4 The Lesson 4958.docx
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4 The Lesson 4958.docx
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4TheLesson4958
4Thelesson
4.1Lessonplanning
BACKGROUND
Veryoften,lessonplanningbeginswithasheetofpaperandanobjectiveorsetofobjectives,andworksitswaythroughanumberofprocedures,stepsandphasesthroughtotheend.
Inthisobservationwewillbeapproachinglessondesignfromadifferentdeparturepoint-fromtheperspectiveofthecompletedlesson.Wewillbeworkingbackwardsfromataughtlessontodeterminewhatdecisionsweremadebytheteacherinplanningthislesson.Theplanningofteachingisseenasaseriesofdecisionsmadebyateacheraboutthevariouselementsofalesson-learners,materials,tasks,etc.
Akeypointtobestressedisthatwhileplanningisarelativelystaticactivity,teachingisinherentlydynamic.Itfollowsthereforethat,inasense,plansaremadetobechanged-thatis,theyaredrawnupintheknowledgethattheteacherwillalmostinevitablyaltertheplanasthelessondevelops.These'up-and-running'decisionsarenolessimportantthanthosemadebeforethelessonbegan.
TASKOBJECTIVE
Thetaskobjectiveistodetermine-throughasetofafocussedandguidedquestions-whatdecisionstheteachermadeinplanningthelesson.Asweshallsee,theplanningrefersbothtopreparationbeforethelessonanddecisionstakenintheclassroomduringthelesson.Changestoplansandreasonsforthemwillbeanimportantelementinthepost-lessonconsultationwiththeteacher.
BEFORETHELESSON
Arrangetoobservealesson.Itdoesnotmatterwhatsortoflessonitis,aslongasitisonewhichinvolvestheteacherinsomethought,planningorpreparation.Itmayhelptohaveacopyofthelessonplanwhileobservingthelessoninordertodistinguishbetweenpre-plannedandon-the-spotteacherdecisions.Afterthelessonyouwillbediscussingtheplanningelementswiththeteacher.
DURINGTHELESSON
1.Belowisalistofquestionsaboutvariousaspectsofplanninglanguageteaching.Ofcoursethenatureofthelessonwilldeterminetherelevanceofthese:
alessondevotedtorole-playwillbedifferentfromawritinglessonoronedevotedtoananalysisofgrammar.Choose,therefore,theaspectsthatarerelevanttothelessonyouobserve.
Inobservingthislesson,whatinferencescanyoumakeconcerningtheteacher'sdecisionsabout:
1)establishingacertainclassroomatmosphere?
2)motivatingthestudentstothelesson?
3)realisticallycontextualisinglanguage?
4)involvingthestudentsanddrawingoutpassiveknowledge?
5)lexis:
howmuchtoteach?
What?
When?
Andhow?
6)checkingforcomprehensionandlearning?
7)providingsafecontextsforpractice?
8)helpingstudentstoidentifyrulesandorganisenewknowledge?
9)shiftingthefocusandpatternsofinteraction?
10)settingupactivitiesthatpromotecommunication?
11)establishingaframeworkinwhichstudentsworkwithouttheteacher?
12)theaidstobeusedinvariouspartsofthelesson?
13)integratingskillsinvolvedinthelesson?
14)howinformationistobeorganisedandshared?
15)endingthelessonandlinkingittoprevious/futureones?
Thischartwillhelpwithrecordingdata:
Observation
inference
Discussionquestion
Tusespicturesandrealiatoexplainmeaningofwords
Evidenceofplanning-thesewordsconsideredpotentiallydifficult
Howwerethedifficultwordschosen?
4.1Lessonplanning
2.Asthelessondevelopstheremaybequestionsthatyouyourselfwouldliketoasktheteacheraboutthevariousdecisionstakenaboutthelesson.Makeanoteoftheseastheyemergeduringthelesson.
Attheendofthelessonyournoteswillofferareconstitutionoftheoriginalplanplusthechangesmadethroughthelessonitself.
AFTERTHELESSON
1.Younowhavequiteadetailedideaofthesortofdecisionsyouhaveinferredtheteachermadeaboutthelessonduringtheplanningphase.Discussyourinferenceswiththeteacher.Thismaypromoteaveryinterestingdiscussion.
2.Actuallessonstendtovaryinsomedegreefromthepre-conceivedplan.Forthisreason,teachersoftendebatethevalueofexpendingtimeandconcentrationintheplanningphase.
Lookatthesehypotheticalanswerstothequestion:
isitworthplanningalesson?
TeacherA:
Ialwaysplanmylessonbecauseitcompelsmetothinkthroughmyaimsandobjectivesandthevariousstepsinthelesson.
TeacherB:
Ineverteacheraccordingtomyplansowhat’stheuseofhavingone?
TeacherC:
IfIdon’thaveaplan,Ihavenobasisforlessonvaluation.
TeacherD:
Ithinkthere’saplaceforbroadplanningbutnoteverysinglestepofthelesson.
TeacherE:
IalwayshaveaplanasIthinkit’simportantfortheteacheraswellasthelearnersthateveryoneinvolvedintheprocessknowswherethey’reheading.
Withwhichoftheseanswersdoyoufeelcomfortable?
Whatvalue(s)canbegainedfromlessonplanning?
