英語教學(xué)理論與方法9課件

1、英語教學(xué)理論與方法9Lesson Planning第1頁，共30頁。一、Why is lesson planning important?1、Common misconception (P.52)2、 Beneficial to English teachers in a number of ways and of other ways. P.53第2頁，共30頁。What is lesson planning?Lesson planning means making decisions in advance about what techniques, activities and mate

2、rials will be used in the class.第3頁，共30頁。Why is lesson planning necessary for a teacher before his/ her teaching?How do teachers benefit from proper lesson planning?In how many ways do language teachers benefit from lesson planning?第4頁，共30頁。What factors influence a lesson? There are 4 factors:Physic

3、al conditions:Class size: affects types of activitiesLength of a lesson: determine how much can be taughtSize of classroom: restricts some types of activitiesTeaching aids: sufficient or not Time of day: influences the types of activities used (p.m. or a.m.)第5頁，共30頁。Human factors:Different personali

4、ties of teachers decide different styles of teachingVaried needs and attitudes of studentsThe students language levelThe students learning background第6頁，共30頁。Change of the syllabus and textbooksTeaching system: Meets the needs of the institutions and examinationsA good lesson begins with a good less

5、on plan to some extent. That is, good lesson planning is a beginning of your success in your classroom teaching. 第7頁，共30頁。二、Principles for good lesson planning. (P.53-54)1、Aim2、Variety3、Flexibility4、Learnability5、Linkage第8頁，共30頁。What does a lesson plan consist of?1）the objective of the lesson, 2）cla

6、ssroom aids required, procedures, 3）language contents and skills, 4）problems and solutions, 5）evaluation and so on.第9頁，共30頁。What are the principles for good lesson planning?1） aim2） variety3） flexibility4） learnability5） linkage第10頁，共30頁。三、Macro planning vs. micro planning(P.54-55)1、Macro planning:

7、planning for a month, a term or the whole course, involving four points knowing about the course, knowing about the institution, knowing about the learners, knowing about the syllabus or the curriculum.2、Micro planning: planning for a specific lesson, lasting 40 or 50 minutes.第11頁，共30頁。What is macro

8、 planning and what is micro planning?And what is the difference between them?第12頁，共30頁。What does macro planning involve? Knowing about:the coursethe institutionslearnerssyllabusBut in practice, we dont often have such a macro plan in written form. We usually have:第13頁，共30頁。A progress chart a teachin

9、g plan lesson plansIt also can be illustrated as the following:General planning Medium planning Specific planningWe can also describe it in this way:A book/Books A unit A lesson第14頁，共30頁。All above must be in written form. But for an experienced teacher, lesson plans can be a bit brief; for a novice,

10、 its necessary and important to write out lesson plans in every detail. There is no other better way to go. A clear and detailed lesson plan can always help beginners create a purposeful, interesting and motivating lesson. 第15頁，共30頁。四、Components of a lesson plan(P.55-57)1、Teaching aims2、Language con

11、tents and skills3、Teaching stages and procedures第16頁，共30頁。What does a lesson plan include?At least, it may have the following components:Teaching aimsLanguage contents and skillsTeaching stages and procedures第17頁，共30頁。What does the teaching aim of a lesson include? How to describe teaching aims:(Tas

12、k 4 p.57)第18頁，共30頁。Language skills: Students are able to introduce themselves in Englishtelling others about their names, telephone numbers, addresses, and where they are from, etc. Students are able to find out information about other people in English.Students are able to make an ID card for thems

13、elves in English.Affective attitudes:Students are able to talk confidently and politely with strangers.Communicative strategy:Students are able to ask other people to clarify if they do not undersatand it.Cultural factor: Students are able to understand the difference of place between Chinese last n

14、ames and English last names.第19頁，共30頁。通過對(duì)課型（此處為“對(duì)話”）的判斷，確定語言技能為“聽說”，但又不是籠統(tǒng)的“聽說”，而是要與具體的話題或功能相聯(lián)系，即“telling others about their names, telephone numbers, addresses, and where they are from, etc”，“finding out information about other people in English” 以及“making an ID card for themselves in English”。情感態(tài)度

15、、文化因素和交際技能更是隱含在語言材料之中，有時(shí)需要借助于語言內(nèi)容的分析才能得以明確。中觀層面的分析是確定語言技能目標(biāo)的基礎(chǔ)，但需要微觀層面分析支撐，尤其是話題和功能。所以，中觀層面和微觀層面是一個(gè)有機(jī)連續(xù)體。 第20頁，共30頁。What do language contents mean and what do language skills mean?The former means: vocabulary, structures (grammar), grammar, functions, topics and so on; the latter means: 4 communicat

16、ive skillsIn language teaching, it is important for the teacher to know exactly what language contents will be taught and what language skills will be practiced in the lesson.Language contents: structures (grammar), vocabulary, functions, topics and so on.Language skills: listening, speaking, readin

17、g and writing.第21頁，共30頁。What is the difference between teaching stages and teaching procedures?Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed steps in each teaching stage.The most popular teaching stages are three Ps model, which i

18、nclude presentation, practice and production.第22頁，共30頁。In reading lessons, we apply another 3-stage model, what are they? 3-stage model in reading/listening lessons:Pre-reading/ listening, while-reading/ listening and post-reading/listening第23頁，共30頁。五、 Sample lesson plans (PP.61-65)Generally speakin

19、g, lesson plans can be designed in two forms:A: items B. diagram第24頁，共30頁。Sample 1 & Sample 2 (In items)Sample 3 (In diagram)第25頁，共30頁。StepsTime(min)Interaction patternsSkillsStudent activity Teacher activityComments(fill after class)第26頁，共30頁。Lesson Plan(Title)(Class/Grade/School/Date)Teaching aims (language components and communicative skills)Teaching important/ difficult language pointsTeaching methodsTeaching time arrangementTeaching aids