unit4clasroom managementWord格式文档下载.docx
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4.Lessonplanningcanbedividedintotwolevels:
macroplanningandmicroplanning.Theformerisplanningovertime.Itcanbeageneralplan.Thelatterisplanningforaspecificlesson,thatis,itisspecific,concreteteachingplan.
5.Macroplanningrequiresustoknowabout:
1)Thecourse2)theinstitution3)thelearners4)thesyllabus
Macroplanningprovidesgeneralguidanceforlanguageteachers.
6.Microplanning,thatis,aconcreteteachingplanusuallyhassome
II.Presentation
III.Relatedinformation
Question1
(pairwork)
P35
Question2
4.1
Question3
Groupwork
Question4
P36
(Task2P37)
Task3P37
4.2
Question5
PairworkP40
Task4P41
Question6
P41
Task5P42
P180
Revision
4.3
Task6P43
Task7P45
P181
Notes
components:
teachingaims,languagecontentsandskills,andteachingstagesandprocedures.
7.Theobjective/aimofalessonincludeslanguagepointstopresent,communicativeskillstopractice,activitiestoconduct,andmaterialsandteachingaidstobeused.
8.Inlanguageteaching,weshouldknowexactlywhatlanguagepointswillbetaughtandwhatlanguageskillswillbepracticed.
9.Teachingstagesarethemajorstepsthatlanguageteachersgothroughintheclassroom.Proceduresarethedetailedstepsineachteachingstage.
10.Themostpopularlanguageteachingstagesarethe3P’smodel:
presentation,practiceandprinciples.Intheskill-orientedlessons,thatis,inareadingorlisteninglesson,a3-stagemodelisfrequentlyadopted:
pre-reading/listening,while--andpost--.But5-stepmodelismorefamiliartothemiddleschoolteachers:
revision,presentation,drill,practiceandconsolidation.
11.Inpractice,weoftenplanourteachinginthisway:
progresschart→teachingplan→lessonplans
12.Thenovicemayfollow88-modeldesignedbyme.
13.Moretips:
1)Planeverylessonineverydetailatthebeginning
2)Becausetimeproblem,extraexercisesandactivitiesshouldbeincluded
3)Howtodesignactivity:
Aims,skills,sizeofgroup,clearproceduresandstages,languagecontent,interactionproductandtimeneeded,directions
4)Designyourlessonplansinyourownstyle
Now,pleasetalkwitheachotherasloudlyaspossible,andyouarefreetogooutsideforsomefreshair,andyoucanmakeanynoiseasyoulike.AndIwon’tmindwhetheryouwillfightwitheachotherornot.AndI’llgooutsideforawhileforagoodrest.
OrTeamWork:
Makenoiseasloudlyaspossible.Intheend,decidewhichteammakeshighestnoise.NoiseLevel
1.Classroommanagementissuchskillsthatweapplywhenweteach.Itisoneofthemostimportantfactors,whichhaveeffectsonwhetherweteachefficientlyandeffectively.TheaimofitistocreateanatmospherethatwillhelpinteractinEnglishinmeaningfulways.
2.Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.
Howcanwemanageaclassroomefficiently?
Onlywhenthreeconditionsaremet:
1.Theteacherplaysappropriateroles.
2.Thestudentsaregroupedinawaysuitableforthelearningactivities.
3.Thereisdisciplineandharmonyintheclass.
Whatfactorsmayinfluenceclassroommanagement?
Atleast,thefollowingfactorsareveryimportantforaclassroommanagement.
1.People:
therelationshipbetweentheteacherandthestudents
2.Language:
whatyouexpectthemtodo(understandingandencouragingstudents)
3.Environment:
classroom,thepositioningofthedesksandthepositionoftheteacher
4.Organization:
goodlessonplan,clearlearningobjectives,varietyinactivities…
5.Tools:
textbook,Ex-book,video-recorder,aslideprojector…
Theroleoftheteachers
Whataretherolesoftheteacher?
Ateacherhastoperformavarietyofrolesincludingtheroleofinstructorandorganizer/managerasthediagramillustratesbelow:
Aninstructorpassesonknowledgebyvarietyofmeans.
Anorganizerorganizestheclasssothatlearningactivitiescanbecarriedout.
Butinpractice,theteacherperformsbothrolesatthesametime,asillustratedbelow:
Anotherquestion:
Whichotherrolesdowetakeonwhenweteach?
AlinguistnamedHarmerdefinedtheteachers’rolesascontroller,assessor.Prompter,p