The-Application-of-Role-play-in-Junior-English-Teaching-试论角色扮演在初中英语教学中的应用

PAGE18PAGE19TheApplicationofRole-playinJuniorEnglishTeachingIntroductionTheultimategoalofforeignlanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.ButthepresentpracticeintheEnglishlearning&teaching(ELT)classroominChinacouldnotprovidesatisfactoryconditionsforbothteachersandstudentstoachievethegoalsbythetraditionalteachingmodel.HowtomakeEnglishlearnersfeelthereallanguagesituationandcontextwhenlearningEnglishisworthstudying.Role-playisaneffectivewaytomakeEnglishlearnersreachthegoal.Thispaperaimstoattempttostudytheapplicationofrole-playactivitiesinjuniorEnglishclassroom.Beforethediscussionoftheapplicationofrole-playinjuniorEnglishteaching,thewriterwantstodoabriefintroductionaboutrole-play.Role-playisalearningactivityinwhichyoubehaveinthewaysomebodyelsewouldbehaveinaparticularsituationfromtheOXFORDAdvancedLearner’sEnglish-ChineseDictionary.Inpedagogy,itisacommonlanguagelearningactivitywherestudentsplaydifferentrolesandinteractfromthepointofviewoftherolestheyplay.Aseveryoneknows,mostofjuniorstudentsaretiredofEnglishforrememberingwordsorgrammar.VanMents(1989)inhisbookclaimedthatamajoradvantageofrole-playwasthat“itwashighlymotivatingandgavestudentssimple,directandrapidfeedback…”Sorole-playactivitiescanhighlymotivatestudents’interest.Inrole-playactivities,studentsareencouragedtoactivelyparticipateinactivitiesthataredesignedtopromotetheuseofthelanguage.Role-playactivitiesprovidestudentsopportunitiestopractiseEnglishinasafeandrelaxedatmosphere.Infact,role-playhasbeenoneoftheeffectivewaysespeciallyinEnglishteaching.Thispaperconsistsofthreeparts：Part1isthecausesofusingrole-playinjuniorEnglishteaching,Part2istheapplicationofrole-playinjuniorEnglishteachingandPart3istheimportantpointsinrole-playinjuniorEnglishteaching.Let’sstudythemstepbystepthroughthispaper.1．Thecausesofusingrole-playinjuniorEnglishteaching1.1ThecurrentsituationofEnglishteachingThecurrentsituationofEnglishteachinginjuniorhighschoolsEnglishteachersmayoftengetchancestoseeanEnglishlessontaughteitherbytheircolleaguesorbyotherEnglishteachers.ThefollowingphenomenaareobservedtoquitecommoninthejuniorEnglishclassroominmanyplacesinchina.Theteacherenjoysperformingonthestagewhilethestudentsactasgoodmanneredaudiences,listeningtotheteachercarefullyandquietly,copyingimportantnotesfromtheblackboardintotheirnotebooks.Theteacherasksquestions,andstudentsraisetheirhandsandanswerthem.Sometimestomaketheclasslooklivelyandinteractively,theteacheraskssomepairsorgroupstocometothefronttoactoutadialogueorputonashortplay.Buttherestoftheclasswatchtheperformance,andgiveawarmclapattheendofit.ThisisaverytypicallessoninthejuniorEnglishroom.Butinfact,manystudentsjustlistenorwritedownimportantinformationintheEnglishclassoranswerquestionstogether.Inrecentclasses,thestudents’utteranceisnomorethan“yes”,“no”oronlyafewwords.Besidesthat,wecan’tneglectanothercommonphenomenathatmanystudents’highscoresinwrittenEnglishexamsdonotmatchtheircompetenceinusingEnglish.CurrentEnglishteachingfocusestoomuchonlanguageknowledgesuchaswords,grammar…Forexample,inteachingreading:atthepostreadingstageofreadingteaching,teachersoftenrelyuponreadingaloud,askingcomprehensionquestions,Sometimesevensentencebysentencetranslationisconducted.Andthenfocusoutthosegrammarsandnewwordstoletstudentscopydowntoremember.Maybewecanconsidertheseactivitiesinadequatetofulfillthetaskofdevelopinglearning.Buttheteacherignoredtoprovidethestudentswithopportunitiestousethem.

