AlessonplanAlessonplan1DiscussionWhataretheessentialelementsofalessonplan?Isthereafixedformatforalessonplan?Whatkindoflessonplanwouldhelpyouwinajobopportunity?DetailedFormalDiscussionWhataretheessenti2AformalteachingplanTitleDate&DayClass(No.&level)LengthLessontypePeriodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

注意：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign

(表格形式)TeachingReflection(先留白,一般課后再填寫)◆AformalteachingplanTitleTea3Date&DayClassLessontypeLengthPeriodMay22,2009,FridayClass2,Grade2Listening（class）45minThefirstperiodUnit6Iammoreoutgoingthanmysister

ExampleDate&DayClassLessontypeLeng4Unit6Iammoreoutgoingthanmysister

ExampleDate&DayMay22,2009,FridayClassClass2,Grade8LessontypeListening（class）Length45minPeriodThefirstperiodUnit6Iammoreoutgoingtha5AformalplanTitleDate&DayClass(No.&level)LengthLessontypeperiodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

注意：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign

(表格形式)TeachingReflection(先留白,一般課后再填寫)◆AformalplanTitleTeachingMet6Teachingcontent:1a,1b,1c.ExampleTeachingcontent:1a,1b,1c.E7Teachingcontent:A:Hi,Tom.Whereareyougoing?B:I’mgoingtothelibrary.Howaboutyou?A:…ExampleTeachingcontent:Example8AformalplanTitleDate&DayClass(No.&level)LengthLessontypeperiodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

注意：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign

(表格形式)TeachingReflection(先留白,一般課后再填寫)◆AformalplanTitleTeachingMet9Goals/Aims/ObjectivesWhichoneismoreappropriate?p.56:TASK3Let’slookattheobjectivesofsomeSs’lessonplans.Goals/Aims/ObjectivesWhichone10

ObjectivesFromSs’teachingplans:Toteachstudentstotalkaboutpersonaltraits;Leadthestudentstocooperatewitheachother;Tolearnthenewwords;ToimproveSs’speakingandlisteningability;Studentscancomparepeople;Tohaveaconceptofcomparatives;Knowthecomparativestructurewell;Toknowthenewwordsrelatedtothecontents;Talkaboutwhatagoodfriendshouldbe;Comparepeople’spersonaltraitswithcorrectsentencepatterns;Letthestudentshavestrongwillstodescribethepeopleandthingsaroundthemeasily;ObjectivesFromSs’teachingp11Example11.

能聽懂、會說本篇對話；2.

能運用會話中的句型進行擴展性的情景會話；3.

能聽懂、會說新單詞:purple,

size,

cool。Example11.

能聽懂、會說本篇對話；12Example2StudentscanmakeuseoftheStudentBookinformationtopretendtobetheFiveFuwa.StudentscansingsongsofBeijingOlympics.Studentscangreetpeoplebyusinggreetingwords.StudentscantelltheprinciplesoftheOlympicMovement.Example2Studentscanmakeuse13Example3Studentswillunderstandthatthe"ea"patternhasseveralsoundsinEnglish.Studentswillhaveconfidenceindifferentiatingthevaried"ea"sounds.Example3Studentswillunderst14Attention所用動詞必須能夠表示達到的程度和掌握的能力，特別是表述語言和技能目標時，如：understand,correctlypronounce,correctlyspell,recognize,use,tell,say,describe,或者更泛一點master,haveagoodcommandof，可以用一些副詞來修飾這些動詞使目標更加具體，如：correctly,appropriately,但慎用以下這些詞語：teach,learn,know,revise,let。教學目標語言表達形式要一致，在細項中不要有的以enablestudentsto…開頭，有的又以beableto…開頭，這里混淆了教師和學生兩個主語，建議以學生為主語。教學目標的用詞要具體準確，不要用過于概括的語言，如：listening/speakingskill/ability(toogeneral,tooambitious),太泛了等于沒有確立目標。教學目標不僅包括語言和技能目標，還有情感、態度、文化、策略等方面的目標。但不要想面面俱到，反而導致牽強附會。目標還可以按照學生程度分層次來表述，如topstudents要達到什么程度，slowstudents要達到什么程度。Attention所用動詞必須能夠表示達到的程度和掌握的能力15HowtosetobjectivesAccordingtothefivegoalsapprovedinNewCurriculum:LanguageknowledgeLanguageskillsAffectandAttitudeLearningStrategiesCulturalawarenessItdoesnotmeanthatobjectivesofonelessonshouldnecessarilyinvolveallthesefiveaspects.HowtosetobjectivesAccordin16TeachingObjectives:

Bytheendoftheclass,studentswillbeabletospell,readandrecognizethefollowingwordsandusethemappropriatelyinspeaking:

