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vided into four parts in every unit. The first one is a fresh dialogue on the basis of topic. Within it are the actual usages of phrases for learners to feel the authentic language. The second one is the clear explanation of all phrases involved in the dialogue. The third one is selecting the useful sentence patterns and providing different kinds of sayings. The final one is some gap-fillings to test the result of your learning. This design familiarizes learners with phrases, sentences and usages. So it is easy to absorb.3.4 Problems of oral teaching and learning3.4.1 Problems of pure recitation without ability of communication As students finished reciting, they are already possessed with the prospective of blurting English out without conscious translation in mind. But this is only the first step. Many of them read constantly until they can recite it as if it were their own immediate thought, so many of them thought it conclusive. Actually this is far from the end. Can we say for sure they know the communicative function very well even students can express their opinions about a certain topic? In other words, do they know what to say and how to say it on different occasions? It is mentioned that that not only should students be qualified as a fluent reader, but also they should have thinking ability in the social intercourse. Anyway, we live in a society where language is bound to be closely linked with social culture. Not by a long shot can speaking fluidly without purpose of exchanging information be called speaking a language. The solution to make up for the defects of recitation is the blending of recitation and communicative approach. This would be talked about in the following parts.3.4.2 Problems for teachers to motivate students in simulated real life communicationIf recitation is mostly controlled by students themselves, teachers would play a huge role in helping them understand real communication in this step. Several problems need to be solved in classroom speaking first of all. At the beginning, we are in the acquisition environment instead of the learning one. What teachers can do is to design activities to simulate real life speaking. Besides, students are worried about making mistakes, fearful of criticism of losing face, of simply shy of the attention that the ir speech attracts.[12] All these inhibit them to say in a foreign language. Another barrier is students’ low motivation to say beyond the guilt feeling that they should be speaking.[13] These problems are compounded by the fact that exposed in the same environment, students share the same mother tongue which is much easier to use. It can be quite difficult to get some classes, particularly the less disciplined or motivated ones to keep to the target language. So the teaching approach and activities should be carefully chosen and carried out. And communicative approach which would be talked next is a good way to let students make full use of what they have recited.4. Communicative approach背诵法与交际的结合在口语中的运用Proficiency is what all English learners would like to abtain. Reciting is absolutely a way to achieve proficiency. It can be looked at as a goal and thus be defined in terms of objectives or standards. These can then serve as criteria by which to assess proficiency as an empirical fact, that is actual performance of given individual learners of groups of learners.[14] Once proficiency has been established, it can be related to the other variables in the langu