初中英语分层教学实验研究 75页

\nAbstractIntherecentyears,cityjuniorhighschoolsareconductingthereformofnearbyenrollmentpolicy,whichobjectivelycontributestotheoccurrencesofdifferentlevelsofEnglishlearningamongstudents.Thepolicyiscarryingstrictlythatjuniorhighschoolsmustn'ttakeinexcellentnon-registeredstudents.Apartfromthis,studentsarequitedifferentinsomesubjectivefactors,suchasbackgrounds,personalcharacters,mentalconditions,studyhabits,learningmethodsandstrategies,learningcompetenceandsoon,whichleadtowidenthegapofEnglishcompetenceamongstudents.Therefor,teachersshouldtrytocarryouttheteachingprinciplewhichisbasedonthestudents’abilitiestosatisfystudents’individualizedEnglishlearning,andontheotherhand,teachersalsoneedtotakestudents’strongself-awarenessintoconsiderationandprotecttheirself-respect.Thetraditionalteachingmethodsshouldbechangedtoensuresatisfactoryteachingresults.Basedontheabovefactorsandconsideration,theauthortriedanexperimentofcovertly-gradedEnglishteaching.Level-teachingisakindofteaching,inwhichteacherscovertlydividestudentsinthreelevels-A,B,andC,basedonstudents’abilities,intelligence,interestandpotentialitiesinstudy.Theninclass,teachinggoals,designs,guidanceandevaluationonstudentsarealsogroupedtomeetdifferentneedsofstudentswhoareofdifferentlevelsandhavedifferentEnglishcompetence.Accordingtotheprincipleofteachingstudentsinaccordancewiththeiraptitude,withtheguidanceoftheTheoryofMasteryLearningandtheconceptoftheZoneofProximalDevelopmentintheConstructivismandtheNeedsAnalysis,anapplicationresearchoncovertly-gradedEnglishteachingwascarriedoutinLanzhouNo.NineteenMiddleSchoolfromJanuary2014toJanuary2015,withclass14ofGradeSevenastheexperimentgroupwhileClass15ofGradeSevenasthecontrolgroup.Thewholeclass14wasdividedintoA,BandCthreelayers:poorlayer(Clayer),middlelayer(Blayer)andsuperiorlayer(Alayer)accordingtothestudents’testscores,learningabilityandlearningobjectives.Andthentheteacheradoptedthecovertly-gradedteachingmethod.Bythecomparisonofstudents’testscoresinthefinalexamofthefirsttermandthesecondtermbetweentheexperimentalclassandthecontrolclass,thedatashowedthat:thelevelteachingmethodcontributedtoimprovestudents’Englishacademicachievementtoagreatextent,thisteachingmethodhelpedstudentsformabetterlearningbehaviorinEnglishclassaswell.KeyWords:JuniormiddleschoolEnglishTeaching,Levelteaching,Experimentalstudyi\n摘要近年来，初中英语教学正面临着重大改革，对教学质量的要求也越来越高。但近年实行的划片就近入学客观上使得招收的学生英语基础不一，水平层次不一，而学生本身所处的环境、个人性格特征、心里状况、学习习惯、学习方法、学习速度等不同因素又从主观的角度拉开了同班学生之间英语学习的差距。为了更好地贯彻“因材施教”教育原则，满足不同层次学生个性化英语学习需求，同时考虑到现代初中学生自我意识强、自尊心容易受到伤害等客观实际，在教学内容和教学要求不变的情况下，改变教学模式至关重要。为此，作者尝试了英语隐性分层教学的实验探索和实证研究。英语隐性分层教学是指教师在英语课程教学实践中，在综合考虑学生原有英语基础知识、认知水平、智力特点、兴趣爱好、学习潜力等具体情况的基础上，隐性地，而非显性地从整体上将学生分成优、中、差三个层次，并根据层次进行分层设标、分层施教、分层评价等，以最大限度地满足不同层次、不同基础类型学生的英语学习要求。作者根据“因材施教”原则，以布鲁姆的“掌握学习”理论和维果茨基“建构主义”理论的“最近发展区”概念为指导，于2014年1月至2015年1月以兰州市十九中七年级14班为实验班，七年级15班为对照班，根据学生成绩、学习能力、学习目标等将实验班学生隐性分为优、中、差三个层次，开始了为期一个学年的英语隐性分层教学实验。通过两次期末考试的成绩对比和分析，作者得出以下结论：隐性分层教学明显能够帮助提高学生英语学习的成绩，对学生的英语学习积极有利，能够有效激发学生英语学习的兴趣和积极性。关键词：初中英语教学，分层教学，实证研究ii\nChapterOneIntroductionChapterOneIntroduction1.1BackgroundoftheresearchAccordingtoJuniorEnglishNewCurriculumStandard(2001)thatadvocates“givingprominencetostudents’subjectposition”and“respectingstudents’individuality”,Englishteachingshouldpaymoreattentiontothedifferencesofstudentsintheirlearningbackgrounds,learninginterestsandpersonalitycharacteristic.However,thetraditionalteachingsystemrequiredthemostmiddleschoolinChinatoteachuniformtextbooks,keepthesameteachingspeed,usesimilarteachingmethods,regulateunchangedteachingrequirements,giveidenticalassignmentsandevaluation,itisnotpossibleforstudentsofthesameclasstoachievefulldevelopments,toimprovetheirEnglisheffectively.Theyshouldbetreatedseparately.ThatmeansEnglishteachersmustfacethenewchallengestoimprovethehumanityofqualitiesofstudentsbesidesthebasicknowledgeandskillsoflanguage.Howtoeducatestrongandinnovativecharacterofstudentsofquality-orientededucation?InresponsetorequirementsofJuniorEnglishNewCurriculumStandard,theadoptoflevelteachingmethodprobablywillbethevaluablemethodstomodifythecurrentteachinginsufficiency.Otherwise,withthedevelopmentofhigh-efficientEnglishclassinGansuProvince,allEnglishteachershavebeenconsideringhowtomakeEnglishclassmoreefficient.Level-teachingcanbeconsideredasakindofteachingway.1.2PurposeoftheresearchTheauthorputforwardtworesearchquestionsaccordingtothestudyofliteratureandbackgroundoflevelteachinginthestudy:1.Doesthelevelteachingmodehelptoenhancestudents’interestandimprovestudents’confidenceintheprocessoflanguagelearning?2.HowmuchcanEnglishlearningbeimprovedbyusinghierarchicalteaching?Nowthelevelteachingmethodisnotnewtoteachers.However,therewillbealotofproblemswhentheteacherappliesthiswaytoteachEnglish,suchashowtochoosethestandardofgrouping,howtogettodifferentteachingobjectivesbyusingdifferentwaysetc.Thewritertriestofindtheruleoflevelteachingandfindthewaytosolvetheseproblems.AtpresentalotofscholarsprovesthatthelevelteachingcanimproveEnglishlearningsothewriterwantstoknowhowmuchthelevelteachingwillworkonimprovingstudents’grades.ThestudywillbehelpfultoapplythelevelteachingmethodonEnglishteachinginjuniorhighschool.1\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchool1.3SignificanceofthePresentStudyInthepresentstudy,researchersconsiderthattomakecomprehensiveimprovementinstudents’qualityistheessenceofnewcurriculumreform.Atanotherlevelthecurriculumshouldalsoservestudents’all-rounddevelopment,providingthemwithopportunitiestostrengthentheirinterestinstudyingEnglish,togrowinself-discipline,toperseveranceandself-confidence,toimprovetheircooperative,investigativeandthinkingabilities,todeveloptheirmemory,imaginationandcreativity,toadoptgoodstudyhabitsandeffectivelearningstrategies,todevelopasautonomousandlifelonglearners,tobuildmoralintegrityandahealthyoutlookonlife,toestablishbothnationalspiritandanawarenessofandrespectforculturaldifferences,tobroadentheirhorizonsandenrichtheirlifeexperience,totakepartinculturallife,todevelopasindividuals.NotonlytheCurriculumbutalsothenatureofEnglishteachingrequiresthatteachersshouldimprovethetraditionalteachingmodeandapplyanewoneassoonaspossible.Withthedevelopmentofhigh-efficientEnglishclassinGansuProvince,allEnglishteachershavebeenconsideringhowtomakeEnglishclassmoreefficient.Level-teachingcanbeconsideredasakindofteachingway.LevelTeachinghasitsownadvantagesthatthetraditionalteachingmethodsdon’thave.Asweknow,thetraditionalteachingmethodhasbeenappliedoverseveralhundredyearsfromtheancienttime,thesystemcanreinforcetheteachingeffectiveness,improvetheteachingdesignandplan,andcanbecarriedoninthewholesocietyefficiently.Theestablishedpatterncan’teasilybediscardedorforgottentotheteacherswhowouldunconsciouslyfollowthetraditionalteachingmodel.Thequality-orientededucationiscoreofthetraditionalteaching.Acoinhastwosides,thereexistedmanyproblemsintraditionalteaching.Thebiggestproblemishowtoteachandtreattheindividualstudentaccordingtotheirdifferentaptitudeandabilityinclass.Differentstudentsareinthesameclass.ThesameclassincludesstudentswithdifferentlevelsofEnglish.Consequently,thetraditionalclassroomteachingmodeneedthesamecoursebooks,task,teachingapproaches,plans,andpurpose,itisimpossibletohelpstudentsachievetheirowngoalwithoutfullconsiderationofthedifferentEnglishlevel.TheperformanceofstudentsinEnglishclassisduetotheirfeatures,aptitude,andopiniontoEnglish.Englishlearnerscanmakeprogressanddevelopthemselveswithlevelteachingway.Thestudent-centeredandcharacteristicsaretwoprincipalsineducationprocess.teachernotonlytakeresponsibilitytohelpstudentstogetknowledgebutalsotohelp2\nChapterOneIntroductionthemgetstudyabilitiesonconsiderationofdiscoveringlearners'potentialanduniqueness.LevelTeachingpromotesold-styleteachingtheorygrowth,itisanefficienteducationapproachthatcanenhancestudents'studycapacity.Everysinglestudentisdifferentfromother,thereisnosameoneinsameclass,butsamegoalaskteacherstousesuitablemethodstocoverthedifferencesamongthelearners'appliedstudycapacity.Forachievingthegoal,teacherswillkeepstudents'developmentsasthecoreoftheeducation.Thedifferencesbetweenthenewandtraditionalteachingmethodsincludedthenewlearningtechniques,thediscovery'practicalabilitiesandsenseofinnovationofstudents.Teacherscannotforgettohelpstudentsdevelopandarisethemselvesaccordingtotheiroriginallevelandcultivatestudents'interestoflearningEnglish.theteachersshouldbeencouragedtotrytheLevelTeachinginEnglishclassesinjuniorhighschool,itisnecessarytosatisfytherequirementofmiddleschoolstudentsindiverselevels,enchancestudents'qualitiesandpersistthequality-orientedteachinginmiddleschoolsinthepresentChineseeducationorganization.3\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolChapterTwoLiteratureReview2.1Level-teaching’sDefinitionLevel-teachingisakindofteachingmethodthatareappliedintoteachingactivitiesbyteachers.ItisimplementedbydividingstudentsintodifferentlevelsinaccordancewiththeirdiversitiesinlearningEnglishsuchaslearningbasement,personality,interest,psychologicaldisposition,learningabilityandsoon.Studentsofdifferentlevelswillbereorganizedtodifferentlearninggroups.Thelevelteachingtheoryisimplementedintoconcreteactivitiesthroughtheformofgroupwork.(TengChunyan2012)Thatistosay,teachermustdesigndifferentteachingpurposeandplandifferentteachingcircumstancebasedontomultiplicityofstudentsindifferentlevelsinthesameclasstohelpstudentadvancethroughtheirownexertion.Tohelpeachstudenttostudyefficiently,theteachercanprovidevariousmethodstosatisfythedifferentneedsofstudents.Level-teachingmeetsneedofstudentsindiverselevelsofachievements,becauseitcanprovokestudents'interestinlanguagestudyanddiscovertheirstudypotentials,andtheinterestsandpotentialcanimprovetheirperformanceinLanguagestudy,asaresulttheachievementsassistsenhancetheirpsychologicalprogress.2.2.ClassificationofLevel-teachingTherearetwokindsofLevelteaching:ImplicitlevelteachingandExplicitlevelteaching.Explicitlevelteachingistosplitthestudentsintodiverseteamsbasedontheparticularcriteria,andtodividethesimilarstudentsintoaclass;Implicitlevelteachingreferstothatafterdividingthestudentsintodifferentgroups,teacheroperatesthebalancedteachingdesignbetweendifferentlevelwithoutapparentdistinguishofgoodorpoorstudents,foravoidingthenegativepsychologicalinfluenceonthestudents.ImplicitandExplicitlevelteachingsharethesamefeatures,bothofthemaretodividethestudentsintodifferentgroupsbasedonstudents’studystateandstudycapacity.Thevarianceofthemare:explicitlevelteachingmodemeanstoteachdividing-class,howeverinimplicitlevelteachingpattern,thereisnoclass-dividingteaching,thestudentsareputintodifferentlevelswithoutactuallyrealizingthedivision.Onlytheteacherknowstheresultoflevelinganddoesn’tpublishitinclass.(ShuHaiying2014)2.2.1ImplicitLevel-teachingImplicitlevelteachingistomatchdifferentlevelsoftheeducationpurposeandnecessity,toproducethevariouslevelsofeducationcircumstanceandplantheteachingnecessityofdifferentlevelsofstudents,tohelpeverystudentcandevotethelearningandgetsomethingfromit,andprovidethemeanstoget4\nChapterTwoLiteratureReviewprogressandimprovement.(ShuHaiying2014).AnotherscholarLiuJinghuisaidthatimplicitlevelteachingreferstoateachingpatternthatstudentsaredividedintoseveraldifferentlevelssuchasthreelevels:upperlevel,middlelevelandpoorlevelaccordingtotheirbasicground,intelligencecharacteristics,learninginterest,learningpotentialetc.Atthesametimetheteachingobjectives,contents,assistanceorguidanceandevaluationonstudentsarealsogroupedinordertomeetthedemandsofstudentsatdifferentlevels.Itisimplementedtoimprovethewholeclass’sEnglishlearningfrompointtoaspect,fromlow-gradetohigh-grade.(LiuJinghui2012)Implicitlevelteachingemphasizesthe“student-centered”ideas.Itcanhelpstudentstoachievetheirindividualvalueandgetthestudents'individualpotentialmaximumdevelopment.Inimplicitlevelteaching,studentsarethemainbodyinprocessofteaching,withfullconsiderationtostudents'subjectposition,themainbodypersonality.Implicitlevelteachingiscarriedoutaccordingtothepersonaldifferencesamongthem,asaresult,thestudents’intellectuallevelandthepersonalitycouldbedevelopedwell.Atthesametime,tocultivatetheabilityofself-studyandcooperativelearningisveryimportant,toenhancetheirstudyawarenessandteamspiritisessentialforstudents.Moreover,theteachercanfulfillteachinggoalthroughteachingarrangementonstudents'intelligencebyimplicitlevelteachingMakingtheteachingtargets,methodsandtheformsofevaluationofdifferentlevelarechieftaskofteacher,sodifferentgroupsofstudentscouldbesupportedbylevelteachingpurposes,levelclassroomteaching,levelquizandexaminations.2.2.2Explicitlevel-teachingThelevelteachingisacharacteristicideologyofindividualizedteachinginitslongevolutionaryhistory.Therehasbeensomanyexpertsandeducatortostudyandcarryoutdifferentexperimentsonlevelteaching,andproducednumerouschangesaswellasachievedagreatsuccess.ThelevelteachinginstructionhasmoreadvantagesinmanyaspectsthanthetraditionalclassroomTheadvantagesofthelevelteachingdependontheindividuationoftheclassroomteaching,everystudentisdesignedwithindividualizedstudyprogram.(LvLinhai,2007).Everystudentcankepttheirlearningexperiencesindifferentlevels.Thelevelinstructionputtheemphasisonboththequality-centerededucationanddemandofstudents-centeredteaching.Thelevelinstructionhelpsgoodstudentsmakemoreprogressandsuccess,prompttheaveragestudentsgettheusefulstudymethodsandmasterself-studyspirit,andgivethesolutiontosomeinadequacy,suchasstudentswillhavefeelingofexhaustionduringthestudy5\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolandhaltthestudyinpresent“united”teachingmode.Itcanmakemuchprogressineducationquality.(Chenjian,2005;MaoJinghuan,2000).Wordsrememberandtheefficientstrategiesrecall,informationmaintenanceorreconstructionareonlybasicstepsinlanguagestudywhichconcernednumerouscognitiveactivities.Theiremotionaldevelopmentshouldbepaidmoreattentionduringchildren’slanguagelearning.Wewillmeetmanynewidentitiesinanewlanguagestudy,suchas,usuallyare:A.Iam____?B.Iwillbe______infuture.C.Myopinionis_______aboutme.D.Iconstructmysocialrelationshipsthrough_____.Theanswersofthosequestionsarethemostsignificantmeanstoconstructandpromoteoursocialidentities(Lippi-Green,1997).ForChinesestudents,Englishissecondlanguage,theyneedtocultivatenewidentitiesintheEnglishclassandatschool.Students’progressinlanguagelearningcanbereflectedintheirnewidentity,whichwouldprovideinfluentialinformationtoindicatethatlanguagelearningisthefirstplaceandthelanguageknowledgeisthesecondplace.Forstudents,self-esteemseemstobehighestemotionandthecontrolitcouldhelpthemdevelopsfurther.Self-conceptsbecomemoresophisticated.Middleschoolstudentsgivetheiremphasisoninterpersonalrelationshipsonthecourseofdescriptionoftheirpersonalityexceptphysicalcharacteristicsandpersonaltraits.Thestudents'self-awarenessisaffectedonnegativeperceptionstolower-abilitystudentsthroughexplicitLevel.Itisnotapositiveinfluenceonlowerachievementsstudents’motivationandchancesofstudy,andmaymakebadeffectontheirfutureyet.Further,italsocontinuescauseunfairsocialclassandracialproblems.Meanwhile,havingnoclearcomprehensiveideologicalinterpretation,nosameteachingpurposes,noacceptedideatosupplythereasonableandobjectivitytothesinglepersonalsocouldappearinvaryingdegrees.2.3ModesofLevel-teachingTherearetwopatternsoflevelteaching.Oneisthewayofteachingstudentsaccordingtostudents’comprehensiveabilityinoneclassbyusinglevelingteaching,whiletheotheroneisthewayofteachingstudentsfromdifferentclasseswithsimilarlevelwhoaredividedintosomegroupsbylevelingteaching.