On the Formative Evaluation in Junior English Teaching

Teaching evaluation is an indispensable part in English teaching.For a long time,we have adopted the summative evaluation,which may lead to the fact that students lack initiative and enthusiasm in their learning.Formative evaluation is a more efficient evaluation method aiming at various disadvantages of traditional evaluation methods.In order to explore how to apply formative evaluation in junior English teaching,this paper firstly analyzed the problems in traditional evaluation and then analyzed the necessity of formative evaluation in junior English teaching.It mainly explored how to apply formative evaluation in junior English teaching.Finally,it reflected formative evaluation in junior English teaching and put forward some feasible suggestions to help teachers improve their teaching methods and help students improve their learning efficiency,so as to improve the quality of junior English teaching.

The Application of Mind Map in Junior English Vocabulary Teaching

Almost every English learners is impacted and harassed by word memory in different degrees.However,the traditional rote memorization that is commonly used by majority of students can exacerbate the problem.It is believed that Mind Map may contribute to enhancing the efficiency of vocabulary learning and enlarging the capacity of words.Therefore,Mind Map has received extensive attention in English vocabulary teaching for the recent decades.Mind Map is conducive to motivating student’s interest,enhancing students’memory and augmenting vocabulary learning efficiency.

On“The Five-Step Method”in Teaching Junior English for China

Junior English for China’ is based on the ’Five-Step’ teachingmethod: Revision, Presentation, Drilling, Practice, Consolidation. Each step has itsown particular methodology and requires the teacher to adopt a certain role. Thispaper is a discussion of the "Five-Step Method".

The Application of Inquiring Teaching to the Junior English Class

As a teaching method against the giving-and-accepting pattern, the inquiring teaching in junior high school pays more attention to learners' understanding, feeling and experience in the course and emphasizes the cooperation and communication among students and teachers. In this paper, it explores the advantages of inquiring teaching, which cultivate students' interest in learning and ability of analyses, induction and application, compared with the traditional teaching.Besides, some suggestions are provided in English teaching of Junior high school.

Teaching Design of the Junior High School English Reading for Deep Learning

English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.

A Brief Discussion on the Application of Task-based Language Teaching to Improve the Teaching Quality of English Communication Classes in Junior High Schools

With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to cultivate students’communication skills,however,junior high school English classes are currently still based on traditional teaching as the main teaching method,which only focuses on cultivating students’reading and writing skills,thus neglecting the training of listening and speaking skills.Despite its evident benefits,the implementation of the task-based language teaching(TBLT)method in junior high school English communication classes is not without challenges.The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process.This gap stems from a variety of factors,including the lack of appropriate resources,insufficient teacher training,and the deeply ingrained reliance on traditional teaching methods.This study will briefly explain the definition and characteristics of the task-based language teaching method,analyze the current situation of junior high school English communication classes,the difficulties of using TBLT in junior high school English classrooms,and the application methods of task-based teaching methods.The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

ORAL PRACTICE IN JUNIOR ENGLISH TEACHING

Although the textbook Junior English for China has been widely adopted for use in middle schools,most of our teachers have not changed their teaching methods.Traditional methods of teachingEnglish are still used in their teaching practice.The focus of teaching is on detailed analysis andexplanation of language points.A small percentage of time is devoted to activities in which thestudents practise speaking in English.Oral practice is limited to students reading aloud the sentencesthey have translated.The teachers seldom use English to conduct the class,preferring to use Chineseas the language of instruction.As a result,too many students are only good at reciting grammar rulesand analyzing sentences.They are poor in language communication,especially communicatingorally.

British and American Literature Infiltration of English Teaching in Junior School

Under the New Curriculum Reform, the English teaching materials have changed, there are several units involved in British and American drama, British and American poetry in junior school. From these teaching materials, we can see that New Curriculum Standards require students to understand the British and American literature in the process of English learning. To meet the needs of New Curriculum Reform, the introduction of literature become a necessity in English language teaching. This paper systematically analyzes the necessity and meaning of literature infiltration in English teaching. It aims to explore how to permeate literature knowledge in English class.

