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tually internalize. 6.3.2 The Principles of Applying Group Work We have discussed about the merits of group work. We can come to the conclusion that learners will undoubtedly benefit from interaction in group work. They will have more opportunities to speak, to negotiate meaning and content, and to construct discourse collaboratively. This may help ac叫sition. However, before carrying out group work, we have to take some principles of applying group work into consideration as far as the reality of the English teaching垃China is concerned. 6.3.2.1 Stage Principle‘ As the teaching syllabus states that learners at different stages have different requirements}and objectives (1990: 13). It is very important for the teacher to keep this in mind in his instruction. Concerned with the characteristics of oral class, first of all, it is the teacher's main responsibility to create a relaxed and pleasant classroom setting to let every learner speak. At this stage, the teacher should encourage learners to try to express freely. Once the learners' interests are aroused, then the teacher may come to the second stage, in which some key patterns and drills are practiced through pair work. In other words, at this stage, the focus is on the knowledge of language. After the learners' interests are aroused and certain amount of knowledge of language is accumulated, the teacher may come to the third stage, in which the knowledge of language use is emphasized. At this stage, the teacher's main focus is on cultural differences and pragmatic language use. Activities such as discussion; debate and speech might be of great help to cultivate learners' thinking and creative ability, 6.3.2.2 order Principle Order prlneiple is similar to Littlewood's (1981:86) pre-communicative activities. It also corresponds to Krashen's (1987) input and output theories. In other words, before the teacher asks tk}e learners to do group work or communicative activities, the learners should be given some information source and some time to get ready. In Harmer's (1992) term, Chapter Six Communicative Activities Des枷ed for Oral Class In 51 this is the lead-in stage of oral class teaching. The information source of lead-in stage may be from some reading materials. First of all, different groups are offered various shoit- reading materials, and then based on what they read, the learners exchange their views and discuss about them. Another source may be from some recorded listening materials. Learners listen to the materials first and then interact based on the teacher's requirement. The third information source may be from a piece of videotape, film or slide. The learners watch a part or the whole of the visual materials, and then the learners are divided into small groups to do some guessing, im娜ning interaction. The teacher may offers some key words or pattern drills. The learners can do various talks according to different visual materials. These pre-communication procedures are vitally important for oral class interaction since they are the prerequisite activities of communication. 6.4 Task-based Activities 6.4.1 Story Reconstruction When telling a story, we follow certain conventions. Stories consist of a setting, followed by episodes. The setting consists of statements in which time, place, and characters are identified. Episodes consist of chains of events and conclude with reactions to events. Story telli