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Lesson Planning Unit Seventeen. Lesson planning means making decision in advance about what techniques, activities, and materials will be used in the.

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Presentation on theme: "Lesson Planning Unit Seventeen. Lesson planning means making decision in advance about what techniques, activities, and materials will be used in the."— Presentation transcript:

1 Lesson Planning Unit Seventeen

2 Lesson planning means making decision in advance about what techniques, activities, and materials will be used in the class.

3 Macro planning vs. micro planning 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.

4 Aims of planning a lesson It shows how individual techniques and activities fit into the lesson as a whole. - To make teachers aware of the aims and language content of the lessons they teach.

5 - To help teachers to distinguish the stages of a lesson, and to see the relationship between them. - To show teachers how to make a simple lesson plan.

6 1.Why is lesson planning necessary? 1). Proper lesson planning is essential for both novice and experienced teachers.

7 Besides, unprepared teachers receive much less trust and cooperation from the the students.

8 How do language teachers benefit from proper lesson planning? 1. A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.

9 2.It also helps the teacher distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from stage to another.

10 3.The teacher can also think about how the students can be fully engaged in the lesson.

11 4. When planning the lesson, the teacher also becomes aware of the teaching aids that are needed. 5. Plans are also an aid to continuing improvement.

12 2. Principles for good lesson planning 1). Variety: a number of different types of activities and wide selection of materials.

13 2). Flexibility It means planning to use a number of different methods and techniques rather than being a slave to one methodology.

14 3). Learnability It means the contents and tasks planned for the lesson should be within the learning capability of the students.

15 4). Linkage It means the stages and steps within each stage are planned in such a way that they somehow linked with one another.

16 4. Components of a lesson plan 1). Teaching aims 2). Language contents and skills 3). Teaching stages and procedures

17 1). Teaching aims The first in lesson planning is to decide the aims of a lesson, which include what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used.(3 parts of teaching aims)3 parts of teaching aims)

18 2). Language contents and skills Language contents mean structures (grammar), vocabulary, functions, topics, and so on. Language skills are L, S, R and W.(work in group )functions, work in group

19 The sample lesson probably has the following language contents: go…for a holiday take…with look after… mind doing sth. take good care of… Skills: listening, speaking and reading Communicative functions: requesting help from other people

20 3). 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 P’s model, which include presentation, practice, and production.

21 At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their 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.

22 At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.

23 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.

24 In this model, the pre- stage involves preparation work, such as setting the scene (描述背景), warming up, or providing key information( such as key words).

25 The while- stage involve activities or tasks that the students must perform while they are reading or listening.

26 The post- stage provides a chance for students to obtain feedback on the performance 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. (sample of lesson)

27 初二年级下学期 Lesson 101 教学设计 Period: The First Period Properties: Overhead projector, some objects

28 Teaching aims: 1. Knowledge aims Students should grasp: ① the Past Continuous Tense; ② the Superlative forms of adjectives and adverbs; ③ the subjects they learn.

29 2. Ability aim Students should make some sentences with the past continuous tense. Language focus: 1. The Past Continuous Tense 2. The Superlative forms: the most popular, the best 3. as … as; not so/as…as 4. The subjects they learn. Chinese, English, maths, physics, politics, art, PE, music, history, geography, biology, chemistry

30 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

31 c). Ask and answer Students answer the question, “What 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.

32 d). Practise Students ask and answer 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/as…as”.

33 Here are some other things to compare. 1. rice, noodles, dumplings, mooncake, porridge, 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,…

34 f). Homework 1. Review the grammar for today. 2. Prepare sth. About “Titanic” (film or the accident). 3. Do exercises on page 127.

35 Components of a lesson plan 1. Contents 2. Aims/Teaching aims/objectives 3. Language focus 4. Aids/Teaching aids Teaching procedure(s) Homework/Assignments Layout of the blackboard

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