Contextual semantic functions of the nuclear sentence patterns in expending the communicative intention of the speaker and ways of their teaching

Step I The teacher says the commands as he himself performs the action.
Step 2 The teacher says the command as both the teacher and the students then perform the action.
Step 3 The teacher says the command but only students perform the action
Step 4 The teacher tells one student at a time to do commands
Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students.
Step 6 The teacher and student allow for command expansion or produces new sentences.
2.3 A learner - centered approach to materials development, employing critical thinking and developing learner autonomy
Several teachers who teach English complain that their students are shy and do not speak English in class and that they lack the critical thinking skills necessary to express their points of view. Many teach­ers believe these factors are interrelated and can be explained by a cultural def­erence to authority that results in passive learning. Although some students do speak English and are excellent critical thinkers, this passivity is a definite problem in EFL classrooms. From the beginning, students are taught to view their teachers as the embodiment of knowledge, and the authority and control that teachers exer­cise can deter students from freely expressing their opinions. In this firmly estab­lished teacher-centered system, it is often offensive for students to contradict the teacher's point of view. This unequal classroom relationship is often seen as a cultural disposition. However, along with Liwewood²², we also believe that if students dis­play passive classroom attitudes, it "is more likely to be a consequence of the educational contexts that have been or are now provided for them, than of any inherent dispositions of the students themselves."
Regardless of how reserved students are, teachers of English can adopt var­ious strategies to increase classroom participa­tion and critical thinking. One strategy that can benefit language learning is taking a thoughtful approach to materials develop­ment. This is especially true for the EFL con­text, where the classroom is often the only source of English, and materials "play a crucial role in exposing learners to the language". This paragraph will discuss why materials development is an important tool for teachers and will illus­trate how to make materials relevant and meaningful to students, with the objective of reversing the problem of passive learning.
The notion of critical thinking is not new for teachers and students nurtured under cer­tain educational systems, especially in Western countries. However, it appears to be a challeng­ing idea for teachers and students. Therefore, we believe it is impor­tant for both teachers and students to change the teacher-centered style of instruction.
For Marshall and Rowland²³, critical thinking occurs when students question their own beliefs or what they are told. Others see critical thinking as the ability to distinguish between facts and opinions, judgments and in­ferences, and objective and subjective impres­sions. Critical thinking is a vital feature for the improvement of teaching and learning. It is an essential ability because we are living in times of advanced technology and the widespread expansion of information, when each individ­ual needs to be a critical thinker to uncover bias, prejudice, and misinformation. Learning to think critically can produce enthusiastic language learners, and Marshall and Rowland describe how critical thinking pro­duces "joy, release, relief and exhilaration as we break through to new ways of looking at our personal, work, and political worlds."
Materials development can lay the founda­tion for critical thinking. Many scholars believe that incorporating elements of critical thinking into material will encourage learners to question texts and add linguistic value to the textbook and classroom. To encourage such critical thinking, teachers should "not let questions and answers become only one-way activities: questions from teachers and answers from students". One way to do this is by asking wh- questions that require students to think deeply and use com­plex language to respond, as opposed to ask­ing questions that can simply be answered with yes or no. As Talebinezahd states, "real language circles around referents or world knowledge in order to create mes­sages and therefore is not form based but meaning based. Thus, questions in the language classrooms should be referential or meaning based, and not focus solely on form." In a lan­guage classroom, teachers should elicit mean­ingful student reactions to texts and also signal that it is permissible to disagree with the text and to ask questions as well.
Modern methodologists write that "language learning is also believed to be motivating when students are focusing on something other than language, such as ideas, issues, and opinions." To achieve this, one can follow our suggestion to construct activities that train students to distinguish (1) fact from opinion, (2) supported opinions from unsupported opinions, (3) texts with factual mistakes in them, (4) corroborating informa­tion from disconfirming information, and (5) conflicting information within and between texts. These activities will develop higher think­ing skills and make students active participants in the acquisition of knowledge.
Another technique to stimulate critical thinking is for the teacher to provide two texts that present totally different views on the same matter and invite students to discuss and debate the issue. When selecting the texts, the teacher has to pay attention to the content to ensure that it corresponds with topics that students are genuinely interested in. The teacher can also find texts that contain a foreign perspective about the students' country or culture, so that they can see themselves through the eyes of others. Learning about other cultures and their perspectives is crucial for English language learners because it helps shape their view of themselves and of the world. This is beneficial because it helps students integrate with a large and rapidly changing global community. However, in selecting materials from for­eign countries, teachers should be sensitive to controversial issues, and they must use discre­tion in deciding whether to use them in the classroom. Finally, because so many textbooks come from Western cultures, where critical think­ing is often woven into the concepts, images, and topics, learning English is itself a good way to stimulate critical and reflective think­ing on the part of students. By using the text­books, students will learn not only English but also other skills beyond the language. In fact, Bell and Gower argue that inter­national course materials could actually encourage individualization.