【正文】 ports from China Daily for his middle school students. Problems: 1) Authentic materials are desirable in cultivation of municative petence. But they should correspond to students ability. News reports from China Daily are too difficult for middle school students. 2) The content of news reports may not be relevant to the course requirement of middle school English. Solutions: 1) If Mr. Li insists on using the materials from China Daily, it is necessary for him to adapt the material or select those reports which are easier to read and more relevant to students interests. 2) If he can, it is better to select news reports from other newspapers which are relevant to the students life and study. It is necessary to bear in mind the students needs when selecting materials for classroom instruction. (第一項(xiàng)要求寫出 兩點(diǎn) 即可，而第二項(xiàng)要求能說出兩點(diǎn)。 ) 3. When two students were acting a scene in a restaurant, one of the students tended to pause and make some grammatical mistakes. To help the student, the teacher gave hints here and there, and helped him to get his language right. Problems: 1） This is a municative activity. The teacher should allow the students enough freedom instead of issuing too much control. 2) The teacher should no, correct the errors here and there because the focus of the activity is on fluency, not on accuracy or form. Teacher’s intervention may divert the students attention from negotiating and exchanging information. 3) The teacher needn’t give the students hints while they are acting the scene. Solutions: 1) It is advisable that the teacher wait until the activity has been pleted before he gives feedback on the language and corrects the errors. 2) The teacher can let the students go on and wait until they finish before he gives ment on their performance. (問題部分要求寫出兩點(diǎn)，解決方式可以只 寫一點(diǎn)。 1) First make clear the objectives of the reading lesson and then design activities to attain the objectives. 2) There should be activities to train reading skills and strategies. 3) There should be information understanding, information transferring and information application activities. (兩部分都須寫出至少兩點(diǎn)． ) 5. This is what usually happens in a listening lesson. The teacher plays the recorder, students listen and do the multiple choice, sentence pletion questions in the listening course book. Now and then, the teacher stops and nominates some students to check other students understanding. At the end of the lesson, as the text book requires, the teacher arranges the students into pairs or groups to conduct some dialogue(s) or discussion. Problems: 1) The teacher follows the course blindly and cannot make adaptation in accordance with the students needs and different course requirements. 2) Multiple choice and sentence pletion exercises are too artificial and cannot help to train reallife listening skills. In real life, we seldom listen to make multiple choices or fill in blanks. 3) The dialogue and discussion e too late. When they are conducted at the end of the lesson, it gives a feeling that the teacher can arrange no more activities and students tend to prepare for leaving. 4) This kind of approach is too rigid and cannot motivate the students. Solutions: 1) The teacher should adapt the course materials. It is necessary to make adjustments to suit the different needs of students and different course requirements. 2) There should be preListening tasks. 3) The instruction should focus on training of real life listening abilities instead of simply the ability of making multiple choices. 4) The teacher should do more than just press the button. He should try his best to facilitate listening in class. It is necessary to design a variety of listening activities to foster listening strategies. (每部分要求至少回答出兩點(diǎn)。 writing are to the requirement. Solution： It is better to adopt the process approach. If the process approach is adopted, there should be prewriting stage, writing stage, revising stage and also rewriting. For example, the teacher uses a brainstorming activity to ensure good thinking on the part of the students. As there will be no good writing without good thinking. Activities can be designed for students to make an outline. And it is better for them to make two drafts. When the students finish the first draft, the teacher can give some suggestions for peer or group editing and then ask the students to write the second draft. 7.