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1、Unit 3 Lesson PlanningAims of the Unit- to understand why lesson planning is necessary- learn the difference between macro planning and micro planning - to get to know the components of a lesson plan - to know the principles for good lesson planning 1.Variety: Planning a number of different types of
2、 activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.2.Flexibility: Planning to use a number of different methods and techniques rather than being a slave to one methodology. This
3、 will make teaching and learning more effective and more efficient.3.Learnability: The contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the studentscoping ability
4、 will diminish their motivation.4.Linkage: The stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.II.Macro Planning Vs. Micro PlanningIdeally, lesson planning should be done ay two levels
5、: 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. Of course, there is no clear cut difference between these two types of planni
6、ng. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on. A.Macro Planning In a sense, macro planning is not writing lesson plans for specific lesson but rather familiarizing with the context in which language teaching is taking place. Macro pla
7、nning involves the following:1) Knowing about the course:The teacher should get to know which language areas and language skills should be taught or practised in a course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution: Th
8、e teacher should get to know the institutions arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.3) Knowing about the learners: The teacher should acquire information about the students age range, sex ratio, social background, motivati
9、on, attitudes, interests, learning needs and other individual factors.4) Knowing about the syllabus: The teacher should be clear about the purposes, requirements and targets specified in the syllabus. Teaching aims Language contents and skills Teaching stages and procedures1)Teaching aims The first
10、thing to do in lesson planning is to decide the aims of a lesson, which include what language components to present, what communicative skills to practise, what activities to conduct and what materials and teaching aids to be used.Lesson 15Ask and answer questions from the table.When do you get upea
11、t breakfastwash your facego to schoolfinish schoolgo to bedin the morningin the afternoonin the eveningat nightWhen do youclean your teeth?meet your friends?learn English?play games? Teacher A: Today were going to learn Lesson 15. Its question and answer practice using a substitution table. Teacher
12、B: Today were going to practise present simple questions with “when” and other time expression. Teacher C: Today were going to practise asking and answering questions using the present simple tense, so that we will learn how to talk about everyday activities.3) Language Contents and Skills language
13、contents: structures (grammar), vocabulary, functions, topics and so on. Language skills: communicative skills involved in listening, speaking, reading and writing4)Teaching Stages and Procedures Teaching stages are the major steps that language teachers go through in the classroom. Procedures are t
14、he detailed steps in each teaching stage. The most popular language teaching stages are the three Ps model, which include presentation, practice and production.A.3P Model a.Presentation b.Practice c.Productiona.Presentation At the presentation stage, the teacher introduce new vocabulary and grammati
15、cal structures with reference to their contextualized use.b.Practice At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the texts when necessary.c.Production At the production stage, the students are encouraged to use what they have
16、 learned and practised to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy. B.Another 3-stage Model Pre-, while-and post-. E.G.It is frequently advised and adopted in reading lessons, that is, pre-reading while-reading and post- reading stages. This model is also often applied in listening lessons, which have pre-listening, while-listening and post-listening stages.Another 3-stage Model In this model, the pre- stage involves presentation work,
