Improving Traffic Ability of Giving DirectionsOrganizing Pair Work Exercises

1、improving traffic ability of giving directions by organizing pair work exercises submitted by yu wenningstudent id number 081011010018supervised by li chena paper submitted in partial fulfillment of the requirements of the degree of bachelor of artsthe institute of online educationbeijing foreign st

2、udies university- 北京外国语大学网络教育学院学士学位论文诚信声明本人郑重声明： 所呈交的学士学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。论文所涉及的项目为本人亲自负责或者参与实施的项目。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。本人完全了解本声明的法律结果由本人承担。学士学位论文作者签名： 摘要这部分还得缩短，连关键词在内一定要缩到一页纸之内本文从作者和同事们的实际工作体验出发，使用英语交际教学法的有关理论和方法，设计并实施了四节致力于提高交通民警口头给予外国游客指路方面的能力的英语口语教学课程，并进行了分析和讨论。

3、本文作者和授课对象都是交管局东城支队天坛大队的普通交通民警。在天坛公园东门岗执勤过程中，民警遇到外国人的问路求助时，有时并不能很流利地给予游客交通指路方面的服务。分析原因，一是刚一听到游客的问话时，通常反应不上来他们究竟要去的地方是哪里;二是话到嘴边却想不起来该怎么措词。为提高作者授课对象的指路能力，作者采取了分组练习情景对话的方法进行口语教学。作者将八名学生的教学班分成两个组，即目标组和控制对照组。目标组按照教学计划完成四个星期，共四节课的教学活动。作者在四节课的教学活动中，作者构建多个实战场景，大量采用一对一的分组练习模式进行角色扮演等教学活动。控制对照组采取使用讲义独立自学的形式，只在最

4、后一次课来参加成果展示。除此之外，作者还进行了教学前测试和教学后测试，并以两次测试得来的数据进行项目成果的调研。调研成果显示，教学活动完成之后，无论是对地名的掌握、对指路基本句型的掌握，还是对话的流利程度的提高，目标组都优于控制对照组，与项目假设一致，达到了项目目标。本项目设计在如何高效能地提高在职交通民警英语指路能力方面进行了有益的尝试，并可以借鉴在提供其它交通管理和服务的英语口语能力的培训中。因为项目实施时间较紧、话题较单一等原因，本项目还存在一定的局限性，后续的研究可以在项目采样的广度和项目论题的深度上进一步加强。关键词： 交通指路；分组练习；情景对话 abstract同中文摘要，要缩到

5、一页纸之内this research comes from daily-work experience and need. author and her students are all traffic police officers who will be asked for help of finding the way by foreign tourist during their daily work. but they often can notcannot respond quickly and efficiently.there are two reasons for this

6、problem. in the first place, they can not understand the name of the place where the tourist wants to go. in the second place, they do not know how to say.the objective of the research is to find a way to improve traffic police officers ability of giving direction efficiently.the hypothesis is to us

7、e communicative english teaching method such as pair work to do role play activities to practice real asking and giving direction. the research subject is a team of eight students. author divided then into two groups, one is target group, another is control group. the students in target group finish

8、ed the four lessons in four weeks with the author as planed. the key content is to make students to master the names of scenic spots and some basic and useful sentence structure of asking and giving direction. students in control group only have the teaching material and learn by themselves. besides

9、, author makes students to do pre-test and ex-test. after studying data above, the research outcome shows that students in target group have made greater improvement in fluency in giving direction which is the same as project hypothesis and has attained the project object.the significance of this re

10、search is making a new way in training traffic police officers and enhancing their ability of giving direction bys using theory and method of communicative language teaching. this research should be developed in deep and broad in future.key words: give direction; pair work; role-playtable of content

11、spages1. introduction 12. problem identification and analysis2 2.1 project problem3 2.2 problem analysis3 2.3 results of problem analysis43. project objective and hypothesis4 3.1 project objective4 3.2 project hypothesis44. project rationale4 4.1 44.1.1 44.1.2 54.1.3 5 4.2 4.3 5. project design 5 5.

12、1 5 5.2 6 5.3 66. project implementation6 6.1 6 6.2 8 6.3 106.4117. results and discussion11 7.1 11 7.2 137.1.1 7.1.2 7.1.3 7.3 8. conclusion13bibliography15appendix i. 16appendix ii. 27appendix iii. - 27improving traffic policemens ability of giving directions by organizing pair work exercises1. in

13、troduction this research comes from daily-work experience and need. the author is a traffic police woman and her students are all her colleagues who know some english. in their daily working, sometimes they will be asked for help of giving directions by foreign tourists. but they often can notcannot

14、 respond quickly and efficiently. there are two reasons for this difficulty. in the first place, they can not master the name of the place where the tourist wants to go, because they are not familiar with the place names. sometimes they know the place but not understand the pronunciation, and someti

15、mes some policemen who graduated from other provinces dont know the places in beijing at all. in the second place, they may almost forget the method of giving direction, especially the sentence structures which has been learned before due to lacking of practice.the rationale is mainly from english l

