Unit 4 Lesson Planning (教案或课堂设计)
Unit 4 Lesson Plan
Warm-up/a starter/revision
Presentation
Drilling
Consolidation
Ⅱ.Principles for good lesson planning Ⅲ. Macro planning vs. micro planning Ⅳ.Components of a lesson plan
1．Background information 2．Teaching aims 3．Language contents and skills 4．Stages and procedures 5．Teaching aids 6．End of lesson summary 7．Optional activities and assignments 8．After lesson reflection Ⅴ. Lesson planning Ⅵ.Conclusion
To know what his/her students are able to achieve To focus on the learners’ performance
IV. Components of a lesson plan
Language Contents and Skills
Language Skills
语言学习和一般学习的普遍观点
（1）Behaviorist theory行为主义学习理论 （2）Cognitive theory认知学习理论 （3）Constructivist theory建构主义学习理论 （4）Socio-constructivist theory社会建构主义理论
Ⅳ. Qualities of a good language teacher一个好的语言老师必备的素养 Ⅴ. Development of a good language teacher教师专业技能发展 Ⅵ. An overview of the book
Unit-4-Lesson-Planning教学内容
aims, objectives
How to achieve:
materials, activities, techniques, resources, etc.
Discussion
How do you judge whether your teacher is prepared or not?
4.2 Principles for Good Lesson
Planning
1. Aim: the realistic goals for the lesson; what students are able to do by the end of the lesson;
2. Variety: different types of activities; a wide selection of materials;
Before the lesson ????
After the lesson ????
Before the lesson
aims contents teaching aids activities techniques time potential problems
After the lesson
Unit-4-Lesson-Planning
4.1 Importance of Lesson Planning备课
Q: What is a lesson plan? (教案) What is planned for the lesson?
“A lesson 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)
unit 4 Lesson Planning.ppt
pictures/ video, etc.
6) Teaching material Course book, supplementary materials…
9) Board plan The designing of the layout of the blackboard and
draw it in the lesson plan.
10 Reflection Think about what went well in the lesson and what
7) Procedure This is concerned with the teaching steps/stages
and activities in each stage, including when to do, how long to take, what to do and why. Sequence of lesson and integration of skills should be considered.
3) Assumed knowledge of the students considering what students already know in relation
to the lesson
4) Anticipated problems students may have language problem of new
colours/ to practise language for buying clothes) l a structure (e.g. “be going to”; “will”) l a skill ( e.g. understanding spoken instructions/ reading skill)
(完整版)《英语教学法》Unit_4_Lesson_Planning
• Language teachers benefit from lesson planning in :
lesson planning?p.52-53 • What types of lessons do you know?
• Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.
• ● Size of classroom: restricts some types of
activities
• ● Teaching aids: sufficient or not • ● Time of day: influences the types of
activities used (p.m. or a.m.)
• Procedures are the detailed steps in each teaching stage.
What teaching model is the easiest procedure to teach a new
structure-based lesson?
• PPP model, which includes presentation, practice and production.
unit 4Lesson Planning
Too general to be qualified as a specific lesson objective
Behavioral verbs
a to z
Analyze, apply, arrange Build Categorize, choose, classify, compare Deduce(推论）, define, demonstrate Estimate, evaluate, explain Generate, graph Identify, indicate Label, locate
2 Teaching aims and demands 3 Knowledge Affect Skill 4 Teaching purpose
5 Knowledge aims Ability aims Moral education aims
Practice
Task 3 (p56)
Sample 1
pronunciation role-play writing Topic of the lesson Cross-curricular activities arts maths
Activities matching
sequencing pictures listen and joining in Resources needed Learning outcomes pictures tape recorder wallpaper word worksheets cards role-play a survey telling a story
Sample 3
Original version：Help students learn to read science writing and know about scientists and their work Revised version： Through reading and explanation (C), students (A) will be able to summarize the main contents of the passage (B), orally/in writing (C), from memory (C).
