Unit 4 Lesson Planning (Part 1)
UNIT4 Microteaching Lesson Plan
UNIT4 Microteaching Lesson Plan一、Class Description该班级为初二年级学生，对于出二第一学期的学生来说，他们在经过初一一年的英语学习后，已具有了相当的英语基础，同时也具备一些使用的语言知识的水平。
在这样的基础上，学生对于讨论跟他们生活息息相关的内容很容易产生兴趣，另外，该班的学习风一般，英语水平处于中等。
二、Teaching Materials and Teaching Content人民教育出版社Go for it! 八年级上册, UNIT4 SECTIONB 3a——3c.三、unit target1.Teaching aims（1）. Words and Phrases：1.at the subway station2.around the world =all over the world=the whole world3.3、in North America north adj./n. 北部的，北方（的）--northernadj.4.South adj./n. 南部的，南方（的）--southern adj.5.East adj./n. 东部的，东方（的）--eastern adj.6.west adj./n. 西部的，西方（的）-- western adj.7.Southeast 东南northeast 东北（先南北后东西）8.North China 华北in the north of China 在中国北部9. 4. in other parts of the world10.5. depend on11.6. in big cities12.7 must be13.8. be different from14.9. a lot more fun15.10. a small number of students a number of16.11 .more…than（2）. Sentence Structures：1.-How do you get to school?-I walk to school.-I get to school on foot.2. -How far is it (from your/his/her home to school)?-It’s three miles.-It’s nine kilometers.3. -How long does it take (you/him/her to get from home to school)?-It takes (about) 25 minutes.-It takes (about) one and a half hours.4. That must be a lot more fun than taking a bus.（3）.Learn some reading skills2. Cognitive aimsWith the studying strategies of imitating and drilling，get the students to do reading task，and learn to describe the transportation.3. Emotional：This unit is mainly let the students to know the different kinds of transportation, improve their traffic consciousness. At the same time, enrich the students' study life; know the differences between Chinese culture and foreign culture.四、Difficulties and Key Points1.Reading skills2. Some new words、structures and phrases.五、Teaching ProceduresStep1：.Greeting. (__1__mins)T：Good morning，everyone.S：Good morning，Mr.---.T：How are you?S：I’m fine, Thank you, and you?T：I’m fine, too.（强化交际水平，检查复习学过知识)Step2：lead-in(__3__mins)1. T：How’s the weather today?S：It is rainy and coldT：So，How do you get to school？S1：I go to school by busS2：I go to school by a bike…(对学习过的内容实行复习，为新课埋下伏笔)T：Ok, this is our ways, Do you want to how the students around the world get to school?S：YesT：Ok，today we’ll study how the students around the world get to school?Step3：While-teaching (__35__mins)1. 3a ReadingA. Pre-readingT：Turn to page 23, look at this picture, what can you see?S：A bus and some studentsT：Yes, there’re some students, what are they doing?S：They’re getting off the bus and walk to school.T：Right, very good. Now it’s time to read this passage, before you read it, I have some questions.a. How many countries appeared in this passage?What about them?b. Read the statements about the article and write“T”or “F”Now, you have several minutes to do it!( 给学生提出问题，让学生独立完成阅读篇章，训练学生的阅读水平)B. Post-readingThis part mainly check the answers，can ask some students answer it and then teach the article, give the explanation of some words and sentences，train the ability of practice.T：Times up，Have you finished it？S：YesT：Firstly，how to read a passage？S：…..T：Ok, when you read a passage you should read the questions first and understand them，and when you look at the questions you should circle the“Key words”and then take the questions to read the article.(将阅读技巧渗透,训练学生的阅读技能)C. check the answersT 1. In． North．．． all．．． students take the bus to school.．．．．． America．．．．．．．, notT 2. Other parts of the world are different．．．．．．．．． from the United States.F 3.In Japan．．．．．．．