论阅读理解教学中学习者写作能力的培养

        Abstract：The globalization of the economy makes the important position of English increasingly prominent. English, as one of the important information carriers, has become a common language for international information exchange. To use English to exchange information, you must have certain listening, speaking, reading and writing basic skills. The form of communication, though varied, depends on the basic skills of listening, speaking, reading and writing. How to combine these four basic skills so that they can promote each other, is the main issues for current scholars and foreign language teachers to study.

English reading and writing integrated teaching method is a new model, is a kind of teaching mode which can improve the ability of English reading and writing. This article will introduce Read and writing integrated teaching method ,from the theory and practice two levels. Combined with the real lesson , this article analysis how to integrate reading and writing, and how reading promote writing effectively, to provide reference for the follow-up study on the teaching model. Finally, according to the advantages and disadvantages, give suggestions for the implementation of Reading and writing integrated teaching method.

       Key words: Reading and writing integrated teaching method; teaching practice; task design

       中文摘要：经济的全球化使得英语的重要地位日益显著。英语作为重要的信息载体之一，已成为国际上信息交流的通用语言。要使用英语交流信息，就必须具备一定的听、说、读、写的基本技能。交流信息的形式尽管多种多样，但都要依赖于听、说、读、写的基本技能。如何将这四种基本技能结合，让它们彼此之间能够互相促进，是当前学者和外语教师们要研究的主要问题。

       英语读写整合教学是一种新的模式，是一种有效提高英语读写能力的教学模式。本文将从理论和实践两个层面，介绍读写整合教学法，并结合真实课堂分析如何整合阅读与写作教学，分析如何以读促写，以期为后续关于该教学模式的研究提供参考依据和借鉴意义。最后，根据读写整合法实施的不足与优势，给出有效建议。

         关键词：读写整合教学法；教学实践；任务设计

           In the past, Chinese traditional teaching paid more attention to results of study, so most of the students get high marks through mechanical memorizing and a great quantity of exercises, which covered up problems in students’  learning and teachers’ teaching. 

           Until nowadays, many English teachers of China in middle school are still giving their reading and writing lessons in a rather traditional ways. 

           The current junior high school English reading teaching, due to the traditional reading theory and the impact of English standardized test methods, there are the following questions:Ignore the dominant position of students; Teachers' teaching ideas are behind; Teaching content and teaching mode are single and boring. The pattern of assessment is single.

          Students in junior high school are lack of long-term writing training. In order to cope with exam, teachers assault training before the test. This has had a very bad effect on improving students' writing skills. On the other hand, vocabulary deficiency is a common problem for children. This is a serious blow to the students' enthusiasm and interest. Lastly,the grammar mistakes are the big problem for students’ writing.

           In summary, the level of English writing in our students is generally low, mainly due to the repetition of vocabulary and grammatical errors and analysis of essay evaluation. The teacher's assessment of the composition of the students only provides a score or grade, only  comment for the common mistakes. The result is the individual students can not get feedback on their own essay, do not know their writing level in which stage. The teacher's evaluation plays a very limited role in the diagnosis and feedback.(罗晓杰，2015:3)

           Seeing from the above situations, it is quite necessary to understand the new demands and new tendency of English teaching in the modern world. Fitting for this occasion，Reading and writing integrated teaching method as a new imported teaching attempt is advocated by the full-time compulsory education ordinary middle school English curriculum standards (short title of the standard) promulgated by China’s Ministry of Education. 

          This paper emphasizes Reading and writing integrated teaching method as an advanced teaching idea, which is more appropriate for both teachers and students of China and can bring the classroom remarkable teaching effects. 

          Secondly, this paper focuses on the advantages of applying Reading and writing integrated teaching method in English classroom of China, and suggestions for proper Reading and writing integrated teaching method, in hopes for providing some enlightenment to foreign language reading and writing. The purpose of this paper is to have a probe into the theory of Reading and writing integrated teaching method and to expound the application of Reading and writing integrated teaching method in English class in junior middle school in China. The author hopes the present research can help English teachers to understand Reading and writing integrated teaching method better so that they are able to design and implement reading and writing tasks of their own and make their teaching more successful and more effective.