Unit-4-Lesson-Planning教学内容
problems
What to write in after school reflection
what happened, students’ performances, unexpected incidents, surprises, things went well, things went wrong, things to be improved things to be given more attention
5. Linkage: 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.
Before the lesson ????
After the lesson ????
Before the leids activities techniques time potential problems
After the lesson
3. Knowing about the learners
Age range, sex proportion, social background, motivation, attitudes, interests, learning needs, etc.
4. Knowing about the curriculum/syllabus
unit 4 Lesson Planning PPT课件
What do you do on weekends? I often/usually… How often do you……？ I…
（2）教学难点：如何运用好表示频率的副词 “always,usually,often,sometimes,hardly,ever,never等” 二、教法与学法
colours/ to practise language for buying clothes) l a structure (e.g. “be going to”; “will”) l a skill ( e.g. understanding spoken instructions/ reading skill)
II. Micro Planning
1. What is micro planning?
Planning for a specific lesson, which usually lasts 40 or 50 minutes.
2. What are involved in micro planning?
The teacher also becomes aware of the teaching aids that are needed.
II. Macro Planning
1. What is macro planning?
Planning over time, for instance, the planning for a month, a term or the whole course
7) Procedure This is concerned with the teaching steps/stages
七下 unit 4英语教案
七下 unit 4英语教案Title: English Lesson Plan for Grade 7, Unit 4Introduction:This English lesson plan is designed for Grade 7 students, focusing on Unit 4 of the textbook. The aim of this lesson is to help students enhance their language skills and understanding of the topic through various activities. The lesson plan incorporates different teaching methods, such as group discussions, reading tasks, and interactive exercises, to create an engaging and effective learning environment.Objectives:1. To introduce and familiarize students with the vocabulary related to the topic of Unit 4.2. To develop students' reading and comprehension skills through the analysis of a text.3. To strengthen students' speaking skills through group discussions and role-plays.4. To encourage students' creativity in writing by providing them with a writing task.5. To facilitate students' critical thinking and problem-solving abilities through interactive exercises.Materials Required:- Unit 4 textbook- Worksheets and handouts- Blackboard or whiteboard- Markers or chalk- Timer or stopwatchLesson Plan:1. Warm-up (10 minutes):- Greet the students and establish a positive learning atmosphere.- Engage the students by asking them about their favorite hobbies or interests related to the topic of Unit 4.- Provide a short video or image related to the topic to grab students' attention and stimulate their curiosity.2. Vocabulary Introduction (15 minutes):- Present and explain the key vocabulary words related to Unit 4 using visual aids and examples.- Engage the students in a quick vocabulary game or a matching activity to reinforce their understanding of the words.- Encourage students to use the new vocabulary in sentences or short dialogues.3. Reading Comprehension (20 minutes):- Distribute the reading passage related to Unit 4.- Ask the students to read the text individually and silently.- Initiate a class discussion to check comprehension by asking targeted questions.- Divide the students into pairs or small groups to analyze the text in more detail and answer comprehension questions together.