Introduction

    Psychological survey indicates that when one remembers something, he or she can remember 60% of it if only by listening. Only by reading, he or she

    can remember 70%. However, he or she can remember 86% of the material if by listening, reading and saying together. Thus, in English teaching, the teacher should make the most use of teaching aids, such as the visual aids, the audio-visual means, different body language, stimulating atmosphere, encourage to speak，sing and play games, avoid assessing students with

    negative evaluation and harmonious relationships with students. Because they can make the students use varied sense organ, and strengthen the understanding of the learned language materials and enhance the students‟

    learning interest. In the end, the students' ability of English will be certainly and greatly improved.

    1. The teacher should use the visual and audio-visual aids if

    possible

    1.1 The teacher should use the visual aids as much as possible 1.11 The teacher had better use concrete objects to give the students a

    comparatively real circumstances

    Most of the language materials in Junior English for China are in connection with the daily life. So the teacher should use concrete objects if it is possible. When teaching making telephone calls in Unit 6 of Junior English for

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    China Students‟ Book1A, Units15 and 18 in book 2,and Unit10 in Book3, the teacher can bring a telephone to the classroom. The students will be very excited when they see the real telephone. And they will also try their best to focus on, repeat, imitate and act out the dialogue. Thereby the teaching aim is achieved.

    There are some popular science articles in Junior English for China Students‟ Book3. These articles are uninteresting in students‟ eyes. The teacher can also use some concrete objects to enhance the students‟ interest. For example, lesson78 is an article about the world‟s population. When teaching this lesson, the teacher can bring a clock to the classroom. Then he says: “At first, look at the clock for a minute.” Then the teacher writes down “174” on the blackboard and tells the students that 174 babies were born in that minute. And then he gets the students to work out the math problem 174×60×24=? .

    After getting the answer: 250560, the teacher says: “Do you know what the

    number means? The number is the quantity of the babies that will be born on the earth in one day.” When the students are very surprised the teacher says again: “What will the world be in 600 years? If you want to get the answer,

    please listen carefully.” Then the students listen to the tape. The students will be eager to know to result. Thus the dull text will be interesting to the students.

    The teacher should also use the things in the classroom as much as possible. For example, the wall, the windows, the blackboard and the students‟ belongings, including clothes, shoes and their pens, rulers, bags and so on. By

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    using those things, the students can learn English in comparatively real circumstances, so that they can use the language correctly.

    1.1.2 The teacher had better use models to improve the students’ interest in English

    The teacher can also use some models if he or she cannot use the concrete objects. For example, when teaching making telephone calls, the teacher can also take a toy telephone or a paper telephone. And can also get the students to prepare some toys or paper models, such as telephones, boats, baskets clothes etc… The students will be very happy and eager to have a try when they see these things. And they will feel the happiness of success when they acquire some new knowledge through these things, especially their own toys and their self-made models.

    1.1.3 The teacher had better use pictures to attract the students’ attention

    The teacher had better use some pictures to attract the students‟ attention if neither the concrete objects nor models can be used. In such a case wall charts and stick pictures will also work. Some researchers argue that the wall charts of Junior English for China are the auxiliary materials to cooperate with the visual teaching of the students‟ Book. They will help the teacher to teach English vocabularies, grammar and texts.

    So the teacher should use the wall charts abundantly. Some of them express the meaning of language visually and usually they are the keys to the language materials. The English teaching through the wall charts will help the

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    students to think in English and grasp where to use it. And some charts are about the process of the figures‟ action. For example, lesson30 in Junior

    English for China Students‟ Book1A is a dialogue about looking for the owner of the bike. There are four pictures in this lesson. They can help the students to understand the contents of the language easily and grasp the knowledge correctly. They can also reduce the teacher‟s excessive explanation. And also some wall charts will help the students form good moral characters. For example, offering one‟s seat to others, helping the old and doing some housework.

    1.2 The teacher had better use the audio-visual means as much as

    possible

    1.2.1The teacher should use slide show and video recorder

    In class, the audio-visual means should be used as much as possible. At first, the teacher should use the recorder and let the students listen to the tape carefully and try their best to imitate the Standard English. The first type includes stories, songs, and films, theatre, video entertainments. In these activities, students do not need to do anything in response to the listening, however, their facial expressions and body language can tell if they are following or not. If the story (joke, anecdotes, retelling of a famous story) is well selected, students are likely to be motivated to attend and understand in order to enjoy it; singing songs or listening to tape recordings may simply lead them to relaxation, requiring certain responses from the students can be

