A Research On The Application Of Classroom Teaching Strategies In The Differentiating Instruction In Junior English Teaching

The fact that the students' foundations are very different when they enter junior high school brings a lot of difficulties to the teachers' teaching. Some students learn easily, while others struggle in their English learning, which produces two extremes. As teachers, we will try our best to help and guide our students to increase their interest and confidence in learning English. Therefore, how to help the students who may hate and be slow in learning English is one of the most important discussions among English teachers.Students are different in terms of their studying purpose and motivation, habits and methods, intelligences and acceptance. If the teachers always use the old and traditional teaching methods by emphasizing the input of knowledge, paying no attention to the difference among the students, the students will be trapped into this situation: They are very excited in learning English when they are in Grade One, and they become depressed when they are in Grade Two, and they have to give up studying English in Grade Three. When the students are in Grade Three, English teachers have to face so many students who are very different in English levels and also have lost their confidence in English learning. No matter how hard they try, they have no good methods to change the situation.To solve these problems, the author writes this thesis on the foundation of some linguists' research accomplishment and many years' English teaching experience. In this thesis, the author tries to discuss how to apply the classroom teaching strategies to the differentiating instruction in English teaching in junior high school.Chapter One briefly states the meaning of the diversity and difference among students and the great significance of applying the differentiating instruction in Junior English teaching.Chapter Two reviews the definition and characteristics of differentiating instruction. It points out the goals and advantages of differentiating instruction and expounds its theoretic foundation. It also gives a literature review of how teachers have made use of differentiating instruction in their English teaching, and it lays the theoretical basis for the following discussion.Chapter Three introduces the requirement of New Course Standards. At the same time, it analyzes the current state of English teaching in junior high school in China on the basis of the results of two surveys made by the author, and reveals the current problems that the teachers and students meet during English teaching and learning.Chapter Four first introduces the concepts of teaching strategy and its basic elements. Then it describes five main types of teaching strategies in the English classroom, including organizing strategy, prompting strategy, questioning strategy, learning guidance strategy and evaluation strategy. At last, it illustrates how to use the five classroom teaching strategies in differentiating instruction in junior English teaching.Chapter Five takes Unit 10 (It Is A Nice Day, Isn't It?) in Go For It (Book IV) as an example to show how to effectively apply the five classroom teaching strategies to the differentiating instruction classroom in junior English teaching.The last chapter is the conclusion.