lesson analysis and teacher manner.docx
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lesson analysis and teacher manner.docx
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lessonanalysisandteachermanner
LessonAnalysisandTeacherBehavior
Lessonanalysisisconcernedwithcontent—whatmaterialisincludedinthelesson:
lexical,semantic,grammaticalorphonologicalitems.Itisconcernedwiththeteacher’sknowledgeofhissubject,anditisconcernedwiththetechniquesofteaching—thatis,themannerofpresentation,demonstration,consolidationandrepetition.Itmaybesaidwithsomeconfidencethatasound,practicalknowledgeoftheprinciplesoflessonanalysisiscentraltosuccessfulteaching.
UseofTexts
Twoteachersmayusethesametextquitedifferently;onemayuseitasitstandswhileanotheradaptsit.Adaptationmaytakethreeforms:
a. Somethingmaybeadded.Themostjustifiableitemstobeaddedareconcretenounsofhighfrequencyandutility;theleastjustifiablearelikelytostructuralwords.Aretheitemsincorporatedintothemethod?
Aretheycombinedintosentenceswiththeotheritemstaught?
Arearrangementsmadefortheirrecurrenceinsubsequentlessonsoraretheyusedonceandthenforgotten?
Doestheadditionofoneiteminvolvetheteachingofothers?
Forexample,ifawordlikelookisadded,itmayinvolvetheadditionofatandforandthegroupslookatandlookfor.
b. Somethingmaybeomitted.Anythingomittedreducesthelearningload,buttheextenttowhichitdoessodependsonwhatisomitted.Asageneralrule,theomissionofstructuralitemsmakesthegreatestreductioninlearningloads.Itateacheromitsanitemfromamethod,hemustmakesurethatheomitsitnotonlyinonelessonbutinallsubsequentones.Otherwisethelearnerhastodealwithunknownitemswhichthemethodassumesheknows.
c. Somethingmaybechanged.Itemsmaybegroupeddifferentlyorarrangedindifferentsequences.Somethingsmaybetaughtearlier,somelater,buttheteacherfacestwoproblemshere:
ifheteachesanitemearlierthanthetexthemustmakesureitisnotforgottenbythetimeitcomesinthetextand,ontheotherhand,ifhepostponesanitemtaughtinthetextheisfacedwiththetaskofcontinuallyomittingitfromthemethoduntilhereachesthepointwherehedecidestouseit.
Thepotentialitiesofamethodmaybebothformalandsemantic.Theteacherneedstoknowwhichformsaretaught(phonological,grammaticalorlexical)andhowmuchcanbesaidwiththem.Tofindthisoutheneedslistsandtables.
a. Listsofitemsincluded.Eachitemrepresentsapotentialteachingpoint.Oncecompleted,thelistswilltelltheteacherwhatthemethodteachesandtheorderinwhichitistaught.
b. Tablesoftheuseofitemsinthestructurestaught.Thelistswillnotshowtowhatextentmaterialwhichprecedescanhelpmaterialwhichfollows.Thiscanbedonebymakingcumulativetablesofallthestructuresandtheitemswhichfitintothem.Inordertoexploitthemethodfully,theteachermustknowwhathehastoteachwithandwhatcanbesaidwithwhatistaught.Thisgivestherawmaterialnecessarytointroduce,presentanddrilleachnewteachingpoint.Thismaybedonebypreparingaseriesoftables.Forexample,supposeknownvocabularyistobetaughtinthenewpatternTheXisontheY.TheteacherputsunderXalltheknownwordswhichcantakethefinalposition.Fromsuchatableonecanselectalargenumberofsentencesforthepresentationofthenewmaterial.
LessonPlans
Languageteachingefficiencymaybeexaminedbyanalyzingaseriesoflessonplansoveraperiodoftime.Alessonplancantellushowmuchteachingisdonebytheteacherandhowmuchbythemethod,whattheteacherhasomittedoraddedtothetextandtheextenttowhichheexploitsthematerial.Thenatureofthelessonplanwilldependonthekindoflesson,thelengthofthelessonandthelevelofteaching.Thesortoflessonwhichconcernsusherenecessarilyinvolvesacertainamountoflearnerparticipation;andthemoreparticipationinvolved,themoreplanningrequired.Lessonplansmaydifferinsevenbasicways:
a. Source Itmaycomeentirelyfromtheteacher,partlyfromtheteachingmanualorfromaseriespreparedbyanotherteacher.
b. Objective Appropriatelevelofteaching.
c. Typeoflesson Length,whetherdevotedtopresentingnewmaterial,revisingoldmaterialorcorrectingbadhabits(remedialwork).
d. Subject Oneormoreofthefourprimarylanguageskills(listening,speaking,reading,writing)orthelanguage(itsgrammarorevolution),itsliteratureorculture.
