教案2012～2013學年第一學期課程名稱英語教學設計與有效教學系(部)外語系教研室(實驗室)英語教育教學教研室授課班級主講教師胡曉燕職稱副教授使用教材《英語教學設計》魯子問主編合肥師范學院教務處制二○一二年二月LectureOneBriefIntroductiontotheCourseGeneralIntroductionIamverypleasedtomeetyouhere.Iamhonoredtobeamemberinyourclass.Asanewteacher,Iwillintroducemyselftoyoubriefly,Iwilltellyou’remypleasureinteaching.Firstly,Ihavegreatpleasureinknowingyou.Ialwaysbelievemystudentsareimportanceinmyclass.Yourneedsandwisheswillbemyfirstconsideration;yoursuggestionandadvicewillbevaluabletome.Ibelieveyouhavecreativeideas,youhavedeepunderstandingandnewideasaboutteaching.Lastsemester,afterthefirstassignmentIfoundonestudent’sprofoundviewsaboutteaching,Iaskedhertousapresentation.Secondly,Ihavegreatpleasureindoingcreativeclassactivities.Beforeeachclass,Iwillinviteonegrouptodopre-classactivity.Myrequirementisthateachgroupmustbewellpreparedandpracticedthreetimesinadvance.Andeachgroupactivitymustbecreative,differentfromothergroup.Youmaytellstoriesaboutfamouseducatororfamouspeople.Thirdly,mutualsupportgivesgreatpleasure.Iamonenewmemberinyourclass,Iwilldependonyoursupport,andcooperationtomakethelessonsusefulforyou.Igiveyourmaterials,youwillshareyourmaterialswithme.2.LearningcultureCultureisaboutthebeliefsandviewsandwaysoflearningLifewilltellushowtowelearn.StoryofthissummeraboutYeShiwenwilltellyou.Shewonthegoldmedalin200metersand400metersevents.Shewasaccusedofusingbannedsubstancebyothers,butoneofthememberintheswimmingteamsaidshewonnotbecauseofbannedsubstancebutbecauseofhardship.Shepracticedswimmingfornineyears,twoandhalfhoursinthemorningandtwohalfhoursintheafternoononadailybasis.ActiveAttitudePerseverancePractice3.ViewsonEducationEducationistheeternalthemeofsociety.Sinceancienttimes,educatorshavebeenthinkingabouttheessenceofeducation.Plato:Theobjectofeducationistoteachustolovebeauty.Aristotle:Bythesystemofeducation,youproducecitizensofgoodcharacter.

TheGreatLearning:WhatTheGreatlearningteaches,ittoillustratevirtue,torenovatepeople...

(大學之道，在明明德，在親民，在止于至善。)

J.Dewey:Educationisasocialprocess.Educationisgrowth.Educationislifeitself.

陶行知：行是知之始，知是行之成。

“生活即教育”、“社會即學?！薄敖虒W做合一”Practiceisthekeynoteofthiscourse.

Creativethinkingskillsisthekeypointofthissemester.

