Unit4LessonPlanning市公開課一等獎省賽課微課金獎課件

Unit4LessonPlanning1/49Unit4LessonPlanningWhyislessonplanningimportant?PrinciplesforgoodlessonplanningMacroplanningvs.microplanningComponentsofalessonplanSamplelessonplansConclusion2/494.1ImportanceofLessonPlanning備課Q:Whatisalessonplan?(教案)Whatisplannedforthelesson?“Alessonplanisaframeworkofalessoninwhichteachersmakeadvance

decisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.”(51)Whattoachieve:aims,objectivesHowtoachieve:materials,activities,techniques,resources,etc.3/49DiscussionHowdoyoujudgewhetheryourteacherispreparedornot?Experiencedteachersdononeedtodolessonplanning.4/49Whatinfluencealessonplan?Someofyoumaysay“Ialreadyhaveateacher’sbookinmyhand,thenIdonothavetomakealessonplan”.Thefactorswhichinfluenceyourlessonplan:Physicalconditions:classsize,sizeofyourclassroom2.Humanfactors:theteacher’spersonalities3.Syllabusandtesting:5/49TrueorFalse()Experiencedteachersdonotneedtodolessonplanning.()Alessonplancanbeusedfordifferentclassesinthesamegrade.()Alessonplanofthesametextbookcanbeusedyearafteryear.()Alessonplanisusedflexiblyintheclassroomteaching.6/49Flexibilityofalessonplan“noteachinglearningsituationisreallystatic.Socialandeducationalcircumstanceschange,viewsofmethodologychange,andresourcesavailablechange(McDonoughandShaw,).”(52)7/49Benefitfromlessonplanning(52)Aimsandlanguagecontentsofthelesson,plantheactivities

andchoosethetechniquesaccordingly;DistinguishthevariousstagesofalessonandseetherelationshipbetweenToanticipatepotentialproblemsConfidenceTeachingaidsneeded;Planningisagoodpracticeandasignofprofessionalism.8/49AgoodlessonplanningItisapresentationoftheaimsandcontentsofalesson.Itguides,remindsanat-a-glancecheckbothbeforeandduringaclass.

Itcanbeusedtoevaluatewhathashappenedinclass.Amodifiedlessonplancanalsoprovideausefulstartingpointthenexttimeyouteachstudentsofasimilarlevel.Ithelpstheteacherstothinklogically.9/49MorebenefitsToenabletheteachertoimproveclasstiming;Anaidtocontinuingdevelopment(plan-practice

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reflection)10/49Whatshouldwedowhenplanningalesson?Beforethelesson????Afterthelesson????11/49Beforethelessonaimscontentsteachingaidsactivitiestechniquestimepotentialproblems12/49Afterthelessonreflectionandcommentssuccessfulandlesssuccessfulparts,problems13/49Whattowriteinafterschoolreflectionwhathappened,students’performances,unexpectedincidents,surprises,thingswentwell,thingswentwrong,thingstobeimprovedthingstobegivenmoreattention14/494.2PrinciplesforGoodLessonPlanningAim:therealisticgoalsforthelesson;whatstudentsareabletodobytheendofthelesson;Variety:differenttypesofactivities;awideselectionofmaterials;Flexibility:preparingsomeextraandalternativetasksandactivities教學有法，教無定法，重在得法。

Learnability:thecontentsandtasksplannedshouldbewithinthelearningcapabilityofthestudents

Doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation(Schumann,1999)Linkage:thestagesandthestepswithineachstagearelinkedwithoneanother.15/49Aplanisjustaplan.Thingsoftendonothappenaccordingtoourplannomatterhowexperiencedweare.

Goodteachersshouldbeflexible

andrespondcreativelytowhathappensintheclassroom.

