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1.The main problems of oral English Teaching in junior high school and the analysis of its causes
1.1 Too many students in one class
Cultivating students’ listening and speaking abilities must be through a large number of repeated practice， during which， every student must have enough chance of listening and speaking training. China， however， is a country with a large population， there are large groups of students， but the teachers and teaching resources are limited. There are only a few private foreign language schools that teach English in small classes， each about 30 students. Most of the schools， especially public schools， teach English in large classes， the number of students in a class is about 60 to 70 in general.
1.2 Few opportunities for listening
The ability of speaking English must be established on the basis of listening to a lot of English. In China， however， due to the teachers’ low oral English level， the outdated teaching methods of teachers， some poor economic regions lack of hi-tech teaching equipment or their listening materials in a bad quality， and a variety of other reasons， students do not have enough chance to listen to English， which not only has a direct impact on the training of listening， but also indirectly affects the training of speaking.
1.3 The monotony of oral activities
Many teachers are simply restricted to the oral communication teaching practice， and they can not connect the materials together. They can not innovate or design oral activities. They can neither explore useful materials from contexts nor find available materials as a supplement to the contexts from other resources. Except the limited class time， there are no other forms of oral English activities for students.
2. Strategies to improve the quality of oral English teaching in junior high school
2.1 Improving the evaluation system
In China， there isn’t a final assessment for oral English. So， the speaking ability can not draw attention of teachers and students. Correspondingly， the training of spoken English can not be planned effectively， oral activities can not be effectively carried out. Sometimes， there is even no speaking activities. Therefore， it is very necessary to have oral tests in our English learning process， which is an effective measure to guarantee the training of oral English.
2.2 Simulating contextualized teaching
The key everyone can speak native language well lies in： once born， he/she is surrounded by the native language. This native language environment can make people master this language quickly. The same theory goes as we learn a foreign language， especially spoken language. Teachers should strengthen the spoken language teaching， they can take measures like the simulation situation. With the help of multimedia， teachers can create situation for students to make a dialogue， and let students participate in the dialogue， let them feel the atmosphere， and inspire students to express their desires.
2.3 Paying attention to the input of basic knowledge
The basic components of oral expression are words， phrases and sentence patterns. In daily teaching process， teachers should require students to accumulate words from textbook， homework or test papers. Teachers should be very strict to input knowledge of this part. They can force the students to memorize these words， phrases and sentences through dictation.
1.1 Too many students in one class
Cultivating students’ listening and speaking abilities must be through a large number of repeated practice， during which， every student must have enough chance of listening and speaking training. China， however， is a country with a large population， there are large groups of students， but the teachers and teaching resources are limited. There are only a few private foreign language schools that teach English in small classes， each about 30 students. Most of the schools， especially public schools， teach English in large classes， the number of students in a class is about 60 to 70 in general.
1.2 Few opportunities for listening
The ability of speaking English must be established on the basis of listening to a lot of English. In China， however， due to the teachers’ low oral English level， the outdated teaching methods of teachers， some poor economic regions lack of hi-tech teaching equipment or their listening materials in a bad quality， and a variety of other reasons， students do not have enough chance to listen to English， which not only has a direct impact on the training of listening， but also indirectly affects the training of speaking.
1.3 The monotony of oral activities
Many teachers are simply restricted to the oral communication teaching practice， and they can not connect the materials together. They can not innovate or design oral activities. They can neither explore useful materials from contexts nor find available materials as a supplement to the contexts from other resources. Except the limited class time， there are no other forms of oral English activities for students.
2. Strategies to improve the quality of oral English teaching in junior high school
2.1 Improving the evaluation system
In China， there isn’t a final assessment for oral English. So， the speaking ability can not draw attention of teachers and students. Correspondingly， the training of spoken English can not be planned effectively， oral activities can not be effectively carried out. Sometimes， there is even no speaking activities. Therefore， it is very necessary to have oral tests in our English learning process， which is an effective measure to guarantee the training of oral English.
2.2 Simulating contextualized teaching
The key everyone can speak native language well lies in： once born， he/she is surrounded by the native language. This native language environment can make people master this language quickly. The same theory goes as we learn a foreign language， especially spoken language. Teachers should strengthen the spoken language teaching， they can take measures like the simulation situation. With the help of multimedia， teachers can create situation for students to make a dialogue， and let students participate in the dialogue， let them feel the atmosphere， and inspire students to express their desires.
2.3 Paying attention to the input of basic knowledge
The basic components of oral expression are words， phrases and sentence patterns. In daily teaching process， teachers should require students to accumulate words from textbook， homework or test papers. Teachers should be very strict to input knowledge of this part. They can force the students to memorize these words， phrases and sentences through dictation.