How to Teach English for Grade Seven in Junior High School

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1、How to Teach English for Grade Seven in Junior High SchoolIntroductionIt is pointed that teachers should guide and help students to develop good study habits, master effective learning methods and foster self-learning ability in new teaching outline. What the English teacher is to do is not only to

2、impart knowledge, but also teach students how to learn English. I am now teaching junior grade one students. After one semester, I found that the classroom atmosphere was getting less and less active. A quite part of students idled in class. They were taking a less active role in learning English. A

3、 few students even dropped out. Based on some approaches that I have learned from “English Language Teaching Methodology”, and considering the characteristics of my students, I decided to help them keep up their English learning and improve their English by, in the specific process of teaching, deve

4、loping their interest and good study habits, training their competence of thinking and exploring effective measures of the direction of learning methods, and paying attention to the guidance of extra-curricular learning methods to students in the meantime.1. Problem analysisTeaching which appeals to

5、 learners needs can facilitate learning. It is necessary to investigate why the students were showing less and less interested, and devoting less and less effort. So interviews were held and questionnaires were issued. It is found that:a. Almost all the students are interested in English in the begi

6、nning of last term but most of them think it is not easy for them to learn English well.b. Most of the students dont have their own learning methods. It is the mechanical practice, in which the students were asked to read and re-read, write and re-write the new words and expressions that deprived th

7、e students of their motivation.c. Some students English is not very good; however, they have worked hard. It is the reason that they dont have right learning methods.d. The teacher didnt teach them how to learn English well.2. Possible solutionsTaking the above factors into consideration, the follow

8、ing solutions were proposed:a. Stimulating students learning interest and developing their good study habits.b. Training students thinking ability and consolidating learned knowledge c. Cultivating students learning methods and guiding the specific learning methods for them.3. Project objectiveThis

9、project is aimed to make students learning become more easily and flexible, enhance learning effectiveness greatly and lay a good foundation for future learning and development so as to keep abreast of the times.4. Project HypothesisIn the specific process of teaching, developing middle school stude

10、nts interest and good study habits, training their competence of thinking and exploring effective measures of the direction of learning methods can improve teaching efficiency in English class and middle school students autonomy, in the meantime, paying attention to the guidance of extra-curricular

11、learning methods to students, thereby, can improve students achievement in English more quickly.5. Project rationaleIt is pointed that teachers should guide and help students to develop good study habits, master effective learning methods and foster self-learning ability in new teaching outline. Wu

12、Li-Li who is a teacher of Teacher Training College in Jimei District, Xiamen City describes, with teaching experience, some of the learning methods of common use, the Preview Learning Method, the method of learning the new by restudying the old, the method of following in order and advancing step by

13、 step, etc, to develop students self-learning ability. So I think we should make a systematic study on how to guide the specific learning methods for students not only inside the classroom but also outside to better serve our English language teaching.6. Project design7.1 SubjectsFor this research,

14、I chose the two classes of my students as subjects, one as the Experimental Group, the other as the Control Group. The experimental and control groups were the two classes which I taught. Throughout the project, the Experimental Group will receive the direction of learning methods not only inside cl

15、ass but also outside, while the control group goes on with its routine instruction. 7.2 ProcedureThis project lasted more than two months from September to November7.3 Techniques for data collectionDuring this research two techniques were adopted, namely questionnaire and test. To gather information

16、 for the design of the research and to test whether the research is effective, two questionnaires will be issued, one at the beginning of the research and the other at the end. Two tests will be included (one as the pretest, the other as the post test for comparison) to test the academic records bet

17、ween the two classes.7. Project implementation8.1 Cultivating good study habitsIts important to help students to form good study habits. Not all the students in the Junior High school have intelligence problems, but most of them dont know how to learn English well. In order to help them to have a go

18、od command of the language, we must train them to form good habits. English is a tool as well as an elementary subject. The basic task of teaching is to train students to grasp the usage of words, practice of listening, speaking, reading and writing.8.1.1 Forming the habit of correct English handwri

19、tingBecause they are students of Grade Seven, when I check the exercise books of the students, I find that a lot of students have a poor handwriting. To make the things better, I told them about it again and again .At the same time they must pay attention to the spacing between words and alignment.

20、We had an English handwriting competition. As the result of our efforts our students have improved their handwriting greatly.8.1.2 Forming the habit of listeningIts very important for the kids to form the habit of listening. Listening, one of the means of language communication, is used most widely

21、in peoples daily lives. In class，giving the students a lot of listening activities is a good way of enlarging their vocabulary . On the other hand, it also helps the students improve their listening comprehension. The purpose of listening is to get pronunciation and intonation right and to let the s

22、tudents be able to use the language. When all the kids listen carefully, they can get more, beyond the books.8.1.3 Forming the habit of reading aloud and reciting textsEnglish is not only a kind of silent symbols, but also spoken by people. One can learn English well only by reading aloud and speaki

23、ng more often. To improve listening, speaking, reading and writing , a student must often practice reading aloud and reciting their texts. Our students are weak in pronunciation, so they are afraid to read in public. Considering the conditions of this kind we teachers pay more attention to the stude

