Lessonplanning

1、Lesson Planning 1Teaching AimsThe importance of lesson planningThe principles for good lesson planningMacro planning and micro planningThe components of a lesson planSample lesson plans2Why is lesson planning important?A clear lesson plan makes the teacher aware of the aims and language contents of

2、the lesson.It helps teachers distinguish the different stages of a lesson.Proper lesson planning gives teachers the opportunity to anticipate potential problems.The teacher can think about how the students can be fully engaged in the lesson .The teacher becomes aware of the teaching aids that are ne

3、eded for the lesson .3Why is lesson planning important?Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them .It helps teachers to keep on target, and feel confident and organized. Planning is a good practice and a sign of

4、professionalism.Lesson plans are also an aid to continuing development.4Principles for lesson planning AimTimingHeuristicLearnabilityVarietyFlexibilityLinkageAdaptabilityReflection5Aim It means the realistic goals for the lesson. The teacher needs to have a clear idea of what he/she would like to ac

5、hieve for the lesson or what outcomes are expected from the lesson. One lesson may have a number of aims. Aims are not the things teachers intend to do during the lesson, but the things that students are able to do by the end of the lesson. With clear aims in mind, the rest of the lesson planning wi

6、ll be based on how such aims are going to be achieved.6Timing Considering the number of minutes in the class hour, the lesson should be appropriately timed. This is one of the most difficult aspects of lesson planning to control. It is not unusual for new teachers to plan a lesson so tightly that th

7、ey actually complete their lesson plan early, or so loosely that they sometimes are not able to complete their lesson within the planned time allotment. Therefore timing is an element that you should build into a lesson plan. 7Heuristic Focus on learning. Only heuristic questions and syllabus modifi

8、cation can lead to an effective and deep understanding. That may also involve some classroom activities.8Learnability Learnability means that the contents and tasks planned for the lesson should be within the learners abilities. At least the designed contents must be relatively and mostly learnable.

9、9Variety Different types of activities and a wide available selective materials, along with more interesting and pleasant styles for both teacher and students, are more likely for a wider range of learning styles and strategies.10Flexibility Flexibility provides the various teaching methods and tech

10、nologies to aid different teaching materials and purposes. For any number of reasons, what the teacher has planned may not be appropriate for the class on a particular day. The flexible teacher will be able to change the plan according to the specific situation. Thus it will secure the effective tea

11、ching process.11Linkage The stages and steps within each stage are planned in such a natural and transitional way that they are somehow linked with one another. Thus recycling and reinforcement can be achieved in language learning. It can make the teaching process move more smoothly.12Adaptability A

12、daptability means the lesson plan should be able to be adjusted as lesson goes on in the actual class. The students could be different from those from other classes and the students may behave in an unexpected way in the teachers class. So the teacher should be alert to the changes in the class and

13、be ready to change the plan.13Reflection Through practical teaching experience and self-reflective assessment and also the assessment of students, the teacher can go on to improve the drawbacks in his teaching process, thus making his teaching become more and more effective.14Different levels of pla

14、nningMacro planningMicro planningMacro planning Micro planning15Macro planning Macro planning is planning over a long period of time, for instance, planning for a whole programme or a whole-year course. This is often done by a group of teachers who are to teach the same course. It involves knowing a

15、bout (the profession; the institution; the learners; the curriculum/syllabus; the textbook; the objectives). 16Micro planning Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. 17Components of a Lesson Plan18C

16、omponents of a lesson planBackground information Teaching aims Language contents and skills Teaching aids Stages and procedures End of lesson summary Optional activities and assignments Teachers after-lesson reflection 19Background information or PrerequisitesThe studentsThe courseThe class size Res

17、ources-books Prior knowledge of students Recent language activities Time duration of the lesson 20Teaching Aims or GoalsA overall purpose that a teacher should attempt to accomplish by the end of the class period. Be quite generalized, but it serves as a unifying theme for the lesson. For example, “

18、understanding conversations at an airport” and “Learn to greet people properly”.Include:What language components to presentWhat communicative skills to practiceWhat activities to conduct and what materials and teaching aids to be usedWhat you are trying to enable the students to doDivide these up in

