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Research on retelling development through classroom teaching activities Song Hongxia Abstract ? This passage presents the project implemented to solve the problem that some of my students had their problem in retelling a text. It is hypothesized that learners retelling ability is improved by a new teaching procedure: the Presentation-Practice-Production Model (the PPP Model) which involved a series of well-designed activities such as skimming, scanning, guessing the meaning of the new words and phrases, doing some grammar exercises, filling in the blanks of the short passage and forms and so on. This hypothesis is verified by a three-week classroom teaching of the newly designed teaching plan and reading activities and followed by an analysis and discussion of the data collected. The methods used in this study include analytic method, Socratic dialogue, cause analysis, questionnaire, and brainstorming. ?Key words: retelling the Presentation-Practice-Production Model Skimming Scanning Guessing analytic method Socratic dialogue cause analysis ?Main Headings of the Project Report ?1.Introduction 2. Project objective 3. Problem analysis 4. Project hypothesis 5. Project rational 6. Retelling lesson design 7. Project implementation 8. Data analysis 9. Evaluation 10. Conclusion ? ?1. Introduction The students I have been teaching are in their first year in junior middle school. They come from various primary schools. As students at junior level, most of them are 13 years old. Though all of them have learned English for 3 years in their primary school training, they greatly differ from each other in their English proficiency. Some of them have never retold a text before. In addition, they have different attitudes to English study, too. Some like speaking English but some do not like learning English at all. In my teaching experience, most of my students think retelling the text is hard work. They do not like to retell the text and the same problem happens in