英语教学法教程chapter课件.pptx

1、Chapter 1 Lesson PlanningvWhy is lesson planning necessary?vPrinciples for good lesson planningvMacro planning vs.micro planningvComponents of a lesson planvSample lesson plansv Lesson planning means making decisions in advance about what techniques,activities and materials will be used in the class

2、.v Although the main teaching contents may be the same,the students are different,the time is different,and the mood is different.v Language teachers benefit from lesson planning in.1)understanding the aims and language contents of the lesson;2)distinguishing the various stages of a lesson;3)thinkin

3、g about how the students can be fully engaged in the lesson;4)becoming aware of the teaching aids that are needed.5)thinking about the relative value of different activities and how much time should be spent on them.Variety:different types of activities and a wide selection of materials.Flexibility:

4、different methods and techniquesLearnability:the contents and tasks should be within the learning capability of the students.Linkage:the stages should be linked with one another.Macro planning provides general guidance for language teachers,it is not for specific lessons but rather familiarizing wit

5、h the context in which language teaching is taking place,which involves:the coursethe institution(school);the learnersthe syllabusKnowing aboutMicro planning is usually for a special lesson./lesson plan Components of a lesson plan1)Teaching aims:2)Language contents and skills:3)Teaching stages and p

6、rocedures:4)Teaching aids5)End of lesson summary6)Optional activities and assignments7)After class reflection 1)Contents:structures,vocabulary,functions,topics and so on;2)Skills:listening,speaking,reading and writing.Language Contents and Skills:Teaching Stages and Procedures:PPP model of teaching:

7、3 stage of teaching:Five-step language teaching:Task-based language teaching:For teaching a 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

8、:drills,exercises,dialogue practice(the lesson moves from controlled practice to guided practice 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 co

9、mmunicative tasks,at this stage,the focus is on meaning rather than accurate use of language forms.)For teaching a skill-oriented lesson,another 3 stage is frequently advised:vPost-stage:provides the chance for ss to obtain feedback on their performance at the while-stage.It also involves some follo

10、w-up activities,in which ss relate what they have read or heard to their own life and use the language spontaneously.vPre-stage:this stage involves preparation work,such as setting the scene,warming up,or providing key information(such as key words).vWhile-stage:activities or tasks that the ss must

11、perform while they are reading or listening.Five-step language teaching:v1)warm up/revision;v2)presentation;v3)activities/practicev4)consolidationv5)summary and homeworkTask-based Language Teaching:vPre-task:introduction to topic and taskvTask cycle:task planning;report;students hear task recording

12、or read textvLanguage focus:analysis and practice;review and repeat taskvA task is a piece of work undertaken for oneself or for others,freely or for some rewards.Thus,examples of tasks include painting a fence,dressing a child,filling out a form,buying a pair of shoes,making an airline reservation,

13、borrowing a library book,taking a driving test,typing a letter,weighing a patient,sorting letters,taking a hotel reservation,writing a cheque,finding a street destination and helping someone across a road,by“task”is meant the hundred and one things people do in everyday life,at work,at play,and in between.Long(1985:89)