實用英語教學法教程（第二版） 課件 Chapter 5 Lesson planning、Chapter 6 Classroom management

Chapter5LessonPlanning5.1Guidelinesforlessonplanning5.2Stepsoflessonplanning5.3Formatofalessonplan5.4LessonplansampleObjectivesknowimportantguidelinesforlessonplanningunderstandhowlessonsareplannedstepbystepfollowtheformattoplanalesson

appreciateandevaluatealessonplanUponcompletionofthischapter,youshouldbeableto:PART/01

Isitnecessarytomakelessonplans?Whatdoyouthinkarethepurposesandfunctionsoflessonplanning?Guideteaching?Buildupteachers’confidence?Provideaframework?Engagestudentsbetter?實用英語教學法教程Chapter5Discussandanswerthefollowingquestions:5.1GuidelinesforlessonplanningSetclearteachingaims1Considerteachertalkandstudenttalk4PART/01

Howtomaketeachingplans?5.1GuidelinesforlessonplanningSettransition,tempoandtiming2Considerindividualdifferences3實用英語教學法教程Chapter5PART/01Setclearteachingaims實用英語教學法教程Chapter5Workinpairs.Discussthefollowingquestions:Howcananoviceteachergetstartedinlessonplanning?Whatshouldbeconsideredinsettingteachingaims?5.1GuidelinesforlessonplanningPART/01Settransition,tempoandtimingTransitionGettoknowcommonly-usedtransitionaldirectionsTempoTimingPreparebackupactivities;Endtheclassontime實用英語教學法教程Chapter55.1GuidelinesforlessonplanningArrangepairwork,groupwork,wholeclasswork,andindividualthinkingproperlyWorkinpairs.Discusswhyteachersshouldtakeindividualdifferencesintoconsideration.Listalltheindividualfactorsyoubelieveshouldbeconsidered.PART/01Considerindividualdifferences實用英語教學法教程Chapter55.1Guidelinesforlessonplanning01Reasons02FactorsPART/01Teachertalkvs.StudenttalkWhatarethebenefitsofstudents'participationinclass?Whatarethebenefitsofteachertalkinclass?Guidance?Languageinput?...Peerassistance?Teacherandstudentinteraction?實用英語教學法教程Chapter55.1GuidelinesforlessonplanningPART/02

5.2StepsoflessonplanningFeaturesanoverallpictureofthecourse“fiveknowing-abouts”(institution,learners,syllabus,textbook,objectives)MacroplanningMicroplanningFeaturesdetailedlessonplanningforaunitoralessonFindoutthekeyfeaturesofbothmacroplanningandmicroplanning.實用英語教學法教程Chapter5

PART/02

Howtowritealessonplan?030201AssessbackgroundinformationOutlineteachingproceduresEvaluatethelessonplan實用英語教學法教程Chapter55.2StepsoflessonplanningPART/02Step1:AssessbackgroundinformationAnticipateandevaluatetheteachingbackgroundMainaimsTeachingpointsStudentsProblems&possiblesolutionsMaterialsgoalsofthelesson&activitiesitemsoflanguageorotherpoints?levelofstudents,activitiesstudentsenjoyback-upactivities?textbook?teachingaids?實用英語教學法教程Chapter55.2StepsoflessonplanningPART/02Step2:OutlineteachingproceduresDesigntasksandactivitiesforaclassAimofthelessonDescriptionofactivitiesTimeallocationBackupactivitiesBlackboardnotes實用英語教學法教程Chapter55.2StepsoflessonplanningPART/02Step3:EvaluatethelessonplanLessonplanningisanongoingandorganicprocess.Howdoweevaluatealessonplan?Watchthevideoandfindanswerstothisquestion.實用英語教學法教程Chapter55.2StepsoflessonplanningEvaluatingLessonPlans/watch?v=sRn6LTw3ek8PART/035.3FormatofalessonplanWatchthevideo.Liststheessentialcomponentsofalessonplanaccordingtothevideo.Addtothelistanyothercomponentsyoucanthinkof.實用英語教學法教程Chapter5LessonPlanning:WhatisRequired?/watch?v=XPpW9UVb_90PART/04StrengthsWeaknesses5.4LessonplansampleDiscussingroups.ListthestrengthsandweaknessesofthelessonplansampleinChapter5.Supportyouropinionwithreasons.實用英語教學法教程Chapter5AssignmentChooseoneunitfromanEnglishtextbook.Workingroupsandwritealessonplan.Evaluatethelessonplan.Ifpossible,giveapresentationofamini-lessonbasedonyourlessonplan.Chapter6ClassroomManagement6.1Patternsofclassroominteraction6.2Issuesofclassroomdiscipline6.3StrategiesofclassroommanagementObjectivesdistinguishbetweendifferentclassroominteractionpatternsappreciateteachers’roleininteractionoutlineissuesofclassroomdisciplineapplyclassroommanagementstrategiestoteachingpracticeUponcompletionofthischapter,youshouldbeableto:PART/01

Whatismanagement?實用英語教學法教程Chapter6Workinpairs.Discussthepossibledifferencesandsimilaritiesbetweenthefollowingconcepts.

