An Experimental Study Of The Effect Of Transition Teaching On Senior 1 Students’ English Grades At Zhongxiang No.1 Middle School

Recently with the development of teaching reform, the English textbooks for the senior middle school students are much more difficult than those for junior middle school students. As a result, many new students of the senior middle schools can’t adjust to the pace of the English learning. They are very nervous and frustrated about their English learning and can’t smoothly reach the goal of the subject. Therefore, it is necessary to give them a transition teaching to help them with their English study at the senior middle schools. In order to find out whether some transitional teaching is helpful or not, the author conducted an empirical study with the new students of Zhongxiang No.1 Middle School.This study tries to find out the answers to the questions:(1)What difficulties are the new students faced with?(2)How can teachers carry out transition teaching to help the students adapt to the English study?119 students in Class 1 and Class 3 of Grade 1 in Zhongxiang No.1 Middle School are chosen as the subjects of the study. A questionnaire is handed out to collect the information about the difficulties the students are faced with when they enter the school. A transition teaching experiment is carried out during the first term. The results of the questionnaire show that the students have difficulty in learning methods, learning habits and in understanding the materials in the textbook. Some of them even have some mental problems. The result of the experiment shows that there is a close relationship between the students’ English grades and the transition teaching. The findings of the study indicate that some transitional teaching in English is necessary and useful for the new students of the senior middle school students.