16/494.3MacroPlanningvs.MicroPlanningMacroplanning:planningoveralongerperiodoftime宏觀備課overall,generalMicroplanning:planningforaspecificunitoralesson微觀備課specific,concreteMicroplanningshouldbebasedonmacroplanning,andmacroplanningisapttobemodifiedaslessonsgoon.17/494.3.1Macroplanning(how)KnowingabouttheprofessionProfessionalcompetenceKnowingabouttheinstitutionTime,length,frequencyoflessons,physicalconditionsofclassrooms,examrequirementsKnowingaboutthelearnersAgerange,sexproportion,socialbackground,motivation,attitudes,interests,learningneeds,etc.Knowingaboutthecurriculum/syllabusPrinciples,purposes,requirements,targetsspecified,methodologicalsuggestions,assessmentrequirement,etc.KnowingaboutthetextbookPhilosophyofteaching,organizationoflearningcontents,majortopics,waysofassessment,etc.KnowingabouttheobjectivesWhatthelearnersareexpectedtoachieveandabletodo18/494.3.2MicroplanningMacroplanningprovidesageneralguidanceforlanguageteachers.Microplanningisoftenanindividualactivityanddifferentteachersmayhavedifferentwaysofwritingtheirownlessonplans.Acoursebookcancertainlyhelpplanning,butitcannotreplacetheteacher’sownideasforwhathe/shewantstoachieveintheclass.19/494.4Componentsofa(micro)LessonPlanBackgroundinformationTeachingaimsLanguagecontentsandskillsStagesandproceduresTeachingaidsEndoflesson-summaryOptionalactivitiesandassignmentsAfter-lessonreflection20/49

BackgroundinformationTeachingaims/objectives/goalsTeachingimportantpointsTeachingdifficultpointsTeachingmethodsTeachingaidsTeachingproceduresBlackboarddesign/layoutAfterlessonreflection21/494.4.1BackgroundinformationWhoaremystudents?Howmanystudentsarethereinclass?Whatages?Whichgradearetheyin?Whataretheylike?Whenandwhereismylesson?Howlongdoeseachlessonlast?22/494.4.2TeachingaimsPointsforattentionPlanthelessonfromthepointofviewofthestudents—whatstudentsareabletoachieve(learners’performance);Designtheteachingstagesandclassroomactivitiesforthepurposeoffulfillingtheaims;ConsiderthechangeoftheoverallobjectsdescribedintheNEC--frompurelylinguistictoanemphasisonlanguageskills,knowledge,affects,strategiesandcultureawareness23/49

首都師范大學林立教授()

目標有兩種寫法：一個寫法是

這節(jié)課我教什么，也就是把內容作為目標。今天我教幾個詞匯，教一個時態(tài)，教一個閱讀，這是內容寫法，這是教學目標。還有一個目標就是學會，就是會什么，學生經(jīng)過這節(jié)課他會什么，這是一個寫法。24/49Toidentifyandselectappropriateaims,weneedtoaskourselvesthefollowingtwoquestions:Whatdomylearnersalreadyknow?Whatdotheyneedtoknow?25/49ASamplePEPBOOK3UnitTwo(PartB:Let’stalk)

Teachingaims:1.Aimsontheknowledge

(1)Toenablethechildrento

grasptheusage

ofthesingleandpluralformsofthestationeries.

(2)Toenablethechildrentounderstandandspeak:“Myschoolbagisheavy.What’sinit?Thankyousomuch.”Makesurethatthechildrencanusethesesentencesinrealsituations.2.Aimsontheabilities

(1)Todevelopthechildren’sabilitiesoflisteningandspeaking.

(2)Totrainthechildren’sabilityofworkingingroups.

(3)Tofosterthechildren’sabilityofcommunicationandtheirinnovation.3.Aimsontheemotion

(1)Tokeepthechildrenconsciousofgoodco-operationandpropercompetition.

(2)Toleadthechildrentoshowtheirlovetothepoor.

從教師角度出發(fā)，“使學生…”“發(fā)展學生…”“訓練學生…”“培養(yǎng)學生…”，目標主體均為教師目標描述過于含糊和寬泛。一節(jié)課或者一個單元中出現(xiàn)新單詞和新表示法往往不止一項。教師要列出要求學生掌握詳細詞匯，不然學生會因目標詞匯過多而產(chǎn)生畏懼心理。目標過于寬泛，沒有明確提出培養(yǎng)或提升何種閱讀技能和聽能力。這類目標沒有可操作性，不可測。26/49Teachingobjectives