…(listthewords)correctlyusethepattern“…be~erthan…”tomakeacomparisonbetweentwopeopleortwoobjects;usecomparativesinsimpledescriptionofpersonaltraits;haveabetter/objectiverecognitionoftheirfriends’andtheirownpersonaltraits;appreciategoodpersonaltraitsofothersandalsooftheirown;…ExampleTeachingObjectives:

Bythee17TeachingObjectives:Knowledge:Studentswillbeableto…Skills:Affect&Attitude:…ExampleTeachingObjectives:Example18AformalplanTitleDate&DayClass(No.&level)LengthLessontypeperiodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

注意：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign

(表格形式)TeachingReflection(先留白,一般課后再填寫)◆AformalplanTitleTeachingMet19Importantpoints&difficultpointsFromSs’teachingplans:Masterthenewvocabulary;MaketheSsusetheComparativedegreesofadjectivesandadverbstodosomeoralpracticeandwrittenexercisesadroitly;Touseadjectivestodescribeaperson;Studentscan’tunderstandthegrammarclearly;HowtohelpSsdescribepeople’sappearanceandcomparetheirpersonaltraits;Thepurposeofthislessonistounderstandandusethecomparativedegreesofadjectivesandadverbstomakecomparisonbetweentwothings,sostudentsshouldmastercomparisonsentencestructure.Importantpoints&difficultp20Attention重點和難點一般是有所不同的，重點和難點不分或者重難點相同，往往說明沒有找出重點和難點；重點和難點的表達一般用名詞短語，如comparativedegree,theuseofcomparativesindescriptionofone’sappearance,howtodescribethedifferencesbetweentwopeoplebyusingcomparatives;重點包括的內容一般是目標提及的需要學生掌握的知識和能力、策略；難點一般更加具體，而且一般是重點中的某一個知識點、技能，如可以把“Difficultpoints：comparativedegreesofadjectives”改成“theformationofcomparativesbychanging‘y’into‘ier’,orbyrepeatingtheendingconsonant,orbyusing‘more’.難點是教師預期學生可能會遇到的困難，不是教師自己的困難，因此在表達上慎用“howtoteach”,“howtohelp”等語言。Attention重點和難點一般是有所不同的，重點和難點不分21AformalplanTitleDate&DayClass(No.&level)LengthLessontypeperiodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

兩個附加信息：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign

(表格形式)TeachingReflection(先留白,一般課后再填寫)◆AformalplanTitleTeachingMet22教學方法常見的教學方法：TheGrammarTranslationMethodTheDirectMethodSituationalLanguageTeachingTheAudiolingualMethodTheCognitiveApproachTheCommunicativeApproach比較少用的特殊教學方法：TheSilentWayTotalPhysicalResponse…注意宏觀和微觀的區別。先指出宏觀的教學方法（如:CommunicativeLanguageTeaching)，再進行微觀的簡介（如:role-play,debate,…)。教學方法常見的教學方法：23AformalplanTitleDate&DayClass(No.&level)LengthLessontypeperiodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

注意：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign

(表格形式)TeachingReflection(先留白,一般課后再填寫)◆AformalplanTitleTeachingMet24Whatdoyouthinkofthis?TeachingProcedures:Step1Singasong.Step2Readthewords.Step3Playagame.Step4Learnthesentence.Step5Pairwok.Step6Competition.…Whatdoyouthinkofthis?Teac25TypesofTeachingProcedures3pPresentationPracticeProduction4p(Addingtothefirststage)preparation5stagesReviewPresentationDrill(moremechanical)Practice(moreauthentic)ConsolidationTypesofTeachingProcedures326TeachingProceduresWarmingup–singasongPresentation1–newwordsPractice1–matchinggamePresentation2–anewstructurePractice2–arole-playProduction–DiscussionSelfassessmentExampleTeachingProceduresWarmingup27TeachingProcedure(TBLT)Review(Lead-in–preparation,warmingup;)Pre-task–presentation(canbeputintowhile-taskorpost-task);Task/While-task–practice&production;Post-task–furtherapplication/consolidation;Followup–summary,selfcheck,task2;TeachingProcedure(TBLT)Revie28OtherproblemsinSs’teachingplans標題采用中文數字編號改正：用羅馬數字（Ⅰ，Ⅱ，……）或阿拉伯數字（1.2.3.）；標題加粗，且下一級符號不能大于上一級符號；各級標題的格式不統一改正：同一級標題及內容的字體，大小，顏色等要統一；列舉單詞、例句等與教案語言格式沒有區分改正：列舉單詞、例句等時用斜體或者下劃線將其突出；大段大段的文字總體表述改正：每個大項下面一般分為小點（加小標題）來表述，則更加清楚明了。OtherproblemsinSs’teaching29OtherproblemsinSs’teachingplans混淆教案用語和教師課堂用語改正：教案是表述教師如何設計課堂活動，而不是記錄教師的課堂話語，因此不要把教師將要對學生說的指令語當成教案的語言；當然教案里可以包括教師與學生之間對話的一些模式范例；教案里用第一人稱；改正：教案里教師是以第三人稱來表述，一般用“theteacher”，而不用第一人稱；活動結果的評定用“best”等詞語改正：活動結果多用量化標準；例如：能夠寫出……就給一個星星（加5分）等。OtherproblemsinSs’teaching30Whatisgoodlessonplanningp.53-54p.61-65,TASK6Whatisgoodlessonplanningp.31HomeworkWritealessonplanforthe45-minlessonyourgroupdeliveredinthemicro-teachingsection.HomeworkWritealessonplanfo32謝謝！供婁浪頹藍辣襖駒靴鋸瀾互慌仲寫繹衰斡染圾明將呆則孰盆瘸砒腥悉漠塹脊髓灰質炎(講課2019)脊髓灰質炎(講課2019)謝謝！供婁浪頹藍辣襖駒靴鋸瀾互慌仲寫繹衰斡染圾明將呆則孰盆瘸33供婁浪頹藍辣襖駒靴鋸瀾互慌仲寫繹衰斡染圾明將呆則孰盆瘸砒腥悉漠塹脊髓灰質炎(講課2019)脊髓灰質炎(講課2019)供婁浪頹藍辣襖駒靴鋸瀾互慌仲寫繹衰斡染圾明將呆則孰盆瘸砒腥悉34AlessonplanAlessonplan35DiscussionWhataretheessentialelementsofalessonplan?Isthereafixedformatforalessonplan?Whatkindoflessonplanwouldhelpyouwinajobopportunity?DetailedFormalDiscussionWhataretheessenti36AformalteachingplanTitleDate&DayClass(No.&level)LengthLessontypePeriodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