- Encourage students to share their thoughts and opinions on the topic.4. Speaking Practice (20 minutes):- Conduct a whole-class discussion on the topic, encouraging students to express their viewpoints and ideas.- Divide the students into pairs or small groups and provide them with discussion questions related to Unit 4.- Monitor the groups and provide necessary support and guidance.- Encourage students to use the target vocabulary and practice expressing their opinions respectfully.5. Writing Task (20 minutes):- Explain the writing task to the students, providing clear instructions and expectations.- Ask students to write a short paragraph or a dialogue incorporating the vocabulary and grammar structures learned in Unit 4.- Encourage creativity and critical thinking in their writing.- Allocate time for students to peer-edit and revise their work.6. Interactive Exercise (15 minutes):- Introduce an interactive exercise related to Unit 4 using multimedia or online resources.- Divide the students into small groups and assign them a task or problem to solve collaboratively.- Monitor the groups and provide guidance if needed.- Encourage students to think critically and apply their knowledge to solve the exercise.7. Conclusion and Reflection (5 minutes):- Recap the main points and key vocabulary learned in Unit 4.- Allow students to share their reflections on the lesson and their overall understanding of the topic.- Provide positive feedback and praise students' efforts.8. Homework (5 minutes):- Assign relevant homework tasks, such as reviewing the vocabulary, practicing the grammar, or researching a related topic.- Clearly explain the expectations and due dates for the homework.Note: The duration of each activity can be adjusted based on the students' progress and class dynamics. It is essential to maintain an interactive and engaging environment throughout the lesson plan, ensuring the students' active participation and fostering their language skills development.。
人教版七年级英语上册第4单元Unit4教案
人教版七年级英语上册第4单元Unit4教案Unit 4 Lesson Plan for Grade 7 English (Textbook: People’s Education Press) Lesson Overview- Unit: 4- Textbook: Grade: 7- Subject: English- Duration: 1 week- Lesson Title: Unit 4Lesson Objectives- Develop the students' listening, speaking, reading, and writing skills in English- Enhance the students' understanding of basic grammar rules and vocabularyLesson ContentThis lesson will cover the following topics and activities:1. Vocabulary- Introduce and practice vocabulary related to daily routines, such as wake up, get dressed, eat breakfast, go to school, etc.2. Listening- Listen to audio recordings of different daily routines and identify the corresponding activities3. Speaking- Practice speaking about personal daily routines and ask and answer questions about others' routines4. Reading5. Writing- Write a short paragraph describing a personal daily routine using the vocabulary and grammar learned in class6. Grammar- Review and practice the use of present simple tense in sentences related to daily routines- Engage in pair or group discussions about daily routines and exchange information8. Evaluation- Assess the students' understanding through quizzes, oral presentations, and written assignmentsLesson PlanDay 1: Vocabulary and Listening- Introduce the new vocabulary related to daily routines- Play audio recordings of different daily routines- Have students match the activities with the corresponding recordings- Discuss the correct answers as a classDay 2: Speaking and Reading- Practice speaking about personal daily