Through talking and cooperating with the teachers , the fourth part carries out five - step teaching method and summarizes the effect and the questions . in the end , it provides several suggestions . the fifth part concludes the achievements and deficiency in the research 第四部分，通过与教学一线教师的对话和合作，初步实施了信息技术与初中英语整合的五步教学法，总结实施的效果并对实施中的问题进行了梳理总结，以此给出了几条整合的建议。
Since the theory of hidden curriculum came into being , it has absorbed wide attentions from many educational scholars and theorists . on the base of considering the results of research existed , the author probed the hidden curriculum in the text of junior english for china 隐性课程理论产生以来，引起了国内外教育理论界和教育学者的广泛关注，在吸收已有的研究成果的基础上，笔者采用文献研究法和调查分析法对现行初中英语教材中的隐性课程进行了探究。
According to the integration essence of it & the curriculums which is to change the traditional teaching structure and construct dominate - subject teaching structure , the thesis studies and practises the junior english teaching methods supported by the modern it in the angle of general it 本文从广义信息技术的角度，根据信息技术与课程整合的本质(改变传统的教学结构，建构新型的主导-主体教学结构) ，研究和实践在现代信息技术支持下的初中英语课堂教学方法。
This thesis brings forth the idea that oral english test should be put into practice in junior middle schools and presents the communicative oral english test approach . this thesis is written after studying the relevant literature , doing the oral english test experiment , interview and questionnaire and collecting some first - hand information . chapter one reviews the historical development of language test and oral test , focusing on the communicative oral test and its characteristics , elicitation techniques and assessment 本论文从英语教育改革的需要出发，从素质教育的要求出发，提出了在初中阶段实施英语口语测试的主张，和测试的具体操作方法，以期英语测试真正成为展示学生才能，同时对初中英语教学有良好的反拨作用? ?让初中英语教学真正从听说入手，遵循听说领先的原则，从而彻底地根除哑巴英语这一顽疾。
Abstract : on the basis of new national standard for english curriculum and with the combination of the research of new curriculum in my school , the thesis tries to seek the pattern of task - based classroom teaching of english for junior middle school in the rural areas and the best way for students in large classes to study and develop 摘要：本文以英语课程标准要求为框架，在新课改下结合本校科研新课题，探求农村初中英语任务型课堂教学模式，寻找农村大班学生最有利于学习和发展的途径。
And from the practice side the paper tries to draw the concl usion through comparing the contents of senior middle school entrance examination with that of college entrance examination , so as to find the differences between them and look for the reason why they bring in the cohesion problem , we assumpt that too easy of the senior middle school entrance examination , text - centred , little focus on language - using ability , are the main factors that lead to the incoherence . then the paper shows the different parts that ca n ' t connect with each other in the incoherence problem , and furthermore it tries to inquire into some practical ways of solving it from the angel of testing . and besides , the paper also appeals to the society for the necessity of reforming the senior school entrance examination , and meantime appeals to our middle school language teacher , never just cast their eyes only upon tests , but also the cohesion of students " permanent development 为了保证本文的科学务实，文中多处通过对比分析，定性分析等研究方法，具体剖析二者不衔接方面之所在，最终得出结论：由于中考试题的简单，以教材为中心，不注重分析问题，解决问题等能力的考察，只围绕课本中原封未动的知识来变换题型，进而导致初中英语教学过于强调知识的准确性，而忽略了只有通过广泛阅读大量语言材料，不断输入新的语言信息才能生成的阅读能力以及其他语言运用能力的培养，造成初中为高中在能力方面铺垫过少，高一学生没有具备进入高中学习所必备的相关能力等不衔接问题；而高考测试注重阅读能力等综合语言能力考察的导向确保了高中英语教学从起始阶段就以培养阅读能力、搜集、整理、分析、综合各种语言信息的能力为中心等综合语言能力为中心，由此推出初高中英语教学的不衔接问题从初中既已形成，而在高中教学中表现得尤为突出。
The concept of communicative competence is directly derived from sociolinguistics ; therefore , it is natural to set up a sociolinguistically oriented framework for analyzing jefc . the writer draws on sociolinguistic observations which are most relevant to course design to see whether sociolinguistic factors in jefc are properly treated to serve the goal of enhancing students " communicative competence 交际能力的概念和社会语言学一脉相承，因此本文作者以社会语言学中同教材分析和评价有关的研究为参照建立一个教材分析的框架，来了解我国初中英语教材是否恰当处理社会语言学因素以帮助提高学生的交际能力。
The third part elaborates the factors of five - step teaching method which is teaching idea , functional goal , teaching content , type of activity , the relation among four elements , teaching program . then the part summarizes the characteristic of five - step teaching method and explains it application strategies 第三部分，详细论述了信息技术与初中英语整合五步教学法的各个要素：教学理念、功能目标、教学内容活动类型、四要素关系、教学程序，并概括说明五步教学法的特点和信息技术应用策略。
This thesis will rely on previous studies of instructions on the general rules and language functions , and modification of teacher talk to carry on a multi - layer study on junior middle school teachers " instructions with aspect of linguistic forms and language functions in chinese efl classrooms . after study on the transcriptions of 30 lectures ( 10 lectures are given by in - service teachers , 10 lectures are given by pre - service teachers and 10 lectures are given by the winners in fine - quality classroom competitions ) of efl classroom of junior middle schools in china , the major findings are : ( 1 ) the teachers likely use some devices with respect to prosody ( temporal variables ) , lexis , syntax and discourse to simplify and clarify the complex instructions to match the requirement of junior middle school students " listening comprehension . ( 2 ) there are about three factors that cause the ineffective instructions 本文在前人的关于教师语言的调整，指令语及其表达功能的研究基础上以何安平教授建立《中学英语教育语料库( mstm ) 》中的近17 . 7万字的子语库《英语课堂教学语料库( msee ) 》为研究语料，选择了其中30节初中英语课为研究对象，对教师指令语的言语形式及其语言功能进行了较为深入的描述分析，发现： ( 1 )在音律层面，中国中学英语教师习惯川停顿来放慢语速或在一些难词之前做停顿以便达到让学生理解的要求：词汇层面，教师惯用一些表达方式来给指令语；句法层面，教师也是尽量用简单句来简化指令语；语篇层面，初中英语课堂上教师常用一些信号词来起始解释性指令语，并少用宏观语篇标记词来帮助学生理解，但却常用微观语篇标记词来吸引学生的注意力。
Chapter three discusses the standards and operation of oral english test for junior middle schools . this involves the four aspects : scoring , the choice and training of testers , testing scales and the reliability of scoring . chapter four describes the whole process of the oral test experiment and its results and analyses the experiment with the oral testing theories introduced above 在尽可能广泛地、全面地收集国内外研究成果的基础之上，立足于我国初中英语教学之现实，进行口语测试之实验、问卷调查，同时就测试情况进行师生访谈，力求使口语测试方案符合我国初中英语教学之现实需要，使考试服务于教学，引导教学朝素质教育的正确方向前进。
