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word：dog
Student A：A lovely pet, a friend of cat．   
Student B：A friend of cat is dog．Love me, and love my dog．   
Student C：I have one；every dog has its day．   
Teacher 1：Good．You two do a good job．  
(2) The second word：chicken   
Student A：The baby of the hen and cock．   
Student D：I get it. Chicken! My saying is that don’t count your chickens before they are hatched．   
Teacher：That is right. You are wonderful．   
(3) The third word：bird   
Student A：The animals that can fly．   
Student C：I know．I know．It is a bird．Now 1isten, to kill two birds with one stone．   
Teacher：You have made rapid progress in English study these days．   
Example 2   
When we are teaching Unit Three of BookⅡin Secondary Vocational School English “Cookery，Food and Culture”，the teacher can bring a fork，knife，spoon，bowl，plate and chopsticks to class，and mime eating some different dishes, making students guess what they are．Then let your students take a turn．Next comes the cooking competition．Ask each student to present his or her recipe, describe the cooking procedure and recommend the dish to his or her classmates．It is up to the teacher and the other students to decide which dish sounds most inviting according to the student’ s description and recommendation．Then this particular dish wins the game. As usual most students will spare no efforts to prepare for this task with great interest and try to make his or her recommendation and description convincing and impressive．Students interact in the lively classroom atmosphere． 
Language games prompt student participation in a pleasant way for comprehensible input and output in the process．Therefore，Games are a kind of valuable interaction and  teachers in secondary vocational school should combine the language element with game element and avoid the unbalance．
4.1.3 Discussion   
Discussion is a kind of interactions. Discussion activities will involve the students in talking about a range of topic, which engage their interests，opinions and experiences. Subjects with scope for controversy are best for discussion．   
For instance，when we teach students a passage on pollution，we can begin the lesson with a discussion about smoking．How many of students favor smoking? How many of them object to smoking? The students can be divided into groups according to their attitudes to smoking．Then they are required to list their reasons to support their ideas, followed by a heated debate about smoking．This will provide ideal context and opportunities for thinking and speaking and naturally arouse the students’ interest in the text they are to study．
A lesson has been just given to students．Its content is “making an encourage the students to use the target language to sustain conversation by drawing in other speakers．” It provides opportunity for the students to practice the strategies required in interpersonal communication. It’s unrealistic to expect students to discourse fluently in English．
In discussion，teachers should help students by providing students with language supports in the context of language-promoting interaction. Teachers also should hel本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。