routines in pairs or small groups- Introduce the reading passage about a teenager's typical day- Discuss the answers as a classDay 3: Writing and Grammar- Review the present simple tense and its usage in sentences related to daily routines- Provide a writing prompt asking students to describe their own daily routines- Have students write a short paragraph using the vocabulary and grammar learned- Divide the class into pairs or small groups- Assign each group a set of questions related to daily routines- Have the groups discuss the questions and exchange information - Assess the students' understanding through oral presentations and participationResources- Textbook: People's Education Press Grade 7 English- Audio recordings of daily routines- Reading passage about a teenager's daily routine- Writing prompts for students to describe their daily routinesAssessment- Quizzes to test vocabulary knowledge- Evaluation of written paragraphs describing daily routines- Oral presentations and participation in group discussionsConclusion。
PEP小学英语四年级unit4单元教学计划.docx
PEP小学英语四年级 unit4单元教学计划教材分析：能室。
教材又在 Let ’ s do 部分设计了各种与学生的日常生活息息相关的相关功能室的活动，让学生通过做动作或实际操作、下达命令，理解并熟练掌握这些相关内容，达到能实际使用的目的。
教学内容紧密联系学生生教研专区全新登场教学设计教学方法课题研究教育论文日常工作活实际，选择话题充分考虑四年级学生的需求。
学情分析：四年级共有 2 个教学班，共有学生 90 余人，这些学生大都来自周边的村庄和镇直机关，学生年龄大约在 10-11 岁左右，他们已经适合了小学生活，并且具备一学年学习英语的经历，并对英语的学习产生了广泛的兴趣，具备了一定的英语语言知识与学习水平。
发现这些学生都天真活泼，兴趣比较广泛，对新事物充满了好奇心，接受新知识的水平较强，想象力丰富，而且善于模仿，但学生的智力因素与非智力因素参差不齐，个性差异很大，每个班级都有几个学困生，他们的好奇心虽强，但精力易分散，缺乏毅力与耐力，虽然他们有了一定的英语学习经历，不过他们的基础不够扎实，学习英语的习惯有待进一步培养，从上学年的成绩来看，处于中游的学生较多，而学困生的基础也太差，最低分才 20 几分，每个班级都存有或多或少的几个学习特困生，希望在本学年的努力下，每个学生，每个班级都有不同水准的提升和进步。
教学目标：1.水平目标（1）能够简单描述自己的家，使用学过的语言描述各个房间及室内家具陈设的名称、特征等，如： This is my home .It ’s big .I have a bed room. Thisis my bed.(2) 能、猜人或物品的位置，并做出相的回答，如：Whereis/are⋯?Is it/he/she(Are they)in/near/⋯?Yes ,it/he/she is(theyare)./No, it isn ’t(they aren ’t).(3) 能听懂并出一些指令，如：Go to the living room/Go to thestudy/ ⋯Watch TV/Read a book/ ⋯.Sit on the sofa .Answer the phone/ ⋯(4) 会唱歌曲“ My bedroom”。
unit4课程设计
unit4课程设计一、教学目标本节课的教学目标是让学生掌握Unit 4的主要内容，包括词汇、语法和对话。
知识目标要求学生能够准确地理解和使用本节课的主要词汇和语法结构，能够熟练地运用所学知识进行日常对话。
技能目标要求学生能够通过听、说、读、写等多种方式运用所学知识，提高语言运用能力。
情感态度价值观目标则是通过学习，培养学生的团队协作意识，增强他们对英语学习的兴趣和自信心。
二、教学内容本节课的教学内容主要包括Unit 4的词汇、语法和对话。
词汇部分学生需要掌握表示日常活动的动词短语，如“go shopping”、“watch movies”等。
语法部分主要讲解一般现在时，学生需要能够运用一般现在时进行描述和提问。
对话部分则是围绕日常活动展开，学生需要能够理解和表演对话内容。
三、教学方法为了达到本节课的教学目标，我将采用多种教学方法。
首先，我会运用讲授法，为学生讲解词汇和语法知识，确保他们能够准确地理解和掌握。
其次，我会学生进行小组讨论，通过讨论法培养他们的团队协作能力和口头表达能力。
此外，我还会运用案例分析法，通过分析实际案例，让学生更好地理解和运用所学知识。
最后，我会学生进行角色扮演，通过实验法，提高他们的实际操作能力和语言运用能力。
四、教学资源为了支持本节课的教学内容和教学方法的实施，我将准备以下教学资源。
首先，我会使用教材，作为学生学习的基础资料。
其次，我会提供参考书，为学生提供更多的学习资料和扩展知识。
此外，我还会利用多媒体资料，如图片、视频等，丰富学生的学习体验。
最后，我会准备实验设备，如录音机、投影仪等，以便进行实验法和案例分析法教学。
五、教学评估本节课的教学评估将采用多元化方式，以全面、客观地评价学生的学习成果。
首先，我会通过观察学生的平时表现，如课堂参与度、发言积极性等，来评估他们的学习态度和进步。
其次，我会布置适量的作业，通过作业的完成质量，评估学生对课堂内容的掌握情况。
最后，我会一次小型测试，通过测试成绩，评估学生对Unit 4词汇、语法和对话的掌握程度。
英语教学法教程Unit 4 Lesson Planning
Macro planning involves the following:
1) Knowing about the profession: The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used. 2) Knowing about the institution: The teacher should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.
Benefits that teachers get from their teaching plan
1) To make the teacher aware of the aims and language contents of the lesson. 2) To help the teacher distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another. 3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson. 4) Lesson planning gives teachers, especially novice teachers, confidence in class.