16、anguage teaching methodology gu (1999) beijing fltpr. the cited references are english language teaching methodology gu (1999) beijing fltpr and other articles.这种表述必须改。举个例子吧：although variously depicted in relevant literature, the english article system has long been deemed as a “notoriously complex

17、aspect of english grammar” (master, 2002: 331), signifying its extreme level of complexity as “one of the most difficult structural elements for english as a second language (esl) learners” (liu and gleason, 2002: 2). in terms of teaching the english articles, educators find it “very difficult, if n

18、ot impossible to teach” (dulay, burt, and krashen, 1982, cited in liu and gleason, 2002: 2). nevertheless, educators did not cease to examine the acquisition, function and pedagogy of the english articles system (see, for example, master, 1997; master 2002; and robertson, 2000) and, in particular, e

19、xplored a range of pedagogical issues involved in teaching article usage to non-native speakers whose first language (l1) does not have functional equivalents of the english articles (master, 1997; robertson, 2000: 135). as a result, for instance, i, as a chinese english learner myself, had witnesse

20、d the impact of such research, and the research on grammar teaching as a whole, on the methodology of teaching english articles in the language classroom in terms of the way this aspect of grammar is approached and dealt with in the language classroom.在这段文字中，引用的部分只写作者的姓，所引述书籍的出版年份和所引述文字的具体页码即可。千万不要把

21、整本书写出来。应该凸显你引用的文字和你的正文之间的关系。the objective of the research is to find a way to improve traffic police officers ability of giving direction efficiently because they have little time to have lessons and heavy work makes them tired all day. 一句话不能独立成段，要么扩充，要么与其他段落合并。实际上，整个introduction 环节应该写成一个互相呼应的整体。the

22、 hypothesis is to use communicative english teaching method such as pair work to do role play activities to practice real asking and giving direction. the research subject is a team of eight students. author divided then into two groups, one is target group, another is control group. the students in

23、 target group finished the four lessons in four weeks with the author as planed. the key contents of the four lessons have two aspects. the first one is make students to master the names of scenic spots where the foreign tourists are willing to go mostly. the second one is help students to practice

24、some basic and useful sentence structure of asking and giving direction. in class, author use ppp model to teach oral english. that is to present the new word and sentence structure first, and then do some controlled exercises to practice then, and do less controlled or free activity to product at l

25、ast. in last stage, the author makes the class a real scene, by making student into pairs to active as a traffic police officer and a foreigner.students in control group only have the teaching materials and not or seldom attend the class to do practices. they learn by themselves and come to last les

26、son to show outcome with students in target group. besides, author also makes students to do pre-test and ex-test. author gets research outcome by studying data from the two methods above. the research outcome shows that, students in target group have made greater improvement in fluency in giving di

27、rection. the significance of this research is making a new way in training traffic police officers for enhancing the ability of giving direction by using theory and method of communicative language teaching. this new teaching method can be used in training english in other traffic control and manage

28、ment aspects also. for the sake of time shorting, this research is skin-deep and should be developed in deep and broad in future.2. problem identification and analysis2.1 problem identification the author and her colleagues are all traffic police officers. sometimes they need to direct the way to fo

29、reigners when they on duty. in authors memory, sometimes although she can see the destination is over there, she usually can not express it clearly or can just say, “go ahead, go ahead”. her colleagues are the same who tell author that only after the foreigners going away, can they remember a little

30、 words to express the direction.2.2 analysisthree methods of problem analysis are used to analyze the problem. they are analytic method, socratic dialogue and cause analysis.2.2.1 analytic methodmy colleagues can not respond or give direction to foreign tourists promptly and fluently.give them some

31、time, they could find out some useful words and sentences. but they forgot lots of other sentences structures learned in school. they can not organize their speaking well. for example, they misuse phrases such as “go taxi”.2.2.2 socratic dialoguequestionsanswerswhy do not they give prompt answer to

32、foreigners?they dont know what the foreigners saying and how to respond. why do not they know how to say?they dont know the places foreigners want to go can they answer questions quickly if they know the name of famous scenic spaces.they usually can not organize the speaking or forget some useful se

33、ntence structures.2.2.3 cause analysisis it because they dont know what the foreigners saying? or is it because they never notice the english name of some famous places? oris it because they never learned the sentence structure of giving direction? oris it because they have almost forgotten the usef

34、ul sentence structure although they are not very difficult?2.3 results of problem analysisafter making the above analysis, i came to know the cause for the problem in my colleagues speaking. at first place, they almost have forgotten the useful sentence structure of giving direction due to long time

35、 no exercises. at second place, because they dont know the name of famous scenic spots, they could not know both the questions and answers.3. project objective and hypothesis3.1 project objectivethe objective of the research is to find a way to improve traffic police officers ability of giving direc

36、tion把全文的giving direction 替换成 giving directions efficiently because they have little time to have lessons and heavy work makes them tired all day. 3.2 project hypothesisthe hypothesis is toit is hypothesized that use using communicative english teaching method and ppp model and devise activities such

37、 as pair work and role play 和之前我给你的评语一样，只能突出pair work，其余一律不能出现在这个环节to practice real asking and giving direction. 4. project rationale4.1 project rationale4.1.1 the role of the teacher in s speaking classteacher has greater control at the presentation stage and often as a demonstrator. at the practic

