英语新课程理念的实践解读.ppt

英语新课程理念的实践解读以高中新教材为例,南京市教育科学研究所陈静波,基础教育阶段英语课程的总体目标是：培养学生的综合语言能力。形成综合语言能力的基础：,Integratedcompetence,一课程目标,Workbackwards,Whatislanguage?Whatis(language)learning?Whencanwesaythatwehavelearntalanguage?Whatisthelearningoutcome?Whatactivitieswillhelpthemgaintheseskills?Howwillyouknowiftheyhavemasteredthelearningoutcome?Whatassessmentswillprovideyouthisdata?Finally,howcantechnologybeusedasateachingtooltoaccomplishtheitemsabove?,1语言技能,Languageskills,Listening,Speaking,Reading,Writing,2语言知识,Languageknowledge,Phonetics,Vocabulary,Grammar,Functions,Topics,3情感态度,情感态度,兴趣,动机,自信,意志,合作精神,祖国意识,国际视野,4学习策略(whatarethey?),Learningstrategies,Cognitivestrategies,Selfregulation,Communicativestrategies,Resourcestrategies,认知策略是指学生为了完成具体学习任务而采取的步骤和方法。调控策略是指学生对学习进行计划、实施、反思、评价和调整的策略。交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的各种策略。资源策略是学生合理并有效利用多种媒体进行学习和运用英语的策略。,5文化意识,文化是指所学语言国家的历史地理、风土人情、传统习惯、生活方式、文学艺术、行为规范、价值观念等。,Whatisculture?,文化知识,文化理解,跨文化交际,1-2语言知识和语言技能是综合语言运用能力的基础。3情感态度是影响学生学习和发展的重要因素。4学习策略是提高学习效率、发展自主学习能力的保证。5文化意识是得体运用语言的保证。,五个方面的关系和功能,1.面向全体学生，注重素质教育2.整体设计目标，体现灵活开放3.突出学生主体，尊重个体差异4.采取活动途经，倡导体验参与5.注重过程评价，促进学生发展6.开发课程资源，拓展学用渠道,二、基本理念,语言教学的宏观策略,1最大限度地提供和利用学习机会；2尽可能地减少知觉失配（错配）3创设和提供沟通互动的的条件4提高学生自治能力（自我管理）5强化语言意识6激活直观（直觉）的学习体验7情景化的语言输入8整合技能学习9确保学习与社会的相关性，与学生学习经验的相关性10提高文化意识。,课程标准提出的重要宏观策略,突出学生主体，尊重个体差异学生已有经验；学生的需要；学生的学习风格；学生的背景；学生的心智发展水平；学生的个性品质；Interesting,comprehensibleanddoable.,课程标准提出的主要教学途径,采用活动途径，倡导体验参与任务型教学模式；以活动为主（含思维活动）；鼓励学生参与（全面、全程、全体）；体验成功喜悦，树立自信心；培养情感，调整策略；注意的问题：目标任务活动方法结构功能活动与目标；策略、方法、活动（长处、不足与局限性,词汇教/学策略；语法教/学策略听说读写教/学策略激发学习动机策略课堂教学管理策略学习活动以及学业成就评价策略课堂提问策略作业布置策略学习评价策略,具体教学策略,三、实践解读,教学设计教学实施教学评价,教学设计,教学目标教学资源学生差异教学策略教学手段教学活动,学习目标,也称行为目标，是对学习者通过教学后将能做什么的一种“明确”、“具体”的表述。(二次加工),教学目的,课程目标,课程目标,单元目标,单元目标,单元目标,单元目标,课时学习目标,课时学习目标,课时学习目标,课时学习目标,课时学习目标,课时学习目标,课时学习目标,课时学习目标,思考：以下目标存在什么问题？,案例1：新课标英语教材八年级上册Unit1设计的单元目标(一)知识1.掌握如何恰当地使用频率副词及短语：always,usually,often,sometimes,hardlyever,never,howoften,once,twice,threetimesaweek,everyday,habit,Whatdoyouusuallydoonweekends?Howoftendoyou.?2.掌握如何描述课余时间的活动安排。3.掌握如何描述基本的饮食结构：milk,junkfood,health,unhealthy(二)能力能够综合各种信息，准确地表述频率。(三)情感合理安排自己的生活，养成健康的生活习惯。(from,以下目标存在什么问题？,案例2：TheMedia（北师大版，必修模块4Unit11）Lesson41WorldNews（1）引导学生熟悉新闻类文章的文体特点，理解课文内容，掌握阅读技巧，如根据标题预测课文内容等；（2）熟悉有关自然灾害报道的各种词汇，接触更多相关报道的文章，以加深对新闻文体的认识；（3）通过阅读课文并设计各种活动，训练学生运用英语进行听说读写各种活动的能力；（4）掌握被动语态的用法。吴明红：高中课型课例交流与研究，中小学外语教学2005年第11期,其他常见类型,Developstudentsabilityinfourskills;Explain/teach/learnthefollowingwordsandphrases;Readthewholepassage;,问题,案例1中，作为单元教学目标，设计者考虑到新课程的教学理念以及所谓的“三维目标”，三个维度面面俱到，也使用了“掌握”、“综合”等表示结果的行为动词，但是，仔细分析，这样的设计存在很多问题。案例2没有按照三维目标的范畴来设计，而是将知识和能力等因素统一考虑。这样做是可以的。但是，因为误用了“引导”、“训练”、“接触”等动词，也会带来很多行动上的误区。,原因,第一、目标描述中三个维度交叉、混乱，没有做到“明确”。第二，教学目标不够“具体”；第三，误用行为动词；第四，行为主体混乱；第五，将过程当作结果。,改进措施,1,“明确”到领域，“具体”到层次；2,行为主体是学生；3，描述结果而不是过程4，使用结果行为动词而不是过程行为动词,教学实施,教学内容的呈现；学习活动的组织；学习过程的指导；练习活动的设计；教学效果的评估,教学内容的呈现,TheSportsMeeting教学目标:学会运用本课所学副词的比较级、最高级:runfasterthan，runfastestofa11：dobetterthan;dobestofall；jumphigherhighestfartherfarthest。