教学观摩课-Lesson.ppt

1、Classroom Observation: The Lesson,Xinjiang Normal University Spring 2014 Ms. Michelle Bruton, MA TESOL April 21-May 2, 2014,Homework Completed:Field-Observation Form: Feedback to Error,Your Discoveries,Describe the student errors you observed. Did the teacher/student/others do anything to identify a

2、nd/or correct the error? If you were the teacher, how would you correct the errors you identified?,The 4:1 Rule,Four positive interactions for every negative interaction. Part of your role is to be as positive and encouraging as possible to help your students become successful. Otherwise, students m

3、ay feel that their language abilities are inadequate or feel that they make more mistakes than they actually do.,Planning Lessons and Courses,Planning is a Thinking Skill,Before you teach, it helps to be clear what you want to do. Possible to teach with pre-planning, but planning increases the numbe

4、r of your options and increases your chances of a successful lesson.,Planning is a thinking skill Its imagining the lesson before it happens. Involves: Prediction Anticipation Sequencing Organizing Simplifying,Written plans,Evidence that you have done that thinking Serves as a useful in-lesson remin

5、der HOWEVER, it is not set in concrete.,Written plans: A General Rule,Prepare thoroughly. But in class, teach the learners, not the plan. This means be prepared to respond to the learners and adapt what you have planned as you go, even to the extent of throwing the plan away if appropriate.,Teachers

6、 who is mainly concerned to follow the lesson plan word by word may not be responding to what is actually happening in the classroom.,General Areas to Think About:,1. Atmosphere Can you visualize the characteristic atmosphere and look of the lesson? Can you imagine what the experience of the lesson

7、will feel like for any one specific student?,General Areas to Think About:,2. The Learners How will the lesson engage the learners? Will they enjoy doing the lesson? Will they benefit from it?,General Areas to Think About:,3. The aims/objectives (S.M.A.R.T.) What will the learners achieve? What are

8、you hoping to achieve yourself? 4. The teaching point What is the subject matter of the lessonthe skills or language areas that will be studied the teacher is specific as to what the expected results will be.,Measurable,For example, Johnny will read consonant-vowel-consonant (CVC) words with 85 perc

9、ent accuracy.“ For example: Reduction of failure in class from 40 percent to 20 percent.”,Achievable,This needs to be an objective/goal that the student can realistically achieve in the time period set. Attainable goals are those that take into account shortcomings and strengths involved in achievin

10、g a task.,Achievable,A teacher is well aware of the drawbacks of his/her students and of his/her own. Goals should be realistic and achievable.,Achievable,I.e.: It is more attainable a goal to aim for B grade performers to step up to a higher grade than expect failures to cease in class. Set an atta

11、inable goal.,Achievable,Make specific goals for the student to work toward. Use statements such as Jimmy will increase his reading speed by learning to recognize basic words, such as the and cat, by sight instead of having to sound them out.”,Realistic,The goal needs to be specific and relevant to t

12、he content the child needs to learn for his grade level. Base the goal on a standard specific to the childs grade level. Choose a standard that the child struggles in and has not mastered.,Realistic,Result-oriented goals are, essentially, those that are in line with or synchronous to the objectives

13、of the school, education board, government authority or the school district that has administered the education program.,Realistic,In addition to this, the teacher needs to align his goals to those of parents and guardians of students who have certain expectations from his teaching. I.e., completion

14、 of lesson plans and coverage of the syllabus is a teachers goal that is vital to the schools plan as well.,Time,Set to be achieved within a specific date or duration in time/a time frame. This ensures credibility and punctuality in the teachers work. Completion of goals within stipulated time limit

15、s makes the teacher credible and displays exemplary punctuality that students may emulate.,Time,Decide a realistic amount of time needed in order for the child to attain his/her goal. I.e.:Johnny will read consonant-vowel-consonant words with 85 percent accuracy after six weeks of intervention.,Real

16、istic or Not?,Practice speaking only English for ten minutes a day. Memorize and recite a four-page reading passage every day. Learn and remember 30 new vocabulary words every day. Focus on five new words to learn and use every week. Talk to a foreign friend for three hours every day.,Goals for the

17、Future,What are some of your goals? Think & list three goals. Now, change them and make them S.M.A.R.T.,Models of Lesson Planning,1. The PPP Model - Presentation, Practice, and Production (Van Els et al., 1984. Applied Linguistics and the Learning and Teaching of Foreign Languages) 2. The OHE Cycle

18、- Observe, Hypothesize, Experiment (Lewis,1991. The Lexical Approach),Models of Lesson Planning,3. The ITB Model - Into, Through and Beyond (Brinton and Holten, 1997. Intro, Through and Beyond English Teaching Forum) 4. The ESA Model - Engage, Study, Activate (Harmer, 1998. How to Teach English),PPP Model,PPP Model,Components of ESA,PPP & ESA Overlap?,How do these overlap? Which parts have the same objective, but have different names?,Field-Observation Form: Lesson Objectives & Activities,On TOP of field-observation form,Name Teachers Name Course /Level Da