第4章教案设计与书写
TASK 1
Work in groups of 4. Brainstorm why language teachers benefit from proper lesson planning. When you finish, join another group and compare your ideas.
Key: Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson so that they can plan the activities and choo the techniques accordingly.
龙石岛Secondly, it helps teachers distinguish the various stages of a lesson and e the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.
托福雅思考试取消
Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may ari in class so that they can be prepared with some possible solutions.
Fourthly, good planning gives teachers, especially novice teachers, confidence in class. They know what they are going to do next therefore they can pay more attention to students’ reaction and performance in class rather than themlves.
Fifthly, when planning the lesson, the teacher also becomes aware of the
teaching aids that are needed for the lesson.
Last but not least, planning is a good practice and a sign of professionalism.
TASK 2
Work in groups of four and discuss what should be included in a good lesson plan.
Key: A language lesson plan usually has the following components: background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.
TASK 3
Work in pairs and compare the two ts of statements, and decide which t is more suitable for the aims of the lesson and which is not. Why?
Key: The right t is more suitable becau they are described in a more concrete and clear way so that teachers can know whether the aim has been achieved at the end of the class.
TASK 4
Suppo you are going to teach the following lesson to a group of first-year junior level students. Study the contents carefully and write a few objectives for the lesson.
2. What’s your telephone number?
2.1 Read and complete the ID card.
Mrs. Wang: Can I help you?
Cathy: Yes, plea. I need a student ID.
Mrs. Wang: No problem. What’s your last name?
Cathy: Brown.
Mrs. Wang: What’s your first name?
Cathy: Cathy,
Mrs. Wang: What’s your address?
Cathy: 45 Pine Road, Beijing.
Mrs. Wang: And your phone number?
汽车音响系统Cathy: 63069816.
Mrs. Wang: How old are you?
Cathy: I’m thirteen. Here is my photo.
brownie
Mrs. Wang: Thank you. Here you are, Cathy,
考研复试技巧Cathy: Thanks. Mrs. Wang.
(Taken from Junior English. (2005) Book 11:5) Key: The following objectives may be considered as appropriate for this particular lesson. Different teachers may have different objectives of this activity. It can include some of the following:
pukka1) Students can introduce themlves in English—telling other people about their names, telephone numbers, address, and where they are from, etc.
2) Students are able to find out information about other people in English.
3) Students are able to ask other people to clarify if they do not understand.
山东省学业水平考试成绩查询
4) Students can talk confidently and politely with strangers.
5) Students can make an ID card for themlves in English.
Among the above objectives, number 1, 2 and 5 are concerned with language skills and functions. Number 3 is concerned with the communicative strategy students need to develop. Number 4 is about developing students’ affective
attitude. For developing the skills and functions, students need to learn the basic vocabulary and structure for expressing the intended meaning. Therefore, the language that needed to be learned should be included in the next part of a lesson plan.
TASK 5
Work in groups of 4. Study this sample lesson and discuss what language contents and skills are intended and what teaching aims should be achieved.
Jefferson Magazine
Continuing our ries Hamilton. Past and Prent, this week we interview Sam Jones, lifelong resident of Hamilton and school janitor at Jefferson Junior High for more than thirty years.
JM: Mr. Jones, tell us about how Hamilton was many years ago.
Jones: Well, when I was young, the city was quite small but now it is very large.
JM: What about the downtown area?
Jones: Well, there were the old buildings, of cour—the church, the muum, and the town hall - that are still there today. But there weren’t any tall office buildings like now.
JM: Were there many cars?
Jones: Well, there were some but not like now. There weren’t any traffic problems in the past.
keep outJM: And no pollution?
七夕 英文Jones: That’s ri ght. There wasn’t any pollution. The city was c lean and quiet. Now there is a lot of noi - too much noi.
JM: Was there any graffiti around the town?
Jones: No, not at all. Now there is graffiti everywhere, even here in the school sometimes!
JM: Today, Hamilton is a popular place for tourists. Was it always like that? Jones: No, it wasn’t. When I was a boy, there weren’t any tourists, I guess there wasn’t so much to e in Hamilton back then!
蒙蒙亮
(Taken from Junior English, (2005) Book 12:50) Key: The structure of this activity is the past ten of ‘there be’ and its question form and negation form. Though there are also some other grammatical structures such as the objective clau (I guess ) and adverbial clau (When I was a boy, there weren’t...), they are not the focus of this lesson.
The new vocabulary of this lesson focus on words describing towns and cities, such as: church, muum, office building, downtown, town hall, pollution, traffic problems, graffito, After learning this lesson, students should be able to master a t of vocabulary describing towns and cities.
The pronunciation of this unit is the stress of “there was” and “there were”, especially “was and were”.
As for the language skills, it is mainly a listening and speaking lesson. Students should be able to understand and talk about things in the past, ask questions to find out information from others and give proper answers with the structure
