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1、ABriefAnalysisofEnglishTeachinginCountrysideMiddleSchools:HowtoimproveskillsofListening,Speaking,ReadingandWriting1. IntroductionAsweknowthattheaimsofEnglishteachinginMiddleSchoolsarefourfold:tostimulateandcultivateaninterestinlearningEnglish;tolayagoodfoundationforpronunciationandin
2、tonation;toencouragebeginnerstocommunicateinsimplesentences;andtodosomesimplereadingandwritingpracticesstepbystep.However,inmostcountrysideMiddleSchools,therearemanyproblemsstillexistinginpracticingthosebasicskillsinactualEnglishTeaching.2.ProblemsWhichAreExistinginEnglishTeachinginCount
3、rysideMiddleSchoolsWithregardtotheteachingofthefourmainlanguageskills(listening,speaking,readingandwriting)thereisamarkedlackofintegration,withliteracyskills(readingandwriting)generallybeingignoredinMiddleSchoolclassroominCountryside.Inparticular,therewerenoorfewwritingactivitiesofanykin
4、dintheclasses(Cortazzi,2006:18).Moreover,themajorityofteachersdidnotwriteanythingontheboardduringlessons,nordidtheyasklearnerstowriteanythingdownlanguagenotebookswerenotused,eitherforrecordingnewlanguageorforconsultationduringpracticeactivities.Asregardstheotherliteracyskill,reading,many
5、teachersaskedtheirstudentstoreadaloudasaclass,but,generally,notimewasdevotedtoindividualreading,silentlyoraloud,andtherewaslittleexplicitfocusongrammarorvocabulary,andverylittlecheckingofcomprehension.Often,teachersreadaloudwiththeclass,withoutfirstprovidingamodelforlearnerstoimitate(Ell
6、is,1999:75).Therewasnomonitoringofreadingoutput.Intermsoforalcommunicationskills,therewasastrongdominanceofspeakingoverlistening.Mostofthetimespentonoralworkinvolvedhighlycontrolledspeakingpractice,withlearnershavingfewopportunitiesforfreelanguageproduction.Inanumberofclasseswhereteacher
7、sattemptedafreeproductionphase,thestudentsweregiveninadequateinstructions,sotheywereunsurewhattheyweresupposedtobedoingorsaying.Inthemajorityofcases,learnerswereunabletoparticipateeffectivelybecausetheywerenotgivensufficientlanguagesupportbeforeorduringthepracticephase.Ob
