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e study. After the assessment, the student can know what they should do in class and what they can prepare for the class. Keep it on and some time later, they will come into a good habit of learning English by themselves.
 
    V. Conclusion
     In China, students mainly study English formally and systematically at the junior middle school. This stage is crucial to train students’ oral English; it also has a significant impact on students’ later development. Students’ ability in oral English is mainly fostered in junior middle school. Therefore, it is important for students to be taught by a suitable way at the beginning. This paper aims to provide a way of educational method for the reform of oral English by the application of activities in the oral English class. Activity-based approach is an effective teaching method to the improvement of students’ oral competence in junior middle school, because it caters for the nature of language by providing chances for students to live the language. The method greatly stimulates both students’ interest and motivation in learning oral English. Although the application of activity-based approach has met with some difficulties in its experimental period and some of the techniques still need improving, it’s undeniable that the activity-based approach has exerted positive influence on oral English teaching in junior middle school. It can be asserted that the activity-based approach, whether in theory or in practice, will continue to exert fundamental influence on the instruction of the oral English course. If this approach can be more specific and put into practice in a proper way, there will achieve a remarkable progress in oral English teaching, and the students will be more serviceable and meet the need of the society.
    
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