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After a few steps in front of the training students to teachers in the creation of the scene in dialogue, despite the text, but students have begun to start thinking, but the effect is not obvious. If at this time to allow students to practice speaking English, they often have nothing to say that, or there will be awkward phenomenon. This phenomenon is due in the first few steps are to ask questions of teachers and students to answer, the teacher or the creation of the scene, the students received the mandate after the dialogue. These activities are mainly teachers and students in a passive status. Therefore, students are also thinking of a passive, naturally there has been no flexibility. Have nothing to say to solve this phenomenon from the following aspects: 1) Institute of questions The exchange is usually based on poor information, through the transmission of information to reach to fill the information gap created. In form could be in the form of questions and answers, it could be a description of the form. But no matter what form must be involved in thinking. Therefore, in order to cause the exchange of one of the factors that have problems. The reality is that our students will not ask questions, but also used to answer other people's problems. This is because in actual teaching in the classroom, teachers asked students to answer the situation appears more often in a passive state students, the students thought it was fixed in "You ask me answer" in the form. I understand it all too well. I have to start from the first year to teach three classes of English, at the time of the adoption of a "new standard English" language kit considerable capacity. Year, Xueshengxuewan, has been able to understand and answer these questions: What's your name? How are you? But will not take the initiative to ask questions, teachers could only be reminded time and asked questions can be. So in the end a year of learning English, students can exchange 12. To solve this problem, in the second school year beginning, I learned that all will be finishing out of the question, in two weeks to allow students to recite, when most students can only say that the issue 4-5. Thus, each lesson in the first 5 minutes, the students take turns to answer each one of the students. At the same round of questions asked, between the groups can not be facing the same problem. Each student can own strength, have a few minutes to ask some questions. If the problem is referred to in a few weeks in a row students have been forgotten, may have doubled the score, of course, be able to raise this issue in the hearts of the students also triumphantly, in this case, the questions raised by students to remember Special prison. Students are very enthusiastic, in order to be able to get more links on this score, each round of students in each of the questions they have heard it very seriously and will be quietly in mind for the next section with class. The students will also do everything possible to use their brains, we did not come up with some of the issues mentioned. When students learn to question, the language of communication when there will be more traffic. 2) Imagine playing experience by learning the language using a variety of occasions Teachers in the classroom will be as much as possible for students to simulate the creation of the communication scenarios, but because of time constraints the classroom, teachers can not be a functional language to create a va