初中英語單元教學(xué) 設(shè)計(jì)與實(shí)施,廣東省教育研究院 黃麗燕 2013廣東省初中英語教材教學(xué)研修班 2013.5.28 廣州,Overview,Group Task: Planning a unit and an individual lesson What do we mean by planning? What are teachers concerns about unit/lesson planning? What are the different components of a lesson plan?,Planning a unit,Schemes of work Aims A sequence of lessons (lesson type & link) Ways to adapt material that is not suitable extending material shortening material changing the form of tasks changing the level of the material reordering material,Different components of a lesson plan,Main aim Subsidiary aims Personal aims Timetable fit Learners Anticipated language problems & solutions Teaching aids Procedures Timing Interaction patterns homework,Different components of a lesson plan,Main aim(s) what we want learners to learn or to be able to do by the end of the lesson Subsidiary aims knowledge or skill(s) which lead to the main aim Personal aims aspects of our own teaching we want to develop or improve,Different components of a lesson plan,Timetable fit how the lesson is connected to the last/next lesson Learners level, number, already know or can already do related to the aims Anticipated language problems & solutions things that learners may find difficult Teaching materials & aids,Different components of a lesson plan,Procedures (tasks and activities) Timing (length of time needed for each stage) Interaction patterns ways in which learners work, i.e. individually, in pairs, in groups, as a whole class,Activity design,Name and basic type of activity Goals, reasons and beliefs Content or topic Context Materials and medium Organisation of people and furniture Procedures Timing (preparation/ setting up/ activity/ clear up/ follow up time),Activity design,Language (teacher set up language, student interaction language, target language of the activity) Teacher role Student role Cognitive processes Level of difficulty (grammar involved, the length, information density, vocabulary, speed, number of people involved, visual support, degree of precision required, number of steps, level of abstractness, etc.) Correction policy,references,M.Spratt, A. Pulverness & M. Williams (2005). The TKT course. Cambridge: Cambridge University Press. T. Woodward (2001).