ways of getting to school are bus, train and bike.．．．．．, the three most．．．．popular(Students take trains, or walk, or ride bikes)F 4. In China．．．．．．． means of transportation. (It depends on．．．． popular．．．．．, bikes and buses are the mostwhere you are)T 5. Students in Hongshanhu．．．．．．．．．． and．．．．．．．．．． have to take a boat to get to school.．．． Kaishandao2. 3b Reading and writingLet students look at the chart. Then read the article and fill in the blanks individually..3. 3c WritingJust now we filled in an article about how students get to Garden High School. What about you? How do students in our class get to school? Let’s make a survey and list your ideas on the board. You can use the words and numbers to write a passage about how students in our class get to school.Sample passage：In my class, most students ride their bikes to school. Many students go to school on foot. Some students live far from school, so they go to school by bus. A few students take their parents' car to school.At Guiyang, most students live at school. They just walk to their classroom. So they don’t ride their bikes to school. Many students play on the playground in the early morning. Some students play football. Some read aloud their English texts. But at the same time, other students in other schools have to take the bus, ride the bike, to hurry to their schools.五、Assignment(__1__mins)Write a newspaper article，Tell how students get to your school.六、Blackboard Writing design。
Unit 4 Lesson Plan
Warm-up/a starter/revision
Presentation
Drilling
Consolidation
Ⅱ.Principles for good lesson planning Ⅲ. Macro planning vs. micro planning Ⅳ.Components of a lesson plan
1．Background information 2．Teaching aims 3．Language contents and skills 4．Stages and procedures 5．Teaching aids 6．End of lesson summary 7．Optional activities and assignments 8．After lesson reflection Ⅴ. Lesson planning Ⅵ.Conclusion
To know what his/her students are able to achieve To focus on the learners’ performance
IV. Components of a lesson plan
Language Contents and Skills
Language Skills
语言学习和一般学习的普遍观点
（1）Behaviorist theory行为主义学习理论 （2）Cognitive theory认知学习理论 （3）Constructivist theory建构主义学习理论 （4）Socio-constructivist theory社会建构主义理论
Ⅳ. Qualities of a good language teacher一个好的语言老师必备的素养 Ⅴ. Development of a good language teacher教师专业技能发展 Ⅵ. An overview of the book
Unit-4-Lesson-Planning教学内容
aims, objectives
How to achieve:
materials, activities, techniques, resources, etc.
Discussion
How do you judge whether your teacher is prepared or not?
4.2 Principles for Good Lesson
Planning
1. Aim: the realistic goals for the lesson; what students are able to do by the end of the lesson;
2. Variety: different types of activities; a wide selection of materials;
Before the lesson ????
After the lesson ????
Before the lesson
aims contents teaching aids activities techniques time potential problems
After the lesson
Unit-4-Lesson-Planning
4.1 Importance of Lesson Planning备课
Q: What is a lesson plan? (教案) What is planned for the lesson?
“A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.”(51)
Unit4教案：七年级英语单元四学习计划
Unit4教案：七年级英语单元四学习计划单元四是七年级英语学习中的重要单元，也是考察学生英语听、说、读、写能力的关键之一。
本单元主要内容为“Celebrations”，即各种庆祝活动和仪式，通过学习本单元，不仅能够提高学生的英语水平和能力，还能增加对不同文化庆祝活动的了解和认识。
一、学习目标1.掌握单元核心词汇和表达方式2.了解各种庆祝活动和仪式的背景和文化含义3.提高听、说、读、写能力，能够用英语进行简单交流4.培养学生的跨文化交际能力和跨文化意识二、学习重点1.各种庆祝活动和仪式的主题、目的、方式和时间2.类别词的运用，如词汇重要性、词汇分类和常用短语3.英语语感和语法知识的提高，使学生能够利用相关语言学知识进行口语表达三、学习难点1.英语听力和口语表达能力的提高2.对于一些生僻词汇以及对语言的语感较差需要重视3.语法知识的掌握和运用四、学习内容（一）单元词汇表本单元主要词汇包括：birthday, Christmas, Chinese New Year, Halloween, New Year's Eve等。
