（羅曉杰）英語說課的框架內(nèi)容與策略

ContentandstrategiesofLessonPlanPresentation

XiaojieLuoWenzhouUniversityPart1:thecontentofLPPtheanalysisoftheteachingmaterialsandlearningcondition;

therearrangementoftheteachingmaterialsandlearningactivities;thelearningobjectives;thelanguagefocusandanticipateddifficulties;theteachingmethods

andteachingaids;theteachingprocedures(thelearningactivitiesandtheteachingnotes)ShinningpointsorafterclassreflectionModule1Briefintroduction

ofthepresentertheteachingmaterialtheprocedureoftheLPPExampleGoodmorning,everyone.I’mXianxianfromWenzhouExperimentalMiddleSchool.

I’mverygladtosharemylessonplanwithyou.ThelessonI’mgoingtotalkabouttodayisfromGoForIt,Book8A,Unit8Howwasyourschooltrip?Period4，Readingforwriting.

I’dliketoexplainitfromthese

fiveaspects.

Module2theanalysis

ontheteachingmaterialthelearners

Example

theanalysis

ontheteachingmaterialThetopicofthislessonisDayOff.ThereadingmaterialisaletterfromNickabouthisdayoffwhichiswellorganizedinthesequenceoftime.Example

theanalysis

onthelearnersEventhoughthetopicdayoff

is

familiartothestudentsinmyclass,stillsomeofthemcan’twriteawell-organizedpassageabouttheirdayoffs.Withthelimitedvocabulary,thestudentsmaylackofrichwordstoshowtheirdayoffs.

Fortunately,thereadingpassage3aoffersanicemodelforstudentstoimitate.Module3thestatement

ofthelearningobjectives;thelanguagefocustheanticipateddifficultiesandpossiblesolutiontheteachingmethodsandteachingaidsExample

thelearningobjectivesFirst,languageskillsBytheendoftheclass,studentswillbeabletoreadfortheoutlineofthereadingpassageandwriteashortpassageabouttheirdayoffsaccordingtotheoutline.Thisisalsothelearningfocusofthisclass.Next,

languageknowledge

Studentscan

usethefollowingwordsandexpressions.(slide)

Example

thelearningobjectivesThen,affect

Inthisclass,studentswillsharethehappinessoftheirclassmates’experiencesandunderstandthatweneedtobothworkhardandhavefuninourlife.

Asforcultureawareness,

Studentswillunderstandthemeaningandthefunctionofyardsale.Finally,learningstrategy,Inthisclass,studentswillimprovetheirabilityof

autonomouslearningandcooperativelearning.

Example

thelanguagefocusThese

arethelanguagefocus(slide)andthesearetheanticipateddifficulties.

mystudentsmayfinditdifficulttofigureoutthestructureofthepassageandtheymaylackofniceexpressionsintheirwriting.Therefore,lotsofattentionwillbepaidtotheoutlineandniceexpressionsinthisclass.Thesearethepossiblesolutionstotheproblems.Example

possiblesolutionGuidethestudentstofigureoutthestructureofthepassageandsomeusefulexpressionsbeforewriting.Comparedifferentpassagestohelpstudentsunderstandbetterofthestructureandlearnsomemoreusefulexpressions.practicewritingafterthemodel.(Learningbydoing)

Example

teachingmethodsandteachingaidsToachievetheaboveobjectives,Iwilladopttop-downmodelforreadingandprocessapproachforwritinginthisclass.IwillusePPTdocumentsandOHPasmyteachingaids.

Thisismyteachingprocedure.

Let’stakealookstepbystep.Module4thedescription

of

theteachingprocedurethenamesoftheactivitiesineachstage/step;theteacher’sactivities/directions/thesituationsandrequirements/thequestionsandexercisesthestudents’activities/performances/responsetothequestions/difficultiesandpossiblesolutions/purposesoroutcomesexpectedofeachteaching/learningactivity)(teachingnotes)thehomeworkassignment;Blackboardnotes/designExample

BeforeclassIwillplayKurtNilsen’ssongDayOffbeforeclass.Thisaimstoattractstudents’attentionandgetthemreadyforclass.Example

Step

1.Warming-up

Towarmup,wewilltalkaboutKurt’sDayOff.I’llaskstudentstoguesswhatKurtdidonhisdayoffbybrainstorming.Thisisgoingtoactivatestudents’backgroundinformationaboutdifferentkindsofactivitiesandreviewpasttenseofverbwhichishelpfulforstudents’writing.ThenI’llshowstudentstheactivitiesKurtdidtolearnsomenewwordslike:sale,yardandallday.Thiswill

getthemageneralideaoftalkingaboutsomethinginthesequenceoftime.Example

Step2.Pre-readingThroughwarming-upactivityabove,studentsmightknowKurthadagooddayoff.

