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1、 Middle School English and Its Teaching Method Introduction With the development of the economy of our country and the facts that our country has been a member of WTO, and the 2008 International Olympic Games will be held in Beijing, also in Qingdao. The question of language has suddenly beco

2、me more important than before. English is a language spoken all around the world. The number of people who learn English as a foreign language is more than 750 million. English is the working language of most international organizations, international trade and tourism. Many professions are badly in

3、 need of advanced interpreters. English is also the language of global culture, such as popular music and the Internet. With so many people communicating in English every day, it will become more and more important to have a good knowledge of English. So, spoken English reflects the characteristic o

4、f this time, and it has important value in our present economic construction and cultural education. According to statistics by American famous foreign teaching methodology expert Wilga .M. Rivers, listening covers 45%, speaking covers 30%, reading covers 16% and writing covers 9% in the communicat

5、ive activities of listening, speaking, reading and writing. From the above numbers we can see that listening is very important in the foreign study. What’s more, as you know, listening covers 20% of scores in NMET. In the past, Traditional Education was advocated and English Grammar Teaching occupi

6、ed an important position. As a result, most students are poor in their English listening. Nowadays Ability Education is popular with people all over the country. Improving middle school students’ English listening ability is imperative under the situation. I have groped for some effective teaching w

7、ays during my teaching experiences. Practice proves that these scientific teaching methods can greatly improve students’ listening ability. I’d like to share the information with others and also like to get some invaluable opinion. 1.The learner-centered classroom Creating a learner-centered clas

8、sroom is a response to the problem created when a student learning style differs from the teacher teaching style. The way a teacher presents subject matter may conflict with students.　Ideas about learning, thus resulting in no learning. 2.Listening and speaking course It isn’t necessary for you to

9、study listening materials in details when you are doing some extensive listening. We should unite extensive listening and intensive listening naturally. That is intensified English speaking—guided English speaking— free English speaking, 3.Grammar course The grammar course is a popular course with

10、our students because it conforms to their previous experiences with learning the language code through a teacher-fronted method. 4.Process writing In the writing course, other adaptations for learner-centeredness and autonomy were put in place through process writing, which creates highly skilled w

11、riters 5.Cooperative learning co-operative learning is one of the best teaching strategies in developing the students co-operative ability. 6. Extensive reading can develop autonomous learning The classroom focuses inevitably on shorter texts, and extensive reading provides learners with the oppo

12、rtunity of reading longer texts, on more varied subjects, on their own, and in their own way. Conclusion.Strong measures should be taken and scientific teaching methods should be applied to improve middle school students’ English listening ability. In all, This article has explained why and how we

13、 created a learner-centered classroom in our teacher education program, rather, it requires involving students in the teaching process. the more efforts are made, the more progress can be made. Contents Introduction………………………………………………………………( ) 1.The learner-centered classr

14、oom ……………………( ) 2.Listening andspeaking course …………………… ( ) 3.Grammar course ………………………………………… ( ) 4.Process writing ………………………………………………( ) 5.Cooperative learning ……………………………………( ) 6. Extensive reading can develop autonomous learning Conclusion………………………………………………………………….(

15、 ) Bibliography……………………………………………………………….( ) Middle School English and Its Teaching Method Chuang Ye School of Jian Sanjiang Su Fucai Method of experienced teachers has always played an important role in teacher education .It is based on the assumption that

16、students will eventually teach in the way that they were taught.　Beliefs about language learning and teaching during their preparatory year, and thus to create a new type of language teacher. Since these students are studying to become teachers, it is important early in their careers to impart the n

17、otion of learner-centered education. This means organizing a class so that students are more involved in the teaching and learning process and the teacher is less likely to dominate classroom events.　Development in the process of becoming teachers. When teachers put students into co-operative learni

18、ng groups, they constantly monitor their progress. She must stop by and say, “How are you getting along with your work?” “What’s new?” “Have you found anything different?” The teacher must be constantly walking around the classroom English instruction is important because without English proficien

19、cy, professionals in many sectors of society are blocked from career advancement. The need for more and effective English language teachers is greater than ever before. Yet language education is particularly challenging, as it is in other parts of the world, due to the traditional classroom in which

20、 teachers are considered authorities and the learning environment is teacher-centered. In a traditional teacher-centered method, some students are motivated to learn English. However, we believe that students progress more rapidly in learning English in a more learner-centered environment. This ar

21、ticle describes how we created Middle School English and Its Teaching Method, We explain how we used the communicative approach, process writing, cooperative learning, and strategy and style awareness in courses in listening and speaking, grammar, and writing. We suggest how a teacher can give up so

22、me control of the classroom, but not lose control, while creating a learner-centered teaching method. 1.The learner-centered classroom Creating a learner-centered classroom is a response to the problem created when a student learning style differs from the teacher teaching style. The way a teach

