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The teaching materials are designed for students who are just entering the middle school in China, normally in grade 7 and aged around 13-14. The target class contains 30 students, they had mastered vocabulary occurred in the materials and could communicate with others in simple sentences.

The teaching context is unfocused real-world, activities, such as part C and speaking part provide students opportunities to enhance what they learned about offering suggestions and related adjectives which could improve their communicative ability.

I would combine direction words in the materials, let students describe the ideal neighborhoods not only according the property of the location but also north, east and so forth.

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I was thinking to implement such speaking activity to Indonesian students of High School, around 15-16 years old. It is a great unfocused real world task where students can imagine if they want to move to a new place and asking for recommendations. Students can utilize their sociolinguistics, discourse and strategic competences in the activity as they start the dialogue and try to express information and to pull out information they want from other friends. They need to make use of their sociolinguistic competence to interpret what other speaker means depending on their cultural background. Strategic strategy is very useful ro get them solve the communication barriers which might cause misunderstanding. They can start by brainstorming directed by teachers on places around the town that they can talk about. I think it is communicatively engaging as the speaking task can be closely related to their experience.

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1. Specify the context

The target group is 30 Japanese students in junior high school in Tokyo, Japan. They are in the 3rd grade (14-15 years old) and they have already learned basic grammar to make a simple sentence by themselves (e.g. introducing themselves or telling about their today’s plan), but they have not learned phrases of how to make suggestions, yet.

2.
i) The original activity involves unfocused and real-world task. Based on the tasks, students can develop communicative competence of giving advice and making suggestions. All four communication skills: listening, speaking, reading and writing are covered in the activities.

ii)

For example, before the speaking task, with task C, students can learn the phrases such as “Let’s~” and “Why don’t we~?” and develop strategic competence of offering suggestions. With task D and E, they develop linguistic competence by thinking about the structure of language (e.g. modal verb + infinitive verb, preposition + ~ing). Working in pairs enhances sociolinguistic competence and discourse competence as well.

iii)

The activities include working with a partner and telling their own opinions to others, which can be one aspect of learner-centered tasks. They are also goal-oriented and focus on form. Communicative competence developed by these tasks can be actually used in social communication in their real world.

3. Revise the activity

For the pre-task, it will be better to let the students discuss anything about their own neighborhood, which helps them to be familiar to words and phrases used to describe town and cities. Also, it is assumed that they don’t have much knowledge about other cities in the world or experience of living outside of their cities. So, it will be better to introduce some cities in advance and move on to the recommendation part (Speaking B).

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4 SUE

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In the basis of the teaching material 10 B, the context could lie in general senior high level 1 in China where learners age around 13. Basically, English serves as a compulsory course for Chinese senior high school learners, with approximately two to three English classes each and every day (45 minutes per class), whilst other time is distributed to other subjects. In such a time-limited situation, inevitable is that learners are not able to immerse themselves completely into English learning. What is worse, with the large population in China, approximately more than 50 learners in a classroom at the same time, it is even more challenging for teachers to organize teaching activities. Additionally, as one of the examination-oriented subjects, English might just mean pies of grammatical rules and vocabularies for a majority of learners. How to arouse Chinese learners’ interest in English learning, how to engage them effectively in a time-limited classroom setting, and how to inspire them to take initiative to learn English are the first priorities in this activities-revising project. At the very beginning of the senior high school, learners may feel a little bit anxious on English learning, thus it is suitable to start learning from a simple English level, giving suggestions which learners could employ in most real life situations.

The teaching material provided is not too challenging for the target learners since the vocabularies, phrases, and sentence structures are quite simple. In terms of speaking activity, the main idea is to expose learners in practicing speaking applying the structure of giving suggestions, such as ‘let’s…’, ‘Maybe (we/ you) can…’, ‘(We/ You) could…’, ‘One thing (we/ you) could do is…’, ‘Why don’t (we/ you) …’, ‘How about…’, ‘What should (I/ we) do?’, etc. Furthermore, the speaking activity comes after all the basic language learning, which acts more like a post-task in a class situation. The speaking activity provides a good chance for leaners to communicative, since it connects the language points learned previously and it also assist learners develop their communicative competence in the way of recommending a neighborhood to the John, Makiko and Miguel, as well as giving reasons on why the places they suggested are appropriate for the target people. In particular, discourse competence and sociolinguistic competence are developed through this speaking activity.

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