CurriculumTheoryThreeModelsNeedanalysis;ContentanalysisLessonPlanWriting;ReadinglessonplanListeninglessonplan;SpeakinglessonplanWritinglessonplanMethod:projectresearchmethodPre-class:speechQuoteabouteducationStoryoffamouseducator,peoplecaseWhile-class:teacher’slectureStudent’steachingpracticePost–class:paperreadingandreportLessonplanProjectresearch:Assessment:assignment+presentation+attendance+exam(70%)DiscussionPre-classactivity:While-class:teacher’slecturestudents’teachingpractivePost-classactivityGroupingPreview:ChapterOneAHistoryofInstructionalDesignTasks:(1)definitionalofInstructionalDesign(2)TopicPresentation:atopicfromseniorEnglishtextbooksContentsIntroductiontoIDThreeperiodsandthreetheoriesThreeModelsStudentactivity:Roleplaying:adialoguebetweenanewteacherandanexperiencedteacher.MeaningofdesignandinstructionIntroductiontoIDOurlessonbeginswithtwoterms:designandinstruction.1.1Design:theartortheprocessofplanningArt:theproductorprocessofdeliberatelyarrangingitemsinawaythatinfluencesoraffectspeople’ssenses,emotionsandintellect.Instruction:anorganizedprocedureincludingthestepsofanalyzing,designing(,developing,implementing,evaluating.Fromthemeaningofthetwowords,weknowthatinstructionisbothanartandscience.Asanart,theinstructionwillmakeuseoftheelementsofart:acting;performing,painting,singinganddancing;Asascience,theteachingisbasedonknowledgeandscience.Fromnowon,wewillstepintoanewofworldofartandanewlandofscience.1.2InstructionaldesignInstructionaldesignisascience.Instructionaldesignisatechnology.Instructionaldesignisaprocess.ModelItisasimplerepresentationofcomplexideasandprocessesandphysicalphenomenaorideas.HistoryofIDWhendidinstructiondesignemergeasafieldofresearch?Inthe1940’2.1The20thcenturyThe20thcenturywasanimportantageinhumanhistory.Greatinventionsanddiscoverieshappenedinthisage.Progressinsciencecanbeillustratedbythefollowingdiscoveries:Thediscoveryofradioactivityofradium(1896)Thediscoveryofatomicnucleus(1919)thefirstatomicbomb(1945),computer(1945),satellite(1954)radio(1904)silentfilm(1923)TVset()Newtheoriesemergedinresponsetothenewchanges:computerscience,communicationtheory,generalsystemtheory,etc.2.2ThreeperiodsofIDInthisareaofresearchfamousplayerswere:Gagne(加涅),andMager(馬杰)Ausubel(奧蘇貝爾)DickandCarey(迪克-凱瑞)Merrill(梅瑞爾)Kemp（肯普）andRagan(雷根)．The1950’The1970’sKempModelThe1990’sRaganModelThe2000’ClassificationTeaching-centeredModel:ID1,ID2Learning-centeredModel:HeKekangModel;Constructivism-orientedModel2.KempModelGenerallyspeaking,thehistoryofIDisdividedintothreemajorperiod:ID1andID2andlatestIDmodels.2.1The1950’sriseofDuringthisperiodbehaviorismwasamajorfactorintheIDdevelopment.Behaviorismisalearningtheory.Intheearlypartof20thcentury,somepsychologistsfoundthementalprocessessodifficulttopindown.Theythoughtpsychologyshouldconcentrateonobservablebehavior.Behaviortheoristsdefinelearningastheacquisitionofnewbehaviorbasedonenvironmentalconditions(stimulus).Behaviorismassumesthatalearnerispassive,respondingtostimuliPavlov’sclassicalconditioning(food,dog,bell)Beforetrainingthebellcausednoresponse.Foodcausedsaliva.Duringtraining,thebellrangbeforethefoodseveraltimes.Thebellandfoodestablishedassociation.Aftertraining,thebellproducedsaliva.Classicalconditioningoccurswhenanaturalreflexrespondtoastimulus.Wearebiologically“wired”sothatacertainstimuluswillproduceaspecificresponseImpactofBehaviorismonID:behavioralobjectivesMovement,programmedInstructionMovement.NineEventsofInstruction.2.2KempModel(ID1)KempModel(ID1)Thismodelwascreatedin1977andadaptedbyKemp,Morrison,andRoss.MorrisonandKempidentifytenelements:(1)Predicting:student’slevel,difficultyGoals:educationalgoallearner’scharacteristics(needs,priorknowledge,learningstyle)subjectcontentandtaskanalysis;objectives;activities;resourcesserviceevaluationDiscussiononthefeaturesofKempModel:(1)TheKempmodeltakesasystemsapproachtoinstructionaldesign.Virtuallyallfactorsinthelearningenvironmentaretakenintoconsideration.(2)IDisacontinuouscyclewithrevisionasanon-goingactivity.(3)Theemphasisisputonsubjectmattercontent,goalsandpurposesandselectionofresources;(4)TheKempmodelrepresentstheinstructionaldesignfromabehavioristapproach.Students’answer:Kempmodelidentifies10differentelements,theseelementsareindependentofeachother;Itstressestheformativeassessmentandsummativeassessmentandtherevisionshouldbepenetratedthroughthewholeteachingprocess.Thismodelismoresystematicthanothermodelsinform.Soitreflectstheconceptofgeneralsystemstheory.itfocusesontheneedsoflearningandthegoalsofteaching.SoitemphasizestheimportanceofobjectivesDisadvantage:itisateaching-centerednessmodelandteachersdominatetheteachingactivitieswhilelearnersjustreceiveknowledgepassively.Inaddition,itignorestheinitiativeandcreativityoflearners.3.TheSmithandRaganModel(ID2)Task:limitationofbehaviorism:Itdefineslearningastheacquisitionofnewbehaviorbasedonstimulusandresponse.Learnersarepassive,respondingtostimuli.The1980scognitivepsychologyBackground(1)Behaviorismwasconcernedwithexternalfactor.Cognitivescienceshiftedtotheinternalmentalprocessofthemind.(2)Computersciencebegantoinfluencethestudyofthemind.ItregardedmindasaprocessorofinformationCognitivepsychologyCognition:toknow;ortothinkCognitivepsychology:thestudyofpeople’sabilitytoacquire,organizeanduseknowledge.Thebasicconceptsincludemeta-cognitiveskill,cognitiveskills,schemataandstagesoflearning.Meta-cognitiveskills:settinggoals,planning,organizing,monitoring,etc.Cognitiveskills:perceiving,recognizing,remembering,classifying,andcomparing,etc.Gagne’sninestepsofinstructionGagnestudiedcognitiveaspectoflearning.

