英语论文网

the beginning of the paper. In order to involve the students in classroom activities, the oral English teacher shall try to adopt CLT activities and put communicative competence to the prime priority. Since the students have already had the basic linguistic competence and what they lack is enough practice so as to enhance their communicative competence to a level close to their linguistic competence, the teacher shall not play the dominant role in the oral English class as CLT requires, but give instructions and corrections while leaving enough time for creative and effective activities in which students are willing to speak English as much as possible. Efforts shall be made to convert their passive vocabulary to active vocabulary while learning new words, and the students shall be able to choose proper and varied words in their speech after a period of practice. Activities shall conform to established theories of language acquisition and learning. In fact, communicating with partners in English involves both listening and speaking and can help English learners improve English unconsciously. A sample activity in teaching business English is to ask a student to act as a manager and make a speech to motivate his subordinates to finish a task. Other students acting as subordinates may bargain for better working conditions or compensation. In the process of bargaining, students may get quite involved and try every possible expression they know in their arguments, unfettered by grammar rules. At the beginning, they may make many grammatical errors, which should be tolerated. Some typical or repeated errors shall be corrected after the heated discussion. Grammar is not emphasized but some important grammatical points can be reviewed if the teacher consciously creates situations that require the use of a certain grammar point. For example, ask the students to improvise a regret for not having done something and apologize to the supervisor using subjunctive mood. Students will gradually learn to monitor their uttering with grammar they learned and make fewer mistakes in the future. When the students have acquired certain communicative competence, new knowledge shall be introduced using Situational Language Teaching Approach. When introducing new words or phrases, the teacher shall put them in concrete situations, and ask students to use these words in classroom activities. In doing so, we can set up a big project that incorporates almost every aspect of business English and takes several classes, through various activities. The teacher can divide the class into several groups and ask each group to set up a company with an initial investment of one million dollars. The teacher may first introduce some new words, expressions and background information every class, and then ask students in each group to fulfill a different task each class, such as holding a press conference for releasing new products, discussing questions and simulating interviews, discussing incentives to employees or solving strikes. Each task shall be of limited difficulty for students in terms of English used. New words and expressions shall be taught and practiced in business situations. The content shall be arranged not only according to difficulty, but also according to topics. Everyday English expressions shall also be incorporated to the project. For example, the task of attending a sales meeting in the U.S. can include situations in the airport and in a hotel. At th