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Teaching Design
Design Intent
Warm-up
Traffic Experience Area-visiting.
Visit the Experience Area in the school with the foreign teacher.
2. Game play.
Play a game named “Hide and find”. A student in a group tries to find the target according to his or her partner’s command, such as “go straight”, “stop”, “turn left”, “It’s near your left foot.”, etc. To review the expressions about traffic and then get to know more traffic common sense in other countries.
2. There are two main aims to play the game. First, to stimulate the students/ enthusiasm to participate in the English class. Second, they can review or learn how to give directions which will be used latter in carrying out the task.PresentationTask-completion: The students go to look for the destination and write down the route.
Task instruction: Many foreign visitors come to our school every year. Can you be the tour guides to introduce our school? Today, Gary, as a foreigner in our school, wants to go to some specialized classroom. Can you show him?
Choose a place and go to look for it in groups.
Come back after writing the route.
Give a presentation to show their route to go to the destination, working in groups.
In unit 1 and 2 of Book 7, the students learned something about how to go to some place and how to describe the location of some places. So in this lesson, they are given real opportunity to give directions, that is, to write down and present the route they go to some place, so as to use knowledge to do something, thus achieving the pragmatic goal of learning language.ExtensionQuestions answering.
The other groups can ask questions and the reported group would give the answer.The reporters’ introduction to the route maybe simple and there are also many other information or details the other groups want to know. So this step is designed here.
Assessment
And
Quiz
Stickers-giving. The students give their stickers to the group whose presentation they think is the most clear, fluent, rich-content and cooperated. Giving the evaluate right to the students themselves, on the one hand can attract their attention, on the other hand can supplement their target language input, thus improve their language ability. Self-reflection
Firstly, the students were presupposed to write down the whole route by themselves. But after having the class, the task was found too difficult or blind to some students, so latter some language structures or tips were given on the task paper.
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