【正文】 em in the right “basket”.The games about words include: “Last Letter,” adapting to the words learning or the consolidation period. The last letter of the word must be the first letter of the next word. The teacher will need a ball. He throws the ball to one student and says a word, such as “dog”. The student must reply with a word starting with “G”, such as “girl”. When answered, the ball is thrown back to the teacher and it is then thrown to the next one. The sequence may then be (for example): girl, look, king, go, octopus, student ... The teacher can have the students throwing to each other. ., student A = Cat, throw to student B = Today, throw to student C = Yes, etc.And the games about sentences, conversations include: “Make a sentence”, the student takes a piece of paper from his teacher, and make a sentence by using the words on the paper。 “Performance games”, the teacher gives a topic to the students and asks them to organize a conversation and perform it in pairs. Games which involve language and which the students enjoy are languagelearning material. Teachers can find “new” games by studying magazines, newspapers, radio and television programs. When collecting games, it is important to note what language need only be understood by the players and what language must be used by them. Thus, the language level is determined by the type of use, not just the structures and vocabulary items themselvesAct out“Talking in children, talking to foreigners.” (Freed, B. 1980) Teachers can make their students talk and act frequently in the classroom. There are many dialogues in the students’ textbooks. Teachers should often offer the students some instruments and let them act the dialogues out. The students are so interested in acting because everyone has a desire of acting. They finish the acting with pleasure and learn the dialogues easily. And during this process of acting, the students’ cooperation ability can be developed.CompetitionFor the knowledge’s consolidation, teachers should often hold some petition in the English classroom. A teacher can write GROUP1, 2, 3, 4 on the blackboard and explains the rules of the petition. When one group wins, he draws a star under it. The petition can make the classroom atmosphere bee vive and no one will be absentminded. Dig out beauty from teaching materials and teach students how to appreciate articles In English teaching books, there are many rich and colorful artistic images, fascinating and profound artistic conception, simply and vivid elegant words and sentences, strong affecting expressive colors. As an English teacher, he not only teaches his students to feel and experience the bookoriented esthetic content and style continuously in his ELT, but also trains their esthetic ability and esthetic consciousness according to the esthetic rule of the students from shallow to deep, from the surface to the inner, and from experience to evaluation. In teaching, the teacher should exert and explore the potential esthetic factors using these colorful texts as carrier, and inducts the students to produce special mental effect and esthetic charm during their training of listening, speaking, reading, and writing through the exhibition of beautiful things, beautiful images, beautiful thoughts, and beautiful sentiments. Finally, he should teach the students to feel beauty, understand beauty, and create beauty initially and positively, thus lay an esthetic foundation stably for the students. Take the Unit Four of New Senior English for China Student’s Book 1, A Night the Earth didn’t Sleep for example, this text is an excellent work. The author used many kinds of connection, coherence and rhetorical devices to make the text wellknit and well organized. The second paragraph in the text: At 3:42 am everything began to shake. It seemed that the world was at an end! Eleven kilometers directly below the city the greatest earthquake of the 20th century began. It was heard in Beijing, which is one hundred kilometers away. Onethird of the nation felt it. A huge crake that was eight kilometers long and thirty metres wide cut across houses, roads and canals. Steam burst from holes in the ground. Hard hills of rock became rivers of dirt. In fifteen terrible seconds a large city lay in ruins. Twothirds of the people died or were injured during the earthquake. Thousands of families were killed and many children were left without parents. The number of people who were killed or injured reached more than 400,000. In this paragraph, the author described what was happening when the earthquake came and explain the reason why the earthquake brought such serious damage to Tangshan. The description is so vivid that it seems there is a picture appearing in front of readers. Though there are many important new words and new expressions in this paragraph, there is another thing should also be paid attention to. That is how to appreciate it. For example, “It seemed that the world was at an end!” it belongs to hyperbole. And the data used in this paragraph can bring a true effect.5. Conclusion As one of the important elements in ELT, esthetic education should attract more teachers’ attention and should be used widely in ELT. ELT does not just mean teaching the students English words and grammatical rules. The students will feel tired in such teaching modality. English, as one kind of language, has its own beauty, such as its beautiful rhythm, its beautiful pronunciation, and its beautiful cultural connotation. Thus, if esthetic education is applied in ELT, teachers will have a positive effect in their teaching. And esthetic education in ELT can teach the students to find beauty from English learning and help students develop their ability. Generally speaking, as a subject of the research on English language teaching, the study on esthetic education in ELT is still very new. But it is very important to do further study on it, as the a