英语教学法课件.ppt

,Unit 3 Lesson Planning,Aims of the Unit,to understand why lesson planning is necessarylearn the difference between macro planning and micro planning to get to know the components of a lesson plan to know the principles for good lesson planning,I.Principles for Good Lesson Planning,1.Variety:Planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting,motivating and never monotonous for the students.,2.Flexibility:Planning to use a number of different methods and techniques rather than being a slave to one methodology.This will make teaching and learning more effective and more efficient.,3.Learnability:The contents and tasks planned for the lesson should be within the learning capability of the students.Of course,things should not be too easy either.Doing things that are beyond or below the studentscoping ability will diminish their motivation.,4.Linkage:The stages and the steps within each stage are planned in such a way that they are somehow linked with one another.Language learning needs recycling and reinforcement.,II.Macro Planning Vs.Micro Planning,Ideally,lesson planning should be done ay two levels:macro planning 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.,A.Macro Planning,In a sense,macro planning is not writing lesson plans for specific lesson but rather familiarizing with the context in which language teaching is taking place.Macro planning involves the following:,1)Knowing about the course:,The teacher should get to know which language areas and language skills should be taught or practised in a 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 institutions arrangements regarding time,length,frequency of lessons,physical conditions of classrooms,and exam requirements.,3)Knowing about the learners:,The teacher should acquire information about the students age range,sex ratio,social background,motivation,attitudes,interests,learning needs and other individual factors.,4)Knowing about the syllabus:,The teacher should be clear about the purposes,requirements and targets specified in the syllabus.,III.Components of a Lesson Plan,Teaching aimsLanguage contents and skillsTeaching stages and procedures,1)Teaching aims,The first thing to do in lesson planning is to decide the aims of a lesson,which include what language components to present,what communicative skills to practise,what activities to conduct and what materials and teaching aids to be used.,Lesson 15,Ask and answer questions from the table.,When do you,get upeat breakfastwash your facego to schoolfinish schoolgo to bed,in the morningin the afternoonin the eveningat night,When do you,clean your teeth?meet your friends?learn English?play games?,2)Three Teachers Instructions to the Lesson:,Teacher A:Today were going to learn Lesson 15.Its question and answer practice using a substitution table.Teacher B:Today were going to practise present simple questions with“when”and other time expression.Teacher C:Today were going to practise asking and answering questions using the present simple tense,so that we will learn how to talk about everyday activities.,3)Language Contents and Skills,language contents:structures(grammar),vocabulary,functions,topics and so on.Language skills:communicative skills involved in listening,speaking,reading and writing,4)Teaching Stages and Procedures,Teaching stages are the major steps that language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.The most popular language teaching stages are the three Ps model,which include presentation,practice and production.,A.3P Model,a.Presentationb.Practicec.Production,a.Presentation,At the presentation stage,the teacher introduce new vocabulary and grammatical structures with reference to their contextualized use.,b.Practice,At the practice stage,the lesson moves from controlled practice to guided practice and further to the exploitation of the texts when necessary.,c.Production,At the production stage,the students are encouraged to use what they have learned and practised to perform communicative tasks.At this last stage,the focus is on meaning rather than formal accuracy.,B.Another 3-stage Model,Pre-,while-and post-.E.G.It is frequently advised and adopted in reading lessons,that is,pre-reading while-reading and post-reading stages.This model is also often applied in listening lessons,which have pre-listening,while-listening and post-listening stages.,Another 3-stage Model,In this model,the pre-stage involves presentation work,such as setting the scene,warming up,or providing key information(such as key words).The while-stage involves activities or tasks that the Ss must perform while they are reading or listening.The post-stage provides a chance for Ss to obtain feedback on their performance at the while-stage.This last stage may 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.,IV.Eight steps for planning,Step 1:Heading,Date:Teacher(s)Name:Grade Level(s):Title of Lesson:Content Areas:Description/Abstract of Lesson:Timeline of Lesson:,Step 2:Goals/Content and Cognitive:,What do you want students to know and be able to do?,knowledge,skills,strategies,attitudes,concepts,Step 3:Guiding for This Lesson,What big questions will generate discussion about this topic?What questions will be asked to help students focus on important aspects of this topic?,Step 4:Assessment:,How will you know your students have reached the lesson goal?What assessment tools will you use?How will students assess themselves?Quiz/test/exercises/homework/questions/questionnaires,Step 5:Learning Connections:,What student needs,interests,and prior learning are a foundation for this lesson?What difficulties might students have?What connections will you make in this lesson with other topics you teach?,Step 6:Learning Activities or Tasks:,What engaged and worthwhile will your students complete?How will they build knowledge and skills;learn independently and with others;demonstrate knowledge,ability,and creativity?In what ways is this lesson challenging and authentic?,Step 7:Teaching Strategies:,How will your learning environment