Compared with the teaching ways that we were used to, our present method has the following ten differences
一， 过去的教学十分注意听、说、读、写的并举，要求学生同时完We used to make the students learning to listen, to speak, to
read and to write all at the same time, and yet, our present series of
Children’s ID English have cut it into stages. With the “four
abilities” of skillfully using about 1000 words and phrases upon
graduation, the students don’t have to read and write at the first
Stages. And so, while learning, the children of lower grades do not
have any burden of word spelling or written homework. As a
result, they will feel it’s a fun to learn English.
As a sports coach, the teacher has a target to achieve in his mind.
In the past, while preparing our lessons, we focused on the text and we would feel we have successfully fulfilled our work once we
have explained the text and given certain exercises around the text.
But now, it’s quite different. The teachers should have their
students in mind while preparing their lessons. For instance,
weather or not the progress of the whole class is proper, how far
are they now from their target education. Is there any possibility of
supplementing more, or are there any children who are still in need
of reinforcement. And all these are something that a teacher should
have in mind while preparing his work.
We used to test the students’ ability through examination paper.
Therefore, we have mid-term and final examinations. But now, we
need to have constant tests upon the students’ abilities in classes.
And so, the final examination will be one of the many tests that the
children have experienced in class. And that, of course, will not
worry the children.
Our traditional way of evaluating a demonstration class is to see if
the teacher follow a certain procedure, which might be: Beginning
with questions, and through which the children may have some
chance to review the materials that they just learned in the last
period, and by an invention of excellent joint work, the children are
perhaps to be led to the new text. The teacher is supposed to
pick out some important points and problems, emphasize them, so as
to make sure that the children keep them in mind before class is over.
However, we provide a different picture for this. We invent games
in which the children are led to practice for almost all the time. The
purpose of which is to encourage the children to use again and again
the expressions they have learned in the past. The games might be
of much difference (they are not necessarily singing and dancing)
When the teacher prepares the lesson, he might purposely choose
and adopt the words, phrases and expressions the children have
learned and put the words to use. The more the better. This is a
kind of training rather than reviewing. The teacher doesn’t have
to spend too much time in teaching the new materials, for the
exercise of that might be put off until the future classes. If
there’re forty minutes in each period, there must be four fifths of
the time devoted to the practical exercises, while one fifth of the
class time used for the text reading or explaining. And in this sense,
we don’t have anything like “important points and problems”.。
The teacher has the target education of the stage and of the whole
primary school days in mind, and he should not be satisfied with
what they have done with the texts.
Therefore, the children will have a time of practical speaking and
listening with the material they have learned. The practice is with
fun, with a variety, and the class will be full of communicative
atmosphere. And thus, some shy and timid children, children who
don’t like to communicate will become open and active.
So long as we persist in doing this, we will soon find we can reach
somewhere. If some children are slower, we are not to be worried.
For every child is in the process of changing and developing. He is
today slow, but perhaps in the next period, he is not. He seems to
be dull now, and he might become bright in the future time.
Because we are persist in training and training, the parents and the
teachers don’t have to be worried for the temporary unsatisfactory
On the first stages, each text provides a theme, around which there
are other relevant expressions. The teacher would not just follow
the text itself. He might give more, to make the students more
expressive. Whatever he gives, he should memorize them, have
them in mind, so that they should be used in
the future practices.
In our old ways, teachers spend a part of the class time to explain,
and often with Chinese, telling the students how to pass the exam.
But now, to train the children, one should have a good
pronunciation, have a good command of oral English. And in this
way, the teachers will have a chance to improve their English.
Because of the first stages of listening and speaking, the children
won’t have as many difficulties when they come to the stage of
reading and writing. For they have already frequently used those
words and expressions, and they are quite familiar with them.
And during this period, the oral ability is still important, while the
reading and written work come by naturally without baffling the
As what we have dealt with words, we let the international phonetic symbols appear in books for some semesters, let the
children see them. And then, we tell them how to recognize and
how to read individual symbols. And yet, they don’t have to be
able to write and memorize them. As to grammar, we act
according to the principal of “practicing first and summarizing
followed.” We let them contact the grammatical structures,
understand the sentences, and then, we lead them in finding out
the rules. We know the rules, not for the purpose of passing
examinations, but for the purpose of using correct English. That’s
why the children do not have to memorize the conceptions of