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on method. Take a secondary-school class for example. In the class the students are being tested on their homework. The teacher has written a series of sentences on the board: The child has ＿(cross/crossed/crossing)the road. The boy was__ (do/did/doing) his homework, and so on. He asks them “What’s child?” “A noun.” “What’s cross?” “A verb.” “What′s crossed ? ”“Past participle.” “So what do we say? ” “The boy has crossed the road.” “Good.” 　　This teaching method over-emphasizes on language structural analysis and tutoring of language itself, ignoring students′speaking and listening. As a result, Chinese students′grammar is much better than those in English-speaking countries. But their speaking and listening cannot compare with that of many developing countries. KeJun, 81, a senior member of Chinese Academy of Science and a famous expert in physics of materials, describes this teaching method with great vividness. He likens the class teaching process to that of making a roast Peking duck. He said: “We first drove students to the classrooms or labs, and then inculcated many things in them like force-feeding ducks. Finally we tested the students, pressing then into dried salted ducks. As a result, these students lack the ability to apply what they have learned and have difficulty in analyzing and solving problems. 　　Under the guidance of such a teaching method, the students are prone to suffer from fatigue after listening to teachers′ dull talking, talking…and talking, let alone the students can be active in the class. 　　2.3 Fear of making mistakes 　　Some students are reluctant to speak in class for fear of making mistakes and “sounding funny”. It seems that expressing their own ideas in English is an arduous task for them. Even more, quite a number of students think it is embarrassing for them to speak English and feel awkward even in answering simple questions. 　　2.4 Teaching not standing in students’ position 　　As we know, the process of teaching on the part of teachers is at the same time the process of learning on the part of students. Teaching without being in students’ shoes is not a successful teaching. The purpose of all the activities designed by teachers is to bring students’ role in class into full play, that is, how much the students have participated in the activity and how much they have done in listening，speaking and reading. 　　However, what the English teachers do in this aspect is far from satisfaction. Teachers usually design teaching plans according to their own will, not from the students’ when giving classes. Most of them are completely immersed in their own eloquence of talking, neglecting students’ reactions. 　　2.5 Lacking English talent 　　A lot of graduates majoring in English education are unwilling to become teachers for its low pay. Therefore quite a number of English teachers have not received regular training. Many of them teach English in their native language, which easily distract pupils’ attention. Even when university students are listening to a teacher in their own language, they are easily tired. Recently I observed 152 students in Min Jiang University who had a Chinese class about A Dream of Red Mansions, they became tired after 20 minutes. Teachers who are completely immersed in their own eloquence of talking often overlook this. 　　2.6 Big class size 　　Nowadays, big class is still very common in China’s educational world. In the primary schools, secondary schools or even