By the end of the lesson, the majority of students will be able to use the vocabulary learned about the Internet and computer technology as well as infinitives to describe the future development in both oral and written forms confidently. They will be able to produce in group their Internet Webpage, through which they will develop skills and understanding in cooperative work and in the use of Internet resources.（英语课程目标的五个方面）
A plan is just a plan.
Things often do not happen according to our plan no matter how experienced we are.
Good teachers should be flexible and respond creatively to what happens in the classroom.
Good teachers plan their classes minutely so that everything they do is prearranged, and once they are in the classroom, they follow their plan without deviation.
（1）弄清三维目标间的关系，不要把三维目标割裂开来
知识与技能——学什么 过程与方法——怎样学 情感态度价值观——为什么学 （2）目标要具体、明确、要有度、有层递性
Teaching objectives
What students are able to achieve by the end of the lesson Knowledge objectives Ability objectives Moral objectives
最近发展区(ZPD) A B
独立解决 问题的水平
the actual developmental level as determined by independent problem solving
在教师指导 下解决问题 的水平
the level of potential development as determined through problem solving under adult guidance
Principles for good lesson planning
Clear Aims
Variety
Flexibility Learnabi aims: the realistic goals for the lesson
教学目标的设计
目标 设计的依据： 课程标准、教材、教学对象、现有的教学条件 目标设计应注意的问题：
Teaching Procedures
1. Five-step teaching model
Check questions: what‟s the English for 圣诞节？ What do people do on Christmas？
Sample 2
Original version：Let students know something about New Zealand.
Revised version：After reading the passage（C）， most （D） students （A） will be able to list in written form （B） ，places of interest in New Zealand . Check questions: Can you write down a few places of interest In New Zealand.
教学有法，教无定法，重在得法。
Flexibility:
B. Preparing some extra and alternative tasks and activities so that teachers always have the options to cope with unexpected situations rather than being the slaves of written plans.
Sample 1
Original：Enable students to talk about festivals and customs in English and express or support an opinion with suitable expressions.
Revised: After the functional practice (C), the students (A), will be able to say (B) fluently (D), the names of some important festivals in English, and what people often do on these holidays.
Variety（多样性）: different types of activities and a wide selection of materials.
Flexibility (灵活性）:
A. planning to use a number of different methods and techniques rather than being a slave to one methodology;
资源利用 组织形式 效果评价
1、宏观教学的教学设计 总体设计——阶段设计——学年设计——学 期设计——单元设计 2、微观的教学设计——课文（章节或课时） 教学设计
学期教学计划一般由四个部分组成： 1. 本学期基本情况分析： 如学生英语水平、学习态度。 学习方法等情况分析；教学条件分析；教学大纲对本学 的要求和本学期教材的内容、教学重点和难点分析。 2. 教学指导思想：根据以上的分析，制定出本学期教 学工作任务、要达到的目标和工作的方针、原则。 3. 教学内容和进度安排：用表格的形式，列出时间进度 教学内容、重难点和侧重点。
Learnability（可学性）:
the contents and tasks should be within the learning capability of the students.
“最近发展区” 理论： 前苏联心理教育学家 维果茨基的长期研究揭示：教育对学生的发展 能起主导作用和促进作用，但要确定学生发展 的两种水平，一种是已经达到的水平，表现为 学生能够独立解决的智力任务，另一种是儿童 可能达到的发展水平，表现为儿童还不能独立 地解决任务，但在成人的帮助下，在集体活动 中，能够解决这些任务。这两种水平之间的距 离就是“最近发展区”。把握好最近发展区， 能加速学生的发展。
Mental verbs / vague verbs know, grasp, understand, develop, enjoy, improve, remember, review, train, get the general idea, master, etc.
很难在教学中落实和促进“掌握”、“理解”， 很难判断和观察到“掌握”、“理解”的程度。
Linkage（联系性）: the stages and the steps with each stage are planned in such a way that they are somehow liked with one another.
Good linkage makes the lesson transit from one stage to the next smoothly .
(observable) Behavioral verbs（可观测到的行为 动词）
表示对知识的掌握程度： describe, identify, label, list, outline, name, select,state,etc.
表示理解的： talk about, explain, distinguish, exchange,summarize, substitute, etc. 表示运用能力的： predict, prepare, show, read aloud, recite, retell, spell, say, use,etc. 表示综合能力的：infer, revise, plan, compare , relate,analyze,etc.
Objectives should be Operational （可操作性） Checkable （可检测性）
Writing Objectives
A udience B ehavior C ondition D egree
• A：即audience，n. 听众，观众。引深“学习者”。 要有明的教学对象，是目标句子中的主语。 • B ：即 behavior ， n. 行为举止，要说明通过学习后， 学习者应能做什么，是目标句子中的谓语和宾语。 • C ：即 conditions, n. 意为“条件”。要说明上述行 为在什么条件下产生，是目标句子中的状语。 • D：即degree, n.程度，应明确上述行为的标准。
什么是英语教学设计？
指为达到预期的教学目标，对英语教学活动进行 规划的过程。