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universities, there are often more than 40 to 50 students in a class. In some of the key primary or secondary schools, the number of the students is surprising---more than 60 students a class, which makes it difficult for teachers to carry out the learner-center teaching. Under this circumstance, teachers have to deal with students in groups rather than in individuals. However, language is not learnt by groups, but by individuals. 　　All these phenomena still prevail in China. 　　However, a comprehensive learning process includes receiving and storing information, imitation and repetition; thinking and creation. Therefore, a successful learning should at least involve three things: being able to understand something, being able to remember something; being able to use something. Just as pudding is to eat, language learning is to communicate. However, the passivity hinders students from acquiring the ability to use the language. 　　3.Suggestions to overcome students’ passivity 　　To overcome the passivity, I think we can take the following measures. 　　3.1 Rearranging the classroom 　　The traditional arrangement of desks ensures the teacher’s role of “master” in the class but makes the students passive. Try to arrange the desks in a circle, or semi-circle, or horseback or in pairs when necessary. In this way teachers are easy to access to every student, and give students the feeling that teachers are genuinely interested in them and available for them. However, considering which arrangement should be made, teachers should probably make his or her decision based on the particular condition, such as the class size, the number of students, the type of the lesson they are going to have, and the different level of the students etc. 　　3.2 Keep record of students’ progress 　　Teachers can try to keep record of students’ progress, which might bring English teaching to a better result. Try taping your students in a freer speaking activity. At first the students will be self-conscious about being taped, but the more you do it, the less they will notice. The tape can be used to show a before or after progress record. The students will be so glad to discover difference! In the short term, you can use a section of tape script to work on in class. You can show the students what they have said and ask them to analyze it and if they can, improve on it.[2] 　　3.3 Encourage Students to Overcome the Fear and Open Their mouth—speaking English 　　Here are some tips for the teacher to help students to overcome their fear, and at the same time build students’ confidence in the class. 　　3.3.1 Give the students more encouragement. 　　Teachers can start like this: “A bit difficult, but I’m sure you can do it.” There is ample research evidence to show that the performance of students is at least partly depends on the teacher’s confidence in their ability. After students finish the task, it is still necessary for the teacher to appropriately affirm and praise what they have done. 　　3.3.2 Remind the students that their goal are to be FLUENCY, NOT ACCURACY. 　　Their aim in writing is to be accurate following the rules for grammar and using the right words and spelling them correctly. However, in speaking their aim is fluency. 　　3.3.3 Introduce an element of fun into classroom practice. 　　Teachers can use competition, invention or trying to find something out through guessing to make the practice more like a kind of game.