(ZhaoHongwei2015)Thefirstmodeoflevelteachingistokeeptheoriginalclass.Specificallyspeaking,theteacherclassifystudentsaccordingtotheiractuallevelandotherindividualfactors.Teachershouldpayattentiontostudents’characterandpersonalitythatarekeyfactorsforstudentstogetsuccessful.Thegoalistoraisethestudents’comprehensiveability.6\nChapterTwoLiteratureReviewThesecondmodeoflevelteachingistokeeptheadministrativeclass.Thatistosay,studentswillgotodifferentclassestohavedifferentsubjectsaccordingtotheresultsofleveling.Whileschoolopensanumberofdifferentlevelsofthesamecourseatthesametime,studentschooseaclasstoadapttotheiractuallevelsaccordingtotheirgrades.Thebenefitofthismodeistomanagestudentseasilybecausethestudentsinoneclasshavealmostthesamelevel.Itisconvenienttobothteachersandstudents.Thismodeaccommodatestheinterestanddiversityofstudentswell.(ZhaoHongwei2015)2.4Mainprinciplesoflevel-teachingIfwewanttooperatetheLevelTeachingmodeinjuniorhighschool,therearetwoacquirementstobeconsidered.Theinitialconditionisacceptationandunderstandingfromstudentsandtheirparents,secondly,howtosplitstudentsreasonably.Duringtheprocedureofapplyinglevel-teaching,therearefivemainprinciples.(FanGuoli,2013)1.PrincipleofSubjectivityLearningprocedureofstudentsisacognitiveprocesswithguidefromtheteacher.Themainpartofthisprocessisstudents.Theteachingprocedureisbasedonthemoralactionofstudents.Solevelingstudentsshouldfocusonstudents’psychologyandletthemdecideforthemselves.Atthesametimetheteachershouldadjustthelevelsdynamically.Duringlevelingtheteachershouldpayattentiontoprotectionofstudents’esteemandenthusiasm.(FanGuoli,2013)2.PrincipleofLevelingTherearedozensofstudentsinoneclassandtheyaredifferent.Thedegreeofvariationatdifferenttimeofthesestudentsisnotthesame.Sotheteachershoulddiscoverpsychologicalfeatureofstudentstoknowabouttheirknowledgebasicandcapacitythenteachthemfromrealities.Duringthelevel-teachingaccordingtothefeedbacktheteachershoulddistinguishdifferentobjectsanddifferenttimetoadjusttheteachingarrangementflexiblyandtimelyfortheneeddealingwiththestudentofallkinds.(FanGuoli,2013)3.PrincipleofPertinenceTheteachershouldpayattentiontotheprincipleofpertinenceandpurposivenessduringtheleveling.Forexample,theteachershouldapplythespecialprincipletostudentswithlearningdifficultiessuchasstartingwithlowpoint,andmoreencouragement.Meanwhiletomiddlelevelstudentstheteachercanuse7\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchooltheprincipleofpayingattentiontovocabulary,morepractiseandstrongstimulation.Theprincipleusedfortopstudentsisimprovingcomprehensivecapacity.(FanGuoli,2013)4.PrincipleofStimulationThePrincipleofStimulationisthefundamentalreasonthatcausestheeducationqualityisfruitful.AmericanpsychologistBrunopointedoutinMasterythatthemainreasonwhypoorstudentsdon’tgetgoodgradesisnotabouttheirmentalabilitybutaboutteachingadditionandreasonablehelp.Thepracticeprovesthatencouragementandstimulationduringteachingprocedurecanraisethedesireofstudentstoadvance.(FanGuoli,2013)5.PrincipleofExpansibilityTheteachershouldtreatstudentsinaPerspectiveofDevelopmentandbelieveeachstudentcanlearnEnglishwell.Toachievethisgoaltheteachershouldsupplyqualifiedlearningcondition,givethemspecifichelp,enhancetrackingstudyandadjusttheteachingstrategyintimetomakeallstudentsmakeprogress.(FanGuoli,2013)2.5ResearchontheLevel-teachingAbroadThelevelteachingbegantostudyfirstlyinthebeginningof19thinUSA,andthendevelopedandspreadtotheEurope.Theperiodfrom1900to1930sisthe1ststage,theperiodfrom1930stothelate1940is2ndstage,afterWWIItolate1950sis3rdstage,andthepinnacle4thperiodisfrom1960sto1970s,inwhichbecauseofmoderneducationaltechnologydevelopedrapidlyandmanyrelatedtheorywereproduced.suchas:Babansky’s“Optimizingofteachingprocess”theoryandB.S.Bloom’s“Masteryoflearning”theory.ForBloom,becauseoftideofimmigrantsafterWWIIinUSA,manyfamiliescamefromdifferentcountriesofEurope,AfricaandAsia,differentculturalbackgroundgavehimandhisstudyteamverygoodchancestothinkaboutrealconditionofschools.Sothesesocialbackgroundsurroundingshelpthedevelopmentoflevelteaching.ThetheoryofBloom’saboutconsideringindividualsdifferencesinteachinggraduallyexpandedtoothercontinents,AsiaandEuropebegantopayattentiontothisproblemandoperatesomeexperimentsoflevelteaching.MoreandmorecountriesacceptedandinfluencedbyLevelteachingtheory,JapanisthefirstAsiancountrytoregulatetodividethestudentsaccordingtotheirlearninglevelinitsnationalsyllabusin1978.InEurope,GermanyusedFEGAandFDmode.InFEGAmode,therearetwokindsteachingmaterials:fundamentalandcomprehensivematerialswithconcernedcurriculums.Everystudentmustlearnfundamentalmaterials,andcomprehensivematerialsareusedfor8\nChapterTwoLiteratureReviewcapableones.ThegroupofstudentsofdifferentlevelwillbeadjustedafteraperiodofteachingbasedontheirperformanceofEnglishinclassroom.Teachersadoptedtheflexibledifferentiatingmode,inthismode,studentswerecollectedintoahomogeneousTeambyteacher,theylearnedtogether.Afteraperiodoftime,theywerearrangedtoheterogeneousgroups.In1994,Koreabegantoadoptthelevelsyllabus:toreducecompulsorycourseandaddelectivecoursesoastorespectstudents’individualdifferences.(YeLin,2008:159-160).InAustralia,teachersbegantodividethestudentsintoun-advanced,middleandadvancedclassesaccordingtostudents’performance.MillsRebecca(1998)concludethewidespreadpracticesasfollows:In1990,twoAmericanteachers,EpsteinandMacIverconductedtheexperimentofgroupteachingintheJohnsHopkinsCenterforResearchonElementaryandMiddleSchools,theyhadsurveyedmorethan1,700middleschoolsstudents,theydiscoveredthatnotlessthan60percentofthemiddleschoolsadaptedsomekinds0fclassgroupmethods,andbeyond20percentstudentsweredividedindifferentclassesnotonscores,butontheperformance.InWheelock’s(1992)report,theresultsofthegroupteachingshowedthegreatdifferentperformanceandachievementsinallgradeofmiddleschools.Epstein&MacIver,pointedthatnotonlythesomestudentsbutalsoallstudentsimprovedtheirabilityingroupclass,from5thto9thgrades,andbecausethedifferentgradeshavevariousneeds,soinfifthandsixthgrades,studentsaregroupedoncapacityintwocourses:writingandmathematics.ThestudentsaregroupedinmathematicsandEnglishinseventh,eighthandninthgrades;howevertherearetwocoursesthatschooldidn’tgroupthestudentsinanygrades---natureandsociety.Anationalsurveyofthisyearshowedthatonlyless15%ofthemiddleschoolsdidn’tuseanyofdividingthestudentsonabilityinteachingprocess.(Valentineetal.,1993).Therearestillmorethanthirtypercentageoftheschoolsinthesurveyreflectedthattheyhaveplantostopthesepractices.GeorgeandShewey(1994)concludeintheirstudyofmiddleschoolshavecompletelyacceptedthelevelteachingandwouldliketocarryoutconcernedexperiment.theypointedoutmorethaneightypercentofthestudentsconsideriftheschoolsusedmoreadaptableleveltacticwhicharemostlyvaried,thegreaterachievementsshouldbemadebythestudentsandwillhavedeepinfluenceintheirfuture.(1994,p.75).Basedonthepreviousstudy,Slavinreviewedmoststudyingradesfrom6to9oninfluenceoflevelandsomemethodsofadjustaccordingly.Attheendofhisreportheproclaimed"iftheeffectsofabilitygroupingonstudentachievementarezero,thenthereislittlereasontomaintainthepractice"(1993,p.546).Spear(1994)emphasizedtheimportanceofteacher’sattitude,theirapproaches9\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolusagesonabilitygrouping,hefoundtheanswerswhysometeacherspreferusingabilitygroupingthanstopthem:forpro-theteacheristhemaindirector,foragainst-theteacheristheassistantofstudentsduringtheeducation.Mostofteachersconsiderthestudentscanmakemoregreaterperformanceandachievementinabilitygroupedclasses;heremindedoneofveryimportantfactorsshouldbeneglectedinthelevelteaching---supportfromparentsofstudents.Thereareateam,Urdan,Midgley,andWoodbegantheirstudytogetherin1995,theproposeofthestudyisadministratethewholecourseoflevelteaching,therulestheyfollowed,theprocedureofexperimentsinamiddleschoolTheresearchconcludedthat"trackingaffectsthewayteachersthinkaboutinstruction"(1995,p.25)Theyconcludedthattheteachersmustreceivethenecessarytrainingforlevelteachingifwewanttheteacherdiditinrightway,thesetrainingalsosupplythemmorehelpfulmethodsinteaching.InHoffer(1992)study,hewantedtoknowwhateffectsofabilitygroupingwillhaveorisitasuperficial,short-terminfluenceoradeep,long-terminfluence?Hecomparedthedatabetweenstudentsindifferentwritingclassinjuniorhighschoolandthesameclassinseniorhighschool.Hofferproclaimedthattheinfluenceofabilitylevelandabilitygroupingweregreatinstudentperformance.Heconsideredthestudentscannotgetthelastingandactiveinfluenceinseniorschoolifthestudentswerenotleveledinrightplacesinjuniormiddleschool,thatmeansthehighabilitystudentsingroupedclasswillperformbetterintheirfuturestudy.Threeresearchersconductedthestudyoftheeffectsoftrackinginmathematics(Masonetal.,1992),theytriedtoarrangeaseveralmiddlelevelstudentsoflowergradeintohighpre-algebraclasses,teachthesubjectsamongotherhighgradestudents.Theresultsofthestudyisexcitingtoresearchers,becausethesestudentsdidn’tshowanyoftheinadequacyduringthelearning,theymadethegreaterachievementsthanhighgradeclassmatesand"tooksubstantiallymoreadvancedmathematicsduringhighschool"(Masonetal.,p.597).Thehigh-achievingstudents"sufferednodecreaseincomputationorproblem-solvingachievement"(Masonetal.p.595).Comparingwiththetwogroupsofstudents,theydidbetterinconceptsunderstandingandtheabilityofcalculationimprovedapparently,moremethodstodealwiththeproblemstheymet.Allinall,fromthepreviousstudywecanfinditisnecessarytocontinueresearchontheabilitygrouping.Exactly,theresearchshouldpayattentiontoinfluenceofthelevellearninginalongrangetothedevelopmentofstudents,weshouldmakethestudymoresystematizationtofindoutwhateffectwouldbemadebylevellearninginwholegradeorevenallschools,weneedmorestudytoprovideotheralternativesmethods,andtofocusonthelowlevelstudents,itismoresignificanttoimprovetheirabilitytomake10\nChapterTwoLiteratureReviewprogressandfindsufficientapproachestothem.Inshort,theestablishmentofenvironmentsforteachersandstudentstoacceptandunderstandtheimportanceoflevelstudyismeaningfulinfuturestudy,andgivethepracticaldirectionandusefulmethodsonlevelteachingandlearning.2.6ResearchontheLevel-teachingatHomeLevelteachingisatraditionalandmordenteachingmethodinchina,ThetraditionallevelteachingmethodcamefromtheancienttimeoftheSpringandAutumnPeriod.Therewasateachingmethodnamed“differentiatedinstruction”,proposedbyConfucius.Heconsideredthatteachershouldgivethedifferentinstructionstothedifferentlevelsofstudents;teachershouldrespectthestudents’intereststodiscovertheirabilities;teachershouldcorrectoradjusttheteachingprocessbasedonstudents’shortcominginlearning.Hiseducationalconceptstillhasdeepeffecttheothereducatorsinlaterseveralhundredyears,forexampleHanYu(Tangdynasty),WangShouren(MingDynasty),WangFuzhi(QingDynasty),theyfollowedhisconcept,“teachstudentsinaccordanceoftheiraptitudeorindividualizedinstruction”.In20thcentury,Chineseeducatorsbegantostudyandacceptwesterneducationalideas.TheearliestlevelteachingexperimentoperatedintheprimaryschoolofNanjingNormalUniversityin1914,theoperatorcarriedouttheexperimentaccordingtothestudents’performanceinclass.SuchstudyfollowtheDoralldonsystemorflexiblelevelinAmerica.Whentheconstructionofthenewgovernmentaccomplished,theoldeducationalconceptcannotattractpeople’sthoughtandbehaviorsbecauseoftheeffectofdemocraticandhumanismthoughtfromEuropeandUSA.Someeducatorsinsistthattheaptitudeisthekeypointstothestudentsoftheprimarystages,suchkindgardenandprimaryschool,thestudentsofthislevelhavethedifferentdegreeofintellectualability,sotheyshouldbetreateddifferentlyinclass.MoreandmoreChineseeducatorsintroducedthestudyofEurope,USA,Dalton,WinnerkaPlan.As1913,ChinesegovernmenteducationdepartmentbegantoadaptthelevelteachinginsomemiddleschoolsinBeijingandNanjing.ThefirsteducatorinChinaconductedtheexperimentofthelevelteachingisZhuZhishanin1914.Becauseoflackofstablesituationofsocietyandthelastingtrackexperiments,thesestudycannotmakeanypracticaleffectinthattimeofChina.AfterthefoundofNewChinain1949,allschoolsinChinafollowedtheSovietUnioneducationalsystemcompletely,unitedcurriculum,textbooks,contentsandstandards,thispatternlasteduntilCulturalRevolution.Inearly1980ssomeeducatorsintroducedAusubel’sreceptivelearningtheory,Vygotsky’ssocial-cognitivetheory,RogerianphenomenologicaltheoryintoChina.Gradually,themodeoflevelteachingformedinourcountry.In1982,thenotice,bytheEducation11\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolDepartmentinChina,“SeveralIssuesonPresentPrimaryandSecondaryEducation”explainedthatHierarchicalteachingcanbeusedinschoolaccordingtodifferentabilitiesofstudents.Therefor,themodeoflevelteachingformedinourcountry.（YeLin,LiuWenxia2010）Withthereformandopennesspolicyofthelate1980s,Chinabegantoputattentiontothequality-orientededucation,thereformoftheteaching,learningandtestsystemwereproposedtobasiceducation.Peopleconsidertheequaltreatmentshouldbegiventoeverystudent.TheChineseEducationDepartmentaskedtheagedchildrenshouldbeenrollmentneartheirlivingcommunity.Exceptthelocalpeopletherearealargeofgroupofpeoplecamefromothercitiesorareas,whichcausedthediversityofthestructureofthepopulation.Inaccordancewitharesearchthepercentageamongtheadvancedlevel,mediumlevelandthebasiclevelare9.8,50and40.2.Thedistanceamongthemhasbeenbroadened(Hu&Ge).Allinall,teachingdevelopedtwoperiods:Theperiodonebeganwiththeestablishmentoftheoreticalframeworks,thatperiodlastedalmostadecade.theperiodtwo,ehesystematicexperimentalstudiesonlevelteachingdidn’tstartuntilattheendof20thcentury.ShanghaiwasfirstcitytotryexperimentonlevelteachinginChina,andlatertheotherprovincesalsobegantocarriedouttherelatedstudy.TheMiddleSchoolswhichbelongtoNormalUniversityinBeijingandtheNationalschoolinBejingconductedleadingstepsoflevelteachinginBeijingmiddleschools.TheMiddleSchoolAttachedtoCapitalNormalUniversitycarriedoutatwo-yearplanexperimentamongitsstudents.Theresultsoftheirresearchisaveragescoreofstudentsisthehigher20%thanthestudentswithoutanylevellearning.TheNationalschoolinBeijianghasstartedtheresearchsince1993,assomepartofachievementsoflevelteaching,theyhasbeenkeepingatthetopofmiddleschoolsinBeijing,thestudents’meanscoresinEnglishreached129inrecentyears.Inmostformerstudies,theresearcherdividedthestudentsintodifferentlevelsbasedontheirability,andwecanlearntheexperiencesandshortcomingofonlevelteachingfrompreviousefforts，otherschoolsbegantoabsorbsomenewtheoreticalideas，tacticlevelteachingfromtheadvancedcounties.ShanghaiYucaiMiddleSchoolexploredbasicdeviceoflevelteachinginaclass.Teacherstriedtocultivatethesenseofself-studyintheexperiments,devisedthedifferentteachingplanfordifferentlevels.TheAttachedMiddleSchoolofNanjingNormalUniversityconductedexperimentalstudiesonessentialcourses---Chinese，EnglishandMathematics.Theygavetherightofchoicestothestudentswhomadethedecisionwhichlevelhe/shebelongedaccordingtotheself-assessmentofstudents,thencombinedtheassessmentof12\nChapterTwoLiteratureReviewteacherstheyaregroupedinthreelevels.Sincethenthesingleandsimpleteachingformintheclasshasbeenchanged.Longtimecircumstanceofunityinrequirementsofeducationhasbeenchanged.Moreover,thecurriculumhasbeenimpliedatschool.Thenextstepsofdevelopmentoftheresearchhappenedfromthelateof1990s,thefeaturesthisstepareprogress,spread,enhancement.Moreandmoreschoolsfromthedevelopedprovinces,Shandong,Zhejiang,FujiantothemiddleareasofChina,Henanprovince,totheundevelopedprovincesGansu,Qinghaiprovincesbegantojointhetheorystudyandexperimentsresearches.Theybrokethoughthebottleneckatsomedifficultiesinformerexperimentsonlevelteaching.NotonlyacceleratetheacademicstudiesbutalsoexpendedthepracticalexperimentswereconductedindifferentschoolsInHenanProvince,No.1Juniormiddleschoolcarriedoutstudiesof“ThePrinciplesonDirectionsoflevelteaching”.Therearesomenewtypesoflevelteachingemergedinthenewcentury:smallclasswithafewstudents,MobileTeachingModeandLevelTeaching.LevelteachingandMobileTeachingputforwardtodividethestudentsinto4classesaccordingtothelevelsofstudentsonscoresandperformances.Mobileteachingdoesn’tdividethestudentsintogroups.Itisactuallyalargeandmobileteachingsystem.Theclassisthesamebutithasdifferentlevelswithinonesubject.BeijingNo.101middleschoolin2000conductedtheexperimentsofhierarchicalandmobileteachingformoncompulsorycourses,suchasMathematics，EnglishandChinese.Theexperimentshowedthedifferentlevelsodstudentsmakethedifferentprogressingreatextents.Andsomemiddleschoolscarriedouttheexperimentsonsmall-size-classtypeoflevelteachinginstructioninZhejiang.In2001,therearemorethanonehundredsofmiddleschools,includedShanghaibeganthiskindofexperimentalstudyandthesameresearchhasbeenappliedinJiangsuProvinceandourcapital.Bynowtheseexperimentshaveaccumulatedsubstantialsuccessfulexperiencesandachievementsinvariousaspectssuchastheformofteachingmethods,theassessmentsystem,theteachingobjectives,thehomeworkfordifferentlevelstudents,teachingplananddesign,andsoon.Andsomeresearchersalsomadesomeachievementsduringtheirimplementationandtheoryofhierarchicalteaching:SongQiuqian’madetheresearchoncomparisonofhierarchicalteaching,MaoJinghuan’sstudyfocusnegativeeffectoflevelteachinginmiddleschools..Inrecentyears,moreandmorestudiesonlevelteachingwereoperatinginChina.ExceptthekeymiddleschoolhasalreadyadoptedtheLevelteachingindifferentcourses,evensomeordinaryschoolsaregoingtotrytousethismethodtoo.InChinamostofcityadoptedschoolDistrictpolicytoguaranteethe13\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolequalityopptunityoneducationtoenrollthechildrentoschool,differentfamily,backgroundandlevelrequiretheseschooltotreatthestudents'individualdifferencesgreatly.TheDepartmentofeducationofShenzhenmadeasurveyofitsstructureofthestudentsofpopulationin2005,thesurveyshowedthatthepercentageofstudentsofhigh,middleandlowlevelare15%,55%and30%separately.Afterthedecadesoftheeducationalreformsonstudents-orientedideaandtestingsystem,theratiochangedto25%,60%and15%separately.