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stomer: Yes, I'd like to try the steak. Waiter: What would you like afterwards? Customer: I want some fruit if you have any. The two dialogues given above serve as samples for learners to imitate.. When Teaching o, f Oral Class Interaction practicing these dialogues, learners find some cued information, which enable them to do the task in a given situation easily. First, learners get familiar with the mode of the starting and ending of booking airline tickets and that at a restaurant. Second, learners learn some real life spoken patterns and drills in native speakers such as "I'd like an air ticket.", "To Geneva.", "Single or return?", "Your name, please.", "Here your are. Have a good flight.", "Can I take your order, sir?". Third, through practicing the dialogues, learners will also notice that daily life spoken languages are quite different from written, language. Spoken lang}iages are generally short and incomplete iri communication. Thus, those sample dialogues enhance learners' linguistic competence and communicative competence. Task: Work in pairs making up dialogues in the situations provided Place Role A Role B 1. Ticket Office Clerk Passenger 2. Party Host .Guest 6.2.2 Rile-play Role-play is a simulation, that is, to let students play certain roles in a created pretence of real-life situation in the classroom. Role-play is a process-oriented group technique that may include almost any member of participants. "It is usually the spontaneous acting out of a situation or incident to portray a problem common to group members or to give a common background to all members" (Orlich, 1990: 249). It is an effective technique to practice doing things in foreign language. The teacher may assess students' corMpetence through role-play. According to need and situation, role-play can be arranged as pair work or group work. Here are two examples. Task 1: Supposing a foreigner comes to Kunming to travel. He wants to book a holiday in a Hotel, but insists that the hotel should have a number of qualities. Step 1 Students are divided into pairs in which they play the roles of a travel agent axed a customer. Step 2 One student in each group plays the travel agent, the other plays the foreign customer. Chapter Six Communicative Activities Designedfor Oral Class 47 Step 3 Students in each pair are respectively given the following information of the travel agent and customer. Students in each pair are told not to show each other the information. A. Customer wants (a) to go to a hotel in Kunming for a week and you can spend up to %4900 on a hotel. (b) to be as near as possible to the city center. (c) to go to a hotel with a good discotheque. (d) there to be a children's swimming pool for your small son. (e)}there to be someone to look after your son at the hotel. 仍the hotel to serve good food. (g) a comfortable room with a good view. B. Travel Agent can offer the following information to the foreigner ┌─────────────┬───────┬────────┬───────┐ │ │Dianchi Hotel │Jin自iang Hotel │Yinghua Hotel │ ├─────────────┼───────┼────────┼───────┤ │Cost (double) per night │%500 │%650 │%800 │ ├─────────────┼───────┼────────┼───────┤ │Distance from city center │2Kms │3Kms │SKms │ ├─────────────┼───────┼──