Chapter1

LessonPlanningChapter1

LessonPlanning1Whyislessonplanningnecessary?PrinciplesforgoodlessonplanningMacroplanningvs.microplanningComponentsofalessonplanSamplelessonplans英語教學法教程chapter課件2Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.Althoughthemainteachingcontentsmaybethesame,thestudentsaredifferent,thetimeisdifferent,andthemoodisdifferent.Languageteachersbenefitfromlessonplanningin.Lessonplanningmeansma31)understandingtheaimsandlanguagecontentsofthelesson;2)distinguishingthevariousstagesofalesson;3)thinkingabouthowthestudentscanbefullyengagedinthelesson;4)becomingawareoftheteachingaidsthatareneeded.5)thinkingabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.1)understandingtheaimsand4Variety:differenttypesofactivitiesandawideselectionofmaterials.Flexibility:differentmethodsandtechniquesLearnability:thecontentsandtasksshouldbewithinthelearningcapabilityofthestudents.Linkage:thestagesshouldbelinkedwithoneanother.Variety:differenttypesofact5Macroplanningprovidesgeneralguidanceforlanguageteachers,itisnotforspecificlessonsbutratherfamiliarizingwiththecontextinwhichlanguageteachingistakingplace,whichinvolves:

thecoursetheinstitution(school);thelearnersthesyllabusKnowingaboutMicroplanning

isusuallyforaspeciallesson./lessonplanMacroplanningprovidesgenera6

Componentsofalessonplan1)Teachingaims:2)Languagecontentsandskills:3)Teachingstagesandprocedures:4)Teachingaids5)Endoflessonsummary6)Optionalactivitiesandassignments7)AfterclassreflectionComponentsofalessonplan1)7

1)

Contents:structures,vocabulary,functions,topicsandsoon;2)

Skills:listening,speaking,readingandwriting.LanguageContentsandSkills:

1)

Contents:structures,vo8TeachingStagesandProcedures:PPPmodelofteaching:3–stageofteaching:Five-steplanguageteaching:Task-basedlanguageteaching:TeachingStagesandProcedures9Forteachinganewstructure-basedlesson,thePPPmodelmaybetheeasiestproceduretofollowPresentation

ofsingle“new”item(introducenewvocabularyandgrammaticalstructuresinwhatwaysappropriate)Practiceofnewitem:drills,exercises,dialoguepractice(thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitationofthetextswhennecessary.)Production

Activity,role-playortasktoencourage“free”useoflanguage(thestudentsareencouragedtousewhattheyhavelearnedandpractisedtoperformcommunicativetasks,atthisstage,thefocusisonmeaningratherthanaccurateuseoflanguageforms.)Forteachinganewstructure-b10Forteachingaskill-orientedlesson,another3–stageisfrequentlyadvised:Post-stage:

providesthechanceforsstoobtainfeedbackontheirperformanceatthewhile-stage.Italsoinvolvessomefollow-upactivities,inwhichssrelatewhattheyhavereadorheardtotheirownlifeandusethelanguagespontaneously.Pre-stage:

thisstageinvolvespreparationwork,suchassettingthescene,warmingup,orprovidingkeyinformation(suchaskeywords).While-stage:

activitiesortasksthatthessmustperformwhiletheyarereadingorlistening.Forteachingaskill-oriented11Five-steplanguageteaching:1)

warmup/revision;2)

presentation;3)

activities/practice4)

consolidation5)

summaryandhomeworkFive-steplanguageteaching:1)12Task-basedLanguageTeaching:

Pre-task:introductiontotopicandtaskTaskcycle:taskplanning;report;studentsheartaskrecordingorreadtextLanguagefocus:analysisandpractice;reviewandrepeattaskTask-basedLanguageTeaching:13Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomerewards.Thus,examplesoftasksincludepaintingafence,dressingachild,fillingoutaform,buyingapairofshoes,makinganairlinereservation,borrowingalibrarybook,takingadrivingtest,typingaletter,weighingapatient,sortingletters,takingahotelreservation,writingacheque,findingastreetdestinationandhelpingsomeoneacrossaroad,by“task”ismeantthehundredandonethingspeopledoineverydaylife,atwork,atplay,andinbetween.Long(1985:89)Ataskisapieceofworkunde14Chapter1

LessonPlanningChapter1

LessonPlanning15Whyislessonplanningnecessary?PrinciplesforgoodlessonplanningMacroplanningvs.microplanningComponentsofalessonplanSamplelessonplans英語教學法教程chapter課件16Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.Althoughthemainteachingcontentsmaybethesame,thestudentsaredifferent,thetimeisdifferent,andthemoodisdifferent.Languageteachersbenefitfromlessonplanningin.Lessonplanningmeansma171)understandingtheaimsandlanguagecontentsofthelesson;2)distinguishingthevariousstagesofalesson;3)thinkingabouthowthestudentscanbefullyengagedinthelesson;4)becomingawareoftheteachingaidsthatareneeded.5)thinkingabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.1)understandingtheaimsand18Variety:differenttypesofactivitiesandawideselectionofmaterials.Flexibility:differentmethodsandtechniquesLearnability:thecontentsandtasksshouldbewithinthelearningcapabilityofthestudents.Linkage:thestagesshouldbelinkedwithoneanother.Variety:differenttypesofact19Macroplanningprovidesgeneralguidanceforlanguageteachers,itisnotforspecificlessonsbutratherfamiliarizingwiththecontextinwhichlanguageteachingistakingplace,whichinvolves:

thecoursetheinstitution(school);thelearnersthesyllabusKnowingaboutMicroplanning

isusuallyforaspeciallesson./lessonplanMacroplanningprovidesgenera20

Componentsofalessonplan1)Teachingaims:2)Languagecontentsandskills:3)Teachingstagesandprocedures:4)Teachingaids5)Endoflessonsummary6)Optionalactivitiesandassignments7)AfterclassreflectionComponentsofalessonplan1)21

1)

Contents:structures,vocabulary,functions,topicsandsoon;2)

Skills:listening,speaking,readingandwriting.LanguageContentsandSkills:

1)

Contents:structures,vo22TeachingStagesandProcedures:PPPmodelofteaching:3–stageofteaching:Five-steplanguageteaching:Task-basedlanguageteaching:TeachingStagesandProcedures23Forteachinganewstructure-basedlesson,thePPPmodelmaybetheeasiestproceduretofollowPresentation

ofsingle“new”item(introducenewvocabularyandgrammaticalstructuresinwhatwaysappropriate)Practiceofnewitem:drills,exercises,dialoguepractice(thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitationofthetextswhennecessary.)Production

Activity,role-playortasktoencourage“free”useoflanguage(thestudentsareencouragedtousewhattheyhavelearnedandpractisedtoperformcommunicativetasks,atthisstage,thefocusisonmeaningratherthanaccurateuseoflanguageforms.)Forteachinganewstructure-b24Forteachingaskill-orientedlesson,another3–stageisfrequentlyadvised:Post-stage:

providesthechanceforsstoobtainfeedbackontheirperformanceatthewhile-stage.Italsoinvolvessomefollow-upactivities,inwhichssrelatewhattheyhavereadorheardtotheirownlifeandusethelanguagespontaneously.Pre-stage:

thisstageinvolvespreparationwork,suchassettingthescene,warmingup,orprovidingkeyinformation(suchaskeywords).While-stage:

activitiesortasksthatthessmustperformwhiletheyarereadingorlistening.Forteachingaskill-oriented25Five-steplanguageteaching:1)

warmup/revision;2)

presentation;3)

activities/practice4)

consolidation5)

summaryandhomeworkFive-step