ÍõǾ-Ó¢Óï½Ìѧ·¨-Ó¢ºº¶ÔÕÕ A Course in English Language Teaching

Benefits from lesson planning£º

1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.

2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.

3) The teacher can also think about how the students can be fully engaged in the lesson.

4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.

5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. 6) The teacher soon learn to judge lesson stages and phases with greater accuracy.

7) Plans are also an aid to continuing improvement.

8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.

Principles for good lesson planning: Aim; Variety; Flexibility; Learnability; Linkage Ä¿±êÐÔ£»¶àÑùÐÔ£»Áé»îÐÔ£»¿ÉѧÐÔ£»Á¬½ÓÐÔ

Two levels of lesson planning: macro planning and micro planning

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Macro planning: planning over a longer period of time Micro planning: planning for a specific unit or a lesson

There is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to be modified as lesson go on.

Macro planning involves the following: Knowing about the profession Knowing about the institution Knowing about the learners

Knowing about the curriculum/ syllabus½Ìѧ´ó¸Ù Knowing about the textbook Knowing about the objectives Components of a lesson plan: 1.Background information±³¾°×ÊÁÏ 2.Teaching aims: ½ÌѧĿ±ê

Language objectives; Ability objectives; Moral objectives 3.Language contents and skillsÓïÑÔµÄÄÚÈݺͼ¼ÇÉ

Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment 4.Teaching aids ½ÌѧÊֶΠ5.End of lesson summary ×ܽá

6.Optional activities and assignments 7.After lesson reflection:

Feelings about the lesson; students¡¯ performances; unexpected incidents; surprise things

Unit 5 Classroom Management

The role of the teacher: Before the class: Planner During the class:

1 Controller, 2 AssessorÆÀ¹ÀÕß, 3 Organizer ,4 Prompter¶Ø´ÙÕß , 5 Participant²ÎÓëÕß, 6 Resource-provider After the class: Evaluator Teacher¡¯ s new roles:

Facilitators´Ù½øÕß; guides; researchers The most common students groupings: Whole class work Pair work Group work Individual study

Harmer¡¯ s suggestions on measures for indisciplined acts and badly behaving Students: 1)Act immediately 2) Stop the class

3)Rearrange the seats 4)Change the activity 5)Talk to Ss after class 6)Use the institutionÖƶÈ

In order not to hurt the Students, Ur¡¯ s advice on problems in class: 1)Deal with it quietly

2)Don¡¯ t take things personally ¶Ôʲ»¶ÔÈË 3)Do not use threats

Unit 6 Teaching Pronunciation

The goals of teaching pronunciation:Ä¿µÄ ConsistencyÁ¬¹áÐÔ: To be smooth natural

Intelligibility¿ÉÀí½âÐÔ:To be understandable to the listeners Communicative efficiency½»¼ÊЧÂÊÐÔ: To help convey the speakers¡¯ meaning

Ways of practicing sounds and their definitions: 1.Focusing on a sound µ¥ÒôÁ·Ï°:(sounds difficult to learn)

2.Perception practice Öª¾õ/Áì»áÐÔÁ·Ï°:( identify /distinguish different sounds):

Which order; Same or different; Odd one out; Completion

3.Production practice Éú³ÉÐÔÁ·Ï°: (develop Students¡¯ ability to produce sounds):

Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful