Thiết kế bài dạy môn Tiếng Anh 11 - Planning lesons

Planning the lesson § Before starting a lesson, it is important to know: § The aims/ objectives of the lesson § The new language to be taught in the lesson § The main stages of the lesso[r]

PLANNING LESONS ►Benefits of planning Proper lesson plans are essential You will feel more relaxed and confident if you follow a clear plan The plan will enable you to improve your timing The plans are an aid to continuing improvement After the lesson, you can add an evaluation to the plan, identifying those parts which went well and those which were less successful Lop11.com Planning the lesson § Before starting a lesson, it is important to know: § The aims/ objectives of the lesson § The new language to be taught in the lesson § The main stages of the lesson § What to at each stage Lop11.com § Objectives in lesson planning: § Objectives: i must be set out for every lesson; ii must be related to the overall aims for the series of lessons; iii must be expressed in terms of precise finite verbs stipulating what the pupils are to Thus the accepted formula will be: § § § § § § § § § § § OBJECTIVES : The pupils will: iv should reflect measurable/observable activities which very often determine the content of the lesson, e.g the pupils will recall; the pupils will discuss; the pupils will work in groups; the pupils will report; Lop11.com the pupils will draw conclusions § v Should be such that the degree of success in attaining them can be judged at the end of the lesson (e.g 'The pupils will list five factors '); * Accordingly it is important to avoid verbs like: § The pupils will appreciate types of plastics § The pupils will study a diagram of …… § The pupils will understand the theory of Such actions have non-observable results and the degree of success in achieving them cannot be ascertained at the end of the lesson Lop11.com § (i) COGNITIVE OBJECTIVES (intellect - knowledge - 'think'): § knowledge and recall: Key verbs will be state, recall, list, § § § § § recognise, select, reproduce, draw, e.g The pupils will list energy-giving foods comprehension: Key verbs will be: explain, describe, reasons for, illustrate application: Key verbs will be: use, apply, select, classify, adapt analysis: Key terms will be: identify the cause of, identify the motive for, deduce, draw conclusions from, break down, list the component parts of, compare and contrast, differentiate synthesis: Key verbs will be: plan, argue , produce (something from the original), summarise, generalise, organise, design, explain the reason for … evaluation: Key words will be evaluate, assess the value of, judge, give arguments for and against, criticise Lop11.com § (ii) PSYCHOMOTOR OBJECTIVES(physical skills-do) to address skills development relating to manual tasks and physical movement, however it also concerns and covers modern day business and social skills such as communications and operation IT equipment § adhere, re-create, build, perform, implement, demonstrate, complete, show, perfect, control, construct, solve, combine, integrate, develop, formulate, modify, master, design, specify, manage, invent, project-manage Lop11.com § § § § § § (iii) AFFECTIVE OBJECTIVES (feeling, emotions - attitude - 'feel') Receive : ask, listen, focus, attend, take part, use, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel, state Respond : react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform Value:argue, challenge, debate, refute, confront, justify, persuade, criticise, Organise : obey, build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare Lop11.com § What are aims & objectives? § Aims and objectives both consist of two essential § § § § § § parts; an action verb and a subject content reference They are written from the perspective of the learner; they are what the learner can upon completion of the learning A simple example would be, "Upon completion of the class the learner should be able to repair a dripping tap" Examples of action verbs are provided in the table at the end of this article According to Bloom's Taxonomy (1956), action verbs are classified in three domains; cognitive (thinking and knowing), psychomotor (skills) and affective (attitudes) Lop11.com § Aims are often more appropriate for courses than for subjects An aim for a course may be, § "Students should acquire skills of economic analysis and reasoning" or, "Students should develop the ability to think creatively and independently about new engineering problems" § A course may have a number of broad, often esoteric, aims Aims may include abstract concepts such as 'professional qualities' or 'appreciation of the classics', learning that maybe difficult to measure but which nevertheless important § Objectives are usually more specific statements of the learning which will occur, generally within a subject, lecture or task Objectives are not statements of content or topics, nor are they statements of the intended teaching strategies; rather, The best objectives will neither be too vague nor overly precise Lop11.com § Does your textbook have teacher’s notes? If so, look at the notes for one lesson Do the notes clearly tell you: § a the aims of the lesson? § b what language is taught in the lesson? § c the main stages of the lesson? § d how to teach the lesson? Lop11.com Aims and content of the lesson: § If there is a teacher manual with textbook, an aim may be stated § The aim of each lesson will depend on the nature of text and your philosophy of language teaching § When thinking of the aim, ask: what should the students learn to in this lesson? Lop11.com Main stages of the lesson - The three p’s § The presentation stage: you introduce needed new vocabulary and grammar structures Scene setting and task assignments are carried out for reading and listening lessons § The practice stage: You move from controlled pratice to guided practice and exploitation of the text Lop11.com § The performance stage: you encourage linguistic innovation, shifting attention to what is being said, rather than concerning yourself with total accuracy Lop11.com Main stages of the lesson: § Presentation: the teacher presents new words § § § § and structures Practice: students practice words and structures in a controlled way Production: students use language they have learnt to express themselves more freely (practice and production can be oral or written) Reading: students read a text and answer questions or a task (e.g completing a table) Listening: students listen to a text or a dialogue on a cassette or read by the teacher Lop11.com These stages are not in a fixed order § Two teachers describe lessons they gave For the first one, match the description with the lesson stages in the box § ‘Well First we talked a bit about deserts, and then what it’s like to travel across a desert Then we read a text about an explorer who’s crossed every desert in the world, and the students answer the questions on it In the text, there were several examples of the present perfect tense I wrote some of these on the board and I gave a few more examples orally Then we did a grammar exercise in the textbook After that, I asked students to make up their own questions using “Have you ever ……?” to ask each other.’ Lop11.com Now write the stages of this teacher’s lesson § ‘First we reviewed words for clothes, which the students had learnt last week, and then I taught them adjectives to describe materials (woolen, cotton leather, etc.) on the board Then we looked at some pictures of people in the textbook, and they made sentences about them (“she’s wearing a green cotton dress”) Then I asked them to write a few sentences about themselves, beginning “Last weekend I was wearing……” After that we read a text in the book about clothes people wear in different countries.’ Lop11.com Lesson 16 Aim: to practice talking about clothes, materials and colors § New vocab: adjectives: woolen, leather, cotton, nylon, plastic § Structures: present continuous: …is wearing (revision) § Review: show pictures of clothes Ss give words: coat, hat, shirt, trousers, etc § Presentation: Show objects made of wool, leather, plastic, etc Present new adjectives Write them on board Lop11.com § Practice: 1) p.93 Ss look at pictures and make sentences § e.g ‘she’s wearing a green cotton dress.’ § 2) Pairwork A: What’s she wearing? § B: She’s wearing a green cotton dress § Writing: 1) write on board: Lop11.com Writing: 1) write on board: Last weekend I was wearing……… § Ss write sentences about themselves § 2) Collect about 10 students’ papers Read them out Others guess who wrote them! § Reading: 1) write on board: Peru § Sudan § Pakistan § Ask: Where are they? What’s the climate like? What people wear there? Lop11.com § Ss read text p.94 silently and find answer to guiding questions § 3) Ask and answer questions p 94 Lop11.com