Consequentlystudentsspendmosttimememorizingthesocalledlanguagepointsandpractisingtheminmultiple-choiceexercises,ratherthanusinglanguageinarealandauthenticway.2.2TheNewCurriculumStandardsstressstudents-centeredteachingactivitiesWiththeNewCurriculumreformationgoingoninChina,moreandmoreEnglishteachersarerealizingthatthetraditionalteacher-dominatedclassroomshouldbereplacedbythestudent-centeredone.NewCurriculumStandardsstressesstudent-centeredteachingactivities.ItisrecommendedthatEnglishteachersshouldadoptpleasingandactiveteachingmethodologiestostimulatestudents’interests,builduptheirlanguagecompetenceandeventuallypromotetheirideation,imaginationandcreation.AnincreasingnumberofEnglishteachershaverealizedtheimportanceofchangingtheirteachingmethodologiestomeettherequirementsoftheNewCurriculumStandards.Soteachers’rolesshouldshiftfromthetraditionalknowledgeproviderandactivitycontrollertothelearningfacilitator,classroomsupervisorandparticipator.Ontheotherwords,theteachershouldgivemoretimetostudentsandletstudentstobetheowneroftheclassesandtheteachershouldpaymoreattentiontothelanguagepracticethanthelanguageintroduction.Atthesametime,manyChinesescholarspointoutmanyproblemstofindnewteachingways.“ThemajorproblemishowtobalancearelaxedlearningatmospherewiththeachievementofbettergradesinEnglishexaminationswithinnecessarilylimitedclassroomtime”(DuMinghuan,2006:1).“TheteachingofEnglishinjuniorschoolhasnotbeengivenenoughattentionandthereareactualdifficultiesintheteachingwork,suchastheenvironmentofEnglish-studyisnotidealenough,theopportunitiesofhearingEnglishisquitefew,theinfluenceofthenumberoftheclassmates,theinfluenceofmentalstateofthestudents,etc.”(LiYun,2006:4).Accordingtotheseproblemsaboutourcountries’juniorEnglishteaching,strengthenthetrainingofthelanguageknowledgeisnottheonlywaytogetthegoal.Role-playcanhelpstudentsandteachersalot.Role-playusesdifferentcommunicativetechniquesanddevelopsfluentlyinlanguageuse,promotesinteractionintheclassroom,makesteachingmaterialliveandincreasesmotivation.Thereisasimpleexample.WhenstudentslearntogreetothersbyEnglishways,theteachercangivestudentssomedifferentrolestopractisesothatstudentscanrememberthisnewknowledgeinsteadofrecitingthemmanytimes.Herepeerlearningisencouragedbetweenteachersandlearnersinthelearningprocesstakesplace.Theideabehindusingrole-playasapedagogicaltoolreliesontheproverbthatexperienceisthebestteacher.Itmeansthatstudentsmustapplylanguageintheclasses.However,role-playisnotjustincludingplayingsomeshows.Ithasbeenrefertomanyareas,themainformofrole-playinteachingEnglisharetalking,interviewandfreeroleplays.2.Theapplicationofrole-playinjuniorEnglishclasses2.1Thefirstmainformofrole-playtalking2.1.1Trainingthestudents’spiritofcooperationTalkingmeansconversationordiscussion.Talkingisoneoftherole-playtotrainthestudents’spiritofcooperation.Itneedstwoormorethantwostudentsintalking.Sointeaching,talkingcanbedividedtwoways:pairworkandgroupwork.Manytimesthetalkisbasedonadialogueortextfrombooks.Sotherole-playcangivestudentsachancetousethelanguagetheylearnedjustnowinclass.HereisatypicalsampleinjuniorEnglishteaching.IdiditwithstudentsinTangHuMiddleSchoolClass14Grade1onSeptember21st,2009.Goodmorning/afternoon/evening,Helen.Goodmorning/afternoon/evening,Alice.Hi,Bob.Hello,Frank.