The applying school would like to work on the challenges posed by standardized testing in the English school-leaving exam (speaking in monologues and dialogues). Therefore, the first experience with this kind of testing in June 2015 should be evaluated and reflected on. Consequently, the participant shall receive additional training for this switch in teaching by attending a teacher training course in Exeter, UK. The project at hand aims at presenting and introducing different teaching methods, which focus on the development of oral fluency, to all our teachers in the language department. The student-centred methods shall improve the speakers' following skills: "fluency", "accuracy" and "speaker's confidence". The participating experienced English teacher will already have collected some experience regarding these kinds of oral exams by the start of the project. It is the aim of this measure to evaluate the first insights and to adapt our teaching accordingly. After completing preparatory tasks for the course, the participant will work on the following issues: language development activities with the emphasis on oral fluency, techniques and materials for the Secondary classroom, sessions in which participants work collaboratively to produce activities and deliver them to peers, sessions in which participants reflect on classroom practice. Furthermore, the applicant will brush up and update her own English skills during her stay. Following the completion of the course, the material and new teaching ideas will be presented to all language teachers at our school. The materials will be used in various English classes, tested for their long-term sustainability and afterwards evaluated by both students and teachers. Various channels will be used to inform the public about that project (school's annual report, school's homepage, Committee of representatives of pupils, parents and teachers). Due to the project, the institution expects a better preparation and, consequently, better results with regard to standardized testing, in particular in contrast to the first oral exams within the framework of the new school-leaving exam.