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Duringthewritingofthisthesismanypeoplehavehelpedme,soI’dliketotakethisopportunitytoshowmygreatgratitudetothem.First,IshouldshowmydeepgratitudetomyprofessorLiangXuxiufromJingzhongUniversity.Withoutherstrictandefficientguidance,itwouldhavebeenimpossibleformetocompletethisthesis.Second,Iamgratefultoalltheparticipantsfortheirenthusiasmandassistanceintheexperimentandresearch.Finally,Iwouldliketoexpressmythankstoallthewriterswhoseworksarereferredtothisthesis.HowtoStimulateStudents’InterestinMiddle-SchoolEnglish:Englishlearningisaverycomplicatedprocess,notonlyisitaffectedbythecharacteristicsofthelanguageitself,butalsobysomeotherfactors,amongwhichlearninginterestismostimportant.Inrecentyears,therearemanyproblemsexistinginmiddleschoolstudents,studentslosetheirself-confidenceinEnglishlearningbecauseofthelowlevelofEnglishknowledgeandthepoorscorestheygetintests.Theydon’thavepositiveattitudesandmotivationtowardEnglishlearningbyactingpassivelyinEnglishclass,thoughtheteachersmanagetomotivatethem.Studentsarelessinterestedinlearning,especiallyinEnglishlearning.Tocompleteacertainamountofmissionteaching,teachersmusttoarriveatapracticalsolutiontotheproblem.AsElbertEinsteinsaid,interestisthebestteacher.Hiswordreflectstheimportanceoftheinterest.Itexistsinallmentalactivities.Itcausesthedesiretolearn.Themoreinterestthestudentsshowinlearning,themoreactivethey eandthebetterresulttheywillget.Ifteacherscancultivateinterestintoakindofpsychologicaldesire,it’seasytohelpthemformagoodhabitoflearningactively.Becauseofthis,howtostimulatethestudents’learninginterestisevenmoreimportant.Thisthesisisforcedonhowtostimulatestudents’interestinlearningEnglish.Thefirstpartisintroduction.Thesecondpartisliteraturereview.Itisareviewofrelevanttheoriesofinterest.Thethirdpartdealswiththefactorswhichinfluencethelearners’interest.ThefourthpartisfocusedonhowtostimulateEnglishlearninginterest.Variousmethodsarebrieflydiscussedfromtheofinterest.:stimulate;interest;EnglishTableof in in Tableof Literature TheFactorsInfluencingtheEnglishLearners' The The Theal TheStrategiesforStimulatingInterestof Changingthetraditionalteaching Establishingnewly-typedrelationwith Highlightingthestudents'leadingrolein Adoptingflexibleteaching Designingappropriateclass Carryingoutvarietyof Creatingrelaxinglearning Asinternationalcommunicationandcooperationis ingmoreandmorefrequentinvariousfields,English emoreimportantthanever.Chinese unprecedentedlyinterestedinforeignlanguagelearning.Thestudentsinmiddleschoolssharethefollowingcommonfeatures:theycontrolthemwell.Theyareabsent-mindedinclassorevenabsentfromclassfrequently,seldomspendingtimeonEnglishlearningafterclass;theyareself-esteemed,butlackofself-confidence.TheyarefrequentlyfailureinEnglishexam.Andtraditionally,EnglishteachersinChinamainlyadoptateacher-centered,book-centeredandgrammar-translationteachingmethod.Thatistosay,mostoftheinteractioninthelanguageclassroomisfromtheteachertostudentorthereisnointeractionbetweentheteacherandstudentsatall.Thechancesforstudentstocommunicateinclassarefew,whichmeansthatstudentslearninginterestarenotfullyaroused.Thebiggestchangeablefactorcontributedtotheirlow-achievementshouldbetheirlow-interestinEnglishlearning."Interestisaphenomenonthatemergesfromanindividual