Unit4

LessonPlanningUnit4

LessonPlanningAimsoftheUnittounderstandwhylessonplanningisnecessarylearnthedifferencebetweenmacroplanningandmicroplanningtogettoknowthecomponentsofalessonplantoknowtheprinciplesforgoodlessonplanningAimsoftheUnittounderstandI.PrinciplesforGoodLessonPlanning1.Variety:Planninganumberofdifferenttypesofactivitiesandwherepossibleintroducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.I.PrinciplesforGoodLessonP2.Flexibility:Planningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Thiswillmaketeachingandlearningmoreeffectiveandmoreefficient.2.Flexibility:3.Learnability:Thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation.《英語教學(xué)法教程》課件—044.Linkage:Thestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomehowlinkedwithoneanother.Languagelearningneedsrecyclingandreinforcement.4.Linkage:5.AimAimmeanstherealisticgoalsforthelesson.Inotherwords,theteacherneedstohaveaclearideaofwhathe\shewouldliketoachieveforthelessonorwhatoutcomesareexpectedfromthelesson.5.AimII.MacroPlanningVs.MicroPlanningIdeally,lessonplanningshouldbedoneaytwolevels:macroplanningandmicroplanning.Theformerisplanningovertime,forinstance,theplanningforamonth,aterm,orthewholecourse.Thelatterisplanningforaspecificlesson,whichusuallylasts40or50minutes.Ofcourse,thereisnoclearcutdifferencebetweenthesetwotypesofplanning.Microplanningshouldbebasedonmacroplanning,andmacroplanningisapttobemodifiedaslessonsgoon.II.MacroPlanningVs.MicroPlA.MacroPlanningInasense,macroplanningisnotwritinglessonplansforspecificlessonbutratherfamiliarizingwiththecontextinwhichlanguageteachingistakingplace.Macroplanninginvolvesthefollowing:A.MacroPlanningInasense,ma1)Knowingaboutthecourse:Theteachershouldgettoknowwhichlanguageareasandlanguageskillsshouldbetaughtorpractisedinacourse,whatmaterialsandteachingaidsareavailable,andwhatmethodsandtechniquescanbeused.1)Knowingaboutthecourse:Th2)Knowingabout

theinstitution:Theteachershouldgettoknowtheinstitution’sarrangementsregardingtime,length,frequencyoflessons,physicalconditionsofclassrooms,andexamrequirements.2)Knowingabout

theinstitut3)Knowingaboutthelearners:Theteachershouldacquireinformationaboutthestudents’agerange,sexratio,socialbackground,motivation,attitudes,interests,learningneedsandotherindividualfactors.3)Knowingaboutthelearners:4)Knowingaboutthesyllabus:Theteachershouldbeclearaboutthepurposes,requirementsandtargetsspecifiedinthesyllabus.4)Knowingaboutthesyllabus:5.Knowingaboutthetextbook:teachersshouldnotonlyknowthecurriculumwellbutalsoknowthetextbookwellintermsofitsphilosophyofteaching,organizationoflearningcontents,majortopics,recommendedteachingmethodology,unitcomponentsandwaysofassessment.5.Knowingaboutthetextbook:Knowingabouttheobjectives:theteachersshouldgettoknowwhatthelearnersareexpectedtoachieveandabletodoafteronesemesterorayear’slearningsothathe\shecandesignsuitableactivitiestomeettheobjectives.Knowingabouttheobjectives:tIII.ComponentsofaLessonPlanTeachingaimsLanguagecontentsandskillsTeachingstagesandproceduresIII.ComponentsofaLessonPla1)TeachingaimsThefirstthingtodoinlessonplanningistodecidetheaimsofalesson,whichincludewhatlanguagecomponentstopresent,whatcommunicativeskillstopractise,whatactivitiestoconductandwhatmaterialsandteachingaidstobeused.1)TeachingaimsThefirstthingLesson15Askandanswerquestionsfromthetable.Whendoyou

