1、 Instructional design Name: 李鑫颖 Grade: Grade 8 Subject: Have You Ever Been to an Amusement Park? Lesson type: Listening and Speaking Teaching time: 40 minutes Overall Design and Guiding Principles ability in This is a listening and speaking lesson which aims to develop students linguistic and cultur
2、al knowledge is talking about past experience. Meanwhile, studentsexpected to be enriched through listening and speaking activities. In this lesson I mainly the well as Natural Approach as employed Task-based Teaching Method, Communicative Language Teaching Method to create certain scene and ask stu
3、dents to a build relaxed atmosphere and learn tasks, assist them to in a complete relevant and improving forming the habit of active learning confidence towards listening, thus their comprehensive language competence. real-life a lesson will start on the Natural Approach, the drawing First of all, c
4、onversation to lead in the topic and showing a video clip of amusement park to arouse curiosity. Then I will show some pictures featuring the new words (amusement studentspark, space museum, aquarium, zoo) to impress students the key words so as to make use mainly section, I listening session. In th
5、e third preparation for the following intensive listening, of extensive Method by setting three tasks Task-based Teaching listening, as well as focused listening to assist students to fully understand the listening With experience subconsciously. the method of talking about past materials and grasp
6、of the present will receive a large amount of input the former three sections, students a I designed in the next section structure ”have been to ”, then perfect tense through output input of transforming into game to train students ability memory speaking. Finally, I will ask students to role play a
7、nd report. This section is an evaluation and their ” command of present perfect tense structure ”have been to of studentsa as is employed past about experience. Therefore, this section ability of talking comprehensive language competence. reinforcement of studentsTeaching Context Analysis of teachin
8、g material: This is a listening and speaking lesson. The lesson focuses on talking about past experience, aiming at letting students grasp the present perfect tense structure ”have been to ”. The topic of this unit is closely related to students real life, and in accord with students cognitive level
9、, thus can make students learn meaningfully and build students a confidence of English learning. first The parts. speaking and listening up, warming of consists mainly lesson This warming-up part mainly is intended to teach new words with the help of video clip and vivid pictures so as to build in s
10、tudents mind a structure of new knowledge. Then the second listening section aims at providing students with initial input of the language structure ”have been to ”by way of listening and the linguistic expressions to talk about past experience subconsciously. Finally, the third speaking session mai
11、nly consists of memory game, role play and reporting tasks targets at improving students ability of language output, and thus realizing the goal of communicative teaching. Therefore, the three sections of this unit, abiding by the “output after input” sequential principle in teaching, progress step
12、by step, and proceed from experience to exploration and finally to language application. All these can effectively realise the objectives of improving students comprehensive language competence. Analysis of students: The objects of this lesson are students in Grade 8. Students in this phase has alre
13、ady learned some tenses such as simple past tense, present progressive tense, thus they must have mastered some skills of tense-learning and fully prepared to learn the lesson cognitively. However, junior students lack the ability of systematic autonomous language learning and some students have on
14、confidence of English learning. Therefore, it requires teachers to set up the tasks from easy to the advanced to guide them. Whats more, junior students tend to focus on image thinking because of the absence of the mature, abstract, and logical thinking, thus teachers should design various interesti
15、ng, fun and relaxing activities to sustain students interests and attention. Teaching Aims Aims of knowledge: (1) master and use some important words, such as: amusement park, space museum, aquarium, zoo and so on. (2) be able to use the present perfect tense structure ”have been to ”. Aims of abili
16、ty: (1) be able to get correct information from listening material. (2) master some relevant listening skills including extensive listening, intensive listening as well as focused listening . (3) be capable of talking about past experience (4) be able to ask about others past experience Aims of emot
17、ion: (1) taste the happiness of communicating in English. (2) build confidence towards listening, which is generally considered as the difficult points of English learning. (3) be active and cooperative in team work, enjoy the sense of achievement in cooperation. Aims of strategy: (1) master some me
18、thods of independent study. (2) be well versed in transforming input to output. Key Points and Difficult Points Key points: 1. mastering of the key words. 2.mastering of the present perfect tense structure ”have been to ” 3. relevant listening skills. Difficult points: 1.getting the correct informat
19、ion from the listening material. 2. be able to use the the present perfect tense structure ”have been to ” 3.can talk about past experience. Teaching Methods 1.Task-based Teaching Method 2.the Natural Approach 3.the Communicative Language Teaching Method 4.Computer-assisted Instruction Teaching Aids
20、 1. text book 2. power point 3. a video clip 4. listening recording. Teaching Procedure Step 1：Lead-in: (2 minute) Have a small conversation with students on travels: Do you like traveling? Can you speak out some places you have visited before? Then I will show students a video clip concerning amuse
21、ment park and ask students whether they know where it is. The purpose of my design: (1) to catch students attention and arouse their interests. (2) to liven up the lesson and lead in the topic-amusement park. Step 2: Pre-listening: 2 Show students some pictures about amusement park, space museum, aq
