【正文】 s rather than with the talking Warmup so that you can shorten or stretch the warmup according to the situation. 3. Focus on Speaking Strategies: This part of the lesson follows the units in the students39。s demands that is the requirement of munication and ability. In the Middle School, both teachers and students must eliminate the idea of neglecting oral English and teacher should help students to conquer the psychology of fearing speaking. They also try their best to build up the language environment for the students practicing oral English. We must take it seriously because the improving oral English is the key of quality education. Works Cited 表示編輯 。s undivided attention! Instruct the students to think of an interesting story from their life during the break. But remind them not to tell anybody yet! Write some ideas on the blackboard to help them: ? a funny thing that happened when you were young ? a lucky escape ? an embarrassing moment ? your best day ever ? a romantic evening ? an adventure while traveling Let the students tell their story to their partner. As will soon bee clear, this is really only a practice run. Instruct the students to write their name and a title for their story on the slip of paper which you give them. Explain the rules of the activity (perhaps get two students to stand up and go through the motions as a demonstration). Work in pairs, tell each other the story, and then swap the piece of paper. Then when you form a new pair with another student, you will repeat the procedure, telling the story on the slip of paper which you now hold. Check: ? What do you do after telling the story? (swap cards) ? After you find a new partner, do you tell them the story about yourself, or the story on the sheet of paper in your hand? (the sheet in your hand) 6. Outofclass Talking Opportunities: At the end of each Oral English lesson, four practice topics are provided which serve a double purpose: All students discuss them after class at English Corners. This course break the routine of repetitive lesson pattern, special events are scheduled during the term, such as the sketch performance m the middle of the term, the Christmas lesson and a Class Speech Competition. Since students tend to perceive repetition as boring and often expect their teacher to spark off fireworks of surprises every single lesson, It is important to make the course design transparent to students and point out the benefits of continuous skills development over the term. But there is few single oral English lessons in the Middle School, so teachers must put more oral English practice in a lesson. 1. Asking students to read the useful expressions, dialogues, or the whole test in class in order that students can master more vocabulary and sentence patterns. 2. Say something about student regular life. Teacher can give some useful words or sentences to help student talk about as many as possible. 3. Text retelling. Students must use their own words to retell the long text learned last class and teachers give an example in class first ,which students are imitated. 4. Sentences making. When teachers teach some new language points, they can explain the grammar with an example, and ask students to make new sentences themselves followed by the example. This method is also a good one to learn new words or phrases. 5. Debate or argument. Students can argue the topic which concerned with the lessons. For example, guessing is an interesting games to practice the modal verb: A: What do you think it may be? B: I think it may be an apple. C: It cannot be an apple, I think it must be a banana. D: How can it be a banana? A banana is long, but it looks round. It must be an orange. E: It can39。t be afraid of wasting time! Teachers should deal with the relationship between language studying and language utilizing. Change the traditional teaching which teachers teach the students from the beginning to the end. In contrast, teachers should anize the activities like pair work, group work, class discussion and interview whic