In the face of various and complicated requirements of employment
market, some students begin to question the significance of learning
basic knowledge and skills, just as what is exposed in the cartoon
澳门金沙国际， However, it is absolutely wrong to hold that idea. Owing to the fact
that we are
【澳门金沙国际】20一3年2月克罗地亚语四级作文范文，20一叁年14月朝鲜语4级作文真题范文3。 living in a competitive society, the development of our society
demands that we arm
Going for a walk in the countryside, wearing cardigans, chatting and
smiling at each other
ourselves with basic skills and up-to-date knowledge so as to keep
up with the pace of our society. An investigation shows that millions of
people spend time and energy
Vocabulary and structures
grasping skills and technology so that they can keep a favorable
position in job market or enhance their opportunities. While focusing on
creativity, innovation, management and leadership skills, we should
never forget the fundamental importance of the more basic, essential
It is universally known that opportunity is important, but you could
do nothing with it if you are not equipped with competitive forces, such
basic reading and calculating skills, to seize it。
Any techniques the teacher used to elict?
1 Qestions 1) general qustion 2) wh- question 2 gesture
The importance oflearning basic skills
The importance ofreading literature
What can be elicted?
vocabulary; stuctures; information about the topic.
What we can see fromthe cartoon is that the teacher is instructing
the students some basicmathematic skills. However, some students are
wondering that if it will beoutdated in the future. The picture
implicitly raises the question of theimportance of the fundamental
skills us students learn in our classes。
As is humorouslyportrayed in the cartoon, a teacher is handing a
classic literature book to astudent, asking the student to “just read it
as if youare reading a long text message。” Obviously, thesymbolical
meaning of this picture is to show us the importance of
Eliciting (elicitation) is term which describes a range of techniques which enable the teacher to get learners to provide information rather than giving it to them.
Commonly, eliciting is used to ask learners to come up with vocabulary
and language forms and rules, and to brainstorm a topic at the start of
a skills lesson. The definition of the term in the Dictionary of
Language Teaching and Applied Linguistics, ‘Techniques or procedures
which a teacher uses to get learners to actively produce speech or
writing’, suggests that there may be wider applications.
Principles and advantages
Eliciting is based on several premises:
Collectively, students have a great deal of knowledge, both of the
language and of the real world. This knowledge needs to be activated and
The teaching of new knowledge is often based on what the learners
Questioning assists in self-discovery, which makes information more
Eliciting helps to develop a learner-centred classroom and a stimulating
environment, while making learning memorable by linking new and old
information. Eliciting is not limited to language and global knowledge.
The teacher can elicit ideas, feelings, meaning, situations,
associations and memories. For the teacher, eliciting is a powerful
diagnostic tool, providing key information about what the learners know
or don’t know, and therefore a starting point for lesson planning.
Eliciting also encourages teachers to be flexible and to move on rather
than dwell on information which is already known.
Tools for eliciting
Language and ideas cannot be elicited without some input from the
teacher, and eliciting is certainly not an excuse for not presenting
language in a clear context. Students also need prompts, associations
and reminders in order to jog their memories.
Often, the teacher provides stimulus using visuals or the board. When
working on the simple present for daily routines, for example, a picture
or drawing of a house and a clock combined with mime can be used to
elicit both the names of household items and common verbs:
T: Six o’clock. Where is she?
T: Yes, she’s in bed, sleeping. Seven-thirty, every day?
S: Get up
T: Good, she gets up at seven-thirty. Eight o’clock, every day?
S: Eat. Breakfast
T: Well done. Listen: She has breakfast at eight o’clock
The teacher may also model new structures or lexis before it is
introduced as the target language:
T: Do you like coffee?
S: Yes (I do).
T: Do you like tea?
S: Yes I do
T: Do you like milk?
S: No (I don’t)
T: What’s the question? Ask me.
A situational dialogue, example sentences or a listening/reading text
may provide the context from which the target language is elicited. In
this case, the teacher is asking the learners to notice how a particular
function is expressed, and eliciting is combined with concept questions.
In a text or dialogue about the future:
T: Is he talking about the past, present or future?
T: Does he know / is he sure about the future?
T: Right. It’s a prediction. What verb does he use?
T: Good. Can you give me an example?
Eliciting ideas and background information also requires input. This may
come from a teacher’s anecdote or story, a text, pictures, or a video,
and involves the sharing of knowledge between teacher and learners.
