.MicroPlanning,Macroplanning:planningoveralongerperiodoftime宏观备课overall,generalMicroplanning:planningforaspecificunitoralesson微观备课specific,concreteMicroplanningshouldbebasedonmacroplanning,andmacroplanningisapttobemodifiedaslessonsgoon.,17,4.3.1Macroplanning(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,18,4.3.2Microplanning,Macroplanningprovidesageneralguidanceforlanguageteachers.Microplanningisoftenanindividualactivityanddifferentteachersmayhavedifferentwaysofwritingtheirownlessonplans.Acoursebookcancertainlyhelpplanning,butitcannotreplacetheteachersownideasforwhathe/shewantstoachieveintheclass.,19,4.4Componentsofa(micro)LessonPlan,BackgroundinformationTeachingaimsLanguagecontentsandskillsStagesandproceduresTeachingaidsEndoflesson-summaryOptionalactivitiesandassignmentsAfter-lessonreflection,20,BackgroundinformationTeachingaims/objectives/goalsTeachingimportantpointsTeachingdifficultpointsTeachingmethodsTeachingaidsTeachingproceduresBlackboarddesign/layoutAfterlessonreflection,21,4.4.1Backgroundinformation,Whoaremystudents?Howmanystudentsarethereinclass?Whatages?Whichgradearetheyin?Whataretheylike?Whenandwhereismylesson?Howlongdoeseachlessonlast?,22,4.4.2Teachingaims,PointsforattentionPlanthelessonfromthepointofviewofthestudentswhatstudentsareabletoachieve(learnersperformance);Designtheteachingstagesandclassroomactivitiesforthepurposeoffulfillingtheaims;ConsiderthechangeoftheoverallobjectsdescribedintheNEC-frompurelylinguistictoanemphasisonlanguageskills,knowledge,affects,strategiesandcultureawareness,23,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。,24,Toidentifyandselectappropriateaims,weneedtoaskourselvesthefollowingtwoquestions:Whatdomylearnersalreadyknow?Whatdotheyneedtoknow?,25,ASample,PEPBOOK3UnitTwo(PartB:Letstalk)Teachingaims:1.Aimsontheknowledge(1)Toenablethechildrentograsptheusageofthesingleandpluralformsofthestationeries.(2)Toenablethechildrentounderstandandspeak:“Myschoolbagisheavy.Whatsinit?Thankyousomuch.”Makesurethatthechildrencanusethesesentencesinrealsituations.2.Aimsontheabilities(1)Todevelopthechildrensabilitiesoflisteningandspeaking.(2)Totrainthechildrensabilityofworkingingroups.(3)Tofosterthechildrensabilityofcommunicationandtheirinnovation.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。,26,Teachingobjectives,AudienceBehaviorConditionDegree,27,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。,28,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,29,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,30,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,31,Sample1,OriginalEnablestudentstotalkaboutfestivalsandcustomsinEnglishandexpressorsupportanopinionwithsuitableexpressions.RevisedAfterthefunctionalpractice(C),thestudents(A)willbeabletosay(B)fluently(D),thenamesofsomeimportantfestivalsinEnglish,andsaywhatpeopleoftendoontheseholidays.,32,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,33,4.4.3Languagecontentsandskills,Languagecontents:structures(grammar),vocabulary,functions,topics,etc.Notallstructureshavethesamestatusinalesson.Notallnewwordsinalessonareequallyimportant.Languageskills:communicativeskillsinvolvedinlistening,speaking,readingandwriting,34,4.4.4Stagesandprocedures,Teachingstages:themajorchunksofactivitiesthatTgothroughinalessonProcedures:thedetailedstepsineachteachingstageExamples:Awarm-up/starter:purposesandformsPPPforanewstructure-basedlessonAskill-orientedlesson:pre-,while-,anpost-,35,Teachingprocedures,AstarterPpresentationPpracticePproductionRevision,Astructure-basedlesson,36,Teachingprocedures,Pre-reading/listeningWhile-reading/listeningPost-reading/listening,Askill-orientedlesson,3-stagemodel,37,4.4.5Teachingaids,Teachingaidsorresources:Apicture,amap,aclock,atape-recorderAprojectororcomputerintheclassroomAlanguagelab,38,4.4.6/7,End-of-lessonsummary:Optionalactivitiesandassignment:backups,39,4.4.8After-lessonreflection,Why?“Veryoften,teachingdoesnotfollowexactlywhatweplanandunexpectedthingshappenduringthelesson.”(60)Suchreflections“cancontributegreatlytoteachersprofessionaldevelopment”.(60)What?Feelingsaboutthelesson,studentsperformances,unexpectedincidents,surprises,thingsthatwentwell,thingswentwrongandthingstobeimprovedorthingstobegivenmoreattentioninthenextlesson,40,4.5Samplelessonplans,Twoimportantpointsindesigninglessonplans:Agoodlessonplandoesnothavetobelongorextremelydetailed.Agoodlessonplanshouldbesimpletofollowandeffectiveforfulfillingtheteachingaims.,41,4.6Conclusion,TheimportanceoflessonplanningPrinciplesforgoodlessonplanningMacroplanningvs.microplanningComponentsofalessonplanSamplelessonplans,42,4.6Conclusion,Lessonplanningisnecessaryandbeneficialtobothexperiencedandnoviceteachers.Majorprinciplesforgoodlessonplanninginclude:aim,variety,flexibility,learnabilityandlinkage.Lessonplanningcanbedoneatmacroandmicrolevels.Themajorcomponentsofalessonplanarebackgroundinformation,aims,