,课堂导入,(1)用本单元的题目引出学生们自己事先查找到的有关运动会项目的生词。例如：theshotput(铅球)thediscusthrow(铁饼)，thehurdlerace（跨栏）等。让学生以四人小组为单位派代表上台展示本组准备好的内容，有条件的可用课件、投影展示，也可用卡片等展示并读出。其他同学可作记录、跟读。师生一起辨析、比较，看哪个小组准备的内容多而且读的正确率高。教师纠正发音、补充单词、及时表扬。(2)自然地引出本节课要学的有关运动会的生词、短语：race，100-metrerace，theboys400-metrerace，win，wintherace，highjump，longjump，holdasportsmeeting，haveasportsmeeting。,(3)借助于CAI的动态画面，引出副词的比较级、最高级的用法，例如：doquitewelljumpfardobetterthanjumpfartherthandobestofalljumpfarthestinof思考:这样的呈现有什么问题?,学习活动的组织,这是关于宠物一课的教学片段。在导入、呈现、和控制性练习等环节之后，老师组织学生开展了开放性的口语活动。活动前，老师的指导语是这样的：FinishthetaskingroupsLookatthepicturesofpets.Imagineyoucanhaveoneofthem.Describewhichoneyouwantandwritesomereasonsforyourdecision.,学习过程的指导,一位老师教学ModernAgriculture一课。他在学生阅读完课文后，提问检查了学生对课文的理解情况，接着又让学生讨论这样的话题：Whatisthedifferencebetweentraditionalagricultureandmodernagriculture?学生4人一组开展。讨论了大约5分后，老师让学生汇报讨论结果，学生除了课本上的几句话外，说不出多少内容，更谈不上自己的思想或观点。,练习的设计,1.学生看海报，回答问题,T:Whatstheposterabout?Ss:SportseventsT:Howmanyeventsforboys?Ss:TenT:Howmanyeventsforgirls?Ss:Seven,2.阅读短文，教做下面的练习,Garycanrunthe110-meterhurdles.TrueFalseHecandothehighjump.TrueFalseHesfast.TrueFalseHecantthrowtheshotput.TrueFalseHecandothelongjump.TrueFalse,3.综合技能对语言观的解释,Activity:integratedskillpracticeMaterial:IncompleteorpersonalinformationSteps:1.Preparepersonalinformationandmakecopies.2.Groupthestudentsinpairs.3.Giveacopytoonestudentineachpairandtheothercantreadit.4.Theonewiththecopydictatetotheother.5.Checkthedictation6.Tellthemthereissomethingwrongwiththeinformationandaskthemtoaskquestionstoclarifyeachpieceofit.7.Eachpairrewritetheinformation.8.Twoorthreegroupsreadtheirwritingstothewholeclass.,4.概念图用于听说读写,5WS,主题、次主题、细节,MyDictionary,概念图用于比较,环状图,树形图,因果（鱼刺图）,因果关系,因果图,因果图表示因果关系,Reading:Contentscheme,linguisticschemeandstructurescheme,Question3,5inunit1reading,K-W-L-H教学策略,K-W-L-H教学策略是帮助学生唤醒已有知识的一种好策略。它实际上是由DonnaOgle于1986年设计的一种小组教学活动，旨在帮助学生在阅读过程中积极思考，以提高阅读理解的效果。K的意思是“知道”，即，关于这个话题或学科，学生已经知道了什么。教师应帮助学生回忆已有知识。W代表英语单词“什么”，就是说，教师要帮助学生确定，关于这个话题，他们想学习什么。L表示“学习”，即，要帮助学生认清，他们在阅读中学了些什么。H表示“如何”，即，如何学习。教师应帮助学生弄清他们是如何学到这些的，还可以怎么学得更多、更好（如：关于这个话题，在哪里可以找到更多的信息）。,GrammarTeaching,QuestionsExplicitorimplicit?Formormeaning?Inductiveordeductive?Errorcorrectionornot?SolutionsIntegrativegrammarteaching.,合作学习举例:JIGSAW,不同学习任务的JIGSAW;各组有着自己的不同与其他组的任务;小组内部:成员都有自己的任务;不同学习风格JIGSAW;不同发展水平的JIGSAW;不同性别的JIGSAW;不同家庭文化背景的JIGSAW;JIGSAWREADING,概念图,Reflection,课程标准倡导的评价方法,注重过程评价，促进学生发展评价目的：促进学生发展，教师发展，课程发展；评价方法：由形成性与终结性评价构成；在教学过程中以形成性评价为主；终结性评价着重测试学生的综合语言技能和语言运用能力。,评价的分类,定位性评价形成性评价诊断性评价终结性评价,Practiceandrepetition?,Practicemakesperfect?Whatkindofpracticemakesperfect?Whatcanwedotoimprovedailypracticeinandoutofclass?,目标决定任务任务决定方法,高考中考与平时练习目标相同吗？高考题型（测试技术）与平时练习题型应该相同吗？高考中考为什么用那么多的客观题？客观题与主观题，哪一种综合水平高？客观题与主观题，哪一种对学生的学习更有帮助？多做模拟题的好处有哪些？,AssessmentDesignandImplementation,1Whattotest?(objectivesandcontents)2Whentotest?3Howtotest?