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UnitFourLessonPlanningWarming-upQuestion

Whatisoneofthemostimportantthingsforteacherstodobeforetheystepintotheclassroomeveryday?Lessonplanning

Whatislessonplanning?Whyislessonplanningimportantforteachers?Whatshouldbeincludedinalessonplan?PrinciplesforGoodLessonPlanning

DifferentKindsofLessonPlanningHowcanteachersdecidetheteachingobjectivesofalesson?

Whatstagesandproceduresdoweoftenadopt?AnalyzingsomesamplelessonplansThefocusesforthisunitI.LessonPlanningItmeansmakingdecisionsinadvanceaboutwhattoteach,howtoteachandthetimeassignmentofeveryteachingprocedure.

TextbookP51Benefitsoflessonplanning

Itcanhelpteacherstobeawareoftheteachingobjectivesofalesson.

Itcanhelpteacherstodistinguishvariousstagesofalessonandtoorganizelogicallysequencedactivities.

Itcangiveteachersopportunitiestoanticipatepotentialproblemsandbepreparedforsomepossiblesolutions.Itcangiveteachers,especiallynoviceteachersconfidenceinclass.Itcanhelpteacherstobeawareoftheteachingaidsneededforthelesson.

Itcanenableteacherstoimproveclasstiming/pace.

Itcanbeadoptedasameansforteacherstoimprovetheirprofessionaldevelopment.P52Doexperiencedteachersneedlessonplanning?Whyorwhynot?Noteaching/learningsituationisstatic.Socialandeducationalcircumstanceschange.Viewsonlanguagechange.Viewsofmethodologychange.Resourceschange.Studentschange.Timechanges.Moodchanges…II.Whatshouldteachersconsider?AimstobeachievedMaterialstobecoveredActivitiestobeorganizedTechniquesandresourcestobeused

P.51P52Doexperiencedteachersneedlessonplanning?Whyorwhynot?Noteaching/learningsituationisstatic.Socialandeducationalcircumstanceschange.Viewsonlanguagechange.Viewsofmethodologychange.Resourceschange.Studentschange.Timechanges.Moodchanges…III.PrinciplesforGoodLessonPlanning

Variety:variousactivitiesandmaterialstoensurehighmotivationandinterest

Flexibility:moreteachingmethodsandtechniquesanddonotjustreadyourteachingplan

Aim:theteacherneedstohaveaclearideaofwhathe/shewouldliketoachieveforthelesson

Learnability:theplannedcontentsandtasksshouldbewithinthelearningcapabilityofthestudents.slightlyhigherthanthepresentproficiencyofthestudentsdoingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation(Schumann,1999)

Linkage:theteachingstepsshouldbelinkedwitheachother.Thatis,thereshouldbecoherence.Macroplanning

MicroplanningPlanningoveralongperiodoftimePlanningforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesrespectivelyIV.DifferentKindsofLessonPlanningTherelationshipbetweenmacroplanningandmicroplanningP54Macroplanning—overall,generalMicroplanning—specific,concreteTextbookP54MacroplanningPurpose:tohelpteacherstogetanoverallfeelingorideaaboutthecourseandalsogetfamiliarizedwiththecontextinwhichlanguageteachingtakesplaceTextbookP54MacroplanningFactorstoconsider:KnowingabouttheprofessionKnowingabouttheinstitutionKnowingaboutthelearnersKnowingaboutthecurriculumKnowingaboutthetextbookKnowingabouttheoverallteachingobjectives

Whatshouldbeincludedinamicrolessonplan?

V.ComponentsofaMicroLessonPlan

BackgroundinformationTeachingaims/objectives/goals

Teachingimportantpoints

Teachingdifficultpoints

TeachingmethodsTeachingaidsTeachingprocedures

Blackboarddesign

/layoutAfterlessonreflectionAlessonplanincludes:TextbookP56

BackgroundinformationTeachingaims/objectives/goals

Teachingimportantpoints

Teachingdifficultpoints

TeachingmethodsTeachingaidsTeachingprocedures

Blackboarddesign

/layoutAfterlessonreflectionAlessonplanincludes:TextbookP56

BackgroundinformationTheage,level,culturalbackgroundandindividualcharacteristicsofthestudentshavetobetakenintoaccountwhenmakinglessonplanning.Whatconstitutestheteachingobjectivesofalesson?Teaching

aims/objectives/goalsHowtodecideteachingaims?Shouldyoufocusonthelearners

ortheteachers?Summary1

Teachingobjectivesshouldfocusonthelearners’performanceratherthanontheteachers’.P57Summary2TheteachingobjectivesinalessonshouldreflecttheoverallobjectivesdescribedinthenewEnglishCurriculum—achangefrompurelylinguisticteachingtoanemphasisonlanguageknowledge,languageskills,learningstrategies,affectandculturalawareness.P.57VI.Whatstagesandproceduresdoweoftenadopt?PPPpresentationpracticeproduction3–stepsforreadingorlistening

pre-readingwhile-readingpost-reading

TeachingproceduresAstarterP—presentationP—practiceP—productionRevisionAstructure-basedlessonPP58-59

TeachingproceduresPre-reading/listeningWhile-reading/listeningPost-reading/listeningAskill-orientedlessonPP59-603-stagemodel

Teachingaidsboard,ataperecorder,anoverheadprojector,rolecards,music,video,etc.

TeachingmethodsTask-basedLangaugeTeaching3PTeachingModelSituationallanguageTeachingCommunicativeLanguageTeaching

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