(FromUnit1inGoforItonPage3)Aboutthisconversation,theteachergreetsstudentsonebyone,andthengivesstudentseverysituationwhichis“morning”,“afternoon”,“evening”.Atthesametime,studentscandoapairworkwhichgreettheirpartners.Inthissmallactivity,studentscanactasaforeignertogreettheirfriends.Thissmallpairworknotonlycanletstudentsgetnewknowledgewithunconsciousnessbutalsocanletstudentsknowhowtoworkwithasingleoneorgreetothersbydifferentsentencesindifferentsituations.Anothersampleforgroup-workwefinishedwithstudentsinTangHuMiddleSchoolClass14Grade1onSeptember29th,2009.DearFeifei,Pleasetakethesethingstoyoursister:herhat,watch,notebook,keysandIDcard.Thehatisonthedresser.Thewatchisunderthebed.Thenotebookisonthebed.Thekeysareinthedrawer.TheIDcardisonthetable.Thanks,Grandma(FromUnit4inGoforItonPage23)Undertheguideofrole-playplan,theteacherasksstudentstoreadthroughthisnoteinordertogetthemaininformation,firstly.Nextletthemclosetheirbooksandtalkinagrouptofilltheseblanks.Atthispoint,teachershouldtakegoodpreparations,likethefollowingcolumn.objectsplaceStudentsshouldthinktheseblanksanddiscusswitheachothertofindtheanswers.Andthenletstudentstrytofindthemainformsforanoteinagroup.Afterthat,theteacherwillcallthreestudentstothefront,oneisFeifei,anotherisGrandpatoaskandanswer,thethirdstudentswilltrytodrawouttheirdescription.Atlast,studentswillgetfreetimetopracticeinagroup.Thoughgroupwork,studentswillfeelhowtoplayaroletocommunicatewithothersbyusefulinformationandtograspimportantinformation.Thesejobswediscussedlooklikepractisingunderteachers’controlled,buttheyalsogivestudentschancestoactmanyrolestouseEnglishlanguage.Hereisatheorynamed“Presentation,Practice,Production(PPP)model”whichisclosetoourrole-playtalking.2.1.2DiscussingtheteachingtheoryofPPPandrole-playtalking.ManyteachersmaybefamiliarwiththePPPmodelofteaching.AtypicalPPPlessonstartsbytheteacherintroducinganewlanguageiteminacontextfollowedbysomecontrolledpractice,suchasdrilling,repetition,dialoguereading,etc.Studentsthenmoveontoproducethelanguageinamoremeaningfulway.Infact,PPPmodelisausualwayinChina.“Thedetailedteachingofroleplayiscategorizedintothreesteps:presentation,comprehension,consolidationandutilization”(LiYun,2006:5).HistheoryissimilartothePPPmodel.ButbyourlearninglifeinChina,wecanfindthatmanyteachersstressongrammarsornewknowledge,butignorestudents’activitiesanddobylearninginChinajuniorEnglishteaching.HoweverthemaincontentofPPPmodelistoletstudentsdomoretimetospeakoutandregardstudentsasthecenteroftheclassroomteaching.Sothewriterbelievesthatthereisnotanotherwaytogetthepointexcepttalking.Talkingisnotonlytomakestudentsreadthecontextbutalsoletstudentsproducemorereferenceknowledgebylearning.Wecanusepairworkorgroupworktopracticetheseconversationsfromthebooksagainandagain.InPPPcycle,itneedstoofferasimplifiedapproachtolanguagelearning.Itisbasedupontheideathatyoucanpresentlanguageinaneatandclearway.Everyoneknowshowtotalkandimitatefromothersconversation,sotherole-playtalkingsupportsthissituationthoughpairworkandgroupworkaccordingtobooks.LetusgiveoneexampletogetourgoalbytalkingandPPPmodel.2.1.3UsingthetheoryofPPPmodeltoleadtheactivityoftalkingroleplayintheclasses.SomeexpertsofPPPcyclesaidthattheidealstudyenvironmentshouldfollowthisgraph.PPPPPPPresentationOfsingle‘new’itemPracticeOfnewitem:drills,exercise,anddialoguepracticeProductionActivity,roleplayortasktoencourage‘free’useoflanguage(ACourseinEnglishLanguageTeaching,2006:32)Wecanfinditincludes3mainpoints.NowweusedthisPPPcycletoleadanactivityoftalkingrole-playinSectionAUnit1fromGoforItinTangHuMiddleSchoolClass14Grade1onOctober20th,2009.MynameisJenny.I’mGina.Nicetomeetyou!What’syourname?Alan.Hello,I’mMary.Hi,Mary.I’mJim.(FromUnit1inGoforItonPage1)Step1,theteachergivesstudentsaself-introduction.(Presentation)Teacher:MynameisSally.Nicetomeetyou!Students:Nicetomeetyou,too.Duringthefirststep,theteacherpresentstoday’steachingmaterial.Althoughmanystudentshavealreadyknowntoday’steachingmaterial,theteacherwillalsogivesomesimpleintroductionstomoresinglestudentstomotivatestudentstouseit.Andthenteacherguidesstudentstoreadtheconversations.Step2,theteacherletstudentsdosomecontrolleddialoguepracticebypairworkorgroupwork.(Practice)A:Mynameis….B:I’m….Nicetomeetyou.A:Nicetomeetyou,too.Thesecondstepistopractisetoday’steachingmaterialandknowthecontentsabouttoday’smaterialbydoing.Step3,theteachergivesstudentsfreetimetofindnewfriendsinourclassinEnglish.(Production)Atthisstep,studentshavefreetimetouseEnglishlanguagetohelpthemfindnewfriendsinourclassroom.Buttheymustlearntoproducenewsentencestogetmoreinformationbyourformerknowledge.Fromthistypicallesson,wecanseerole-playtalkingactivitiescanbeonepartofPPPmodel.Ontheotherhand,everytalkingactivityshouldbebasedonasituation,sothatstudentscanusenewknowledgenaturallytoreachthefinalgoaloftheteachingbytalkingrole-play.2.2.Thesecondmainformofrole-playinterview.2.2.1Trainingthestudents’initiativeskills.Thesecondmainformofrole-playthewriterwantstodiscussisinterview.Thewordinterviewhastwomeanings:thefirstoneisareporter,whichaskssomebodyquestionsinordertofindouthisviews;theotheroneisameetingatwhichsomebodyisaskedquestionstofindoutifhe/sheissuitable(e.g.Somebodyapplyingforajob)(OXFORDAdvancedLearners’English-ChineseDictionary,2006:926).Forthesetwomeaningsofinterview,wecandivideitintotwomainrole-playactivitiesofinterview.Forthefirstactivity,wecansupposeasituationwhichasuperstarlikeJaywilltakeameetingwithjournalists.WecanchooseoneofthestudentstoactasJay,andothersactasthejournalists.Itwillbeanattractivetopicforstudents.Theymayaskalargenumberofquestionsandevengiveussomeunexpectedquestionsoranswers.Iftheywanttochangeroles,wecangivethechancetootherstudentstoactaspopularstars.Theotheractivityofinterviewisjobinterview.Itisaformalsituationforpeople,soweshouldtakemoreattention.Hereisaninterviewforjudging.Threeinterviewersareapplyingforasecretaryinacompany.Oneisyoung,justoutofschool.Oneisanelderwithmanyyears’experience.Thethirdoneisbeautybutnoeducation.Theprinciple,judgerswillinterviewoneatatime(othersleavetheroom),inordertodecidewhichoneisbestsuitedfortheposition.Eachofthemwilltryhardtoconvincetheprinciplethatshe/heisbestforthejob.Inourclass,wecanchoosethreestudentstoactasinterviewers,othersactasjudgers.Everyinterviewertakesaselfintroductionandthenjudgersraisesomequestions.Becausetheteacherdoesn’tgivestudentssomeinformation,sostudentsmustdoitbydiscussionandimagination.Thereisnolimited,thereisonlyimagination.Studentsareallowedtocomeupwithquestionsfreely.Atlast,studentswillgiveusaresultbytheirdiscussionanddecision.Accordingtothetworole-playinterviewactivities,wecanfindstudentsfinishasetofsmalltasksineveryway.SoitiseasytoconnectTask-basedApproachwiththerole-playinterview.Let’sdiscusswhattherelationshipbetweenthemintheoryisasfollows2.2.2TheteachingtheoryofTBLTandinterview.TheTask-basedApproachtolearnalanguageistoemphasizeonlearningtocommunicatethroughpurposefulinteractioninthetargetlanguage.ForChina,ZhouXueyapointsouttheTasked-basedTeachingwillcompletelychangethetraditionalgrammar-basedteachingmethodsinChina.“HealsoholdsouttheimportantpointsofTasked-basedTeaching:thekeyoftask-design,thecoreofactivity-design,theprerequisiteofinstructors’guiding”(ZhouXueya,2007:01).ItiseasytogettheaimoftheTasked-basedApproachis“task”.Thetaskhasfourmaincomponents:apurpose,acontext,aprocess,aproduct(ClarkandScarinoBrownnell,1994:28).Apurpose:makingsurethestudentshaveareasonforundertakingthetask.Acontext:thiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuesuchasthelocation,theparticipantsandtheirrelationship,thetime,andotherimportantfactors.Aprocess:gettingthestudentstouselearningstrategiessuchasproblemsolvingreasoning,inquiring,conceptualizingandcommunicating.Aproduct:therewillbesomeformofoutcome,eithervisible(awrittenplan,aplay,aletter,etc.)orinvisible(enjoyingastory,learningaboutanothercountry,etc).(ACourseinEnglishLanguageTeaching,2003:28) Abovetheelaborations,thewriterthinksthetask’smainpointsshareasamebelief,whichlanguageshouldbelearnedascloseaspossibletouselanguageinthereallife.InChina,moreandmoreteachersattendtochoosethisteachingwayintheirclass.Butitisjustabeginning,notawholeteachingway.Ontheotherpoint,interviewalsoasksstudentstogetsomegoalsbytherole-playactivities,soitisaspecialtaskforlearners.Intotal,theTasked-basedApproachandtherole-playinterviewactivitieshaveonesamegoal:toletstudentsgetknowledgebyfinishingtasks(interviewisoneoftheactivities.).Letushavealookattheinterviewrole-playwhichgivesstudentsonechancetopracticeEnglishduringthetimeofclass.2.2.3Practicinginterviewrole-playaccordingtotherequirementsofTBLTTasked-basedapproachhasthreestagesasnextcolumns.TBLTBLPre-taskIntroductiontotopicandtaskTaskcycleTaskPlanning…ReportStudentsheartaskrecordingorreadtextLanguagefocusAnalysisandpractice…Reviewandrepeattask(ACourseinEnglishLanguageTeaching,2006:31)Wecananalyzethiscolumnintosixstages:pre-task,task,planning,report,analysisandpractice.Let’sanalyzethesestagesaccordingtothesecondinterviewrole-playactivity.Forthepre-task,theteacherintroducesthetopicandgivesthestudentsclearinstructionsonwhattheywillhavetodoatthetaskstageandmighthelpthestudentstorecallsomelanguagethatmaybeusefulforthetask.Theintroductiongivesthestudentsaclearmodelofwhatwillbeexpectedofthem.Thestudentscantakenotesandspendtimeinpreparingforthetask,sobeforetheinterviewboththeemployeesandtheemployersshouldprepareforitwell.Forthetask,thestudentscanworkinpairsorgroups.Whenthestudentsworkinthetask,theyshouldplanhowtobeginandgoontheirwork.What’smore,thegroupsshouldcooperatewell.Next,thestudentsshouldprepareashortoralorwrittenreporttotellstudentsandshowouttheirinterviews.Thentheywillpracticewhattheyaregoingtosayintheirgroups.Meanwhile,theteacherisavailableforthestudentstoaskforadvicetoclearupanyquestionsandgivesomewelcomes.Inthisinterview,studentscanthinkabouthowtheycanfinishtheirtasksandgetthejoborchoosethesuitableperson.Thentheyshouldrepeatandanalyzetimeandagaintofindoutwhichisthemostsuitable.Themostimportantforinterviewispractice.Theteacherselectsthelanguageareasandthestudentsdopracticeactivitiestoincreasetheirconfidenceandlanguageabilities.Thestudentscangetsomeadvantagesfromthepracticeoftheinterviewrole-playbytheguidingoftheTask-basedApproach:thestudentsarefreeoflanguagecontrol;theywillbeexposedtoawholerangeoflexicalphrases,patternsaswellaslanguageforms;thelanguageexploredarisesfromthestudents’needswhichmeanstheneedsarefromthestudentsratherthantheteacherorthecoursebook;itisalsoastrongcommunicativeapproachwherestudentsspendalotoftimecommunication.Inaword,theinterviewrole-playisagoodwaytoimprovethestudents’comprehensiveabilityofusinglanguagewithTask-basedLearningapproach.2.3Thethirdmainformofrole-playthefreerole-play.Thelastbutnotleastmainformofrole-playisthefreerole-play.Itiscleartoseethatthefreerole-playmeanstomakesomebodyactasaroletoplayashowwithoutarranging.Intheclass,thewritermakesitastwoways:oneisrole-playwithbooks(itmeansactassomebookslistedorotherstories),theotheroneisrole-playwiththinking(itmeansactwiththinkingstoriesbystudents’make).2.3.1Stimulatingthestudents’learningmotivationbyplayingmanyattractiveshowsonbooks.Wecanfindmanyinterestingconversationsormanystoriesbeappearedonourbooks,andwealsocansearchmanyinterestingshowsfrombooks,TVorothermedias.Wecanmotivatetheformeractors’playingorotherinterestingstories.Everychildlikesfairytales.AnditisagoodwaytoletstudentsactrolesinthefairytalesinourEnglishclass.Hereisagoodandsimpletalesforstudentstopractice.WesearcheditinTangHuMiddleSchoolClass14Grade1onOctober23rd,2009.DuckGagaGagaisalittleduck.Heissmall,dirtyandugly.Hisfriendsdon’tliketoplaywithhim.Oneday,Gagawalkedbehindhisfriendsquietly.Buthisfriendsdidnotwanthim.Gagawasverysadandrantotheriverandcriedloudly。Justthen,abigbeautifulbirdheardhimcryingandflewdown.Shesaid,“Pleasedon’tcry.Tellme,whatdoyouwant?Icanhelpyou.”Gagatoldthetruth.Thebeautifulbirdsaid,“OK,Icanhelpyoutobecomeagood-lookingduck.”Thenshetookoutablanketandputitontheduck’sbody.Shesaidsomethingwhichthelittleduckdidn’tunderstand.Thenshetookawaytheblanket.Therestoodagood-lookingduck.Gagawasveryhappy.Hethankedthebigbirdandquicklywenttoplaywithhisfriends.Fromthistaletheteacherdividesstudentsintosomegroups.Andleteverygroupshowoutthisstory.OnestudentactsasGaga,2studentsactasGaga’sfriends,andonestudentactsasthebeautifulbird.Duringthepreparation,theteachercangivethemsomesuggestions,butnottellthemhowtoplay.Thestudentsinthemiddleschoolareintheageofmotivatingothers,sothiskindofplayingnotonlycanattractstudents’interesting,butalsostimulateSs’learningmotivationbyshowingouttheseinterestingroles.2.3.2Improvingthestudents’creativitybymakingsomeshowsbytheirthoughts.Thisisachallengetaskforstudents.Theymustdoeverythingaboutshowsbythemselves.Duringthepreparation,theycanasktheteacherforhelp,buttheteachershouldnotgivethemready-madedialoguetolearn.Weshouldpointoutthat,forthefreerole-playactivities,itisagoodideatochoosesituationswhicharenotexactlythesameasthoseinthetext-book,butwhicharebasedonthegeneraltopics.Thesetopicswillbefamiliartothestudents,andtheywillbeabletousethelanguagetheyhavelearnt.Theteachermaygivesometopicssuchashealth,education,freetime,familyandsoon.Andthestudentscanchooseanyoneandthenthinkofsuitablesituationforfreeroleplay.Forexample:Topic1:healthPossiblesituation:Yougotacough,andyoumusttolookdoctor,butyoudon’tknowwherethehospitalis.Youshouldaskonepeopletofindthehospital.Topic2:schoolPossiblesituation:Therearesomenewstudentsinyourschool.Andtheteacherasksyoutobetheirguide.Youshouldguidethemtovisityourschoolandanswertheiranyquestions.Thentheteacherasksstudentstoplaythefreerole-playtheyhavethoughtabout.Thecontentsaboutrole-playshouldnotbebasedonourtextbook.Soinordertouseanactivitylikethisinclass,carefullypreparationwouldbenecessary.Aboutthisactivity,weshoulddividetheclassintopairs,andletthemdiscusstheirtopicsandthoughts.Andthenletthemall“tryout”therole-playbyfreepractice.Atlast,calloneortwopairstoactitout.Duringtheprocessofpreparingandshowingtheshows,studentscanlearntohowtomakeoneimperfecttexttobeperfect.Ontheprocess,thefreerole-playcanhelptoimprovethestudents’creativity.Maybethefreerole-playisverysimpletoorganizebutitisalsoagreatinfluenceuponEnglishteaching.Forexample,itcanstimulatethestudents’learningmotivationandenliventheirthinking.Wealsocanfindthatifstudentswanttofinishashowaboutthefreerole-play,theymustlearntocommunicatewithothersandworktogether.AndCommunicativeLanguageTeachingisalsohavingthesimilarpurposetopractiseourtargetlanguage.2.3.3TeachingtheoryCLTandfreerole-plays.ThecommunicativeApproachorsimplyCommunicativeLanguageTeaching(CLT)cameintobeinginthe1970sinthewest.“Itreferstoanyapproachtolanguageteachingwhichemphasizesthemeaninganduse,ratherthantheformoflanguagewhichaimsatdevelopingthelearner’scommunicativecompetenceinforeignlanguageteachingandlearning”(Hymes,1974:1).“Itemphasizestheprocessofcommunication,suchasusinglanguageappropriatelyindifferenttypesofsituations,usinglanguageforsocialinteractionwithotherpeople”(Howatt,1984:4).“ThestrongversionofCLTclaimsthatlanguageisacquiredthroughcommunications”(Howatt，1983:4).“Themaincharacteristicsofcommunicativecompetenceincludefluency,accuracy,appropriatenessandcorrectpronunciation”(GaoYing,2006:6).Itmeansthatlearnersdiscoverthestructuralsystemintheprocessoflearninghowtocommunicate.Moststudentscangethighscoresinourpaper-testsbutlowscoresintheoraltests.AndCLTteachingaskedoralability.SothiswaycanhelpusimproveourjuniorEnglishclass.Thefreerole-playisoneofthebestidentificationforCLTteachingway.Duringtheactivityoffreerole-play,studentsusethelanguagefreelyandlearntomakesentencesbythemlearnedtocommunicatewithothers,notletstudentsremembertheformoflanguagetogethighscores.Thefreerole-playemphasizesonlearningtocommunicateinthetargetlanguagewhichissameasCLT.2.3.4Theapplicationoffreerole-playsinEnglishclassesbyCLT.