Analysis on Developing English Speaking Through Reading in Junior Middle Schools

In terms of English education,much research has been done on the combination of reading and writing,but there are relatively few studies on the combination of reading and speaking.In this study,the combination of reading and speaking in English through activities was expounded.The effect of this teaching mode was studied based on students’understanding of the subject,practical application,and transfer of knowledge.The goal of this teaching mode is to develop students’core literacy and to enable them to interpret and utilize text resources.With these as objectives,teachers can design lessons and evaluations that require students to verbally explain what they understand after reading lessons and guide students in a stepwise manner,from superficial text understanding to in-depth understanding and eventually to thinking beyond text learning,so as to promote the integration and development of students’language skills,cultural awareness,thinking,and learning ability.

Integration of Mathematics History into Junior Middle School Education: A Pedagogical Approach to Enhance Mathematical Literacy

The integration of the history of mathematics into junior middle school mathematics education represents a significant focus of international research in mathematics and education.The mathematics curriculum standards for compulsory education have emphasized the importance of incorporating the history of mathematics,aiming to gradually integrate it into the mathematics classroom.However,in the practical implementation of junior middle school mathematics education,the effective combination of the history of mathematics with teaching methodologies remains largely unexplored.This article explores the integration of junior middle school mathematics education and the history of mathematics,aiming to provide classroom teaching recommendations for teachers and promote the formation of students’mathematical literacy.

Macro-analysis of Errors Made by Junior Middle School Students

This study collects 3896 errors made by junior middle students in Xining.Then they are classified into interlingual errors and intralingual errors and a macro-analysis is done to discover the possible causes behind these errors.This research comes to the following conclusions:First,a large number of the errors made by the students are intralingual errors rather than interlingual ones.Secondly,the students at elementary levels produce more interlingual errors than those at intermediate or advanced levels.Conversely,the students at intermediate or advanced levels produce more intralingual errors.Thirdly,errors can have more than one source.

Analyzing the Application of Functional Linguistics in Junior Middle School English Teaching

Based on the application of functional linguistics in junior middle school English teaching,this paper first illustrates the concepts of systematic grammar and functional grammar.Secondly,according to the application of functional grammar in reading,in translation and in writing,it is concluded that applied linguistics has an important role in promoting junior middle school English teaching,which comprehensively illustrates the importance of functional linguistics in junior middle school English teaching.Functional linguistics is of great significance to instruct junior middle school teaching.This paper explores the definition of functional linguistics and the linguistic patterns of functional linguistics.

A Study on Cultivation Strategies of Critical Thinking in Junior Middle English Reading Class

This paper analyzes the importance of critical thinking to junior middle school English reading ability.This paper probes into the cultivation of critical thinking in English reading ability from the perspective of teachers and students,and discusses the problems based on the questionnaire survey.

The Practice of English Grammar Teaching under Communicative Approach in Junior Middle School

The analyzing of the definition and principles of communicative approach and the current situation of the grammatically teaching points that the combination of both construction and practical knowledge of English language teaching in junior high school is the most ideal mode.Taking comparative grammar teaching of adjectives and adverbs as an example,this article explores how to teach grammar teaching in junior middle school under communicative teaching method.

A Study of English Classroom Feedback in Intra-country Junior Middle School

Feedback refers to comments or other information that leaders receive concerning their success on learning tasks or tests, either from teachers or other persons according to Longman Dictionary of Language Teaching and Applied Linguistics. According to the subjects who give feedback, the English classroom feedback can be divided into teacher feedback, peer feedback and self feedback. Through the analysis of teaching cases based on classroom observation and interview, the study discusses the application and effectiveness of feedback given by different subjects on different teaching phases.

Design and Reflection on Genre Analysis in Junior Middle School English Reading Teaching

In order to better promote students’English learning ability and interest,this paper expounds the general process of junior middle school English reading teaching by using genre analysis,for the reference of relevant personnel.

On the Application of Task-Based Approach to Junior Middle School English Reading Teaching

In order to alter the reality of reading teaching, arouse students' reading interest and to improve their reading competence, the author conducted an empirical research on the application of Task-Based Approach to junior middle school English reading teaching. The research aims to encourage students to take an active part in class, stimulate their reading interest, and to improve their reading competence by students' complement of reading tasks; furthermore, it probes into the difficulties about the application of Task-Based Approach to practical teaching so that it can provide reference for teachers' improvement of teaching methods.

A Research of Pre-service Teachers' Lead-in Strategies in English Teaching

Lead-in, referring to the teaching activities at the very beginning of a class, is one of the most basic steps in English classroom teaching. Short though it is, it plays an essential role in arousing students' attention, stirring up students' interest, enhancing their motivation, activating the atmosphere of classroom teaching, and achieving teaching objectives. Based on the previous literature about lead-in, the author first discusses the importance and functions of lead-in, and then analyzes some lead-in strategies on the basis of the 17 teaching cases of pre-service English teachers.

Micro-Analysis of Errors : Categories and Causes

This research collects 3896 errors made by 965 Chinese students in 5 junior middle schools in Xining and then a detailed analysis is made to discover the possible causes behind these errors.This research comes to the following conclusions:first,during the course of English learning in junior middle school,the students make errors mainly in six specific areas:spelling,tenses,pronouns,verb“be”,articles,and numbers;second,the learners at an elementary level produce more interlingual errors than the learners at an advanced level.Third,error fossilization is serious.

The Causes of English Speaking Anxiety and the Counterpart Strategies

This study mainly discusses the junior high school oral English anxiety, analyzes the main causes of oral English anxiety,and puts forward measures to reduce anxiety.