e. Teachingpoints Theitemstaught(phonological.Lexical,structural),howmanyandhowgrouped.Alessonwhichteachestenstructurewordsinahalf-hourperiodwillbemoredifficultthanonethatteachestenconcretenounsinthesametime.
f. Segmentation Theproportionoftimegivenuptosuchproceduresaslearnerpreparation,presentation,guidance,habitformation,applicationthroughcontextexpansion,checkingupandsummingup.Someplansmayallotmostofthetimetopresentation;otherstodrill.Someteachersmaybesotakenupwithonetypeofdrillthattheyignoreallothers.Theamountoftimedevotedtoaproceduremaydependontheageofthelearners.Childrenneedmorevarietythanadultsandhaveashorterattentionspan—theymayneedachangeofactivityeveryfiveminutes.
g. Activities Theteacherhastoconsiderthetimegivenuptooralwork,orreadingorwriting.Healsoconsiderstheaidsnecessaryandthewaythatanactivityiscarriedout.
Forsamplelessonplans,youcanrefertotheappendixtoyourtextbook.Theyareverygoodlessonplans.
TeacherBehavior
AprofessorhasadaptedadvicegivenbyMordecaiRubintohistrainees.Thesedo’sanddon’tsinnowayoutlineasystembuttheyfocusonsomeofthemechanismsandideassometimesneglectedbypracticingteachersalreadyfamiliarwiththesegeneralconcepts.
Do
1.Beenergetic,aliveandemphatic.
2.Showpleasureatgoodresponse.
3.Beintensivelyattentivewhenwaitingforanswerofimitation.
4.Pronunciateclearly.Exaggerateifnecessary.Makesurestudentscanseeyourlips,andfacialexpression.
5.Usearmmovementsforintonationandrhythmicpractice.
6.Moveyourglancefromgrouptoindividuals.Involveall.
7.Usechoralandindividualresponsefororalpractice.
8.Forindividualresponse,posethequestion,thenpausesothateveryonewillthink.
9.Befriendlybutmaintain“authority”duringlesson.
10.Usefacialexpressionsandgesturestoclarifymeaning.Presentnewwordsincontext.
11.Varyvoice—volume,pitch,andspeed.
12.Planandgooverlessonsinyourmindbeforehand.
13.Monitorandnotedownareasofdifficultyafterlessonforfuturepractice.
14.Bepleasant,good-humoredandalwaysinterested.
Don’ts
1. Don’tburyyourheadinthescript.Gooveritaloudandlearnwhatit’saboutbeforethelesson.
2. Don’tspendtoomuchtimecorrectingoneindividualorjustsaying“No”.
3. Don’trepeatwrongsoundsandformswhencorrectingthem.
4. Nevershowannoyanceorimpatience.
5. Don’tuseonlyonetechniquetothepointofmonotony.
Ideasfornewteachers
1.Inordertoteach,youmusthavecontroloveryourclassroom.Thisdoesnotmeanyoushouldactlikeadictator.Ifyoutrytoteachwithoutestablishingcontrol,thenthequalityofteachingwillsuffer.
2.Inordertohavetruerespect,youmustgiveit.Thisdoesnotmeanthatyouacceptundesirablecommentsintheclassroomnordoesitmeanthatyoucanrunaclassroomwithoutsomeconsequences.
3.Inordertohavedisciplinetherewillbeconsequencesforbaddecisions.Thisdoesnotmeanthatconsequencesmustbeharshtoaccomplishitsjob.Harshconsequencesdonotaccomplishmuchexceptforbreedinghatred.Consequencesshouldfittheoffense.Oftenthenaturalconsequenceisthebest.
4.Inordertobetheauthorityfigureinaclassroom,thereisanimaginarylinethatyoushouldn'tcross.Doesthatmeanyoucannotbeafriendtoyourstudents?
No,itmeansthatifthefriendshipgetsinthewayofeducation,thenithascrossedtheimaginaryline.(Forinstance,othersmayseesuchconductasplayingfavoritesanditcouldundermindyourrelationshipswiththem.)
5.Ateachercannotalwaysbefair,butshouldstrivetofairlyapplytherules.
6.Apositiveclassroomwillaccomplishmuchmorethanaclassroomthatisfilledwithnegativism--don'tthreatenyourstudents.
7.Ifyoudisciplineinanger,yourjudgmentcanbeinerror.Learntobecalminthefaceofproblems.Itwillbeahealthierapproachforyou,andyourstudentswilllearnfromyourproblemsolvingabilities.Don'ttakeyourstudents'remarkspersonally--studentsatthisagemayhateateacheronedayandlovehim/herthennext
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