A Study On The English Extra-curricular Activities In Junior Middle School

With the advancement of the New Curricular Reform, the elementary education in China has been promoted. As we know, English teaching hours are quite limited in junior middle school. If English teaching is only limited to the classroom teaching, it is far from being adequate to achieve teaching students the language skills that are required by the general syllabus. Here comes the English Extra-curricular Activities (ECA). The goal of learning tasks and the sense of success should be achieved in the guidance of teachers in ways of perception, experience, practice, participation and cooperation. The requirements of the New Curricular Reform not only focus on the first class English learning, but also pay attention to the practice of ECA, which is to give full play to the initiative of the students, and to enhance their interest in learning English. ECA help students in the following ways:firstly, broaden students’knowledge scope, arouse students’intellectual curiosity; secondly, strengthen students’comprehensive language efficiency; thirdly, ameliorate students’capacity for organization, cooperation and creativity; fourthly, develop students’personality and hobbies.Using Humanistic Theory, Constructivism Theory and Multiple Intelligence Theory as framework, the thesis studies ECA in junior middle school. This survey presents the practical status study on ECA in junior middle school, finds out the obstacles and tries to provide some effective ways to teach ECA in junior middle school. The study has been done mainly through questionnaire investigation and interview. The contents of the survey include:number one, the contents of ECA practice; number two, the forms and environment; number three, the learning styles of the students in ECA practice; number four, students’ interest orientation in ECA practice; number five, the practice effect and evaluation of ECA.This paper mainly studies the ECA practice in junior middle school. Through study, the author finds that the practical status of ECA in junior middle school needs to be promoted. The students are not the core of ECA, activities in ECA class are not perfect; the relationship between the first class and the ECA class is to be properly handled; the management system in the ECA practice is lack of effect; the community organizations of students in ECA do not play a full role. As for the practical status of ECA in junior middle school and the existing problems, some measures should be taken, for example, building up a good relationship between teachers and students, handling the relationship between the first class and the ECA class; establishing characteristic and situated English corner activities and various kinds of English competitions; improving management mechanism in the ECA practice; realizing the diversification of teachers’ role in practicing ECA.