’sinteractionwithhisorherenvironment.something"&Krapp,1992:5).Soit’simportanttostimulatelearninginterest.Learninginterestplaysavitalpartintheprocessofsecondlanguagelearning.Interestiscloselyrelatedtomotivation.Themoreaismotivatedtodosomething,themorehewillbeinterestedinit.Thus,inordertocultivatethestudents’interest,theteachersneedtomakeeffortstoachievethisgoal.Itwillbeteacher'sjobtocreategoalsandtasksasmuchaspossibleinordertoarousestudents'learninginterest.Theteachersshouldhaveaclearideaaboutwhatrealteachingsuccessis,andtrytoreformtheirteachingaccordingtolearners’needs,andstudythelearner’spsychologysoastohelpthemdecreaselearninganxiety.Inaword,teachersshouldtrytobefacilitatorsoflearningprocessandmakelanguagelearningarelaxingandinterestingthingforthestudents.Inclassroomdrills,itwillbethejobteacherstointroduceinterestinganddifferentmaterialstothestudentsthroughsuitableteachingmethodstostimulatestudents'interestthatcanbooststudents'intrinsicmotivation.Inshort,Englishteachersshoulddotheirbesttokeepstudents'longlastinginterestinlanguageThethesiswilltrytoyzetheproblemsandthefactorswhichinfluencingthelearninginterestinmiddleteaching.Thefollowingaspectsshouldbetakenintoaccountinordertostimulatethestudents’interestinlearningEnglish:Changingthetraditionalteachingideas;Adoptingflexibleteachingapproaches;CreatingrelaxinglearningLiteratureInwesterncountries,scientistsgenerallyagreethatPiagetpushedthefrontiersofpsychologicalthoughtasfarasanymorepeopleeverhave.JeanPiaget,basedon60yearsofrigorousobservation,thoughtandresearch,isalwaysheldinhighregard.Piaget’sviewoninterestislargelyreflectedinhistheoryonaffectivedevelopment,whichholdsthatinlectualdevelopmentisseenashavingtwocomponents.Onecognitiveandotheraffective;andbesidescognitivedevelopmentisaffectivedevelopment(Wadsworth,1989).AccordingtoPiaget,“Affectincludesfeelings,interests,desires,tendencies,andemotioningeneral”(Wadsworth,1989:30).Especially,accordingtoPiaget,“Interestistheonecommonandpowerfulexampleofaffectatworkinfluencingourselectionofinlectualactivities”(Wadsworth,1989:30).Wadsworth(1989:30)pointsoutthefactthatmanytimeswhenaskedwhywedoaparticularthing,theresponseissomethingtodowithinterest.Forexample,amightchoosetoreadabookaboutbuildingtimberframehouses,butnotaboutthecivilwar.InPiaget’sview,thisselectioninnotprovokedbycognitiveactivitiesbutbyaffect.Inthiscase,interest“AccordingtoPiaget,it’simpossibletofindbehaviorarisingfromaffectivityalonewithoutanydingtocognitiveelements;anditisalsoimpossibletofindbehaviorcomposedonlyof8cognitiveelements”(Wadsworth,1989:30).ThusPiagethighlyintegratesaffectivedevelopmentwithcognitivedevelopment.Asa“Commonandmostpowerfulexample”(Wadsworth,1989:30)ofaffect,naturally,interestplaysakeyroleinchildren’sconstructionofknowledge,andsurely,languageotheraspectsofaffect,interestisresponsiblefortheactivationofwhichobjectsoreventsareactedon(Wadsworth,1989).Wadsworth,oneofthePiagetians,suggestedthatchildrenshouldbepermittedtoexploremanyoftheirspontaneousinterests,which“arechargedsourcesofinlectualmotivation”(Wadsworth,1989:35).He(Wadsworth,1989:159)hasaratherhighcommentonthevalueofinterestoneducation.Schiefele(1991)pointedthatinterestmustberelatedtosomespecificfields、contentsorsubjects,itwillstanduptochallenges.HidiandAnderson(1992)note,however,thatsituationalinterestisdifferentfromarousalorcuriosity.Situationalinterestmaybetiedtoveryspecificcontentsandnotonlystructuralfeatures,implyingthatitmaylastlongerthansimplearousalandmaydevelopintoaalinterest.Likeindividualinterest,situationalinterestcanbedescribedfromtheofeitherthesituation–specific(objective)conditionsthatinduceinterestorfromtheoftheexperiencesofawhoisbeingengagedinaninterest–basedactivity.Itisimportanttonotethatinterestasapsychologicalstatecanbetracedbackeithertointerestingfactorsofthecontext(situation)ortoanalreadyexisting(dispositional)interest.InChina,thestudiesoninteresttoEnglishlearningbeganinthe1980sandhavearousedmoreresearchers’attentionsince1990s.Nowadays,moreandmoreteachersandresearchershave eawareoftheimportanceofactivatingstudents’learninginterest.Someofthemhaveintroducedtheresearchresultsintothefieldofforeignlanguagelearningandteaching,andsomehaveconductedthecaseoflanguagelearners’interestunderChinesesituation.Inordertoimprovestudents’Englishability,inordertomakestudentswillinglytopracticelistening,speaking,reading,writing,activatinginterestisthepremiseandcrucial.Interestisapsychologicaltendencyofpeopleactivelyexploringsomethingorengaginginacertainactivity.Itisalways paniedbyagoodemotionalexperience.Whenagetsinterestedinsomething,hewillexpressparticularaboutitandexploreitboldly,heisalsowillingtoengageinactivitiesrelatedtothe(Li&He,Y.S.1999)Accordingtothetheoryofintrinsicmotivation,interestisaninnateimpulsetoshowone’sabilityandself-confidence,whichwillbefurtherdiscussedbythepresentwriter.(He,Y.Q.2000).Interestisoneofseveraldifferentaffectivefactors.ThegeneralgoaloftheCriteriaofNewEnglishCourseistofosterstudents’competenceofintegrateduseoflanguageknowledge,whichincludesfiveaspects:languageskills,languageknowledge,andawarenessofculture,affectiveattitudeandlearningstrategies.Ofthefiveaspects,affectiveattitudeisanimportantfactorofinfluencingstudents’development,suchasinterest,motivation,self-confidence,determinationandthespiritofco-operation.Teachersshouldstrengthenaswellasactivatestudents’interestinstudyandguidestudentstotransfertheinterestintostudymotivation.TheCriteriaofNewEnglishcourseformulatestherequirementsofaffectiveattitudeoflevels,thefirsttwopointsofwhicharemaintainingthedesireandinterestinEnglishstudy,actingparticipatingactivitieswhichhelptoimproveEnglishability,havingcorrectstudymotivation,knowingclearlythattheaimofEnglishlearningistocommunicateandexpressourselves（Yang,2005).Wang(2005)givesthattheEnglishteacherisveryimportanttostimulatethelearners'interest.TheFactorsInfluencingtheEnglishLearners'Interestisoftenusedinourdailylife.Itusuallydescribespreferenceforobjects.Itexistsintherelationbetweenaandanactivity.Deweyputforwardthreebasiccharacteristicsofinterest.(a)Itisanactivestate,propulsivestate.(b)Itisbasedonrealobjects.