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Unit 3 Lesson Planning Objectives: • Get the students to know about what lesson planning is. • Make sure that the students can construct both micro and macro lesson planning. A COURSE IN ENGLISH LANGUAGE TEACHING • Why is lesson planning necessary? • Principles for good lesson planning • Macro planning vs. micro planning • Components of a lesson plan • Sample lesson plans A COURSE IN ENGLISH LANGUAGE TEACHING 4.1 Why is lesson planning so important? Lesson planning means making decisions in advance about what to teach, how to teach and the time assignment of every teaching procedure • Teaching plan is necessary for both novice and experienced teachers. Although preparation does not guarantee successful lessons, walking into a classroom unprepared is often the beginning of a disastrous lesson. • Although the main teaching contents may be the same, the students, the time and the mood are all different. A COURSE IN ENGLISH LANGUAGE TEACHING 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. A COURSE IN ENGLISH LANGUAGE TEACHING 4.2 Principles for Good Lesson Planning Aim: the realistic goals for the lesson Variety: different types of activities and a wide selection of materials. Flexibility: Learnability: Linkage: different methods and techniques the contents and tasks should be within the learning capability of the students. the stages should be linked with A COURSE IN ENGLISH LANGUAGE TEACHING one another. 4.3 Macro Planning vs. Micro Planning (Textbook PP54-55) Macro planning provides general guidance for language teachers, it is not for specific lessons but rather familiarizing with the context in which language teaching is taking place, which involves : the course Knowing about the institution (school); the learners the syllabus Micro planning is usually for a special lesson./ lesson plan A COURSE IN ENGLISH LANGUAGE TEACHING 4.4 Components of a Lesson Plan (Textbook 56-60) ①background information, ②teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), ③language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), ④stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), ⑤teaching aids, ⑥end of lesson summary, ⑦optional activities and assignments, ⑧layout of the Bb, ⑨teacher’s after-class reflection. A COURSE IN ENGLISH LANGUAGE TEACHING For teaching a new structure-based lesson, the 3P model may be the easiest procedure to follow Presentation of single “new” item (introduce new vocabulary and grammatical structures in what ways appropriate) Practice of new item: drills,exercises,dialogue practice(the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary .) Production Activity, role-play or task to encourage “free ”use of language (the students are encouraged to use what they have learned and practised to perform communicative tasks, at this stage, the focus is on meaning rather than accurate use of language forms.) A COURSE IN ENGLISH LANGUAGE TEACHING For teaching a skill-oriented lesson, another 3 –stage is frequently advised: Pre- stage: this stage involves preparation work, such as setting the scene, warming up, or providing key information (such as key words). While-stage: activities or tasks that the ss must perform while they are reading or listening. • Post-stage: provides the chance for ss to obtain feedback on their performance at the while-stage. It also involves some follow-up activities , in which ss relate what they have read or heard to their own life and use the language spontaneously. A COURSE IN ENGLISH LANGUAGE TEACHING Five-step language teaching: • 1) warm up/ revision; • 2) presentation; • 3) activities/ practice • 4) consolidation • 5) summary and homework A COURSE IN ENGLISH LANGUAGE TEACHING Task-based Language Teaching: • Pre-task: introduction to topic and task • Task cycle: task planning;report; students hear task recording or read text • Language focus: analysis and practice;review and repeat task A COURSE IN ENGLISH LANGUAGE TEACHING • A task is a piece of work undertaken for oneself or for others, freely or for some rewards. Thus , examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road, by “task” is meant the hundred and one things people do in everyday life, at work, at play, and in between. Long (1985:89) A COURSE IN ENGLISH LANGUAGE TEACHING 4.5 Sample Lesson Plans Study very carefully the three lesson plans in the textbooks (PP62-65) and try to get some ideas from them. http://www.gxlztc.net/GZJSFZW/ShowClass2.asp?Class ID=30&page=2 桂中英语教师发展网 >> 教案集锦 A COURSE IN ENGLISH LANGUAGE TEACHING Homework • • • • • • 1.Choose a lesson from the current middle school English textbooks and write a lesson plan for it. 2. Answer the following questions: 1) What are the principles for good lesson planning? 2) What are macro planning and micro planning? 3) What are the components of a lesson plan? 4) What are the 3P’s model and 3-stage model? A COURSE IN ENGLISH LANGUAGE TEACHING