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
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