getupeatbreakfastwashyourfacegotoschoolfinishschoolgotobedinthemorningintheafternoonintheeveningatnightWhendoyoucleanyourteeth?meetyourfriends?learnEnglish?playgames?Lesson15Askandanswerquesti2)ThreeTeachers’InstructionstotheLesson:TeacherA:Todaywe’regoingtolearnLesson15.It’squestionandanswerpracticeusingasubstitutiontable.TeacherB:Todaywe’regoingtopractisepresentsimplequestionswith“when…”andothertimeexpression.TeacherC:Todaywe’regoingtopractiseaskingandansweringquestionsusingthepresentsimpletense,sothatwewilllearnhowtotalkabouteverydayactivities.2)ThreeTeachers’Instruction3)LanguageContentsandSkillslanguagecontents:structures(grammar),vocabulary,functions,topicsandsoon.Languageskills:communicativeskillsinvolvedinlistening,speaking,readingandwriting3)LanguageContentsandSkill4)TeachingStagesandProceduresTeachingstagesarethemajorstepsthatlanguageteachersgothroughintheclassroom.Proceduresarethedetailedstepsineachteachingstage.ThemostpopularlanguageteachingstagesarethethreeP’smodel,whichincludepresentation,practiceandproduction.4)TeachingStagesandProcedurA.3PModela.Presentationb.Practicec.ProductionA.3PModela.Presentationa.PresentationAtthepresentationstage,theteacherintroducenewvocabularyandgrammaticalstructureswithreferencetotheircontextualizeduse.a.PresentationAtthepresentatb.PracticeAtthepracticestage,thelessonmovesfromcontrolledpracticetoguidedpracticeandfurthertotheexploitationofthetextswhennecessary.b.PracticeAtthepracticestc.ProductionAttheproductionstage,thestudentsareencouragedtousewhattheyhavelearnedandpractisedtoperformcommunicativetasks.Atthislaststage,thefocusisonmeaningratherthanformalaccuracy.c.ProductionAttheproductionB.Another3-stageModelPre-,while-andpost-.E.G.Itisfrequentlyadvisedandadoptedinreadinglessons,thatis,pre-reading

while-reading

and

post-readingstages.Thismodelisalsooftenappliedinlisteninglessons,whichhavepre-listening,while-listeningandpost-listeningstages.B.Another3-stageModelPre-,wAnother3-stageModelInthismodel,thepre-stageinvolvespresentationwork,suchassettingthescene,warmingup,orprovidingkeyinformation(suchaskeywords).Thewhile-stageinvolvesactivitiesortasksthattheSsmustperformwhiletheyarereadingorlistening.Thepost-stageprovidesachanceforSstoobtainfeedbackontheirperformanceatthewhile-stage.Thislaststagemayalsoinvolvessomefollow-upactivities,inwhichSsrelatewhattheyhavereadorheardtotheirownlifeandusethelanguagespontaneously.Another3-stageModelInthismIV.EightstepsforplanningIV.EightstepsStep1:HeadingDate:Teacher(s)Name:GradeLevel(s):TitleofLesson:ContentAreas:Description/AbstractofLesson:TimelineofLesson:Step1:HeadingStep2:Goals/ContentandCognitive

:Whatdoyouwantstudentstoknowandbeabletodo?knowledgeskillsstrategiesattitudesconceptsStep2:Goals/ContentandCogStep3:GuidingforThisLessonWhat"big"questionswillgeneratediscussionaboutthistopic?Whatquestionswillbeaskedtohelpstudentsfocusonimportantaspectsofthistopic?

Step3:GuidingforThisLessoStep4:

Assessment

:Howwillyouknowyourstudentshavereachedthelessongoal?Whatassessmenttoolswillyouuse?Howwillstudentsassessthemselves?Quiz/test/exercises/homework/questions/questionnairesStep4:

Assessment:HowwillyStep5:LearningConnections

:Whatstudentneeds,interests,andpriorlearningareafoundationforthislesson?Whatdifficultiesmightstudentshave?Whatconnectionswillyoumakeinthislessonwithothertopicsyouteach?

Step5:LearningConnections:Step6:Learning

ActivitiesorTasks

:Whatengagedandworthwhilewillyourstudentscomplete?Howwilltheybuildknowledgeandskills;learnindependentlyandwithothers;demonstrateknowledge,ability,andcreativity?Inwhatwaysisthislessonchallengingandauthentic?

Step6:Learning

ActivitiesorStep7:TeachingStrategies

:Howwillyourlearningenvironmentsupporttheseactivities?Whatisyourrole?Whatarethestudents'rolesinthelesson?Howcantheuseoftechnologyortechniquessupportyourteaching?

Step7:TeachingStrategies:ManagementHowandwherewillyourstudentswork?Classroom,lab,groups,etc.?Howwillyouprovideforstudentswithspecialneeds?Howwillyoumodifythislessonforindividuallearningneeds?Howwillyouuseadditionalresources?Howcantheuseoftechnologysupportclassroommanagement?