24、nts reading aloud before classes in the morning. At first we had the students read aloud after teachers and then they were asked to read together one by one. It is the best way to make the students recite the texts. Every lesson must be recited by them. If someone cant recite the whole text at once,

25、 he can recite a part of the text. A term has passed. The students have become very good at reciting their texts. A great deal of successful practice shows that it is a useful way to make the students to grasp the skills of reading and reciting. 8.1.4 Developing a habit of extra-curricular reading O

26、ur students should be encouraged to read English materials outside class. To widen their interests in study of English they can subscribe to some English magazines or newspapers for Junior High School students. This has made their fields of vision widened, their imagination enriched. This way of lea

27、rning also helps them to accept the new thoughts, absorb much more new English words, grammar rules, and technical terms and so on. Of course, our students will certainly go through the experience from quantitative change to qualitative change and from forced reception to self-conscious reception. I

28、t is also a course of doing over and over, again and again so as for them to form good habits. We hope that the students can keep it up. 8.2 Stimulating students interestsThe best learning motivation is to have inner interest in the subject learned. We should foster students interest in English lear

29、ning, in addition to making students have clear aims of learning. In this respect, I did the following:8.2.1 Establish the harmonious relationship between teachers and studentsIts very important to develop good teacher-student relationship. In English class, I often give students more encouragement

30、and less criticism so that they can learn English without pressure. Make the students believe in teachers, they will love English .For example: Nowadays at the middle schools, students abilities are usually tested by examinations. As a rule, we teachers show the students how well they do in the exam

31、s. It can sometimes make them study still harder, but most of them can only think themselves defeated. As a result, they lose hearts. So I always keep silent about those students who lag behind in exams and find some way to encourage them. As regards the top students and those who make some progress

32、, we should praise them in proper time .We, teachers, have no much right to hurt their feelings, if some students do not do well in their exams. On the contrary, we must integrate ourselves with them and make friends with them. Good links between teachers and students makes it easier to train our st

33、udents to be achievers .So harmonious relationship between teachers and students lays a solid foundation for learning English.8.2.2 Trying to make English study fun and easyIn the classroom teaching, in addition to a variety of sentence pattern practice, I also asked students to use what they have l

34、earned to make everyday dialogues such as asking the way, saying goodbye, asking for help and so on. They can introduce their own personal information or talk about something which has close connection with family, school, class, etc. They can also take turns to give a report about the humorous stor

35、ies or jokes, a short play, an English song, and so on in English. All of these practices will make the students more relaxed and happy in the concentrated learning activities. They not only cultivated their interest in learning, but also aroused their enthusiasm of learning.8.2.3 Using the most of

36、intuitional teaching aid, pictures，brief drawing to teach EnglishAny teaching needs to be memorized. It is also important that our teaching should combine students watching, Listening and speaking. Fully play the role of sense organs to meet the Junior High School students mage thinking. Example 1:

37、When I taught these phrase “on foot, by bus, by bike and by subway” (Topic1,Unit5,Grade Seven), I showed them some relevant pictures about the four phrases and interspersed with explanation so as to enhance students interest of learning English and deepen the impression to the students.Example 2: Wh

38、en I taught “in front of” and “in the front of” (Topic1，Unit6, Grade Seven), I used brief drawings to demonstrate their differences so that my students cant be confused about them. From the drawings, the students can find that the boy is in front of the car. That is very dangerous, so the driver who

39、 is in the front of the car is criticizing him. The differences between the two phrases are clearly demonstrated.8.2.4 Using activities during the teachingA good lesson must have a good start. There are many ways for us to choose. We may begin our class with a song or chanting a short rhyme. We may

40、also have a discussion about some idiomatic expressions. This way can widen the students knowledge and understand their reading materials correctly. They can also be motivated to learn more about English. 8.3 Introducing good learning methodsTo a great extent, learning methods are affected by the te

41、aching methods of their teachers because they havent learnt English for a long time. Therefore, we should infiltrate the guidance of learning methods in all the whole teaching procedure so that the students can form study skills step by step. In this respect, I mainly do the following:At first, we s

42、hould have a full understanding of the studies of the students before the teaching design. They should not only know how students master and apply what they learnt, but also know how they study and whether their learning methods are suitable for them and so on so as to take relevant measures to guid

43、e them in teaching.Secondly, we should guide the learning methods hierarchically and step by step according to students learning steps.1: Previewing before class. I guide students to define the purpose of previewing, get some ideas of basic contents which will be learned and keep records of difficul

44、t phrases and sentence patterns in the previewing. 2: Studying in class. I guide students to listen to me carefully, take the relevant notes, take an active part in classroom activities, and develop the habit of using eyes, ears, mouth, hands and the brain. 3: Reviewing after class. I guide students

45、 to go over what they learnt in the last class so as to consolidate the knowledge learned. In addition, I also guide them to listen, speak, read and write in order to broaden their general knowledge, increase their vocabulary and enhance their ability of practical application.At last, we pay attenti

