简介：IntroductionDuringtheteachingandlearningprocess,teachersoftencheckhowmuchstudentshaveunderstoodthroughwrittenassignments.InthisarticleI’dliketodescribeonemethodofcorrectingstudents’writtenworkbyusingavarietyofsymbolstoindicatewherestudentshavegonewrong,thenaskingstudentstocorrecttheirworkthemselves.

简介：IntroductionTeachingpractice(TP)isanessentialcomponentoftheEnglishcourseatTeachers’collegesinChina,inwhichnewrecruitsareprovidedwithaplatformtoputwhattheylearninthetrainingprogrammeintopractice.Theradicalchangefromlearnertoteacherusuallymeansadifficultbeginningfortrainees,althoughtheyhavefirst-handexperienceoflearningEnglishasaforeignlanguage.Facingatextbook,ofwhicheachlessonconsistsofseveralcomponents:newwords,sentencepatterns,text,grammar,andexercises,theyarerequiredtoworkoutlessonplanswhichwillensuretheachievementoftheteachingobjectives.

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简介：IntroductionTheaimofourPre-ServiceSeniorMiddleSchoolTeacherTraining(PRESETSMSTT)project,whichisnowinitssecondyear,istointroducemorecommunicativeteachingmethodologyandmaterialsintothefirstandsecondyearundergraduateEnglishmajorprogrammeatNormalUniversities.

简介：Introduction:ARationaleforPeerResponseGroupsPeerresponsegroupshavebecomeacommonsightincompositionclassroomsoverthelasttwentyyears.WhileGere(1987)hasdemonstratedthatpeerresponsegroups,inwhichstudentwritersrespondtooneanother’swriting,havealonganddistinguishedpast,thecurrentuseofsuchgroupsemergedoutofthewidespreadadoptionoftheprocessapproachofthe1960’s,whentheywereadvocatedbyanumberofcompositionpractitioners,includingBruffee(1978;

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