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e together. They write or say together under the same order of the teacher. “The most common forms of whole-class activities are competition, game, guess, discussion, debate and so on.”[1] For example, when teaching listening, most teachers prefer to adopt this activity that students are asked to listen to the same material together and do the same exercises. Language learning is an emotional and psychological experience. “According to Krashen, the affective filter of the student or some psychological factors, can obstruct language acquisition to some degree.” [2] So if a student has litter motivation, lacks of self-confidence and so on, he/she will be not good at language acquisition, especially, to the kind of students who are afraid of making errors or “losing face” in public. For example, when a teacher asks several pointed students to answer the same question. English-proficient students always answer confidently even though they do not know the correct answer. On the contrary, less competent students in English behave with little confidence, because they are afraid that their answer is wrong. However, the best advantage of whole-class activities is just it can help to overcome students’ obstructive psychological factors, motivate students’ learning interest. Though whole-class activity can make a relaxed class, it always gives rise to noise. Moreover, somehow it is mechanical. It takes the whole class at the same language level, but ignores that there are many differences existing in a class. For example, after listening a text, all students do the same exercises at the same speed. But limited-English-proficient students may not finish within the time limit or English-proficient students may finish earlier and feel boring. Obviously, whole-class activities are not a good kind of activity in today’s English class. An English class not only needs a relaxed atmosphere for optimal learning, but also needs to consider the differences between students. So well organized group work is very needed. 2.2 Grouping In today’s language classroom, much of the class time, students are broken down into groups of different sizes. According to Wang Qiang, the most common groupings are lockstep, pair work, group work and individual study. 2.2.1 Lockstep Lockstep is where all the students are all doing the same activity at the same rhythm and pace, and under the control of the teacher. Teachers prefer to adopt lockstep when making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher. For example, when a teacher is going to teach a new listening lesson, he/she makes a presentation and explain some new words of the lesson at first. So the whole class listens to the teacher under the same order. On the one hand, all the class is concentrating in lockstep. The whole class is more orderly and easier for the teacher to control. Students can get good models from teacher especially in oral. And teacher’s words can practice students’ listening at any time. On the other hand, lockstep has some disadvantages. Such as, teacher may say more than students, as a result, students have little chances to speak. Some of the teacher’s unprepared、illogical and irrelevant words will give students unauthentic input. So when doing lockstep, the teacher should avoid speaking too much, otherwise, he/she is running the risky