ThenIwillask:“HowwasNick’sdayoff?”I’llshowstudentsapictureaboutNick’sdayoffbeforetheyreadandtalkaboutit.Bytalkingabouttheactivity,theplaceandtheweather,studentslearnthewordslikeyardsale,umbrella,raincoat,getwet,inmyopinionetc.naturally.Example

Step2.Pre-readingBesides,bytalkingaboutthepicture,studentsgetsomeinformationaboutNick’sdayoffwhichwillhelpthemreadbetter.Amongtheseexpressions,“yardsale”isespeciallynewtostudents.Inordertohelpstudentsunderstandit,I’llshowthemsomebackgroundinformation.

Example

Step3.While-readingNowit’stimetoread.Studentsare

askedtoreadtheletter,takenotesofwhatNickdidandgivetheiropinionsabouthisdayoff.Thisistheprocessofinputbyreading.

Example

Step4.Post-readingAfterstudentsfinishreading,we’llfirstchecktheanswersandsharestudents’opinions.

NextI’mgoingtohelpstudentsfindoutthestructurebytalkingaboutwhenNickdidtheactivities,whyhedidtheactivityandwhathappened.ThenI’llaskstudentstoretellthepassagebylookingatthestructure.Byretelling,studentsnotonlyunderstandthepassagebetter,butalsosummarizethestructureofwritingone’sdayoff.It’slikethis,whichactuallyconsistsofthreeparts:beginning,bodyandending.

Example

Step4.Post-readingHowever,onlyknowingthestructureisnotenoughtowriteanicepassage.Wealsoneedtopayattentiontotheexpressions.SoI’llaskstudentstofindouttheusefulexpressionsinthispassageandthenlearntogether.Example

Step5.PreparationforwritingTopracticeusingthestructureandthenewexpressions,I’llcreateanothersituation,Tom’sdayoff.StudentswillfirsttalkaboutTom’sdayoffwiththeirpartnersandthenI’llshowthemtwopassages(PassageAandB).Askthemtofindoutthebetteroneandtellthereason.

Example

Step5.PreparationforwritingPassageBisbetter,becausetherearetwomistakesaboutverbtenseinPassageA.TherearenomistakesinPassageB.Besides,PassageBiswrittenclearlyinthesequenceoftime.

Afterthis,I’llshowthemPassageBandC.andagainaskthemtofindoutthebetterone.ItisPassageC.BecausePassageCisclearlywritteninthesequenceoftimeandtherearesomeniceexpressions.

Example

Step5.PreparationforwritingFromtheaboveexamples,studentswillunderstandthatbothclearstructureandniceexpressionsareimportantinourwriting,andtoday,welearnhowtowritethebodypartinthesequenceoftime.Thisisthewritingstrategyforthisclass.Theteacherleadsstudentstofindoutthestrategyinsteadoftellingthemwhatitis.

Example

Step6.WritingAfterdoingtheabovework,itistimeforstudentstowriteabouttheirdayoffs.Inthispart,studentsarelearningbywriting.Thewritingtakesabout5minutes.Example

Step7.PostWriting5minutes’later,studentswillbefirstaskedtodiscusseachother’swritingfromthefollowingtwoaspects:structureandexpressions.Thishelpsstudentstocooperatewithpartnersandimprovetheirwriting.

Afterstudents’discussion,we’llsharesomepassageswiththehelpoftheOHP.Thischeckshowwellstudentscando.andbyreadingthepassages

studentsarelearningbyrevisingtheirpartners’writingworks.

Example

Step7.PostWritingStrikewhiletheironishot.

Iwillaskmystudentstowriteapassageaboutsomeone’sdayoffasthehomework.Finally,thisistheblackboarddesign(slide).

AfterclassreflectionTosumup,I’lladoptstudents-centeredprincipleinthisclass.Iwilltrytolimitteacher’stalkingtimeandcarryoutavarietyoflearningactivitiestoinvolvemoststudentstoparticipate.Duringtheprocessoflearning,I’maguide,anorganizerandafacilitator.I’lltrytohelpmystudentslearneffectivelyandefficiently.Studentswillbetherealcommunicatorsinlearningandusingthelanguage.

Part2:StrategiesofLPPLPPLPPusingPPTtheComposingofManuscriptDos&Don’tsDos&Don’tsthedeliveryofLPPDos&Don’tsDos&Don’tsDos---1)Bebriefwhenintroducingyourself,theteachingmaterialandtheprocedureofLPP.2)Bebriefwhenyoufirstgivethestatementonteachingmethodsandteachingaids.3)Speakfluentlywithappropriatepaceandrate.4)Maintaineye-contactwiththeaudience.5)BepreparedtoadjustthespeedofLPPaccordingtotheaudience’non-verbalfeedback.6)trytoprovidemorespecificinformationinthepresentationofspecificteaching/learningactivities;Don’ts1)Don’tstandinfrontofthescreenorfacethescreendirectly;