and preparing for her teaching the new vocabulary and phrases.

④ In the fifth teaching event, the teacher guides students to study and

practice key words and the opposite words/ phrases. In this step, the

teacher still put her emphasize on the structural item of vocabulary.

⑤ And in the last teaching event, the students are asked to write a restaurant

dialogue which is similar to one in the textbook. Since the students rarely

have the opportunity to communicate with others in English when they

are in the restaurant, so this kind of exercise is not the use of language but

merely the imitation of sentence patterns with few changes.

Secondly, the teacher teaches the students how to use English express notions to do things including the topics, ideas and concepts the students needs to communicate about. Here are some reasons:

① In the second teaching event, the students use English to make enquiries

(What’s the most popular food in Italy/Japan…?/ Do you think …is/ are

very popular in China?), explaining(It’s…,because….), make

invitations(Would you like to have some…?), comments(It’s

delicious/hot taste….) and show one’s agreement and disagreement(Yes,

I think so./No, I don’t think so.).

② In the sixth teaching event, the students act out a dialogue in the

textbook in pairs. By finishing the step, the students acquire some basic

knowledge of inviting, enquiring, praising and refusing politely and so

on.

③ In the last two teaching event, the students learn a restaurant dialogue

and are asked to role-play it. Although not practical, but the teacher

achieves her purpose of teaching students how to communicate correctly

in a certain situation (in a restaurant) and how to behave as a waiter and

customer.

In a conclusion, the teacher in Class B holds the “functional view of language” and applies a weak CLT in her class teaching, which results in the weak motivation for the students to learn the language and a relatively inactive class atmosphere.