On Classroom Oral Activities And The Development Of Communicative Competence In Middle Schools

English language classroom teaching methodology has long been a focus of concern of teachers. And there have been numerous studies on how to improve students' oral communicative competence in classroom teaching in recent years, but so far we have found few practical and operative methods. So this thesis tries to tell the relationship between oral activities and communicative competence and establish teaching models for oral classroom activities for five types of lessons for middle schools.Teaching and learning are communication activities between the teacher and students and they are a process to exchange thoughts, emotions and information. So the nature of teaching is communication. But communication is shown through different kinds of teaching activities. We can say that the input and output of information are realized through activities. As a result, organizing activities in class is very important. Not only can students' English level be improved but also their abilities of using English will be developed through oral activities. Their anxieties and shyness in speaking English become less and less, and therefore they have more chances and courage to take part in the activities. As time goes by, their oral communicative competence can be developed.I made a survey about the present English teaching situations in some rural middle schools in Liuyang county of Hunan Province and knew the reason why the students' English proficiency, especially speaking ability was rather weak was that too little time was spent on student activities and the teaching methods were too out-of-date. So cultivating students' oral communicative ability is of great importance. Then I expound that the most efficient way of developing their communicative competence is to carry out all kinds of oral activities in class. Finally I design five models for classroom oral activities for thefive types of lessons in middle school teaching: dialogue, reading, grammar, listening and writing. The models were put into practice in a rural middle school in the last school year and we got good results. So it has been tested through practice that the five models are valuable, practical and operative and that they can be popularized in middle schools in China.