| Acknowledgements | 第1-4页 |
| Abstract | 第4-6页 |
| 摘 要 | 第6-11页 |
| Chapter 1 Introducti | 第11-16页 |
| ·An analysis of traditional English language teaching | 第11页 |
| ·The need for communication | 第11-12页 |
| ·The importance of speaking skills | 第12页 |
| ·Problems in the traditional teaching | 第12-14页 |
| ·Lack of native environment | 第12-13页 |
| ·No active participation | 第13页 |
| ·No strategies for developing speaking skills | 第13页 |
| ·Too big classes | 第13页 |
| ·Too demanding teachers | 第13-14页 |
| ·Speaking Chinese mostly in class | 第14页 |
| ·Background of Research | 第14-15页 |
| ·Research Questions | 第15页 |
| ·Organization of the thesis | 第15-16页 |
| Chapter 2 Literature | 第16-19页 |
| ·Communicative Language Teaching Approach | 第16页 |
| ·The concept of communicative competence | 第16-19页 |
| Chapter 3 Possible ways to develop speaking skills: Communicative activitie | 第19-36页 |
| ·The major features of communicative activities | 第19-20页 |
| ·A desire to communicate | 第19页 |
| ·A communicative purpose | 第19页 |
| ·A focus on language content | 第19-20页 |
| ·A variety of language used | 第20页 |
| ·No teacher intervention | 第20页 |
| ·No control or simplification of the material | 第20页 |
| ·The teacher’s role in communicative activities | 第20-21页 |
| ·Use media to create more authentic communicative environment | 第21-23页 |
| ·Video as a context for acquisition of communicative competence | 第22页 |
| ·Computer assisted language teaching | 第22-23页 |
| ·Using more resources from the Internet | 第23页 |
| ·Make classroom a suitable “real-life situation” | 第23-25页 |
| ·To promote engagement in communicative activities: | 第25页 |
| ·Possible communicative activities | 第25-32页 |
| ·Communication games | 第26页 |
| ·Finding the differences or similarities in given pictures | 第26-27页 |
| ·Personal sharing | 第27页 |
| ·Dialogues, simulations, and role-plays | 第27-28页 |
| ·Storing telling | 第28-29页 |
| ·Information gap activities | 第29-30页 |
| ·Jigsaw activities | 第30-32页 |
| ·Discussion | 第32页 |
| ·The techniques to ensure the success of the activities | 第32-36页 |
| ·Prepare carefully | 第32-33页 |
| ·Set a goal or outcome | 第33页 |
| ·Use role cards | 第33页 |
| ·Brainstorm | 第33页 |
| ·Keep groups small | 第33页 |
| ·Give students time to prepare | 第33页 |
| ·Be present as a resource, not a monitor | 第33页 |
| ·Don’t be too demanding | 第33-34页 |
| ·Do topical follow-up | 第34页 |
| ·Feedback | 第34页 |
| ·Prepare the students | 第34页 |
| ·Offer choices | 第34页 |
| ·Keep the activity short | 第34页 |
| ·Allow students to participate in their own way | 第34-36页 |
| Chapter 4 Error correction and possible solutions To the classroom problem | 第36-50页 |
| ·Errors of form and suggestions to error correction | 第36-38页 |
| ·No sufficient knowledge of the language system | 第36页 |
| ·Not observing the form correctly | 第36页 |
| ·Nervousness | 第36-37页 |
| ·Difficult activities | 第37页 |
| ·Confusing activities | 第37页 |
| ·Using patterns from Chinese | 第37页 |
| ·Copying incorrect models | 第37-38页 |
| ·Error of Pronunciation and suggestions to error correction | 第38-39页 |
| ·Self-correction | 第38-39页 |
| ·Offering the correct form for the learner to copy | 第39页 |
| ·Explaining how to make the correct form | 第39页 |
| ·Possible ways to overcome the classroom problems | 第39-50页 |
| ·Teach students the strategies for speaking | 第39-41页 |
| ·Motivate students to participate actively | 第41-43页 |
| ·Consider the students’different levels | 第43-45页 |
| ·Pay attention to individuals in a big class | 第45-46页 |
| ·Prevent students from chatting in Chinese | 第46-47页 |
| ·Persuade students to be cooperative | 第47-48页 |
| ·keep the early -finishing students happy | 第48-50页 |
| Chapter 5 Summary and Conclusion | 第50-52页 |
| Bibliography | 第52-54页 |
