| Abstract | 第1-6页 |
| Acknowledgements | 第6-10页 |
| 1 INTRODUCTION | 第10-21页 |
| ·Introduction | 第10-11页 |
| ·Aims of present paper | 第11页 |
| ·Majorconcepts | 第11-19页 |
| ·The outline of this paper | 第19-21页 |
| 2 A REVIEW OF RELEVANT LITERATURE | 第21-38页 |
| ·Presentation activities | 第21-24页 |
| ·Lead-in | 第21-22页 |
| ·Elicitation | 第22页 |
| ·Explanation | 第22-23页 |
| ·Accurate reproduction | 第23页 |
| ·Immediatecreativity | 第23-24页 |
| ·Practice activities | 第24-33页 |
| ·Verbalization, Automatization and autonomy | 第24-33页 |
| ·Lockstep | 第25-27页 |
| ·Group work | 第27-28页 |
| ·Pair work | 第28-30页 |
| ·Individual study or individualization | 第30-32页 |
| ·Conclusion | 第32-33页 |
| ·Communicative activities | 第33-36页 |
| ·Exchanging information | 第34-35页 |
| ·Consensus | 第35-36页 |
| ·The relationship between the three different activities | 第36-38页 |
| 3 ORGANIZATIONAL STRATEGIES IN CLASSROOM ACTIVITIES | 第38-55页 |
| ·Introduction | 第38-40页 |
| ·Pacing | 第40-42页 |
| ·Sequencing | 第42-48页 |
| ·Put the harder tasks earlier | 第43-44页 |
| ·Have quieter activities before lively ones | 第44页 |
| ·Students should study a grammar rule before trying to use it | 第44页 |
| ·Students should practice using a tense or grammar structure before studying the rule that underlies it | 第44-45页 |
| ·Activities involving receptive skills should precede those that involve productive skills | 第45-46页 |
| ·There should be a progression within a lesson from mechanical or form-based activities to meaning-based activities | 第46-48页 |
| ·Pacing | 第48-52页 |
| ·Avoiding needless or over-lengthy explanations and letting students get on with the job of learning | 第49-52页 |
| ·Closure | 第52-55页 |
| 4 TWO VERSIONS OF CLASSROOM ACTIVITIE | 第55-66页 |
| ·Teaching activities in middle school | 第55-60页 |
| ·Revision activity | 第56-58页 |
| ·Question bombardment | 第57页 |
| ·Brainstorming | 第57页 |
| ·Chain drill activity | 第57-58页 |
| ·Presentation | 第58-59页 |
| ·Drill | 第59-60页 |
| ·Practice | 第60页 |
| ·Consolidation | 第60页 |
| ·Teaching activities in college | 第60-62页 |
| ·Background information | 第61页 |
| ·Introduction | 第61页 |
| ·Language points | 第61-62页 |
| ·Suggested activity | 第62页 |
| ·Additional exercises | 第62页 |
| ·Comments on these two versions | 第62-65页 |
| ·Similarities | 第62-63页 |
| ·Differences | 第63页 |
| ·Possible reasons for the differences | 第63-65页 |
| ·Conclusions | 第65-66页 |
| 5 CONCLUSION | 第66-73页 |
| ·Summary | 第66-67页 |
| ·Limitations of this paper | 第67-68页 |
| ·Suggestions for teachers | 第68-73页 |