(WenHaixia,2007:9)Howeverthereisaproblemwecannotignorethatthegapbetweeneachlevelhasbeenenlarged.In2003,themoralfactorsaretakenconsiderationintothelevelteachingexperimentsinsomeBeijingmiddleschools,theyconcernedaboutthepsychologyproblemcausedbyexplicitlevelteachingandimplicitlevelteaching.ThereareothermiddleschoolsinHunanusedMasterytheoryandVygotsky'szoneofproximalgrowththeorytoguidetheirimplementedlevelteachingresearch,Accordingtothedataandsurveymentioned,wecandivideallthelevelteachinginstructionintointer-classlevelteaching,intra-classimplicitlevelteachingandexplicitlevelteaching.14\nChapterThreeTheoreticalFrameworkChapterThreeTheoreticalFramework3.1MasteryLearningMasterylearningisnotanewconcept;itwasintroducedintoAmericaneducationover70yearsago.ItisaprocedureinwhichthesamedegreeofEnglishlanguagelearnerswillgettobutindifferenttime.Researchershaveindicatedpositiveeffectsofmasterylearningonstudents,especiallyintheareasofachievement,attitudestowardlearning,andtheretentionofcontent.Schoolsystemsthathaveimplementedmasterylearninghavefoundittobeaveryeffectiveteachingandlearningmethod.Themasterylearningmethodaskedprevioustargetsplanandlessonpredictioninthesubjectmatter.Teacherarrangedstudentstofinishtasksbythemselvesorinteams.Therequirementregulateovereightypercentofstudentsshouldmasterunitexamsbeforecontinuingthenextlesson.Ifanystudentscannotgetthegoals,theywillreceivecorrectionbyteaching,matessupervisor,teamdiscussions,orextrahomework.Thereareallowedtoaddextratimeforlearningtocorrection.Teacherswillkeepstudentstostudyandtesttillmastery.Duringthe1960'sBloom's(1968)LearningforMasteryfocusednewattentiononthephilosophyofmasterylearning.Soin1968Bloomproposedmadethefoundationofclassictheoreticalformulationonthemasterymodelwhichwasconsideredasthebroadcasterofmasterylearning.Thereareseveralestimatesaboutthegainsfrommasterylearningprocedures.Oneisthatinclassestaughtformastery,moststudentsoftheclasswillhaveabilitytomakethegreatachievementtheyneverdidbefore.Theaveragescoresinamasteryclassroomget95.Bloomhasalsoarguedthatstudentsdonothavetoputinmuchmoretimeonschooltaskstoachievethislevelofproficiency.Althoughstudentstaughtformasterymayneedmoretimetoreachproficiencyintheinitialstagesofacourse,theyshouldneedlesstimetomastermoreadvancedmaterialbecauseofthefirmgraspoffundamentalsthattheyshouldgainfromtheirinitialefforts.Bloommaintainsthatbesidesmasteryofthematerialtobelearned,masterylearningincreasestheattitudeandinterestofstudents(Fehlen,1976).Researchhasbeenconductedcomparingtheeffectsofmasterylearningalone,masterylearningwithteams,teamsalone,andtraditionalinstructiononstudentachievement(e.g.,Mevarech,1985;Slavin&Karweit,1984).Thesestudiesweresimilarintheirdesign,yettheendresultofeachstudywasverydifferent.SlavinandKarweittreportedthatstudentachievementwasaffectedbytheteamtreatmentandnotthemasterylearningtreatment.Mavarechreportedthatmasterylearningwastheindicatorthatsignificantlyincreasedachievement.Hestatedthattheteamcomponentofthestudyhadlittletodowithachievement.15\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolMavarechtheorizesthedifferenceintheresultsofthetwostudiesisrelatedtosocioeconomics.Insummary,thecoreofMasterytheoryisthatthestudentsareprovidedindividualizedfeedbackandhelpfromtheteachertoletmostofthemachievesubjectobjectiveswiththeguideofbeliefthatallstudentscanlearnsubjectswellanditisbasedoncollectiveteaching.Itemphasizesthatthelearningofnewknowledgeisdecidedbystudents’originalcognitivestructureandthereisapositiverelationbetweenlearningsuccessandlearns’emotions.Atthesametimethevalidityoftheteachingprocedureisdeterminedbyevaluationandtobesurethateachstudentscangetthespecialhelpneededthroughthefeedbackandadjust.Althoughstudentsaredifferent,theyhavecommonalityonlearning.Iftheteachercanlevelstudentsaccordingtotheircommonnessandapplylevelteaching,theindividualizededucationcanbeusedinrealitytomaximizetheleaningeffectiveness.(ZhaoDongping,2011)3.2ZoneofProximalDevelopmentTheoryTheideaofZoneofproximaldevelopmenttheoryasdevelopedandinitiatedforunderstandingthelevelofchildren'sintelligencelevelbytheSovietpsychologistandthefounderofcultural-historicalpsychology,LevSemyonovichVygotsky,isbasedonthepremisewhichinhisownwordsisto"developdeliberatecontrolovereverydayconceptsthroughcontactwithscientificconcepts."Bythishemeantthatmoreemphasisneedstobelaidoncomparingastudent'sabilitytoindependentlysolveproblems,asagainsttheirabilitytosolveproblemswithassistance.SocialconstructivistsemphasizetheimportanceoftheZPD,whichseemstohavebeenelevatedtothestatusofaquintessentialcorepractice.GredlerandShields(2004)declarethatthecommonunderstandingoftheZPDasaneducationalmodeliswrong,becauseVygotskydefineditasanareaofmaturingpsychologicalprocessesandaconstructforunderstandingsocialinfluenceinontogenesis.Vygotsky(1978)putitthisway:Thezoneofproximaldevelopmentexplainedthestudentswouldhavealongprocesstobecomematuredduringtheirgrowth,everystepsorachievementtheyfulfillwillbeclosetothefinalgoals,beforethattheyareinthestateofprimarystage.Duringtheprocessthestudentsarelikethe"buds"or"flowers"ofplantwhichneedmoredevelopmentbeforetheybecame"fruits".Theactualdevelopmentalleveldescribespsychologicaldevelopmentretroactively,whilethezoneofproximaldevelopmentdescribespsychologicaldevelopmentprobablely.ItwaspresentedbyVygotskythattheZPDisthegapwhichisbetweenthepotentialdevelopmentlevelandthelevelofactualone.(p.86).Vygotskyelaboratedbydescribinghowateacheroramore16\nChapterThreeTheoreticalFrameworkadvancedpeermightprovideanexplanationtoenableachildtoattainahigherlevelofachievementwithsupport.Theimportanceindevelopmentaltheoryisnottheactionsofacapableadultorpeerbut,rather,thelearner'sstateofcognitivematuration.Manyexpertshavedeveloped,enlarged,amendsomenewideasbasedonVygotsky'sinitialidea.TheconceptofsupportingisoneofthenewtermsjustliketheZPDthatVygotskydidn’tproposedinthepast.ThetheoristsoncultureandsocialmattersstartedtoagreeonthethoughtsofZPDfromVygotsky'stoteachingprocess.InthisprocesstheteacherisrequiredtoshowbackuptothosestudentswhoareintheirZPD,thenthesupportwillbecutasitbecomesunnecessary,justlikethescaffoldwillbetakenawaywhenitfinishedbuilding.AnexpertNancyBalaban,whoisfamousoneducation,considerthat"Supportingfromtheteachertothestudentswillfinishthroughfocusedquestionsandpositiveinteractions."AnnBrown,andotherexpertscontinuedmorestudyonthisidea.Severalinstructionalprogramshaveevolvedonthebasisoftheconceptofrecentdevelopmentzones,includingthedynamicassessmentofinteractiveteaching.Inaword,theteachercansetthesuitableobjectivetoeachstudentwhichisinstudent’szoneofproximaldevelopmenttosupplyindividualizedhelpforstudents’learning.Thezoneofproximaldevelopmentcanstimulatestudents'curiosityandinspirestudentstoachieveteachingtargetbyhardworking.ItcanmakestudentsgetfulfillmentandconfidencetomaintainsustainabledevelopmentonEnglishlanguagelearning.(ZhaoDongping,2011)3.3Bruner’sTheory:CategorizationItisconsideredbyBrunerthattheworld’sconnectionwithuscontainsclassification.Allkindsoftasksincludingmakingdecisions,conceptualization,andinwaysofperceptioncanbeillustratedrelatedtotheinformationanduseofclassification.Thoseareveryhelpfulandnecessarytoacceptingverycopingwiththeworld.ThelearnerisaninformationprocessorincognitivePsychologytheory.Thelearneracquiresknowledgefromtheoutcircumstance,andclassifiedandelucidatedinformation,andhowitisused.JoromeeverydayWecanfindanswersfromBruner’stheory.Conceptualizingistocreateortobeawareofnotioninpsychologicalterms.Thedefinitionof“notion“isanidea,opinionorconceptwithcommonpoints,andnotanyparticularthings,secondmeaningisknowledgeorunderstanding.TheconceptualizationoftermisuesdbyBrunersynonymouslywithclassificatingterms.Thatistosay“classify”meanstoarrangesomethingingroupsaccordingtofeaturesthattheyhaveincommonwhichpresentthesameideaofcausesomethingtodeveloporexistofnotions..17\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolThatistosay,thereare5thingsforusthatareattainedfincalcification.(Bruner,Goodnow,andAustin,1956).First,classificationdecreasesthedifficultyoftheenvironment.Sometimesthesimilarobjectsappearsthedifferentfaces,weneedhaveabilitytoknowtheinnerstructureandmaketheconfusingrangeofsecludedobjectsaloteasier.Anumberofpeopleinonegroupcanberegardedasaunionofbody,ears,eyes,andsoon,furthermore,itisasimplegroupofpeople.Two,theidentificationofobjectsisallowedbyclassification.Infact,Brunersaidthatthiswasonlythroughtheuseofclassification,anobjectwillbeidentified.Ifitisnotsuitabletobeconvertedintoaclassificationinanyway,itisnotrecognized;theobservercannotfeelitwhentheyhavethecommunication.Itmeanspersonhasdecisivesenseinhisorherinnerexperienceswhichisuniqueandprivate.Actually,weidentifiedonethingdependonsimilarobjectsofitsgroup.Abookisidentifiedbecauseitisasetofprintedpagesthatarefastenedtogetherinacoversothatyoucanreadthem.Next,classificationavoidstherequirementstorepeatedstudy.Itistrendforanypersontoactaccordingtotheinformationheorsheaccepted,theactwillhelppersontodistinguishonefromtheother,weevencangetsuppositionfromitabouttheobject(Bruner,1957a).theachievementofAndthentheaccomplishmentofclassificationcansupplytheguidanceforactivity.Wecanclassifyanobjectthoughthecourseofbehaviortoit.Obviously,thefactthatthejoymonkeyjumpedmeetstheideasfromclassification.Thisisactuallynotonlyamonkey,butahappyone.Theactthatweputonacoateverydayappearsthattheobjectcanbeclassified.Therefor,theabilitytoclassifyourbodyisbeneficialtoobecauseofthisspecialact.Atlast,classificationapprovepersontoconnecttoobjectsandcategoryofeventsthatwillhelpuseasytoadoptandknowtheenvironment.Howeverintheschool,allstudentswilltakepartinmanyexaminationortestwhicharedesignedinasamegoalwithoutconsideringthegreatdifferencesofstudents.Wecannotteachandtreattheminasamemethod.Peopleknewteachthestudentswithoutsimilarways,butbasedontheirnature,aptitudeandlearningstylestousedifferentwaysinearliertime.Inmoderntimes,moreandmorefocusaregiventopersonalprogress.Teachersshouldgraspthemethodstodiscoverthestudents’capabilityandhelpthemdevelopfromdifferentaspects.Sothelevelteachingtheoryusesthesamewayinclassificationofacomplexenvironment,themoretheyknewabouttheirdeeds,theclearerabouttheirfuturewhichhelpthestudentsarecompetentinstudy.18\nChapterThreeTheoreticalFrameworkSogenerallyspeaking,Bruner’sTheoryemphasizededucationshouldbeavailabletoallstudentsincludingthosestudentswithlearningdifficulties.AnditmeetsthetheprincipleoflevelteachingthatistoteachdifferentlevelofstudentsandtomakethemallimprovetheirEnglishlearning.19\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolChapterFourResearchDesignandResultsBasedontheperspectiveonhierarchicalteachingandtheessentialityofusingoflevelinstructioninpreviouscontentsandsatisfiedthestandardofthereformsofcurriculumandthepresentsituationsinjuniormiddleschools,theteachingneedstopromotetheoveralldevelopmentofindividuals.Actuallyinmostmiddleschoolteachershavenowillingtotreatthestudentasthekeyorcoreinclass,becausewithinoverwhelmtest-goalteachingsituationteachersdon’thavecompletedandbetterplansonthelevelteachingtodiscoverasetofusefulapproachestoorganize,directandadministratestudentsondifferentlevel.Forthefeasibilityandvalidityoflevelteaching,theauthorconductedanexperimentalstudyanddesignedthefollowingteachingprocedures.4.1ResearchQuestionsTheauthorwantstofindoutwhetherthelevelteachingmodecouldhelpjuniorhighschoolstudentstoincreaseofthestudents'interestinlanguagelearning,self-confidenceinthestudyandthelearningmotivationinthelarge-sizedclass.Thedetailedresearchquestionsareasfollows.1.Doesthelevelteachingmodehelptoenhancestudents’interestandimprovestudents’confidenceintheprocessoflanguagelearning?2.HowmuchcanEnglishlearningbeimprovedbyusinghierarchicalteaching?4.2SubjectsintheResearch2classesinGrade7ofNo.NineteenMiddleSchoolGrouparethesubjectsintheresearch.TheyareClass14andClass15with107studentstotally.Thewritertakesoneclassasthecontrolclass.Appearentlytheotheroneisusedasanexperimentalclass,andallofthestudentshavethesameageinthepre-test.Theyweretaughtbytheoneteacher.Andintheexperiment,Class14wastaughtthroughthelevelteaching.TheteacherisgoingtoteachClass15inthewayofthetraditionalmethod.TheexperimentbeganinJanuary2014andwillbedoneinJanuary2015.4.3InstrumentsTheinstrumentsofthestudyconsistofthreeinstrumentstohavedatacollectionanddataanalysis.(A)apretestistoinsurethesameperformanceofEnglishinstudentsoftwoclasses,andapost-test,thefinalexaminationattheendoftheterm,wasusedtoexamwhethertherewasanydifference(andifyes,isthedifferencesignificant?)betweenEnglishachievementsofthesetwoclasseswhichusedtofindoutsubjects’20\nChapterFiveDataCollectionandAnalysiscomprehensiveEnglishabilityaftertheexperiment.(B)apre-questionnaireandapost-questionnairewillbeconductedintwoclasses.Beforetheexperiment,thequestionnairesarehandingouttoinvolvedstudentsinordertomakethesurveywhichisaboutthesituationonEnglishstudying.Whentheexperimentisfinished,thequestionnairesareusedforstudentsinexperimentalclasstostudyifstudentslearnEnglishindifferentwaysandwhat’sthedifferenceamongthesesituation.