| As we all know, the individual differences of students in ordinaryschools, in comparison to private middle schools, such as their learningbackground, motivation, interest, self-confidence, and emotional state arean objective existence. For example, the students in our school,TongShengHu (TSH) International Experimental School in Changsha,have come from all parts of Hunan province: some come from cities, andsome from the countryside; some have entered the school with highacademic scores, while some have pretty low scores. The students withlower scores are often the result of parents being rich enough to sendthem to this kind of expensive private middle school despite low scores.In terms of their learning background, there is a great gap among them.Some students have passed PETS 3, while some haven't passed PETS 1.Notwithstanding, in the traditional classroom teaching environment,many teachers still teach classes of students functioning at different levelsthe same content and use the same teaching materials according to thesame teaching schedule to meet the same learning requirements. MostEnglish teachers apply the "spoon-feeding" method in English teaching.By using this pattern, the teacher often pays little attention to students'affections, and neglects their individual differences, which inevitablyhinders the development of students' English competence. How to teachstudents with individual differences has been a tough problem in privatemiddle school English teaching.Based on the theories of Gardner's Multiple Intelligence, Krashen's Affective Filter Hypothesis, Humanism, the Grading Progressive EnglishTeaching Pattern was carried out among Senior Grade One students inour school to teach them with individual differences. When carrying outthis teaching pattern, we firstly divided the students into two differentlevels according to their individual differences and their results of theentrance exams: the experimental classes, and the ordinary classes. Thenwe randomly chose two classes as the objects of the experiment, one fromthe experimental classes and the other from the ordinary classes;Meanwhile, based on the class teaching system, the students wereclassified into A,B and C groups according to their English competencefor doing group activities, where different groups of students were givendifferent learning tasks and different learning materials, and differentlevels of tests, with different amount of teacher's tutoring so as to meetdiverse learning demands of the students at different levels and improvetheir English proficiency within their Proximal Zone of Development.This thesis deals with the feasibility of carrying out the GradingProgressive English Teaching Pattern in Tongshenghu InternationalExperimental School, an advanced provincial private school, introduceshow this pattern was carried out effectively in TSH School, and discusseshow it solved the problems encountered as a result of the students'individual differences under the class teaching system. It aims to find outa feasible English teaching pattern in private schools so as to promote itsEnglish teaching efficiency.It is theoretically and practically proven that this teaching pattern isa good one because it has successfully solved the problems brought aboutby the contradiction between whole-group teaching and individual differences. Teaching in this way, teachers can stimulate students'motivation, build up their interest, reduce their anxiety, and help studentsto form their own learning strategies towards learning autonomously.What's more, students can reflect on their day- to- day progress, whichleads to their improved abilities and better emotional self-esteem. It alsoplaces emphasis on students' cooperative spirit, which will greatly benefitthem in their future. This is what National New Curriculum Standard andquality- oriented education emphasize and attach great importance to.Additionally, we are convinced that this teaching pattern is suitable forprivate middle schools like ours, TSH Middle School.
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