Due to the current method on sentence combining, which results a frustrated and bored outcome on Taiwanese student's motivation, this study provides an enhancement model for stimulating student's motivation. Through integrating the in-class lecture with teacher-centered design, this model focuses on an after-class activity with student-centered design which concentrates on the impact of peer pressure. During the after-class learning activity, this study applies a drill-and-practice pedagogy. Student would accumulate personal cognitive knowledge as every student would have generated their self-constructed learning outcome, and s/he would be rewarded for her/his effort. Then the students would return to the in-class activity, and the teacher would allow the students to begin peer-evaluation. Every student starts to rank their peers' answers; as a result, the students own both a score on their efforts and a score on peer-evaluation. As soon as the peer-evaluation ends, student's personal identity (score) would be initiated. Student would have an opportunity on comparing their identity with the other students, so that there would be a peer pressure established among students. Students could enhance their self-motivation, and to work harder in the next stage of practicing (after-class activity). This study describes the design on the enhancement model for student's motivation, and further study would be mentioned at the end of this article.