7). Check the answers. (Variant: you may also ask the students to retell Buford?s story in Standard English in pairs.) IV. Speaking
1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:
Amy (American) Lady (British) subway underground left left-hand side keep going straight go straight on two blocks two streets right right-hand side 2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.
3. Performance: Ask two pairs to perform their dialogue in class.
Sample version: S1: Excuse me, sir. But I can?t find the drugstore? S2: Pardon? S1: I said I couldn?t find the chemist?s shop. S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead. S1: Thank you very much. S3: What did he say? S1: He told us to go round the corner on the right, go straight on and then cross the overpass. The drugstore will be ahead. Self-assessment criteria: Did you cooperate well with your partner(s) while practicing? Can you ask for directions and give directions clearly? Can you express your ideas fluently? If not, what?s your main problem? Did you go naturally between American English and British English while talking to each other. V. Writing 1. Making a poster
First ask the students to make educated guesses about how English can help some aspect of Chinese life, in particular its economy. Then, in pairs students work on their poster.
Finally, ask several pairs to present their poster in class for assessment. A Sample poster CHINA?S FUTURE LIES WITH LEARNING ENGLISH Reasons for learning English: ※ World trade is done in English; ※ International organization (such as the UN) use English; ※ We need contact with the developed Western world to build our country; ※ The developed world uses English in its dealings. Why the Chinese language will not do? ※ Very few people in the West speak Chinese; ※ Chinese is a difficult language to learn; ※ Most businessmen do not have time to learn new languages every time they enter a new international market. SO CHINA?S FUTURE LIES WITH LEARNING ENGLISH 2. Writing Assessment
1) Can you give persuasive reasons for the topic on your poster? 2) Can you verbalize your ideas fluently?
3) Can you put your own English learning experiences into a broader perspective? 4) Can you organize your ideas in a logical way?
5) Have you made a brainstorming map before you set out to design your poster? Do you think it helps your writing?
6) What kind of mistakes have you made in your writing? What can you do to avoid
such mistakes? Further Applying
The teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:
Step 1: Students divided into groups of four share their own learning experiences and
ideas about English learning.
Step 2: Students make a list as follows: My problems Ideas for improvement Why I like English My future with English Step 3: Make notes about the paragraphs for the writing.
Step 4: The teacher helps develop ideas in a positive and encouraging way. Step 5: Students write about the topic after class as homework. Sample version: My experience of learning English Many people all over the world speak English as their second language. It is not too much to say that it has become an international language. Studying English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way. It is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures. There are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go head! Learning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it. Part Two: Teaching resources（第二部分：教学资源） Section 1: Approaches to process writing 程序写作教学法 I. Pre-writing 1. Brainstorming
Getting started can be difficult, so students divided into groups quickly produce words and ideas about the writing. 2. Planning
Students make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place. 3. Generating ideas
Discovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.) 4. Questioning
In groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition. 5. Discussing and debating
The teacher helps students with topics, helping them develop ideas in a positive and encouraging way. II. Focusing ideas
1. Fast writing
The students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised. 2. Group compositions
Working together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular). 3. Changing viewpoints
A good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc. 4. Varying form
Similar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.
III. Evaluating, structuring and editing 1. Ordering
Students take the notes written in one of the pre-writing activities above and organize them. What would come first? Why? Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know. 2. Self-editing
A good writer must learn how to evaluate their own language ─ to improve through checking their own text, looking for errors, structure. This way students will become better writers.
3. Peer Editing and proofreading
Here, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.