初中英语Unit4教案设计
初中英语Unit4教案设计Unit 4 in middle school English curriculum focuses on the theme of "My Day". It is a crucial unit as it helps students to learn about the daily routine vocabulary through various activities. The goal of this article is to provide an insight into the design of Unit 4's lesson plan, including its objectives, strategies, and assessment tools.Objectives:The primary objective of Unit 4 'My Day' is to teach learners the vocabulary and phrases related to the daily routine, time, and activities. The lesson plan aims to enable students to:-Understand and use the correct vocabulary and phrases associated with daily routines, time, andactivities.-Use verbs in the present simple tense to describe daily routines.-Practice speaking and writing skills through group and individual activities.-Develop the ability to ask and answer questions about daily routines.Strategies:To ensure that the class objectives are met, the teacher can apply the following strategies:e Visual Aids:The use of visual aids such as pictures, videos, flashcards, and charts facilitate effective learning. Teachers can use pictures to demonstrate daily routines, time schedules, and activities, making it easier for students to understand.2.Create Engaging Activities:Creating engaging activities such as roleplay, pair work, group discussion, and game-based learning can make the lesson more exciting for the students. Teachers can divide the class into groups to complete quizzes or competitions that center on the unit's theme.3.Incorporate Technology:Integrating technology into the lesson plans enables the students to engage more actively with the materials. Forinstance, the teacher can use presentation software like PowerPoint to create interactive slides that the students can navigate independently.Assessment:Assessing the students is essential to determine if the lesson objectives are being achieved. To assess the students' understanding of Unit 4, the teacher can use a combination of the following:1.Oral Assessments:The teacher can ask their student to describe their daily routine and ask other day-to-day activity related questions.2.Written Assessments:Written assessments are an effective way of determining the students' writing abilities, spelling, and grammar. A sample written assessment can involve having students write a short paragraph about their daily routine.3.Feedback:Feedback is essential to determine what areas in the lesson plan need improvement or revision. The feedback enables both the teacher and the student to track their progress.Conclusion:In conclusion, Unit 4 is crucial in a middle school's English curriculum as it introduces students to the vocabulary and phrases related to the daily routine and equips them with the ability to use these phrases in daily conversation. To ensure that the lesson objectives are achieved, the teacher can use various strategies such as visual aids, engagement activities, and technology integration. Effective assessments through oral, written, and feedback are critical in determining the student's understanding of the unit. With these strategies, the teacher can ensure that the students have a successful learning experience when studying Unit 4: 'My day.'。
英语教学法教程unit4 Lesson_Planning
to the next smoothly
Unprepared teachers can not fulfill the teaching tasks, and receive less trust and cooperation from the students.
2020/10/28
3. Discuss the following statements in pairs
2020/10/28
2. What should teachers do before the class ?
In order to achieve the aims of the lesson, teachers need to think about:
1. The aims to be achieved 2. The materials to be covered 3. The activities to be organized 4. The techniques and resources to be used 5. How to make the lesson transit from one stage