          This paper is divided into five parts. Chapter one provides a brief overview, including the research background, the previous study and the significance of the present study. In chapter two the author lists some main literature reviews relating with this study, including the definitions of Reading and writing integrated teaching method. And the advantages of Reading and writing integrated teaching method are also proposed in the second chapter. In the third chapter, the author makes a research on Reading and writing integrated teaching method in a current English class of junior high school through a classroom observation. And the author shows and analyzes the study results briefly to prove that Reading and writing integrated teaching method is available and more popular than other traditional approaches in the English classroom of China. Meanwhile, the author also finds out some problems exists in Reading and writing integrated teaching method. Then the fourth chapter is about some suggestions for the problems. In the last chapter, the author draws a conclusion of the study and makes a brief comment of the paper. 

          Here the author presents definitions of Reading and writing integrated Teaching Method put forward .

          Reading and writing integrated Teaching Method is a teaching method based on the article as the carrier, starting from the content of the article to design writing training which is related with the article.So it make the three of reading, writing ,thinking training into one. Through reading and writing training, it can develop students’ thinking and improve their ability.

        "Listening, speaking, reading and writing" four basic language skills are the necessary ability of English learners, reading teaching and writing teaching has always been the focus of language teaching. As early as 60 to 70 years in the 20th century, domestic and foreign linguists already made theoretical and empirical researches on the relevance of reading and writing. (王娟娥, 2012:61-65).

          And here briefly introduce the study on the Theory and Practice of Integrative Teaching of English Reading and Writing at Home and Abroad.

          Carson(1990:24) believes that writing ability can be improved after a lot of reading,  students’ writing ability is also strong who has strong reading ability, the importance of reading can not be ignored.

          Swain (1993:158-164) put forward the theory of language output hypothesis, language learners understand comprehensible input information through reading, and achieve an understandable output in writing.

          Tieney and Shanahan studied the relationship between reading and writing, and they assumed that reading and writing were based on the same or similar cognitive structure, and the results proved the rationality of the hypothesis.（牟金江,2010：103-107）

          In the 1990s, the study of English reading and writing teaching reached the golden age. Blanton(1992:1-24), a researcher of full language teaching theory, has created a new class teaching organization model. He set up two teaching links in teaching integrated reading and writing, asking students to write essays in conjunction with related questions in the text, and divide students into several groups, to discuss and record their own feelings after reading the article .

          In the late 1990s, China's teaching law expert Liu Shangfu lead foreign reading – discussion – writing comprehensive teaching method into the country. This comprehensive teaching method combines reading, discuss and writing these three links together. He suggests that the relationship between reading and writing is a mutually reinforcing relationship in his monograph English writing theory (1998). Writing is based on reading, writing materials and verbal expressions come from reading. His view fully illustrates the close connection between reading and writing.(刘上扶, 1998:57-58)

          Here is a typical, Three-section Seven-step Reading and writing integrated Teaching Method. Reading and writing integrated teaching mode is based on the whole language communication teaching theory, critical reading theory and writing teaching model with heavy process, to construct teaching mode of writing ability development, "Three" refers to "read", "speak" "write". Seven-step means " topic Import ", " anticipates before reading " , " speed reading ", " reading discussion ", " training before writing ", " writing the first draft " and " sketch evaluation" seven teaching steps.(罗晓杰,2015:24)

         Compared with other reading and writing teaching approaches, Reading and writing integrated teaching method is more in line with the new teaching idea and can help to realize the goal of course forwarded by new curriculum standard of China. Applying Reading and writing integrated teaching method in the English classroom of junior middle schools has the following several advantages :

         ① Reading and writing integrated teaching method is conducive to solve the problem of the relationship between reading and writing.

         ② is conducive to optimize students’ study method;

         ③ is conducive to develop students’ comprehensive quality in an all-around way; 

         ④ is conducive to arouse students' learning motivation; 

         ⑤ is conducive to the development of students' autonomous learning ability.; 

         ⑥Reading and writing integrated teaching method combine English curriculum requirements with student actual situation;

         ⑦ Reading and writing integrated teaching method combine reading teaching with writing teaching effectively.

         In addition, Reading and writing integrated teaching method will help teachers to improve their English teaching skills and research capabilities. On one hand, Reading and writing integrated teaching method puts forwards higher demand for the teachers, and urges them to improve teaching design skills, organization and management skills, communication skills in their teaching practice. On the other hand, teachers should undertake a study on Reading and writing integrated teaching method and get more accumulation of its theories, and their theoretical knowledge has significantly improved.

         In short, Reading and writing integrated teaching method is identical to the direction and requirement of foreign language courses reform in many aspects. Therefore, it is quite necessary to bring in Reading and writing integrated teaching method.

