Transcript Unit 4 Lesson Planning

Unit 4 Lesson Planning
Background information:
Students: 50 sophomores
Lesson duration: 2 periods
Teaching objectives:
By the end of the lesson, students should be able to:
• 1. understand the importance of lesson planning
• 2. master the principles for good lesson planning
• 3. know the differences between macro planning
vs. micro planning
• 4. grasp the components of a lesson plan
• 5. write a lesson plan according to the samples
Teaching contents:
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Why is lesson planning important?
Principles for good lesson planning
Macro planning vs. micro planning
Components of a lesson plan
Sample lesson plans
Key and difficult points:
1. Principles for good lesson planning
2. Components of a lesson plan
Teaching Methods:
1. Lecture ( Computer-aided Instruction)
2. Demonstration
3. Discussion & practice
Teaching aids:
Multi-media, whiteboard,
Teaching procedures:
1. Why is lesson planning important?
1.1 Lead-in activities
In this part, we are going to look at one
of the most important components of
language teachers' work, lesson planning.
It is necessary for us to know the
importance of lesson planning
1.2 Presentation
1.2.1. Necessity of lesson planning
A lesson plan is a framework of a lesson in which
teachers make decisions in advance about what
techniques, activities and materials will be used in
the class. Proper lesson planning is essential for
both novice andexperienced teachers. Unprepared
teachers receive much less trust and cooperation
from the Ss. There is a common misconception
that experienced teachers needn’t do lesson
planning. Though the contents may be the same,
Ss are different, the time is different, so is the
mood. experienced teachers also need plan lessons.
1.2 Presentation
1.2.2 What benefit can a La. teacher get from a good lesson planning
• It makes the teacher realize the aims and La. contents of the lesson.
• It helps the teacher to 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.
• It helps teachers to think about the relative value of different
activities and how much time spent on them. By comparing the
estimated time with the actual time taken for different types of
activity, the teacher soon learns to judge lesson stages and phases
with greater accuracy.
• It is also an aid to continuing improvement. After the lesson the
teacher can add an evaluation to the plan. Identifying those parts
which went well or less successful. This plan, with the teacher's
comments and corrections, provides a useful, time-saving reference
when the teacher next plans the same lesson.
2. Principles for good lesson planning
• 2.1 Presentation
• There are five major principles behind good
lesson planning. They are aim, variety,
flexibility, learnability, and linkage.
2.1 Presentation
principles
Aim
Variety
Definition of each principle
It means realistic goals for the lesson, Tt have a clear idea of what to
achieve or what outcomes are to expected from the lesson
It means planning a number of different types of activities so that learning
is always interesting, motivating and never monotonous for the Ss
Flexibility
It means preparing some extra and alternative tasks and activities as the
class doesn’t go according to the plan, and teacher can cope with the
unexpected situations
learnability
Contents and tasks should be within the Ss’ learning capability.
Linkage
The stages and the steps should be linked with one another, transit smoothly
2.1 Discussion
2.1.1 Organize Ss in groups of 4 to discuss the purpose of the five principles.
2.1.2 Ask some Ss to present their results of discussion, then T make some
comments on their presentation
Examples :
• a. Variety can make learning interesting, motivating and
never monotonous for Ss
• b. Learnability can increase Ss motivation and confidence
• c. Good linkage makes the lesson transit from one stage to
the next smoothly and it can reduce Ss’ anxiety,
nervousness
3. Macro planning vs. micro planning
3.1 Lead-in activities
• Ideally, lesson planning should be done at two levels:
macro and micro planning. The former is planning
over time, for instance, the planning for a month, a
term, or the whole course. The latter is planning for a
specific lesson, which usually lasts 40 or 50 minutes.
Of course, there is no clear-cut difference between
these two types of planning. Micro planning should be
based on macro planning, and macro planning is apt to
be modified as lessons go on.