(C)Theface-to-faceinterviewswillbemadewithsubjectsclassaftertheexperiment.4.3.1QuestionnairesInlightoftheabovetheoreticalfoundations,questionnairebasedonthefindingsfromtheanalysisofthepreviousstudyweremade.Thequestionnaireisdesignedbyauthorherself,isrevisedbasedonpreviousstudyandcurrentsituationofLanzhouNo.19MiddleSchool.Inordertogetreadabilityandreliabilityofthequestionnaires,apre-researchofthestudentquestionnairewasconductedbytheendofJune.Thestudywascarriedoutinclasswiththeirteacherandtheauthorforanyquestionsstudentsaskedaboutthequestionnairewhiletheyweredoingit.TheEnglishLevelTeachingQuestionnaireisusedtoinvestigatethestudents’attitudestoEnglishlevelteaching.4.3.2InterviewTheauthorwillconductaface-to-faceinterviewwith20studentsintheexperimentalclassaftertheexperiment.TheinterviewaimedatiflevelteachinghavepositiveornegativeeffecttotheEnglishlearning.Interviewswerecarriedouttogettheinformationabouttheinfluentialfactorsaboutstudent’sstudyandteachers’teaching.StudentinterviewisincludedinAppendix3.4.3.3PretestandPosttestThepretesthastwosections.ThegoaloffirstsectionistotestthebasicknowledgeofEnglishinstudents,contentsincludedlistening,grammar,clozeandreadingcomprehension.Thesecondsectionincludedofreadingexpressionandwriting.Thestudentswilllistentostatements,dialoguesinamultiple-choicetoaskthemtounderstandmainidea,meaningthatmeettherequirementsoftheexaminationsyllabusforNMET.Thegrammarsectionhas15questionswhicharepreparedtoseeifstudentsaregoodattheessentiallanguagebyusingofgrammar,analysisofsentencepatterns,andessentialphrases.Thepartofclozeistoteststudents’abilityofdifferentaspectsonessentialgrammar,words,organizationofsentences,andculturalknowledgeinEnglish.Thepartofcomprehensionisgoingtocheck21\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchooltheskillofreadingandunderstanding,suchastoknowthekeymeaningorgivethesuitabletitleofthepassages,tofindspecificinformationordatawhichbelongtothecentralmeaningofthepassage,tocomeupwiththemeaningofastrangeordifficultwordinthepassagesandtotranslateEnglishintoChineseortranslateChineseintoEnglish.Inthesecondpartthereisadifferentkindoftesting,readingexpressionforashortpassageisadoptedpreferredintestpaper,studentsmustanswerquestionsaccordingtothepassageinthispart.Itoftenrequiresstudentstofindoutthetopicsentenceorsummarizewhatthepassagemeaningis.Italsoasksstudentstofillintheblankstomakethepassagelogicalandflexible.Therearesomequestionsthatdon’thavethecertainanswerssostudentsneedtoanswerthemwithopenmind.Theachievementdescriptionisstatedinaccordancewiththeresultsofsubjects’pretestonstandard,statisticandmeanerrors.Theposttestpaperalsohastwosections.Thepaperoneincludeslisteningtask,single-choice,clozeandcomprehensionwhicharerequiredtocheckthestudentslearningabilities.Testpapertwoconsistscommunication,taskcomprehension,fillingintheblankswithgivenwordsandwriting.TomatchtheexaminationsyllabusforNMET,thelisteningcomprehensioncovereddialoguesormonologuesallinmultiple-choiceofeveryitem,andalsorequiresthemtowritedownthetopicsentence,tounderstandkeywordsandsentencesortrytogettheimpliedmeaninginthecontext.Studentsarerequiredtouselanguagecomprehensivelysuchasknowhowtousegrammar,howtoanalyzesentencestructureandexpressthesentenceinEnglish.Theclozeortaskclozearetotesttheirwordsmemoryandcomprehensiveuseoflanguage.Comprehensionistocheckstudents’abilitytounderstandEnglishpassageandgetthemainideaofeachparagraph.Itneedsstudentstograspthetopicsentenceineachparagraphandtrytogetthemeaningofthekeysentenceinthecontext.Inthesecondsection,anewtestingmethodisusedtoreplacetheoldmode,whichisarequirementforstudentstoanswerthedifferentkindsofquestionsinaccordancewiththepassage.Itoftenconsistsgettingthemeaningofthepassage,forexample,whichisthebesttitleorwhatisthesignificanceofthearticle,writedownthewordsorsentenceswhichhavethesamemeaning,translationfromChineseorEnglish,answersomeopenmindedquestionsthatdon’thavethecertainanswers.Itasksstudentstowritedowntheirownideas.Attheend,thereisashortwritingwhichisusually50-80words.4.4ExperimentProcess4.4.1MethodsofLevel22\nChapterFiveDataCollectionandAnalysisThisexperimenthasbeingimplementedduringtheschooltermfromtheJuly2014toJanuary2015.Duringthisprocess,thetraditionaleducationformwasstillusedinthecontrolclass.TheteachertaughtEnglishlessonsbyusingthesamerules,thesameteachingplan,thesameteachingcontentandthesameteachingobjectives.However,thelevelteachingwasusedintheexperimentalclass.Thespecificmethodsarejustasfollows.Students'Level:Thereareseveralfactorsingroupingofstudentsthatteachershouldtakeconsideration:learningexperience,learninginterest,thebasement,thelearningattitude,etc.Duringthedivisiontheteachershouldavoidstudentsawarenessofgrouping.Basedonmixedstudentsandmutualassistanceandcooperationrules,studygroupsweredividedintobytheteacher.Thereareallkindsoflevelineachgroupsuchashighlevel,middlelevelandevenstudentswithfewEnglishknowledge.Inthatkindofcircumstanceone-onehelpingteamwasappeared,andreducedissatisfactionoflowlevelstudents,thesestudentscanovercometheirshortcomingfromothers'strongpoints,andcreatethepleasantclimateofcompeteandworkingtogether.TheobjectiveofLevelTeaching:ThepresentChinesemiddleschoolEnglishCurriculumrequiredasetofstandardofknowledge,abilityandsentiment,theteacherdevisethebasisgoal,advancementgoalandpromotiongoal,sodifferentlevelstudentscanbeusedforsuitablegoal.Thebasisgoalisdesignedforordinarystudentstohelpthemgetfundamentalgoalofthecurriculum,theadvancementgoalandthepromotiongoalareseparatelytosetforththeadvancedandsuperiorrequirementstothemiddle-andhighlevelstudents,toencouragemakethegreaterachievement,andtoguaranteethepursuitofstudentsknowledge.Howtocreateordesignateachingfordifferentlevelofstudentsisthebiggestchallengetoanyofteacher,meanwhileitisalsoshowtimetorepresentteachingabilityandlevelofteachers’.Theteachershouldmakeateachingplanwhichcankeepthebalancebetweenthetraditionalunitedteachinganddifferentgroupteaching,takeconsiderationofthestudents'levelandtargetlevel,includeunitedactivitythatallstudentsaccomplishanddividedactivitythatthepotentialstudentsfinish.Differentteachingwaysareusedtodifferentstudentswithdifferentlevels.Intheprocessofteaching,thejoborfunctionoftheteacherincludes:helpstudentstodealwiththedifficulties,enlightenthekeypoints,fortheadvancedstudentsteacherisaleadertoexerttheirabilityfreely,formilledlevelstudentsteacherisapromotertoencouragethem,andforthelow-levelstudentsteacherisafriendtothemalltime.Anyquestionsinthe23\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolclassshouldconsideranddesignedfordifferentgroupstudents,becauseeverystudenthasequalchancetoanswerthequestions.Comparingwiththeadvancedandmiddlestudents,thelow-levelstudentsneedmoreconsiderationbyteacherwhilemakingtheclassteachingbyusinglevelteaching.Alotoffactorsneedtobearranged.Forexample,thedifferentlevelsofstudents,differentbasementanddifferentacceptance.Therefor,teachershouldleavesuitablehomeworktodifferentstudentstomakesuretheyarematchedandmaketheteachinggoalsachieved.TestLevel:Testisthemethodandimportantsectioninlearningprocess,theteachershouldrealizetomakescientifictesttotestdifferentlevelonthebasisoflearningcircumstancesandhowmuchtheymastertheteachingcontent.Theteacherrealizedthedifferencesamongdifferentlevelsandthatisafoundationoftheteachingplan.Theteacheraskedthestudentstomakemoreachievementsinsteadofpayingmoreattentiontotheirscores.Differentevaluationmethodsweredesignedfordifferentstudentswithallkindsoflevels,soastoenhancethestudents’dignityandesteemtostudyEnglish.4.4.2TheProcessofExperimentThewholeexperimentprocesslasted1yearincluding4monthsoflevelinstructionand4monthsonLevelapplication.Thefollowingistheoperatingwayoflevelteaching:4.4.2.1LevelStudentsInitiallyauthorconductedaspecificsurveyaboutstudents’learningperformance,andsecondlyaccordingtotheresultofstudents’survey,theyweredividedintoseverallevels.Theleveldividingbasedontwoassessments,oneisteacher’sassessmentforeverystudent,theotherisstudents’self-assessment,whichfinishedbystudentsthroughself-assessmentsheetdesignedbyteachers.Inthisstep,theteacherassessesstudents’performanceatschoolandthendirectedstudentstomakeaself-assessment.Basedontheassessmentresult,studentscanbeputintodifferentlevelswithreferenceoftestgrades.Studentsaredividedintothreelevels:primitivelevela，middlelevelbandhighlevelc.Furthermore,thelevelresultisunstableandthestudentswillchangetheirstudyperformancetoresultintheleveltheyaredivided.Thestudentsarearrangedin12parallelteamswithdifferentabilities,Theseatsarearrangedasfollow:Group1:a1b2a3c1c2b3a2b1Group2:a1b2a3c2c2b3a2b1……24\nChapterFiveDataCollectionandAnalysisFeaturesofstudentsinLevela:thestudyresultsorperformancesofthesestudentsonexamarefrom0---90.Theprogresstheymadeisverylimitedandabilityofself-learningispoor;theydon’tdaretofacetheobstacleandwanttheassistfromtheteachersorclassmates.Theyhavetolearnhowtoaccomplishthejobsunderthemonitoroftheteachersorwiththehelpfromclassmates.Thenumberofthemare11---13students,take20%-25%.Featuresofstudentsinlevelb:thegradesareinthemiddleoftheclass，from90to120.Theyhavestrongdesiretostudyandlearningautonomyandlookforwardtomakeprogress.Theycanfinishlearningtaskoninstructionofteacher.Theymasteredsomestudymethodswhichareinadequate.Self-learningishardforthem,theydonothavemuchsenseonsecondlanguagecommunicationandcannotuseEnglishlanguagefreely.Theyareabout25-30,takefor50%.Featuresofstudentsinlevelc:allsubjects’gradesareover120,thedesiregettingprogressisstrongestcomparewithformertwogroups.Englishisusefultoolandfantasticworldforthem,theycanautonomouslycommunicateinEnglish,andtheyalwayswanttolearnmoresotheyaskanumberofquestionstoteacher.Theyareabout15,accountingforabout20%-25%.Atthebeginning,therewere14studentsinthelevela,26studentsinlevelband14studentsinlevelc.Andithaschangedaccordingtotheirperformancetosuittheirspecificlearningneeds.4.4.2.2MakingLearningPlanBasedondifferentlevelsofstudents,theteachermakesapreparationandrevisionplanforweeks,andrequiresthegroupstofinishit.TheefficientpreparationandgoodrevisionareimportantinEnglishlearning.(ShuHaiying2014)ThecontentsofplanconcludessomedesignednumbersofEnglishwordsandsentences,theexerciseswillfinishoneveryclass,suchasspeakingandlisteningexercises,meanwhilethesedifficultvocabularies,sentencesandexercisesshouldbecompletelyrecordedespeciallyforstudentslevelaandb.Accordingtodifferentobjectivesofstudents,preparationandrevisionplansarenotthesame.Studentsmustfinishdifferentlearningtaskswhichmeettheirlevelaccordingtotheiractuallearningsituation.Infirstweekteachermustguideprocessofthefirstweek.Thenstudentscanmakeplansfollowandimitateteacher’sworkofformerweekorcontentsoftextbookinsecondweek.Itisnecessarytointroducethecompetitionamongseveralgroups,showtheirplanandachievementstheymadeeveryday,evensomegiftscouldbegivenasarewardtooneofbestgroups.Forstudents,competitionencourages25\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolthemtocooperatewitheachotherinaTeamandhaveambitiontogetwining.SotheyhavetakenappropriatemeasuresveryproactivelyinlearningEnglishandfinallymadebetterachievements.4.4.2.3LevelofTeachingObjectivesStudentsinthejuniorschoolareaspecialgroupinaveryspecialperiodoftheirgrowth,theydon'thaveanyclear,specific,suitablegoalofstudy.Learningmotivationistherealpowerofstudythatproducesaninnerenthusiasmandinterestofstudy.Soteachermustknowtousetheincentivemechanismofobjectives.Soteachermustknowtousetheincentivemechanismofobjectives.Theteachershouldknowwhatstudentsneedtoknowbytheextensivestudyofthesubjects,toknowthesignificanceofthesecontentstothestudentsandtheobjectivedifficultiesofdifferentlevels,sothatthestudentscanaccomplishmatchinggoals.Forthelowstudents,theyshouldmaketheirownobjective.Studyingaimscanbesuppliedtostudentsbyteachers.Themostimportantthingistomakesuretheaimsareinterestingandcanbereached.Theycanhelpstudentstomakeprogressfromfirststagetodifficultstage.Thisisabasicruleinmakingteachingobjectivesfordifferentlevelandfitforstudents’psychologicaldevelopmentinjuniorstudents.Theaimscompliedwiththerulescovertheseaspects:theabilityofusinglanguage,thelevelofunderstandthepassage,theusingofdrillsandthenumberofwords.Teacherdesignedtheaimsforstudentswithlowdegreetodevelopstudents’skillsabouttheessentiallanguageknowledgeandabilityoflearningthetextbook,andthenteacheraskthemtostudytohigherleveltosatisfytherequirementsofEnglishoutline.Moreover,theteachershouldarrangesomeactivitiesorexcisestohelpthemgraspsomeessentialbasicknowledgeforthisgroupofstudentswhodon’thaveatanrighttime.Thestudentsofmediumlevelarerequiredtodomoredrillsandmasterthebasicknowledgeandskillsofthetextbooktoovercometheirshortcomingandcatchthegapbetweenmiddlelevelandhighlevel.Forhighlevelstudents,theirgoalofstudyistomaketheirthoughtsbroadenandimprovetheirabilityofself-learning.Therefortheyareaskedtounderstandbetteroftheknowledgeinthetextbooks,andofferedmorechancestoexaminethelearntknowledgeinwidth.Table1.Bloom’ssixlevelsofideaandtheproposedwords.Thefollowingwordswillbelearnedtoguidestudentideaateachlevel.Thatcouldbesuggestedasthedifferenttasksofdifferentlevelstudents.Level1Level2Level3Level4Level5Level626\nChapterFiveDataCollectionandAnalysisDefinitionRecalltheUnderstandChangethetechBreakdownUniteindividualRankorratethefactsandthemeaningnicheorinformationintoinformationtovalueofrememberofthehowlanguagetoparticularslicestomakenewandinformationusingpreviouslyandwhyofanothermaketheoveralldifferentideasasetofcriterialearnedeventscircumstanceorcanbeknown.ormodels.informationsetting.UnderstandingUsagechecksorganizationcanknowledgeandHelpwithcomprehensioncomparing.VerbsDescribe,Explain,Infer,predict,Discriminate,Induce,create,criticize,judge,list,givededuce,adapt,classify,compose,compare,identify,examplesmodify,solvecategorize,generalize,justify,locateproblemsubdividecombine,conclude,rearrange,contrastdesign,planTeacherscanchangethequestionstocausecorrespondingaimsofeachlevelthatarefullofchallengebutnottoohardtoanswerandtheyareasfollows:Level1Level2Level3Level4Level5Level6ReviewUnderstandingRequestAnalysisCombinationAssessmentWhatistheDoyouthinkCanyoutellWhatcomposedWhydon’tyouWhatdoyoumeaningof…?theyareusyourof…?deviseyourownthink?differentornot?thinking…?wayto…?WhatwouldbeWhatareDoyouthinkWhichsectionisCanyoucreateWhichanswerisafter…?goingto…?whichisthecriticalduringnewandbetterandwhy?importantthe…?unusualusesreason?for…Let’sthinkDoyouagreeCanyouTheansweris…CanyouEvaluatetheaboutwhatideasornot…?constructordevelopachancesfor…reallytheseideas?proposalfor…?happened?DoyouthinkCanyougiveusShowustheCanyoutellusHowdoyouWhichisthethefeaturessomecases?methodsto…connectioncopewith….betterending?are…?between…and…Doyouthinkitisrightornot?4.4.2.4LevelofTeachingProcessTheteacherplaysaveryimportantroleinachievementthatstudentsmadeinclass.Teachercouldbesupervisor,ruler,manager,refereeetc.inclass.Teacheristhemanageroftheirclassroomsandmust27\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolcontrolthedeedsofthestudents,sothatwillfinishthetasksverywell.TheeffectiveclassroommanagementwasresearchedbyEversonandHarris(1992)andtheystudiedandmadesurewhatstrengthsdoeffectivemanagerhaveinherclass.Theycontrolteachingrhythmexactly,helpstudentstocooperatewitheachotheringroupsactivitieseffectively,stopmisbehaviorandcorrectthempromptly.Theytakeresponsibilityforselectingvaryingteachingmethodsandlearningtargettodifferentlevelstudents.Thestudentsintheirclasswillbegivenclearlyinstructionsofparticipation.Inthemeantime,therearestillothersfactorsteachershouldmoreattentiontoclass.Initially,teachershoulddesignthewholeteachingprocessintoseveralstepswithseparatedlead-in,mid-point,conclusion.Second,keepthevaryingtopicsoractivitiesonthesamestandard.Moreopportunitiesshouldbegiventostudentstoworkwiththetasktogetherincludingmovingtaskandby-hand.Thirdly,establishevaluationcriteriawithreasonablereliabilityandvalidityforlearners,andbasedonperformanceofstudents,teacherscouldknowwhatdegreeachievementtheymade.Duringtheteachingprocess,askingdifferentquestionsisimportantinlevel-teaching.Forexample,whilewewerelearningthetextinUnit2Howoftendoyouexercise?inthefirsttermofGrade8,theteacheraskedthequestionstostudentslevelc:Whatdoyouthinkthewriterwantedtotellusinthispassage?WhatdoesthewriterthinkoftheInternetandsportsexercises?Thesequestionsareabouttheauthor’saim,attitudeandthetext’smeaningetc.Questionsforstudentsbare:Whydoestheauthorthinkthebestwaytorelaxisthroughexercises?Whatisthemainideaofthepassage?Theyareaboutunderstandingandsummarizingabilityofmiddlelevel.Questionsforstudentscare:Whatarequestionsabout?Whendidtheydothesurvey?Theyareaboutspecificinformationandstudentscanfindanswersformthetextdirectly.