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Prospect for the Development of Metrobus Public Firstly, it can help teachers to know how their fellow students get on with the text, and further improve or exchange the present teaching methods, bettering the quality of their teaching. Speaking out the main ideas, even commenting on the text and giving some imagination or suggestion is the obvious way to show the students' understandings of the text, and to mark out how they can use English as a language. 　　 Secondly, it can improve students' ability of oral expression. Doing like this leads students to abandon the former way of just dealing with test papers, or caring much for their scores only, and it can stimulate their interest to speak out in English. So long as the teachers pay much attention to their brave experience instead of the frequent grammatical mistakes, creating very pleasant atmosphere for them to talk freely and encouraging them to be the hosts or hostesses in class. 　　 Thirdly, it's very helpful to train their thinking, inference and logic, that is, after they can speak out the main idea about the text, don't end up, the following step is to give them time and space to imagine or comment on the idea freely. For example, when secondary school students learn the text Breaking down Family Barriers (1),the most satisfactory progress is that they can hold a correct point of view towards their own relationship with parents and give out many pieces of advice to break down family barriers. By retelling the texts, they can get a whole concept about a matter and learn to analysis it dialectically, which will arouse their fervor to think what happens to them often and keep clear and correct opinions. 　　 Fourthly, it can embody students' central position in class. Compared with traditional class, (the teachers must be the leaders, and students are positive to make notes or make sentences with some words or phrases mechanically), retelling class is very active and challengeable, the more they join in, the more they'll learn from the class and the more they can improve their oral expression. 　　 Of course, it's also a very hard job for teachers to run the lesson like this, here are some references for you. 　　 Discussion. This is the most useful way to create the talking atmosphere. After students read through the whole passage, the teacher may enlighten them to draw out a topic to discuss. For example, the text of Breaking down Family Barriers (2) you may say "What should the relationship between children and parents be?" or "as a child, how should you communicate with your parents?"Then divide the whole class into several groups to develop their free and hot discussion, and then encourage them to state out their own ideas about that. 　　 Questions, which are very effective to operate their thinking, you may ask some simple or detailed questions about the context. And answers to the questions may bring them a very clear impression on the text. And also the questions may lead them to imagine some situation, which is relative to the text, and give them more material to express in English. For example, " are you missing your parents now?" "Have you ever complained about them?" " Do you believe them?" " Do you and your parents trust and understand each other?" 　　 Pictures. Pictures are very good or suitable for middle school students, because they are object and easy to think about and connect in the mind, so the teacher uses some connective a