ManagementMaterialsandResourcesWhatothersupportservicesandresourceswillyouneed?Howcantechnologyextendandenhancethelesson?Willyouneedadditionalpeopletohelpwiththislesson?

MaterialsandResourcesStep8:LessonEvaluationandTeacherReflection

Onyourlessonplantoevaluatetheeffectivenessofthelessonplan.

Step8:LessonEvaluationandTV.TwoExamplesofALesson

ExampleOne:

Listening:TelephoneConversation

AnLessonPlanSubmittedby:Ying-YingChuang(Kimberly)

Email:cyying@

School/University/Affiliation:

Cheng-ShiuInstituteofTechnology,KaohsiungCounty,Taiwan,ROCDate:August1,2002V.TwoExamplesofALesson

EGradeLevel:VocationalEducation,Adult/ContinuingEducationSubject(s):

ForeignLanguage/EnglishSecondLanguageVocationalEducation/BusinessDuration:50minutesDescription:Studentsusetelephoneconversationasanlistening/speakingactivitytopracticeconversation.ThislessonwasoriginallyusedaspartofaBusinessEnglishConversationclass(IntermediateESL/EFL).Goals:

Toimprovestudents'listeningskills.Topracticetelephoneconversationsandgreetings.GradeLevel:VocationalEducatObjectives:

Studentswillbeabletoidentifyvariousjobtitlesusedincompanies.Studentswillbeabletorespondtoquestionsaskedinmocktelephoneconversations.Materials:

preparednotecardscontainingdifferentjobtitlesfoundinacompany(i.e.president,generalmanager,CEO,salesmanager,secretary,accountant,assistant,vice-financialmanager,etc.)taperecorderswithblanktapesObjectives:Procedure:

Warm-up/Review:(10minutes)

Studentsarecurrentlylearningnewvocabularyaboutjobtitlesanddepartmentswithincompanies.Duringthisperiod,studentswillpracticeidentifyingthejobtitlesthroughlistening.First,showstudentsthenotecardsofthejobtitlesandaskthemtodescribethejobtitles.Forexample,showthemsalesmanagerandask,"Whatdepartmentdoesheworkfor?"Studentswillreply,"Thesalesandmarketingdepartment."Thenask,"Whatdoeshedo?"Thestudentswillreply,"Sellgoods/companyproductstothemarket/customers."Thisservesasachecktoseeifstudentsknowthenewvocabulary.

Procedure:

Warm-up/Review:(1Pre-activity:(15minutes)

Passoutnotecardstoeachstudent;everyoneshouldhaveajobtitle.Thendemonstratethetelephoneconversationpractice(ofcourse,theopening/endinggreetingsoftelephoneconversationshouldbementioned.)Firstsay,"Hello,thisisKimberlyfromABCInc.MayIspeaktothegeneralmanager,please?"Thenthestudentwhohasthejobtitlegeneralmanagerwillstandupandanswer,"Yes,thisisgeneralmanagerTomspeaking.MayIhelpyou?"Checktomakesureallstudentsknowtheirjobtitlesandpracticesimpleconversationforgreetings.

Pre-activity:(15minutes)

PaListeningActivity:(20minutes)

Continuetocallonstudentsasduringthepre-activity,butthistimeaddmoremessageinformation,suchascheckingthedate/placeforthemeeting,givingatelephonenumber,aninvitationfordinner,etc.Studentsshouldbeabletogetthemessageaccuratelyandthenrepeat/reconfirmthemessagetotheteacher—tocheckforunderstanding.Ifstudentsdon'tunderstandorfeelunclear,theycanresponse,"Pardonme?"or"Canyourepeatagainmoreslowly?"Duringtheconversation,theteachershouldalsonoteifstudentsareusingthepoliteformofconversation.ListeningActivity:(20minuteConclusion/Assignment:(5minutes)

Theteachercangivestudentssomesuggestionsandcommentsbasedontheoutcomesofthelisteningactivities.Assessment:Askstudentstofindapartner.Assignthetaskofdesigningtheirowntelephoneconversation.Studentsshoulduseataperecordertorecordtheirconversation.Studentsshouldbringtherecordingstothenextclasssothattheycanbeusedforwholeclasslisteningpractice.Ideasforlisteningpractice:CallGeneralManager:tosetupthetimeforMonday’smeeting.CallSecretary:tocanceltheconferencefortomorrowafternoon.CallSecurityGuard:toreservefourvisitors'parkingspotsfornextWednesday,9:00a.m.CallMarketingManager:tochangethetimescheduleforpresentingtheproposalinNissanInc.CallPresident’sAssistant:togivethepresidenthiswife'snewcellularphonenumberandaskhimtoreturnhercall.Conclusion/Assignment:(5minuExampleTwo:

ChainStories

ALessonPlanSubmittedby:IrmaGarza

Email:img0453@

School/University/Affiliation:TexasA&MUniversity

Endorsedby:IrmaGarza

TexasA&MUniversityCollegeofEducationDate:April29,1999ExampleTwo:

ChainStories

AGradeLevel(s):9,10,11,12,Adult/continuingeducationSubject(s):

ForeignLanguage/EnglishSecondLanguageDuration:"oneclassperiod"Description:AlessonplanbasedonTechnologyforESLLearnersGradeLevel(s):9,10,11,12,Goals:

Studentswillfamiliarizethemselveswiththeusesofe-mail.Objectives:

Studentswillbeableto:1)reinforcetheirwritingabilitiesassecondlanguagelearners2)expresstheircreativityviathecomputer.Goals:

Materials:

1)computeraccess(preferablyoneperstudent)2)personale-mailaddress3)writingtheme(mayvary)Procedure:1.Setthestage.Youcaneitherhavestudentswriteonaclassexperienceandusetheactivityasaprocess-writingactivityoryoucanpre-selectatheme(e.g.falsefable,soapopera,etc.)

2.SetuptheAuthoringTeams.

3.Dividetheclassintogroupsofthree.

Materials:

4.EveryonewritespartA(the"beginningofthestory"),andgivesittoanotherpersoninthegroup,throughe-mail.

5.EveryonewritespartB(the"middle"ofthestory),andgivesittothethirdpersoninthegroup.

6.ThelastpersonwritespartC(the"end"),andthestoryisfinished!

7.Illustrateeitherindividuallyoringroups.

8.Hints:

-makesureeachperson'snamegetsonthestoryateachturn.

-thisworksbestifitisdoneinoneday-thencopiesarenot"lost"andchainsarenot"broken".4.EveryonewritespartA(tAssessment:

Mayassessthemorallybyhavingstudentsreadtheirfinalstoriesormayassesstheirwrittenwork.Assessment:Unit4

LessonPlanningUnit4

LessonPlanningAimsoftheUnittounderstandwhylessonplanningisnecessarylearnthedifferencebetweenmacroplanningandmicroplanningtogettoknowthecomponentsofalessonplantoknowtheprinciplesforgoodlessonplanningAimsoftheUnittounderstandI.PrinciplesforGoodLessonPlanning1.Variety:Planninganumberofdifferenttypesofactivitiesandwherepossibleintroducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.I.PrinciplesforGoodLessonP2.Flexibility:Planningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Thiswillmaketeachingandlearningmoreeffectiveandmoreefficient.2.Flexibility:3.Learnability:Thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation.《英語教學(xué)法教程》課件—044.Linkage:Thestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomehowlinkedwithoneanother.Languagelearningneedsrecyclingandreinforcement.4.Linkage:5.AimAimmeanstherealisticgoalsforthelesson.Inotherwords,theteacherneedstohaveaclearideaofwhathe\shewouldliketoachieveforthelessonorwhatoutcomesareexpectedfromthelesson.5.AimII.MacroPlanningVs.MicroPlanningIdeally,lessonplanningshouldbedoneaytwolevels:macroplanningandmicroplanning.Theformerisplanningovertime,forinstance,theplanningforamonth,aterm,orthewholecourse.Thelatterisplanningforaspecificlesson,whichusuallylasts40or50minutes.Ofcourse,thereisnoclearcutdifferencebetweenthesetwotypesofplanning.Microplanningshouldbebasedonmacroplanning,andmacroplanningisapttobemodifiedaslessonsgoon.II.MacroPlanningVs.MicroPlA.MacroPlanningInasense,macroplanningisnotwritinglessonplansforspecificlessonbutratherfamiliarizingwiththecontextinwhichlanguageteachingistakingplace.Macroplanninginvolvesthefollowing:A.MacroPlanningInasense,ma1)Knowingaboutthecourse:Theteachershouldgettoknowwhichlanguageareasandlanguageskillsshouldbetaughtorpractisedinacourse,whatmaterialsandteachingaidsareavailable,andwhatmethodsandtechniquescanbeused.1)Knowingaboutthecourse:Th2)Knowingabout

theinstitution:Theteachershouldgettoknowtheinstitution’sarrangementsregardingtime,length,frequencyoflessons,physicalconditionsofclassrooms,andexamrequirements.2)Knowingabout