Information is often elicited onto a mind-map on the board, but it is
important that all the students have a record of collective knowledge,
and may find one of the many kinds of graphic organiser useful. Reading
lessons often begin with a photo or headline from the text which serves
a dual purpose in providing a stimulus for eliciting and a prompt for
predicting content. KWL charts are ideal records of what students
already Know, what they Want to know, and what they have Learnt by the
end of the lesson, and point to the conclusion that eliciting can take
place at any stage of a lesson and often indicates what should happen
While eliciting clearly contributes to student involvement, it does not
always produce the desired or expected results. Questions such as ‘Who
can tell me something about….?’ may be greeted with stony silence.
Students are wrongly labelled as lacking knowledge or being too shy when
there are often cultural reasons for their reticence.
In many cultures, students are not encouraged to volunteer information
or ask questions while in others the teacher is seen as the sole
provider of knowledge. The problem is reinforced by the fact that many
units in course materials begin with open elicitation questions which
create the possibility of making grammatical or pronunciation errors and
therefore losing face in front of classmates.
In cultures where the group is more important than the individual it is
unacceptable to stand out either as a success or as a failure. Even with
constant encouragement, it is difficult to break down entrenched
attitudes and beliefs, and certain strategies may be required:
Nominate students rather than waiting for volunteers. The student is
then not responsible for being made to stand out from the group.
Give learners time to prepare an answer. Spontaneity may be ideal, but
students will be more confident if they are given a moment to think
about or even to write down an answer.
Ensure that there is no right or wrong answer involved. General
questions such as ‘What’s your favourite colour?’ or ‘What kind of music
do you listen to?’ are more likely to produce answers than those
requiring specific knowledge.
Encourage rather than correct. When eliciting language, comments such as
‘nearly right’ and ‘try again’ are more constructive than ‘no, does
anyone else know the right answer?’ Try not to correct when learners are
volunteering background information about a topic – confidence-building,
not accuracy is important here.
Tips for eliciting
Eliciting is a basic technique and should be used regularly, not only at
the beginning of a lesson but whenever it is necessary and appropriate.
Don’t try to ‘pull teeth’. Prolonged silence or incorrect answers
suggest that input is required from the teacher.
Don’t ask students to repeat incorrect answers, but ask a variety of
students to repeat a good answer.
Acknowledge or give feedback to each answer with gestures or short
Provide sufficient context or information. Eliciting differs from
Socratic questioning in that it is designed to find out what the
learners know rather than to lead them to a conclusion which only the
Learners can elicit from each other, particularly during brainstorming
activities. This helps to build confidence and group cohesion as well as
shifting the focus away from the teacher.
At lower levels, more guided questioning is needed. Open-ended questions
should be avoided as the learners are unlikely to have the language to
answer them to their own satisfaction.
The success of eliciting depends largely on the attitudes of teachers
and learners to their respective roles. Ideally it promotes the notion
of an exchange of information, helps to break down traditional
teacher-centredness, and begins to establish a variety of interaction
patterns in the classroom. It is also fundamental to the inductive
approach to teaching language and to learning through tasks and
self-discovery, and a simple and effective way of getting learners to
It is worthmentioning that those seemingly basic and elementary
skills we learned inschool actually play a significantly indispensable
role in our future works.The pervasive undervaluation on elementary
skills that we find among currentstudents and even some teachers can
largely be attributed to their lack ofvision of future and thorough
understanding on the knowledge. After all, it’s an obvious truth that we
could not build a magnificent mansionwithout solid foundations; we could
not enjoy a long travel unless we make asolid start at first. Those
basic skills may look simple to learn, but withoutthem it will not be
simple at all to achieve further goals。
It should begenerally acknowledged that classic literature plays a
significant role notonly in preserving the essence of great minds but
also in enhancing the qualityof one’s life. To begin with, literature as
the collectionof great minds will help us enormously broaden our
horizons, experiencingthings we won’t have the chance to do as well as
liveswe won’t be able to enjoy. What is more, those finestories selected
and conveyed by the great author, although happened in thepast, still
carry some useful information and implication for our daily lives.In
addition, the beautiful words and sentences flowing in the pages
ofexcellent literature can greatly ease our tiredness, making us feel
Play a talking game
take turns to take one card; keeping it a secrit to others.
using any technniques to elict others
To sum up, we shouldthink highly of the importance of basic and
fundamental skills that guaranteeour wonderful and brilliant future.
Furthermore, we should make full use ofthose elementary skills,
consciously applying them in our works and life. Basicskill will never
Therefore, we oughtto fully realize the importance of reading
literature. Just as the teacher inthe picture puts, reading literature
should be as easy and common as readingtext messages. Facing the coming
challenges in the days ahead, we need to equipus with not only science
but also literature by which we can beautify our lifeand the world。
(杜阿拉新东方 季云竹 胡彦博 唐思宇)
(罗利新东方 季云竹 胡彦博 唐思宇)