23、er presents subject matter may conflict with students.　Ideas about learning, thus resulting in no learning. Therefore, it is the teacher duty to respect individual learner differences and to assist the students in discovering their own learning processes and preferences. It requires putting students

24、 at the center of classroom organization and respecting their needs, strategies, and styles. In a learner-centered environment, students become autonomous learners, which accelerates the language learning process. A learner-centered environment is communicative and authentic. It trains students to

25、 work in small groups or pairs and to negotiate meaning in a broad context. The negotiation of meaning develops students?　communicative competence (Canale and Swain 1980) and provides comprehensible input (Long 1980). Crookes and Chaudron (1991:57) provide an accurate summary: The teacher-dominate

26、d classroom is characterized by the teacher speaking most of the time, leading activities, and constantly passing judgment on student performance, whereas in a highly student-centered classroom, students will be observed working individually or in pairs and small groups, each on distinct tasks and

27、projects. Introducing a learner-centered environment requires more than one single adaptation of a traditional classroom. We knew that moving from explicit to implicit instruction and from controlled to free language production would require several changes. The techniques chosen would have to sup

28、port the development of a learner-centered environment while maintaining classroom control and providing students with a rationale for the changes. Overall, we tried to utilize interactive activities of the communicative approach, which gave students opportunities to use the target language. We also

29、 encouraged student contributions to lesson planning and presentation, which got them involved in teaching the class. Finally, we wanted them to take more responsibility for their own learning. 2.Listening and speaking course ﹝1﹞There are all kinds of listening practice in class, such as listen

30、to the tape, listen to the teacher and the students, listen to the English broadcast, etc. We divide listening into two parts, extensive listening and intensive listening. It isn’t necessary for you to study listening materials in details when you are doing some extensive listening. We should unite

31、extensive listening and intensive listening naturally. The base of listening practice is intensive listening and extensive listening is the goal of listening practice. At the beginning of listening practice you should do much intensive listening and little extensive listening. Gradually, you should

32、increase your extensive listening and reduce your intensive listening. This is a reasonable method. English teaching is a course of information transmission. It makes students understand and master the new language — English through communicating with teachers. It is a course through which teachers

33、 guide students to receive、deal with、preserve and use English information. It is also a course of input — transform— output.③ Given that, I propose a new model for spoken English teaching abruptly. That is intensified English speaking—guided English speaking— free English speaking, which is the thre

34、e basic steps of spoken English teaching. ﹝2﹞.1 Intensified English speaking ⑴ Imitation and practice Imitation and practice lay an important role in the process of habit-formation, because the behaviourists maintained that imitation will help learners identify the associations between stimuli

35、and responses while practice will reinforce the associations and help learners to form the new linguistic habits.④ So it is quite important and necessary for junior middle school students to imitate English tapes, especially at the beginning of learning English. Of course they should imitate their E

36、nglish teachers and the key sentences in the textbooks too. They imitate others and practise. Then they can have good English habits. Those who are good at imitating can learn spoken English better and faster. Those who are not good at imitating can also learn spoken English well if they imitate mor

37、e and practise more. Many famous speakers were not born speakers in the history. They became speakers after lots of practice, such as Mark Twin. ⑵ Reading and reciting Reading and reciting are good ways to improve spoken English. Reading aloud can help junior middle school students have satisfied

38、organs of speech and make them pronounce correctly and naturally. At the beginning of learning English, dialogues and passages are both suitable reading materials. And junior middle school students should read them with relevant emotions. They can neither read too fast nor read too aloud. What’s mor

39、e, here “reading” doesn’t mean to read to remember the reading materials. Silently reading is a bridge to think in English. When students read silently, they usually mustn’t move their mouths. So they have to concentrate on the materials and are forced to think. It is an efficient way to remember th

40、ings. Reciting can make junior middle school students have a great number of English material input. It is an important way to get students to have a language basic. Computers can output nothing without inputting anything. Junior middle school students can’t improve their spoken English without rec

41、iting. ⑶ Sentences practising Separate words are not language; they can’t express abundant meanings of things. But sentences can. Sentences practicing help junior middle school students build language systems easily and quickly. The following are some methods of sentences practising: ① Enlarge s

42、entences. eg. The boy has a book. The boy has an English book. The boy under the tree has an English book. The boy under the tree has an English book. He is my bother. ② Make sentences with the useful expressions and language points in the students’ book. eg. A. go to bed: I go to bed lat

43、e. B. too … to … He is too young to go to school. ③ Match words together to get a sentence. eg. a, there, basketball, desk, is, under, the There is a basketball under the desk. ④ Match sentences together to get a passage. eg. a. We let him in. b. We listened to him silently. c. Later I

44、 knew that man was Beethoven himself. d. To my surprise, he talked to us and played a very beautiful sonata. e. One evening, I was playing a piece of music when a man suddenly knocked at the door. The answer is: e-a-d-b-c ﹝2﹞.2 Guided English speaking In this step, students are mainly to talk

