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t necessary for teachers to do everything for students. Sometimes students can learn better from their peers. Of course the teacher can also give some chances for those who need help.
     When providing students with activities, teachers should consider if it can fit for students of difference level within a class. For activities whose items invite response at only one level of knowledge, a large proportion of the learners will not benefit. Therefore, an activity provide should be useful practice to most of students. Otherwise, it will lose its value.
     3.2 Making Activities Interesting
     A persistent problem faced by many English teachers, especially the non-specialists, is the attempt to sustain students in continuing to learn English and to use the English language once the examinations are over. One solution is to make the language interesting. Interest is the drive for everything. So when the teacher is designing an activity, she should try to make the activity interesting. In a broad sense, interesting activities include many elements. Namely, they are the elements of challenge, motivation, and creative and on and on. For example, a challenging activity can stimulate students’ learning interest. The student’s desire for the participation is dependent to a large extent on the enjoyment generated by the activity.
     It’s obvious that the content of the language learning activity should be interesting and reachable. If an activity is too boring, the students will lose interested in it. If too easy, students are quickly bored. If too difficult, students are discouraged before it begins. Let alone gain the desire to participate in it.
     So the activity must be hard enough to demand an effort on the part of the group members but easy enough for it to be clear that success is within their grasp. As a result, their interest can be developed. In all, interest involved the students’ reasons for attempting to acquire a language.
     3.3 Providing Real Situations
     Language is a tool of communication. So the objective of English teaching is not just to help the students to learn the language structure but to help them to cope with the same kinds of activities that encountered by native speakers of the target language. Teaching English is not for the sake of English, but for the use of language. Take oral class for example. The purpose of speaking should be the same in class as they are in real life: to know the difference between written English and spoken English, to know to talk about daily life, to know the intention of the speaker, to know how to negotiate with other people.
 Since the students know how to get good scores in examination, but they don't know how to use their English to talk with others. Some students know how to talk about some certain topic in class, but they didn’t know how to talk with people in real life. What has caused these embarrassing situations? It is because teachers didn’t create “a real world” in the classroom. In order to create an environment that equals to real life. First, we should pay attention to the teacher talk. Teachers should try our best to improve our oral English. If teachers themselves cannot express their ideas clearly, how can they ask their students to have such ability to expres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。