        Before the research starts, the author has already formed two tentative research questions: How to integrate reading and writing effectively?And how can reading promote writing in real lesson, with the application of Reading and writing integrated teaching method. The purpose of the research is to find answers to the conjectured answers can be confirmed or refuted by the evidence.

         The survey mainly employs an observation log.

        45 students are selected as the teaching objects in the research, who all come from class four, grade eight in The Twenty-first century Foreign Language School in Zhejiang Province. The English lessons of Class three are tutored by Wang Jianshe who is a secondary school teacher and has several years’ experience in English teaching. 

         Most of students in Class eight have certain speaking, reading and writing skills. They are willing to communicate and cooperate with each other, and always have their own unique views, like to participate in activities and love performance.

          In this class,they have a five-minutes free show before every lesson starts.In this activity,one student show something he prepared,maybe a beautiful article,a funny story,an embarrassed experience or some proverbs.This activity can help them train their verbal ability ,linguistic ability,framework organizational capability and stage presentation capability.So they have strong speaking, writing and performance skills.These skills help our research carry out smoothly.

         They show great interest in the video, novel, and interesting teaching content. Besides,like most teens, they mostly have certain basic knowledge and capacity for computer and online search to get the useful information. However, there are still a small part of students with poorer English foundation, and they are relatively inactive and like to keep silent during English classes.They may have poorer speaking, reading and writing skills. 

        The research was conducted for nearly 5 weeks, from September 20th, 2017 to October 30th, 2017. Before the research, the observed teacher mostly adopted the traditional reading and writing teaching methods.During the research process, the teacher adopted Reading and writing integrated teaching method for English classroom teaching, and the author randomly selects and records a period of class to verify the proposed hypothesis. The classroom observation focuses on the teacher how to organize and carry out the activities to promote writing with reading.

          Compared with other traditional teaching approaches, Reading and writing integrated teaching method is more available for both teachers and students because through free talk or video/music time,it can make the classroom atmosphere more active,develop not only students’ communicative competence but also their practical linguistic competence, and stimulate their interest in studying English.Reading and writing integrated teaching method combine English curriculum requirements with student actual situation,and then combine reading teaching with writing teaching effectively.Thus, reading teaching and writing teaching complement each other to jointly promote the overall ability of junior middle school students.

         The data collection method was a substantial classroom observation log under Reading and writing integrated teaching method . The author recorded a period of reading class to test the availability and effectiveness and get some feedback of Reading and writing integrated teaching method.

The period of English class was not specifically chosen, but observed at random, generating a thorough and objective data. The observation mainly focused on how the teacher in hopes of carrying out the tasks designed before the class and if reading activities have an effective impact on writing activities and how.

         The teaching design not only considers the completion of the language learning and application teaching task, but also plays a subtle role in the healthy growth of the students, and realizes the three-dimensional teaching goal advocated by the new curriculum.(陈勇，2010:50-55)

         In this study，the newly edited textbook for Grade 8 published by Foreign Language Teaching and Research Press is used as the main teaching material,and the teaching content of the reading and writing class is Unit2 I was trying to pick it up when it bit me again in Module8 Accidents . The center topic of the class is about accidents, and the text mainly describes a cooker Henry was bit by a snake,describes the beginning ,development and the result of Henry’s accident.

          A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.  Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways. (王蔷，2006:5)

 This teaching design(see to Appendix 1) is designed according to Reading and writing integrated teaching method,to study how to integrate reading and writing effectively and if reading activities have an effective impact on writing activities and how. 

          Reading and writing are two important links in high school English teaching. Reading is the main way of English learners' information input. Writing is an important form of information output. It is the embodiment of English learner's comprehensive ability. Reading and writing is closely related. Nowadays, because of the high demand , full content of the new textbook and the actual level of students themselves, teachers always separate reading teaching and writing teaching, resulting in teaching effectiveness is not high and the learning effect is not significant.  English teachers must change this situation, integrate reading teaching and writing teaching effectively, and make full use of reading to promote writing.

            In daily teaching design, teachers should fully tap the combination of "reading" and "writing" in teaching materials, and combine purposely reading teaching and writing teaching together.Willis (1996) thinks that tasks are always activities where the target language is used by the learners for a communicative purpose in order to achieve an outcome. According to the characteristics of the unit teaching materials, teacher should carefully selected, designed teaching tasks and activities for a good combination of reading and writing. So that students can get an effective reference to the object and the basis of creation, timely and effectively to imitate and creatively write for training.Activities are supposed to be designed from shallow to deep, from easy to difficult. This kind of reading is helpful for the improvement of students' writing level, fully playing a imitated role of reading and reference. Through “Fill in the blank”, “make sentences” , abbreviation, imitation to creative writing, teacher gradually train students’ ability of learning and creation.