The Influence of “Pygmalion Effect” on the Junior School Students Who Have Difficulty Learning English

Pygmalion Effect refers to the expectation from teachers have stimulative effects on students' learning. English educa-tion of junior middle school has its unique nature, and the phenomenon of having trouble in learning English in middle school stu-dents exists generally. So, the key point of this research is how the students use Pygmalion Effect to improve their English Learn-ing.

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.

Improving Oral English in Break Time in Junior High School

Teachers have been paying more attention to oral English teaching in junior high school than ever before. Generally, teachers focus on teaching oral English in class, where they give preeminence to creating an environment in the classroom which approximates to the"real-life"communicative use of language (Yang Chaochun & Cheng Lian 2005). However, there are some limits teaching oral English in class. This essay puts forwards to provide input during the break time for students to acquire oral English unconsciously in junior high school to make up for the insufficiency.

An Investigation of Junior Middle School Students'English Learning Motivation and Motivating Strategies

English learning motivation plays a more and more important role in junior middle school students' study,and it is necessary for students to learn English effectively.Therefore,teachers should take responsibilities for stimulating students' English learning motivation.This present thesis investigates 63 students who are from class 1 grade 1,class 2 grade 1 and class 3 grade 1 in NanJie country junior middle school in LinYing town LuoHe city by the way of questionnaire.And the thesis discusses the source of students' learning motivation,for the purpose of putting forward strategies of motivating students' English learning motivation in accordance with students' type of motivation.

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.

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.

Effective Paths of Junior Middle School English Autonomous Learning Under the Background of “Internet+”

Under the background of“Internet+”learning method,junior high school English independent learning is individualized,autonomous,and interactive.“Internet+”learning can not only improve students’learning efficiency and learning quality,but also promote their comprehensive development.Therefore,in this paper,we analyzed the significance of developing junior high school English autonomous learning under the background of“Internet+,”explained the theoretical basis of autonomous learning,and how the concept of“Internet+”can be integrated into English teaching.

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.

Research on Situational Teaching of Junior Middle English Class from the Perspective of Life-orientation

The regression of instruction to life raises as a developmental tendency of course reform among the world. Emphasis on the connection between instruction and students' lives has become an important aspect of curriculum reform. The student learner's role and the development of students' potentials in their lives also have been emphasized; all these conceptions provide broad space for the implementation of life-orientation of instruction. Situational teaching emphasizes that students should be regarded as the nucleus of the class. Through acquiring knowledge by themselves, they can bear the knowledge in their mind and improve their communicating ability. The teaching activity should always obey the rule of students centered and teacher aided and make sure that the teaching atmosphere can be kept in an authentic situation. And the most important thing that will be talked about is how to apply situational teaching in Junior Middle English Class.

Cultivating Junior Students' Interest in English Learning

Interest is the best teacher of learning,and it is also the best intrinsic motivation factor to inspire students' learning.Therefore,in the new curriculum reform,to promote innovative ways and put new teaching theory into practice is imperative tochange the simple acceptance-teaching methods.Junior students are curious and they are interested in many things,so it is a gold-en stage to cultivate their interest and motivate them to study English.It has a great effect on students' English ability in the studycareer.Thus,teachers should fully reflect the student-centered teaching theory,to incarnate students' importance.Besides,teach-er should fully mobilize the enthusiasm of junior students to learn in order to guide them to learn English and finally enhance theirlistening,speaking,reading and writing ability.Ultimately,students can know how to communicate with others in English ratherthan just know how to write and answer the paper.This thesis will analyze how to motivate junior students' interest in Englishlearning from theoretical and practical aspects.

Interest Learning about English in Junior Middle School

In modern time,interest learning play a more and more important role in the children’study.So the paper plays a keyon the interest learning in junior middle school.And the paper mainly explores theoretical research,the reason of interest learningand the way to motivate junior middle students’interest learning in English learning.