【正文】 Policy. In the past, everyday munication was not the main goal because one didn’t need to listen and speak in English. but now spesking is very important. The students should not only express themselves, they can also municate in different cases according to the culture. But in my teaching, some of my students who have high grades in English are not good at oral English. Some can not express themselves in English. Some of them are lack of interest in oral class. analysis In my opinion, there were four main reasons that accounted for students’ lack of interest in oral class. Firstly, some students were afraid of being laughed by others because of their poor pronunciation and performance. Secondly, some students wanted to say, but they didn’t know how to get start and what to say. Thirdly, some students particularly those who did not do well in the traditional grammaroriented written exam lacked selfconfidence in oral work. They thought that the oral class was only the showing time for the “topstudents”. Fourthly, some students didn’t think the oral practice is useful to their grammaroriented exam, so they were not interested in it at all. The Problems had been troubling me for a long time and now I was determined to work towards the solution to the problem. I started off by making an analysis of the problems. In this period, I use the following methods:the analytic method, cause analysis, socratic dialogues and questionnaire survey. The analytic method My Problem is : Some of my students are not interested in “oral practice”. The phrase “some of” in my problem made me think of the other side of the issue: some of my students are not interested in “oral practice”. This, in turn made me think of these: Why some don’t, while others do? Who are the some that don’t? And who are the others that do? Moreover, “my students” is in contrast with “my colleagues’ students”. This prompted me to made a chain of reflections: 8 What about some of my colleagues’ students? Is it also the case that they aren’t interested in oral practice? If, on the other hand, all of my colleagues’ students are interested, then my problem is actually caused by myself, not by my students. Probably the training I gave students was poorly designed. Cause analysis I did the Cause Analysis on both “teacher’s side” and “students’ side”. I analysised the four main reasons of students not being interested in oral practice. Teacher’s side – that is myself. About the first reason: Some students were afraid of being laughed by others because of their poor pronunciation. I didn’t teach them the Phoic Alphabet I had thought that, as the high school students, they have studied English for more than three years, they should have learned the Phoic Alphabet. So I think I should add some Pronunciation Training Activities in my new Teaching Design. About the second reason: Some students wanted to say, but they didn’t know how to say. When these students told me that they were often not clear about what I told them to do or how they should do as my instruction in the oral class, I came to know that there was something wrong with my TeachingDesign. Maybe the language I used was not 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。 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