Audience

Behavior

Condition

Degree27/49對象（Audience）表述處理“由誰來完成行為”問題，能夠采取三種方法表述：程度副詞+主語：如程度很好學生、程度稍差學生等；百分比+主語：如85%學生、60%學生等；表示范圍副詞+主語：如全體學生、多數(shù)學生等。如技能目標多數(shù)學生經(jīng)過操演后能比較流利地朗誦文中對話；30%左右學生能脫離書本演出。28/49處理“能做什么問題”，主要說明學習者在教學結束后應具備什么樣能力，常使用動賓短語。如：指認、識別、認讀掌握、選擇、列舉等知識目標：全體學生能正確認讀、聽懂、了解以下單詞：cinema,film,filmstar,stadium,footballmatch,footballteam等；90%左右學生能正確拼寫這些單詞。學生要切記全部該課新單詞，還要記住新學短語、句型、難句及本課對話各句英語表示，為實現(xiàn)自如講英語奠定基礎。行為（Behavior）表述29/49條件是完成行為前提，它表示學習者在完成要求行為時所處情境，即該在哪種情況下評價學習結果?？捎谩霸凇闆r下”，“依據(jù)…”，“經(jīng)過…”等。如技能目標全體學生能依據(jù)教師提供分層情境，兩人或多人一組編出一段關于“邀請”對話，并在全班展示交流。條件（Condition）表述30/49程度主要是回答“做得怎么樣”問題，是行為質量衡量依據(jù)，從行為準確性和質量兩方面來描述，深入說明行為要到達水平和程度。如：全體學生能將關于食品英文單詞按蔬菜、水果、飲料、肉類等進行分類，最少90%詞匯分得正確。程度（Degree）表述31/49Sample1Original

EnablestudentstotalkaboutfestivalsandcustomsinEnglishandexpressorsupportanopinionwithsuitableexpressions.Revised

Afterthefunctionalpractice(C),thestudents(A)willbeabletosay(B)fluently(D),thenamesofsomeimportantfestivalsinEnglish,andsaywhatpeopleoftendoontheseholidays.32/49能夠用于表述教學目標動詞tell,list,define,name,identify,state;transform,change,describe,explain,restate/retell,infer;apply,practise,employ,use,demonstrate,illustrate,show,report;analyze,distinguish,examine,compare,contrast,investigate,categorize,classify,organize;create,compose,construct,design,produce,discuss,imagine;judge,decide,select,justify,evaluateKnowledgeComprehension(understanding)Application(using)Analysis(Takingpart)Synthesis(creatingnew)Evaluation33/494.4.3LanguagecontentsandskillsLanguagecontents:structures(grammar),vocabulary,functions,topics,etc.Notallstructureshavethesamestatusinalesson.Notallnewwordsinalessonareequallyimportant.Languageskills:communicativeskillsinvolvedinlistening,speaking,readingandwriting34/494.4.4StagesandproceduresTeachingstages:

themajorchunksofactivitiesthatTgothroughinalessonProcedures:

thedetailedstepsineachteachingstageExamples:Awarm-up/starter:purposesandformsPPPforanewstructure-basedlessonAskill-orientedlesson:pre-,while-,anpost-35/49

TeachingproceduresAstarterP—presentationP—practiceP—productionRevisionAstructure-basedlesson36/49

TeachingproceduresPre-reading/listeningWhile-reading/listeningPost-reading/listeningAskill-orientedlesson3-stagemodel37/494.4.5TeachingaidsTeachingaidsorresources:Apicture,amap,aclock,atape-recorder…AprojectororcomputerintheclassroomAlanguagelab…38/494.4.6/7End-of-lessonsummary:Optionalactivitiesandassignment:backups39/494.4.8After-lessonreflectionWhy?“Veryoften,teachingdoesnotfollowexactlywhatweplanandunexpectedthingshappenduringthelesson.”(60)Suchreflections“cancontributegreatlytoteachers’professionaldevelopment”.(60)What?Feelingsaboutthelesson,students’performances,unexpectedincidents,surprises,thingsthatwentwell,thingswentwrongandthingstobeimprovedorthingstobegivenmoreattentioninthenextlesson40/494.5SamplelessonplansTwoimportantpointsindesigninglessonplans:Agoodlessonplandoesnothavetobelongorextremelydetailed.Agoodlessonplanshouldbesimpletofollowandeffectiveforfulfillingtheteachingaims.41/494.6ConclusionTheimportanceoflessonplanningPrinciplesforgoodlessonplanningMacroplanningvs.microplanningComponentsofalessonplanSamplelessonplans42/494.6ConclusionLessonplanningisnecessaryandbeneficialtobothexperiencedandnoviceteachers.Majorprinciplesforgoodlessonplanninginclude:aim,variety,flexibility,learnabilityandlinkage.Lessonplanningcanbedoneatmacroandmicrolevels.Themajorcomponentsofalessonplanarebackground