1.Gainingattention

2.tellingSstheobjective

3.recalling

4.Presenting

5.Providingguidance

6.Elicitingperformance

7.ProvidingFeedback

8.Assessing9.Enhancingretentionandtransfer

Bloom’staxonomyofLearning(分類)ItisinfluencedbyGagne’sninestepsofinstruction.Therearesixmajorsteps:Knowledge:torecalldataorinformation,todescribe,todefine,Comprehension:toexplain,todistinguish,toextend,tosummarize;Application:touseaconceptinanewsituation;tochange,tomodify,todiscover,torelate;Analysis:tobreakdownintoparts,tocompare,tocontrast,toinfer,toselect;Synthesis:buildingastructureorpatternfromelements;tocombine,tocreate,Todesign,orreorganize…;Evaluation:tomakejudgmentsaboutthevalueofideas,toappraise,tocriticize…;ItsimpactonID:IDfocusesmoreontheanalysisphaseincludinglearneranalysis,andtaskanalysis.The1970’sGeneralSystemsTheoryisageneralscienceof“wholeness”.Asystemisasetofelementsthatinteractwithoneanotherandserveforacommonpurposeorgoal.Asystemhasninemaincharacteristics:Components;interrelationships;boundary;purpose;environment;input;outputInterface;constraintsAcomponentisapart,alsocalledasubsystem.Thecomponentsareinterrelated.Allofthecomponentsworktogethertoachievesomeoverallpurpose,thesystems’reasonforexisting.Asystemoperateswithinanenvironmenteverythingoutsidethesystems’boundary.Theenvironmentsurroundsthesystem,bothaffectingitandbeingaffectedbyit.Example:theuniversityandtheenvironmentTheuniversityisasystem.Withinthesystem,threeelementstheadministrators,teachers,andstudentsandthedepartsformasystemandworktogetherforthesamegoaleducation;Atthesametime,thestudentsareinteractedwiththenewideas,newtechnologyandnewschangesandmeetthedemandsofthesociety.ItsimpactonID:ProgrammedinstructionProgrammedinstructionwasbasedonsystemsapproach.Byanalyzingandbreakingdowncontentintospecificobjectives,devisingthenecessarystepstoachievetheobjectives,programmedinstructionsucceededincreatingaself-instructionalsystematechnologyofinstructionSmithandRaganModelNewchanges:TheRaganModelisbasedoncognitivepsychology;RaganModelincludesthreephasesofdesigninsteadoftenfactorsinacircle;(Thismodeltakesalinearsequencetosimplifytheprocess;)Phaseofstrategyevolvesasanimportantphase.SmithandRagan(1999)havecreatedaninstructionaldesignprocessmodel.SmithandRagan’smodelhasthreephases:analysis,strategyandevaluation.Theireight-stepapproachincludes:analyzelearningenvironment,analyzelearners,analyzelearningtask,writetestitems,determineinstructionalstrategies,produceinstruction,conductformativeevaluationandreviseinstruction.Analyzinglearningenvironmentinvolves:(1)needsforinstructioninacontext;(2)descriptionoflearningenvironment.Analyzinglearnersincludethestableandchangingcharacteristicsoflearners(knowledge,skills,styles,attitudesandenvironment).Analyzinglearningtasksdescribesinstructionalgoals.Writetestitemsdescribeassessmentitems.Determininginstructionalstrategies:isthestepthatpresentsstrategiesfororganizingandmanaginginstruction.Produceinstruction:translatingthedecisionandspecificationsintoinstructionalmaterialsandguides.Conductformativeevaluation:evaluatingeffectivenessoftheinstructionalmaterials,Reviseinstruction:stepsofmodifyingtheproposedinstructionHeKekangModelContent:ConstructivismHeKekangModel

