Design And Application Of Variety Of English Homework In Junior High Schools

English homework is generally regarded as the natural extent of English classroom teaching. It is anecessary complement to classroom study by helping students to consolidate what they have learned in class.Teachers can find out some problems in students’ study from their completion situation so as to know in whatdegree the students master what they have learned, therefore teachers can correct or adjust their teachingprogress or relevant strategies in time. The paper’s purpose is to find more effective and practical ways inEnglish homework design and to better adapt to the requests of the New Curriculum Standard, to be moresuitable for middle school students, and to make the varieties of English homework design richer.Recitation, words copying and exercising doing still are the main English homework types which manyteachers actually adopted in teaching for years. This kind of homework, less for the consideration of thedifferences of students, easily arouses the students’ antipathy, and the mechanical repetition leads to reversepsychology. More to the point, this is inconsistent with the current various classroom teaching: teachers are keenon study how to mobilize students’ initiative; how to design all kinds of activities; how to encourage students toopen their mouths, etc, but not show enough consideration on the design and assigning and feedback of thehomework, just on which teachers may acknowledge whether students understand and digest all the things theylearned or not, and then know whether their teaching methods and strategies are appropriate and whether theiractivities are effective.Based on the current situation, the author made an in-dept study on the homework’s purpose, function,students’ attiude toward it, the time they need to complete it and the relationship between the amount and theirEnglish proficiency at home and abroad. The author also made a summary of practical and effective homeworktypes, amount, and ways of homework and evaluation through referring to the related literatures and put it intoEnglish teaching practice. Its purpose is to improve whether the design and variety of English homework and itsapplication can change students’ attitude toward English and whether students’ English proficiency can beimproved. The author made an experiment in two classes of Grade8in Chen Guan Junior High School in BaiyinCity for one term, and the two classes have the same English level: one class was set as the experimental classexperiencing variety of English homework, the other was set as the controlled class experiencing traditionalhomework.100questionnaires and pre-tests were handed out to evaluate their attitude toward English homeworkand their English level before the experiment. In the end of the experiment, the author conducted a post-test inthese two classes and a questionnaire for the experimental class. Combined their daily performance with theresults of posttest, the hypothesis was proved—the variety of English homework changed the students’attitude toward English homework and inspired their learning interest and improved their English proficiency.The study is an illustrative example and a complementary to the previous researches. It can help studentsbuild up their confidence in English learning; at the same time, it brings theoretical and practical significance toteachers in their teaching.