【正文】 Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someone may dominate all the time.3) group work: Group work refers to the time when students work in small groups. Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very unfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around in classroom.Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.4) individual study: Individual study is the stage where the students are left to work on their own and at their own speed. Advantages:It allows students free time, style and pace to study on their own.It is less stressful pared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.Disadvantages：It does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit. It may not be very motivating for students. It does not benefit munication between students. Students cannot develop speaking ability in this sense. Teachers need to prepare different tasks for . The role of the teacher contoller, assessor, organizer, prompter, participant, resource provider4. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.5. What are the functions or purposes of questions?To focus students’ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning6. Classification of questionsQuestions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions. Closed open Closed questions refer to those with only one single correct answer while open questions may invite many different answers.Display genuine Display questions are those that the answers are already known to the teacher and they are used in checking if students know the answers, too. Genuine questions are those which are used to find out new information and more municative.Lowerordered highordered Lowerordered questions refer to those that simply require recalling of information or memorisation of facts while higherordered questions require more reasoning, analysis, and evaluation.7. How to deal with errors?The distinction between mistakes and errors:A mistake: a performance error that is either a random guess or a “slip of tongue/pen”, it is a failure performance to a known system. A mistake has nothing to do with the language petence.An error has direct relation with the learners’ language petence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be selfcorrected.When to correct：accuracybased activities；fluencybased activitiesHow to correct：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionSelfcorrection is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it.Indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ Self esteem and confidence.Unit 6 Teaching Pronunciation or false?1. Students need to be able to read International Phonetic Alphabets. (F)2. Students need to be able to write International Phonetic Alphabets. (F)3. Students need to know phonetics in order to learn English. (F)4. Poor pronunciation may cause problems for the learning of other skills. (T)5. Adult learners need to focus on pronunciation, but young learners don39。t. (T)6. Both consistency and accuracy in pronunciation are very important. (T)7. Stress and intonation are not important for beginning learners. (F)8. Students should learn Received Pronunciation (RP). (F)9. Stress in pronunciation is sometimes as important as grammar. (T) intonation can lead to serious misunderstandings. (T)2. Factors that determine whether students need focus on pronunciation(1) Similarities of sound system between the native language and the target language.(2) Learners’ learning context Learners’ exposure to English(3) Learners’ age Adults are more likely to substitute English sounds with sounds from their native language.3. Critical Period HypothesisThis hypothesis states that if humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it bees impossible to learn the foreign language like a native speaker.4. The goal of teaching pronunciation should be: consistency, intelligibility, and municative efficiency.(1) C