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1、盐池县师资培训中心贾永科2010年5月英语教学设计策略PLANNINGLESSONSDefinitionofalessonplanAlessonplanisanextremelyusefultoolthatservesasacombinationguide,resource,andhistoricaldocumentreflectingourteachingphilosophy,studentpopulation,textbooks,andmostimportantly,ourgoalsforourstudents.
2、Itcanbedescribedwithmanymetaphorssuchasroadmap,blueprint,orgameplan;butregardlessoftheanalogy,alessonplanisessentialfornoviceteachersandconvenientforexperiencedteachers.WhyweplanDecidingwhattoteach,inwhatorder,andforhowmuchtimearethebasiccomponentsofplanning.Th
3、elessonplanservesasamapthatguidesusinknowingwhatwewanttodonext.Alessonplanisalsoarecordofwhatwedidinclass.Justasteachersexpecttheirstudentstocometoclasspreparedtolearn,studentscometoclassexpectingtheirteacherstobepreparedtoteach.WhenandhowweplanTobeperfectlyhon
4、est,acertainamountoflessonplanningtakesplacethenightbeforeaclassistaught.Therearetwotypesoflessonplanning:microandmacro.Agoodlessonplanistheresultofbothmacroplanningandmicroplanning.Onthemacrolevel,alessonplanisareflectioninthemethodology,thesyllabus,thetexts,a
5、ndtheothercoursematerialsandfinallyresultsinaspecificlesson.Agoodteachercannothelpbutbringhisorherownsenseofgoodlearningandteachingintotheclassroom.Oncethesyllabusandtextshavebeendecided,planningfortheyearortermtakesplace.Formanyteachers,especiallynewlyhiredone
6、s,thesedecisionshavealreadybeenmadeandthemacroplanninghasbeentakencareofbycolleaguesorsupervisors.Insomecases,however,thenewteachermayberesponsibleforthemacroplanningaswellasthemicroplanning.WhatalessonplanlookslikeAlthoughthereareavarietyofformatstousewhencrea
7、tingalessonplan,mosttemplatessharecertaincharacteristics.Whencreatingalesson,ateachermustconsider(1)thebackgroundofthestudents,(2)theobjectivesofthelesson,(3)theskillstobetaught,(4)theactivities,(5)thematerialsandtexts,(6)thetimeconstraints,and(7)theconnections
8、topreviousandfuturelessons.Likemostactivities,alessonplanhasthreestages:abeginning,amiddleandanend.英语教学设计的模式鲁子问教学目标设计学习需求分析学习内容分析学习者特征分析教学策略设计教学过程设计教学技术设计评价目标确定与方法选择形成性评价总结性
