A Study Of The Application Of Multimodal PPT To Junior School English

The national English Curriculum Standard of Junior High School issued in2003points out that those teachers should spare no efforts to find enough languageresources and materials to enrich their classroom teaching. They were encouraged totake advantage of modern technology to make their language teaching moreinteresting and attractive. Mono modal teaching, which focuses mainly on languageitself and ignore the functions of images,sounds, colors as well as flashes, isobviously no longer meet the demand of English learning and teaching. Thus, in thecourse of teaching, teachers should try their best to cultivate and foster the students’multimodal communicative competence. Furthermore, it is also a necessity to cultivatethe students’ multilateralism. Take multimodal PPT into English classroom will bring areal and natural world to students, it can give students more understandable inputs andthey can use their various senses and imagination to get knowledge. Besides, by theassistance of the multimodal PPT, the English teaching becomes more natural,intuitive, vivid and full of strong infection. The atmosphere of the classroom becomesmuch more relaxed and furthermore, the students’ engagement is much more activethan before.The theory of the multimodal discourse analysis from home and abroad and theprinciples of language curriculum design which was put forward by professor ZhangDelu will guide me to design the12units multi-modal PPT courseware PPT of thejunior high school textbooks. I selected two parallel classes in Zhunger third middleschool in Erdos. Two different English teaching modes will be used toward the twoclasses. The experimental classes which contained51students used multi-modal PPTEnglish teaching mode while the controlled classes used traditional English teachingmode. The study tries to find three questions: First, whether this teaching mode iswelcomed by most of the students. Second, whether this mode promote the languagelevel of the students’ on listening, reading, vocabulary acquisition and the integrated capacity after one semester’ experiment. Third, whether there still exist some problemsthis teaching mode. It was found that1) the teaching model can effectively promotethe achievement of English learners and the marks of the experimental class isobviously higher than the controlled classes.2) multi-modal PPT to Junior EnglishTeaching is certainly welcomed by the experimental class and they believe that thismodel will bring a relaxed learning atmosphere, stimulate interest in learning, broadentheir knowledge, etc.; compared to plain text language class modal as well asaudio-only mode, the students prefer the combination of graphic and audio-visualintegration modal.Through the above findings, the paper verifies the operability and feasibility ofmultimodal PPT teaching mode in junior high school English classroom teaching andthe conclusions and this study has a certain reference value. It should be noted that thisstudy also has some limitations, the research questions still need to be further exploredprofessionally. English learning channels needs to be broaden to improve Englishteaching efficiency and optimize the effect of teaching English. English teachersshould spare every efforts to explore a set of effective teaching model to promote theJunior high school English curriculum reform towards deeper.