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Instructional design
Name:
Subject:
Lesson type:
李鑫颖
Grade: Grade 8
Have You Ever Been to an
Amusement Park?
Listening and Speaking
Teaching time:
Overall Design and Guiding
Principles
This is a listening and speaking
lesson which aims to develop students’ ability in
talking about past experience. Meanwhile,
students’ linguistic and cultural knowledge is
expected to be enriched through listening and
speaking activities. In this lesson I mainly
employed Task-based Teaching Method, Natural
Approach as well as the Communicative
Language
Teaching Method to create certain scene and ask
students to complete relevant
tasks, assist
them to learn in a relaxed atmosphere and build a
confidence towards listening,
thus forming the
habit of active learning and improving their
comprehensive language
competence.
First
of all, drawing on the Natural Approach, the
lesson will start a real-life
conversation to
lead in the topic and showing a video clip of
amusement park to arouse
students’ curiosity.
Then I will show some pictures featuring the new
words (amusement
park, space museum, aquarium,
zoo) to impress students the key words so as to
make
preparation for the following listening
session. In the third section, I mainly use Task-
based
Teaching Method by setting three tasks
of extensive listening, intensive listening, as
well as
focused listening to assist students
to fully understand the listening materials and
grasp the
method of talking about past
experience subconsciously. With the former three
sections,
40 minutes
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students will receive a large amount of input
of the present perfect tense structure ”have
been to ……”, then in the next section I
designed a memory game to train students’
ability of transforming input into output
through speaking. Finally, I will ask students to
role play and report. This section is an
evaluation of students’ command of present
perfect tense structure ”have been to ……”and
their ability of talking about past
experience. Therefore, this section is
employed as a reinforcement of students’
comprehensive language competence.
Teaching Context
Analysis of teaching
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, thus can make
students learn meaningfully and build students a
confidence
of English learning.
This
lesson mainly consists of warming up, listening
and speaking parts. The first
warming-up part
mainly is intended to teach new words with the
help of video clip and
vivid pictures so as to
build in students’ 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 mainly
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.
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Therefore, the three sections
of this unit, abiding by the “output after input”
sequential
principle in teaching, progress
step 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 already
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 confidence
of English learning. Therefore, it requires
teachers to set
up the tasks from easy to the
advanced to guide them.
What’s 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 interesting,
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 ability:
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(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 emotion:
(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
methods 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.
ing of the present
perfect tense structure ”have been to ……”
3.
relevant listening skills.
Difficult
points:
g the correct information from the
listening material.
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2. be able to use the the present perfect
tense structure ”have been to ……”
talk about
past experience.
Teaching Methods
-based
Teaching Method
Natural Approach
Communicative Language Teaching Method
er-
assisted Instruction
Teaching Aids
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
amusement park and ask students
whether they
know where it is.
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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, aquarium, 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)
The purpose of my design: (1) to impress
students the key words by showing pictures.
(2) to reinforce students’ impression of the key
words 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 just
listened to.
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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 had 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 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 take the subway. ( T F )
Conversation 3:
Linda has been to the aquarium. ( T F )
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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 that 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, Claudia. Let's 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 haven’t, Sarah.
Sarah:
Me _____. Let's go to Water City tomorrow!
Claudia: Well, that sounds fun!
Conversation 2
Tina：It’s 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 _____.
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Tina: Well, I'd really like to go there again.
John: Great. What bus do we take to
get to the museum?
John: 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 I’m 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: It’s on Green
Street, 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
filling 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.
Take group A as an
example. Firstly, competitor A in group A shares
his experience
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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 competitor C、D and
E proceeded
the game as competitor B have done
in turn. When finished, I will compute the time.
Then,
it’s group B’s 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” have 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 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 haven’t. No, I have never been to……
If her partner says “yes”, then student
A checks the box, and so on.
Amy
Tina
Place 1
√
Place
2
Place 3
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 ….
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Neither of them has been to….
Both Amy and
Tina have been to…
The purpose of my
design: (1) after the game section, students 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 about 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
learning and reinforce what they have learned
in the class.
Teaching Evaluation
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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 activities.
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
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