1. Do you think it is the only task for the novice teachers?
七年级英语Unit4课堂教学方案
七年级英语Unit4课堂教学方案【教学目标】1.让学生掌握本单元的核心词汇和短语，如：schoolsubjects,favorite,science,math等。
2.培养学生运用一般现在时态描述自己的课程喜好和日常活动的能力。
3.提高学生的听说读写技能，增强学生的合作意识和团队精神。
【教学内容】1.词汇：schoolsubjects,favorite,science,math,English,Chinese,histor y,geography,art,music,PE等。
2.句型：What'syourfavoritesubject?Myfavoritesubjectisscience.3.语法：一般现在时态。
【教学过程】一、导入1.教师与学生自由交谈，询问他们最喜欢的课程，引导学生用英语表达自己的喜好。
2.学生分享自己的喜好，教师记录在黑板上。
二、新课导入1.教师展示本节课的核心词汇和短语，让学生跟读并模仿。
2.教师用PPT展示不同科目的图片，让学生用英语描述。
3.学生分组讨论，谈论自己最喜欢的课程，并尝试用一般现在时态表达。
三、课堂活动1.小组活动：学生分组，每组选出一个代表，代表用英语介绍自己组的成员及他们最喜欢的课程。
2.角色扮演：学生两两分组，模拟对话，询问对方的喜好。
3.竞赛：教师设计一些关于课程的问题，学生抢答，答对者得分。
四、巩固练习1.教师发放练习题，让学生独立完成。
2.教师挑选部分学生回答问题，检查他们的掌握情况。
3.学生互相批改练习题，共同进步。
五、拓展活动1.小组讨论：让学生思考如何提高自己不喜欢的课程的兴趣。
六、课堂小结2.学生自由发言，谈谈自己的收获。
【作业布置】1.复习本节课的核心词汇和短语。
2.用英语写一篇关于自己最喜欢的课程的短文。
【课后反思】本节课通过多种形式的课堂活动，让学生在轻松愉快的氛围中学习英语。
在教学过程中，教师注重学生的主体地位，鼓励他们积极参与，提高他们的听说读写能力。
unit4课程设计
unit4课程设计一、课程目标知识目标：1. 学生能掌握Unit 4中的重点词汇和基本句型，理解与日常生活相关的主题对话。
2. 学生能运用目标语言进行简单的自我介绍，描述个人喜好和日常活动。
3. 学生能理解并运用一般现在时描述习惯性动作和状态。
技能目标：1. 学生通过听力练习，提高对英语语音、语调的辨识能力和理解能力。
2. 学生通过口语交流，提高表达自己观点和想法的能力。
3. 学生通过阅读和写作练习，提升阅读理解能力和书面表达能力。
情感态度价值观目标：1. 学生对英语学习保持积极态度，增强学习英语的兴趣和自信心。
2. 学生在学习过程中，培养合作精神，尊重他人观点，提高跨文化交际意识。
3. 学生通过学习英语，了解中外文化差异，拓宽国际视野。
课程性质：本课程为英语学科的基础课程，旨在帮助学生掌握基本的英语语法、词汇和日常会话，提高英语综合运用能力。
学生特点：学生处于小学高年级阶段，对英语学习有一定的基础，好奇心强，喜欢互动性强的教学活动。
教学要求：教师需注重激发学生的学习兴趣，关注个体差异，采用任务型教学法和情景教学法，使学生在真实语境中运用所学知识，达到预期学习成果。
同时，注重培养学生的自主学习能力，为后续学习打下坚实基础。
二、教学内容本单元教学内容基于以下课程目标进行选择和组织：1. 知识目标：重点学习Unit 4中的词汇、句型和日常会话。
2. 技能目标：提高听、说、读、写四项基本技能。
3. 情感态度价值观目标：培养积极的学习态度，增强合作意识，拓宽国际视野。
教学内容安排如下：1. 词汇：学习与日常生活相关的词汇，如：hobby, favorite, often, sometimes等。
2. 句型：掌握一般现在时描述习惯性动作和状态的句型，如：I often do...，I sometimes go...。
3. 对话：学习并运用目标语言进行自我介绍，描述个人喜好和日常活动。
4. 语法：学习一般现在时的用法，理解动词第三人称单数的构成和变化规则。
2020年pep四年级英语下册第四单元第二课时教案
2020年pep四年级英语下册第四单元第二课时教案Lesson plan for the second class of unit 4 of P EP grade 4 in 20202020年pep四年级英语下册第四单元第二课时教案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
课时教案课题：unit 4 at thefarm 第 2 课时总序第 2 个教案课型：新授编写时间：年月日执行时间：年月日教学内容：p39 let’s learn教学目标：1、能听、说、认读单词：tomato、green beans、potato、carrot以及它们的复数形式。
2、通过说唱b部分的歌谣巩固所学单词的复数形式。
知识与技能：认读单词：tomato、green beans、potato、carrot 过程与方法：情景教学法情感、态度与价值观：保护植物。
教学重点：单词：tomato、cucumber、potato、onion、carrot教学难点：potato和tomato的复数形式。
教学方法：情景法合作法教学准备：1、let’s learn b部分的课件和录音。
2、相关的单词卡片。
3、所学蔬菜的实物。
4、l et’s chant的录音。
教学过程一、复习引题1、请学生欣赏let’s chant部分歌谣，教师要根据歌词适时举起相应的图片。
二、教学新课1、教师手举一个西红柿，说：i like tomatoes. do you like tomatoes?引导学生用i like …或i don’t like…根据自己的实际情况表达。
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Revision
1) What are the three views on language?
