Part One Introduction to the Art of Foreign Language Classroom Instruction 1
1.1 The study orientation of the art of foreign language instruction 1
1.1.1 The intension of the art of foreign language classroom instruction 2
1.1.2 The extension of the art of foreign language classroom instruction 2
1.2 The duality of foreign language classroom instruction 3
1.2.1 Scientificity of foreign language classroom instruction 3
1.2.2 Artistry of foreign language classroom instruction 4
1.2.3 Relationship between scientificity and artistry of foreign language classroom instruction 4
1.3 Definition of the art of foreign language classroom instruction 5
1.4 Essential characteristics of the art of foreign language classroom instruction 9
1.4.1 Practicality 10
1.4.2 Visualization 11
1.4.3 Reasonability 12
1.4.4 Aestheticism 12
1.4.5 Demonstrativeness 13
1.4.6 Creativeness 14
1.5 Common attributes of excellent teachers in foreign language instruction 14
Part Two The Art of Preparation for Foreign Language Classroom Instruction 17
2.1 The art of preparing lessons in foreign language classroom instruction 18
2.1.1 Types and forms of preparing lessons in foreign language instruction 18
2.1.2 Artistic lesson preparation in foreign language instruction 24
2.1.3 Sample of teaching plans 35
2.2 The art of lesson presentation in foreign language instruction 45
2.2.1 Functions of lesson presentation in foreign language instruction 46
2.2.2 The relationship between lesson presentation and the teaching plan 47
2.2.3 Types of lesson presentation and its main contents in foreign language instruction 48
2.2.4 Artistic lesson presentation in foreign language instruction 49
2.2.5 Assessment of lesson presentation in foreign language instruction 51
2.3 The art of exploitation of teaching resources in foreign language classroom instruction 53
2.3.1 Definition of teaching resources in foreign language classroom instruction 53
2.3.2 Significance of the exploitation of instructional resources in foreign language classroom instruction 54
2.3.3 Artistic integration and utilization of instructional resources in foreign language classroom instruction 56
Part Three The art of the implementation of foreign language classroom instruction 60
3.1 The art of lead-in of foreign language classroom instruction 60
3.1.1 Function of lead-in of foreign language classroom instruction 61
3.1.2 Characteristics of lead-in of foreign language classroom instruction 61
3.1.3 Artistic lead-in of foreign language classroom instruction 63
3.2 The art of the teacher's state in foreign language classroom instruction 66
3.2.1 Functions of the teacher's state in foreign language classroom instruction 67
3.2.2 Features of the teacher's state in foreign language classroom instruction 68
3.2.3 Artistic teacher's state in foreign language classroom instruction 69
3.3 The art of teachers'verbal and non-verbal expression in foreign language classroom instruction 74
3.3.1 Requirements for language artistic forms in foreign language classroom instruction 74
3.3.2 Characteristics of the teaching language in foreign language classroom instruction 76
3.3.3 Artistic verbal and non-verbal expression in foreign language classroom instruction 78
3.4 The art of questioning in foreign language classroom instruction 90
3.4.1 Basic principles of classroom questioning in foreign language instruction 91
3.4.2 Peculiarities of classroom questioning in foreign language instruction 92
3.4.3 Artistic questioning in foreign language classroom instruction 94
3.5 The art of pedagogical tact in foreign language classroom instruction 98
3.5.1 Connotation of pedagogical tact in foreign language classroom instruction 98
3.5.2 Significance of pedagogical tact in foreign language classroom instruction 99
3.5.3 Artistic pedagogical tact in foreign language classroom instruction 100
3.6 The art of blackboard-writing in foreign language classroom instruction 102
3.6.1 Functions of blackboard-writing in foreign language classroom instruction 102
3.6.2 Traits of blackboard-writing in foreign language classroom instruction 104
3.6.3 Artistic blackboard-writing in foreign language classroom instruction 104
3.7 The art of stick pictures in foreign language classroom instruction 109
3.7.1 Functions of stick pictures in foreign language classroom instruction 109
3.7.2 Artistic stick pictures in foreign language classroom instruction 110
3.7.3 Samples of stick pictures 110
3.8 The art of class-ending in foreign language classroom instruction 113
3.8.1 Functions of class-ending in foreign language classroom instruction 113
3.8.2 Types of class-ending in foreign language classroom instruction 115
3.8.3 Artistic class-ending in foreign language classroom instruction 116
Part Four The Art of Innovation Development in Foreign Language Classroom Instruction 119
4.1 The art of problem-based instruction in foreign language classroom 120
4.1.1 Connotation of problem-based instruction in foreign language classroom 121
4.1.2 Elements of student motivation for problem-based learning in foreign language classroom instruction 122
4.1.3 Artistic problem-based instruction in foreign language classroom 125
4.1.4 Instructional Models for problem-based courses in foreign language classroom 131
4.2 The art of task-based instruction in foreign language classroom 135
4.2.1 Definition of tasks in foreign language instruction 137
4.2.2 Features of task-based instruction in foreign language classroom 139
4.2.3 Principles of task-based instruction in foreign language classroom 141
4.2.4 Artistic task-based instruction in foreign language classroom 142
4.2.5 Sample of task-based instruction in foreign language classroom 145
4.3 The art of role play in foreign language classroom instruction 153
4.3.1 Definition of role plays in the language classroom instruction 154
4.3.2 Principles of role plays in foreign language classroom instruction 155
4.3.3 Artistic role playing in foreign language classroom instruction 157
4.3.4 Sample of role plays in foreign language classroom instruction 159
4.4 The art of proj ect-based approach in foreign language classroom instruction 167
4.4.1 Connotation of project-based approach in foreign language classroom instruction 168
4.4.2 Significance of project-based approach in foreign language classroom instruction 170
4.4.3 Artistic project-based approach in foreign language classroom instruction 172
4.4.4 Sample of project-based approach in foreign language classroom instruction 174
4.5 The art of group discussion in foreign language classroom instruction 178
4.5.1 Concepts of group discussion in foreign language classroom instruction 178
4.5.2 Elements in effective group discussion in foreign language classroom instruction 181
4.5.3 Artistic group discussing in foreign language classroom instruction 183
4.5.4 Sample of group discussion in foreign language classroom instruction 186
Part Five The art of Teachers'Scholarly Pursuits in Foreign Language Classroom Instruction 192
5.1 The art of observation and comment on classes in foreign language instruction 192
5.1.1 Artistic observation on classes in foreign language instruction 193
5.1.2 Standards and principles of comment on classes in foreign language instruction 197
5.1.3 Artistic comment on classes in foreign language instruction 199
5.2 The art of open class in foreign language instruction 205
5.2.1 Significance of open class in foreign language instruction 206
5.2.2 Classification of open class in foreign language instruction 206
5.2.3 Artistic organization and assessment of open class in foreign language instruction 208
5.3 The art of teacher development in foreign language instruction 209
5.3.1 Teacher beliefs in foreign language instruction 210
5.3.2 Teacher identity in foreign language instruction 214
5.3.3 Teachers'reflective teaching journals in foreign language instruction 218
5.3.4 Teacher scholarly ability in foreign language instruction 227
References 231
Acknowledgements 236