Пәннің оқу-әдістемелік кешенін құрастырушы: Абадилдаева Ш. К
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umkd shbba aya-20-3-21-1u
- Бұл бет үшін навигация:
- LABORATORY WORK 3. Unit planning (for beginners) AIM
- LABORATORY WORK 4. A per lesson plan (plp) for the initial stage AIM
- Importance of planning
LABORATORY WORK #3. Unit planning (for beginners) AIM: to teach students to make up Unit planning The unit plan includes nine columns: 1. The number of class-periods. 2. The objectives of each period. 3. Languages materials. 4-7. Language skills. 8. Accessories. 9. Homework.
LABORATORY WORK # 4. A per lesson plan (plp) for the initial stage AIM: to teach pupils to make up a per lesson plan. Lesson planning Inseparably associated with the concept of teaching is the concept of purposes, goals, and objectives. To teach, one must teach something to someone. Once the teacher sets up goals, he must begin to develop plans for achieving his desired aims. Planning assists him in selecting and arranging the most efficient sequence of learning activities for arriving at the stated goals. From the point of view of time, the teacher may ask himself how he can afford to prepare sufficiently. From the point of view of student achievement, the answer is that he cannot afford not to. Planning for productive classroom activities requires that teachers make choice. Well-prepared teachers choose activities that correspond to the approach that seems most appropriate to their philosophical orientation to second-language learning and teaching. Poorly prepared teachers often abdicate their responsibility for productive planning to the textbook because they are not familiar enough with the theoretical bases for second-language learning and teaching to develop a consistent, rational approach to their subject. Teachers who operate from a solid theoretical base have a greater variety of choices because they can generate new activities and choose those that are right for particular students at the appropriate moment. Importance of planning Planning enables the teacher to organize classroom learning situations toward chosen goals. Only by delineating selected instructional objectives can she begin to arrange an appropriate sequence of classroom activities that progress in increasing levels of difficulty. Careful planning is crucial to successful teaching, and it is doubtful that anyone can be a good teacher unless she is aware of her objectives and plans the classroom activities accordingly. Certainly such preplanning is necessary to ensure maximum effectiveness. Successful teaching activities do not suddenly burst into flame by a process of spontaneous combustion sparked by the inextinguishable enthusiasm of the teacher “charges”. They result from much hard work and premeditation. During this premeditation period the teacher hypothesizes “what will work” in order to accomplish the objectives. Planning the work is what Huebener (1965, p.118) calls “anticipatory teaching, for the learning situation is lived through, mentally, in advance.” Plans do not ensure a good lesson, of course. Often the teacher’s hypotheses are incorrect and objectives or the resultant classroom procedures must be reevaluated. This constant reexamination of techniques and procedures constitutes one of the most exiting facets of teaching. Teaching should not be a static state but should progress toward the realization of the teacher’s total capability. The teacher who ceases to learn from teaching has ceased to teach. A vibrant class hour is possible without a written lesson plan. At times unanticipated student reaction may cause the teacher to abandon the lesson plan to respond to the students. This type of interaction can be exciting and rewarding to both the teacher and the students. Teaching without teacher-student interaction is impossible, but the teacher should be aids to productive teaching, not restrictive limits placed upon what can happen. Lesson plans do not have to be written, but this does not mean that there is no plan. The experienced teacher has a sufficient background to be able to specify objectives and plan appropriate activities without writing them. The ever-present danger is that the teacher may simply follow the book without having any definite objectives. In such a case she is undoubtedly placing severe limitations upon her teaching potential and effectiveness. The tragedy of such a situation is that it is entirely possible that she may not be aware of what her true capabilities are. She may succumb to the self-deluding egotism to which any teacher is susceptible, that is, “I am conducting the class with relatively few problems; therefore, I am doing a good objectives. However, effective teaching is goal-oriented, requiring both goals and plans for their attainment. жүктеу/скачать 1,59 Mb. Достарыңызбен бөлісу:
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