(FanGuoli2013)Indifferentstepstherearedifferentactivitiesforeachlevelstudents.Suchasinspeakingpractice,encouragestudentsincleveltodofreetalkandrole-playtopracticemoreaccordingtopair-workandgroup-work;askstudentsinlevelbtopracticespokenlanguagemoreandgivethemmorechancetoshow;encouragestudentsinlevelcspeakEnglishandletthemenjoyit.(FanGuoli2013)Thedifferentlevelstudentsaretaughtinagreementwiththeteachinggoals.Tocarryoutlevelinstructioninateachingmanagementandorganizationmodeisnothard.Generally,teacherreviewswhattheyhavelearnedbeforetoletstudentsmemorizeknowledgetheyjustlearntwell.Revisioniswarmingupincludingdiscussionofhomework.Inthispart，theteachershouldtakelowerlevelstudentsinto28\nChapterFiveDataCollectionandAnalysisconsiderationbecauseofthesestudentsprobablyhaveproblemsoflackofconcentrationofthoughtordespairoflearningtofollowthelesson.Theconcentrationofstudentsshouldbeattractedbystimulatingtophysicalsenses(visual,auditory,tactile),creatingmoresuitablestudyatmosphere,leadingtolearninEnglish(whennecessaryexplaininChinese),inspiringtobravelyanswerquestionsinEnglishasmuchastheycan.Thelowlevelstudentscouldbegotencouragementassoonaspossiblefromteacher.Theaptitudesofstudentsishighlightedduringtheteachingprocess.Andthestudentscangothroughtheachievementstheymadebytheirefforts,provoketheinterestsofstudyrapidlyandencouragethemtogethighersuccess..Thenexplainingthepurpose.theteachershouldpresentanoverviewoflessontothestudents,sotheywillmakeclearthewholeprocedureofteaching,knowaboutthelesson’purposeandhowtogetthere.Forthehighlevelstudents,theteacherpreparesthenewtasktoaskthemtofinish,forexample,directedreading,demonstration,lecturingandsooninordertocultivateallstudents’revisionhabit.Bynowthelessonhasfinishedsomecontentsofplan,over85%ofthestudentshavegraspedthebasicknowledgeofthenewlesson,thentheteachercouldincreasegraduallythelesson’sdegreeandexpandthelearningknowledgescaletosatisfyacquirementofmiddleandhighlevels.Duringtheteachingprocess,teachershouldkeepacontinuedlearningcircumstancetoallowthestudentstofollowinavarietyoflearningexperiences.Theteacherwilldesignthedifferentlevelofactivitiesfordifferentlevelofstudentstoreflectdiversityofteachingstrategieswhichcanrespectandhonordifferencesoflearnersintheclass.Teacherneedsupervisorthedegreeofunderstandinginstudentsandusemoreexcisestoteststudents’competency.Thefollowingispresentationandknowledgeusing,practicaltasks,groupwith3-4studentstask,role-play,pairwork,exercises,andsoon.Teacherwillmaketherevisionofthegoaloflessonandtheprospectortargetsatthelastsection.Usuallythelastpartemphasesthetransferprocessandhelpsstudentstounderstandhowtousetheknowledgeandskillsproperlyinthefuture.Thenteacherwillaskstudentstodopracticeontheirownfordevelopingfluencyandspeedofnewinformation.Becauseofdifferentrequirementsfordifferentlevels,teacherwillaskthehighlevelstudentstousetheirwordstoreconstructthetextandrepresentit,maybeaskthemtomakejudgmentorviewonsomepassages,andgettheanswerofsomedifficultquestionsincomprehension.Theteacherwillaskthemiddlelevelstudentstounderstandmostoftheknowledgeandtheydon’tneedtoachievetheapplicationandusingpoint.Understandingthenewinformationisthemost29\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolimportantforstudentswhoarewithlowlevel.Theconstantfeedbackshouldbegiventothelowlevelstudents,theinstructionfromtheteachersorteachingactivityortextbooksalsoshouldbesuppliedforbetterachievementandbettermastery.Theformistheprocess:Stepsrequirepurposecheckthelow‐levelstudents’masterylearningRevisionoflastlessonthehighabilitylearnerstouseinthecultivatinghabitofreviewWarm-up:newlessons,explainwordsandexpressionspracticetheexpressivepowerofstudentsSkimmingLookthoughthetext,askquestionsespeciallythemiddlelevelones.thelowlearnerscanmasterthedifficultiesinIntensivereadingexplainthedifficultiesinthetextthetext.ListeningskilltaskfinishtherelativePresentationtoexercisethenewlessontaskspromotingthemutualimprovementofthethreeDiscussionlevels4.4.2.5LevelinginEvaluationStudentLearningTheperformancesandaccomplishmentofthestudentsinstudycannotbejudgedbystudentsoreventeachers,becauseanyofthempersonalpointofviewwillaffectedbyarbitraryofindividuals.Buttheefficientfeedbackisveryimportanttostudentswhoselevelofachievementofstudycanbereflectedclearly.Sothevalidevaluationisnecessarytothelearnerandteacher.Thestudentswillexaminetheinformationtheygotandgivethereactiononthat,theseinter-reactionwillchangeintoamotivatortohelpthemgetthegoal,andmakeclearhowmuchspacetheywillhavefortheirdevelopment.Retractionorassessmentdatacanhelptheteachertootoknowtheprocedureoftheteaching,whatstudentsaredoing,whatwilllearnersdoforthenextlesson,andifthereisneedtoadjusttheplan.Theirsupervisorsshouldbeinformedaboutevaluationdata.Theteachershouldhaveclearidentificationandmastertherulesorstandardswhichdecideormeasuresuccess,theyhelpstudentstoadoptthegoalandincreasethepossibilitytosucceed.RichardStiggins(1997)debatedsevenrulesofevaluation:(1)evaluationneedwell-definedtheoryandefficientinteraction;(2)Themostimportantevaluationidinclassroom.(3)Evaluation’stargetisstudents;(4)targetsareclearand30\nChapterFiveDataCollectionandAnalysissuitable;(5)keepthehigh-qualityevaluation;(6)Comprehendindividualinference;(7)Teachingandlearningaresignificantpartofevaluation.Usuallythesummativeassessmentsareoftenemployedbyteachersaftertheteaching,theywouldusethetraditionalstandardormodelstodividethestudentsRecentlymoreandmoreteachersbegantoadapttheformativeevaluation,becausethatcangivethestudentspotentialgrowthandimprovementduringthelearning.“Formativeevaluationisaplannedprocessinwhichteachersorstudentsuseevaluation-provokeedevidenceofstudentsstatustoadjusttheirongoinginstructionalproceduresorbystudentstoadjusttheircurrentlearningtactics”(Popham,2008).Formativeevaluationpermitalterationoradjustmentstudystrategytohelpteacherandstudentstounderstandtheoryordevelopskillsbetter.Thehighlevelstudentsonlyuselesspracticestoreachgoalsordevelopskills,butforlowlevelstudentsneedmucheffortsanddrills.Theformativeevaluationinformationcanbeusedtochangethedesignedtasks,soteacherscouldadjusttheteachingplantomoreimportantabilitiesandtheoryfordifferentlevelsstudents.Thedegreeofdifficultyorabstractionaredifferenttodifferentlevelsofstudents,someconsideritiseasytounderstandwhiletheotherthinkitimpossibletomakethesense.Teachercanchangetheassignmentaccordingtotherealsituationofdifferentgroupsoflearners,theycancontrolthethespeedandcoverageoftheassignment,buttheycannotchangethestandards,conceptsoftheassignment,becauseallstudentmustgetthegoalsindifferentmethodsindifferentlevels,especiallythelowormiddlestudentshavethechancestodevelopimportantabilityandgetone’sappropriatedegreeofchallenge.Allinall,Adjustableactivitiesguaranteethatstudentsstudyattheirlevel,atsametimeitcanhelpstudentstoconstructpreviousknowledgeandimprovegradually.Theteachercanchangetasktomeettheneedsofstudentsaccordingtodifferentlevelsoflearninglanguage.Thesefollowingquestionsarepreparedtohelptheteacheronconsiderationaboutthesetasks:Whathaveeveryofthelevelknew?Whattheywanttolearn?Whattacticwillbeusedtohelpstudyofthecontent?Whatisthebestmethodtolevelforeveryactivity?Whatresponsibleevaluationmeansforstudents?Doestheplandesignfortheindividualneedsofstudents?Atpresentwe’llseehowtoplanassignmentflexibly.Whentheteacherfinishesdoingthepre-evaluation,theteacheranalyzesthedataandarrangethemintheirplan,sotheteacherdecidethecontents31\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolofstudytostudentsandaddorcuttherelatedinformationontheirbehaviorsinclass..Theteachercontinuestomovetonextparttodecidewhetherthestudentscouldbeleadtomasterthenewknowledgewhichprobablybeatext,activity,mission.Teacherwillaskthestudentstofinishtheirtaskbytheirownorcooperateeachotherwithoutanyinterference,whiletheteachercanobservethedeedsofstudentsandtomakenewarrangementforadvancedstudents..Thefollowingcaseshowsthatteachers’arrangementchangesforallofstudents.Example:thestudentshavereceivedmanydirectionsfromteacherduringthecourseoflearning,andtheirperformancehavebeenleveledintothethreedifferentgroups:agroupwhichgraspthegreatextentofknowledge,secondgroupwhichgraspthehalfofthecontents,andthirdonewhichhavealittle,sotheteachercanmonitorstudentslearningandthegaptothestandard,thenteachercanmaketheplanforthenextstep.1.Theadvanceddegreegotthegreatamountofinformationaboutthewholedistrict.Sotheyarearrangedtousetheinformationtomakeamapofsmallarea.Theygavedirectionsandnamestotheimportantplacesandmakeatourguideforthisdistrict..2.Themediumdegreeonesmadeabriefintroductionabouttheirschoolinformofgame.Theyproduceddirectionscardswithwhichtheywerefamiliarandwroteforthegamesusingwordbeyondwhattheyhadusedinthepast.3.Thelowdegreecooperatesinateamtoshowtheordertoleadthemindifferentsectionsoflibrary.TheymadethepublicsignstoshowthefunctionsofdifferentsectionsinEnglish,suchasmagazinessection,fictionsection,E-booksectionetc..Theteachershouldidentifyandadjusttheleveloflearningknowledge.Butitisstillcomplicatedtodealwiththesethesituationwith3levelstogether.4.4.2.6ASampleoflevelTeachingTeachingPlanTextbook:Unit3,Book2Date:September.24,2014Students:14,15classesinGrade7inLanzhouNo.19MiddleSchool32\nChapterFiveDataCollectionandAnalysisTheteachergroupthestudentsintoteama,b,c.basedonlearningexperienceandhabit,languageconstruction,hisattitudetostudyEnglish,whetherheisinterestedinEnglishornot,andhislearningcapability.Teamaisthelowlevel,14students;teambisthemiddleone,26students;teamcisthehighlevel,14students.Theteachingplanisdesignedbasedonthestudentsdegree.Theteachingdesignsthatpresentshowthelevelteachingwasappliedareinthefollowing:Thegeneralteachinggoestolearntoreadthenewwords;tocomprehendandkeepinmindthenewphrasesanddifficultsentences;tocomprehendtalkaboutpoliterequests;toexploreaboutpoliterequests,haveyourownviewsonpoliterequests.Thegeneralteachingobjectives:Newwords:rubbish,fold,sweep,floor,messPhrases:takeouttherubbish,dothedishes,foldyourclothes,sweepthefloor,makeyourbed,cleanthelivingroomSentencepattern:...Couldyoupleasesweepthefloor?...Yes,sure.Canyoudothedishes?...Noproblem.Levelteachinggoals:Teama:studyandunderstandallofnewwordsandphrasesinUnit3.Suchasrubbish,fold,sweep,floor,mess.Understandthemeaningofthetext.Teamb:understandandmemorizeallofvocabularyanddrillsinUnit3.Recitethedialogue;canuseModalverbandkeywordsinsentencescorrectly.Teamc:understandandreciteallvocabularyanddrillsinthisUnit.Canrecitethedialogues,finishesallexercisesbyhimselfandcorrectly.Teachingprocedure:Theteacherhasaskedstudentstopreviewthenewwordsbeforethestudy.Firstlytheteacherrequiredthestudentsreadthenewwordsbythemselvestoenhancetheknowledgetheygot.TheteacherobservedTeamCcanreadthewordsandphrasesindependentlyandtheyspeakfluentlyandcorrectlyonnewwordsandphrases.TherearepartprobleminTeambandthebiggestproblemin33\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolTeamastillonthepronunciationoftwowords,“dishes”,“rubbish”Sotheteacherrequiredthestudentstocontinuereadingthewordsandcorrectthepronunciationifitisnecessary.ThisperiodoftimewouldsupplytheextratimetoTeamCtocultivatetheirsenseofself-study,meanwhileteachercouldhelpTeamb,atomakemoreefforts,finallytheymettherequirementoftheteachingpurposeofthisunit..Step1Toexplaintheteachinggoalsatthebeginningoftheclasstothestudentswhowillknowthecontentsofthisunitandtherequirementsofteachers.Afterthattheteacherexplainedthesub-goalstothedifferentlevelsofstudentswhowillknowiftheyareactiveintheprocessofteachingandgotthetheirowngoals.Step2Toshowthesomepicturesofthechoresandplaythevideosofthedoingthechorestothestudents.Thestudentssawthepicturesandwatchthevideoonhowtodothechores,theywilllistentothesentencesof“Couldyoupleasetakeouttherubbish?“.(Thislinkconformedallofthestudents.)Step3Teacheraskedsomequestionsfordifferentlevelsofstudents.Thequestionforteama:theeasyquestionforthestudentstoknowiftheygraspthebasicknowledge.Thequestionforteamb:someWWWquestionsforthestudentstoknowiftheygraspmoredetailedknowledge.ThequestionsforteamC:exceptthenormalquestions,theywillberequiredtodofreetalkandrole-playaccordingtopair-workandgroup-work.Eg.Questions:Dotheyneedtocleanthehouse?(Teama)CanMomdothedishesandsweepthefloor?(Teama)Whattimeishisgrandmacomingover?(Teamb)Whatdoeshedoafterdoinghishomework?(Teamb)Whatchoresdoeshedo?Whatchoresdoeshismotherdo?(TeamC)Whydotheyneedtocleanthehouse?(TeamC)Teacherplayedthelisteningtwiceandletstudentslistentoitcarefully.Step4Therecorderwasrepeated,thestudentsareaskedtoreadtheconversationagain..Thenthefollowingquestionswillbeansweredbystudents:DoesPeterdothedishes?(Teama)Canyoudothedishes(Teama)WhatdoesPeterdo?(Teamb)34\nChapterFiveDataCollectionandAnalysisWhatdoeshismotherdo?(Teamb)Whatdoyouparentsdoathome?(TeamC)Whatdoyoudoathome?Doyouneedtodothechores?Doyouthinkthatstudentsshoulddothechoresathome?(TeamC)ThepurposeoftheteacherinthisstepisthegrammaticalFocusofthisunit—talkaboutthemodalVandtrytomakepoliterequests.Teamawasdesignedinbasicinformationquestions,theycanuseassimpleaspossiblewordstoanswer,andrepeatthesentencepatternwith“canandcoulddosth.”