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Unit 4 Communication Workshop
Lesson Focus
·Writing: write short paragraphs about different places to visit
·Speaking: role-play a tour guide
Reading
Exercise 1
Purpose: to help students complete a table based on a reading
Read and understand the sample text. Direct students to the photos. Ask "What places do the photos show " Elicit appropriate answers. Then ask "Have you been to any of these places " Elicit an appropriate response. Point to the photo of Wuyuan and ask "What do you think you can do there " Elicit an appropriate response, for example, You can go for a walk in the mountains. You can take photos. You can go on a tour. Ask "Which season do you think is the best to go there " Elicit an appropriate response. You may also ask what you can do in the other places. If you feel your students are ready to do the exercise, you may skip this step.
Say " Now read the poster of the travel agency quickly. Be ready to say which season is the best to go there". Monitor as students read, offering assistance as needed. When they've finished reading, ask " According to the travel agency, which season is the best to go to Wuyuan " Elicit spring. Ask about the other places and elicit appropriate answers. Then say "Read the poster again. Complete the table below". Monitor as students read and complete the table, offering help as needed. If students need support, have them work in pairs.
Go over the answers, having students first compare their answers in pairs. Encourage students to use complete sentences, for example, Spring is a good time to go to Wuyuanbecause the yellow flowers all over the hills make the villages look like a fairytale world. Go over the answers as a class, asking individual students to say them aloud.
After students have completed the table, point out that each place in the poster has a separate paragraph, and that each paragraph includes all the information in the chart.
Answers
Wuyuan; spring; the yellow flowers all over the hills make the villages look like a fairytale world; walk across the countryside and enjoy tea
Changbai Mountain: summer; it's usually sun-ny; go to the Stone Forest, Changbai Mountain caves and Heaven's Lake; take photos The Great Wall; autumn; cool and dry; hiking
Sanya: winter; you can get away from the cold; go to the three famous beaches and go swimming
Writing
Exercise 2
Purpose: to help students brainstorm places to go on holiday and the seasons to go
Brainstorm what you want to write. Direct students to the table in Exercise 1. Ask "What kind of information is here " Elicit place, season, reason and activities. If necessary, point out the heads.
Have students get into groups of four. Direct students to the table. Say "Choose one place for each season and write notes in the table" Monitor as students brainstorm ideas, offering help as needed. Direct students to the Example if necessary.
Exercise 3
Purpose: to help students pre-write by writing sentences about holiday destinations using information from a table
Direct students to the Example in Exercise 2. Go over the information. Say "Now let's use this information to write a sentence". Elicit a sentence, or provide one, for example, Winter is the best time to visit Harbin. If necessary, have students look at the model reading in Exercise 1. You may wish to elicit more sentences to get students on the right track. For 1example, There is lots of snow in winter. You can go ice-skating and skiing. There is a winter festival.
Direct students to the table they completed in Exercise 2. Say "Now write sentences about each place in your chart". Monitor as students write sentences. It's OK if students begin to put the sentences together into para-graphs, but at this point, you should expect only sentences.
Exercise 4
Purpose: to help students make a travel agency poster
List your structure. Direct students to the writing in Exercise 1. Revise the information in the paragraphs, referring to the table. Point out where the information is in the poster, for example, Spring is the best time to visit Wuyuan in Jiangxi. Ask "What word does the writer use to describe the season " Elicit or provide the best. Ask "What words does the writer use to describe the place What does she say to make you want to go to Wuyuan " Elicit or provide yellow flowers, fairytale world, beautiful countryside, famous tea. Point out that when students write their paragraphs, they should use descriptive language to talk about the place. They should think about these questions: What does the place look like What is the experience like being there Why should someone go there at that time of year Give reasons for why someone should go there, including describing all the great activities you can do.
Write. Direct students to the notepaper. Say "Put your sentences into short paragraphs, one for each place. Use the structure of the travel ageney poster to help you". Monitor closely as students write, offering help as needed. Be sure to give students enough time to write. If time is short in class, allow students to finish their passages for home-work.
Self-check. When students have finished writing, either give them a handout with the following checklist or write it on the board:
□I have one paragraph for each place. o
□I included all the information from the table I completed.
□I used descriptive language to describe the places and the activities.
□I provided reasons why someone should go to these places at a particular season.
□I used the Key Words and Key Expressions correctly.
□I double-checked spelling, grammar and punctuation.
Read the list aloud, making sure students understand meaning. Say "Now read your writing. Can you check all the points on the list " Monitor as students read their passages, offering assistance on how they can improve them.
Peer-review checklist. When students have finished doing the Self-check, have them swap papers with a partner. Alternately, you may collect their papers and redistribute them to the class, having peer editing done anonymously. Either give each student a handout with the following checklist or write it on the board;
□Is the writing interesting If not, how could it be more interesting, for example, give more information
□Does it make sense If not, what could the writer do to make it better, for example, reorganise the information in the paragraphs
□Does it make you want to travel to the rigg places If not, what else could the writer say
□Did the student use the Key Words and Key Expressions correctly If not, circle them.
□Is the spelling, grammar and punctuation correct If not, circle where the student had problems.
□Do you have any other suggestions
Read the questions aloud, making sure students understand meaning. Say " Now read your classmates' writing. Can you check all the points on the list " Monitor as students read their classmates' writing. Offer assisstance on how they can give suggestions to their classmates.
Revise. When students have finished reading their classmates papers and answering the questions on the Peer-review checklist, return the papers with the checklists. You may b choose to have students meet and discuss their papers, or keep it anonymous. Say " Now use the information in the checklist to revise your papers". If time is short in class, assign revision for homework.
Speaking
Exercise 5
Purpose: to help students act as tour guide
Direct students to the poster in Exercise 1. Say "Hi, everyone. Welcome to Wuyuan! I am your tour guide!" Tell students some of the things they can do, for example, " You can walk across the beautiful countryside. O. how about some of Wuyuan's famous tea " you feel your students are ready, you may skip this step.
Have students get into pairs. Say " Act as a four guide. Take turns introducing your tour". Monitor closely as students talk abour their tours. Encourage students to use the information from their posters or their tables. Make note of any serious mistakes. Offer feedback after the activity.
When students have finished talking, have a few student volunteers tell the class about their tours or the tours they heard about.
Expansion: Where Do You Want to Go Today
Have students get back into their groups and stand in front of the posters they made. Divide the class in half, with half the students acting as travel agents and the other half as prospective travellers. The travellers walk around the room, asking questions about the places that are advertised in the posters. The travel a-gents should try and "sell" their tours, saying why the traveller should choose his or her tour. Encourage the travellers to ask questions about the activities they can do and sights that they can see at each place. Encourage the travel agents to use descriptive language to persuade the travellers to choose their tour. After students have had a chance to look at all the tours, have them choose one. Then have students switch roles. After the activity, take a poll to see which tour was the most popular and discuss why.

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