CommunicationTheoryStoryofArchimedesConstructivism4.1.1Background:Wheredoesknowledgecomefrom?Threeviews:Empiricism經(jīng)驗主義Peopleacquireknowledgebyobservation.(Aristotle,Lockeblankslate)(2)Rationalism理性主義Peopleacquireknowledgebylogicalreasoning.(Plato,Descartesinnateideas)(3)Constructivism(interaction)Kantthesynthesisofempiricismandrationalism4.1.2ThebasicsofConstructivismItisattributedtoJeanPiaget.Peopleconstructknowledgefromaninteractionbetweenexperiencesandtheirideas.Experiencesenablepeopletocreateschemaknowledgestructurebytwoprocesses:assimilation:theprocessbywhichnewitemsareaddedtoschema;accommodation:schemaischangedorenlargedonthebasisofnewinformation;equilibration:theprocessthroughconflictissettled(drivetolearnandresistancetochange)4.1.2ViewsonlearningLearningisanactive,socialprocess.Knowledgeisfirstconstructedinasocialcontext.Learnersshouldlearntodiscoverprinciple,conceptsandfactsforthemselves;Alearnerisviewedasauniqueindividualwithuniqueneedsandbackground.AinstructorisafacilitatorwhoprovidesguidanceandsupportLearningshouldbesituatedinrealisticsettings,testingshouldbeintegratedwiththetaskandnotaseparateactivity.4.1.3Theinstructionalprincipleinclude(1)solverealisticproblems;(2)worktogethertosolveproblem;(3)examineproblemsfrommultipleperspectives(4)takeownershipbythelearner4.2CommunicationTheory4.2.1backgroundCommunicationtheorygoesbacktoClassicalGreecewhenPlate,Aristotlewerespeechteachers.ItgainedimpetustopersuadetroopstofightduringWWIandWWII(1)Aristotle:“Itisnotenoughtoknowwhatoneoughttosay,butonemustalsoknowhowtosay.”(2)HaroldLasswell(1902-1978)wasaleadingtheorist.(哈羅德拉斯韋爾)Hedefinedthecommunicationprocessas:WhoWhatWhomChannelEffet(3)Shannon’smodelincludeseightelements:source,message,transmitter,signal,channel,receiver,etc.(4)Berlo'smodelexpandedonShannon’linearmodel,createdtheS-M-C-Rmodel.intermsofsourcemessagechannelreceiver.Application:multi-modeteaching:textmode;videomode;audiomodevisualaidsPPTMaking:KissprincipleKeepitsimpleandstupid(fun)Wordsarebigandclearenough;PPTpicturesarecolorful,vivid.HeKekangModel(何克抗模式)WhatisthetheoreticalbasisofHeKekangModel?Whatdoesthismodelemphasize?WhatisthestartingpointofthisModel?Whatarethesamephasesanddifferentphasesinthismodel?itsfocus?4.2.1thestartingpointHekekangModelstartswith:(1)arealproblem,(2)acasestudyor(3)aproject.Advantages:Arealproblemistoinspirestudentstothinkandmakelearningstudent-centered;Arealproblemisassociatedwiththedailylife,andstudentsarefamiliarwithitsothatitwillmakelearningmeaningfulandinteractive.4.2.2ThreePhasesAnalysisphase:goalsLearneranalysissubjectcontentandtaskanalysisDesignphase:learningresourcesdesign(tosupportcognitivelearning)ThinkingskillsTaskdesignKnowledgestructureInformationsearchingCooperationmanagementlearningcontextdesign(tosupportautonomouslearning)autonomouslearningbeingactivebeingasocialprocess;situationcreating;cooperativeRevisionandreinforcementEvaluation:FormativeandsummativeevaluationandresivionDiscussion:WhatarethenewelementsinHeKekangModel?Whatdoesthismodelemphasize?(1)Problem,oracaseoraprojectanddebateisintroducedandusedasthestartingpointofinstructiontoinspirestudents’thinking.