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ime. It is also very effective in learning new lessons and new sentences. But the teacher should make sure that all students pay their attentions to what he’s said. However, the role of an English teacher as the “controller” controls all the class, and the students have less time to speak English and it is not good for developing the students’ abilities of using the language. So, the teachers should give their students much time to speak English.
2 Organizer
It is very difficult for an English teacher to play the role “organizer”. If the teacher organizes the class-game well, the class-game is successful. Before the teacher asks the students to do the exercise, the teacher must know that if the students do not know what they should do, they will waste all the time of that class. And the students who know less English do not know how to take part in these games. They may do those games in Chinese. It is not effective too. So, before the class-games, the teacher must see that every student knows what he or she should do. So, at this time, the teacher should give an example, and then, ask some of the students to do that. If it is a dialogue exercise, the teacher could give some students the roles of this dialogue, and then ask the student to do the dialogue in the classroom. For example, when learning THOMAS EDISON in Unit 11 of Book 3 of “Junior English Book”, the teacher may ask the students to play Edison, Edison’ s mother, Edison’ s father and so on. And other students are reporters, they may interview the mother and the father, learning Edison’s hobby; they may interview the teacher, learning the study of Edison; they could also interview the doctor, learning the progress of saving Edison’ mother and so on. For example, (Sa is interviewing Edison’ father.)
Sa: Excuse me, please, I’m on China Daily, are you Edison’s father?
F: Yes, nice to meet you.
Sa: Pleased to meet you too. We all know your son, Thomas Edison, is a great inventor now. Can you tell me what he was always doing本论文由英语论文网 www.51lunwen.org整理提供 when he was a child?
F: Yes, when he was a child, my son was always trying out new ideas.
Sa: can you give me an example?
F: Ok. One day when he was five. I saw him sitting on some eggs. I asked him why he was doing that. But he didn’t answer. Instead, he asked me a question.
Sa: what did he say?
F: “Hens are able to have chicks. Why can’t I?” he said.
Sa: Could you answer his questions at that time?
F: I’m afraid I couldn’t.
Sa: Oh, thank you very much.
F: You’re welcome. Goodbye!
Sa: Bye!
(Sb is interviewing the doctor)
Sb: I know you are a very good doctor. You saved Edison’ mother, can you tell us what happened that day?
D: That day, Edison’ mother was ill. I was asked to go quickly. I went as soon as possible. When I saw her, I said that she needed an operation at once. But I wasn’t able to operate.
Sb: why?
D: Because it was night, and the light in the room was very bad. I couldn’t see clearly enough!
Sb: what should you do then?
D: Edison thought hard and had an idea. His father owned a large mirror. Edison took all the lights in the house and put them on a long table. Then he put the big mirror behind them, so there was enough light.
Sb: Could you see clearly?
D: Yes. I operate on his mother at once and she was saved.
Sb: Great! By the way, what do you think of little Edison?
D: Very clever!
In this way, all of the students