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errors, many teacher think, often involves interrupting the learner in mid-sentence. This will disturb the flow of communication and negatively affect the learners' self-co}dence, which eventually discourages the learner from speaking in class. As for responding to the content of the students' message, the teacher should be still conscious of encouraging the students to speak more with fluency and accuracy. Non-verbal feedback includes general body language, facial expressions, and gestures. These usually take place in the classroom where the face-to-face interaction model is frequently utilized. The way the students move, sit, and stand can reveal a great deal about Teaching Strategies of Ural Class their attitudes towards the teacher, the learning materials and the teaching methods. A great amount of information about the students' understanding and involvement can be grasped easily through the interpretation of every silent act. Facial expressions and gestures can say much more about their feelings than the words they actually utter. Anyone can convey warmth through facial expressions and promote understanding by non-verbal cues. Having observed such non-verbal responses, the teacher can rephrase what he or she is saying and speed up or slow down when necessary. In fact, in the area of classroom interaction, non-verbal resources as an instrument of communication probably play a role as important as verbal language does. Therefore, as an experienced teacher, he should not only be able to interpret the students' oral responses appropriately, but also expert in noticing the students' non-verbal actions and trying to figure out what they are really thinking about. 5.3.3 The Role of Positive Feedback It can be seen from the above discussion that, in oral class, positive feedback plays a si娜ficant role in ensuring effective continuing communication and encouraging learners' participation. Firstly, positive feedback increases responses. We know that many students do not respond because they are afraid of giving an incorrect reply. If they give a partially correct response, some positive feedback from teacher will usually motivate the student to 妙again. Classmates' approval or feedback is considered by many students to be equally important. Secondly, students need to learn to be cooperative and to be supportive of others, but they probably will not do so if you are always giving feedback. Gradually they will shift to the group members the responsibility of providing feedback. This helps to promote activity and harmony with the group. Furthermore, the teacher and each student need to asses individual progress. At first, this evaluation may be merely a matter of how many responses the student makes during the discussion. Later it may focus on specific functions that the student needs to master and, at the highest level, on how the student can get other students to be cohesive group members. Moreover, positive feedback is conducive to create a relaxed interaction setting to encourage learners' involvement, and last but not last, positive feedback makes classroom interaction go on continually. On the one hand, it promotes learning and acquisition,。 on the other hand, it also encourages language output. Chapter Five Creating a Productive Environment in Oral Class Interaction 41 5.3.4 Ensuring Students Positive Feedback As we know, human beings are emotional creatures. Their emotiona