（二）听力部分1.学生听掌握对话内容、对文化背景的认识和记忆能力；2.能听懂常用问答句结构以及外国人把话说出来的特点；3.能通过听懂情况描述、对方表达需要· ·的意思、自我介绍及其它简单口语实践，提高交流能力和交际能力。
（三）阅读部分1.学生通过阅读理解文章、故事等，提高阅读能力；2.能编写一些简单的英文邮件、短信等，提高写作能力；3.能用简单的语言描述和解释校内、外各类型的活动及其特点、意义等，提高口语和语感能力。
（四）口语部分1.学生能够利用掌握的语言知识，对庆祝活动进行口头表达；2.能够通过组织交流、互动活动等策略，促进学生口语交流能力的提高。
五、师生互动和评估方式1.师生互动：在授课过程中，教师通过引导让学生利用所学知识进行口头表达，提高其英语口语能力。
Unit4 Lesson planning
•
Points for attention 1. Plan the lesson from the point of view of the students—what students are able to achieve (learners’ performance); 2. Design the teaching stages and classroom activities for the purpose of fulfilling the aims; 3. Consider the change of the overall objects described in the NEC-- from purely linguistic to an emphasis on language skills, knowledge, affects, strategies and cultuound information
• • • • • • • Who are my students? How many students are there in class? What ages? Which grade are they in? What are they like? When and where is my lesson? How long does each lesson last? (time duration 时长)
p.57,Task4 1. Be able to introduce themselves in English – telling other people about their names, telephone numbers, addresses, and where they are from, ect. 2. Be able to find out information about other people in English. 3. Be able to ask other people to clarify if they do not understand. 4. Be able to talk confidently and politely with strangers. (attitude)
unit 4 Lesson Planning.ppt
pictures/ video, etc.
6) Teaching material Course book, supplementary materials…
9) Board plan The designing of the layout of the blackboard and
draw it in the lesson plan.
10 Reflection Think about what went well in the lesson and what
7) Procedure This is concerned with the teaching steps/stages
and activities in each stage, including when to do, how long to take, what to do and why. Sequence of lesson and integration of skills should be considered.
3) Assumed knowledge of the students considering what students already know in relation
to the lesson
4) Anticipated problems students may have language problem of new
colours/ to practise language for buying clothes) l a structure (e.g. “be going to”; “will”) l a skill ( e.g. understanding spoken instructions/ reading skill)
unit 4 Lesson Planning
Task 4 in p57
Study the contents carefully and write a few objectives for the lesson
language contents and skills : task 5 in p58 Know exactly what language contents will be taught (structures, vocabulary, functions, topics ), and what language skills will be practiced in the lesson( communicative skills such as 4 skills). How to deal with new vocabularies and new structures?
Learnability : the contents and tasks planned for the lesson should be within the learning capability of the students 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.
Teaching stages and procedures
Detailed steps in each teaching stage. Warm-up exercises/ a starter Its functions, methods and principles
(完整版)《英语教学法》Unit_4_Lesson_Planning
• Language teachers benefit from lesson planning in :
lesson planning?p.52-53 • What types of lessons do you know?
• Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.
• ● Size of classroom: restricts some types of
activities
• ● Teaching aids: sufficient or not • ● Time of day: influences the types of
activities used (p.m. or a.m.)
• Procedures are the detailed steps in each teaching stage.
What teaching model is the easiest procedure to teach a new
structure-based lesson?
• PPP model, which includes presentation, practice and production.
