most activities have two or more pa

most activities have two or more parts, usually with a different focus in each- pairs, groups, open class,etc. - and often using different skills. Where activities begin with questions, these are in open class unless otherwise stated. Similarly, feedback is held in open class at the end of activities. Unless a special focus is required, no specific instruction is given to the teacher to conduct a feedback session; it should happen as a matter of course.

it is always good to vary the focus, to have students working together in different combinations and at some stage during the course, with every other student. This book encourages different grouping and students should get used to moving from one place to another, as well as mingling in the middle of the room. Wherever space permits it is advisable to have the seats and tables in a horseshoe. When putting students together in groups these should be as diverse as possible,with students from different backgrounds and with different interests sharing experiences and options through English. In mixed nationality classes there is the obvious advantage of being able to exploit the diversity of cultures for encouraging a gray deal of information exchange. Students also benefit from the relative strengths in English that different language speakers have.

When teachers get to know their students well they will identity experiences and abilities in certain students that they would like to encourage them to talk about. These are stages to many activities which involve groups interviewing an individual. This is usually at the end of an activity.

Team games are an integral part of many activities and they enable the kind of friendly competitiveness that increases students ' emotional involvement in the lesson, and therefore their receptiveness. They are also great fun. In team work, and other group activities, it is important to make sure that one student does not dominate, either by saying too much during conversations, or by giving too many answers during games. If one student dominates, ask him/her not to give any more answers until everybody else in the team has a go.

結果 (中文) 3:

大多数活动都有两个或两个以上的部分，通常在每一对，一个不同的焦点小组，公开课，并经常使用不同的技能等。在活动开始的问题，这些都是在开放的课堂除非另有说明。同样，反馈是在活动结束时举行公开课。除非特殊需要重点，没有具体的说明，对教师进行反馈会议；它应该是理所当然的事。

总是好的不同的重点，让学生在不同的组合工作，在某些阶段过程中，与其他学生。这本书鼓励不同的分组和学生应习惯于从一个地方到另一个，以及混合在中间的房间。在空间允许的最好是有一个马蹄形的座位和桌子。当把学生在一起这些应尽可能多样化，与来自不同背景的学生和不同利益分享的经验和方案已通过英国。在混合民族班有能够利用鼓励灰色交易信息交流文化多样性优势明显。学生也从相对优势在英国，不同语言的人都有好处。

当教师了解学生他们身份的经验和能力在某些学生，他们想鼓励他们谈。这些阶段包括小组面试一个人的许多活动。这通常是在活动结束

。团队游戏是许多活动的一个组成部分，它们能友好的竞争力，增加学生的情感参与的课程，因此他们的反应。他们也很开心。在团队工作中，和其他组的活动，它是确保一个学生不占主导地位的重要，或者说太多的交谈，或者是给了太多的答案在游戏。如果一个学生占主导地位，问他/她不给任何答案，直到在队伍的其他人有去。