注意：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign

(表格形式)TeachingReflection(先留白,一般課后再填寫)◆AformalteachingplanTitleTea37Date&DayClassLessontypeLengthPeriodMay22,2009,FridayClass2,Grade2Listening（class）45minThefirstperiodUnit6Iammoreoutgoingthanmysister

ExampleDate&DayClassLessontypeLeng38Unit6Iammoreoutgoingthanmysister

ExampleDate&DayMay22,2009,FridayClassClass2,Grade8LessontypeListening（class）Length45minPeriodThefirstperiodUnit6Iammoreoutgoingtha39AformalplanTitleDate&DayClass(No.&level)LengthLessontypeperiodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

注意：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign

(表格形式)TeachingReflection(先留白,一般課后再填寫)◆AformalplanTitleTeachingMet40Teachingcontent:1a,1b,1c.ExampleTeachingcontent:1a,1b,1c.E41Teachingcontent:A:Hi,Tom.Whereareyougoing?B:I’mgoingtothelibrary.Howaboutyou?A:…ExampleTeachingcontent:Example42AformalplanTitleDate&DayClass(No.&level)LengthLessontypeperiodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

注意：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign

(表格形式)TeachingReflection(先留白,一般課后再填寫)◆AformalplanTitleTeachingMet43Goals/Aims/ObjectivesWhichoneismoreappropriate?p.56:TASK3Let’slookattheobjectivesofsomeSs’lessonplans.Goals/Aims/ObjectivesWhichone44

ObjectivesFromSs’teachingplans:Toteachstudentstotalkaboutpersonaltraits;Leadthestudentstocooperatewitheachother;Tolearnthenewwords;ToimproveSs’speakingandlisteningability;Studentscancomparepeople;Tohaveaconceptofcomparatives;Knowthecomparativestructurewell;Toknowthenewwordsrelatedtothecontents;Talkaboutwhatagoodfriendshouldbe;Comparepeople’spersonaltraitswithcorrectsentencepatterns;Letthestudentshavestrongwillstodescribethepeopleandthingsaroundthemeasily;ObjectivesFromSs’teachingp45Example11.

能聽懂、會說本篇對話；2.

能運用會話中的句型進行擴展性的情景會話；3.

能聽懂、會說新單詞:purple,

size,

cool。Example11.

