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1、精品文档精品文档Instructional designName:李鑫颖Grade:Grade 8Subject:Have You Ever Bee n to an Amuseme nt Park?Lesson type:Liste ning and Speaki ng Teaching time:40 mi nu tesOverall Design and Guiding PrinciplesThis is a liste ning and speak ing less on which aims to develop stude nts ability intalk ing about p

2、ast experie nee. Mean while, stude ntsii nguistic and cultural kno wledgeis expected to be en riched through liste ning and speak ing activities. In this less on 1mainly employed Task-based Teachi ng Method, Natural Approach as well as theCommuni cative Lan guage Teach ing Method to create certa in

3、sce ne and ask stude ntst complete releva nt tasks, assist them to lear n in a relaxed atmosphere and build a confide nce towards liste ning, thus forming the habit of active lear ning and impro ving theircomprehe nsive Ian guage compete nce.First of all, draw ing on the Natural Approach, the less o

4、n will start a real-life conversati on to lead in the topic and show ing a video clip of amuseme nt park to arousestude nts curiosity. The n 1 will show some pictures featuri ng the new words (amusement park, space museum, aquarium, zoo) to impress stude nts the key words so as tomake preparation fo

5、r the following listening session. In the third section, I mainly useTask-based Teaching Method by setting three tasks of extensive listening, intensivelistening, as well as focused listening to assist students to fully understand the listeningmaterials and grasp the method of talking about past exp

6、erience subconsciously.Withthe former three sect ions, stude ntswill receive a large amount of in put of the prese ntperfect tense structure have been to . , then in the next section 1 designed amemory game to train stude nts ability of tran sformi ng in put in to output through speaking. Fin ally,

7、I will ask stude nts to role play and report. This sect ion is an evaluatio ofstude nts comma nd of prese nt perfect tense structure have bee n to. and theirability of talki ng about past experie nce. Therefore, this sect ion is employed as a reinforceme nt of stude nts comprehe nsive lang uage comp

8、ete nce.Teaching ContextAnalysis of teaching material:This is a liste ning and speak ing less on. The less on focuses on talk ing about pastexperie nce, aiming at lett ing stude nts grasp the prese nt perfect tense structure ” havebeen to. The topic of this unit is closely related to students real l

9、ife, and in accord withstudents cognitive level, thus can make students learn meaningfully and build stude nts acon fide nce of En glish lear ning.This less on mai nly con sists of warmi ng up, liste ning and speak ing parts. The first精品文档精品文档warm in g-up part mai nly is inten ded to teach new words

10、 with the help of video clip and vividpictures so as to build in studentsmind a structure of new knowledge. Then the sec ond listening sect ion aims at provid ing stude nts with in itial in put of the Ian guage structure ”havebeen to.”by way of listening and the linguistic expressions to talkabout p

11、ast experie nee subc on sciously. Fin ally, the third speak ing sessi on mainly consk ofmemory game, role play and reporting tasks targets at improving students ability of Ianguage output, and thus realiz ing the goal of com muni cative teachi ng.Therefore, the three sect ions of this un it, abid in

12、g by the output after in put ” seque ntial principle in teachi ng, progress step by step, and proceed from experie nee to exploratior and finally to Ian guage applicati on. All these can effectively realise the objectives of improvi ngstude nts comprehe nsive Ian guage compete nee.Analysis of studen

13、ts:The objects of this less on are stude nts in Grade 8. Stude nts in this phase has alreadylearned some ten ses such as simple past ten se, prese nt progressive ten se, thus they nhave mastered some skills of ten se-lear ning and fully prepared to learn the less on cognitively.However, junior stude

14、nts lack the ability of systematic autonomous Ianguage learning andsome stude nts have on con fide nce of En glish lear ning. Therefore, it requires teachers toset up the tasks from easy to the adva need to guide them.Whatsmore, junior stude nts tend to focus on image thinking because of the abse nc

15、e o themature, abstract, and logical thinking, thus teachers should design various interesting, funand relaxing activities to sustain studentsinterests and attention.Teaching AimsAims of knowledge:(1) master and use some importa nt words, such as: amuseme ntpark, space museum,aquarium, zoo and so on

16、.(2) be able to use the present perfect tense structureave been to.” .Aims of ability:(1) be able to get correct information from listening material.(2) master some releva nt liste ning skills in cludi ng exte nsive liste ning, inten sive liste ningas well as focused liste ning .(3) be capable of ta

17、lk ing about past experie nce(4) be able to ask about otherspast experie nceAims of emotion:(1) taste the happ in ess of com muni cati ng in En glish.(2) build con fide nce towards liste ning, which is gen erally con sidered as the difficult poi ntsof En glish lear ning.(3) be active and cooperative

18、 in team work, enjoy the sense of achievement in cooperati on.Aims of strategy:master some methods of independent study. (2) be well versed in tran sform ing in put toust精品文档精品文档output.Key Points and Difficult PointsKey points:1. masteri ng of the key words.2. masteri ng of the prese nt perfect tens

19、e structur”ave bee n to.”3. releva nt liste ning skills.Difficult points:1. getting the correct information from the listening material.2. be able to use the the prese nt perfect tense structurleave bee n to.”3. ca n talk about past experie nee.Teaching Methods1. Task-based Teachi ng Method2. the Na