45、 about pictures or we can say “ describing pictures”. They can have talks within the contents of the given pictures in pairs, groups of three or more. Picture is just like a guide .It is visual language materials. It tells them what to say. Guided speaking English should start with the easy to the m

46、ore difficult. ⑴ One picture describing. In this step, English teachers can use one picture for the whole class to begin the lesson.. When they practise, we can give different ones to each.. That is one picture is one task.. At the beginning, rural junior middle school students can usually say

47、nothing but a few words about the picture. So a few given phrases are very necessary and they are helpful to them. And teachers should set an example for the class. Then teachers get the class do that together and ask some individuals to set good examples for the class. It is a good way to let stude

48、nts set examples. It can make them be more confident. Then get the students to practice by themselves . While teachers go around them and help them. After that, teachers can ask more students to describe pictures. English teachers can also get the students to do some describing and identifying. Get

49、 one student to describe a classmate or a school thing , then get others to guess who or what it is? It is just like a guessing game. But students are very pleased to join in such kind of games. ⑵ Multiple pictures describing (Jagsaw) Three or four pictures are suitable for multiple pictures descr

50、ibing. The three or four pictures carry coherent meanings which is a complete story. Teachers put the pictures on the flashcard and make the tense clear. Of course the difficulties should be pointed too. Then students usually works in groups of three or four to do this job. They each get ready for o

51、ne picture and describe their own pictures one by one. When the last picture is finished, a whole story is made. After they finish in groups, teachers ask some groups to give their results to the whole class. Students will be glad to see the surprising end. And they always want to make their own des

52、cribing unique and charming. So this encourages rural junior middle school students to think in English and speak English more actively. It seems multiple pictures describing is more difficult than one picture describing. So to go through this step, the students must have a certain language basic.

53、 ﹝2﹞.3 Free English speaking Free English speaking is advanced in the three steps. Teachers begin this activity after rural junior middle school students have learned English at least for two years. And teachers usually plays roles of organizers and advisers. 3.Grammar course While speaking and

54、 listening courses focused on communicative competence for fluency of expression, the grammar course focused on explicit presentation of grammar rules for accuracy of expression. The grammar course is a popular course with our students because it conforms to their previous experiences with learning

55、the language code through a teacher-fronted method. However, in addition to explicit rule presentation, we helped students understand implicit rules, using communicative activities again. We incorporated interactive and meaningful tasks and activities to highlight relevant grammatical explanations.

56、 Communicative language teaching relates forms to meaning (Littlewood 1981). In order for students to grasp grammatical features of the target language, we teach the language forms first by rules, then in structured activities. Structured activities begin with a teacher prompt and students.　Replies

57、 are limited and inauthentic. However, from the structured activity, we move on to communicative functions which are naturally more authentic. Communicative functions teach students how to use the target language to perform specific tasks such as to give advice, make suggestions, describe, request,

58、compare, and so on. While we are aware that real communication is still limited in this procedure, students are made aware to associate these practices and put their explicit knowledge to use in other course work. 4.Process writing In the writing course, other adaptations for learner-centerednes

59、s and autonomy were put in place through process writing, which creates highly skilled writers (Krapels 1990). It also presents many opportunities for classroom interaction, because students are taken though prewriting steps that require them to draft and revise before producing a final written prod

60、uct (Kroll 1991). Within these steps hat is, preparing for writing, organizing the writing, drafting, and evaluating have multiple opportunities for creating a learner-centered environment. Later in the academic year, with process writing already in place, we created more of a learner-centered class

61、room environment in three other ways: Students were given opportunities to become teachers of the writing content. Students interacted through peer editing. Students broadened their discourse communities through electronic publishing. First, a prewriting technique gave our students the oppor

62、tunity to become the teacher. The technique can take the form of grammar exercises, reading with comprehension exercises, or a discussion of previous readings. With 21 students in our program, we evenly divided students into cooperative groups. Each group was given a short text with comprehension an

63、d vocabulary exercises and discussion questions. Three students from each group led the entire class through these simple activities. Using an overhead projector with transparencies, students followed this procedure: The entire class read a short text on an engaging theme. One student prepared v

64、ocabulary questions while another student prepared comprehension questions, and both individuals led the activity in turn. The third student then led a discussion with prepared questions relevant to the theme of the text. The rest of the class took notes during this prewriting step to use later

65、in preparing a first draft of a composition on the theme. Second, we created a learner-centered classroom through peer editing. Using the process approach allows students to design and interact with written materials and with each other. Once they have completed the prewriting procedure mentioned

66、above, and with a first draft in hand, students can proceed to peer edit by exchanging papers and commenting on each other product. A helpful peer editing technique is to use a structured checklist, samples of which can be found in many recent writing textbooks. The checklist helps students look for specific elements of effective writing, such as topic sentences, supporting details, a conclusion, transitions, and correct punctuation. We had students design th