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1、Unit Lesson PlanningObjectives:vGet the students to know about what lesson planning is.vMake sure that the students can construct both micro and macro lesson planning.4.1 Why is lesson planning so important?Lesson planning means making decisions in advance about what to teach, how to teach and the t
2、ime assignment of every teaching procedurevTeaching plan is necessary for both novice and experienced teachers. Although preparation does not guarantee successful lessons, walking into a classroom unprepared is often the beginning of a disastrous lesson.vAlthough the main teaching contents may be th
3、e same, the students, the time and the mood are all different.Benefits that teachers get from their teaching plan1) To make the teacher aware of the aims and language contents of the lesson. 2) To help the teacher distinguish the various stages of a lesson and to see the relationship between them so
4、 that the lesson can move smoothly from one stage to another. 3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson. 4) Lesson planning gives teachers,
5、 especially novice teachers, confidence in class.5) The teacher also becomes aware of the teaching aids that are needed for the lesson. 6) Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. The teacher soon learns to ju
6、dge lesson stages and phases with greater accuracy. 7) The plan, with the teachers comments and corrections, provides a useful, time-saving reference when the teacher next plans the same lesson. 8) Lesson planning is a good practice and a sign of professionalism.4.2 Principles for Good Lesson Planni
7、ng vAim: the realistic goals for the lessonvVariety: various activities and materials to ensure high motivation and interestvFlexibility: more teaching methods and techniques and do not just read your teaching planvLearnability: the planned contents and tasks should be within the learning capability
8、 of the students. doing things that are beyond or below the students coping ability will diminish their motivation (Schumann, 1999)slightly higher than the present proficiency of the students vLinkage: the teaching steps should be linked with each other. That is, there should be coherence.4.3 Macro
9、Planning vs. Micro Planning (Textbook PP54-55) vMacro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.vIn a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling o
10、r idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following:1) Knowing about the profession:The teacher should get to know which language areas and language skills should be taught or practised in the course, what m
11、aterials and teaching aids are available, and what methods and techniques can be used. 2) Knowing about the institution: The teacher should get to know the institutions arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements. 3) Knowing abo
12、ut the learners:The teacher should acquire information about the students age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors. 4) Knowing about the curriculum/syllabus:The teacher should be clear about the purposes, requirements and
13、targets specified in the syllabus.5) Knowing about the textbook:The teacher should know the textbook well in terms of its philosophy of teaching, organization of learning contents, major topics, recommend teaching methodology, unit components and ways of assessment. 6) Knowing about the objectives:
14、The teacher should get to know what learners are expected to achieve and able to do after one semester or a years learning.Macro planning provides a general guidance for language teachers, but it is not enough for good teaching. Teachers still need to plan each unit or lesson in detail in order to t
15、each effectively and confidently in the classroom.Micro planningv Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.v Micro planning should be based on macro planning, and macro planning is apt to be modified
16、as lessons go on.4.4 Components of a Lesson Plan (Textbook 56-60)A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (lis