38、e stage, the teacher is expected to be an organizer, a conductor and a monitor. at the production stage when the situation is more student-directed, the teacher plays the role of stimulator and a helper. (gu,y.g., 1998)你不能直接把一段话抄在这里，要和你自己的观点结合起来写！下同4.1.2 work with the partner. match english name on

39、the right and chinese name on the left and look at the pictures “give way of arousing the students interest and building up their vocabulary for later speaking tasks” (gu,y.g., 1998).4.1.3 the type of classroom tasks.if students have to do information-gap tasks, which require them to gain informatio

40、n from their partner by means of questioning and listening and to give information to their partner by listening and responding adequately to questions, they can be shown the value of communicating with their colleagues.if students have to do role-play tasks, which require them to practice or rehear

41、se situations that may happen in real life, they can prepare their role together before they go into their role-play groupsgu, y.g. 删除。只出现作者的姓，名在正文中不出现！参见平台内论文辅导手册附录十二进行修改(1998) mentioned, “the language needed for performing the role-play should be taught and practiced by the students beforehand”.5.

42、 project design5.1 target group and control groupstudents are very busy and tired working all day and have great pressure. the author can only organize five young men and three young women to join the class. the author has a target group which has six students and a control group which has two stude

43、nts. the students in target group finished the four lessons in four weeks with the author as planed.students in control group only have the teaching materials and not or seldom attend the class to do practices. they learn by themselves and come to last lesson to show outcome with students in target

44、group. besides, author also makes students to do pre-test and ex-test. author gets research outcome by studying data from the two methods above.5.2 teaching materialsin order to prove the hypothesis, i must fulfill on condition, that is, some famous scenic spots names and sentence structures should

45、be learned and practiced in class. i will use ppp model to practice speaking5.3 table1: timetable of projectweekdateobjectivestaskstime(min)may 91 arouse interest 2 familiar with famous place names 1 well-come ceremony 2 name english name 3 presentation 4controlled practice60may 161 familiar with tr

46、ip route and sentence structure1presentation 2 less controlled practice3 chat for relaxing60may 231 familiar with sentence structure1presentation2more less controlled practice60may 301 fluently2 evaluate 1role play in real condition2ex-text606. project implementation6.1 lesson plan for speaking less

47、on 1 class: eight colleaguesdate: 9 may 2011time：21:00-22:00objective: arouse learning interesting of students and help them to familiar with famous places namescontent: 30 famous scenic spots searched from mapmaterials: photocopies for the name of famous places.procedures:timestageactivityinter-act

48、ionskillobjective10 minwell-come ceremony.1, t say something to welcome ss to join class2, t name english name for ssplenarylarouse interest of english learning and thinkingmake good relationship5 mint speaks several english names of famous places and ask ss to translate.plenarylto do the pre-text5

49、minpresentationt emphasizes the importance of learning names of famous places through my own upset experience.plenarylattract ss attention15 minpresentationt gives ss a piece of paper which has two columns. column one is about english names, another columns is about chinese names of some famous plac

50、es. t asks students to do match work in pairs.group of twol, spair-work and match work. ss contact some new words.5 minpresentationi ask one volunteer group to share the answer to us.giving correct answersplenaryl, sgive feedback5minpracticei ask them to read each of the places after me.plenaryl, sf

51、amiliar with those important words5 minpracticeeach of us read one place one by one from me onplenaryl, sfamiliar with those important words 10minpracticet speaks english or chinese places and ask ss to give corresponding translation one by one unless there is on mistakes or delayplenaryl, s, tfamil

52、iar with those important words6.2 lesson plan for speaking lesson 2 class: eight colleaguesdate: 16 may 2011time：21:00-22:00objective: master the famous scenic spots names and the route to beijing top 10 from tiantan.content: go over the famous scenic spots names of beijing top 10. learn how to give

53、 direction of them and practice.materials: map and a dialogueprocedures:timestageactivityinter-actionskillobjective10 mint chats with one student who comes from xian about the famous terra-cotta warriors and talkplenarys, lto warm up10 minpresentationt asks ss to read and to translate names of beiji

54、ng top 10 one by one several times unless there is no mistake.plenarys, l, treview last lesson5 minpresentationt hands out maps to ss and asks ss to recommend foreigners to travel by subwayplenaryl, s, rpresentation of new language10 minpracticess read traffic route together. plenaryl, s, rcontrolle

55、d practice of new language15minpracticet presents a dialogue of asking direction.ss do pair work.groups of 2l, sproduction of structuress use the new language they have learnt in a given situation10minproductionone volunteer group shows its production in front of others.plenaryl, sevaluation of ss u

56、se of new language6.3 lesson plan for speaking lesson 3 class: eight colleaguesdate: 23 may 2011time：21:00-22:00objective: through information gap activity to practice how to give directioncontent: practice sentence structures of giving direction.materials: simulative map and a sentence structuresprocedures:timestageactivityinter-actionskillobjective12 minpresentationpresentatio