ds. All these can attract students’ attention and never puzzle them. Look at the following example of making a phone call.
(Student A): 3370574. This is Tracy. Who is that?
(Student B): This is Daniel, can I talk to James?
(Student A): Please wait a minute and hold on.
(Student C): Daniel, this is James speaking.
(Student B): Hi, James. …
…
This is a typical example of making a call almost everyday. After this practice, students will be impressed more deeply by the use of “This is…” “Who is that”, which take place in the common conversation of “I’m…” “Who are you”.
There is another kind of role- play game and it requires students to be rather familiar with commonly used daily expressions. There are three students in one group. The teacher can give every group a different background in class, but not beforehand. One student acts as a Chinese, another as an English or American, and the other one as an
interpreter. Look at example:
(Student A): 你好,欢迎你来北京。我叫李明。
(Student B): Hello, welcome to Peking. I’m Li Ming
(Student C): Hello, I’m Usher. Nice to meet you.
(Student B): 你好,我是亚瑟。很高兴见到你。
…
The students can change their roles with each other so as to practise in different ways. It is appropriate for teachers to put those students who are active and those who are inactive into one group and that will work more effectively.
3. English Drama
It is more difficult for students to play English dramas than telling stories and role- play. Playing English dramas requires the better spoken English and more preparation in advance, but it’s a good way to enhance one’s oral English.
Teachers can hold a party for students to play English dramas and award those who give wonderful performances to arouse the students’ activeness and creativeness. Teachers should arrange those students who are zealous and good at spoken English to act those major roles, and give chances to those students who are not very energetic to act some minor roles. At the same time, the students who have to act as supporting roles will work hard to strive for more chances.
There are some famous dramas, such as Romeo and Julie, Cinderella, and Hamlet. These great works are familiar to students and there are various roles for more students to have a try.
4. Minor Debates
Teachers can divide the whole class into small groups of four or six, and give students several sensitive or hot topics to discuss. Each group gets a different topic and has about fifteen minutes to choose sides, formulate arguments, and hold the debate. Then the groups can change their topics. Some ideal topics are as follows:
- Is true love possible on the internet?
- Should boys do more duties than girls in class?
- Who is more important in a family, mother or father?
- Can Chinese and foreigners be married?
- What are your opinions about obeying your parents or following your own ideas?
These topics are very close to the students’ daily life, and students will be very active in stating their own opinions. Nobody wants to lose chances in debates, so they can do their best to help their teams win the game.
5. Encouraging Students to Ask Question
Teachers usually give students more reading materials and ask them to raise questions about the content with such wh-words as what, when, where, which and how, then teachers should answer these questions in detail. There is an English material for example:
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。