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It will help students develop a good habit of communicating orally in English and improve their oral communicative competence gradually.
     3.6 Introducing Culture Background
     “Whenever you teach a language, you also teach a complex system of cultural customs, value, and ways of thinking, feeling, and acting, especially in ‘second’ language learning contexts, the success with which learners adapt to a new cultural milieu will affect their language acquisition success, and vice versa, in some possibly significant ways” (Brown, 1994: 25). Language and culture are intricately intertwined. The complexity of interaction makes a long developmental process of acquisition. The cultural loading of interactive speech as well as writing demands that speakers be completely skilled in the cultural difference of language.
 Chomsky insists language be a tool to serve the society, so the learners must know how to use language in different situations while different languages have different culture foundation. Culture factors which interfering communication include social forms (the rules, the customs, habits that must be obeyed in communication such as the forms of address, greeting, requests, making apologies, making calls and so on.), social knowledge, features of thinking, and views of value and so on. When teaching oral English, the teacher can give a comparison of the two languages to help students a better understand to the differences between them so as to avoid culture shock and reduce interlingua errors. We should lay emphasis on enlarging students’ cultural point of view, strengthening the sensitivity and adaptability about cultural differences and improving their cross-culture communication ability.
 
    IV. The Application of Activity-based Approach
     This chapter is about the suggested procedures of the activity approach and some valuable activities used in the oral English class.
     4.1 Introduction of Activities
     If we want to start an activity, we had better have students get well prepared for it. So clear instructions should be given for all the activities, When the teacher ask the students to turn to a particular activity, they can let them read through the instructions or make it clear for the students what the activities will lead to. The teacher can go around the class checking if they have fully understand what they have to do before they begin.
 If the class lacks confidence or is not used to communicative work, the teacher can demonstrate briefly with two students. Alternatively, the teacher can set up the situation with the whole class by prompting the students, get suggestions as to what the two students might say to each other. Whichever method is chosen, it is essential that the students know exactly what they have to do before they are allowed to begin.
     4.2 Classification of Activities
     4.2.1 Daily Report
     Teachers should ask students to give daily report in English before class, and topics could not be confined. Students should say something in plain English that happened around them, including some news or jokes, whatever they are willing to say, for 3 to 5 minutes.
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