A Research On Performance Teaching Of English Class

Although the High School English Curriculum Standard (short for "new standard "below) has been revised for ten years, the new standard has pointed out that great importance should be attached to cultivating students’cross-cultural consciousness and basic cross-cultural communication ability as well as the ability to think and express in English, the phenomenon that the students are not willing to say, can’t say and didn’t say English well still exist here and there. The class is still centered by teachers, and the students get used to crammed education and keeping silent in class, with depressing atmosphere, lacking internal motivation. Those traditional teaching phenomenon and problem severely deprive students of development they deserve, like the development in affection, values, etc. which are also contrary to the demands in new curriculum.Against this phenomenon, this thesis put forward the idea that English teachers can attract the students to join in the class by performance teaching activities, and stimulate their imagination and initiative, to enhance the fun and interests of class and finally strengthen the student’s interests to English learning. The purpose of this thesis is to research the feasibility of performance teaching as an English teaching activity in a theoretical way, and how to put this teaching approach into practice to enrich high-school English teaching methodsThe thesis is divided into six parts. The first chapter demonstrates the reason and significance of the research, as well as the literature review, conception identification and theoretical foundation. The second chapter illustrates the features of performance teaching. Performance activity is social, artistic, interactive and of creativity. Students have more in-depth and visual affection experience while having performance activity. The third chapter mention the types and basic rules of the performance teaching, it demonstrates that from the aspects of "being of medium difficulty, democracy,practice, cooperation, creativity, and affection, etc.the fourth chapter narrates the evaluation of performance teaching, like evaluation from the perspective of the correctness of language, the richness of vocabulary and the fitness of the language context with the body language, the fluency of the sentences, the cooperation with partners etc. The fifth chapter specifically illustrates the observation record of the author in class, The research shows that the students and teachers can both realize that there are a great amount of texts which can be used as performance, and both of them are very interested in performance teaching. Most students agree that performance teaching is of great help to English listening and speaking. Performance teaching can practice the divergent thinking and cultivating innovation. Students would have more in-depth and visual affection experience from some texts which are of artistic value. The last chapter is the last part of this thesis, the strategies of performance teaching in application is put forward based on theory and investigation. They include:to encourage the students to read extensively, to meet their desire of performing, blend American and English cultural knowledge, give a full play of students’initiative, appropriately use multi-media, catch fun topics, give positive evaluation to the students and make the class with multi-style.