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p them acquire learning skills and monitor their learning; help them gain self-confidence and maintain enthusiasm. Thus, discussion is a useful interaction in secondary vocational school teaching.
4.1.4 Role-plays
Role-play is a kind of interaction. It could complicate with the principle of reality and communication. In materials of secondary vocational schools, a large number of sentence patterns of warm-up in each lesson are monotone. Teachers can set the situations for the students or organize the students to compile the dialogue of role-play using what the students have learned and finally act it out, it would bring in tremendous effects for the students’ learning. Here is an example.
Sentence Background: Seeing doctor in the hospital
Situation: A is a patient.
            B is a doctor.
.    Dialogue:  
…
A: I am not comfortable, I am tired, and maybe I catch a cold.
            B: Open your mouth. 
            A: Ah 
            B: You catch a cold absolutely.
            A: What should I do?
            B: Not serious, you should drink more hot water and have a good sleep. Don’t stay up.
A: Thank you 
…
The performance materials for the drama play are plentiful. Teachers may do some make-up for the students and make some simple props for the performance. Such as, the student wears white hat and clothes like a doctor. The situation would be more vivid. After students have practiced it in pairs and a couple of pairs have performed it in front of the whole class, the teacher can ask them to perform it in different moods such as happy, irritated, bored or in different role relationships such as a patient and doctor, a parent and a child, husband and wife, two friends, etc. Finally the teacher can get the students to make the dialogue longer by adding two or more lines. Again, notice how even at a very elementary level, students can be creative with the language that they have. Consequently, role-play is an effective interaction in secondary vocational school.
4.2 Promoting Activities outside the Classroom   
Interaction in the class is a better teaching method in second vocational schools. However, “some students do not like speaking in front of large groups of people, because they worry about making mistakes or sounding foolish. And classroom situations limit the application of this interaction.”(Yang, 2006: 44) In order to solve these problems, teachers should promote and provide sufficient resources and activities outside the classroom for students to put to a good use．The following forms of the activities are often used outside the classroom: English corner, oral English competition, watching English trailers, listening to songs and promoting learner autonomy. 
4.2.1 English Corner   
English corner is usually held in grassy areas or gardens on campus once or twice a week．It is a time for students to communicate freely in English．Students can put their learning into practice in a non-threatening atmosphere. They no longer have to restrict their minds on a specific topic but talk about what they are interested in．Some topics may be posted in advance and all the s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。