【正文】 clear? Or the level of the language was much higher than the most of my students? Or they didn’t like the topic? Or they weren’t familiar with the topic? etc. About the third reason: Some “l(fā)ow students” lacked confidence, who are weak at the traditional grammaroriented written exam. I didn’t encourage these students that speaking can make them enjoy English, can make they have enough confidence. And these were very important to every English learners. About the fourth reason: Some students didn’t think the oral practice is useful to their grammaroriented exam, so they were not interested in it. I didn’t tell the students that the relationship between oral practice and grammar You can’t learn grammar rules well just by listening, understanding, taking notes or by remembering what the teacher teaches. If you speak and use by oral way these useful sentences which contain the key grammar after you’ve understood these grammars, you will master these 9 grammars much better. And this will give you a big help on your grammaroriented exam. The students’ side The purpose of some top students to do the Speaking Activities is just to improve their speaking ability. They would rather make speeches in front of the whole class or do the interpretative exercises for the key sentences than care about if there is any useful grammar, because they are sure they can really do well on the exam without the oral practice. Some weak students may think the oral practice almost couldn’t help them on the grammaroriented exam. Others are accustomed to the traditional way of teaching and learning, that is, they are always waiting for the teacher to tell them what to learn. As a result, they neither improve their speaking ability nor get high marks on the exams. Some students think oral practice is just a waste of time. They say they can use the time to more grammar exercises to get high marks. The choice of materials:If the materials tend to be too oral, though they will be very interesting to the students, they may be far from the text。 on the other hand, if they are close to the exam, they would be too boring to capture the students. So I should consider the both sides of the materials. After that, I recognized that I should add some Pronunciation Training Activities to improve students’ pronunciation。 give the more clear instruction to let students know what to speak and how to speak。 offer more encouragement to the “l(fā)ow students” with low marks on the “grammar exams” to grow confidence。 try to design some oral activities to improve the students’ ability on the “grammar exam” . Socratic dialogues I can’t let my students express in English. Q: What do I mean by express? What sort of expressing do I expect of them? A: I want them to express freely. Q: Express what? A: Usually the key sentences in their textbook. Q: What purpose do they have in the expressing training? A: Purpose ? To practice speaking English. 10 Q: Isn’t it like me surfing on line sometimes? At the times, I surfing, but do not actually read anything, simply because I do not have a specific purpose. I regret wasting time and money afterwards. A: Oh, here is the point. When I ask my students to practice speaking English, the purpose is too general. I should give them some specific purposes, such as to practice the usage of a word, a sentence’s structure, or a tense, etc. Questionnaire survey: I designed one questionnaire and distributed to my students before conducting the research and required that they finish it within 20 minutes. All of them, 15 students, returned their questionnaires that were left anonymous. When all these data came in, I made some statistical evaluation. The result showed that 100% of the students thought the oral practice was important and that about % of the students thought oral practice was quite necessary for their future development, which indicated that the students have been fully awarded of the importance and necessity of oral practice. But they might encounter difficulties, such as the language level is higher than the students’, so they lost their confidence and interest. After making the above analysis, I’ve got the result that inadequate teaching design is mainly responsible for students’ lack of interest in oral practice. So in my future teaching, I will try to improve my oral work design through adding some items to improve the students’ pronunciation, giving them more encouragement and more detailed instructions for their speaking topic, etc. 3. Project objective The project objective is to enhance learners’ interest in oral practice. hypothesis It is hypothesized that learners’ interest in oral practice can be enhanced by welldesigned oral work, especially by good stimulating methods. rational Communicative approach in teaching speaking Since 1960’s, Communicative Language Teaching (CLT) has developed into a prehensive teaching and learning methodology. So in today’s teaching, the goal of CLT is to use language 11 for municative purposes. To our English teachers English teaching focuses no longer on the mastery of grammar structures and vocabulary, but on a more prehensive training of municative petence. PPP model “ The PPP procedure has e in for considerable criticism over the last few years, especially as a model for teacher trainees to follow.” (Harmer, 20xx) The procedure of an oral lesson aiming at teaching new language items can be idealized into three stages known as the PPP model. Follow the PPP model, the new language should first be presented to the students in meaningful contexts and make sure they understand what it means and how it used, that is the first stage Presentation。 then students Practice the new langua