            In this class, the teacher design retell the story and imitative writing after reading. After reading is the process dealing with transfer and internalization reading information, is the oral output after read.It can not only check the students’ material understanding, but also promote students to think independently about some related issues. This kind of imitation is one of the most effective ways to improve the writing level, which is of great significance in writing training. It can be written in content or written in form, and it can be both. In imitation, the teacher should also pay attention to the students to provide imitation skills.

            Step 6 is the fifth part pre-writing of Reading and writing integrated teaching method. Its purpose is ensuring smooth development of writing activities. It is the preparation for writing activity.Learning related writing knowledge and training writing skill is the goal of this section.In this activity,Ss are supposed to master main points of the passage and learn about more knowledge about writing. The most important thing is let Ss master how to describe and write an accident(1.clear structures: beginning development, result 2.good expressions). 

            After reading and Pre writing show mutual care and interdependence,together to undertake bridging and reading and writing.The passage in the text is not only the relationship between the frame structure is obvious, the logical relationship between the paragraphs is also very clear, which for students provides a good template for the study. If you are concerned about the  framework of the text in teaching , the text will become an excellent example for students’ writing. In the process of reading,Ss enhance the understanding of the paragraph, but also clear the frame structure of writing paragraph, more clarified the logical relationship between the sentences of the paragraphs .

        Through the class observation,we can conclude the influence of English reading on English writing.

         ⑴English reading can enrich the language for writing.

         Step 2 is the first part lead-in of Reading and writing integrated teaching method to lead-in the topic accidents, provide background knowledge of related topics, and present new words in topic context. Through “fill in the blank” teacher help Ss consolidate the new words, and also lead in the topic “snake”. This exercise can help Ss master and use new words correctly in writing, enriching the words and expressions for writing.

And in Step 7, the last task is to find certain words and expressions in the passage in Activity 3 and watch how they are used to tell the story. Obviously, this provide useful words and expressions for the next step -writing.

          ⑵English reading can cultivate students’ sense of language.

          Any speaking activities in this class are both designed for cultivating students’ sense of language. Free talk , group discussion and sharing opinions are effective and important ways to cultivate students’ sense of language.Oral practice lay the foundation for writing, to help students express their own views freely and smoothly. Retelling in Step 5 is the key of this class. 

           Explaining and analyzing of the passage is the key point for cultivating students’ sense of language. In reading teaching, the most important part is to let students understand the contents of the material.So that let students repeat, briefly summarize the article's central ideas and themes through reading. This is an effective way to improve reading ability and cultivate language sense.

          Step 4 is the third part while-reading of Reading and writing integrated teaching method,also called fast reading.In this section,teacher divide reading activity into three parts.Firstly,skim to get general idea ,sort out the logic of the article. For example, find out the last paragraph is the main idea of the passage.Secondly,it’s fast reading:Listen and answer(Where,When).Fast reading requires Ss can not read from beginning to end, word by word,instead read silently using leaps to capture related information.Fast reading help Ss form a general understanding of the content of the article.Thirdly,scan to get detail information,and classify the text structure, order the events, answer the question of fact and reasoning.In Step 4,the teacher efficiently assigns the task that students search for important information of the text. During the process, students deepen the understanding of the text after completing the reading task and , and their reading speed also gets improved. 

           ⑶English reading can provide a wide range of writing material.

          In Step 2,the teacher puts forward a discussion task relevant to the topic of mobile phone.This activity drives every student to participate in communication, guides the students to combine study with their actual life, and let the students know how important and useful the mobile phone is.Next play a cartoon video Farmer and Snake stimulating students' interest and arousing students' study enthusiasm in English reading and writing.The discussion of two topic in Step2 lay the foundation for writing providing topics for article.The teacher establishes background prior and makes a good preparation for the reading lesson. The discussion of topic creates a positive setting in the classroom, increases students' common sense for life, improves their adaptability to accidents and further stimulates students' learning motivation.

          The teacher can also provide another one or two passages which are about the same topic as the text material. This can broaden the horizons of students, enrich students' knowledge of this topic, thus to provide a wide range of writing material.