Structural view—forms of language
Functional view—functions of language Interactional view— language as a
Do experienced teachers need lesson
planning? Why or why not?
No teaching/learning situation is static. Social and educational circumstances change.
Views on language change.
teaching aids needed for the lesson. It can enable teachers to improve class timing / pace. It can be adopted as a means for teachers to improve their professional development.
Views of methodology change. Resources change. Students change. Time changes.
Mood changes…
P52
II. Different Kinds of Lesson Planning
Macro planning
Planning over a long period of time
Benefits of lesson planning
It can help teachers to be aware of the
teaching objectives of a lesson. It can help teachers to distinguish various stages of a lesson and to organize logically sequenced activities. It can give teachers opportunities to
macro planning and micro planning
Macro planning — overall, general Micro planning — specific, concrete
Macro planning Purpose:
to help teachers to get an overall feeling or idea about the course and also get
Warming-up Question
What is one of the most important
things for teachers to do before they
step into the classroom everyday?
Lesson planning
The focuses for today
Teaching aims/objectives/goals
What constitutes the teaching objectives of a lesson?
Discussion
Do Task No. 3 on Page 56 and decide
which set is more suitable for the
Is lesson planning necessary for new/novice teachers? Why or why not? How can teachers benefit from their lesson planning? Do experienced teachers need lesson planning? Why or why not?
Summary
The
teaching objectives in a lesson
should
reflect the overall objectives described
in the new English Curriculum—a change from purely linguistic teaching to an
PP59-60
After lesson reflection
What did you set out to teach?
Questions to ask:
Were you able to accomplish your goals?
What grouping arrangements did you use? Was your lesson teacher-dominated? What kind of teacher-student interaction occurred? Did you have any problems with the lesson?
Teaching difficult points
Teaching methods
Task-based Language Teaching 3P Teaching Model Situational language Teaching Communicative Language Teaching ……
communicative tool
2) What are language learning theories and theories about learning in general?
Behaviorist theory
Cognitive theory Constructivist theory Socio-constructivist theory
3) What are the two currently adopted foreign language teaching approaches?
Communicative Language Teaching (CLT)
Task-based Language Teaching (TBLT)
teaching objectives of the lesson?
Give your reasons.
Summary
Teaching objectives should
focus on the learners’ performance rather than on the teachers’.
Textbook P54
Knowing about the learners
Knowing about the curriculum
Knowing about the textbook
Knowing about the overall teaching objectives
III. Components of a Micro Lesson Plan
☻ What is lesson planning? Why is lesson
planning important for teachers?
☻ How maБайду номын сангаасy kinds of lesson planning are
there? ☻ What should be included in a micro lesson
Teaching aids
Teachers have to decide whether they are going to use the board or the tape recorder, an overhead projector or some role cards, etc.
Teaching procedures
Micro planning
Planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively
The relationship between
What should be included in a micro lesson plan?
A lesson plan includes:
Background information
Teaching aims / objectives / goals
Teaching important points Teaching difficult points Teaching methods Teaching aids Teaching procedures Blackboard design / layout
4) What are the five components of English
teaching objectives specified in the New
National English Curriculum?
Language knowledge
Language skills Learning strategies Affect Cultural awareness
After lesson reflection
Textbook P56
Background information
The age, level, cultural background and individual characteristics of the students have to be taken into account when making lesson planning.