22、uarium, zoo as well as water park and make them rank these places from 1 to 5 by their preference. (1 represented highest degree, and 5 stands for the lowest degree) (1) to impress students the key words by showing pictures. The purpose of my design: (2) to reinforce students impression of the key w
23、ords by ranking. Step 3: Extensive listening: 4 Skim through all the places in the map together with students Play the tape in 2a for students (including three short dialogues) for the first time Ask students to circle the places they hear in the record. present the scripts of the dialogues they jus
24、t listened to. The purpose of my design: (1) to enable students to grasp the main information, especially the key words (amusement park, space museum, aquarium, Water World) of the listening material. （2）Meanwhile, it is an excellent way to examine if students had a good command of the words they ha
25、d had learned in the pre-listening part. （3）the form of the answers which are exhibited in the map will furnish students the pleasure of listening process, and therefore build their confidence of listening. Step 4:Intensive listening: 4 Let students listen to the tape for a second time and circle T
26、or F. Conversation 1: Sarah has been to amusement park. ( T F ) Claudia has been to the water park. ( T F ) Claudia and Sarah will go the water park tomorrow. ( T F ) Conversation 2: Tina went to the space museum last year. ( T F ) John has never been to the space museum. ( T F ) They are going to t
27、ake the subway. ( T F ) Conversation 3: F ) Linda has been to the aquarium. ( T Linda went to the zoo three times last year. ( T F ) Linda is going to the zoo again next week. ( T F ) The purpose of my design: to make students understand the details of the listening tape. Based on the information th
28、at students got in extensive listening, the main purpose of this section is to check up whether students have understood where the speaker has been. Step 5: Focused listening and writing: 8 Let students listen to the record for a third time and fill in the blanks. Conversation 1 Sarah: I am bored, C
29、laudia. Lets do something different. Claudia: Have you ever been to an _? Sarah: Yes, I have. I went to Fun Times Amusement Park last year. Have you ever _ to a water park? Claudia: No, I havent, Sarah. Sarah: Me _. Lets go to Water City tomorrow! Claudia: Well, that sounds fun! Conversation 2 Tina：
30、Its raining again, John! I really wanted to go skating today! John: Oh, well. Hey, have you ever been to the_, Tina? Tina: Yes, I went there last year. Have you ever been there? John: NO, I _. Tina: Well, Id really like to go there again. John: Great. What bus do we take to get to the museum? John:
31、We can get the subway. The station is near the museum. Conversation 3 Kim: Have you ever been to the _, Linda? Linda: No, I _. But Im going there next week. Would you like to come? Kim: Sure. How will we get there? Linda: We can ride our bikes. Kim: Where is the aquarium? Linda: Its on Green Street,
32、 behind the zoo. Kim: Have you _ to the zoo? Linda: Yes, I _! I love the zoo. I went there three times last year. The purpose of my design: this section aims at training students ability of transforming what they have heard into the words that they could write. At the same time, by the way of fillin
33、g the blanks, students will subconsciously master the sentence structure-have you ever been to the , and grasped the methods of talking about past experience. Step 6: memory game:8 I will divide the whole class into two groups: group A and group B, and each group chose five students as competitors.
34、Take group A as an example. Firstly, competitor A in group A shares his experience using the sentence pattern:” I have been to”, then competitor B are supposed to retell what competitor A has already said and unfolded his own experience in the way like “ A has been to,and I have been to”.then compet
35、itor C、D and E proceeded the game as competitor B have done in turn. When finished, I will compute the time. Then, its group Bs turn. Finally, the group which took the less time will be awarded. The purpose of my design: after the listening session, students have caught on the sentence structure” ha
36、ve been to”, and then the target of this game is to intensify students ability of using the structure. Meanwhile, it is a preeminent way to examine students ability of transforming the input through listening into the output by speaking. Step 7：role play and reporting : 8 Make students form a group
37、of three by themselves. Then student A acts as an interviewer, and he is supposed to choose two places on the map of Nan Chang and ask the other two students: -Have you ever been to? -Yes, I have been to / No, I havent./ No, I have never been to If her partner says “yes”, then student A checks the b
38、ox, and so on. Place 1 Place 2 Place 3 Amy Tina After interviewing student B and C, student A are supposed to report the result: Example: Amy has been to , But Tina has never been to . Neither of them has been to. Both Amy and Tina have been to The purpose of my design: (1) after the game section, s
39、tudents have managed to use the sentence structure” have been to” , thus, in this step, I create a circumstance to examine their ability of applying the sentence structure they have learned into daily conversations. (2) What more, the retelling session aims at training students ability of talking ab
40、out past experience . Step 8: Homework: 2 Look at the map of your own hometown and talk about where you have been, when you went there, and whether you like it or not. The purpose of my design: this section is a sublimation of the lesson, it is aimed at guiding students to form the habit of active l
41、earning and reinforce what they have learned in the class. Teaching Evaluation Evaluation content： 1. knowledge about the present perfect tense structure ”have been to ” 2. mastery of the relevant skills of listening. 3. students interests in learning initiatively. 4. the sequence of teaching activi
42、ties. 5. students ability of transforming input to output. 6. students ability in oral communication. Evaluation approaches： The teaching and learning activities of this lesson will be assessed as it progresses. That is, we resort to formative assessment in class. Five methods are adopted: 1) observation 2) questioning 3) group work 4) demonstration 5) assignment