         The following is a student’s work of this class ,which is fully embodies the reading and writing integrated teaching effect.

          However, any kind of teaching method is not perfect no matter how many advantages it has. In actual application, Reading and writing integrated teaching method itself also has many problems and areas where need to be improved. Here are some problems existing for Reading and writing integrated teaching practice in the reading and writing class.

          According to the problems found in the research of Reading and writing integrated teaching method, the author thinks that English teachers as a guide, should pay attention to the following suggestions:

          1.Cultivate students' interest in reading and writing, help students to learn in reading, and grow in writing.

          2.Design the text lead-in part meticulously, using audio-visual activities and proverbs studying and etc.

          3.Read more to expanded vocabulary to provide writing language and solid writing foundation.

          4.Through reading understand the different cultures and rich writing content.

          5.Concern about the logic of the chapter, and put forward the writing framework, to learn convergence means.

          6.Daily practice of imitative writing, abbreviation, and rewriting is very important.

          7.Diversify the evaluation mode of writing to improve the efficiency of evaluation.

          6.Conclusion

           For most students, English writing can be said to be the most laborious thing to write an essay ,which not only need rich ideological content, master the solid vocabulary, grammar and rhetoric and other aspects of language basic skills, but also need to master English-specific chapter structure model formed by different thinking and cultural background , can carry out the most effective writing communication activities. However, the cultivation, mastery and formation of the above knowledge are inseparable from the medium–reading .Through reading, and the use of reasonable methods can help students learn writing skills, open ideas, access to writing experience and material, learn to use English language to write, and then achieve unknowingly improving the ability and level of English writing.

          At present, many junior middle school English teachers have no deep understanding of Reading and writing integrated teaching method, so they design reading and writing tasks blindly. Either the reading and writing activity is too easy or too difficult, which is not to help stimulate students’ interest and motivation, and not to help improve the students’ knowledge level,reading capability and writing skills. In view of lack of Reading and writing integrated teaching method in high schools, teachers on one hand must study more theory; On the other hand, they must start out from the reality to ensure activities’ operability when designing the reading and writing tasks.They must ensure reading activities can promote writing effectively.

            This paper is based on the concept of Reading and writing integrated teaching method. In the paper，the author combines the empirical research with the researchers’ theoretical exploration positively and effectively. The results of this paper have some important enlightenment for the current English classroom teaching between obtaining and training a comprehensive knowledge of English, between the pursuit of test scores and the practical application of English, between students’ test-taking ability and their comprehensive development to explore perception, experience, practice, participation and cooperation. 

            From the results analyzed，the author find that adopting Reading and writing integrated teaching method in junior middle school classroom is a worthwhile attempt to improve the students’ abilities. In addition, Reading and writing integrated teaching method is an available and popular teaching approach in English class in junior middle school.

            However, the paper has its limitations. First of all, the author only puts forward suggestions for teachers, and does not provide useful suggestions to students after the research. Besides, Besides,due to the limit of time and research object,the research is lack certain scientific.

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[4]. Wills J., A Framework for Task-Based Learning [M]. London: Longman, 1996.

[5]陈勇，高中英语阅读与写作课型的三种模式[J],山东师范大学外国语学院学报,2010(2):50-55

[6]罗晓杰，牟金江，项纸陆.高中英语“三段七步”读写整合教学法[M].福建：福建教育出版社，2015.

[7]刘上扶.英语写作论[M].南宁：广西教育出版社，1998：57-58.

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Unit 2 I was trying to pick it up when it bit me again.

【Teaching goals】

 Knowledge objective

   1.Key vocabulary—under,plate,bite,climb,hide,throw,fridge,prepare,hurt,pain,worse,

                   medicine,in pain,one day,a few days earlier,the next day,take a                             photo,climb out of,pick up

   2.Key structures—patterns:when,while,so…if…,as,but, as soon as,then

 Ability objective

  1.To get information about traffic rules and accidents

  2.To master the past continuous tense、conjunction and word denoting time. 

  3.To learn to describe and write an accidents. 

 Moral objective

  1. To help students know the importance of dealing with the accidents.

  2. To know about how to deal with the sudden accident. 

【Teaching important points】

1. To get information from the reading material about accidents.

2. To learn some new words.

【Teaching difficult points】 

To understand the main idea of each paragraph of the article.

To learn to describe and write an accidents.