3.2 Presentation
• Macro planning is not writing lesson plans for
specific lessons but rather helping teachers get on
an overall feelings or idea about the course. Macro
planning involves the following:
3.2 Presentation
• 1). Knowing about the profession:
• Teachers must know which language areas and 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:
• Teachers should get to know the institution's arrangements
regarding time, length, frequency of lessons, physical
conditions of classrooms, and exam requirements.
• 3) Knowing about the learners:
• Teachers should acquire information about the Ss' age
range, sex ratio, social background, motivation, attitudes,
interests, learning needs and other individual factors.
3.2 Presentation
• 4) Knowing about the syllabus:
• Teachers should be clear about the purposes,
requirements and targets specified in the syllabus.
• 5) Knowing about the textbook
• Teachers should know the philosophy of teaching,
organization of learning contents, major topics,
unit components and ways of assessment.
• 6). Knowing about the objectives
3.3 Summary
• Macro planning provides general guidance for
teachers.Teachers have different personalities and
teaching strategies, so it is likely their lesson plans
would differ from each other. However,there are
certain guidelines that we can follow and certain
elements that we can incorporate in our plans to
help us create purposeful, interesting and
motivating lessons for learners.
4. Components of a lesson plan
4.1 Lead-in activities
The advantage of a concrete teaching plan is
teachers can follow it in the class and check
what they have done. The plan will be the basis
of a record of what has been covered in class.It
will be good records for the entire course. So
what does a lesson plan include?
4.2 Presentation
• A language lesson plan usually has the following
components: background information, teaching
aims, language contents and skills, teaching aids,
teaching stages and procedures, end of lesson
summary.
4.2 Presentation
4.2.1. Background information
Teachers should acquire information about number
of the studentst,their age range, sex ratio, social
background, motivation, attitudes, interests,
learning needs and other individual factors.
4.2.2. Teaching aims & Teaching contents
• What will students grasp in this class?Three factors
should be taken into consideration--- knowledge aim,
ability aim, affect aim（知识目标、能力目标和情感
目标）
• Note: Don’t mix teaching aims with teaching contents,
one is what to grasp, the other is what to learn.
4.2.2.1 Practice
• Ask Ss to work in groups and finish the TASK 3
(page56-57) to distinguish the teaching aims and
contents, and present the reasons of their choices.
Then encourage Ss to write some teaching aims
according to the material in TASK 4
4.2.2.1 Practice
Examples:
1. Ss can introduce themselves in English.
2. Ss are able to find out information about other people
in English.
3. Ss can talk confidently and politely with strangers.
4. be capable of reading the passage fluently.
4.2.3 Teaching aids
Teacher should think how to make full use of
the aids or resources available
4.2.4 Teaching stages and procedures
Teaching stages refer to the major chunks of
activities that teachers go through in a lesson. It
usually includes the following aspects.
4.2.4 Teaching stages and procedures
a. Warm –up /starter
Time
Purpose
before the To create a climate of interaction
class
and involvement
Forms
songs
Review Ss’ prior knowledge
daily conversations
To inject a sense of pace in the
lesson
a picture description
To create an expectation
Get all Ss quickly on task
tell a story
homework checking
b. For a skill–oriented lesson, teachers can
adopt this three stages
pre-reading ( preparation work )
while –reading ( activities or tasks that Ss perform
while doing their reading)
post –reading (a chance for Ss to obtain feedback
on their performance at the while –stage)
4.2.5 End of lesson summary
• It is an important stage for Teachers to take
learning further and deeper by helping Ss
to refer back to the learning aims.Ss can
create a sense of achievement, Teachers can
use the time to develop Ss’ habits of
reflection on learning; stimulate interest,
curiosity and anticipation about the next
phase of learning
5. Attached Materials: Sample lesson
plan
lesson plan One (初一英语下学期 Lesson 120教学设计)
Step 1 Revision,
• 1.Check homework.
