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iately is the best way to bring the students into the real English situation. E. The role of the teacher Students should realize that the teacher can play many different roles at different time, not just that of an evaluator. I would like to demonstrate these different roles so that students could realize when the teacher takes a minor helping role. I would like students to get used to being responsible for their own learning rather than to depending on the teacher all the time. With the explanation of some background situation and the help of the pictures that the teacher provides, the students can work out the problems by themselves. A. The type of the classroom I would like to have lessons in different types of classroom. Besides ordinary classroom and language lab, we can have lessons in small groups, so that every student could have a chance to participate, and they could follow the teacher’s instructions and help each other. The classroom can be arranged as the following: T: teacher S: students B. The role of the textbook The textbook is well designed and has some illustrations and some exercises, but in class, most of my students don’t like to look at it or do exercises in it. So I think it’s better for me to give the students some others exercise to attract students’ attention. The method of schoolwork assignment instruction design On the basis of the rationale, I plan to use some units in Junior English Book 1 as my language materials. Teaching models and new tasks have been designed with the aim of providing students with a chance to learn English easily and happily with the new method of homework. I must give different students different practices and homework. Teaching activities design 1.English schoolwork is designed by educational teaching regular patterns, the teaching is controlled by various factors, and the students have different levels, so it’s difficult to assign the work uniform. The classified assignment can solve the difficulty. ⑴ A Class Work: The work fits all students, which include all verbal work and written work (ten typical problems). It’s the basic knowledge and training that relates the teaching material. In the assignment, firstly, we cannot request an entire subject. Do one training in a class period; we must control the work quantity in macro. Secondly, we must have refined feeling. ⑵ B Class Work: The work fits the students who have surplus vigor, and it isn’t compulsory. The work with additional problems is proper for particular students and top students. The students can choose some general subjects at a randomly. This way can encourage, exploit, and develop the students’ intelligent factors and unintelligent factors. The students’ enthusiasm can be mobilized, and the top students’ intellectual curiosity can be satisfied. The middle or poor students’ psychological pressure can be mitigated. And the poor students can accomplish the work on time. So they will strengthen their confidence. Fox example, the classified work in Lesson 105 BOOK Ⅰ,can be designed in this way: In order to consolidate the grasping, after explaining of the intellectual points, I assign the following work. Because at this time, the student’s brains have accepted a lot of information, the disordered information should be adjusted and consolidated. e.g. After explaining stop to do sth. ; stop doing sth. give the following work: Class begins. Let’s stop (talk). Class is over. Le