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Introduction
As we all know, the final purpose of learning languages is to communicate with other people. However, a lot of people who have learnt English for many years can not communicate freely just using simple English in daily life. Even some people, who have got the certificates of CET-4 and CET-6, with high ability of reading English materials and writing English passages, still have much difficulty in speaking. So “Dumb English” exists widely in China. Here, this thesis will attach great importance to this bad situation and the measures to deal with it.
What cause this bad situation? Of course, there are many reasons for it. Here the author refers to some main factors. Nowadays, in China especially in rural middle school, students learn English mainly from their English teachers. Therefore, the teacher’s design of teaching content has a great effect on students’ learning interest. However, some teachers’ design of teaching content is not reasonable, against the reality of students’ studying needs. For example, the design of speaking part always appears to be very formal and some topics in the speaking part are far away from students’ experience or nature. Moreover, in China, the traditional education system can’t provide more chance and bigger room for students to develop themselves. For example, teacher-centered education system makes students dare not to open mouth, and examination-oriented education makes both teachers and students pay their attention to high marks in examination not the language ability. Even some students and teachers think it is a waste of time to take pains to develop speaking ability. So students’ speaking ability becomes worse and worse.
Facing this bad situation, in order to change the prejudice on the oral English teaching in middle school and help teachers and students to clear away the oral English drawbacks, this thesis puts emphasis on giving some suggestions from four aspects on how to design an active and highly-effective or
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