1、Lesson Planning,Lesson Planning,Lesson planning means making advance decisions about what teachers hope to achieve and how they would like to achieve it.The aims, materials , techniques, activities and resources will be used in order to achieve the aims of the lesson.,Macro planning vs. micro planni
2、ng,Ideally, lesson planning should be done at 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.,Principles for good
3、lesson planning (criteria),1 Aim 2 Variety 3 Flexibility 4 Learnability 5 linkage,1. aim The realistic goals for the lesson.( a clear idea of what teachers would like to achieve for the lesson or what outcomes are expected from the lesson) Aims are not the things teachers intend to do during the les
4、son, but things that students are able to do by the end of the lesson.,2. Varietya number of different types of activities and wide selection of materials. (A variety of activities are planned. A variety of materials are prepared),3. Flexibility It means planning to use a number of different methods
5、 and techniques rather than being a slave to one methodology. A number of methods and techniques are planned which can ensure an effective and efficient teaching,4. Learnability It means the contents and tasks planned for the lesson should be within the learning capability of the students.Contents a
6、nd tasks should be within the reach but challenging to the students,5. linkage The stages, tasks, and activities are related, and linked to each other, so that reinforcement and recycling can be ensured.,Components of a lesson plan,Background information Teaching aims/ objectives Language contents a
7、nd skills Teaching stages and procedures Teaching aids Assignments Teachers after-lesson reflection,Teaching aims/ objectives,Aims are not the things teachers intend to do during the lesson, but things that students are able to do by the end of the lesson. Teaching objectives should focus on the lea
8、rners performance rather than teachers.,关注课堂教学的目标定位,是从教师出发还是从学生出发？ 是立足知识点学习还是立足能力发展？ 是否具有可操作性、可观测性和可检测性？,A sample 1,Aims: To have the class learn key structures by heart. To have them practice the dialogue with substitutions. To introduce some role play.,A sample 2,Teaching objectives: By the end of
9、 the lesson, students should be able to Say in English the names of jobs. Ask and answer questions about ones jobs. Use interview strategies to find out information and take notes. Present the interview results confidently to other students. Learn to be a good listener and brave to ask questions in
10、English.,教学目标设计3 高中 (First plan),知识与能力目标：1 掌握有关animal experiments的信息；2 掌握表达观点常用的句型和过渡语：I think/believe He thinks/believes.Some students think,because/since. On the other hand, other students argue that In my opinion, .Also, besides, whats more, furthermore3 写出一篇较好的argumentative essay。 情感目标：倾听别人的观点；准
11、确表述自己的观点，以理服人。 学习策略目标：探究性学习为主。,课堂教学目标设计4 (Revised plan),知识与能力目标：、找出有关animal experiments信息并进行分类；、使用一些常用句型和过渡语讨论并表达对动物实验的看法；、较为完整地写出一篇有关动物实验不种观点的短文。 情感目标：1、增强关爱动物的意识；2、正确认识动物实验与科学进步之间的关系；3、大胆表达自己的观点。 学习策略：提取信息；分类信息；合作学习；倾听他人的观点。,A sample 5,Teaching aims: 1. to help the students have a good understandi
12、ng of the text. 2. to train their oral ability,A sample 6 牛津高中英语模块4 Reading: Not just watching a film,Objectives: By the end of the period, students should be able to: 1. speak out in their own words what a business proposal is and what the features of a business proposal are 2. decide which paragra
13、ph is introduction, which paragraph is conclusion and which paragraphs are body of this business proposal 3. summarize the main idea of each main paragraph with the help of the teacher 4. retell the text by answering the following 2 questions in their own words.,课程目标的描述使用行为动词,了解/理解知识：找出、辨认、命名、标示、排列、
14、选择、列题纲、阐述、说/答出具体事实，名称、地点、事件等； 运用知识和发展技能 ：询问，描述，讲述，举例说明、做计划、表演，展示，说明，推测，想像，创造，表达个人见解，写出，改编 认知和思维能力以及文化意识的发展体现知道为什么，区分，分类、比较、归纳与概括、举例、推理、判断等 在学习过程中发展何种情感、态度，尝试运用何种策略,学生能够运用本课所学词汇和语言结构，通过什么方式或运用何种策略，完成什么事情。,Language contents and skills,Language contents: structures (grammar), vocabulary, functions, top
15、ics and so on. Language skills: listening, speaking, reading and writing.,Teaching Contents: Vocabulary of jobs What does your father /mother do?,Teaching stages and procedures,Teaching stages The major steps that language teachers go through in the classroom. Teaching procedures The detailed steps