theinstitut3)Knowingaboutthelearners:Theteachershouldacquireinformationaboutthestudents’agerange,sexratio,socialbackground,motivation,attitudes,interests,learningneedsandotherindividualfactors.3)Knowingaboutthelearners:4)Knowingaboutthesyllabus:Theteachershouldbeclearaboutthepurposes,requirementsandtargetsspecifiedinthesyllabus.4)Knowingaboutthesyllabus:5.Knowingaboutthetextbook:teachersshouldnotonlyknowthecurriculumwellbutalsoknowthetextbookwellintermsofitsphilosophyofteaching,organizationoflearningcontents,majortopics,recommendedteachingmethodology,unitcomponentsandwaysofassessment.5.Knowingaboutthetextbook:Knowingabouttheobjectives:theteachersshouldgettoknowwhatthelearnersareexpectedtoachieveandabletodoafteronesemesterorayear’slearningsothathe\shecandesignsuitableactivitiestomeettheobjectives.Knowingabouttheobjectives:tIII.ComponentsofaLessonPlanTeachingaimsLanguagecontentsandskillsTeachingstagesandproceduresIII.ComponentsofaLessonPla1)TeachingaimsThefirstthingtodoinlessonplanningistodecidetheaimsofalesson,whichincludewhatlanguagecomponentstopresent,whatcommunicativeskillstopractise,whatactivitiestoconductandwhatmaterialsandteachingaidstobeused.1)TeachingaimsThefirstthingLesson15Askandanswerquestionsfromthetable.Whendoyou

getupeatbreakfastwashyourfacegotoschoolfinishschoolgotobedinthemorningintheafternoonintheeveningatnightWhendoyoucleanyourteeth?meetyourfriends?learnEnglish?playgames?Lesson15Askandanswerquesti2)ThreeTeachers’InstructionstotheLesson:TeacherA:Todaywe’regoingtolearnLesson15.It’squestionandanswerpracticeusingasubstitutiontable.TeacherB:Todaywe’regoingtopractisepresentsimplequestionswith“when…”andothertimeexpression.TeacherC:Todaywe’regoingtopractiseaskingandansweringquestionsusingthepresentsimpletense,sothatwewilllearnhowtotalkabouteverydayactivities.2)ThreeTeachers’Instruction3)LanguageContentsandSkillslanguagecontents:structures(grammar),vocabulary,functions,topicsandsoon.Languageskills:communicativeskillsinvolvedinlistening,speaking,readingandwriting3)LanguageContentsandSkill4)TeachingStagesandProceduresTeachingstagesarethemajorstepsthatlanguageteachersgothroughintheclassroom.Proceduresarethedetailedstepsineachteachingstage.ThemostpopularlanguageteachingstagesarethethreeP’smodel,whichincludepresentation,practiceandproduction.4)TeachingStagesandProcedurA.3PModela.Presentationb.Practicec.ProductionA.3PModela.Presentationa.PresentationAtthepresentationstage,theteacherintroducenewvocabularyandgrammaticalstructureswithreferencetotheircontextualizeduse.a.PresentationAtthepresentatb.PracticeAtthepracticestage,thelessonmovesfromcontrolledpracticetoguidedpracticeandfurthertotheexploitationofthetextswhennecessary.b.PracticeAtthepracticestc.ProductionAttheproductionstage,thestudentsareencouragedtousewhattheyhavelearnedandpractisedtoperformcommunicativetasks.Atthislaststage,thefocusisonmeaningratherthanformalaccuracy.c.ProductionAttheproductionB.Another3-stageModelPre-,while-andpost-.E.G.Itisfrequentlyadvisedandadoptedinreadinglessons,thatis,pre-reading

while-reading

and

post-readingstages.Thismodelisalsooftenappliedinlisteninglessons,whichhavepre-listening,while-listeningandpost-listeningstages.B.Another3-stageModelPre-,wAnother3-stageModelInthismodel,thepre-stageinvolvespresentationwork,suchassettingthescene,warmingup,orprovidingkeyinformation(suchaskeywords).Thewhile-stageinvolvesactivitiesortasksthattheSsmustperformwhiletheyarereadingorlistening.Thepost-stageprovidesachanceforSstoobtainfeedbackontheirperformanceatthewhile-stage.Thislaststagemayalsoinvolvessomefollow-upactivities,inwhichSsrelatewhattheyhavereadorheardtotheirownlifeandusethelanguagespontaneously.Another3-stageModelInthismIV.EightstepsforplanningIV.EightstepsStep1:HeadingDate:Teacher(s)Name:GradeLevel(s):TitleofLesson:ContentAreas:Description/AbstractofLesson:TimelineofLesson:Step1:HeadingStep2:Goals/ContentandCognitive

:Whatdoyouwantstudentstoknowandbeabletodo?knowledgeskillsstrategiesattitudesconceptsStep2:Goals/ContentandCogStep3:GuidingforThisLessonWhat"big"questionswillgeneratediscussionaboutthistopic?Whatquestionswillbeaskedtohelpstudentsfocusonimportantaspectsofthistopic?

