【正文】 nglish. Students in village even study English in class but they can not study at home, can not chat with parents in English or even they are scolded at showing off their knowledge, as a result, they are afraid to speak, that is to say, they haven’t learned English. From cities to countriesNot only students’ speaking ability between countries but also at different fields within countries exist large differences. In China, students’ speaking ability between cities to countries differs very largely. Due to thriving economic, advanced education technology, high level living standard and high acknowledge, government has a chance to receive all the advanced education technology wherever in China or in foreign country quickly and realizes the current situation of the low living standard, living without enough money, low education, peasants feel education is to aim at the rich not to them especially English. Because of traffic inconvenience, the latest education policy can not transmit to village, let alone to carry out. What’s more, graduates with good teaching experiences are unwilling to teach students in rural area. Rural students stay in village forever even they are eager for learning. From schools to schools Every school wherever in foreign or in China, in big city or in town, in town or in village, or even in the same places, due to the different education technology, different teaching resources, different student resources, has different English speaking ability. For an instance, because of the rich teaching resources, the latest education technology, the outstanding learning environment and more chance to municate with various countries, students in big city has high English speaking ability. However, due to the low teaching resources and the poor education background, students in rural area do badly in English speaking. Rural teachers are lack of realizing the importance of class discourse, pay more attention to explain the vocabularies, analyze the grammar, teaching the text knowledge and the homework, neglect developing students’ English speaking ability. Moreover, teachers’ class discourse is very single and the voice and the intonation are short of variation and enthusiasm, as a result, middle students in rural area are bad in English speaking with the backward education policy, the bad learning environment and the secular feudal ideas. From Xunwu Middle School As a practice teacher, I have made a deep survey about students’ English speaking ability during my three months’ practicing. As I practiced in senior one, I attached importance to students’ English speaking ability of senior one. Xunwu Middle School is the only one major school and the only one school which students can enter to college in Xunwu. Not only was the teaching environment superior, but also there were a lot of excellent teachers in Xunwu Middle School. One thing to be came up with, students were from different schools. Some of them came from remote village such as Chengjiang Middle School, Liuche Middle School, Danxi Middle School and so on. Although those schools were the best schools in their own village, villages were villages where the living standard was very low。 instead, they attached importance to the ability for having exams. Some students were from town’s schools, pared with village, their English speaking ability were higher than them who studied in village and their pronunciation and intonation were more standard. Moreover, they can speak mon expressions. Even so, when every student came to a new environment, different teachers spoke different pronunciations, and had different teaching ideas. As a result, students can not understand, can not say, were unwilling to say or dared not to say in class. Their right to speak was deprived and the chance to speak was reduced, therefore, they were unwilling to speak or had no idea how to output in the full English environment.” As to me, for a practical teacher, although having no prehensive understanding about the specific circumstances, I am able to e up with some measures to improve students’ English speaking ability regarding of my three months’ practicing. As Deng Xiaoping said “Casebycase”. Putting forward with some measures must be on the basis of the concrete condition of Xunwu Middle School. This time, I will e up with some measures to improve students’ ability of English speaking and listening from two aspects: On the one hand, as is wellknown, teachers are the most important role in the English learning in the school. Teachers are the eyes of students to guide students where to go and how to go. As a result, to improve teachers’ English ability is essential for students to develop English speaking ability. To be regretful, rural teachers have many problems in English such as bad English pronunciation, poor English vocabularies and so on. So we should do according to those problems. First: Pronunciation. Teachers should pronounce properly, pay attention to the speed and intonation. Second: Vocabulary. Teachers must learn English especially in vocabulary and master the use of vocabulary as many as possible to improve them. Third: When teaching, teachers use the simple sentences that students can understand to the best of teachers their own abilities. Fourth: after learning one lesson, teachers ought to attach importance to retelling the lesson by using students’ own words or some knowledge they learned before to develop students’ language petence. Fifth: teachers establish as many different scenes as they can to make students learn as in the real situation. Last but the most important, teachers should change the teaching pattern of the “cramming” and “teacherleading”. To improve students’ English speaking ability, teachers should teach students followed by “studentcentered”. Students have chance to speak and talk about what they want to say and they can say freely.On the other hand, students are the leader in the En