Unit-4-Lesson-Planning.ppt
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1、Unit 4 Lesson Planningo Why is lesson planning important?o Principles for good lesson planningo Macro planning vs. micro planningo Components of a lesson plano Sample lesson planso Conclusion4.1 Importance of Lesson Planning备课o Q: What is a lesson plan? (教案) What is planned for the lesson?o “A lesso
2、n plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.”(51)o What to achieve: naims, objectiveso How to achieve: nmaterials, activities, techniques, resources, etc. Discussion oHow do you judge whether your te
3、acher is prepared or not?oExperienced teachers do no need to do lesson planning.What influence a lesson plan?Some of you may say “ I already have a teachers book in my hand, then I do not have to make a lesson plan”. The factors which influence your lesson plan:o Physical conditions: class size, siz
4、e of your classroom2. Human factors: the teachers personalities3. Syllabus and testing: True or Falseo ( ) Experienced teachers do not need to do lesson planning. o ( ) A lesson plan can be used for different classes in the same grade.o ( )A lesson plan of the same textbook can be used year after ye
5、ar.o ( ) A lesson plan is used flexibly in the classroom teaching.Flexibility of a lesson plano “no teaching learning situation is really static. Social and educational circumstances change, views of methodology change, and resources available change (McDonough and Shaw, 2003).” (52)Benefit from les
6、son planning (52)o Aims and language contents of the lesson, plan the activities and choose the techniques accordingly;o Distinguish the various stages of a lesson and see the relationship betweeno To anticipate potential problemso Confidenceo Teaching aids needed;o Planning is a good practice and a
7、 sign of professionalism. A good lesson planningo It is a presentation of the aims and contents of a lesson.o It guides, reminds an at-a-glance check both before and during a class. o It can be used to evaluate what has happened in class.o A modified lesson plan can also provide a useful starting po
8、int the next time you teach students of a similar level.o It helps the teachers to think logically.More benefitsoTo enable the teacher to improve class timing;oAn aid to continuing development (plan-practice-reflection)What should we do when planning a lesson?oBefore the lessono?oAfter the lessono?B
9、efore the lessono aims o contentso teaching aidso activities o techniques o timeo potential problemsAfter the lessono reflection and comments o successful and less successful parts, problems What to write in after school reflection o what happened, o students performances, o unexpected incidents, o
10、surprises, o things went well, o things went wrong, o things to be improvedo things to be given more attention4.2 Principles for Good Lesson PlanningoAim: the realistic goals for the lesson; what students are able to do by the end of the lesson;oVariety: different types of activities; a wide selecti
11、on of materials;oFlexibility: preparing some extra and alternative tasks and activities教学有法,教无定法,重在得法。教学有法,教无定法,重在得法。 oLearnability: the contents and tasks planned should be within the learning capability of the studentsDoing things that are beyond or below the students coping ability will diminish
12、their motivation (Schumann, 1999)oLinkage: the stages and the steps within each stage are linked with one another.A plan is just a plan.Things often do not happen according to our plan no matter how experienced we are. Good teachers should be flexible and respond creatively to what happens in the cl
13、assroom. 4.3 Macro Planning vs. Micro Planningo Macro planning: planning over a longer period of time 宏观备课overall, generalo Micro planning: planning for a specific unit or a lesson 微观备课specific, concreteo Micro planning should be based on macro planning, and macro planning is apt to be modified as l
14、essons go on.4.3.1 Macro planning (how)oKnowing about the professionoProfessional competenceoKnowing about the institutionoTime, length, frequency of lessons, physical conditions of classrooms, exam requirementsoKnowing about the learnersoAge range, sex proportion, social background, motivation, att
15、itudes, interests, learning needs, etc.oKnowing about the curriculum/syllabusoPrinciples, purposes, requirements, targets specified, methodological suggestions, assessment requirement, etc.oKnowing about the textbookoPhilosophy of teaching, organization of learning contents, major topics, ways of as
16、sessment, etc.oKnowing about the objectivesoWhat the learners are expected to achieve and able to do4.3.2 Micro planningo Macro planning provides a general guidance for language teachers. o Micro planning is often an individual activity and different teachers may have different ways of writing their
17、 own lesson plans. o A course book can certainly help planning, but it cannot replace the teachers own ideas for what he/ she wants to achieve in the class.4.4 Components of a (micro) Lesson Plano Background informationo Teaching aimso Language contents and skillso Stages and procedureso Teaching ai
18、dso End of lesson-summaryo Optional activities and assignmentso After-lesson reflection Background information Teaching aims / objectives / goals Teaching important points Teaching difficult points Teaching methods Teaching aids Teaching procedures Blackboard design / layoutAfter lesson reflection4.
19、4.1 Background informationo Who are my students?o How many students are there in class?o What ages?o Which grade are they in?o What are they like?o When and where is my lesson?o How long does each lesson last?4.4.2 Teaching aimsoPoints for attentionnPlan the lesson from the point of view of the stud
20、entswhat students are able to achieve (learners performance);nDesign the teaching stages and classroom activities for the purpose of fulfilling the aims;nConsider the change of the overall objects described in the NEC- from purely linguistic to an emphasis on language skills, knowledge, affects, str
21、ategies and culture awareness 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。To identify and select appropriate aims, we need to ask ourselves the following two questions:What do my learners already know?What do they need to
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