.ThequestionsofTeambandTeamC,aredesignedmoredifficulty,thestudentswereaskedtotothepairworkorgroupworktomakesentencestomakepoliterequestsbyusingthesomegivenphrasesandsentences.Step5Thestudentsarerequiredtoexercisethestatementingroupsfor10minuteswithouttheteacherinterference.Step6Inthelastsection,givethefreetimetostudentstotalkabouthousework.Step7Homework:Teama:Toreadtheinstructions,andlookatthepictureswithyourteammate,askthestudentstodescribewhatishappeningineachone,alltheworkmustbecompletedontheirown..Teamb:Toaskthestudentstoexplainwhatishappeninginthepicturesofthisunit,encouragethemwiththeadditionalvocabularytheymayforgotten.Tocompletetheconversations,someofthemwillbeaskedtoshowthedialogueinnextclass.Teamc:Toaskthestudentstorecitethesampledialoguefirstly,thentotalkaboutwhattheydidatadifferenttime,thestudentstrytomakesentencesanddescribeothers’situationingroup..InCC,theteachingwascarriedoutinthetraditionalclassteachingsystem—uniformtextbooks,uniformteachingspeed,uniformteachingmethods,uniformteachingrequirements,uniformassignmentsanduniformevaluation.StudentsinCCwereofdiversity.Theyshouldbetreatedseparately.ButtheteachertaughtEnglishjustaccordingtomiddle-levelstudents’learningability.Asaresult,bothgoodstudentsandpoorerstudents’achievementsdecreasedbecausetheywerenotvaluedinaclassconsistingofstudentswithdifferentabilities.Traditionalclassteachingsystemcannotmeettheneedsofstudentsatdifferentlevelsandit’simpossibletoimprovetheirEnglishwhollyandeffectively.4.5DataCollectionandAnalysisTheexperimentlastsoneterm.BothECandCChadtheendexaminationinthesecondtermoftheseventhgradeandthefirsttermoftheeighthgrade.Inordertofindoutifthereareanydifferenceon35\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolgradesbetweentwoclassesthattaughtbydifferentteachingmethods,thewriteranalyzedthecollecteddataoftheECandCCcarefullyintothispart.Somewaysofcollectingdataweredesignedinordertomaintainthedatavalidityanddatacollectionreliability.Gradesoffinalexam,questionnairesofposttestandpretestwereusedduringtheexperiment.Alltheactivitiesandtestspaperwerefinishedbystudentscooperativelyandcarefullywithhelpoftheteacher.4.5.1Tests’DataandtheAnalysisBeforelevelteachingwascarriedout,thepre-testwasgiventothetwoclasses(ECandCC).ItwasthefinalexaminationinthesecondtermoftheseventhgradeinNo.NineteenMiddleSchool.Thefollowingtableistheresultsofthepre-testinboththeECandtheCC.WecanseetheresultfromTable1.TherearenearlynodifferencesbetweentheECandtheCC,themeanofstudents’EnglishperformanceintheECis125.17,whilethemeanofstudents’Englishperformancesis125.12.Comparedthetwo,wealsocanseethebestpercentofthetwoclassesarealmostthesame,oneis70.97(EC)andtheotheris70.77(CC).Thepasspercentarenearlythesame,whichsay96.77intheECand93.85intheCC.Theteachergotthet-valueof0.017anditsp-value0.987byanalyzingtheresultsofthetwoclasseswiththet-valueteststatisticsinSPSSsoftware.AccordingtotheT-valueTable,whendf=125,t(200)0.05=1.972≤t(125)0.05≤t(100)0.05=1.984andthep-valueandt-valueweanalyzed(t=0.017<1.972andP=0.987>0.05),wecansaythatthereisnodifferencesbetweenthetwoclasses.Table1Theresultsonstudents’testbeforeexperimentTestClassMeanSDBest(Score≥120)%Pass(Score≥90)%Pre-testEC125.1714.0270.9796.77CC125.1216.8770.7793.85df125t0.017p0.987Afteraboutaterm,theteacherheldatest(post-test)forthetwoclassesagain.Thefirst-termfinalexamontheeighthgradewasheldtothetwoclasses.Thecomparisonoftheperformancesofpost-testcanbeseenintable2.36\nChapterFiveDataCollectionandAnalysisAftertheexperiment,fromTable2wecansee:themeanperformanceoftheECstudents’is133.30comparedwiththeCCstudents(124.03),whichis9.27,anditishigherthanthescoreofCC.Thebestpercentis17.94thanbiggerthanthatbeforetheexperimentintheEC,whichis88.71,and17.94higherthanthatintheCC(70.77).Thepasspercentis100intheEC,whichis3.23biggerthanthatbeforetheexperimentand7.69biggerthanthatintheCC(92.31).Withthet-valueteststatisticsinSPSSsoftwareandanalyzingtheresultsofthetwoclasses,wegottheresult(t=3.265,P=0.002).AccordingtotheT-valueTable,whendf=125,t(200)0.05=1.972≤t(125)0.05≤t(100)0.05=1.984andtheP=0.002<0.05andthet=3.265>1.984,inthisexperiment,wecansaythathierarchicteachingmethodisbetterthantraditionone.Table2Theresultsonstudents’testafterexperimentTestClassMeanSDBest(Score≥120)%Pass(Score≥90)%Pre-testEC133.3020.2788.71100CC124.0316.8770.7792.31df125t3.265p0.0024.5.2DataofQuestionnaireandtheAnalysisAftertheexperiment,theteacherhandedoutquestionnairestobothECandCC.Thequestionnaire(appendix1))isadoptedtoinvestigatestudents’developmentaboutthelearninginterest,learningconfidence,initiative,learningattitude,achievement,contentandwhatdostudentsthinkaboutthelevelteachingaftertheexperiment.Theresultsofthequestionnairefromquestion1-6aresummarizedintable3.Table3Tshowstheresultoftwoclassesasfollows.(question1-6)ClassClass14(EC)Class15(CC)ItemsABCABCpre33.63729.431.240.528.31(Learninginterest)post53.233.81332.642.624.837\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolpre52.130.117.853.636.99.52(Confidence)post65.121.813.15537.27.8pre57.8366.25736.26.83(Initiative)post79.312.58.256.834.58.7pre19.358.7222159.219.84(Achievability)post33551215.660.224.25(Autonomicpre56.625.617.855.23311.8learning)post73.218.81325.35624.86(Teachingpre18.56813.516.367.915.8content)post21.865.113.168.625.85.6Thefirstitem,asshowedintable,tellusthepercentageofstudents’stronginterestinEnglishgetoverhalfnumbersofclass14afterlevelingteaching,theclass15showedoveronethirdofstudentshavestronginterest.Thecomparisondatabetweentwoclassesgiveusaconclusionthatlevelteachingcanincreaseinterestofstudentsinlanguagestudy.Theseconditemsinthetableshowedthatover65%studentsinclass14havestrongconfidenceinEnglish，whileintheclass15have55%ofstudentskeeppositiveattitude,thecomparisondatabetweentwoclassesshowedthattheEChasstrongerconfidencethanCC.Forthethirditem,thepercentageofstudentstookanactivepartinlanguagestudyincreasedto79.3%,thenegativepartinclassis8.2inclass14,aswellasthepercentageofstudentstookanactivepartinlanguagestudyis56.8%,thenegativepartinclassis8.7inclass15.Weconcludethatlevelteachingimprovedstudents’positiveattitudeinEnglishstudysignificantly.Thefourthitemillustratesthatstudentsinclass14getmoreachievabilitythanstudentsinclass15.Thatistosaylevelteachingishelpfultoemphasizesthesenseofaccomplishment.ThefifthitemshowsthattherearemuchmorestudentsinECwhohavestrongabilityofself-studythanstudentsinCC.ThepercentageofthefifthiteminECismorethan70butitisonlyabout25inCC.SowecanseethatlevelTeachingimprovedstudents’abilityofself-study.Aswecanseefromtheitem6,mostofstudentsthoughtteachingcontentwasmoderateandtheratiois65.1%aftertheexperiment.Only21.8%ofstudentsthoughtthatteachingcontentwastoomuch.38\nChapterFiveDataCollectionandAnalysisHowever,theresultsofCCshowedthattherewere68.6%studentswhothoughttheteachingcontentareoverload.Thatistosaystudentscanimprovetheirforeignlanguagelearningefficiencyandeffectivenesswiththewayoflevelteaching.Thefollowingtable-4reflectedthedatafromitem7:ClassClass1(ec)Class2(cc)ItemsABCABC7(Learningpre4139.819.242.84314.2motivation)post51.220.328.540.545.514ThemotivationofstudentsinECclassalsoisreflectedfromtheitem7.Afterexperiment,morethan51.2%studentsthoughttheylearnedEnglishbecauseofinterest,thatis11%morethanstudentsinCC.Only20.3ofstudentsthoughttheylearntEnglishforteststhatisabout25%lessthanstudentsinCC.Thepercentageof28.5studentsinECthoughttheydiditbecausetheywoulduseitonedayandthereare14%ofstudentsinCC.ThedatashowsthattherearemorestudentsinECwholearnEnglishbecauseofinterest.Levelteachingcanhelptoarousethestudents’enthusiasmoflearningEnglish.Thefollowingthetable-5continuestoshowthedatafromitem8-10:ClassClass1(ec)ItemsABC8(learningpressure)23.767.58.89(improveornot)5111.237.810(agreeonornot)45.846.77.5Theitemsfrom8-10showedtheattitudeofstudentsofECtolevelteaching,sothereisnocomparisonwithCC.Theitem8showedthat23.7%ofstudentsinECconsideredthatpressureofstudyincreasedafterexperiments,over67%ofstudentswhothoughtpressureofstudycut,sowecanseethatlevelteachingisusefultoreducethepressureforstudents.Aswecanseefromtheitem9,overhalfofstudentsthoughtthatlevelteachingworkedtoimproveEnglishlearning.Only11.2%ofstudentsthoughtitisnousetoimprovetheirEnglish.TheformshowthatlevelteachingimprovesEnglishlearninginsomeextent.39\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolTheopinionoflevelteachingamongstudentsshowedfromlastitem.Afterexperiment,theprosandconsstudentstookthealmostsamepercentage45.8%,wecanfindthestudentsstillhaveimpactfromthediscriminationofdifferentlevels,especiallyfromhigherlevel,thatisaseriousproblemtheschoolorteachershouldpayattentiontothepsychologicalproblemsamongstudents.Generallyspeaking,the1stitemandthe7thitembothshowedmorestudentsinECfeltinterestedinEnglishlearning.The2nditemshowedthatmorestudentsinEChaveself-confidenceinlanguagestudy.AndstudentsinECfeltmoreactivetofinishtasksaloneintheitemthreeandfive.Thequestionnaireshowedthatlevel-teachingishelpfultoenhancestudent’sinterestandimprovetheirconfidenceinacertaindegree.4.5.3InterviewtoStudentsTheauthorwantedtoknowtheimpactofthedifferentteachingmethodsinclass14andclass15,sosomeofthestudentsfromtwoclasseswereaskedseveralquestionsafteraterm’sstudy.Threestudentsfromeachlevel(Alevel,BlevelandClevel)wereinterviewedinbothtwoclasses.AtfirstIwantedtorecordtheirwordsbuttheofficeenvironmentisnoisysoIwroteitdown.ThesetwointerviewssurprisedmeandletmeknowtheirrealthoughtsonEnglishlearning.Sixmainquestionswereaskedduringtheinterview.TheyareQ1:DoyoufeelmoreinterestedinEnglishthanbefore?Q2:DoyouhavesomepractiseonEnglishlearning?Whichpartispracticedmoreamonglistening,speaking,readingandwriting?Q3:whichpartdoyouthinkwillmakemoreprogress?Q4:DoyouthinkthelearningattitudeisrelatedtoEnglishgrades?Q5:DoyoufeelmoreconfidentinEnglishlearning?Q6:DoyouhavesomeadviceonEnglishteaching?Aftertheinterviewtothese18studentsfromtwoclasses,Isummarizedtheiropinions:1.6of9studentsinECthoughttheyweremoreinterestedinEnglishthanbefore.Therearesomereasons:easy;interesting;groupworkmadeEnglishlearningeasierthanbefore;canaskforhelpwhenmetdifficulties;levelhomeworkmakethemfeelconfident;canhelpothers;wanttomakemoreprogresstodotheuplevelhomework.3of9studentsinCCfeltmoreinterestedinEnglishlearningthanbefore.Thereasonsare:easyandinteresting.FromtheinterviewIthinklevel-teachingishelpfultomaintainandstimulateleaninginterestonEnglish.40\nChapterFiveDataCollectionandAnalysis2.InECallstudentsknewwhattheyweregoingtodotoimprovetheirEnglish.Theyknewwhattheywereshoutofandwhattheyneededtopracticemore.InCConly2studentstoldmewhattheyneedtodotoimproveEnglishandtheothersfeltconfusedonEnglishlearningstrategy.Aftertheinterviewitshowslevel-teachingnotonlyhelpstudentstoimproveEnglishbutalsohelpthemtoknowlearningstrategyandthemselves.3.AllstudentsfrombothclassesthoughtthelearningattitudeisrelatedtoEnglishlearning.Theytalkedinwhichparttheyneedtomakemoreprogress:practiceexercises,spokenlanguage,listening,andvocabulary.4.6of9studentsthoughttheyweremoreconfidentinEnglishlearninginECwhileonly2of9studentsinCCthoughttheyhadconfidenceinlearningEnglish.Itshowsthatlevel-teachingcanhelptomakestudentfeelconfidentduringtheirstudy.ConfidenceisimportantforstudentsanditmakethembeinterestedinEnglish.5.StudentsfromtwoclassesgavemesomeadviceinEnglishteaching:Speakloudlyorstudentsinbackpartwon’thearme.Writebiggerbecauseoftheirnear-sighted.Assignhomeworkearlierbecausetheywanttofinishitearlier.Includingtheseideasthreeofstudentstoldmetheylikedgroupworkbecausetheycanlearnfromothers.Twostudentstoldmetheydon’tlikelevel-homeworkbecausetheydon’twanttodomorehomeworkthanothers.Generallyspeaking,fromtheinterviewIknewwhatstudentsreallywantandneedandatthesametimeIcanfindsomeproblemssoIcanadjustmyteachingstrategytomeeteachone.Level-teachingishelpfulinteachingbutatthesameIstillneedtoteachthemmorecarefulandnoticeeveryone’sneedinEnglishlearning.41\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolChapterFiveResultandDiscussion5.1ImportanceonLevelTeachinginClassInthelevelteachingapproach,theeverystudentmustbegivencompleteconsideration.Theteachershouldconsiderthemallafterthestudentsweregroupedindifferentlevelsbytheirperformance.Theupperlevelstudentsoftenconcernwiththeexcellenceandacertainrespect,;thelowlevelstudentsalwaysstandforacertaindishonor.Soteachersfindtheycannotcoverthelevelingofthedifferentgroupstudentsinclass,becausenoonecouldknowbetterthanthemselvesabouttheirstudylevel.Teachersshouldpayattentiontothepsychologicalsituationofthestudents,thatmeansaspecificesteemtostudentsisnecessaryandtheteachersshouldconsidereverysideofclassstudents.Itisnecessarythatthemixturethestudentsofdifferentlevelsinoneclass.Teacherprefertheencouragementofcooperationtothecompetitionamongstudents.Furthermore,personalinformationwhichwasprovidedbystudentsthemselvesisjustabouttheirfamilyandthemselves.Onthebasisofthis,itisimportantandnecessarytoanalyzetheirgoals,grades,plans,lifeandotheraspects.Therefore,itisagoodwaytoteachstudentsbyusingimplicitgroupway.Andpersonalinformationisonlyprovidedbystudentsthemselvesortheirparents.Onthebasisofthis,it’snecessarytoknowtheirachievement,studyplan,lifeandotheraspectsforEnglishlearning.Therefore,implicitgroupisaverygoodclassroomteachingmethod.5.2DiscussionoftheResearch5.2.1LevelTeaching’sInfluencesonStudents'LearningInterestTheStudents'interestinEnglishlearningcanbegreatlyimprovedbylevelTeaching,.Theteacherhassuppliedwithdifferenttargetsforthedifferentlevelsofstudents.Theyjustneedtoreachtheirgoalintheirowntheactiveatmosphereintheclass.Teachercouldcertainlyadministertheclassandalsoeachstudent.Althoughtheruleswereconductedwellandeachlevelweretreatedsuitably,studentsareassessedbydifferentteachinggoals.Bytheend,theinterestofthestudentsinEnglishstudyingandpersonalityhavebeenimproved,andtheirself-confidenceandparticipationhavebeenenhanced,andtheirEnglishlevelhasbeenimproved,sothattheycandowellintheexam.5.2.2LevelTeaching’sInfluencesonStudents'PerformancesThestudentscanperformwellintheirtestbylevelteaching.Theteacherdesignedthecontentsofexamwithlearningtargetsbasedonstudents’currentlearningconditionandlearningability,together.The42\nChapterSixResultandDiscussiondifferenttesttargetswillbefinishedbydifferentlevelstudentsaccordingtothelearningmotivations.Asaresult,studentswillnotbeafraidoftest.Theycanhaveenoughconfidenceinthetestandbebetter,andgethigherscoresintheexam.5.3TheOverallDevelopmentofEachStudentonPriority.Thedifferentlevelsofstudentswillbetreateddifferentlyinlevelteachinginclass.ONthewhole,theteacherwillrequirethehigher-levelstudentstograspmoreknowledgethanthestudentswhoarenothighlevelstudents.Therearealwayssomeunrealisticdifferencesduringrequirementstothesetwolevels.ItissaidbyShavelson(1983)thatthedifferencesbetweenhigh-abilitystudentsandloweronesarefifteentimes,growingintenselythedifferencemanyofmaterialincludedbybothgroups.Teachersarelikelytoregardunintentionallyorintentionallythelowinmanydifferentways.Furthermorewecangetmoreconclusionsabouttheteachers'treatmenttothedifferentstudents.Inaddition,moreresultswillbeattainedforteacherswhentheydealwiththedifferencesofstudents.Forinstancetheteacherswouldgivemoretimetohighlevelstudentsthanthelowlevelstudentstodoexerciseoranswerthequestions,andsometimestheyhavetosaydirectlytothelowlevelstudents,orletotherstudentsanswerquestionsinclass.Someoftheteacherswillgivelowlevelsofstudentssomestresswhichisnotsuitableorcriticizethem.Buthighlevelstudentswillbetreatedonthecontrasttotally.Becauseofconsiderationoftheself-assuranceandself-respectofthelowlevelstudents,theyneedmorefeedbackontheirpublicresponsesthanthehighlevel,theyneedmoreinteractionbetweenotherlevelsorteacher,andmoreattentionontheirdevelopment,morechancestobeaskbyteacherinclassandmorehighrequirementsfromlearning.Inviewofthissituationtheindividuallearningspeedofstudentsshouldbefocusedonbytheirteachersaccordingtoindividuallearningmethod,styleandexperience.Itisnecessarytoapplythepropersupervisionandsupporttopromptandrespondfeedbackandencouragestudentstodealwithlearningproblems.Inadditiontothestudents'likes,,learningmotivation,theirconfidenceandtheinvestigationofteachers'teachingattitude,thepositiveroleofteachers'teachingisparticularlyimportant.That’sbecauseindividualprogressshouldgetcloseobservationandit’sveryimportantinsuccessfulteaching.5.4AdministrationandCreationofActiveAtmosphereinClassItisverynecessaryandimportantforteacherstoarrangetheclassandarousestudents’enthusiasmandmaketheclassatmosphereactive.Therearemanymethodsandrulestohelptheteacheradministerthestudentsintheclasseffortlessly.Everycoinhastwosides,therulesandregulationsforthestudentscannot43\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolavoidconductinginotherwayssuchasmakestudentsconfusedormisunderstandinformation,especiallyinsomeclasseswithinyoungkids.Becausethestudentisindividualcreatureandunique,therearenoabsoluterulestocontroleverystudent'sbehaviorsandhabits.Atfirstteacherneedstomakeitclearbeforeusinglevelteachingintheclass.Theexplanationoflevelteachingincludesitsmeaning,howtoconductintheclassandwhatrulestheyneedtoobey.That’sbecauseasuccessfulclasshasalotoffactorsinwhichtheapplicableandexistingadministrativerulesarethemostimportantthatmaketheclasseffective.So,takingintoaccounttheeffectivenessandnecessityoflevelteaching,teachershouldtakequiteanumberofmeasurestoachievetheirgoals.Developingstudents'goodhabitsisveryimportantsothatstudentscanfindgoodwaystocontinuetolearn.Andtheotheristodevelopstudents'confidence,becausemoststudentsareveryeasytobesuppressedbecauseofsomefailures.Iftheydo,theywillloseconfidenceandbecomearebelagainsttheirteacherandparents.Therefore,ifsomestudentswanttostudywell,andhaveachievedsomesuccess,weshouldtalktothemintimetohelpthemfindawaytomakeit.First,confidenceanddignity,willneverhurtthem;secondistheteacher’simplementationoflevelteachingtodeveloptherulesshouldincludeallofthedifferentlevelsofstudents'interest.44\nChapterSevenConclusionChapterSixConclusionInlastchapter,theauthorshowstheresultsoftheexperimentandconsequenceinEnglishclassroomoflevelteachinginJuniorMiddleschools.Inadditiontotheabovethelimitationsareintroduced,whichwillhelpforfurtherconcernedresearch.6.1MajorFindingsFromtheresearch,byusingofleveledinstructiontheauthortaughttheEnglishclass,thefollowingmajorfindingsare:(1)Theleveledinstructioncouldeffectivelysuperviseandguidethelearningofstudentstocertaindegree.Basedonthedifferencesresultbetweenthelearningofstudentsandresultoftest,wecouldevaluatepresentationthestudents’studyTheteachercouldprovidestudyguidanceonthelearningefficiencytothestudentsbasedontheirperformance.Themosteffectivetestimonyrevealingstudents’improvementwastheresultsofthefinalexamination,wecanconcludetheexpressivedifferenceoccurbetweentheECandCC.ThemeanscoreoftheECis133howeverinCCis124.Inthedifferentmeanscores,theauthorpointedoutthattheaccomplishmentofthestudentsinECwasbetterthantheCC’.