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Abs tract:Practice makes perfect, and this is true of spoken English. Thus a successful oral English class means the excellent interchange, i.e. the active involvement of all the members in class in which more spoken English is exercised. This article mainly focuses on the preparations prior to the class which deserve to be well considered so as to result in the active and effective interactionin oral English class.
Keywords :oral English teaching, interaction teachers good manners well-chosen topics various forms of activities
      Today oral English is widely used in daily life and speak-ing English fluently has become an indispensable advantage forthose job hunters in China. For university students, oral Englishclass is the main place where they practice speaking throughmuch interaction, which is also one of the important links in o-ral English teaching. In this sense, preparing oral class well byteachers contributes greatly to the effect of interaction, i.e. thefully active involvement of all the members in class. Therefore,the following preparations preliminary to starting a class may re-sult in satisfactory teaching effect.
    1 Teacher s good manners are of great importance in in-teractive clas s
    Teacher's behavior in oral English class is really importantfor teaching effect. Good manners are apt to encourage studentsto be involved in talking?actively. A good teacher is always be-having properly in and out of class because he or she is wellaware that teacher s smiling, patience and the friendly tone?greatly help to make students feel relaxed to speak freely, thusbridging the gap between teacher and students. Besides,Teacher s looking at students gently in the eye while talkingwith them in English facilitates overcoming their shyness. More-over, listening to students attentively, and encouraging or prais-ing them a lot when they struggle to speak English undoubtedlymake them under the?impression that they are respected, unique,and able to make a contribution of some sort to the class. So,in a comfortable and safe learning environment, students don thave the fear of criticism and rejection from public display, thusreducing their anxiety. Many linguists and researchers ( Krashen,1985; Korwitz,1986; Price 1991; Young 1992; Gardner 1985, cit-ed in Arnold, J,1999) all agree that high anxiety can bringabout negative effects to language learning. In this way, they aremore willing to interact with other speakers in class. Here onemore point should be mentioned is that oral English teachershouldn t interrupt students from time to time while they arespeaking English in class. The ability to give spontaneous andarticulate comments is challenging in native language, let alonethe language students are struggling to learn. Therefore, it's verynatural for students to take time to assemble their thoughts be-fore any discussion. Since the?goal of?oral class is to use lan-guage to receive and convey meaningful messages or ideas, cor-rection should be focused on mistakes that only interfere withthis communicating, rather than constantly on inaccurate usageof word or wrong pronunciation. Also, correcting mistakes fre-quently in oral work may break the learner s fluency and thetrains of thinking in English, producing broken English. Thuskeeping interrupting the flow of language may result badly eventhough the teacher is with good intentions. Obviously, teacher