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sking que stions, e.g. "What's he going to do tomorrowafternoon?" 例2 Student A: Ask your partner the time of trains to five of these places. Write down what he t ells you. Beijing…………… Kunming……… Nanjing…………… Hangzhou…… Xi'an……………… Wuhan………… Shanghai………… Guangzhou…… Chengdu…………… Zhengzhou…… Student B: Give your partner the information he asks for. They leave at…. Shanghai-7:22 8:00 18:33 Hangzhou--7:04 8:30 13:40 Nanjing--8:15 14:27 19:30 Wuhan-- 9:27 11:07 14:20 Beijing--12:30 15:05 20:58 Xi'an--- 10:10 11:30 15:15 Kunming- 7:45 13:20 22:10 Guangzhou-7:53 10:34 20:30 Zhengzhou 6:45 9:33 13:25 Chengdu-- 9:05 12:15 17:50 例3 Work in pairs. Ask three of your classmates about theirdaily routine. Procedure:Students sit in pairs. In each pair, Student Ais a customer, and has a shopping li st. Student B is ashopassistant, and has a list of items in the shop andtheirprices. They do not look at each other's list. Student A tries to ‘buy’the things on his or her list,e.g. A:Have you got any tea? B:Yes, I have. A:How much does it cost? B:50p a packet. 例5 Procedure:The two students in each pair have pictureswhich are the same except for ten impor tant differences. They do not look at each other's picture, but try to find thedifferences by de scribing their pictures,e.g."In my picturethere's a boy lying in bed.…"When they find a differe nce,they mark it on the picture. 从以上几例可以看出“信息沟”活动的多样性。组织方法可灵活变化，程度可视学生的语言能力而设计， 可以单独练习某一语言项目，也可以交叉进行。具体地说，即在言语交际活动中，交际双方（听者或说者、读 者和写者）的角色可互相转换，每位学生既可进行口头交际，亦可进行笔头交际，使“信息沟”的存在不只是 单一型的，而是交叠型的，因而使“听说读写”交替进行，全面训练。这种“四会并举”的训练不仅可以保持 学生的学习兴趣，减轻学生的疲劳感或焦虑心理，而且可以在形式多样的言语交际活动中有效地促进语言习得 。 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。