(2)Contrasttothetraditionalteachingapproach,thelevelinstructionwasmoreeffectivelyonimprovingstudents’studymotivation,interest，confidenceandlanguageknowledge.6.2PedagogicConsequenceofLevelInstruction6.2.1ImportanceonIntra-classGroupingThegoaloflevelinstructionistoimproveefficiencyoflanguagelearningofstudents,,anditcanhelptoencouragestudents’learningproactivity,promotethepersons’learningself-rule,improvedstudentsinterestinlanguagestudyinkeepingwiththestudyofthedataintheexperiments.Andtheresultsofthestudyhasbeenprovedtoanswertheneedsofnewcurriculumstandard.Prejudiceagainststudentsfromteachercouldbeevadedinclass,aswellasclassroom-teachingactivitycouldbeorganizedefficientlyandmanagedbyteachersintheprocessoflanguageteaching.Although,levelinstructionmustbeconductedbasedonstudyabilityofstudentsbyteachers,whomustconsidertherespectthatconnectedwiththeupperlevels.Asaresult,teachersshouldpaymoreattentiontoindividualsinformationwhichonlyprovidedbythemselves,andavoidleakdata.Teachershouldkeepawaythepublicactivitiesonanalysisofstudyplan,processorproblemsofstudents.ThefollowingsuggestionscanbeusedinEnglishclass:45\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchool(1)Controllecturewithin10minutesandgivetheabsorbedtimetostudentstokeepinmind(2)Givetherepeatedchancesforprogramplanedinclassactivities;suchaswalkingingallery,brainstormingetc..(3)Improveresponsibilityandliability.Cultivatethestudents’reproductionandmeta-cognition.(4)Preparetheextracontentsforhighlevelstudentswhowouldaccomplishsoonerthanotherlevel.(5)Don’tteachindifferent,butdeeply..(6)Keepthememoandresultsregularly.(7)Useimitation,studyexample,learningfrommistake,role-playing,,surveyandstudystudents’livesthatrelatedtorequirementsandreferencepoint(8)Worktogetherwithotherteachers.6.2.2CooperativeLearningandLevelTeachingPatternIntheteachingperiods,therearesomeproblemsteacherwouldfacetosolve,forexample,(1)therearenoenoughtimetothinkabouteverystudent,(2)theadversesentimentssuchasirritation,nervousness,awkwardness,discomfortandanxiety,especiallyforthosestudentswhoarereluctanttoexpressideasinpublic,inmosttimebeextremelyreticentorapprehensive.Thereareoneofeffectiveteachingmethodscanbesuppliedtosolvethesedifficulties---cooperation.Toenablethestudents’achievementofobjectives,thecooperativeactivityisarrangedinclasstofulfillexpectationsofallmembers.Cooperativelearningpromotesequalreceptionandpersonalobligationandmakeachievementstothedevelopmentofthealllevels.Sothecooperativeactivitiescanhelpstudentstoconstructdignityandbuildconfidence.Withmoreandmoredignityandassurancestudentsarewillingtousemoreeffortsinstudypurposefullyandlikeortendtogoontryingtomakeone’sviewsunderstand.Inthecooperativelearning,thelowlevelstudentscancopythehighlevelstudentswhosepatternsofreasoning,thinkingmethods,problems-solvingmeansandwayofcommunication,allthesewillimprovetheknowledgeofinternalization,abilityandtechniquesfromotherstudentsbydoingwiththequestionsoreffectivelyachievetheteachingaiminstudycircumstancesofcooperation.Thebenefitofcooperativelearninghelpstosolvetheproblemsinappliancethelevelteachingasfollows:(1)ComfortableandappealingstudycircumstanceinEnglishclass.Thestudentscanreleasepressurefromnervouscompetitiveclass,themembersinsamegroupcanhelpeachotherandcooperatetostudytofulfilltheplannedobjectives,allthesecharacteristicwillattractstudents.46\nChapterSevenConclusion(2)Thesufficientchanceswillbegiventohigh-levelstudentsincooperativestudytodrill.Themorehelp,morecorrectioninlanguageknowledgetheymadeingroup,themoreasenseofachievementtheyget.Furthermore,theencouragementwillbereceivedtolowlevelstudentsfromthemembersinthesamegroupandthesenseofresponsibilityoftheteamwillincrease,theywouldtrythebesttogettingstudypurpose.Inthisway,theefficiencyoftheclasswillincreaseforteachers.(3)Becausetheleveldivisiondependondiversegroup,thatmeansthedifferentmemberswillbeincludedinthesamegroup,high,middleandlowintellectualachievement,outgoingandintrovertcharacter,whichcausevariouseffectsonlearningmethodsofeachoneinvolvedinthegroup.Thepersonalitieswillnotbelimitedandignoredintheend.(4)Anothergoodpointinpromotingtheinspiredstudyisaboutstudents.Theyareessentialfactorincooperativelearning,duringexperiencestheyhadmorecontactsandcommunication,sotheyaremoresocialthanbefore.6.3LimitationsExceptthepositiveresultsgottenfromexperiment,somestudylimitationsarestillexistedduringtheexperiments,thefollowingisthesummary:(1)Beforethiskindofteachingmodeteachersmustfinishalotofpreparationworks,ittakestoomuchenergyandenthusiasmofthem,suchastoinvestigateandanalysesvariousabilities,individualfeaturesofstudents,providethereplysupport,assigntheworkofdifferentlevels,designthevariousevaluationtostudents’work.(2)Theadministrationintheclasswasnotaneasytaskforteacher,therearemuchpreparationsforacceptingandcarryingoutteachersinstruction,whichcouldassistteacher’steachingapproachgoonsmoothly.(3)Thereisthemostdifficultproblemtheteachermustpaymoreattentiontointheprocessoflevelteaching---howtoavoidtheobviouslevelsinthepracticalteaching.Itwasdebatablequestionforteacher’santicipationandguardoflow-levelstudents’self-esteem.(4)Informoflevelsinclass,competitionistheconstantactivityamongdifferentlevels,itisnecessaryforustomakeprogresstogetherbyhelpingeachother.(5)Theteachershouldsimplifysomelevelingprocedurestosavetimeonactualimplementationbecausethereisnofreetimetofinishalllevelingprogram.Sotheteachershouldknowhowtodoleveling47\nAnExperimentalStudyofEnglishLevelTeachingmodeinJuniorHighSchoolondifferentaspectsefficiently.(6)Sometimesteachershouldorderstudentstodolevelinghomework.Somestudentswouldn’tdothehomeworkthatmeetshimbutismoredifficult.Theywouldratherdoeasierhomework.Accordingtotheseexperiments,weneeddomoreandresearchmoretofindeffectivewaystoteachstudentsinMiddleschoolinChina.48\n\nReferencesArredondo,D.,&Block,J.(1990).Recognizingtheconnectionsbetweenthinkingskillsandmasterylearning.EducationalLeadership[J],47(5),4-10.Block,J.(1971).Masterylearning:Theoryandpractice[M]NewYork:Holt,Rinehart,&Winston.Bloom,B.(1971).Masterylearning[M]NewYork:Holt,Rinehart,&WinstonCohen,E.G..(1994).Restructuringtheclassroom:Conditionsforproductivesmallgroup.ReviewofEducationalResearchWashington:AmericanEducationalResearchAssociation[J],64:(1)1-35.Cohen,E.G.(1986).DesigningGroupWork:StrategiesfortheHeterogeneousClassroom.[M].NewYork:TeachersCollegePress.Ellis,Rod.(2000).UnderstandingSecondLanguageAcquisition[M].Shanghai:ShanghaiForeignLanguageEducationPress.Elirman.(1990).Cognition,PersonalityandlearningSuccess[M].Washington,DC:GeorgetownUniversityPress.Fleming.C.M.TheSocialpsychologyofEducation[Ml.PrintedinGreatBritainbyButler&MP/N4581,84.GeneseeF.&Upsher,J.A.(2000).Classroom-basedEvaluationinSecondLanguageEducation[M].Beijing:ForeignLanguageTeachingandResearchPress.Gardner.(1972).AttitudeandMotivationinForeignLanguage[M].NewYork:NewburyHousePublishers.Hallman,R.J.(1976).Techniquesofcreativeteaching.[J]JournalofCreativeBehavior,1,225-310.Hoffman,M.L.(1976).Empathy,role-taking,guilt,anddevelopmentofaltruisticmotives.InT.Lick(Ed).Moraldevelopmentandbehavior[M].NewYork:Holt,Rinehart&Winston.Kaufman,K.F.,&O’Leary,K.D.(1972).Reward,cost,andself-evaluationprocedureswithschizophrenicchildren.Unpublishedmanuscript,StateUniversityofNewYork.Kelly,T.j.,Bullock,L.M.,&Dykes,M.K.(1977).Behaviordisorder:Teachers’perceptions.ExceptionalChildren[J],43,316-332.Moore,K.D&P.E,Hanley.(1982)Modelsforunderstanding,ReviewofEducationalResearch.AmericanEducationalResearchJournal[J]19,125-245.58NaglieriJ.(1988),A.DAP,drawaperson:Aquantitativescoringsystem[M].NewYork:HarcourtBraceJovanovich.(05)P55iv\nR.Ellis(1994).TheStudyofSecondLanguageAcquisition[M].London:OxfordUniversityPress.Rhoades,J.,&McCabe,M.E.(1985).Simplecooperationintheclassroom[M],Calif.:ITAPublications.Ryan,K.,&Cooper,J.M.(1988).Thosewhocanteach[M](5thed.).Boston:HoughtonMifflin.Slavin,R.,&Karweit,N.(1984).Masterylearningandstudentteams:Afactorialexperimentinurbangeneralmathematicsclasses.AmericanEducationalResearchJournal[J],21(4),725-736.Skehan,P.(1989),IndividualDifferencesinSecondLanguageLearning．London：EdwardArnold,.Sternberg,R.J.(1996).SuccessfulIntelligence:HowPracticalandCreativeIntelligenceDetermineSuccessinLife.NewYork:Simon&Schuster.Stevick,E.(1976).Memory,MeaningandMethod.NewburyHouse,Rowley,Massachusetts.Stiggins,R.J.(1997)Student-centeredClassroomAssessment(2nded.).UpperSaddleRiver,NJ:Prentice-Hall,.Vygotsky,L.S.(1978).Mindinsociety[M].Cambridge,MA:HarvardUniversityPress.陈丹萍，2006，高中英语分层教学的研究[J],《基础英语教育》第3期56-58。陈坚林，2000，《现代英语教学:组织与管理》[M]，上海:上海外语教育出版社。陈晚姑，2004，论语言输入与大学英语分级教学仁[J]，《邵阳学院学报》(社会科学版),(1):144一146)陈旭远，2004，《新课程推进中的问题与反思》[M]，北京:首都师范大学出版社。程桂勤，2005，关于分层英语教学的报告[J]，《山东师范大学报》（基础英语教育），（4）。程晓堂，龚亚夫，2005，《英语课程标准》的理论基础[J].《课程•教材•教材•教法》（25）。樊国丽，2013，新课程理念下的“英语分层教学探讨”[J]，山西师大学报（社会科学版），第40卷148-150。果笑非，2013，基于信息技术的大学英语动态分层教学模式研究[J]，《外语电化教学》[N]，第154期71-75。何广铿，2002，《英语教学研究》[M],广州:广东高等教育出版社。黄晓颖，2004，国外分层教学的历史发展[J]，《内蒙古科技与经济》，第7期125。焦来宪，2013，十年磨一剑：“分层教学走班制”促学校内涵发展，《课程与教学管理》[J]，第9期35-36。吕鹏飞，2007，高中英语分层教学之理论与实践[J]，《外语教学考试周刊》,(10):86。刘晶辉，2012，高职英语隐性分层教学初探[J]，《中国成人教育》，第9期126-128。v\n刘润清，吴一安等，2000,《中国英语教育研究》[M].北京:外语教学与研究出版社。刘晓芳，骆毅，2006，我国分层教学的历史演变[J].《南都学坛》(人文社会科学报),(3):41一42。林忠，2007，英语分层教学初探[J],《中小学教学研究》12。马美双，2005，试论初中英语课程分层教学,[J]《烟台教育学院学报》,3(1):89。孟祥林.2007，影响因素与对策:基于博弈理论的高效教学过程分析[J].《湖南师范大学学报》(教育科学版),(7):47一51。彭瑜，2010，中学分层教学存在的问题及优化策略[J]，《教育探索》,第10期（总第232期）42-43任山章，2006，中美分层教学模式之比较[J].《科学教育》,(2):64一65。束定芳，2004，《外语教学改革:问题与对策》[M]，上海:上海外语教育出版社。舒海英，2014，隐性分层教学在大学英语教学中的应用研究[J]，《教育探索》，第3期（总第243期）53-54腾春燕，2012，分层教学在高职英语词汇教学中的运用[J]，《教育探索》，第4期（总第250期）70-71王慈兴，2004，日本是如何实施分层教学的[M]，北京：科技出版社。王先荣，2005，大学英语隐性分层教学实验研究[J]，《山东外语教学》,(1):51一53。吴丽云,金筱艳,熊媛,2005班内隐性分层教学模式探讨[J],《郑州航空工业管理学院学报》(社会科学版),01期。夏纪梅，2002，《现代外语课程设计理论与实践》[M]，上海:上海外语教育出版社。叶琳，2003，分层教学的历史、现状及其反思[D].内蒙古师范大学。叶琳，刘文霞，2008，国外分层教学历史发展概况[J]，教学与管理，（03）。叶琳，刘文霞，2010，国内分层教学历史发展概述[J]，《宁波大学学报》（教育科学版）第32卷第3期，5-8。于红，宋延敏，2004，分层教学中不同层次学生的特点及教学策略[J].《当代教育科学》,(6):36一37.中华人民共和国教育部，2001，全日制义务教育普通中学《英语课程标准》(实验稿)[S]，北京:北京师范大学出版社。赵东平，2011，高职英语分层教学探索[J]，《教育理论与实践》，第7期62-64。赵宏伟，2015，北京四中实施走班分层教学模式的基本经验[J]，《中小学管理，》03期35-38。vi\nAppendix1分层教学试验问卷亲爱的同学：你们好！我们正在进行的兰州第19中初中学生的英语学习情况的调查，以下所填写的信息仅用于英语教学，以便于据此对学生有针对性的教学，从而全面提高考试成绩。请各位同学认真负责，如实的填写每一道题。请阅读题干并勾出适合于你自己的选项。所进行的测试结果不会公开，不会用于其他用途。性别：男[]女：[]班级1.学习英语的兴趣(l)高()(2)一般()(3)低()2.自信心(l)强()(2)一般()(3)弱()3,积极性(l)强()(2)一般()(3)低()4.成就感(l)有()(2)有时有()(3)无()5.自主学习(1)自觉学习,独立完成作业(()(2)不主动学习,但能完成作业()(3)学习被动,经常不完成作业()6.教师讲课的课堂容量(l)偏多()(2)适中()(3)偏少()7.学习动机(1)出于兴趣()(2)应付考试()(3)认为其有用()8.你认为实行分层教学后,英语学习的压力是增加了,还是减少了?(l)增加了()(2)减少了()(3)没变()9.与分层前相比,你认为实行分层教学,对于你的英语学习有促进作用吗?(l)有()(2)没有()(3)不清楚()10.你是否赞同学校实行分层教学?vii\n(l)赞同()(2)不赞同()(3)无所谓()viii\nAppendix2访谈提纲1.在英语学习方面你有没有感觉比以前感兴趣多了？2.平时的英语学习中，你主要有哪些针对英语学习的练习呢？听说读写四个方面哪个部分会练习的多一些呢？3.你认为在哪些方面还应该有更大的进步?4.你认为英语成绩与平时的学习态度是否相关?5.你觉得在英语学习上是否更自信了?6.你对老师的英语教学还有什么期望和建议?ix\nAppendix3兰州第十九中学2013-2014学年度第二学期七年级英语期末考试试题第一部分选择题（共85分）一、听力(共20小题，每小题1分，计20分.)一听听力回答问题每段对话读两遍。（10分）1.Whichcitywouldthemanliketolivein?ABC.[来源:Z#xx#k.m]2.Howcanthewomangettothepostoffice?AB.C.3.What’sLily’suncle?AB.C.4.HowwillKategotoBeijing?A.B.C.5What’stheboy’sfavoriteanimal?A.Themonkey.B.Thegiraffe.C.Thelion.6.Whatistheboygoingtobeinthefuture?A.AnengineerB.AnartistC.Awaiter7.Whosebookisthis?A.Sam’sB.Steven’sC.Mike’sx\n8.WhatisMr.Li’stelephonenumber?A.13901432971B.13815918860C.138018965389.WhereisMary?A.IntheclassroomB.IntheTeachers’OfficeC.Athome10.What’sthenewteacherlike?A.Shelikesallofus.B.Sheteachesverywell.C.Sheistallandslim.二听对话（共10分）每段对话听两遍。听一段对话，回答11—12小题。11.Wherearethewomanandthemantalking?A.Atthepolicestation.B.Atthebusstop.C.Inthestreet.12.Howlongdoesittaketogettothepolicestationbybus?A.Halfanhour.B.AnhourC.Twohours.听第一段独白，回答第小题。请根据短文内容，选择正确答案，完成信息记录表。MyhometownLocation（位置）It’sabout13hour(s)fromNanjingbybusWhattodoPeoplecanenjoynicefoodandgo14here.WheretolivePeopleliveintallbuildingwithsixto15floors13.A.1B.2C.314.A.fishingB.walkingC.swimming15.A.tenB.twentyC.thirty听第二段独白，回答16-20小题16.WhereisMillie’sdreamhome?A.Inthehill.B.Nearthesea.C.Overtheriver.17.Howmanyroomsarethereonthesecondfloor?A.Four.B.Five.C.Six.18.WhatcanMillieseefromherbedroom?A.Thegarden.B.Thesea.C.Theswimmingpool.19.WheredoesMillieoftenreadbooks?xi\nA.Inthelivingroom.B.Inhisbedroom.C.Onthebalcony.20.Whatisinfrontofthehouse?A.Sometrees.B.Agarden.C.Ariver.二.单项选择(25分)21.Monalikesdrawingpictures.Shewantstobe________artist.A.aB./C.anD.the22.Somepeoplearetakingphotos,________areridingelephants.A.otherB.theotherC.anotherD.others23.—Wouldyoulike________somethingforme?—Ofcourse.Ienjoy________verymuch.A.tocook;tocookB.cooking;tocookC.tocook;cookingD.cooking;cooking24.Helen________movies,soyoucanaskhertogotothecinemawithyou.A.isfriendlytoB.isinterestedinC.isstrictinD.ismadeof25.—________bigriveritis!—Yes.IamafraidIcan’tswim________it.A.What;crossB.How;pastC.Whata;acrossD.Howa;over26.—________isitfromtheschooltothezoo?—Onlyfivekilometers.A.HowfarB.HowmuchC.HowoldD.Howmany27.—What’sthe________,Sonia?—Well,Ilostmyglasses.A.weatherB.numberC.problemD.question28.—Howaboutthegongbaochicken?—Wow,it________good.A.looksB.soundsC.feelsD.tastes29.—How’stheweatherinwinterinChongqing?—Itisusually________.Buttodayitis________.A.cold;rainyB.rainy;sunnyC.sunny;warmD.hot;sunny30.—Please________lateforschool.—Sorry,I________.A.isn’t;don’tB.aren’t;won’tC.don’tbe;won’tD.notbe;don’t31.LiuTinglooks________,becausesheeatsalittleeveryday.A.funnyB.cleverC.thinD.heavy32.Mybrotherisa13-year-oldboy.Heistall________shortblackhair.xii\nA.onB.likeC.forD.with33.—Excuseme,Linda.Isthere________beefinthesoup?—No,thereisn’t.Butthereis________muttoninit.A.any;someB.some;someC.any;anyD.some;any34.—Canyoutellme________thelibraryis?—Goalongthisroad.Youcanfindit________．A.what;easyB.where;easilyC.where;easyD.how;easily35.—Canyoudanceorsing?—________.A.Yes,IcanB.No,Ican’tC.IcansingD.Ilikesinging____isyourhomefromtheschool?—It’sonlytwokilometresaway.A.HowlongB.HowoftenC.HowfarD.Where37－IsMoscowthecapitalof______?－Yes,youareright.A.JapanB.AmericaC.RussiaD.theUK38－Howdoyousay“3,698”inEnglish?－_________.A.Threethousand,sixhundredninety-eightB.Threethousands,sixhundredsandninety-eightC.Threethousand,sixhundredandninety-eightD.Threethousand,sixhundredandninetyeight39.Thereisabridge_______theriver.Becarefulwhenyouwalk_______it.A.across;overB.cross;overC.over;acrossD.over;cross40.Where____you____,Katty?Tothewaterlandwithmyfriends.Ireallyenjoyedmyselftoday.A.Have;beenB.Have;goneC.Are;goingD.Will;go41.gototheparkonSundays?_____Goodidea!Let’sgo!A.WhataboutB.DoweC.WhynotD.Whydon’t42.－what’syourfavorite____?－Summer.Icanswimeveryday.A.animalB.foodC.seasonD.book43.－What’syournewhomelike?