【Teaching method】

Reading and writing integrated teaching method 

【Teaching aids】

A video , multimedia and some pictures

Teaching Procedures:

Step 1:Revision and lead-in

1.Review the words:

check the status of students mastering the words and phrases in groups.

2.Consolidate new words:

Look and say:The teachers shows the pictures of new words and let the students to say as quickly as possible.Look at the pictures and guess “what was he/she doing or what is this?”

Step2 : Topic lead-in

1.Talk about what you can do with a mobile phone

Work in pairs：Talk about what you can use a mobile phone to do according to the pictures showed on PPT

Ss：I can use a mobile phone to 

     call people

     play music

     take photos

     send text messages

     tell the time…

2.Play a cartoon video：Farmer and snake.

Questions:What do you know about snakes?

Fill in the blank according to the pictures:Snakes can ______ up.(climb)

Snakes always_______behind things to keep safe.(hide/appear)

Snakes sometimes_______people.(bite)

 

Step 3：Pre-reading activities

Look at the picture and say what’s happening and draw the answers from the students.

Questions:1.Where is the man?

2.What can you find in the kitchen?

3.How do you feel about snakes?

 

Step 4:While-reading 

Skimming to get general idea:

Which paragraph is the main idea of the passage?(The last paragraph.)

Fast reading: Listen and answer the questions.

1. Where did the accident happened? (In a restaurant.)

2. When did he leave hospital? (The next day.)

3.Did the man die at last?

Scanning to get detail information:

Work in pairs.Put the sentences in order.

a.The snake bit Henry’s hand.

b.A box of bananas arrived.

c.Henry went to hospital.

d.Henry left hospital.

e.Henry took a photo.

f.The doctors sent the photo to a zoo.

g.The snake climbed out of the box.

h.The doctors gave Henry the right medicine.

i.Henry’s hand began to hurt.

j.The snake hid behind the fridge.

(b-g-a-e-j-i-c-f-h-d)

Answer the questions:

1. Where did the snake bite him? 

2. When did Jackson pick up his mobile phone?

3. Why couldn’t the doctor help him at first?  

Read the passage carefully and get the main idea and choose the words from the box, then use the correct form to fill in the blanks.

 

Step 5:After-reading

Retell the accidents with the help of pictures on PPT.

1.Henry… 

2.One day…was cooking…

3….appeared…bit his hand.

4….took a photo of…with…

5….showed…to…

  …gave…

  …saved his life.

Describe your story about accidents and share with your partner.

 

Step 6: Pre-writing

Let Ss master the main points of the passage.

Learn about more knowledge about writing.

(Teacher give a structure of writing for Ss.)

How to describe and write an accident:

Clear structures:

1.Beginning:a few days earlier,one day

2.Development:when,while

3.Result:as,as soon as

Good expressions:

1.Good words and phrases

2.Correct grammar(past continuous tense)

 

Step7:While-writng

1. Find these words and expressions in the passage in Activity 3.

2. Look at how they are used to tell the story.

3. Use the words and expressions to write a new story :

climb out , pick up, bite one’s hand, finish doing sth, get worse, hurry to do sth,  get to know, what kind of spider,  give the right medicine, leave the hospital

 

One day, when a woman was getting dinner ready for the animals at a zoo, her hand began to hurt . A few days earlier……

(You can also rewrite the accident in Unit 1 While the lights were changing to red, a car suddenly appeared )

 

Step 8:After-writing

Help each other:

1.Is the structure clear?(beginning-development-result)

2.Does your partner use the words and past continuous tense correctly?

3.Are there any good expressions?Find them out.

Let’s share.

Comment on excellent composition.

 

Step 9: Summary

Let Ss talk about what they have learnt in class.

Step 10: Homework

Revise and improve your own writing.

ACKNOWLEDGEMENTS

 

The accomplishment of this paper takes great effort of many people related. It could never have been possible without their assistances.

First and foremost, I would like to extend my great gratitude to my supervisor, Ms Gu Min who is very knowledgeable and responsible. She supplied me with valuable guidance and support in every stage of completing this paper, provided me with useful and enlightening suggestions and comments on organization of each chapter from the beginning to the end, and took great pains to go through every draft of the thesis in details.

Second, thanks are attributed to the students and teachers of The Twenty-first century Foreign Language School, especially the Grade 2 students and my guide teachers Mr Wang, who helped me a lot in collecting the datum I want.

Last, I want to thank my roommates and friends who encourage me greatly during the writing of the thesis. From them I got much useful information too.