| No matter what changes take place, the English teaching in a Model Senior Middle School located in village areas ( MSMS-V for short ) never stops being its own style, which is developed from the old traditions, and the new styles and activities the teachers pick up today are just as localized as the activities of their pioneers. This is because a school which grows up around village areas (or rural areas) takes in local culture every minute and this culture forms everything that it will ever do.In the view of notable problems existing in MSMS-Vs, such as students'special background, needs and cognitive style not being valued leads to distance from NSEFC, especially NSEFC1 for the beginning of learning senior high English, and quite a few teachers are using such teaching methods which are not suitable to new teaching materials, the author makes an analysis drawing out sharp characteristics of MSMS-Vs'students group and the teaching demand of NSEFC1. New Curriculum Standard reform offers a vast new platform for teachers to use NSEFC1 flexibly and creatively as teaching materials. And NSEFC1 calls for teachers'special pioneering using strategies serving students'a good beginning of language competence development for three years'senior high schooling. Therefore, localization is put forward. It is a strategy to use NSEFC1 in accordance with the features of the student group in MSMS-Vs, while making good use of the local nature, history and cultural resources, managing the teaching resources as a whole and organizing the class teaching creatively.As an effective way to improve the quality of classroom teaching in MSMS-Vs, localization is based on the Constructivist learning theory, Communicative approach and the Student-centered principle based on the new English Curriculum Standards for senior middle schools. The principles of localization are: valuing students'background knowledge, cognitive style and local culture; adjusting, rearranging and modifying NSEFC1 in accordance with students'aptitude and teaching conditions to make the textbooks work productively; establishing new class model in harmony with the trend of New Curriculum Standard reform.The practical application of localization comes to five aspects: BGGCS. B is for Background-based localizing leading-in. It aims at activating students'background knowledge and motivating students'interest of English learning. The first G is for Gap-guiding localizing reading teaching, in which teachers pay special attention to students'gaps in cultural knowledge and helps develop students'efficient reading strategies and abilities. The second G is for Grammar-in-use localizing grammar teaching. It promotes a combination of form, meaning and use to make a dynamic process of using language skills. C is for Communicative Key-word localizing writing teaching, which develops the ability to use real and appropriate language to communicate and interact with others. And S is for Safe localizing extension. It emphasizes creating a harmonious teaching environment by reasonable extension.Four semesters'practice and reports from interviews and questionnaires show that students and teachers benefit from BGGCS, which changes the former tough time into a relaxing and liberated environment for English learning. English teaching in MSMS-Vs calls for establishing a new teaching style and learning style to hasten a new and effective teaching model that is full of vigor and distinguishing local features. The applications of localization, BGGCS, become a vigorous and effective teaching approach, no matter how the teaching materials change.However, the research also shows some problems. Decades of teacher-centered, grammar-centered and enormous-exercises-based teaching way has formed a rigid tendency, which prevents teachers from enhancing class effectiveness. Quite a few teachers can not realize that the use of NSEFC and the transition of teaching materials suggest a challenge to the teaching ideology and teachers'professional development. So they sign over the inexorable renewal of textbooks and feel reluctant to deliberate and make a flexible use of BGGCS. This calls for more dynamic participation and in-depth and systematic further study.
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