東北師范大學《英語課程與教學論》2

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1、Unit 5 Lesson planning and classroom managementWhat should be in a plan?The first thing such a written plan needs to detail is who the students are: v How many are there in the class? v What ages? v What sexes? v What are they like? v Cooperative? Quiet? v Difficult to control? Unit 5 Lesson plannin

2、g and classroom managementThe next thing the plan has to contain is what the teachers/students want to do:vstudy a piece of grammar, vwrite a narrative, vlisten to an interview,vread a passage etc. Unit 5 Lesson planning and classroom managementThe third aspect of a plan will say how the teacher/stu

3、dents is/are going to do it. vWill they work in pairs? vWill the teacher just put on a tape?vWill the class start by discussing dangerous sports for example?Lastly, the plan will talk about what might go wrong (and how it can be dealt with) and how the lesson fits in with lessons before and after it

4、. Macro planning vs. micro planningMacro planning is planning over a longer period of time, for instance, planning for a whole programme or a whole-year course. Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectivel

5、y. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on. Macro planningMacro planning involves the following: 1.knowing about the profession: language contents and skills; materials, teaching aids, methods and techniques;2. knowing about the ins

6、titution: the institutions arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements. Macro planning3. knowing about the learners: students age range, sex proportion, social background, motivation, attitudes, interests, learning needs and oth

7、er individual factors.4.knowing about the curriculum/syllabus: principles, purposes, requirements and objectives, methodological suggestions and assessment requirement Macro planning 5. knowing about the textbook: its philosophy of teaching, organization of learning contents, major topics, recommend

8、ed teaching methodology, unit components and ways of assessment. 6. knowing about the objectives: what learners are expected to achieve and able to do after one semester or a years learning so that he/she can design suitable activities to meet the objectives. Components of a lesson plan 1. Backgroun

9、d information2. Teaching aims 3. Language contents and skills 4. Stages and procedures5. Teaching aids6. End of lesson summary7. Optional activities and assignment8. After lesson reflection 9. Board designingQuestions about the activities Objectives / aims can be most clearly conveyed in terms of st

10、ating what students will do or what the teacher wants to do. E.g. vStudents will successfully request information about airplane arrivals and departures.vStudents will produce questions with when, where, and what time. vTo train students to use appropriate paragraph construction. Questions about the

11、 activities There cannot be just one correct format for a lesson plan. E:g. vFor teachers who have never taught before, it is often very useful to write a lesson plan in which the exact anticipated words are noted down and write down each sentence that the students are supposed to say.Questions abou

12、t the activities vHowever experienced teachers may simply write some note-form hints because they have the rest of the information in their heads. vTeachers in training or student teachers are often required to write a detailed lesson plan. They have to follow a particular format. Questions about th

13、e activities Timing or allocation of time is an essential part of lesson planning in that it helps teachers finish what they plan to do. Otherwise teachers may run on after the bell, which is one of the things that is likely to get on students nerves. Questions about the activities Trying to anticip

14、ate problems that might arise during the lesson will enable teachers to gain the upper hand when problems occur. Principles for a good lesson plan1. Variety2. Flexibility3. Learnability4. LinkageLesson planWhat do you like about the lesson? What is good about the lesson is that the teacher makes use

15、 of different kinds of activities to teach the students, e.g: story, group discussion, predicting, eliciting, role-play, etc. Lesson planWhat would you leave out? What would you add?I would leave out the description of the class. Since the teacher should be familiar with his/her students, he/she can

16、 keep it in their mind.I would add the explanation of the comparison. I would also add what is going to be used for the activities: cards. Lesson planHow useful would the plan be for an observer?The plan is very useful for an observer. By reading the plan, the observer can be clear about who the lea

17、rners are, the teaching aims, the teaching procedures, the different kinds of activities, the smooth linkage of different steps, the arrangement of time and the comments.Classroom management How to use physical presence in class Proximity Teachers should consider how close they want to be to the stu

18、dents they are working with.AppropriacyTeachers should decide how closely you should work with students is a matter of appropriacy. Classroom management MovementMotionless teachers can bore students, whilst teachers who are constantly in motion can turn their students into tennis-match spectators, t

19、heir heads moving from side to side until they become exhausted. ContactHow can teachers make contact with students? How close should that contact be? How to mark the stages of the lesson? The teacher needs to provide variety, and then clearly he or she will have to include different stages in his o