3.Manylessonplansusedduringtrainingcoursesareidealised,inthattheyincludefartoomuchdetailandrequiretoomuchattentioninthelesson.Thiscandistracttheteacherandmayalsocreateanunnecessarydependencyontheplanormayencouragearigidapproachtoteaching.
Designalessonplanformatthatbridgesthegapbetweentheidealandthereal,andisonethatyouwouldusebeforethelesson(planning),duringthelesson(checking/consulting)andafterit(evaluating).Youmaywishtolistthedecisionstobemadebytheteacherasasetofquestions.
REFLECTION
Doyouplanyourlessons?
Ifso,towhatdegree?
Canyouusetheexperiencegainedduringthisobservationtorefineandimproveyourplanningprocedures?
4.2Openingsandclosures
BACKGROUND
Thebasicunitofteaching,mostwouldagree,isthelesson.Everylessonhasabeginningandanending,oranentranceandanexit.Ofcourseitalsohasitsowninternalstages.Therearecertainpredictableconventionsorroutinesthataccompanytheentranceandexitstagesofthelesson.
TASKOBJECTIVE
Thepurposeofthistaskistorefineunderstandingoftheconventionalroutinesthatcharacterisethestartandendofalesson,especiallythepurposestheyserve.Youwillbeobservingsectionsofanumberoflessonstocollectdataofwhatteachersdoatthestartandendoftheirlessons.
PROCEDURE
BEFORETHELESSON
1.Arrangetoseethestartsandendsofanumberoflessons.(Youmightliketointegratethistaskwithothertasksthatyoudo,reservingtheentranceandexitphasesforthistask.)Beginbydefiningforyourselfwhatyouunderstandtobean'opening'and'closure'ofalesson,andusethesedefinitionstoguideyourdatacollection.
2.Prepareyourselfbyreflectingonwhatyouyourselfdotobeginorendalesson.Howmuchofthisisconscious?
Howmuchis'ritualised'?
Considernowwhatsortofitemsyoumightwanttobealertto.
3.Makeyourselffamiliarwiththedatacollectionchartopposite.
DURINGTHELESSON
Usethecharttohelpyourecorddatafromaboutthreelessons.
1.Intheleft-handcolumnrecordchunksofteacherlanguagetakenfromdifferentopeningsandclosures.
2.Makeanoteofanynon-verbalbehaviours(e.g.eyecontact,teachermanner)inthenextcolumn.
3.Analyseeachopening/closureforitsfunctionalsteps,thatis,lookatwhathappensineachone.Usetheexampleinthechartforguidance.
4.Notewhetherthenatureoftheinteractivepatternis:
teacher-to-class(T-C),teacher-to-groupofstudents(T-G)orteacher-to-student(T-S).'
Teacherlanguage
Non-verbalsignals
Teacherlanguageanalysed
Interactivepattern
Opening1
Tenters,chatstoS
TsocializeswithgroupofSS
TgreetsSSwholeclass
T-S
T-G
T-C
Closure2
TasksSStostopwork
Trecapslessonaims
TremindsSSrehomework
T-C
T-C
T-C
AFTERTHELESSON
1.InBeforethelessonyoudefinedforyourselfwhatyouunderstandbytheopeningandclosureofalesson.Lookingatthedatayouhavecollected,doyouthinkthatyourdefinitionsaresharedbytheteachersyouhaveobserved?
Wouldyounowliketochangeorrefineyourdefinitionsinanyway?
2.Whileitisimpossibleandunwisetoprescribeafixedroutineofopeningorclosingalesson,trytodrawupabroadparadigmoffunctionalstepsthatcharacteriseopeningorclosingalesson.Puttheseroughlyintheorderyouthinkmostappropriate.Thefollowingcommentsandquestionsmightguideyou.
Openings
a)Isthereanydifferenceinthewayateacherspeaksandbehavestooneortwostudentsandthewaysheorheaddressesthewholeclass?
b)Howimportantisstudentexposuretonaturallanguageingenuinecommunicativesituationssuchasateachergreetingastudentindividuallyonenteringtheclassroom?
c)Isitimportanttolinkthecominglessontootherlessons,previousorforthcoming?
d)Isitbettertoreviewpreviousworkorplungeintonewwork?
e)Isitimportanthowstudentsarefeelingatthestartofalesson?
Howaretheteacher'sopeningroutinesrelatedtothis?
f)Doyouthinktheteachershouldtellthestudentswhatthecominglessonisaboutorhavetheminducethisthroughdiscovery?
Whatadvantages/drawbacksaccompanyeachstrategy?
Closures
a)Signallingtheendofalessonwithanabrupt'Stop!
'isclearlynotaconducivewaytowinddownalesson!
Howcanateachereasetheendofanactivityintotheendofalesson?
b)Ismakingspaceforquestionsfromstudentsagoodwayofclosingalesson?
c)Isitimportanthowstudentsfeelastheyleavetheclassroom?
d)Isitworthwhiletoreviewthelesson'saimsandcontentattheendofthelesson?
e)Isitimportanttolinkthislessonwithpreviousandcomingones?
Why/whynot?
Howmightthisbedone?
3.Toensurethattheroutinesofclosuretakeplace,enoughtime(butnottoomuch)isneededattheendofthe
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