5. Optional activities
The optional activities can be used as backups in case the lesson goes too fast and there are a few minutes left. It is also flexible to be cancelled if there is not enough time, which reflects the flexibility of lesson planning.
6. End of lesson summary and assignments
It is evitable stage for a lesson plan. Usually, at the end of a lesson, the teacher will take some time to summarize what is learned in the lesson. It is also a time for the teacher to create a sense of achievement and completion of tasks for the students. In addition, the teacher can make the best use of the time to do another thing. 7. Rationale or teaching value
This part is the narration of the reason of the above measures and methodologies, which will contribute greatly to teachers’ professional development and establish the teachers’ confidence. In addition, through rationale, teachers build up suitable teaching value to develop teaching level. 8. after lesson reflection
This is the only part to be finished after a lesson. Teachers are encouraged to keep a brief account of what happened in the lesson, which may include feelings about the lesson, students’ performances, unexpected incidents, surprise, things that went well, things to be improved or things to be given more attention in the next lesson. From time to time, teachers can explore and discuss their teaching beliefs and share these reflections with other colleagues. 9. 板书设计
9．1 板书概念 what
A.动态：教师通过书写文字、符号向学生呈现教学内容、分析认识过程，使
板书 知识系统化和概括化，帮助学生理解并记忆，提高教学效率的行为。 B.静态：指在教学活动中为促进理解，掌握知识而以文字，符号等直观手段 呈现的全部教学信息。
9．2 板书设计的作用 （必要性和重要性） why A. 理清教学思路，概括并突出教学重点，便于理解记忆 B. 启发思维，增加直观性与示范性，激发学生兴趣 C. 培养审美观，启发学生创造意识
9．3 板书类型及其评价标准 how
a.类型：提纲式、表格式、线索式（情节式）、流程式、图文式 b.评价标准
评价指标 突出教学重难点 提纲挈领，概括性强 清晰、醒目、条理性强 不松散、不拥挤，合理布局 呈现教学内容，发掘内在联系，灵活设计 书写工整、正确、规范，不潦草 与口头语言、教态一致，协调性强 总分
六、How 课堂教学开始、发展、结束 6.1 A starter or pre-work
Whatever procedure you use, for almost every lesson, a warm-up or a starter or pre-work is necessary. A starter is an activity or a series of activities that a teacher does at the beginning of the lesson, which, though does not take long in a lesson, have a wide range of functions and can take many forms. 1. develop early levels of engagement and motivation 2. help get all students quickly on tasks 3. inject a sense of pace in the class 4. create an expectation that students will think and participate in the lesson 5. create a climate of interaction and involvement 6. make use of student’s prior knowledge to introduce new topics
Forms: a song, questions and answers; a daily conversion and involvement; a story, a picture
满分 20 10 15 15 15 10 15 100 description, homework checking, etc.
类型：复习导入法、背景知识导入、故事情节导入、话题导入、悬念导入、情境导入、直观导入法、综合导入法
6．2 课程教学过程模式
A．语言知识教学过程模式(体现弱交际观） The \ Of single \ 教学实践 activity, role play or task to Presentation practice production 教学运用 教学认知 Of new item:drills,exercise,dialogue practice encourage \ Language study language use B.语言技能教学过程模式（TLB）任务型教学法 强交际观 语言基础知识较好 The 3-staged model (a skill-oriented lesson)
Pre-task Introduction to language instruction topic and task Task-cycle Task planning language use Report Students hear task recording or read text Language focus language study Analysis and practice: Review and repeat task
6.3 The difference between TLB model and PPP model （王蔷,P32—33） (1) the way students use and experience language in PPP and TLB model
(2) TLB can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect. In a PPP cycle, with the presentation of the target language coming first, this context has to be invented. In a TBL framework, the context is already established by the task by itself.
（3) the process of consciousness raising used in the TLB framework focus activities encourages students to think and analyse, not simply to repeat, manipulate and apply.
(4) A PPP model leads from accuracy and fluency; a TLB cycle leads from fluency to accuracy (combined with fluency)
相关推荐：
loading