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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, 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.
40 minutes
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.
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:
(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.
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.
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.
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 )
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 _____.
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 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.
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,
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
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