Step3:GuidingforThisLessoStep4:

Assessment

:Howwillyouknowyourstudentshavereachedthelessongoal?Whatassessmenttoolswillyouuse?Howwillstudentsassessthemselves?Quiz/test/exercises/homework/questions/questionnairesStep4:

Assessment:HowwillyStep5:LearningConnections

:Whatstudentneeds,interests,andpriorlearningareafoundationforthislesson?Whatdifficultiesmightstudentshave?Whatconnectionswillyoumakeinthislessonwithothertopicsyouteach?

Step5:LearningConnections:Step6:Learning

ActivitiesorTasks

:Whatengagedandworthwhilewillyourstudentscomplete?Howwilltheybuildknowledgeandskills;learnindependentlyandwithothers;demonstrateknowledge,ability,andcreativity?Inwhatwaysisthislessonchallengingandauthentic?

Step6:Learning

ActivitiesorStep7:TeachingStrategies

:Howwillyourlearningenvironmentsupporttheseactivities?Whatisyourrole?Whatarethestudents'rolesinthelesson?Howcantheuseoftechnologyortechniquessupportyourteaching?

Step7:TeachingStrategies:ManagementHowandwherewillyourstudentswork?Classroom,lab,groups,etc.?Howwillyouprovideforstudentswithspecialneeds?Howwillyoumodifythislessonforindividuallearningneeds?Howwillyouuseadditionalresources?Howcantheuseoftechnologysupportclassroommanagement?

ManagementMaterialsandResourcesWhatothersupportservicesandresourceswillyouneed?Howcantechnologyextendandenhancethelesson?Willyouneedadditionalpeopletohelpwiththislesson?

MaterialsandResourcesStep8:LessonEvaluationandTeacherReflection

Onyourlessonplantoevaluatetheeffectivenessofthelessonplan.

Step8:LessonEvaluationandTV.TwoExamplesofALesson

ExampleOne:

Listening:TelephoneConversation

AnLessonPlanSubmittedby:Ying-YingChuang(Kimberly)

Email:cyying@

School/University/Affiliation:

Cheng-ShiuInstituteofTechnology,KaohsiungCounty,Taiwan,ROCDate:August1,2002V.TwoExamplesofALesson

EGradeLevel:VocationalEducation,Adult/ContinuingEducationSubject(s):

ForeignLanguage/EnglishSecondLanguageVocationalEducation/BusinessDuration:50minutesDescription:Studentsusetelephoneconversationasanlistening/speakingactivitytopracticeconversation.ThislessonwasoriginallyusedaspartofaBusinessEnglishConversationclass(IntermediateESL/EFL).Goals:

Toimprovestudents'listeningskills.Topracticetelephoneconversationsandgreetings.GradeLevel:VocationalEducatObjectives:

Studentswillbeabletoidentifyvariousjobtitlesusedincompanies.Studentswillbeabletorespondtoquestionsaskedinmocktelephoneconversations.Materials:

preparednotecardscontainingdifferentjobtitlesfoundinacompany(i.e.president,generalmanager,CEO,salesmanager,secretary,accountant,assistant,vice-financialmanager,etc.)taperecorderswithblanktapesObjectives:Procedure:

Warm-up/Review:(10minutes)

Studentsarecurrentlylearningnewvocabularyaboutjobtitlesanddepartmentswithincompanies.Duringthisperiod,studentswillpracticeidentifyingthejobtitlesthroughlistening.First,showstudentsthenotecardsofthejobtitlesandaskthemtodescribethejobtitles.Forexample,showthemsalesmanagerandask,"Whatdepartmentdoesheworkfor?"Studentswillreply,"Thesalesandmarketingdepartment."Thenask,"Whatdoeshedo?"Thestudentswillreply,"Sellgoods/companyproductstothemarket/customers."Thisservesasachecktoseeifstudentsknowthenewvocabulary.

Proced