The Discussion On Application Of The Pace Teaching Mode In Junior English Grammar Teaching

With the continuous development of the Communicative Approch in China, the methods of English teaching in junior high shool have undergone significant changes. The interation between teacher and students is increasingly frequent, and the cooperation among students is gradually enhanced. This kind of teaching method not only improves students’communivative skills, but also cultivates a sense of cooperation of students. However, every coins has two sides. This teaching method also causes a problem that makes students lack of grammer knowledge. It will influence the enhancement of students communicative skill at last without the grammar knowledge. In Communicative Approch, the study of grammar teaching is not about weather it should be teach or not, but about what and how to teach.This thesis could be divided into five parts. The first part is introduction that dicusses the purpose and significance of the study, research ideas and research methods. And it also reviews the history of grammar teaching research through Literature Method and predicts the future development of grammar teaching research. The second part is research outline which defines the core concept of this study, such as the teaching mode, PACE teaching mode and English grammar teaching of junior high school.By analyzing th characteristics of the junior high school English grammar teaching, actrually it could be found that there are some consistecy between PACE teaching mode and Engkish grammar teaching of junior high school, for example, the concept of grammar teaching, the idea of languge teaching and the purpose of grammar teaching. The third part is the study of PACE teaching mode which elaborates the theory basis of this mode, the teching procedure and teaching principle so as to lay a good foundation for applying this mode.The fourth part is the empirical research of PACE teaching mode. In this study, the number of30students of Happy English Summer Camp are chosed as the subjects who are be divided into two groups, one group is experimental group, the other is control group.By comparison between the results of pre-test and pro-test, it shows that the result of experimental group is better than control group’s. After the experiment, the students of experimental group are also be interviewed some questions about the recognition of PACE teaching mode with questionnaire. It can be found that most of students accept some elements of PACE teaching mode, such as learning grammar konwleage in context, but some of the students are unwilling to participate the class actively, such as the commucicative output activity. It suggested that the teacher should adjust some elements of teaching mode according to the students’ previous learning experience and learning style when applying a kind of new teaching mode. The fifth part is the enlightenment for English grammar teaching of junior high school. There are four points that the teacher could follow when teach grammar. At fist, the teacher could stimulate the student’s interest by using real and interesting language materials; next the teacher might promote the students’ understanding to the text through a variety of teaching methods; then the teacher can strengthen the language form study by communicative output activity; at last the teacher should let the students reflect what they have learned by some evaluation activities.