Companymanagement

Timemanagement

Financialmanagement

Classroommanagement6.1PatternsofclassroominteractionPART/01

Studythefollowingaspectsofclassroommanagementandtrytocomeupwithadefinitionofit.辦公成本SeatingandgroupingTeachingactivitiesLearners’participationInteractionindifferentpatternsKeepstudentsorganizedSetclearexpectationsKeepstudentsfocusedandattentiveMotivatelearnersCreate4Cs:creativity;collaboration;criticalthinkingandcommunication實用英語教學法教程Chapter66.1PatternsofclassroominteractionPART/01Whatisclassroommanagement?TeacherHandleinterpersonalissues實用英語教學法教程Chapter66.1PatternsofclassroominteractionDecidethetypeoflearnerparticipationDecidethepatternsofinteractionalroutinesPART/01

Workinpairs.Discussandanswerthefollowingquestions:Howmanypatternsofclassroominteractioncanyouthinkofbasedonyourlearningexperience?What

doyouthinkareteachers’rolesinclassroominteraction?實用英語教學法教程Chapter66.1PatternsofclassroominteractionPART/01DifferentinteractionpatternsInteractionPatternsTeacher-studentinteractionTeachertalkTeacher-student-studentinteractionStudent-materialinteractionStudent-studentinteractionIRF(initiation–response–feedback)e.g.“reading-after-theteacher”Muchteachertalke.g.explainlanguagepointsGroupwork&whole-classactivitye.g.debatePairwork&groupworke.g.exchangeinformation;makeadecisionStudents’individualworke.g.studyinself-accessroom實用英語教學法教程Chapter66.1PatternsofclassroominteractionPART/01

Teachers’rolesinclassroommanagementController:controlthepaceofactivitiesAssessor:correctlearners’mistakesOrganizer:designandorganizetasksFacilitator:givepromptsandhintsParticipant:joinlearners’activitiesResource-provider:provideresources實用英語教學法教程Chapter66.1PatternsofclassroominteractionPART/01HowtoconductclassroominteractionGrouping

Questioning

CorrectiveFeedback實用英語教學法教程Chapter66.1PatternsofclassroominteractionPART/016.1PatternsofclassroominteractionWorkinpairs.Discusstheadvantagesanddisadvantagesofdifferentgroupingmethods.AdvantagesDisadvantagesWholeclassGroupwork

PairworkIndividualwork實用英語教學法教程Chapter6GroupingPART/01Questioning6.1Patternsofclassroominteraction

Watchthevideoandthinkaboutthefollowingquestions.Whatarethedifferentkindsofquestions?Whyis“asking”moreeffectivethan“telling”?WhatkindofquestionsdoyourEnglishteachersusuallyaskinclass?實用英語教學法教程Chapter6Theskillofaskingquestions/watch?v=2QVxg-QgmOUPART/016.1PatternsofclassroominteractionQuestionscanberaisedaccordingtoBloom’staxonomy實用英語教學法教程Chapter6PART/016.1PatternsofclassroominteractionCorrectivefeedbackCorrectivefeedbackErrors?Mistakes?ReformulationsPrompts

Recast(communicationbreakdown/nobreakdown)ExplicitcorrectionRepetitionElicitation(Wh-questions)Clarificationrequest(“pardon”)Metalinguisticcluese.g.“Dowesayitlikethat?”實用英語教學法教程Chapter6PART/026.2IssuesofclassroomdisciplineClassroomdiscipline:acodeofconductthatbindsateacherandagroupofstudents.Workinpairs.Discussandanswerthefollowingquestions.Isclassroomdisciplineimportant?2)Howcanteachersmanageclassroomdiscipline?Whatisclassroomdiscipline?實用英語教學法教程Chapter6PART/026.2IssuesofclassroomdisciplineAnswerthefollowingquestions:Whatarethedifferencesbetweenthetwotypesofrules?Whataretheirfunctions?ProceduralrulesConcreterulesSingasongeveryMondaymorningwhenclassbegins;Raiseupyourhandswhenyoufinishthetask;Takeoutapieceofpaperandwrite2-3questionsyouhaveabouttoday’smaterials；…Don’tchatintheclassroom;Don’tusemobilephonewhenhavingaclass;Neverbelateforthemorningclass;AlwaysuseEnglishintheclassroom；…實用英語教學法教程Chapter6PART/036.3Strategiesofclassroommanagement01

Managingtheclassroomthroughenvironmentsetting02Managingtheclassthroughinteraction03

ManagingtheclassthroughdisciplineHowtomanagetheclassroom?實用英語教學法教程Chapter6PART/03ManagingtheclassroomthroughenvironmentsettingSetanequal,positive,friendlylearningenvironment6.3StrategiesofclassroommanagementQuicknumbering.Studentswiththesamenumbersittogetherinagroup.Matchingwords.Makealisttomatchstudentsinpairs(wordswiththesameinitialletter;wordsthatrhyme,etc.).Rainbowlearning.Everyoneinthegroupisassignedacolor,andeachcolorrepresentsdifferentroles.Whatotherpairingorgroupingmethodscanyouthinkofinsettingthelearningenvironment?實用英語教學法教程Chapter6PART/03Managingtheclassthroughinteraction