【正文】 provide students with text play acting, sketch acting and dialogue acting according to the contents of texts and their English levels. By working in groups of four or three, helping each other and cooperating with each other, the students can feel at ease while speaking English and they bee to enjoy speaking English. Outside class, English corner, reading petition, English songs petition and English party etc. are all good activities which always attract the students and impel them to speak more English. And debates relevant to hot issues in the world seem to be the most popular activities. Teachers can organize the students to argue about some current affairs, which links what they learn with practice and helps them to express their real thoughts. The propositions can be: Wars in Iraq Are you afraid of SARS? In a word, all activities are determined by teachers. So teachers’ ability should be both adaptable and flexible. Conclusion Spoken English is very important for the teaching and quality of the students and the international it is a longterm task to improve students’ Spoken are a variety of reasons that they are poor at Spoken main reason is the students themselves and teachers,such as students’motivation, interest and learning method ,teachers’knowledge of English and teaching capacity . To help the students who are poor at Spoken English is the duty of the of them aren’t confident, but they are willing to be good at Spoken English. As an English teacher,we should not only enrich our knowledge of English in overall aspects,but also should improve teaching most important thing is that we should respect the students, understand them and love we do well enough, these students will make progress in various degrees.To improve spoken English ability is an important aim of studying English. In different ways, spoken English teaching goes through the whole English teaching. English teaching is linked together with Knowledge in class and outside class, which highlights the students’ main body role in class and enhances English teachers’ guiding role. And students are active to speak English and study English, which is the aim of spoken English teaching. 　It is evident that the improving of spoken English will develop the reading and writing abilities. The students will grasp daily English systematically and their ability of thinking in English will be formed and strengthened after the practice for Spoken English. And their ability of analyzing questions and ing up with opinions will be enhanced, too. What’s important, the students’ role will be great changed. They are never those passive listeners but active participants in class. Their main body role has been heightened and respected, which makes them study positively and helps to develop their ability of studying. At the same time their pioneering spirit will be enhanced and their ability of creating will be trained. That is the core of quality education. Notes1. 常汝吉 英語(yǔ)課程標(biāo)準(zhǔn) [Z]. 北京：北京師范大學(xué)出版社，20012. 張履祥，葛明貴，2001，《基礎(chǔ)心理學(xué)》安徽：安徽大學(xué)出版社3. 姚本先，2001，《兒童發(fā)展與教育心理學(xué)》安徽：安徽大學(xué)出版社4. Johnson, . Understanding Communicative Language Classrooms. Cambridge: Cambridge University Press, 1995.5. 王才仁 英語(yǔ)教學(xué)交際論 [M]. 廣西：廣西教育出版社，1996.6. Tricia, Hedge. Teaching and Learning in the Language Classroom [M]. 上海：上海外語(yǔ)教育出版社，2002.7. 舒白梅等 外語(yǔ)教學(xué)法 [Z]. 北京：高等教育出版社，2001.8. Richard, J. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 1986.9. Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press, 1989.10. Krashen, S. Principles and Practice in Second Language Acquisition. Oxford: Pergamon, 1982.BibliographyAlderson, , Clapham Caroline, Wall Dianne. Language Test Construction and Evaluation. Cambridge: Cambridge University Press, 1995.Krashen and Practice in second language Acquisition, Oxford. Pergamon Press, 1982肖嫚. 互動(dòng)式教學(xué)模式與英語(yǔ)口語(yǔ)能力培養(yǎng)[J]. 科技信息, 2009,(02) . 韓炳華. 淺議提高英語(yǔ)口語(yǔ)訓(xùn)練有效性的策略[J]. 揚(yáng)州教育學(xué)院學(xué)報(bào), 2007,(01) . 張恩華. 非英語(yǔ)語(yǔ)境下如何快速提高英語(yǔ)口語(yǔ)水平[J]. 職業(yè)教育研究, 2006,(11) . 劉芳. 如何提高學(xué)生英語(yǔ)口語(yǔ)能力[J]. 湖南教育(教育綜合), 2008,(01) . 張東瑞. 提高英語(yǔ)口語(yǔ)的方法初探[J]. 湖北廣播電視大學(xué)學(xué)報(bào), 2007,(09) . 潘月紅. 如何提高學(xué)生英語(yǔ)口語(yǔ)能力[J]. 巢湖學(xué)院學(xué)報(bào), 2007,(01) . 李麗君,賀凱達(dá). 大學(xué)生英語(yǔ)口語(yǔ)自主學(xué)習(xí)的探討[J]. 成功(教育), 2009,(02) . 馬瓊. 提高英語(yǔ)教學(xué)中跨文化交流途徑探析[J]. 重慶工貿(mào)職業(yè)技術(shù)學(xué)院學(xué)報(bào), 2008,(04) . 10