• 2 Sing a song of your choosing
Step 2 Ask and answer
• SB Page 69, Part 1. Practise in pairs, talking about
the people in the pictures. The students should use
the model given. Have several pairs volunteer to
talk about the pictures for the class. They may ask
as many questions as they can, e.g. What (work)
does he do? Where does he work? How does he go
to work? Does he like his work? What's he doing
now? Where's he going?
Step 3 Read and write
• 1.SB page 69, Part 2, Speech Cassette Lesson 120. Students
skim the passage for the main idea. (It's Wednesday and
people are going to the Great Wall. These people are from
many countries.)
• 2.Play the tape, students listen and repeat.
• 3. In small groups, hand each group a piece of paper with
Now they are getting on a big bus … written at the top of
the paper. The first member of the group writes a sentence,
and then passes the paper to the right. Then the next student
writes a sentence until the last student of the group, who
writes the last sentence of the story. The endings do not
necessarily have to be logical. They can be just for fun.
Have several groups volunteer to read their endings for the
class.
Step 4 Listen and answer
• SB Page 70, Part 3, Listening Cassette Lesson
120. Let the students read the passage to be
completed in WB Lesson 120, Ex. 2. Ask
What does Jim/Li Lei like doing? Play the
tape several times if necessary.
• Do Ex. 2 orally first, then ask the students to
fill in the blanks
Step 5 Look, ask and write
• 1. SB Page 70, Part 4*. Read through the
business cards together as a class. Using the
model given, write about the first business card
on the Bb as a class. In pairs, have the students
write about the remaining 3 cards.
• 2.Have Ss individually make their own business
cards. Collect them and display them in the
class.
Step 6 Checkpoint 30
• Checkpoint 30 is NOT in the book. You
may take this chance to explain the ten
parts of speech of English words. Use
this time to revise any particular points
that your students find difficult. Ask
them if they have any questions.
Step 7 Workbook
• SB Pages 152-154, WB Lesson 120, Ex. 1 and 3-5.
Do Ex. 1 orally to review the verb tenses taught
this year. For Ex. 3 have the students interview
another student in the class who they don't usually
talk with. Ex. 4 and 5 may be given as homework.
Ex. 6 and 7 are optional. Ex. 7 may be used as an
acting contest for the last day of class. Homework
• Finish off the Workbook exercises.
• Revise all the language items in the SB.
5. Attached Materials: Sample lesson plan
Lesson plan Two
Teaching
aims
1. To revise old vocabulary and learn new words about food
2. To talk about likes and dislikes with regard to food
3. To recognize names of different food
4. To use adjectives to describe different tastes
Focuses
and
difficulties
Teaching
approaches
1. Talk about different foods
2. “What food do you like ?” “I like hamburgers.” (dislike,
hate)
3. Some adverbs of frequency (always, never, many times a
day)
Task-based approach
Teaching procedures
Step 1
Presentation
Help the students to remember the
words of food they learned.
Present some new words:
Step 2
Welcome to the unit
Part A vocabulary
Step 3
Comic strip on P.58
1. Play the tape with the questions:
1).Is Eddie always hungry?
Teaching procedures
Step 4
Homewok
Writing (B)
Welcome to the unit Part B
1. Get Ss to work in groups to make a table and tick on a table by
asking: What food do you like/dislike? What food does he/she like?
2. Ask Ss to report their results.
3. If there is time , ask Ss to talk about their family as well.
1. Revise the words
2. Preview “Reading”
3. Do Exercise A
Hamburger hungry What food do you like/dislike?
vegetable energy What food does he/she like/dislike? carrot
healthy
Self-assessment:
• Because students are not familiar with the
English Teaching plan, although it is very
easy to help Ss understand it. But they
actually don't know how to plan lessons well.
It requires T explain it in details with the
help of clear illustration and examples by
using real examples to make students get
more practice and experience .
Assignments:
1. Why is lesson planning necessary?
2. What are the principles for good lesson
planning?
3.What are the difference between macro
planning and micro planning?
4. What are the components of a lesson plan?
5.Choose a lesson in a suitable textbook.
Write a lesson plan.