Lesson Planning

Unit Seventeen

Lesson planning means making decision

in advance about what techniques,

activities, and materials will be used in

the class.

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.

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.

- 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.

1.Why is lesson planning necessary?

1). Proper lesson planning is essential for both novice and experienced

teachers.

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

the students.

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.

2.It also helps the teacher distinguish the

various stages of a lesson and to see the rel

ationship between them so that the lesson c

an move smoothly from stage to another.

3.The teacher can also think about how t

he students can be fully engaged in the les

son.

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.

2. Principles for good lesson planning

1). Variety: a number of different types of activities and wide selection of materials.

2). Flexibility

It means planning to use a number of

different methods and techniques rather

than being a slave to one methodology.

3). Learnability

It means the contents and tasks planned

for the lesson should be within the

learning capability of the students.

4). Linkage

It means the stages and steps within each

stage are planned in such a way that they

somehow linked with one another.

4. Components of a lesson plan

1). Teaching aims

2). Language contents and skills

3). Teaching stages and procedures

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)

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 )

The sample lesson probably has the following language contents:go…for a holidaytake…withlook after…mind doing sth.take good care of… Skills: listening, speaking and readingCommunicative functions:requesting help from other people

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.

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.

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.

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.

In this model, the pre- stage involves pre

paration work, such as setting the scene

（描述背景） , warming up, or providing

key information( such as key words).

The while- stage involve activities or

tasks that the students must perform

while they are reading or listening.

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)

初二年级下学期 Lesson 101 教学设计

Period: The First Period

Properties: Overhead projector, some

objects

Teaching aims:

1. Knowledge aims

Students should grasp:

①the Past Continuous Tense;

②the Superlative forms of adjectives and

adverbs;

③the subjects they learn.

2. Ability aimStudents should make some sentences with the past continuous tense.Language focus:1. The Past Continuous Tense2. The Superlative forms: the most popular, the best3. as … as; not so/as…as4. The subjects they learn.Chinese, English, maths, physics, politics, art, PE, music, history, geography, biology, chemistry

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

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.

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”.

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, etc.as…

f). Homework

1. Review the grammar for today.

2. Prepare sth. About “Titanic” (film or the accident).

3. Do exercises on page 127.

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