(2)Thesecondphaseincludenewelements:thelearningresourcesdesignandlearningcontextdesign.Learningresourcesdesignincludecognitivethinkingskillsdesign;learningenvironmentdesignincludeautonomouslearningdesignbecomeanotherimportantphasetohighlightitsproblem-based,student-centerednessandstudents;autonomy.5LearningElementAnalysisContents:1.needsanalysis2.Leaners’cognitivedevelopment3.Learneranalysisinlessonplan5.1LearningAnalysisDuringthe1970’s,theneedanalysisemergedandinfluencedIDItisimportanttofindouttheneedsofalearneraswellastheneedsofsociety.Needisagapordiscrepancybetweenacurrentstateofaffairsandadesiredfuturestate.Needs:desiredcompetencecurrentcompetence(魯：75)Needsanalysisistheprocessofdeterminingtheneedsforwhichalearnerrequiresalanguageandarrangingtheneedsaccordingtopriorities.(Richards)Alrightmakesadistinctionbetweenthethreeterms:Needs:skillsorknowledgewhichalearnerseesasbeingrelevanttohimselforherselfWants:theneedsonwhichlearnersputahighpriorityintheavailable,limitedtime.Lacks:thedifferencebetweenthelearners’presentcompetenceandthedesiredcompetence.5.2LearnersCognitiveGrowth子曰：不患人之不己知，患不知人也。1.StageTheoryofCognitiveDevelopmentQ:Whatarethefeaturesofjuniorhighschoolstudents?Piaget:“Itiswithchildrenthatwehavethechanceofstudyingthedevelopmentoflogicalknowledge…”sensori-motorstage(birth-2years)(感知運動階段)Thechildlearnstoexperiencetheworldthroughmovementsandsenses.Pre-operationalstage(2-4yr.)(前運算階段)Thechildisdifficulttounderstandtheperspectiveofanotherperson,thusmakingthemegocentric.Objectsareclassifiedintosimpleways.Concreteoperation(7-11yrs.)(具體運算階段)Thechildbeginstoacquirelogicbutonlyinconcretesituations.Formaloperations(11-15yrs.)(形式運算階段)Childrendevelopabstractthoughtandcanthinklogically.ImplicationforEnglishTeaching兒童不是被動地等待環(huán)境的刺激，而是刺激的主動尋求者，要發(fā)揮學生的主動性。教學材料選擇的多樣化：選擇實物，圖片、影音資料，以吸引學生的注意力。重視學生的活動：教師多給學生創(chuàng)造動腦、動手、動口的機會，通過活動來促進學生知識能力的提高。learner’sdifferenceslearnersvaryinvariousaspects:(1)interestsandhobbies;(2)currentcompetence;(3)cognitiveskills;(4)learningstyle:“抓住興奮點，落實知識點，突破重難點”Keyfactorsinunderstandinglearners’differences:InterestsandhobbiesWhatinterestsandhobbiesdostudentshaverelatedtoEnglishlearning?PresentknowledgeWhatdotheyknownalready?DifficultiesWhatdifficultiesdotheyhaveinlearninganewlesson?AbilitiesWhatkindofthingscantheydo?AttitudesWhatdotheyliketodoornotliketodo?FutureplanWhatkindsofthingswilltheydointhefuture?learners’learningstyleReiddescribeseighttypesoflearners:VisuallearnersTheylearneffectivelythroughseeing.AuditorylearnersTheylearneffectivelythroughlistening.TactilelearnersTheylearneffectivelythroughtouching.KinestheticlearnerTheylearneffectivelythroughbodyexperiences.GrouplearnersTheylearneffectivelythroughcooperatingwithothersIndividuallearnersTheylearneffectivelybyworkingalone.Authority-orientedlearnerTheyprefertolistentotheteachermorethanworkwithothersoralone.5.5StatementsofLearnersAnalysisinaLessonPlan6.InstructionalObjectivesAnalysisContents:BehavioralobjectivesNewNationalCurriculumTeachingobjectivesinaLessonPlan6.1.1BehavioralObjectivesObjectivesarespecific,observable,measurablelearningoutcomes.Objectivesarestatedinbehavioralterms.(1)person;(2)condition;(3)criteriaTheyareplanned,expectedbytheteachers.Disadvantage:Learningisprepared,planned,closedObjectivesofevolving(生成目標)Inalearner-centeredclass,studentsneedsandideaswillbeconsidered.Objectivesareevolvingintheprocessoflearning.TheyareevolvingintheT-Sdialogues;（對話促生成）Theyareevolvingintheproblem-solving.（問題促生成）Theyareevolvinginunexpectedeventsinclassroom.(意外促生成)Advantages:Studentsaretreatedasrealpersons.6.2Statementofobjectives:(目標的表述)ObjectivescanbestatedaccordingtoBloom’staxonomy’seducationobjectivesSample:

(1)Sswillidentifyandusethenewwords;Sswillreadandunderstandanairlineschedule;Sswillaskquestionswithwhen,where,andwhattime;Sswillproducepoliteformsofrequest.(閆桂琴53)Broad,vague,complexstatementshouldbeavoided,suchas：(1)Studentswillpracticesomesentencepatterns.(2)Studentswilldothewritingsection.(避免過于寬泛、抽象概括)6.3LevelsofObjectives(教學目標的層次性)Bloom’staxonomy:Adersonstaxonomy:(1)factualknowledge(what):basicwords,facts(2)conceptualk.:concepts,principles,models(3)proceduralK.:howtodosomething,howtohaveadialogue,etc(howto)(4)meta-cognitivek.learningstrategies6.3.2011NewNationalEnglishCurriculum(英語課程標準)Basicconcepts:Quality-educationiseducationforallstudents;Itaimsatanoveralldevelopmentofstudents,thatis,themoral,intellectual,physicalandaestheticaldevelopmentofstudents.Humanisticeducation:6.3.1Overalllanguageabilities(綜合語言運用能力)Languageknowledge:phonetics,vocabulary,grammar,functions,andtopicsLanguageskills:listening,speaking,reading,andwritingLearningstrategies:learningstrategiesCognitivestrategiesSelf-managementstrategiesCulturalawareness:Affect:interest,motivation,confidentce6.3.2ObjectivesinLessonPlanKnowledgeobjectives:Sswilllearnthefollowingnewwordsandexpression:share,feelings,trust…Sswilllearntoexpresstheirattitude,agreementanddisagreementusingthefollowingstructures:Idon’tthink,inmyopinion…AbilityObjectives:SswilllearntodescribetheirfriendsinEnglish;Sswillfigureouttheproblemsbwnfriendsandfinddifferentwaystosolvetheproblems;EncourageSstothinkandtalkaboutfriendshipbyusingsomewordsandphrases;AffectObjectives:Sswilllearntosolveproblemsthatmayoccurbwnfriends.SswillformgoodhabitoflearningEnglish.7.BasicTeachingModelsContents:BasicTeachingModelsComponentsofaTeachingPlan7.1TeachingModelsAmodelisasimplepresentationofcomplexforms,processesofphenomenaorideas.7.1.1PPPPreferstopresentation,practice,andproduction.Presentation:Theteacherintroducesnewwordsandstructureinacontext.Practice:Theteachingmovesfromcontrolledpracticetoguidedpractice,suchasdrilling,repetition,anddialoguereading.Production:Theteachingmovesontoproducelanguageinamoremeaningfulway.Studentsareencouragedtodocommunicativetasks.Advantages:thestepsareclearandeasytoconductbytheteachersDisadvantage:theteacherpre-selectsthelanguagetobetaught,thestudentstendtobepassive.7.1.2PAnother3-stagemodelispre-reading,while-reading,andpost-reading.Pre-reading:Itincludespreparationwork,settingforthescene,warminguporprovidingkeywords.While-reading:Itinvolvesactivitiesthatstudentsmustperformwhiletheyarereadingorlistening.Post-reading:Itprovidesfollow-upactivitiesandcommunicativeactivities.7.1.3Task-basedLanguageTeachingModelPre-task:IntroductiontothetopicandtaskRecallingusefulwordsandphrasesLearningnewwordsTaskcycle:Studentsdothetaskinpairsorsmallgroups;Studentspreparetoreporttothewholeclass;Somegroupspresenttheirreporttotheclass;Languagefocus:tosetlanguage-focusedtaskstoconductcommunicativetasks.7.2LessonPlan7.2.1Alessonplanisaframeworkofalessoninwhichteachersmadeadvancedecisionaboutwhattheyexpecttoachieve.Alessonplanincludesobjectivestobeachieved,materialstobecovered,activitiestobeorganizedandtechniquesandresourcestobeusedinordertoachievetheobjectivesofthelesson.7.2.3PVariety:planninganumberofdifferenttypesofactivities.Flexibilities:preparingsomeextratasksforunexpectedsituation.Learnability:contentandtasksplannedshouldbewithinthelearningcapabilityoftheLearners;tasksshouldbeplannedfromeasyonestocomplexones.Linkage:thestagesandthetasksshouldbelinkedwithoneanother.7.2.3ComponentsofalessonPlanI.AnalysisoftheteachingMaterialsII.Analysisofthestudents(Backgroundinformation)III.OverviewofthelessonplanObjectivesTeachingkeypointsTeachingdifficultpointsResourcesProceduresStep1Pre-readingTask1Task2Step2While-readingTask1Task2Step3Post-readingStep1Step4summaryStep5homeworkReflectionChapter8ReadingLessonPlanWritingTheoriesofReadingReadingcomprehensionReadingisacomplexintellectualactivityacquiringinformationfromwrittenlanguage.Itisalsoaprocessgainingsignificancefromwrittenlanguage.(personal,social,cultural,moralsignificance)Thesignificancewillbeincludedinobjective.8.1.2AspectsofLiteralComprehension(表層理解)ReadingSsreadforsensesofwords,phrasesandclauses;Ssreadforfactsanddetails;Inferentialcomprehension(深層理解)Ssreadforimpliedmeaning;Ssreadforattitudes,purposesoftheauthor;Ssreadforpersonal,socialandmoralsignificance.CriticalComprehension(評價性理解)Toanalyzestructure;Toevaluatestrengthandweakness;Tomakejudgmentaboutevidence,methodsandsourcesofinformationAppreciativeComprehensionToappreciatethewritingtechniques.ThreeModelsofReadingBottom-upModelItisapart-towholeprocessofreading.Itisareadingprocessfromthesmallestunitsatthebottomtolargerunitsonthetop;data-driven;Top-downModelItisawhole-topartprocessofreading.ortheuseorreader’spreviousknowledge,experienceinreading.Itisaconcept-drivenmodel.InteractiveModelItistheinteractionofthetop-downandbottom-upmodelsInordertounderstandthetextbetter,weneedtheinteractionofthetwomodels.Thereadercombinebottom-upandtop-downprocessesinreading.8.1.5AThreeparts:(1)Topic;unit(2)Texttypes:narration-expositionNarrationgivesanaccountofaneventoraseriesofevents.Expositioninformsorexplains.(3)Significance:personal,socialormoralsignificance.Examples:Inthislesson,studentswillbeableto:

1.learnwordsrelatedtoChristmas;

2.talkabouttheirchildhoodmemoriesofanimportantfestival;

3.knowaboutandrespectthedifferentcultureinforeigncountries.andunderstandtheChristmasspiritoflove,peaceandjoyandexpressthefeelingtofriends.8.1.6Designingreading