19、to one main aim and smaller, subsidiary aims21Ask and answer questions from the tableWhen do you get upclean your teetheat breakfastmeet your friendswash your facego to schoollearn Englishfinish schoolplay gamespractice the pianogo to bed in the morning?in the afternoon?in the evening?at night? 22Te

20、acher A Today were going to learn Lesson 15. Its a question and answer practice using a substitution table.Teacher B Today were going to practice present simple questions with “when” and other time expressions.Teachers C Today were going to practice asking and answering questions using the present s

21、imple tense, so that we will learn how to talk about everyday activities.23Please bear these questions in your mindWhat seems to be the topic of this lesson?What is likely to be the main structure of the text?Which functions are being demonstrated?What is the focus of vocabulary?Which language skill

22、 or skills seem to be the focus of the lesson?24Language contents and skillsLanguage contents refer to structures, vocabulary, functions, topics etc. (Remember: Not all structures have the same status in the lesson and not all new words in a lesson are equally important.) Language skills are involve

23、d in listening, speaking, reading and writing. 25Teaching aids List any tapes, pictures, board drawings, realia you intend to use.26Stages and proceduresan opening statement or activity as a “warm up”a set of activities and techniques in which you have considered appropriate proportions of time for

24、whole class work, pair work or group work, teacher talk and student talk (PPP model: presentation, practice, production)closure/conclusion27End of lesson summaryHelp students to refer back to the learning objectives. Help students to develop a habit of reflection on learning. 28Optional Activities a

25、nd AssignmentsThe optional activities can be used as backups in case the lesson goes too fast and there are a few minutes left. Appropriate homework will enhance teaching and learning.29Homework/Follow-up ActivitiesHomework also needs careful planning, especially for the input-poor language environm

26、ent in China. With good and effective homework, students interest in learning English can be maintained and their knowledge and ability consolidated.What activities might you suggest for enrichment and remediation? What lessons might follow as a result of this lesson?30Teachers After-Lesson Reflecti

27、on This is the only part to be finished after a lesson.Teachers keep a brief account of what happened in the lesson.It can help teachers evaluate their own teaching.It can contribute to teachers professional development.31Sample lesson plan 1Teaching topic: Senior English, Book One, Unit 2, Lesson 5

28、Teaching aims: Students are able to understand the dialogue and learn to use the patterns “Dos” and “Donts” in part 2.Language contents: 1) vocabulary: make sure; be allowed; experiment; turn off 2) function: giving instructionsLanguage skills: listening and speakingTeaching focus: Dont touch anythi

29、ng unless your teacher tells you to.Teaching difficulties: “turn off”; “shut”; “l(fā)uck” Teaching aids: tape recorderTeaching duration: 45 minutes32Teaching procedures:Step1. Warming up (8minutes):(Teacher asks several questions) 1) How many chemistry lessons do you have each week? 2) Do you like to wa

30、tch the chemistry experiment in the lab? Why or why not? 3) Usually what does the teacher say to you when you enter the lab or leave the lab?Step2. Presentation (15 minutes) 1) Teacher presents some key phrases 2) Teacher introduces the background 3) Teacher checks the general and detailed comprehen

31、sive questions.Step3. Practice (10 minutes) 1) Teacher explains the patterns about instructions in part 2. 2) Students practice them in pairs and do workbook exercisesStep4. Production (10 minutes) Teacher gives a topic for discussion: What should we do and shouldnt do in learning English?Step5. Ass

32、ignment (2 minutes)33Sample lesson plan 2Background information: Students: 40 Junior high school students, Grade 1Teaching objectives: By the end of the lesson, students should be able to: 1. say in English the names of jobs; 2. ask and answer questions about ones jobs; 3. use interview strategies t

33、o find out information and take notes; 4. present the interview results confidently to other students; 5. learn to be a good listener and brave to ask questions in English.Teaching content: vocabulary of jobsLanguage skills: speaking, listening and writingTeaching aids: tapes, pictures, PPT34Teaching procedures:Step 1. Review (10 mins) Warm up: a song: “What do you do?” (with flash)