(techniques)4Structureofatestpaper5Keyparts6.WhatandhowmuchshouldtheSsknowaboutthetest?7.Howtomarkthetest?,(I)Assessmentwithouttests,Whattoassess?Studentsneeds;interest;motivation;attitude;Studentslearningstyle;learninghabits;Studentsmentalstate;physicalstate;Studentspriorknowledgeandexperience;Studentsfamily/communitybackground;Studentslevelofparticipation;,1.Keeprecords,1Tstalk2Sstalk3Interaction4Process5Intake6Affect,Howtocollectinformation,Classroominvestigation,2.ClassroomObservation,erestandattention4.slacking5.waiting6.talking7.trying,eration,ResponseinClassroom,Studentsinaschoolclassroomraisetheirhandstoanswerateachersquestion.Participationinclassroomactivitieshelpschildrendevelopthesocial,intellectual,andculturalskillstheyneedtofunctioninsociety.,Teacherreadstoagroupofkids,Profileformat1,Communicationskills,Attributes（PositiveandNegative）(1)Entersintoclassdiscussions54321(2)Offersquestionsorcommentsduringclass(3)Visitsatpodiumafterclass(4)Visitsduringofficehourstoclarifyideas(5)Engagesintheelectroniclearningforum(6)Offersquestionsorcommentsviae-mail(7)Skipsclass;Showsuplate(9)Sleepsinclass(10)Exhibitsdisruptivebehavior5.almostalways4.frequently3.occasionally2.seldom1.almostnever,Profileformat2,Personaldevelopment,Profileformat3Page1,Studentname:_Date:_Course:_Toteacher:_Tostudent:_,Profileformat3Page2,Datestudentexperience,Profileformat3page3,Personaldevelopment,Profileformat3page4,3.Negotiation,访谈情景的分析与选择访谈对象的类型确认访谈启动技术倾听与随机评价提问类型与随机评价追问与随机评价回应与随机评价随机诊断与访谈导向访谈记录访谈素材分析与系统评价,4.Questionnaire(howtodevelopanduseit),确定调查目标：目的性，专业性，具体，集中问题设置技术：过程型，正负型，反思型，综合型问题内容:具体表现，具体行动，具体感受试测与调整：取样，效度，修改问卷执行：时间，地点，心态，布置，导语，监控，现场矫正.,评价片段1FOM（分析图表，提出建议）,T：so,whatsyourconclusion?S:Eh,fromit,weknowonly5%oftheperson,eh,ofthepeoplewanttopayover20Yuanonamysterybook,somostofthepeopledontloveto,dontlovetoplaytoomuch.So,ehT:Sowhatsyourconclusion?S:yeah.T:Anyrecommendation?S:Wethink,eh,wecan,eh,sendsomefreebook,orsomesecond-handbook.Theyareverycheaptotheperson,tothepeople,sothattheywillknowamysterybookisveryinterestingandtheywill,eh,paymoneyonit.T:Verygood.,评价片段2:FOFs（语言特征）,T:So,letssumuptherulefortheusageofthepresentperfectcontinuoustense.Now,togetherreadthroughtherules.Ss:We-T:Number1,weusethe-Ss:WeusethePresentPerfectContinuousTensetotalkaboutactionsthatstartedinthepastandarestillcontinuing.T:Goon.WealsousethePresentPerfectContinuousTensetotalkaboutactionsthathavejustfinishedbutarestillrelatedtothepresentinsomeway.T:OK,thankyou.TheformofthePresentPerfectContinuousTenseis-SsSteps1.GetSstoanswer2questions3minutesbeforetheendofaclass:Whatisthemostimportantpointthatyoulearnedtoday?Whatimportantquestionsremainunansweredforyou?Whatisthemostdifficultforyou?2.Collectthesheetsandanalisetheinformation.3.Dealwiththeunansweredquestionsinthefollowingclass.,Documentedproblems,AimstoCheckSsdifficultiesinunderstandingofsomeconcepts;StrategiesSsuseinproblem-solving;HelpSstodevelopabilitiesinthinkingandproblem-solving;Step1:Sspresenthowataskiscompletedaftertheyhavedonethetask;Step2:Collectthepresentationsandassessthem.,One-sentencesummary,AimtocheckSsunderstandingofatopic.Step1:Answeraquestioninonesentence:Whodoeswhattowhom,when,where,howandwhy?Step2:Teacherhavealookattheanswersandseeiftheyhavecometothepoint.Step3:ProvidefeedbacktoSs,ApplicationCard,AimstoChecktheabilityinapplication.Afterlearninganewitem,getSstouseitinanewcontext.Analizetheirexamplesofusingitandgradethemaccordingtotheirquality.Presentthebetterexamplestotheclass.,Student-generatedtest,GetSstodevelopatestpaperafteracertainsamplesothattheycancheckhowwelltheyhavelearnedacertainunitandhaveabetterunderstandingofthetest.Step1:developapaperandkeytoitaswell.Step2:AnalisethepapersandselecttheimportantproblemsforSstodiscuss.Step3:Keepsomegoodquestionstobeusedinlatertest.,PerformanceMonitor,Howtouseit?,Beforelearningaunit,letSschoosetheirexpectedgradesLetsstochoosewhatactivitiestheywillbeinvolvedinordertoearnthegrade.Ssticktheactivitiestheyhavecompletedinthelearningprocess.TremindtheSstowhatextenttheyhaveachievedtheoutcomes.,Reflectingonperformance,Answerthequestionsandcompareyouranswerwithyourpartner.Wasthelisteningtext_?A.veryessyB.quiteeasyC.quitedifficultD.ImpossibleClarifyingthelisteningtaskyouhavetodointhesameway(A.B.C.D)Whywasiteasy/difficulttodo?Peoplespokeclearly/unclearly.Theyspokefast/slowly.Thesoundqualitywasgood/notgood.Thecontextwasclear/unclear.Thetopicwaswithin/beyondmyexperience/knowledge.,NegotiatedAssessment,HowdoyouthinkIshouldmarkyourwork?Whichoftheseareimportant?Presentation(handwriting,etc.,)Organization(instruction,development,conclusion,useofparagraphs)InterestandrelevanceofcontentLinking:thewayideasarelinkedtogether.Accuracy:Howmanyandwhatsortofmistakesthereare.VocabularyHowmanymarksshouldIgiveyou?(Forexample:interest:5;presentation:5;accuracy:5),Self-evaluationsheet,Name:Date:Iwasabletofinishthetasks.54321Itriestoguessthemeaningofnewwords.,(II)Assessmentwithtests,Atestmaybedefinedasanactivitywhosemainpurposeistoconveyhowwellthestudentknowsorisabletodosomething.Thisisincontrasttopractice,whosemainpurposeissheerlearning.(whatandhowwellthelearnershouldknowandbeabletodo).,Questionstobediscussed:,Shouldstudentsbetoldthattheyaretobetested?(ifso,howfarinadvance?Andhowmuchdoyoutelltheclasswhatistobetested?)Cantestsbeusedaswaysofraisingmotivationormainsourceofpressuretothem?Doallthelearnersliketoknowtheresultsofthetests?(feelcheatedordisappointedifnottold)Isitagoodideatopublishtheresultsbyname?,Commentonthefollowing,Peoplegetverystressedwhentheyaretested.Testsareunpopular.Peoplevaryverywidelyintheirreactiontotests.Somelikethesenseofchallenge;Somefinditunpleasant;Someperformattheirbestunderthetestcondition;Someperformbadly.Pleasethinkaboutthemainreasonswhyyoushouldtestyourstudentsinthelanguageclassroom,Controlthefactorsassociatedwiththeunpleasantstress,Howwellthestudentsgetprepared;Howconfidenttheyfeelofsuccess;Whatrewardsandpenaltiesare;Howclearthetestitemsare;Howeasythetestisasawhole;Howoftensuchtestsaregiven;Howimportanttheresultsare;Howmanypeoplecanpass;,Conceptsabouttesting,Theoreticalconcepts:Validity（how）Reliability(markingscheme)Backwash(backwash)discrimination,Distinctionbetweenthefollowingpairs:,Norm-referencedv.criteria-referenced;Aficiencytests;Dgnostictests;Degrativetests;Subjectivev.objectivetests.Crmation-basedAccuracyv.fluencySpeedtestv.powertest,Norm-referencedandCriteria-referenced(relatedtotheresultsoftests),Theinterpretationofassessmentresultscanbe:Norm-referenced,whichrankslearnersinrelationtoeachother;(studentXisamongthetop10percent)Criteria-referenced,whichoccurswhenlearnersperformanceisdescribedinrelationtoanexplicitlystatedstandard;e.g.apersonsabilitymaybereportedascan-dostatementdescribingthekindsoftasksheorshecanperformusingthetargetlanguage(suchascangivepersonalinformation).Thetwokeyrequirementsforanyassessmentarethatitshouldbevalidandreliable,i.e.itshouldassessonlytheabilitiesyouwanttoassessandcandosoconstantly.,AchievementandProficiency,Assessmentofachievementaimstoestablishwhatastudenthaslearnedinrelationtoaparticularcourseorcurriculum(thusfrequentlycarriedoutbytheteacher).Itmaybasedeitheronthespecificcontentofthecourseoronthecourseobjectives;Proficiencyassessmentreferstotheassessmentofgenerallanguageabilitiesacquiredbythelearnerindependentofacourseofstudy.Thisassessmentisoftendonethroughtheadministrationofstandardisedcommerciallanguage-proficiencytests.,gnostic,A“diagnostic”revealsthestrongandweakpointsofthelearnersknowledge;a“prognostic”testpredictshowwelltheyarelikelytodoinalanguagecourse.,Degrative,“Discrete-point”consistsofseparateitems,an“integrative”testinvolveswholepiecesofdiscourseandtestsarelativelybroadcommandofthelanguage.,Withcontextsorwithoutcontexts,Withcontextswithoutcontexts,FormativeandSummative,AssessmentcarriedoutbytheteacherduringthelearningprocesswiththeaimtoimproveinstructionisknownasFORMATIVEASSESSMENT;Assessmentattheendofacourse,termorschoolyear-oftenforthepurposeofprovidingaggregatedinformationonprogramoutcomes-isoftenreferredtoasSUMMATIVEASSESSMENT.,Communicativeornon-communicative,Communicative(FOM)non-communicative(FOFs)Inthemiddle(FOF),Accuracyorfluency-objectivesrelatedtolevels,ElementaryLowerintermediate;Intermediate;Upperintermediate;Advanced,Elementarylevel,Advancedlevel,Paperdevelopment,SubjectiveorobjectiveDiscreteorintegrative（itemsandskills）Discreteitems-discreteskills;Discreteitems-integrativeskills;Integrativeitems-discreteskills;Integrativeitems-integrativeskillsContextandsituation,Guidelinesfortestpreparation,Validity:youritemreallytestwhattheymeanto!Clarity:makesuretheinstructionsforeachitemareclear(asampleandsolution).Do-ability:nottoodifficult,withnotrickquestions.Marking:decideexactlyhowyouwillassesseachsectionofthetest;weighing;pointsallotted;simplemarkingsystem.Interest:goforinterestingcontentandtasks,makethetestmoremotivating:Heterogeneity:lower-levelcandothesubstantialpartandhighlevelstudentshavethechancetoshowwhattheyknow.,Listening,ListeningforinformationSinglesentencesDialogueMonologueMusic/songHowtotest?Thesameasreading,Ozoneisagascomposedofmoleculespossessingthreeoxgenatomseach(asdistinctfromoxygen,whichhastwoatomspermolecule).Itexistsinlargequantitiesinoneooftheupperlayersoftheatmosphere,knowsasthestratosphere,between20and50kilometresabovethesurfaceoftheearth.Theozonelayerfiltersalargeportionthesunsultra-violetraysandthusprotectsusfromtheharmfuleffectsofexcessiveexposuretosuchradiation.,Step2:tellSstodomultiplechoice.(4inall,whichislongerandcontainsmoreinformationthanthelisteningmaterial.)Comments:1.Lacksvalidity-morereadingthanlisteningandmoretimeisspentonitduringtheprocedure;2.Itreliesheavilyonmemoryratherthanon-goingcomprehension:recallaccuratelyasetoffactswhichareextremelyhardfortheSs;Iftheyknowthefacts,theymaybeabletoanswerallthequestionswithoutlisteningatall.3.Scoreslowonvolume(thelisteningtextistooshort)andonheterogeneity(noopportunitiesforgivingdifferentresponsesatdifferentlevels.),Solution:1.Takenoteswhilelistening;2.Comparetheirnoteswitheachother,orwithareplayofthetext.3.Briefquestionsmaybegiveninadvance.4.Improvethelisteningtext.,MechanicalOralTests,PhoneticSymbols,Phrases,Passages,Letters,Sentences,MinimalPairs,Dialogs,ReadingAloudorImitation,Rhymes,CommunicativeOralTests,CommunicativeOralTests,Retelling,OralComposition,Role-play,Interview,OralInterpretation,Retelling,Retelling,Aided,Unaided,OralComposition,OralComposition,Situation,Task,Directionswith/withoutPictures,Directionswith/withoutanOutline,Role-play,RoleA,RoleB,Situation,Task,Directions,Teacher-TesteeType(1),S,T,S,T,T,Teacher-TesteeType(2),S,T,Testee-InterlocutorType(1),T,S,T,Testee-InterlocutorType(2),T,S,T,Testee-RecordingType,R,T,S,Testee-TesteeType(1),T,S,S,Testee-TesteeType(2),S,S,S,T,Grammar,Theteacherwritesontheboardasentencethatdecribesapresentsituation:Tomislookinginallhispockets,buthecannotfindhiskeys.(lose)S1:Tomhaslosthiskeys.TheBrownsliveinthathouseonthecorner,buttheyarenotthereatthemoment.S2:Theywentaway.TheteacherinviteanotherSandgetstherightanswer,andcontinuethisprocedurewithanotherfoursimiliarsentences.,Comments:Thetargettenseisnotefficientlypractised;MorethathalfoftimeandenergyofbothTandSsisspentonwritingandreadingsentences(time-consuming!)whichdonotusethetargettenseatall,butonlythepresent(again,lackofvalidity!)Thewholepracticeproducesonly6instancesofthetargetstructure,notverymuch(Lackofvolume)Theexerciseisnotveryinteresting,andlacksheterogeneity:thequestionsareclose-ended,allowingforlittleornovarietyofresponse.,Solution,Cueitemsofgrammarexercisesofthiskind,particularlyiftheyconsistofentiresentences,arebestpresentedtotheclasseitherorallyorthroughpreparedtexts(PPT,OHP,worksheets,textbooks).ItisbesttokeepsuchitemsshortandhaveSsusemostoftheirtimeinresponsesthatinvolvethestruct