能聽懂、會說本篇對話；46Example2StudentscanmakeuseoftheStudentBookinformationtopretendtobetheFiveFuwa.StudentscansingsongsofBeijingOlympics.Studentscangreetpeoplebyusinggreetingwords.StudentscantelltheprinciplesoftheOlympicMovement.Example2Studentscanmakeuse47Example3Studentswillunderstandthatthe"ea"patternhasseveralsoundsinEnglish.Studentswillhaveconfidenceindifferentiatingthevaried"ea"sounds.Example3Studentswillunderst48Attention所用動詞必須能夠表示達到的程度和掌握的能力，特別是表述語言和技能目標時，如：understand,correctlypronounce,correctlyspell,recognize,use,tell,say,describe,或者更泛一點master,haveagoodcommandof，可以用一些副詞來修飾這些動詞使目標更加具體，如：correctly,appropriately,但慎用以下這些詞語：teach,learn,know,revise,let。教學目標語言表達形式要一致，在細項中不要有的以enablestudentsto…開頭，有的又以beableto…開頭，這里混淆了教師和學生兩個主語，建議以學生為主語。教學目標的用詞要具體準確，不要用過于概括的語言，如：listening/speakingskill/ability(toogeneral,tooambitious),太泛了等于沒有確立目標。教學目標不僅包括語言和技能目標，還有情感、態度、文化、策略等方面的目標。但不要想面面俱到，反而導致牽強附會。目標還可以按照學生程度分層次來表述，如topstudents要達到什么程度，slowstudents要達到什么程度。Attention所用動詞必須能夠表示達到的程度和掌握的能力49HowtosetobjectivesAccordingtothefivegoalsapprovedinNewCurriculum:LanguageknowledgeLanguageskillsAffectandAttitudeLearningStrategiesCulturalawarenessItdoesnotmeanthatobjectivesofonelessonshouldnecessarilyinvolveallthesefiveaspects.HowtosetobjectivesAccordin50TeachingObjectives:

Bytheendoftheclass,studentswillbeabletospell,readandrecognizethefollowingwordsandusethemappropriatelyinspeaking:

…(listthewords)correctlyusethepattern“…be~erthan…”tomakeacomparisonbetweentwopeopleortwoobjects;usecomparativesinsimpledescriptionofpersonaltraits;haveabetter/objectiverecognitionoftheirfriends’andtheirownpersonaltraits;appreciategoodpersonaltraitsofothersandalsooftheirown;…ExampleTeachingObjectives:

Bythee51TeachingObjectives:Knowledge:Studentswillbeableto…Skills:Affect&Attitude:…ExampleTeachingObjectives:Example52AformalplanTitleDate&DayClass(No.&level)LengthLessontypeperiodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

注意：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign

(表格形式)TeachingReflection(先留白,一般課后再填寫)◆AformalplanTitleTeachingMet53Importantpoints&difficultpointsFromSs’teachingplans:Masterthenewvocabulary;MaketheSsusetheComparativedegreesofadjectivesandadverbstodosomeoralpracticeandwrittenexercisesadroitly;Touseadjectivestodescribeaperson;Studentscan’tunderstandthegrammarclearly;HowtohelpSsdescribepeople’sappearanceandcomparetheirpersonaltraits;Thepurposeofthislessonistounderstandandusethecomparativedegreesofadjectivesandadverbstomakecomparisonbetweentwothings,sostudentsshouldmastercomparisonsentencestructure.Importantpoints&difficultp54Attention重點和難點一般是有所不同的，重點和難點不分或者重難點相同，往往說明沒有找出重點和難點；重點和難點的表達一般用名詞短語，如comparativedegree,theuseofcomparativesindescriptionofone’sappearance,howtodescribethedifferencesbetweentwopeoplebyusingcomparatives;重點包括的內容一般是目標提及的需要學生掌握的知識和能力、策略；難點一般更加具體，而且一般是重點中的某一個知識點、技能，如可以把“Difficultpoints：comparativedegreesofadjectives”改成“theformationofcomparativesbychanging‘y’into‘ier’,orbyrepeatingtheendingconsonant,orbyusing‘more’.難點是教師預期學生可能會遇到的困難，不是教師自己的困難，因此在表達上慎用“howtoteach”,“howtohelp”等語言。Attention重點和難點一般是有所不同的，重點和難點不分55AformalplanTitleDate&DayClass(No.&level)LengthLessontypeperiodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

兩個附加信息：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign

(表格形式)TeachingReflection(先留白,一般課后再填寫)◆AformalplanTitleTeachingMet56教學方法常見的教學方法：TheGrammarTranslationMethodTheDirectMethodSituationalLanguageTeachingTheAudiolingualMethodTheCognitiveApproachTheCommunicativeApproach比較少用的特殊教學方法：TheSilentWayTotalPhysicalResponse…注意宏觀和微觀的區別。先指出宏觀的教學方法（如:CommunicativeLanguageTeaching)，再進行微觀的簡介（如:role-play,debate,…)。教學方法常見的教學方法：57AformalplanTitleDate&DayClass(No.&level)LengthLessontypeperiodTeacher/InstructorTeachingContent(簡略)(Analysisoftheteachingmaterial)TeachingAims/objectivesImportantPointsDifficultPointsTeachingMethodsTeachingAidsTeachingProcedure

注意：Allottedtime(usu.inprocedure)Homework(consolidationandpreparationfornextlesson)Selfcheck(體現形成性評價）Attachment:Blackboarddesign