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of receiving information, based on the assumptions of cognitive theory that the memory system is an organized processor where the processed information are stored in long-term memory.[7] Through this, the information is transferred into knowledge. Constructivism also raises that learning is a process in which learners actively compose the meanings of knowledge. It contains the composition of new information and restructure of previous experience as well.[8] p234 So when speakers use the knowledge to create new sentences, they already developed the ability of speaking. It can be called "creatively reciting". How does the creation happen? In the light of form-practice theory: transfer is the result of psychological factors (including attention, memory, mind and imagination, etc) being trained thus improved. When students read materials countless times, all those factors work together to practice your creative sentence making. 3.3 Choosing materials Saying "read and recite" doesn't apply in all the articals you have met, but in some materials specifically designed for reciting. There are many examples of this kind. For instance, Li Yang's Crazy English advocates regarding sentence as a unit of speech. Liu Yi's "One Breath English" requires memorizing nine sentences in one minute. The following nine sentences of the same meaning are listed in his book. (1) Great to see you. (2) So good to see you. (3) What's going on? (4) What's up today? (5) What are you doing? (6) Anything exciting? (7) You look great. (8) You look high-spirited. (9) You look like you are ready for anything.[9] All the nine sentences perform the same function of greetings. People will admire you for using so authentic greetings and you can choose whatever you like to speak without worrying about the possibility of going into blank about what to say. Hu Ming's Learning Through Reading uses a cluster of phrases to make up a story for the convenience of memorization and it is also more interesting. Let's see one paragraph of Hu Ming's story. Pay attention to the phrases beginning with the letter "f". (10)"When Jay's alarm went off, it was still dark. He had to feel his way around room to even find the light switch. As he moved about Jay groaned. He could feel in his bones that today wasn't going to be a good day. And he didn't feel up to going to university at all." [10] If students recite this paragraph, they not just know the meanings, but how they were used. Those are all reasonable with regard to human's memory. The process of memorizing is divided into three stages: recognition and remembering, retentiveness, reemergence.[11] Reciting methods are in line with these stages. When students read aloud, begin to understand and gradually get the feel, their brain exists in the stage of physical sense and receiving information. When students read something a lot of times to the point of recitation, it is in the process of maintaining the information. When they are able to speak in a new way, it is picking out and reconstructing the information. There is no denying that repetitive drill plays an indispensable role in learning. It is especially true in speaking a language. But pure practice limits students in certain procedures. In the meantime, teacher's role is largely weakened. Never mind. The choice of reciting materials can make up for the weakness of negative Behavioral effects. For teaching and learning English, reciting materials should be carefully