20、tural Approach3. the Communi cative Lan guage Teach ing Method4. Computer-assisted In structio nTeaching Aids1. text book2. power point3. a video clip4. liste ning recording.Teaching ProcedureStep 1 Lead-in: (2 minute)Have a small con versati on with stude nts on travels:Do you like traveli ng?Can y

21、ou speak out some places you have visited before?Then I will show students a video clip concerning amusement park and ask stude ntswhether they know where it is.The purpose of my design(1) to catch stude ntsatte nti on and arouse their in terests.(2) to live n up the less on and lead in the topicamu

22、seme ntpark.Step 2: Pre-listening: 2Show stude nts some pictures about amuseme nt park, space museum, aquariu ni,zoo as well as water park and make them rank these places from 1 to 5 by their prefere nee.(1 represe nted highest degree, and 5 sta nds for the lowest degree) The purpose of mydesign(1)

23、to impress stude nts the key words by show ing pictures.精品文档精品文档(2) to rei nforce stude ntsmpressi on of the key words byranking.Step 3: Extensive listening: 4Skim through all the places in the map together with stude ntsPlay the tape in 2a for stude nts (in clud ing three short dialogues) for the f

24、irst time Askstude nts to circle the places they hear in the record.prese nt the scripts of the dialogues they just liste ned to.The purpose of my designto en able stude nts to grasp the main in formation,especially the key words (amusement park space museum, aquarium, Water World) of theliste ning

25、material.(2)Mean while, it is an excelle nt way to exam ine ifstude nts had a good comma nd of the words they had had lear ned in the pre-liste ning part.(3)the form of the answers which are exhibited in themap will furnish studentshe pleasure of listening process, and therefore build their con fide

26、nee of liste ning.Step 4:lntensive listening: 4Let students listen to the tape for a second time and circle T or F.Conv ersatio n 1:Sarah has bee n to amuseme nt park. ( TF )Claudia has bee n to the water park. ( T F )Claudia and Sarah will go the water park tomorrow. ( T F ) Conv ersatio n 2:Tina w

27、ent to the space museum last year. ( T F )Joh n has n ever bee n to the space museum. ( TF )They are going to take the subway. ( T F )Conv ersatio n 3:Linda has bee n 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 )精品文档精品文

28、档The purpose of my design: to make stude nts un dersta nd the details of thelistening tape. Based on the information that students got in extensive listening, the mapurpose of this section is to check up whether students have understood where the speakerhas bee n.Step 5: Focused listening and writin

29、g: 8Let students listen to the record for a third time and fill in the blanks.Conversation 1Sarah: I am bored, Claudia. Lets do someth ing differe nt.Claudia: Have you ever bee n to an_ ?Sarah: Yes, I have. I went to Fun Times Amuseme nt Park last year. Have yoi ever_ to a water park?Claudia: No, I

30、haven t, Sarah.Sarah: Me_. Lets go to Water City tomorrow!Claudia: Well, that sou nds fun!Conversation 2Tina：Its raining aga in, Joh n! I really wan ted to go skat ing today!John: Oh, well. Hey, have you ever been to the_ , Tina?Tina: Yes, I went there last year. Have you ever bee n there?Joh n: NO,

31、 I_ .Ti na: Well, Id really like to go there aga in.Joh n: Great. What bus do we take to get to the museum?Joh n: We can get the subway. The statio n is n ear the museum.Conversation 3Kim: Have you ever bee n to the_, Lin da?Lin da: No, I_ . But Im going there n ext week. Would you like tocome?Kim:

32、Sure. How will we get there?Lin da: We can ride our bikes.Kim: Where is the aquarium?Lin da: Its on Gree n Street, beh ind the zoo.精品文档精品文档Kim: Have you_ to the zoo?Lin da: Yes, I_ ! I love the zoo. I went there three times last year.The purpose of my designthis sect ion aims at training stude ntsab

33、ility oftran sformi ng what they have heard into the words that they could write. At the sametime, by the way of filling the blanks, students will subconsciously master the sentencestructure- have you ever been to the. , and grasped the methods of talkingabout past experie nee.Step 6: memory game:8I

34、 will divide the whole class into two groups: group A and group B, and each groupchose five stude nts as competitors.Take group A as an example. Firstly, competitor A in group A shares his experienceusing the sentence pattern”I have been to.”, then competitor B aresupposed to retell what competitor

35、A has already said and un folded his own experie nce inthe way like A has been to., and I have been to.”. then competitor C、Dand E proceeded the game as competitor B have done in turn. When finished, I will computethe time. Then, it s group Bsturn. Finally, the group which took the less time will be

36、 awarded.The purpose of my design: after the listening session, students have caught on thesentence structure”have been to”and then the target of this game is to intensify stude ntsability of using the structure. Mean while, it is a preem inent way to exam ine stude nts abilityof tran sformi ng the

37、in put through liste ning in to the output by speak ing.Step 7：role play and reporting : 8Make stude nts form a group of three by themselves. The n stude nt A acts as interviewer, and he is supposed to choose two places on the map of Nan Chang and the othertwo stude nts:-Have you ever bee n to.?-Yes

38、, I have bee n to / No, I have nt./ No, I have n ever bee n to If her partnersays yes,then student A checks the box, and so on.精品文档精品文档Place 1Place 2Place 3AmyVTi naAfter in terview ing stude nt B and C, stude nt A are supposed to report the result:Example: Amy has bee n to ., Tuta has n ever bee n to .Neither of them has bee n toBoth Amy and Tina havebeen toThe purpose of my design: (1) after the game