46、on to the individual guidance to the students and help them to find the methods of learning English in their own way. I corrected students problem in learning methods in time and guided them appropriately. So it can make students show interest in studying English all the time and forge ahead with th

47、eir work as well.8.4 Training students thinking ability In teaching, I pay attention to foster and exercise students logical thinking ability of comparison analysis and synthesis. Thus I let students use these thinking methods to summarize new knowledge and review old knowledge in order to help them

48、 to form the concept and master the systematic knowledge. In addition, I train students ability of divergent thinking as well as creative thinking, and guide the specific learning methods for them. In this respect, I mainly do the following:8.4.1 Train students divergent thinking ability in text tea

49、chingAccording to the new teaching outline, first of all, teachers should identify the problems, and then they explain the text systematically. I use brief drawings, pictures or key words to make students learn and discuss the language points and sentence patterns while they are mastering the conten

50、ts of the text.Example: When we learn the text “How do you usually go to school (Topic 1, Unit 5, Grade Seven).Step 1: I present some key words and phrases on the blackboard.Jane-6:30-7:00-after that-in the morning-12:00-2:00-after school-5:15-5:30-7:00-after dinner-then-9:45Step 2: Ask students to

51、retell the text according to the key words.I let students retell the text by themselves, and then ask some of them to retell the text to the classes. Doing like this achieved the aim of improving their ability of using English. A unit test indicates that students had a good understanding and memory

52、of the text, their achievements of the text are ideal and the rate of excellent students is above 24%.8.4.2 Train students divergent thinking ability in linguistic knowledge teachingIn this respect, I make students learn the linguistic knowledge of it after they read the text by themselves. I often

53、use the form of English-Chinese translation and making sentences freely to try to make more students take part in the practice and make their thinking active. Example1:When I teach the sentence pattern “What is he/she doing?”, He/She is doing sth.”, “What are they doing?” and “They are doing sth.” (

54、Unit 5 Topic 2 Section D of Grade Seven) I take the following steps:Step 1 Simulate the situation to make students understand the sentence pattern. I ask one or two of my students to stand up and lead the other students to ask and answer the following questions: T: What are you doing?Ss: Im /Were ha

55、ving an English class. (Help the students to answer) T: What is he/she /Li Ming doing? Ss: He/She is having an English class. (Help the students to answer) T: What are they doing? Ss: They are having an English class. (Help the students to answer)Step 2 Summarize the sentence pattern and its answers

56、. A: What are you doing? B: Im doing sth.A: What is he/she doing? B: He/She is + doing sth. A: What are they doing? B: They are doing sth.Step 3 Apply the sentence pattern flexibly I get students to make dialogs by using the sentence pattern and its answers and thus make them achieve the purpose of

57、mastering the usage of the sentence pattern basically.Example2: (1) Let a student dance in the front of the classroom. At the same time, ask and answer between teacher and the students.T: What is she doing?Ss: She is dancing.T: Is she dancing?Ss: Yes, she is.T: Is she singing?Ss: No, she isnt.Teach

58、in the same way: reading, watching TV, making cards.(2) Ask three students to sing The More We Get Together. Ask and answer between students at the same time.A: What are they doing?B: They are singingA: Are they cleaning the dormitory?B: No, they arent.A: Are they singing?B: Yes, they are.A: Where a

59、re they?B: They are in the classroom.In addition, I cultivate students creative thinking ability by making them play games and have competitions. Meanwhile, I pay attention to foster their autonomic learning, cooperation study and problem identifying and solving skills.9. Data analysisIn order to as

60、sess the effectiveness of the above-mentioned solutions, data were gathered mainly from two sources: two questionnaires and two tests at different times, which will be analyzed respectively in this section. 9.1 Data from the questionnaireTwo questionnaires were issued in this research, one at the be

61、ginning of the project, the other at the finish of the project. Questionnaire II was designed partly based on questionnaire I so that comparisons could be made to see the improvement after the implementation.9.1.1 Question 1: The attitude towards the English lessonThis question is to check if using

62、intuitional teaching aid, pictures or multi-media and establishing the harmonious relationship between teachers and students can stimulate students interest in learning English. Table 1-comparison of students interest in learning English Degree of interestLike a lotlikeLike a littleNot like Before t

63、he research6%21%46%26%After the research25%55%13%6%From Table 1, we can see 26% of them were afraid of English before the implementation of the research, while only 6% of them had the same idea after it. This, to a certain extent, implies that using intuitional teaching aid, pictures or multi-media

64、and establishing the harmonious relationship between teachers and students really contributed to students motivation and confidence in learning English.9.1.2 Question 2: Effectiveness of fostering students thinking ability and cultivating their learning methods This question is to check if fostering

65、 students thinking ability, cultivating their learning methods and guiding the specific learning methods for them are helpful to the students in learning English.Figure 1-Effectiveness of fostering students thinking ability, cultivating their learning methods and guiding the specific learning methods for them Note: 1= excellent 2= good 3= fair 4= badFrom Figur