英语教学法教程王蔷chapter.pptx

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1、Whyislessonplanningnecessary?PrinciplesforgoodlessonplanningMacroplanningvs.microplanningComponentsofalessonplanSamplelessonplans第1页/共14页Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.Althoughthemainteachingcontentsmaybethesame,thestudentsar

2、edifferent,thetimeisdifferent,andthemoodisdifferent.Languageteachersbenefitfromlessonplanningin.第2页/共14页1)understandingtheaimsandlanguagecontentsofthelesson;2)distinguishingthevariousstagesofalesson;3)thinkingabouthowthestudentscanbefullyengagedinthelesson;4)becomingawareoftheteachingaidsthatareneed

3、ed.5)thinkingabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.第3页/共14页Variety:different types of activities and a wide selection of materials.Flexibility:different methods and techniquesLearnability:the contents and tasks should be within the learning capability of the stu

4、dents.Linkage:the stages should be linked with one another.第4页/共14页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 coursethe institution(school);the l

5、earnersthe syllabusKnowing aboutMicro planning isusuallyforaspeciallesson./lessonplan第5页/共14页 Components of a lesson plan1)Teaching aims:2)Language contents and skills:3)Teaching stages and procedures:4)Teaching aids5)End of lesson summary6)Optional activities and assignments7)After class reflection

6、第6页/共14页1)Contents:structures,vocabulary,functions,topicsandsoon;2)Skills:listening,speaking,readingandwriting.Language Contents and Skills:第7页/共14页Teaching Stages and Procedures:PPP model of teaching:3 stage of teaching:Five-step language teaching:Task-based language teaching:第8页/共14页For teaching a

7、 new structure-based lesson,the PPP model may be the easiest procedure to followPresentation 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 pra

8、ctice 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 languag

9、e forms.)第9页/共14页For teaching a skill-oriented lesson,another 3 stage is frequently advised:Post-stage:providesthechanceforsstoobtainfeedbackontheirperformanceatthewhile-stage.Italsoinvolvessomefollow-upactivities,inwhichssrelatewhattheyhavereadorheardtotheirownlifeandusethelanguagespontaneously.vPr

10、e-stage:thisstageinvolvespreparationwork,suchassettingthescene,warmingup,orprovidingkeyinformation(suchaskeywords).vWhile-stage:activitiesortasksthatthessmustperformwhiletheyarereadingorlistening.第10页/共14页Five-step language teaching:1)warmup/revision;2)presentation;3)activities/practice4)consolidati

11、on5)summaryandhomework第11页/共14页Task-based Language Teaching:Pre-task:introductiontotopicandtaskTaskcycle:taskplanning;report;studentsheartaskrecordingorreadtextLanguagefocus:analysisandpractice;reviewandrepeattask第12页/共14页A taskisapieceofworkundertakenforoneselforforothers,freelyorforsomerewards.Thu

12、s,examplesoftasksincludepaintingafence,dressingachild,fillingoutaform,buyingapairofshoes,makinganairlinereservation,borrowingalibrarybook,takingadrivingtest,typingaletter,weighingapatient,sortingletters,takingahotelreservation,writingacheque,findingastreetdestinationandhelpingsomeoneacrossaroad,by“task”ismeantthehundredandonethingspeopledoineverydaylife,atwork,atplay,andinbetween.Long(1985:89)第13页/共14页感谢您的观看！第14页/共14页