－____________.A.IlikeitverymuchB.It’sveryexpensiveC.It’sfarfrommyschoolD.it’sbigandbright44.—Whoisthemanwithapairofglasses?—Heis______________father.xiii\nA.TomandMaryBTom’sandMaryC.TomandMary’sD.Tom’sandMary’s45.---_______?---Yes.ThisisTomspeaking.A.WhoareyouB.MayIspeaktoTomC.WhatisyournameD.AreyouTom?三.完形填空（10分）Onmyfirstjob,Iworkedasasportseditorforasmallnewspaper.Inevergotaletterfrommyreaders,soIwas____thattherewasanenveloponmydeskonemorning.Fromthe____,Icouldseeitwasfromamostpopularnewspaper.WhenIopenedit,Ifoundanoteanditread,”Youdidagoodjob.Goon!”Thenotewas___byMr.John,afamoussportseditor.AsIwasagreenhand,hiswordsmademe____.Afterthat,Ikeptthenoteinmydeskdrawer.WheneverIdoubted___Ihadtheabilitytobeagoodeditor,IwouldreadJohn’snoteandbecome_____again.Later,whenImadefriendswithMr.John,thenotewriter,Ilearnedthatheoftenwrotenotesto____youngpeopleinmanyfields.“whenImake____feelhappy,”hetoldme,”Ifeelhappytoo.”___,whyaretherefewnotewriterslikeJohninourlife?Inmy___,manypeopleareafraidthattheycannotbewellunderstood.Also,writingtakesmoretimeanditis____topickupthephone.Theproblemwithphonecallsisthattheycannot____alongtime,butanoteisagoodwayofrecordandourwordscanberead____.So,whenyoufindsomepeoplearoundyouneed____,pleasewriteanoteofencouragementtobringthemmoreconfidence.Maybe,youarenotsurewhatwill_____,butrememberMr.John’swords--makingothersfeelhappymakesyouhappy,too.()1.A.certainB.sureC.surprisedD.frightened()2.A.calendarB.envelopeC.bookD.photo()3.A.signedB.pickedC.copiedD.Practiced()4.A.unhappyB.sleepyC.excitedD.sad()5.A.whyB.thatC.whatD.whether()6.A.seriousB.confidentC.strictD.humorous()7.A.expectB.describeC.introduceD.encourage()8.A.otherB.TheotherC.othersD.Theothers()9.A.butB.howeverC.thereforD.Actuallyxiv\n()10.A.opinionB.adviceC.ideaD.Decision()11.A.strongerB.weakerC.harderD.Easier()12.A.waitB.lastC.stopD.Rest()13.A.onceB.OnlyonceC.MorethanonceD.Lessthanonce()14.A.thanksB.truthC.troubleD.Help()15.A.happenB.matterC.turnD.hold四.阅读理解(30分)AWaiterswantedMylostpetKingRestaurantneedsfivewaiters.IfyouwantMypetNiniisasmallbrowncat.Iplayedballgamestofindanewjob,youcancomehere.PleasecallwithNiniinCentralParklastSaturday.ThensheranafterJohnat678-5342.Togettotherestaurant,youtheballanddidnotcomeback.Iamworriedabouther.justhavetocrossNorthRoad.It’snexttotheIfyouseeher,pleasecallSaraat283-2585.Thankyou!bank.TeacherswantedSpecialsDoyouwanttobeateacher?AreyoufriendlyWehavesomegreatspecials.Wehavedifferentkindsoftokids?Canyousing,danceorplaythepiano?noodles,dumplingsandsoup.WouldyoulikeabigbowlWeneedamanteacherandawomanteachertoofnoodlesfor12yuanorasmalloneforjust8yuan?teachmusic.It’snotdifficult!PleasecallMr.Youcanalsoorderourdeliciouschickensoup.It’sonly9Clarkat415-3440.yuan.Welcometoourrestaurant!56.Thebankisnexttoa________.A.schoolB.hospitalC.restaurantD.park57.Theschoolneeds________teacherstoteachmusic.A.fiveB.fourC.threeD.two58.WhendidSaraloseherpet?A.LastWednesday.B.LastThursday.C.LastFriday.D.LastSaturday.59.IfyouseeSara’spet,youcantellher________.A.bymailB.byphoneC.bye-mailD.byletter60.IfMikeonlyhas10yuan,hecanhave________.xv\nA.asmallbowlofnoodlesB.tomatoandeggriceC.alargebowlofnoodlesD.dumplingsandsoupBGreenlandisthelargestislandintheworld.Itcoversover2000000squarekilometers.MostoftheislandliesinsidetheArcticCircle,andahugesheetoficecovers85%ofitsarea.Alongtheseamountainsrisingfromthesea,thereareafewlowtreesinthesouthwest,butnoforests.Inwintersnowcoverseverything,butinsummerverylowplantscoverthegroundbetweentheseaandtheicesheet.NorwegianswerethefirstEuropeanstoseetheislandinAD875,butnoonevisitedituntil982.ThreeyearslaterafewNorwegianswenttolivethere.In1261thepeopleinGreenlanddecidedtojoinNorway.NorwayandDenmarkunitedin1380.Thisunionendedin1814,andGreenlandstayedwithDenmark.GreenlandisfiftytimeslargerthanDenmark,butitisstillpartofthissmallcountry.61.Whenyoustudyamapoftheworld,youmaynoticethatGreenland____.A.MostlylieswithintheArcticCircleB.IsconnectedwithDenmarkandNorwayC.LiesjustontopofEuropeD.isthelargestcountryinEurope62.WhatwillyouprobablyseewhenyoucometothesouthwestofGreenlandinsummer?A.forestsofverylowtreesB.NothingbuticesheeteverywhereC.VerylowplantsalongtheseasideD.Snowthatcoverseverythingthere63.whendidEuropeansbegintoliveinGreenland?A.InAD875B.InAD982C.InAD1261D.InAD98564.HowlongdidGreenlandstaywithNorway?A.About120yearsB.About400yearsC.About550yearsD.About500years65.Whichisnotright?A.GreenlandnowbelongstoDenmarkB.NorwayandDenmarkhavebeenonecountrysince1380C.NorwayandDenmarkdidn’tuniteuntil1380D.TheareaofDenmarkisonefifty-firstofthatofGreenland.xvi\nCNewYorkCity’sChinatownisintheeastofManhattan.About150,000peoplelivethere.Therearemanythingstodoandmanyplacestovisit.ShoppinginChinatownYoucanfindallkindsofChinesethingstherejustlikeyouareinChina:food,clothes,jewelry(珠宝),andsoon.OnthenorthsideoftheCanalStreettherearemanyjewelryshopswhileonthesouthsideoftheCanalStreettherearesmallpresentshops,handbagshops,watchshopsandsomebigsupermarkets.EatinginChinatownChinatownhasmorethan200restaurants.YoucanfindmanyChinesefoodsthere.ThefoodscomefromalloverChina:Beijing,Shanghai,Suzhou,etc.Sightseeing(观光)inChinatownYoushouldvisitChinatownwhenyouaretravellinginNewYorkCity.ThousandsofpeoplevisitChinatowneveryday.ItisthelargestChinatownintheUnitedStates.Itisfamousforitsrestaurants,jewelryshops,foodmarkets,andbusystreets,suchasCanal,Mott,PellandDoyersStreets.Amongthem,CanalStreetisfamousforitshandbags.66.NewYorkCity’sChinatownis________.A.inthewestofManhattanB.afamousrestaurantC.thelargestChinatownintheUSAD.anameofaChinesemaninAmerica67.Ifyouwanttobuyyourmotherahandbag,you’dbettergoto________.A.PellStreetB.DoyersStreetC.CanalStreetD.MottStreet68.HowmanyrestaurantsarethereinNewYork’sChinatown?A.About150,000B.Morethan200C.Lessthan200D.About2,00069.WhichisNOTtrueaccordingtothepassage?A.YoucanbuymanyChinesethingsinNewYorkCity’sChinatown.B.PeoplecaneatBeijingDuckintherestaurantsinNewYorkCity’sChinatown.C.YoucanbuysomesmallpresentsinChinatown.D.OnlyafewpeoplefromothercountriesvisitChinatowneveryday.70.Whichisthebesttitleforthepassage?A.ShoppinginChinatownB.EatinginChinatownxvii\nC.SightseeinginChinatownD.NewYorkCity’sChinatown第二部分非选择题（分）五、任务型阅读阅读下面的材料，根据材料内容完成后面的表格，每空填写一个单词，每词分。（分）Hello,everyone!I’mSimon.Nextweek,agroupofexchangestudentsfromtheUSAwillcometovisitXinghua.Imakeaplanforthem.Wewilleatbreakfastatourschoolfirst.ThenwecantakethemtoZhengBanqiao’sFormerHouse(郑板桥故居)bybus.Ittakesonly9minutes.TheycanenjoyBanqiao’swritingsandbamboopicturesthere.Intheafternoon,wewillgotoForestParkandtakesomephotosthere.Intheparkwecanhaveapicnicasourlunch.ThenwewillgotoDatangCinematowatchanewfilm.AfterthatthegirlscangototheEastShoppingCentretobuythingsandwewilltakeboystoourschoolplaygroundtopalyfootballforoneandahalfhours.Intheeveningweshallinvitethemfordinnerinarestaurant.TheycantryChinesefood.I’msuretheywillhaveagoodtimeinourcity.AplanforexchangestudentsSimon____71___avisitplanfortheexchangestudentsfrom_____72_____.InthemorningTheywilleatbreakfastatschool.Andthentheycan___73_____thebustoZhengBanqiao’sFormerHouse.Ittakesabout74minutesIntheafternoonTheywillhavelunchatForestParkandtheycantake75there.Theywillwatchanew76afterlunch.Afterthattheyboyswill77footballatschool.The____78____willdosomeshopping.Inthe__79____Trysomenice____80______foodinarestaurant.六、阅读表达阅读下面短文，回答问题，共小题，每小题分，计分DearPeter,Didyouhaveagoodtimelastsummer?Idid.ItookatriptoSeattlewithmybrotherHenry.IttookustwoandahalfhourstodrivetoSeattlefrommyhome.Westayedinabighotelnearthebeautifulbeach.Onthefirstday,wejuststayedinthehotelandwatchedTV.Onthesecondday,wewenttoasupermarketandxviii\nboughtourfavoritethings.Therewerelotsofpeoplethere.IboughtaT-shirtandasweater.TheywerebothwhitebecauseIlookedverycoolinwhite.Henryboughtagreenbackpack,andhelikedgreenbest.Onthethirdday,wewenttoazooandsawmanycuteanimals.Ilikedthepandasandkoalasbest.AndItookmanyphotosofthem.Whataboutyoursummervacation?Wasitfun?Pleasewritetomeandtellmeaboutit.Yours,Jack81.HenrywenttoSeattleby___________________.82.IttookJack________________togettoSeattlefromhishome.83.Jack________________onhisfirstdayduringthetrip.84.Henrybought________________inthesupermarket.85.Jacktookalotofphotosofthe________________inthezoo.七.词汇(10分)A.用所给单词的适当形式填空。(5分)86.Itis________(wind)outside,soIdon’twanttogoout.87.Beckyisgoodat________(play)thepiano.88.Ioftenhelpmybrotherget________(dress)inthemorning.89.Ilikedogs,becausethey’re________(friend)andsmart.90.Franceisoneofmyfavorite________(country).B.根据首字母提示，填写单词补全句子。(5分)91.TheSmithsdisliketheircityandtheyplan(计划)tom________toQingdao.92.ZhaoPengsentmeanotebookasabirthdayg________.93.Lisaisaq________girl.Shedoesn’tliketalkingtoomuch.94.Mom,canyouhelpmew________thesweater?It’sdirty.95.Katelikestos________theweekendswithherfriends.八.根据汉语意思写句子，每空一词。(10分)96.作为学生，我们必须遵守纪律。Asstudents,we________________therules.97.在你左边，你可以看到一家超市。Youcanseeasupermarket________________________.98.我要么步行要么骑自行车去上学。I________walk________ridemybiketoschool.99.你应该努力学习使你的梦想实现。Youshouldstudyhardtomakeyourdream__________.xix\n100.昨天玛丽带我参观了她的学校。Mary_______me_______herschoolyesterday.九.根据情景从方框中选择恰当的句子完成对话。(10分)A:Hello,Mary!Whatareyoudoing?A.CanIjoinyou?B:(101)________B.Whatdoyouthinkofher?A:Oh!Whoisthegirlinthephoto?C.Iamlookingataphoto.B:Sheismypenpal.D.Whatdoesshelikedoing?A:(102)________E.Whereisshefrom?B:SheisfromHongKong,China.A:(103)________B:Ilikeher.Sheiscleverandkind.A:(104)________B:Shelikesreadingandtraveling(旅游).A:Oh,youhavethesamehobbies.B:Yes.SowedecidedtotraveltoYunnantogetherduringthesummervacation.A:That’sgreat.Ialsowanttogothere.(105)________B:Sure.Ibelievewe’llhaveagoodtime.十.书面表达（15分）你校开办了PetClub，俱乐部正在招募会员。假如你是李林，请结合海报内容和所给提示，写一封不少于70词的英文信，申请加入该俱乐部。Doyouhaveapetathome,orwouldyoulikeone?Nowyourchance(机会)!Activities:Sharingpetstories,writingaboutpets,findingfriendsforyourpetsComeandjoinus!PleasewritetoMissGao!提示：1.WhydoyouwanttojointhePetClub?xx\n2.Whichactivitydoyoulikebestintheclub?3.Whatelsedoyouwanttodointheclub?DearMissGao,I’mLiLin.I’mgladtoseetheposterinourschool.I’mlookingforwardtoyouranswer.LiLinxxi\nAppendix4兰州第十九中学2014-2015学年度第一学期八年级英语期末考试试题（2015.1）第一部分选择题（共90分）一、听力(共20小题，每小题1分，计20分.)I.听句子根据所听内容选择合适的图片。句子读一遍(每小题1分，共5分)ABCDEFII.听对话和问题，根据所听内容选择最佳答案。对话和问题读一遍。(共5分）6.A.Dohishomework.B.PlaysoccerwithhiscousinC.Playbasketballwithhisfriends.7.A.Twiceaweek.B.Threetimesaweek.C.Fourtimesaweek.8.A.Tothepark.B.Tothemuseum.C.Tothezoo.9.A.TohelphermumB.TostudyforatestC.Toseeadoctor10.A.OnFridayB.OnSaturdayC.OnSundayIII.听对话，根据所听内容选择最佳答案。对话读两遍。（共5分）11.WhatisJanegoingtobewhenshegrowsup?A.AteacherB.AsingerC.Anartist12.WhydoesJanewanttobethat?A.Becauseherparentshopehertodoso.B.Becausesheloveschildren.C.Becauseshewantstomakemoremoney.xxii\n13.WhohasthesamedreamasJane?A.Pater’scousinB.MarkC.Peter14.HowdoesPeterknowMark’sdreamjob?A.Heheardofitfromhisfriends.B.MarktoldhimC.Janetoldhimaboutthat.15.WhatisPetergoodat?A.PaintingB.SingingD.DancingIV.听短文，根据所听内容完成表格。短文读两遍。（共5分）whenWhattodo(16)___________hisfriendsBeforethepartyBuysome(17)_________andsnacksHelphismother(18)__________forthepartyAfterthepartyDothe(19)_______________Cleanthe(20)_____________Takeoutthetrash二.单项选择(25分)21.MysisterworkedlaterthanI_____.A.areB.willC.doD.did22.Please,peelthreebananas,_______________?A.shallweB.willyouC.won’tyouD.don’tyou23.ZhenZidanandLiLianjiehavemuch______.Theyoften______similarrolesinmovies.A.incommon,playedB.incommon,playC.infact,tookD.intheend,got24.Icantellyouifyoupromise______itto______.A.tokeep,youselfB.keeping,yourselfC.tokeep,yourselfD.keeping,you25.______aproblemislike______itinhalf.A.Share,cutB.Sharing,cutC.Share,cuttingD.Sharing,cuttingxxiii\n26.I’mnotfree_______12o’clocktomorrow;youcancomebeforethen.A.atB.untilC.afterD.for27.Wetooksomephotosofanimals_______tigersandlions.A.becauseofB.suchasC.RunoutofD.comeupwith28.Couldyoupleasetellme_______?A.whatwillthefuturelikeB.whatthefuturewillbelikeC.howdoyouthinkofthemovieD.howyouthinkoftheTVplay29.Therearedifferent_______resolutions.Someofthem______self-improvement.A.kindsof,havetodowithB.kindof,havetodowithC.kinds,havedowithD.kinds,havenothingtodowith30.–Isthere_____intoday’snewspaper?–No,thereisn’t.A.anythingspecialB.specialanythingC.everythingspecialD.nothingspecial31.Bobswims_______thanI,buthedoesn’tswim_______mybrother.A.muchwell,aswellasB.better,asgoodasC.muchbetter,sowellasD.better,sogoodas32.Shebecameasuccessfulwriterat____ageofthirty.A.theB.aC.anD.BothAandB33.Weallbelieve_______,becausesheis______honestgirl.A.thewordsshesays,aB.whatshesays,anC.whatdoesshesay,aD.shesayswhat,an34.Maxoften_____ourbooksandpens_____thefloor,whenhe____ourdesks.A.knocks,onto;walkspastB.knock,onto;walkspassedC.knocks,off;walkspastD.knocks,off;walkspassed35.______animalsareindangerandtherewillbe_______spaceforthemifwedonothingforthem.A.Moreandmore,lessandlessB.Lessandless,moreandmoreC.Fewerandfewer,moreandmoreD.Moreandmore,moreandmore36.______usefuladvicewehadinthemeetinglastweek!A.WhataB.WhatC.HowaD.Howxxiv\n37.NotonlyyoubutalsoMary______to______after-schoolactivities.A.hope;joinB.hopes;joinC.hope;takepartinD.hopes;takepartin38.—_____anyonehurtinthebigfire?—No,everybodywasOK.A.DoesB.WasC.DidD.Do39.-Peter,isthegirlisinredyoursister?-No,she_______be.ShehasgonetotheUSA.A.won’tB.can’tC.mustn’tD.wouldn’t40.MrsSmitheats_______meat,soheis________fatnow.A.toomuch,toomuchB.muchtoo,toomuchC.toomany,muchtooD.toomuch,muchtoo41.Helooksupset.Hedoesn’tknow________.A.whattodoitB.howtodoitC.howtodoD.dowhat42.--HowaboutyourEnglish?--Ifound________hardtolearnitwell.A.thatB.itC.thisD.Itself43.TommyandSammyenjoy____playingcomputergamesathome.A.themselvesB.herselfC.itselfD.Himself44.Youmustbeverytired.Whynot________arest?A.tostoptohaveB.tostophavingC.stoptohaveD.stophaving45.--Wouldyoumindpassingmethebook?--________.Hereyouare.A.Yes,Iwould.B.Sure.C.Notatall.D.No,that’saproblem.三．完形填空。DoyouknowanythingaboutChinesemedicine?Ithas5000yearsofhistory.It’sapartofoutgreat1.Manypeopleintheworldthinkit’sthegreatestmedicine.Theygoto2.TraditionalChinesedoctorswhenthey’refeelingbad.AndChinesemedicinereallyworks3.YouknowthatWesternmedicineisgood4.Manyillnesses.Butnowmostpeoplelikethe4.Chinesemedicineanditgetsmoreandmore5.Westernmedicineisoftenmadefromchemicalmaterials,6.It’softenbadforpeople’shealth.TraditionalChineseMedicineismadefromallkindsof6.Anditalwaysbringsgreattreatment7.SomoreandmorepeopleintheworldlikeTCM,andTCMis8.animportantmedicalwayintheworld.It’sourhonortosharethisgreatmedicinewithyouandotherfriendsallovertheworld!xxv\n1.A.FoodB.cultureC.exerciseD.lifestyle2.A.askB.meetC.seeD.tell3.A.WellB.goodC.badD.nice4.A.AtB.withC.forD.in5.A.WhiteB.redC.yellowD.green6.A.expensiveB.popularC.interestingD.difficult7.A.AndB.becauseC.butD.though8.A.fruitsB.drinksC.vegetablesD.plants9.A.WaysB.healthC.resultsD.grades10.A.SurfingBkeeping.C.FindingD.becoming四.阅读理解(30分)ADearSam,Iamahelplessmother.MysonTomis16.Ifindthatsheseldomtalkstomeatpresent.IamnothappyandIthinkIwantyouradvice.FirstIamworriedaboutwhatshelikes.Shelikestoplaythecomputergamesandplaysitallday.Ifshegetsbackhomeafterschoolshegoesintoherroomandshutthedoorthenplaysit.Iamsoworried.Iteveninfluencesherstudyinschool.HerteacherscalledmeandtolemethatshegetslowgradesonChineseandmathsubjects.Second,shelikesnewe-productssuchasipadandipod.Howeverwecan’taffordtheseexpensiveproducts.HerfatherandIworkinafactory.Third,Ifoundthatsheisaloneandnevertalkwithherfriendsandclassmates.Wedon’tknowwhatshethinksabout.Andshenevergoesouttoplaysportsorwalkaround.Shestaysathomealot.Whatadvicedoessheneed?WhatshouldIgiveher?Pleasetellme.Thankyou.61.Thewriterhas________.A.OneproblemB.twoproblemC.threeproblemsD.fourproblems62.Samlikesto.A.ListentomusicB.Playsportsxxvi