(c)Ithashighalmeaning(Dewey,1992:151).Mainly,interestisformedintheprocessoflifeanddevelopedonthebasisofneed.Whenastudenthassomeneeds,hewillgivepriorityattentiontothethingswhichareabletomeethisneedsinthesurroundingsandhewillgetinterestedinthethings.Interestisonthebasisofneeds,itisanemotionalperformsforobjectiveneeds.Students’interestsoflearningEnglisharemostimportantintheprocessofEnglishlearning.ManyfactorscontributetotheinterestsofEnglishlearning,suchastheschool,thefamilyandalfactors.TheTeachersinfluencestudents’learninginterest.Firstly,attitudeiseverything.Teachers’attitudesarethemostimportant.Iftheteacherisveryoptimisticandpassionatetowardstheirjob,thestudentswillfeelinterested.Inaddition,teachers’languageexpertiseisalsoimportant.Iftheteacherisknowledgeable,hecanteachindifferentways.Afterthestudentsunderstandwhattheteachertaught,hewillhavegreatinterestinEnglishlearning.Secondly,theschools’teachingdeviceinfluencethestudents’interestofEnglishlearning.Foreignlanguageteachingiscontainedorfacilitatedbytheeconomicsituationtheschool.Schoolswithbetterfinancialsupportmayhavelanguagelaboratories,players,taperecorders,computers,multimediaetc.However,schoolswithnarrowfinancialsupportmayonlyaffordpictures,theblackboard,andchalks.SuchdifferenceswillsurelyleadtodifferencesintheinterestofEnglishlearning.Forexample,somestudentswouldliketolearnnewthingsalongwithpictures,tapes.Andtheywouldnotliketogaintheknowledgejustbyteaching.ResearchshowsthatusingallthesensesinthemeantimecanlargelypromotetheinterestofEnglishlearning.Ifthestudentsfeeltiredafterlearning,theteacherscanshowsomesignificantandusefulmoviesfortheirstudentsbymeansofInternet.Thismethodnotonlycanimprovethelearningeffiencicy,butalsocanpromotestudents’interestofEnglishlearning.Thirdly,assessmentandevaluationofteachersonstudentsinfluencestudents’learninginterest.TheformofassessmentandevaluationhasgreatbackwasheffectsontheinterestsofEnglishlearning.Whethertousesummativeassessmentorformativeassessment,discrete-pointassessmentorintegrativetest,subjectivetestorobjectivewillhaveaninfluenceonstudents.Forexample,ifthescoreofthetestislow,itwilldestroythestudent’spassioninEnglishlearning.Whatisworse,hemaygiveuplearning.However,appropriatetestisacceptedbystudents.Bymeansofassessmentandevaluation,studentscanfindwhattheirproblemsare.Then,theycanavoidthekindofproblemsothattheycanimprovetheirEnglishlevelsothattheycankeepinterestsofEnglishlearning.Allinall,theteacher,schools’teachingdevice,assessmentandevaluationdeterminetheinterestsofEnglishlearning.TheFamilyfactorisoneofthemostimportantfactorsinfluencingstudents’interestsoflearningEnglish.Firstly,theparents’degreeofgainingEnglishknowledgedeterminesstudents’learninginterests.TheparentswhopossesshighdegreeofEnglishgivetheirchildrenanopportunitylearningEnglish.WhentrappedintroubleaboutlearningEnglish,thestudentscansolveproblemstheymeeteasilybyaskingtheirparentsforhelp.Thus,eveniftheyhavedifficultiesinEnglishlearning,theystillcankeeptheinterestsintheprocessofEnglishSecond,theparents’economicstatusgivesthestudentseconomicfoundationtolearnEnglish.ForeignlanguagelearningdiffersfromtheFirstLanguagelearning.Whenlearningfirstlanguage,studentshavethesocialenvironmenttoapplythelanguagewhileitisdifficultforforeignlanguagelearnerstoeasilyapplytheirsecondlanguagewithoutsocialenvironment.However,ifparentshavenodifficultiesinearningmoney,theycancreatelearningenvironmentfortheirchildren.Forexample,theycanemployaforeignfamilyteachersothattheirchildrenhavetheopportunitytocommunicatewithanativespeaker.Therefore,thechildrengraduallyimprovetheirspokenEnglishsothattheycanretaintheinterestsofEnglishlearning.ThethirdfactorthatinfluencestheJuniorHighschoolstudents’interestsoflearningEnglishistheinteralrelationshipinthefamily.Iftheparentshavegoodinteralrelationshipwithothers,theymayinfluencetheirchildrenwhomaycultivatetheskilldealingwithinteralrelationship.Whentheyhavesuccessfullygainedtheskill,theirchildrenwillbeoutgoing,activeandsmart.OncetheyarerequiredtoexpresstheiropinioninEnglish,theywillbehaveactivelyandtheywillbepraised.Consequently,theywillhaveretainedtheinterestinEnglishlearning.Thefinalpointthathasimpactonstudents’Englishlearningisthoseparents’attitudestowardsstudents’learning.Mostparentsalwayshavegreatexpectationtotheirchildren.Theyalwaysrequiretheirchildrentodowhattheirchildrencan’tdo.Whenlearningasecondlanguage,mostchildrenhavethefellingofrebellionsothattheyhavenomotivationtotheforeignlanguage.ConsideringtheirchildrenhavenointerestinEnglishlearning,parentswillbehaverudely.Infact,thechildrenwillalwaysbeconfusedwhenfirstlearningEnglishandtheyhavenotfoundthewayoflearninginsteadofhavingnointerestonit.Therefore,theparentsneedtofindwhattheirchildren’stroublesactuallyareratherthantreatthemrudely.Ifparentshavetheabilitythattheycanfindtheirchildren’sdifficulties,thentheycaneasilyimprovetheirchildren’sinterestoflearningEnglish.ThealOneofthealfactorsisthatmoststudentsarelackofgoalsofstudyingEnglish.TheythinktheylearnEnglishjustforacademicsoresandsearchingforafavorablejobinthefuture.TheyregardlearningEnglishasaburdenratherthanpleasureforthemtolearnforeignlanguages.Andlackoflearningstrategiesisalsoanimportantfactor.Somestudentshaveingrainedlearninghabitsformedinprimaryschool,anditishardforthemchangetheminmiddleschool.Forexample,theyarewillingtospendtimeinlearningandtheybelievethattheycanarrangetimereasonably.Truly,theydothejobassignedbythemselvese.g.tomemorizewordsintheplannedperiod.Theyworkveryhardandlearnasmanyaspossiblewordsbyheart.Butteachersmighthaveheardthecomplaintsfromthem,oh,I’mexhausted.Ispentthewholeafternoontomemorizethesewords.It’stoodifficulttokeepalloftheminmymindandI’mafraidI’llforgetthemsoon.Thisisbecausethesestudentsdonotknowhowtomemorizewordseffectivelybyusinglearningstrategiesandjustdownpouredthewordsintotheirheadasifintoacontainer,sostudentshopethatteachersshouldgivethemmorelearningstrategiesandsomestudyaccesses.TheStrategiesforStimulatingInterestofManystudiesshowthatinterestandmotivationplaycrucialrolesinforeignlanguagelearning.Thus,teachersshouldcultivatethestudents’interestandthestudents’motivationshouldbearoused.Thefollowingaspectsshouldbetakenintoaccountinordertostimulatethestudents’interestinlearningEnglish:establishingnewly-typedrelationwithstudents;stressingthestudents’positionandleadingthestudentstobeabletoself-learning;replacingtheoldideasbyperfectingteachers’alqualityandestablishingnew-typedinter-relationswiththelearners;creatingarelaxedandharmoniousatmosphereinclassroomandathome.ChangingthetraditionalteachingTraditionalteachingideasisateacher-centeredteachingwhereteachersareregardedasauthorities,whodominatethewholeclass,indulgethemselvesinbeingthecenterofattention,trytoputeverythingintostudents'headsandtakeslightnoticeofthefeelingsandthereactionsofthestudents.Everydaythestudentsstudylikerobotsandthecan'thelpstuffingalllanguagepoints,grammarrules,specialexpressionsandexaminationskillsintotheirminds,ignoringwhethertheyarewillingtoacceptornot.Inthiscase,studentsarehurt,lefttimidandobedient.Astimegoeson,studentsgetlessandlessconfidentandcreative.Thisisabadteachingpatternwhichcanmakestudentslosetheirlearninginterest,soteachersshouldchangethetraditionalteachingideas.Establishingnewly-typedrelationwithInthepast,teacherswererespectedas“fathers”,or“masters”.Theywereauthoritative,sothatstudentscoulddonothingbutobeyanddoastheywereinstructedto,letaloneraisinganyobjectiontotheirmasters’lectures.Theold-patternedrelationshipbetweenteachersandstudentsgreatlydecreasedstudents’interestinlearning.Oneofthegreatestenemiesofsuccessfulteachingisstudentboredom.Tochangethissituation,teachersshouldpayattentiontothefollowingpoints:Improvingteachers’Characteristicsareoneofthemostkeypointsdecreasingstudents’interestinlearning.Studentsliketoseeteacherswithsandenthusiasm.Inthiswaytheymayfeelteacherseasy-goingandlessonsseemeasierthanbefore.Teachersshouldlovetheirjobanddevotethemselvestoteaching.Enthusiasmisinfectious.Iftheteacherisenthusiasticandpassionate,thestudentswillbedefiniyinfluencedbytheteacher’sattitudeandpassionandbeactiveintheirlearning.RespectingSometeachersusuallystarttheirclasseswiththesameremarks,“todaywearegoingtolearnlessonX”,whilesomesay,“Let’slearnlessonX,willyou?”Thisshowsakindofrespecttowardsstudents.Studentsaren’tlearningmachine.Butquiteoftenteachersignorestudents’self-esteem.Forexample,teacheroftenmakestudentscopynewwordsagainandagainwhentheymakemistakes.AppreciatingAppreciatinglearnersistoacknowledgelearners’success.Generallyspeaking,poorlearnerscan’tbepooratallthefourskills—listening,speaking,reading,andwriting.Teachershouldlearntoappreciatetheirstudents.Whenateacheruses"Istatements"conveyhishonestappreciationaboutastudent,theteacheriscommunicatingalappreciation,ratherthanusingamechanicaloranexaggeratedresponseGrastheextentoferror-Inforeignlanguagelearning,itisinevitablethatmistakeswillbeuttered.Asteachersweoftenfeelanurgetorushinwiththecorrectresponsebeforestudentshavehadenoughtimetoprocesstheinformation.However,studentsmaywellbemorecapablethanexpected.Theylearnfromtheirmistakes.Studentsshouldfeelfreetospeakthelanguageandnotmonitoreverysinglewordthattheysay,foritisdetrimentaltotheprocessoflearningtohampertheirlanguageproduction.Thatisnottosay,teachersignorelearners’mistakes.Error-correctionhastheproperways.Forexample,T:“what’syourname?”S:“mynameTom.”T:“Oh,good.MynameisTom?”S:“yes,mynameisTom.”Teachersshouldcorrecterrorsinaproperway.Teachersshouldpayattentiontothefollowingpoints:don’tdisturbthelearnerswhentheyareusingthewhenlisteningtolearners’expression,don’tshowthesignofbeingunsatisfactory;ontheotherhand,encouragethemthrougheyecontactandpositiveevaluation;specialattentionshouldbepaidtotheintroversivestudents.Repeatederror-correctionmaycausefearofnegativeevaluation;takethemeasuresofself-correctionorreciprocalHighlightingthestudents'leadingroleinStudent-centerednessischaracterizedbyamovementawayfromlanguageteachingasthetransmissionofabodyofknowledge(thelanguage)towardslanguagelearningastheactiveproductionofknowledge.Itisgenerallyacceptedthatalearner-centeredapproachtoteachingalterstheroleplayedbythelearners.Studentsareseenasbeingabletoassumeamoreactiveandparticipatoryrolethanintraditionalapproaches.Student-centerednessplacesgreatemphasisonlearnersandlearning.Itisthelearnersthemselveswhoparticipateinthewholeprocessoflearning.Studentsarenotlearningasecondforthesakeofthelanguageitself.Theywillneedtouseitinthefuture.Thatistosay,theylearnthelanguagebyng.Akeyfeatureofstudent-centeredteachingisenablingstudentstoreflectonwhatandhowtheyhavelearned(Miall,1989:74).Studentschoosetopicsforstudyandthelearningmethodstobeused.Theyareexperts,knowingtheirownlevelofinterestandbackgroundknowledge.Theirenthusiasmforlearningistobearousedbythisteachingmethod.Accordingly,inthestudent-centeredmodel,theteacher’srolelessdominantthanitwasinthetraditionalteachingclassroom.Evenso,theteacher’sroleshouldnotbeneglected.Theroleoftheteacherwilldependtoalargeextentonthefunctionheperformsindifferentactivities.Therolesoftheteachercanbeacontroller,aassessor,aorganizer,aprompter,aparticipantandaresource,andaboveall,amediatorandaguide,whichisprimarilyasubjectiverole.Asamediator,theteacherhelpstoestablishconnectionbetweeninputandoutput.Asaguide,hehelpsstudentstounderstandlessonencouragingclassroomatmospherecreatedjointlybytheteacherandstudent.Furthermore,oneofthemajorassumptionsunderlyingthelearner-centeredisitisimpossibletoteachlearnerseverythingtheyneedtoknowinclass.Whatlittleclasstimethereismustbeusedaseffectivelyaspossibletoteachthoseaspectsofthelanguagewhichthelearnersthemselvesdeemtobemosturgentlyrequired,thusincreasingsurrendervalueandconsequentstudents’motivation(Nunan,1998).Accordingtothemoderneducationtheory,studentsshouldbeartheburdenoftheiranddecidetheirkeypositionclass.Onegoodatlearningistheonegoodatplayinganactiveroleinclassandlearninginanactiveway.Therefore,it’surgenttochangethetraditionalwayoflearning,from“wantmetolearn”to“Ilovetolearn”,“I’meagertolearn”or“I’mgoodatlearning”.Students therealmasteroflearning;theparticipator,theresearcherandexploiterinclassactivities.AdoptingflexibleteachingFactorsinfluencingteachingefficiencyareteachers’teachingapproachesandteachingart.Majorityofstudentsputteachingapproachesandteachingartinthefirstplace.So,teachingapproachesdirectlyinfluencesstudents’learninginterest.Whattheteachersshoulddoisnottoteachstudentsknowledgebuttoshowthemmethods,starttheirandcultivatetheabilityofself-studying.Whatteachersaresupposedtodoisdesignappropriateclassstructureandcarriesoutvarietyofclassactivities.DesigningappropriateclassInaclass,especiallyalargeclass,goodclassroomdesignisparticularlyimportant.Goodclassroommanagementmakesteachingeasyandstudentslearnbetter.Andstudentscanalsobetrainedtoco-operateinclassroommanagement.Goodclassroommanagementstartswithplanning.Planningisoneofthemostimportantandmosthelpfulthingsthatteacherscando.Effectiveplanningmeansthatteachers,students,parentsandprinciplesknowwhatitwillbelearnt,whenitwillbelearnt,andhowlearningwilltakeplace.Oneofthebestwaystohelpstudentstoreachtheobjectivesofthelessonistointroducethenewlanguagewellinthefirstphaseofthelesson:Thisispresentation.Thenstudentsneedtohaveplentyofactivitiestohelpthemtopracticethenewlanguage:Thisispractice.Lastly,thestudentsneedtimetousethenewlanguagetheyhavelearnedinordertocommunicatewitheachother:Thisisproduction.HereisaclassroomactivitytohelpstudentscultivatetheinterestinEnglishclass.Theteacherhelpthestudentshavevariousactivitiesbasedonthematerialsothattheymayrelateit.Thefollowingisateachingplanofasamplelesson.Itisusedintheteachingwordsintheexperimentalgroup.TakeLessonTwo“Howca