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t a variety of activities to motivate students to cultivate both students' knowledge of language and knowledge of language use. 2.2 The Content of Language Teaching 2.2.1 Knowledge of Language As far as knowledge of language is concerned, it may refer }to the basic elements of language, such as phonological units (e.g. phonemes), grammatical units (e.g: clauses, phrases, sentences), grammatical operations (e.g. adding, shifting, joining) and lexical items Every language contains these items. As it is specified at the foundation stage, there is need to train students' grammatical ability concerned with Chinese learners' reality, even the grammatical competence should be cultivated through activities. In oral class, both knowledge of language and knowledge of language use should be taught through communication. Most teachers regard grammatical items as an essential part in language teaching and learning since communication depends on these grammatical systems. 10 Teaching Strategies of Oral Class In Without them, meaning can't be transferred. To a certain degree, this may be true, but focusing on them too much especially in oral olass teaching won't lead to students' fluent and successful communication. 2.2.2 Knowledge of Language Use Knowledge of language is one aspect of English language teaching and learning. Knowledge of language does not reflect one's ability to communicate. To enable students to communicate effectively and successfully, teachers need also train students' knowledge of language use. "Communication involves much more than simply a knowledge of forms; it depends crucially on the ability to use forms in appropriate ways" (Johson et Morrow, 1981:60). Widdowson (1978) use usage to refer to the former and use to the latter. This distinction "is related to de Saussure's distinction between language and parole and Chomsky's similar distinction between competence and performance" (1978:•3). This notion of competence has something to do with language user's knowledge of Abstract linguistic rules. This knowledge has to be put into effect as behavior, it has to be revealed through performance. When it is put into effect through the citation of sentences to illustrate these rules, as is done in grammar books, then performance yields instances of usage: abstract knowledge is manifested. When language teachers select structures and vocabulary for their courses they select those items of usage which they judge to be most effective for teaching the underlying rules of the language system. Language use is kind of performance: the language user demonstrates his ability to use his knowledge of linguistic rules for effective communication.! 2.3 Culture Awareness Widdowson says that "When we acquire a language, we do not only learn how to compose and comprehend correct sentences as isolated linguistic units of random occurrence, we also learn how to use sentences appropriately to achieve a communicative purposes" (1978: 2). Here, the word "appropriately" in one aspect refers to knowledge of language use. Tn another aspect, it most refers to culture factor in communication. Communication especially oral communication is to a great extent influenced by culture differences between regions and countries. This phenomenon can even be observed among the people in different areas and nationalities in our country. Chapter 73vo The Objectives of Language Teaching in Orat Class 2.