英语教学法教程期末考试串讲稿
Unit 1 Language and language learning1.2 views on languagein the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements. 结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。
语言学习目标是掌握这些元素。
In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning. 交际/功能观，语言是表达功能性意义的载体。
虽然语法特点依然包括在内，但更强调语言的语义和交际层面。
因此语言学习目标是学习表达通讯功能和意义类别。
unit 4Lesson Planning
Too general to be qualified as a specific lesson objective
Behavioral verbs
a to z
Analyze, apply, arrange Build Categorize, choose, classify, compare Deduce(推论）, define, demonstrate Estimate, evaluate, explain Generate, graph Identify, indicate Label, locate
2 Teaching aims and demands 3 Knowledge Affect Skill 4 Teaching purpose
5 Knowledge aims Ability aims Moral education aims
Practice
Task 3 (p56)
Sample 1
pronunciation role-play writing Topic of the lesson Cross-curricular activities arts maths
Activities matching
sequencing pictures listen and joining in Resources needed Learning outcomes pictures tape recorder wallpaper word worksheets cards role-play a survey telling a story
Sample 3
Original version：Help students learn to read science writing and know about scientists and their work Revised version： Through reading and explanation (C), students (A) will be able to summarize the main contents of the passage (B), orally/in writing (C), from memory (C).
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Do experienced teachers need lesson
planning? Why or why not?
No teaching/learning situation is static. Social and educational circumstances change.
Views on language change.
communicative tool
2) What are language learning theories
and theories about learning in
general?
Behaviourist theory Cognitive theory Constructivist theory
Benefits of lesson planning
It can help teachers to be aware of the teaching
objectives of a lesson.
It can help teachers to distinguish various
stages of a lesson and to organize logically
Textbook P51
Questions
Is lesson planning necessary for new/novice teachers? Why or why not? How can teachers benefit from their lesson planning? Do experienced teachers need lesson planning? Why or why not?
Summary
The teaching objectives in a lesson should reflect the overall objectives described in
the new English Curriculum—a change from
purely linguistic teaching to an emphasis on language knowledge, language skills, learning strategies, affect and cultural awareness.
Micro planning
Planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively
The relationship between
planning important for teachers? ☻ How many kinds of lesson planning are there? ☻ What should be included in a micro lesson plan? ☻How can teachers decide the teaching objectives of a lesson?
After lesson reflection
Background information
The age, level, cultural background and individual characteristics of the students have to be taken into account when making lesson planning.
4) What are the five components of English
teaching objectives specified in the New
National English Curriculum? Language knowledge Language skills Learning strategies
teaching objectives of the lesson?
Give your reasons.
Summary
Teaching objectives should focus on the learners’ performance rather
than on the teachers’.
Unit Four Lesson Planning
(Part 1)
Revision
1) What are the three views on language?
Structural view—forms of language
Functional view—functions of language Interactional view— language as a
macro planning and micro planning
Macro planning — overall, general Micro planning — specific, concrete
P54
Macro planning Purpose:
to help teachers to get an overall feeling or idea about the course and also get
Socio-constructivist theory
3) What are the two currently adopted foreign language teaching approaches?
Communicative Language Teaching (CLT)
Task-based Language Teaching (TBLT)
familiarized with the context in which
language teaching takes place
Textbook P54
Macro planning
Factors to consider:
Knowing about the profession Knowing about the institution
Practice
Study the teaching material provided by the teacher and then write a few objectives for it.
Revision
☻ What is lesson planning? Why is lesson
P45
Affect
Cultural awareness
Warming-up Question
What is one of the most important
things for teachers to do before they
step into the classroom everyday?
sequenced activities.
It can give teachers opportunities to anticipate
potential problems and be prepared for some possible solutions.
It can give teachers, especially novice teachers confidence in class.
It can help teachers to be aware of the
teaching aids needed for the lesson. It can enable teachers to improve class timing / pace. It can be adopted as a means for teachers to improve their professional development.
Teaching aims/objectives/goals
What constitutes the teaching objectives of a lesson?
Discussion
Do Task No. 3 on Page 56 and decide
which set is more suitable for the
What should be included in a micro lesson plan?
A lesson plan includes:
Background information
Teaching aims / objectives / goals
Teaching important points Teaching difficult points Teaching methods Teaching aids Teaching procedures Blackboard design / layout Textbook P56
Homework
Try to design some classroom activities according to the decided teaching objectives for the given teaching material.
பைடு நூலகம்
Textbook P54
Knowing about the learners
Knowing about the curriculum
Knowing about the textbook
Knowing about the overall teaching objectives