20、r her lessons. When he or she arrives in the classroom, the teacher needs to start the lesson off. Where possible and appropriate, he or she needs to tell the students what they will be doing Teachers do not always explain exactly what they are going to do, however, a clear start to the lesson is ne

21、cessary. E.g.: Now then, what seems to be the problem? or “How can I help you? How to mark the stages of the lesson? When an activity has finished and/or another one is about to start, it helps if teachers make this clear through the way they behave and the things they say. Frequently, teachers need

22、 to re-focus the students attention, or point it in some new direction. In order for such changes of direction to be effective, the teacher first needs to get the students attention. E.g.: Thank you now can I have your attention please? or OK thanks lets all face the front shall we? Lesson descripti

23、on Strengths: 1.The fact that the teacher elicited topic and words was good, since the students were prepared, and at least some of them knew the words. 2.The teacher was deliberately guiding the students towards developing reading strategies, and making them use one: a good idea. 3.The students rea

24、d well, obviously concentrating and focused. It was good that the teacher gave homework at this stage so that it was not left to the last minute. Lesson description Strengths: 4.The speech: obviously something students were used to and treated as routine; though many teachers, and students, dislike

25、this procedure. Weaknesses: 1. It took five minutes for the students to be quietLesson description 2. The fact that the teacher elicited topic and words was good, since the students were prepared, and at least some of them knew the words. But what about those who did not? To promote intake it might

26、have been better to put them on the board and tell students to write them in their notebooks. 3. The pair work did not really work; virtually no learning was taking place. Probably the task was too difficult and not clearly defined. Lesson description 4. The true/false exercise: Many students were n

27、ot involved. 5. The discussion: if the objective here was oral fluency practice, then not many students benefited from it! Hints for lesson management 1. Prepare more than you need: it is advisable to have an easily presented, light reserve activity ready in case of extra time. 2. Similarly, note in

28、 advance which component(s) of the lesson you will sacrifice if you find yourself with too little time for everything! 3.If you are doing group work, give instructions and make sure these are understood before dividing into groups or even, if practicable, handing out materials.Unit 6 Assessment and

29、reflectionTesting: It often takes the pencil and paper form and it is usually done at the end of a learning period. Assessment: It involves the collecting of information or evidence of a learners learning progress and achievement over a period of time for the purposes of improving teaching and learn

30、ing. Unit 6 Assessment and reflectionEvaluation: It is a whole range of issues in and beyond language education: lesson, courses, programs, and skills can all be evaluated. It involves making an overall judgment about ones work or a whole schools work. Unit 6 Assessment and reflection Formative eval

31、uation: the process of providing information to curriculum developers during the development of a curriculum or programme, in order to improve it. Summative evaluation: the process of providing information to decision makers, after the programme is completed, about whether or not the programme was e

32、ffective and successful. Unit 6 Assessment and reflection Formative assessment: It is based on information collected in the classroom during the teaching process for the purposes of improving teaching and learning. Summative assessment: It is mainly based on testing. It is done mostly at the end of

33、a learning period or the end of a school year. Unit 6 Assessment and reflection Formative test : a test which is given during a course of instruction and which informs both the student and the teacher how well the student is doing. Summative test: a test given at the end of course of instruction, an

34、d which measures or graded test, i.e. it is marked according to a scale or set of grades. Unit 6 Assessment and reflectionA strategy for classroom based evaluation 1.最活躍的因素： student needs and abilities/ teacher abilities2.客觀因素： time, resource, facilities3.評價的尺度： purposes and outcomes4.目標達不到時，改進： ins

35、tructional plans and instructional practices Unit 6 Assessment and reflectionA strategy for classroom based evaluation 1. Evaluation should take place before instruction begins 2. Adjust instructional plan on-line so that the chances for successful learning are enhanced 3. Ongoing assessment of stud

36、ent attainment of lesson and unit objectives, with attendant fine-tuning of instructional plans, will contribute to overall student success. Lesson Extract Main strengths： 1. The Lead-in part combines the revision part, which makes the beginning of the class smooth and natural. 2. The eliciting and

37、groupwork discussion makes students experience the whole learning process. 3. Listening, speaking, reading and writing are integrated in the teaching procedure. 4. The use of multi-media arouse the students interest. 5. The comparison of the native and foreign holidays raises the students awareness