16、in each teaching stage.,For teaching a new structure-based lesson, the most popular language teaching stages are the three Ps model, which includes presentation, practice, and production.,At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to th
17、eir contextualized use.,At the practice stage, the lesson moves from controlled practice to the guided practice and further to the exploitation of the texts when necessary.,At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks
18、. At this last stage, the focus is on meaning rather than formal accuracy.,Another model is pre-reading, while-reading, post-reading.,This model is also often applied in listening lessons, which have pre-listening, while-listening, and post-listening stages.,In this model, the pre- stage involves pr
19、eparation work, such as setting the scene（描述背景）, warming up, or providing key information( such as key words).,The while- stage involve activities or tasks that the students must perform while they are reading or listening.,The post- stage provides a chance for students to obtain feedback on the per
20、formance at the while- stage. This may involve follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.,Teachers after-lesson reflectionThis is only part to be finished after a lesson A sample:The lesson went on well. Students
21、were quite excited and motivated. But not enough time was given at the practice stage so some students still have difficulty giving directions. More practice and checking are needed for these students n the next lesson.,Layout of a lesson plan School_ Junior or Senior Section_ Class _ Grade _ Size _
22、 Time_ Date _ Materials _ Type of lesson_Contents: 1. Vocabulary2. Structure/grammar/phonetics3. Dialogue/Reading/Writing,Objectives: 1. Instructional objectives (language knowledge andlanguage skills)1) 2) 2. Educational objectives (affect, learning strategy and cultural awareness)1) 2) 3. Personal
23、 objectives Focal points: Difficult points: Aids:,Procedures and Time Allotment1. Getting ready for learning2. Revision ( minutes)3. Pre-stage ( minutes)4. While-stage ( minutes)4. Practice ( minutes)5. Production/Consolidation ( minutes)1) Oral work 2) Written work 6. Assigning homework1) Conclusio
24、n 2) Homework Self- evaluation,初二年级下学期 Lesson 101教学设计,Period: The First Period Teaching aids: Overhead projector, some objects,Teaching aims: 1. Knowledge aims Students should grasp: the Past Continuous Tense; the Superlative forms of adjectives and adverbs; the subjects they learn.2. Ability aimStu
25、dents should make some sentences with the past continuous tense.,Language contents: 1. The Past Continuous Tense 2. The Superlative forms: the most popular, the best 3. as as; not so/asas 4. The subjects they learn.Chinese, English, maths, physics, politics, art, PE, music, history, geography, biolo
26、gy, chemistry 5. New words rob, hard-working,Teaching procedures: a). Organizing the class greetings and a duty report. b). Revision Dictate some words: while, repair, alone, steering wheel, breathe, diver, jump, another, ring, be worried about,c). Ask and answer Students answer the question, “What
27、were doing between 12:30 and 3:30 last night?” according to the picture, then give their own answers. Try to find out the “robber”. Explain the word rob. rob means “to steal money or property from a person or bank” etc. robber is a person who steals money or property.,d). Practise Students ask and a
28、nswer questions in pairs, then share their answers with the whole class. Hard-working means “working with a lot of effort”. e). Explaining and Practice Students compare the subjects after the model “not so/asas”.,Here are some other things to compare. 1. rice, noodles, dumplings, mooncake, porridge,
29、 etc .(not) as delicious as 2. basketball, football, volleyball, tennis, baseball, etc (not) as interesting as 3. elephants, monkeys dogs horses, tigers, lions, etc .(not) as big/lovely/strong, etc.as,f). Homework 1. Review the grammar for today. 2. Prepare sth. About “Titanic” (film or the accident). 3. Do exercises on page 127.,
