Ⅲ. Classroom analysis (1)
- Excerpt 1
1. T: I’m going to ask you some questions first. I’m going to ask you some other questions too. Okay, ready? All right, Okay, What time is Joe meeting dave at the park? What time is Joe meeting date at the park? What time is Joe meeting date at the park?
2. Danny : Joe meeting
3. T: Joe meeting?
4. Danny : Joe was
5. T: Was?
6. Danny :
2. Optimal conditions for SLA
A lot of scholars proposed the optimal conditions for SLA. The commonalities among these descriptions of optimal conditions for second language acquisition are clear. They stress the importance of creating opportunities for students to have reason to attend to the language, of giving them ample opportunity to use the language for both meaning-focused communicat
conducted
in two jolts.
In / th part of a second...
the first jolt disrupts
or destroys the individuals
central nervous system.
Current is then applied...
for a time
approaching one minute.
The adrenaline
is being driven out
into the bloodstream.
The second jolt
now seizes the pacemaker
a second time.
Theres now no adrenaline left
to restart the pacemaker.
The person is dead.
If the voltage does
scaffold...
to bring forth
so great an object.
Can this cockpit hold
the vasty fields of France
or may we cram
within this wooden "o"...
the very casques that did affright
the air at Agincourt?
Oh, pardon.
Let us, ciphers
to this great account,
on your imaginary forces work.
For it is your thoughts
that now must deck our kings,
carry them here, there,
jumping oer times,
turning the accomplishment