Unit4LessonPlanning

Unit4LessonPlanningUnit4LessonPlanning1.Whyislessonplanningimportant?2.Principlesforgoodlessonplanning3.Macroplanningvs.microplanning4.Componentsofalessonplan5.Samplelessonplans6.Conclusion4.1ImportanceofLessonPlanning备课Q:Whatisalessonplan?(教案)Whatisplannedforthelesson?“Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.”(51)Whattoachieve:aims,objectivesHowtoachieve:materials,activities,techniques,resources,etc.DiscussionHowdoyoujudgewhetheryourteacherispreparedornot?Experiencedteachersdononeedtodolessonplanning.Whatinfluencealessonplan?Someofyoumaysay“Ialreadyhaveateacher’sbookinmyhand,thenIdonothavetomakealessonplan”.Thefactorswhichinfluenceyourlessonplan:1.Physicalconditions:classsize,sizeofyourclassroom2.Humanfactors:theteacher’spersonalities3.Syllabusandtesting:Benefitfromlessonplanning(52)1.Aimsandlanguagecontentsofthelesson,plantheactivitiesandchoosethetechniquesaccordingly;2.Distinguishthevariousstagesofalessonandseetherelationshipbetween3.Toanticipatepotentialproblems4.Confidence5.Teachingaidsneeded;6.Planningisagoodpracticeandasignofprofessionalism.AgoodlessonplanningItisapresentationoftheaimsandcontentsofalesson.Itguides,remindsanat-a-glancecheckbothbeforeandduringaclass.Itcanbeusedtoevaluatewhathashappenedinclass.Amodifiedlessonplancanalsoprovideausefulstartingpointthenexttimeyouteachstudentsofasimilarlevel.Ithelpstheteacherstothinklogically.MorebenefitsToenabletheteachertoimproveclasstiming;Anaidtocontinuingdevelopment(plan-practice-reflection)Whatshouldwedowhenplanningalesson?Beforethelesson????Afterthelesson????BeforethelessonaimscontentsteachingaidsactivitiestechniquestimepotentialproblemsAfterthelessonreflectionandcommentssuccessfulandlesssuccessfulparts,problemsWhattowriteinafterschoolreflectionwhathappened,students’performances,unexpectedincidents,surprises,thingswentwell,thingswentwrong,thingstobeimprovedthingstobegivenmoreattention4.2PrinciplesforGoodLessonPlanning1.Aim:therealisticgoalsforthelesson;whatstudentsareabletodobytheendofthelesson;2.Variety:differenttypesofactivities;awideselectionofmaterials;3.Flexibility:preparingsomeextraandalternativetasksandactivities教学有法，教无定法，重在得法。4.Learnability:thecontentsandtasksplannedshouldbewithinthelearningcapabilityofthestudentsDoingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation(Schumann,1999)5.Linkage:thestagesandthestepswithineachstagearelinkedwithoneanother.Aplanisjustaplan.Thingsoftendonothappenaccordingtoourplannomatterhowexperiencedweare.Goodteachersshouldbeflexibleandrespondcreativelytowhathappensintheclassroom.4.3MacroPlanningvs.MicroPlanningMacroplanning:planningoveralongerperiodoftime宏观备课overall,generalMicroplanning:planningforaspecificunitoralesson微观备课specific,concreteMicroplanningshouldbebasedonmacroplanning,andmacroplanningisapttobemodifiedaslessonsgoon.4.3.1Macroplanning(how)1.KnowingabouttheprofessionProfessionalcompetence2.KnowingabouttheinstitutionTime,length,frequencyoflessons,physicalconditionsofclassrooms,examrequirements3.KnowingaboutthelearnersAgerange,sexproportion,socialbackground,motivation,attitudes,interests,learningneeds,etc.4.Knowingaboutthecurriculum/syllabusPrinciples,purposes,requirements,targetsspecified,methodologicalsuggestions,assessmentrequirement,etc.5.KnowingaboutthetextbookPhilosophyofteaching,organizationoflearningcontents,majortopics,waysofassessment,etc.6.KnowingabouttheobjectivesWhatthelearnersareexpectedtoachieveandabletodo4.3.2MicroplanningMacroplanningprovidesageneralguidanceforlanguageteachers.Microplanningisoftenanindividualactivityanddifferentteachersmayhavedifferentwaysofwritingtheirownlessonplans.Acoursebookcancertainlyhelpplanning,butitcannotreplacetheteacher’sownideasforwhathe/shewantstoachieveintheclass.4.4Componentsofa(micro)LessonPlan1.Backgroundinformation2.Teachingaims3.Languagecontentsandskills4.Stagesandprocedures5.Teachingaids6.Endoflesson-summary7.Optionalactivitiesandassignments8.After-lessonreflectionBackgroundinformationTeachingaims/objectives/goalsTeachingimportantpointsTeachingdifficultpointsTeachingmethodsTeachingaidsTeachingproceduresBlackboarddesign/layoutAfterlessonreflection4.4.1BackgroundinformationWhoaremystudents?Howmanystudentsarethereinclass?Whatages?Whichgradearetheyin?Whataretheylike?Whenandwhereismylesson?Howlongdoeseachlessonlast?4.4.2TeachingaimsPointsforattention1.Planthelessonfromthepointofviewofthestudents—whatstudentsareabletoachieve(learners’performance);2.Designtheteachingstagesandclassroomactivitiesforthepurposeoffulfillingtheaims;3.ConsiderthechangeoftheoverallobjectsdescribedintheNEC--frompurelylinguistictoanemphasisonlanguageskills,knowledge,affects,strategiesandcultureawareness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。Toidentifyandselectappropriateaims,weneedtoaskourselvesthefollowingtwoquestions:Whatdomylea