support these activities?What is your role?What are the students roles in the lesson?How can the use of technology or techniques support your teaching?,Management,How and where will your students work?Classroom,lab,groups,etc.?How will you provide for students with special needs?How will you modify this lesson for individual learning needs?How will you use additional resources?How can the use of technology support classroom management?,Materials and Resources,What other support services and resources will you need?How can technology extend and enhance the lesson?Will you need additional people to help with this lesson?,Step 8:Lesson Evaluation and Teacher Reflection On your lesson plan,to evaluate the effectiveness of the lesson plan.,V.Two Examples of A Lesson Example One:Listening:Telephone ConversationAn Lesson Plan,Submitted by:Ying-Ying Chuang(Kimberly)Email:School/University/Affiliation:Cheng-Shiu Institute of Technology,Kaohsiung County,Taiwan,ROCDate:August 1,2002,Grade Level:Vocational Education,Adult/Continuing Education Subject(s):Foreign Language/English Second Language Vocational Education/Business Duration:50 minutes Description:Students use telephone conversation as an listening/speaking activity to practice conversation.This lesson was originally used as part of a Business English Conversation class(Intermediate ESL/EFL).Goals:To improve students listening skills.To practice telephone conversations and greetings.,Objectives:Students will be able to identify various job titles used in companies.Students will be able to respond to questions asked in mock telephone conversations.Materials:prepared note cards containing different job titles found in a company(i.e.president,general manager,CEO,sales manager,secretary,accountant,assistant,vice-financial manager,etc.)tape recorders with blank tapes,Procedure:Warm-up/Review:(10 minutes)Students are currently learning new vocabulary about job titles and departments within companies.During this period,students will practice identifying the job titles through listening.First,show students the note cards of the job titles and ask them to describe the job titles.For example,show them sales manager and ask,What department does he work for?Students will reply,The sales and marketing department.Then ask,What does he do?The students will reply,Sell goods/company products to the market/customers.This serves as a check to see if students know the new vocabulary.,Pre-activity:(15 minutes)Pass out note cards to each student;everyone should have a job title.Then demonstrate the telephone conversation practice(of course,the opening/ending greetings of telephone conversation should be mentioned.)First say,Hello,this is Kimberly from ABC Inc.May I speak to the general manager,please?Then the student who has the job title general manager will stand up and answer,Yes,this is general manager Tom speaking.May I help you?Check to make sure all students know their job titles and practice simple conversation for greetings.,Listening Activity:(20 minutes)Continue to call on students as during the pre-activity,but this time add more message information,such as checking the date/place for the meeting,giving a telephone number,an invitation for dinner,etc.Students should be able to get the message accurately and then repeat/reconfirm the message to the teacherto check for understanding.If students dont understand or feel unclear,they can response,Pardon me?or Can you repeat again more slowly?During the conversation,the teacher should also note if students are using the polite form of conversation.,Conclusion/Assignment:(5 minutes)The teacher can give students some suggestions and comments based on the outcomes of the listening activities.Assessment:Ask students to find a partner.Assign the task of designing their own telephone conversation.Students should use a tape recorder to record their conversation.Students should bring the recordings to the next class so that they can be used for whole class listening practice.Ideas for listening practice:Call General Manager:to set up the time for Mondays meeting.Call Secretary:to cancel the conference for tomorrow afternoon.Call Security Guard:to reserve four visitors parking spots for next Wednesday,9:00 a.m.Call Marketing Manager:to change the time schedule for presenting the proposal in Nissan Inc.Call Presidents Assistant:to give the president his wifes new cellular phone number and ask him to return her call.,Example Two:Chain StoriesA Lesson Plan,Submitted by:Irma Garza Email:img0453acs.tamu.edu School/University/Affiliation:Texas A&M University Endorsed by:Irma Garza Texas A&M University College of Education Date:April 29,1999,Grade Level(s):9,10,11,12,Adult/continuing education Subject(s):Foreign Language/English Second Language Duration:one class period Description:A lesson plan based on Technology for ESL Learners,Goals:Students will familiarize themselves with the uses of e-mail.Objectives:Students will be able to:1)reinforce their writing abilities as second language learners 2)express their creativity via the computer.,Materials:1)computer access(preferably one per student)2)personal e-mail address 3)writing theme(may vary)Procedure:1.Set the stage.You can either have students write on a class experience and use the activity as a process-writing activity or you can pre-select a theme(e.g.false fable,soap opera,etc.)2.Set up the Authoring Teams.3.Divide the class into groups of three.,4.Everyone writes part A(the beginning of the story),and gives it to another person in the group,through e-mail.5.Everyone writes part B(the middle of the story),and gives it to the third person in the group.6.The last person writes part C(the end),and the story is finished!7.Illustrate either individually or in groups.8.Hints:-make sure each persons name gets on the story at each turn.-this works best if it is done in one day-then copies are not lost and chains are not broken.,Assessment:May assess them orally by having students read their final stories or may assess their written work.,