5. Project implementation

　　My students are all 15 or 16 years old. They had learned English for 3 years, and some are very interested in studying English, but they don’t know how to learn and they need me to help them.

　　I spend four weeks on implement my project, for each week I am scheduled to do these teaching notes: to see Appendix B.

　　Diary-keeping: students response and my own observation. To see Appendix C.

　　I want to know if the hypothesis has been provided by the four weeks use of varied speaking to help them do it better than ever. I want to know what had my students gained and which method they preferred. The project here consists of three aspects: degree of interest, practicality and satisfaction, after comparing the results of the two questionnaires. I found out that oral-practice there has been improvement after the implementation. The results of the two questionnaires are presented in Graph I.

　　like a little dislike

　　Graph I The attitudes of the students to study English

　　Inorder to know if the students make the progress after the implementation, I let the students to do the questionnaires, three class including 172 students did the questionnaires, before the implementation, 38 students like English and 48 students like a little, the others dislike English. After the implementation, the questionnaire indicates that 78 students like English and 94 students like a little , no one dislike English after the implementation.

　　the objective of our research is to enhance my students’ oral-English interest and effect. I am so pleased that my students change the attitude to the English, although the title I assigned to the students is oral English, I know culture the interests is very important to them, because no interests no improvements.

　　Oral-English puts students is situations in which they are required to use and develop those facial expressions necessary in the work of social relationships. But these expressions are often neglected by our language teaching. Students just regard the purpose of language learning as to develop the ability to convey specific information. They learn and practice m little on these facial expressions, such as extending greetings, showing gratitude and starting a conversation, that they sometimes appear to be abrupt and even absurd. While for advanced students, it is even more necessary to build this kind of skill to show their respect for another language and culture, oral-English provides chances for doing so.

　　Provided a well-done materials

　　Choosing materials is the preliminary stage of conducting role-play class. Since our oral-English is designed for students, the materials should be simple, otherwise it might appear difficult. If the students are not accustomed to oral-English activities at the beginning, materials should not be so emotional loading lest they will feel inhibited in speaking. Materials for role-play can be in two forms, written descriptions or pictures. Written role cards tell students who those characters are, what they are intended to do and what kind or emotion they possess. Students are required to act out according to these written materials. In mother form, pictures are quite useful for creating atmosphere, which is difficult to convey in written words, and often has strong influence on language and behavior.

　　Allocation of roles is also an important process of oral-English class. We should leave the choice of roles to students themselves since students know more clearly what kind of roles suit themselves. Or we can assign those roles at random, which will be more challenging. The temptation to give the main role to the best students should be resisted…this will only deprive the weaker students of the chance to practice.

　　Before students, acting out, it is beneficial to warm them up. Even if your students are already highly advanced, they may sometimes feel nervous in acting out in another language. Warm-up exercises are the best way to ease their tension. Teachers may ask some relevant questions and discuss some background knowledge with students.

　　Now it is time to ask students to act out the oral-English. I will offer an example I have practiced in my class, which brought out a lot of appropriate and fluent spoken English. Emotions are also well controlled.

　　The oral-English is about hidden emotions. I divided my 44 students into eleven groups, and each group was given one of the following three situations, A) An anniversary. The husband brought a present, but it was not what the wife wanted. Hidden emotion: disappointment. B) An employee in a large company is acting as a guide to a new employee who is much younger. Hidden emotion: jealousy. Classroom observations I took in my diary .My students became more active than before. They are willing to do role-play. They even feel it interesting.