38、in culture differences.Lesson Extract Weaknesses: E-mail is a type of writing which the students just learn. The teacher should let the students practice writing an e-mail either in class or after class. The idea of reflection Reflection therefore has a double meaning. It involves the relationship b

39、etween an individuals thought and action and the relationship between an individual teacher and his or her membership in a larger collective called society. The first relationship involves the subjective meanings in teachers head. The second relationship explores consciously the relationship (which

40、may be a part of unconscious knowledge) between individual teaching actions and the purposes of education in society.The idea of reflection 1. 反思可以單憑個人的教學經(jīng)驗實現(xiàn)。 No. “ Reflection is more than thinking and focuses on the day-to-day classroom teaching of the individual teacher as well as the institution

41、al structures in which teacher and students work. 2. 反思不一定與日常教學活動相聯(lián)系。 No. Ibid 3. 反思離不開教育和社會環(huán)境。Yes. “The second relationship explores consciously the relationship (which may be part of unconscious knowledge) between individual teaching actions and the purposes of education in society.”The idea of re

42、flection 4. 反思需付諸于行動。 Yes. “It is an action oriented, historically embedded, social and political frame, to locate oneself in the history of a situation, to participate in a social activity, and to take sides on issues.” 5. 反思可以脫離教師對教學的主觀認識。 No. “The first relationship involves the subjective meanin

43、gs in teachers head.”Self-monitoring Self-monitoring： Self-monitoring or self-observation refers to a systematic approach to the observation, evaluation, and management of ones own behavior (Armstrong and, for the purposes of achieving a better understanding and control over ones behavior. Self-moni

44、toring The function of self-monitoring： 1. Self-monitoring is a means of obtaining such feedback and is hence a key ingredient in a teachers continuing growth and development as a professional. 2. Self-monitoring provides an opportunity for teachers to reflect critically on their teaching. 3.Self-mo

45、nitoring can hence help teachers better understand their own instructional processes. 4. Self-monitoring enables teachers to arrive at their own judgments as to what works and what does not work in their classrooms. Unit 1 Language &Language TeachersI Views on language Structural view Functional vie

46、w Interactional view Unit 1 Language &Language TeachersII. the qualities of a good language teacher ethic devotion professional qualities personal styles.Unit 2 Language learning theories and learners I Views on language learning Behaviorist theory Cognitive theory Constructivist theory Socio-constr

47、uctivist theory : Zone of Proximal Development & ScaffoldingUnit 2 Language learning theories and learners II InterlanguageIII Krashens Five Hypotheses the acquisition/learning hypothesis the monitor hypothesis the natural order hypothesis the input hypothesis the affective filter hypothesisUnit 2 L

48、anguage learning theories and learners VI Fluency & AccuracyVII Sequence of acquistionUnit 2 Language learning theories and learners VIII Learning and communication strategies metacognitive strategies cognitive strategies social mediation strategies compensatory strategies Unit 3 The English curricu

49、lum and coursebooks CurriculumUnit 4 Teaching the language system and skillsI The language systemII Phonology1. The objectives of teaching pronunciation Intelligibility Communicative efficiency Consistency2. Minimal pairs3. StressesUnit 4 Teaching the language system and skillsIII Grammar presentati

50、on 1. The deductive method 2. The inductive method 3. Mechanical practice & Meaningful/communicative practiceIV Teaching vocabulary 1. Receptive/passive & productive/active vocabulary Unit 4 Teaching the language system and skillsV Receptive & productive skillsVI Teaching listening 1. Bottom-up mode

51、l 2. Top-down model 3. Three teaching stagesUnit 4 Teaching the language system and skillsVII Teaching speaking1. Factors to be considered when designing speaking activities Maximum foreign talk Even participation High motivation Right language level 2. Information-gap activities Unit 4 Teaching the

52、 language system and skillsVII Teaching readingBottom-up & top-down modelThree teaching stagesSkimming & scanningTransition deviceFive types of reading comprehension questions Unit 4 Teaching the language system and skillsVII Teaching writingThe product-oriented methodThe process approachVIII Notion

53、s and functionsUnit 5 Lesson planning & managementI Macro planning & micro planning II Components of a lesson plan III Principles for good lesson planning IV Solowork, group work, & pair workUnit 6 Assessment and reflectionI Reflection II Self-monitoring & its functionsUnit 7 Modern educational technology & resourcesI Educational technologyII CALL