英语论文网

──────┼───────┤ │Disco │fair │good │very good │ ├─────────────┼───────┼────────┼───────┤ │Restaurant │good │very good │very good │ ├─────────────┼───────┼────────┼───────┤ │Views │fair │very good │Very good │ ├─────────────┼───────┼────────┼───────┤ │Swimming Pool │fair │good │very good │ │Adults ├───────┼────────┼───────┤ │Children │fair │Very good │good │ ├─────────────┼───────┼────────┼───────┤ │Childcare │ │ │ │ └─────────────┴───────┴────────┴───────┘ Step 4 Students are told to study their information for a short period. Step 5 The student who plays the role of the foreign customer is told to select a hotel based on his information. The activity begins. Step 6 After all the pairs have completed the activity, the students and the teacher will discuss what choice have been make. It is clear, in this simulation, the Jin自iang Hotel is the logical choice since it have most of the qualities that the customer is looking for. Task 2: Role=play. Student A: Student C is a friend of both you and your partner. The first of June is his /her birthday. Now you and your partner are discussing what gift to buy for hire /her. You and your partner are considering a series of choices with reference to your friend's interest, the quality of the gift, its cost, etc. Eventually, you and your partner find it dii}cult to make a final decision today because both of you have your own preference. Remember you will start the coxlversation. Student B: Student C is a friend of both you and your partner. The first of June is his /her birthday. Now you and your partner are discussing what gift to buy for hirn /her. You and your partner are considering a series of choices with reference to your friend's interest, the quality of the gift, its cost, etc. Eventually, you and your partner fmd it difficult to make a final decision today because both of you have your own preference. Remember your partner will start止e conversation. 6.3 Group Work Activities,in CLT are often carried out妙students in small groups. Small number of students interacting are favored in order to maximize the tirxie allotted to each student for learning to negotiate meaning. In group work,'group size is an important variable that influences learners' participation levels. There is no absolute minimum’or maximum number of pers)ns that must be included to ensure success. As Dan Pyle Miller (1986) notes, small groups cati number anywhere from three to f fteen. Other writers as Brook and Galvin (1975) suggest that five is the ideal size. When there are four or fewer individuals involved in a group, the participants tend to pair off rather than to interact with all members. When a group consists of twelve or more participants, student interaction begins to diminish. With larger groups-that is, fifteen or more-a few students tend to remain very interactive, a few appear interactive, and the majority become silent or passive. Based on the writer's own practice and observation, four to five students in a group is effective in classroom interaction. 6.3.1 The Role of Group Work Group a