Lesson-Planning

LessonPlanningLessonPlanningisthefirststepforgoodteachingObjectivesofthisunitBytheendofthisunit,thestudentsshouldbeableto1.Understandthebasicsoflessonplanning2.Beawareofthebasicsoflessonplanning3.Beawareoftheaimsandlanguagecontentofthelessonyouteach4.Distinguishthevariousstagesofthelessonandseetherelationshipbetweenthem5.Beawareoftheinfluencesonlessonplanning6.Identifyandpredictpossibleproblemsinteaching7.AdaptyourtextbooktotheneedsandinterestsofyourstudentsLessonPlanningWarming-upYouhavebeenstudentsformanyyears.Howdoyoujudgewhetheryourteacherispreparedornot?TeacherAWell,ifIhaveaclass,say,onMonday.IstarttothinkaboutitonSundayafternoon.Itisnearlytheendofthesemester,soIwantthestudentstogoawayfeelingtheyhaveachievedsomething.IhaventreallygotaclearideaaboutwhatIwanttodosohopingsomethingwilloccurtome.ImakeanoteofthestagesIwantmylessontofollowandItakealookthroughthematerialsIhaveusedbefore:oldphotocopies,previouslessonplans,andresourcebooks.IgotobedstillunclearaboutwhatIwanttodo,butI’llsleeponit.Inthemorning,IgointotheclassroomandfeelquiteconfidentthatIhaveasequenceofactivitiesinmyhead.Icarryinapileofmaterials,thatmightfitintomysequence,whichprobablycomesintomymindfromyearsofexperienceorfromwatchingotherexperiencedteachers.IoftentakesomethingpersonalintothelessonwithmetoosothatthestudentsseethatIamarealperson.TeacherBItseemsthereisnothingtoprepare.Thelessonissoeasyandittakesmeonlytenminutestogothroughboththestudentsfandtheteacher'sbooks.Idonotneedtomakeaplanbecausetheteacher'sbookhasprovideddetailedinformationforthelesson.WhatsleftformetodoisjustreadthetextandreferencestwicesoastohaveabriefideaofwhatIshallteachthenextday.IthinkIamquiteresponsibleinclassandhaveintroducedallthelanguageitemsofthetext.butIhavetoadmitthat,fromtheirbehaviorandtheexpressionsontheirfaces,mystudentsdonotseemtoenjoymyteaching.Someofthemarealwaysquiet.Someseemabsent-minded,andsomeevenfallasleep.Whatteachingshouldbe?TeachingshouldnotbeassimpleasTeacherBimagines.NeithershoulditbequitesoinstinctiveasteacherAfeels.Itisakindofart,thesuccessofitdependsuponanumberoffactors;1.theteacher’sknowledgeandcompetence,2.herappropriateuseoflanguageskills,3.hercommunicationwiththestudents,4.andawell-organizedlessonplanTeachingTeacher’sKnowledgeAndcompetenceCommunicationwiththestudentsTeacher’suseoflanguageskillsAwell-organizedlessonplanWhatalessoninvolves?Lessonsarejustakindofsocialactivities.Theyareorganizedinthesamewayaseverythingelseinourlives.Goshopping……………comebackwiththegoodsyouwanttobuyTraveling………………reachadestinationPlantingatree………….digaholeinordertoplantthistreeWatchingaprogram……enjoymyself1.Alessonisatypeoforganizedsocialeventthatisessentiallyconcernedwithlearningasitmaingoal.2.Itinvolvesboththeparticipationoftheteacherandthelearners.3.AlessonshouldbeaGive–and-takeProcess4.LearningalessonoughttobeSatisfyingandenjoyableexperienceWhatinfluencealessonplan?Someofyoumaysay“Ialreadyhaveateacher’sbookinmyhand,thenIdonothavetomakealessonplan”.Thefactorswhichinfluenceyourlessonplan:1.Physicalconditions:classsize,sizeofyourclassroom2.Humanfactors:theteacher’spersonalities3.Syllabusandtesting:Whatmightyouconsiderwhenplanningalesson1.Thelearners2.Theaimsofthelesson3.Theteachingpoints4.Theteachingprocedures5.Materials6.ClassroommanagementTowhichofthesectionsofthediagramshouldyouassignthefollowing?1.Howmanyseparateactivitieswilltherebe?2.WherewillIstandorsit?3.Whatdolearnersneed?4.Whatskillswilllearnersbeworkingon?5.HowwillIcontroltiming?6.Whataresomeofthethingsthatcouldcausedifficultiesorgowrong?7.HowamIgoingtodealwithmistakes?8.Istheregoingtobevarietyofactivityinthelesson?9.Howdothelessonobjectivesfitinwithlongertermgoals?10.Whatdotheyknowalready?Whatdoesalessonplanconsistof?1.Theobjectivesofthelesson(whatishopedtobeachieved)2.Classroomaidsrequired(blackboard,whiteboard,overheadprojector,taperecorder,poster,coloredchalk,orpictures)3.Procedure4.Anticipatedproblems5.evaluationTheobjectivesofalessonLetuslookatatextbelow,whichistakenfromoneofthetextbooksandtrytoworkoutwhatisbeingtaughthere.Whataretheobjectives?Readthetextandanswerthequestionsbelowit.Questions:1.Whatisthetopicofthislesson?2.Whatislikelytobethemainstructureofthetext?3.Whichfunctionsarebeingdemonstrated?4.Whatisthefocusofvocabulary?5.Whichlanguageskillorskillsseemtobethefocusofthislesson?Feedback:Topic:Atthedoctor’ssurgeryStructure:ImperativeFunctions:Makingsuggestionsandgivingadvice,describingillnessVocabulary:wordsconcerningillnessandtreatmentSkills:ListeningandspeakingTheobjectivesofthelesson:Bytheendofthelesson,thestudentsshouldbeabletoTalkfluentlyabouttheirillnesses;DescribetheirsymptomsAsksomeoneelseabouthisillnessandgiveadviceaboutwhatheshoulddoinreasonablycorrectandappropriateEnglish首都师范大学林立教授(2006)目标有两种写法：一种写法是这节课我教什么，也就是把内容作为目标。今天我教几个词汇，教一个时态，教一个阅读，这是内容写法，这是教学目标。还有一种目标就是学会，就是会什么，学生通过这节课他会什么，这是一种写法。前边我们叫“contentobjectives”，那么后边应该叫“performanceobjectives”。这两种写法有一个最大的区别就是我们的关注点不一样。目标的写法要体现“以学生为中心”教学理念就要用后一种写法。Inastudents’centeredclass,theteachingobjectivesshouldfocusonthelearners’perfo