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    more task-oriented; as with stories, if the content is really entertaining, learners will be motivated to make an effort to understand without and further task. The recorder can also be used to teach English songs. Of course, the teacher should also use slide show and video recorder if there are these things. Because they are very interesting and attractive for the students. Firstly, the audio-visual means can supply a relaxed circumstance for the students to learn English. Secondly, it can also reduce the teacher‟s writing on the blackboard. Thirdly, it can make the abstract conception into concrete sound and pictures. Thereby, the students can grasp the knowledge easily. In a word, it will get twice the result with half the effort by using the audio-visual means. 1. 2.2 The usage of multimedia can arouses the students’ interest

    As the multimedia developed, it plays an important part in many fields, especially in teaching. The usage of multimedia can arouse the students‟ interest, too. It can enable the students to further their knowledge. In these years, more and more teachers like to use the multimedia to teach. At present, there are tape—recorders, TV—sets, computers multimedia. Many English

    teachers always use tape—readers, but they do not make full use of computers. It is too pity. The wed—aided instruction has been used wider and wider. So

    the usage of multimedia will be the challenges for the English teachers.

    2. The teacher had better use various body languages in

    teaching

    2.1 The definition of Body Language

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    Body language is an important media through which people

    communicate with each other. It refers to the patterns of body movements, facial expressions, body expressions and gestures that people use to express their feelings in communication. Body Language is the unspoken communication that goes on in every Face-to-Face encounter with another human being. It tells you their true feelings towards you and how well your words are being received. Between 60-80% of our message is communicated through our Body Language, only 7-10% is attributable to the actual words of a conversation.

    In school education, body language plays a positive role in cultivating the students' characters. For, teachers are usually respected, and factually, what or how the teachers say and do will be possibly imitated by the students (sometimes subconsciously). In a word, teachers' graceful body language helps to improve the students‟ artistic-appreciation and moral character. If the

    students develop a wonderful body language, which will possibly leads them to form an optimistic and active feelings, they will surely have a more smooth interpersonal relation.

    The affection of teachers' body language on the students is reflected not only by establishing a good example, but also shortening the teacher-student estrangement by which a more harmonious studying atmosphere is created. As a matter of fact, teachers' friendly appearance can greatly encourage the students' studying enthusiasm. Furthermore, the theoretic characteristics and

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    abstraction of knowledge also requires the vivid, dramatic and accessible gestures to make it specific and figurative. As a result, the students' interest is motivated and the effect of teaching is greatly improved.

    2.2 The necessity and importance of using body language in English

    teaching

    English teaching is a key part of the school education. With the English teaching methods reform, more and more English teachers organize the teaching process in English so that they may realize the Communicated English. The Communicated English means that teachers instruct the students and explain questions basically in English, and the students are also required to use English in class. Contemporarily, however, the students in the junior school can't speak very well; neither can they understand why they should use different tones in different time or situation; their vocabulary and expressive ability are limited too. These limitations made it difficult to realize the Communicated English in the classes. J. Dewey, an American practical educationalist, said that teachers must design educational activities according to the students‟ interest and ability (P112, Ehucology) According to the

    students' present level and practical situation, body language is required. For example, when a teacher gives an instruction: " please look at this picture." The students can easily understand it if the teacher points to the picture. The students will carry out the order without obstacle even if they don't hear the key words "picture" clearly. Furthermore, teachers usually have to explain

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    some language points, for example, we ought to use the form 'be doing', such as 'I am writing.' To make the students understand clearly, a teacher takes out a chalk, and then does the gesture like writing on the blackboard. Then points to a girl who is drawing a picture at the desk and says: “She is drawing.” Or points to the whole class and says: “You are listening to me.” The teacher repeats the examples and do the gestures again to lay emphasis on the key point when she says “be doing”. This action will usually give the students a deep impression. From the above we can learn, the use of body language in English teaching is necessary and practical. In the English teaching in elementary schools, body language is frequently used to improve the teaching effect and the students' ability.

    3. The teacher had better create a stimulating atmosphere to

    arouse the students’ interest

    Create a stimulating atmosphere is useful to arouse the students‟ initiative in learning English. Each English class should be made as interesting as possible. An active English class depends on a large degree on the way begging of each class. So the teacher should say something interesting to shorten the distance between each other at the beginning of the class. Make the students feel that they aren‟t in class, they are chatting and playing games. Bring them to the language situation. Here is a part of “The

    Last Lesson”:

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    The teacher says that: “My friends, this is the last time that I shall give you a lesson. I will leave for my hometown and I will teach there. A new English teacher will come tomorrow who will teach you English. I hope that you will continue to work hard at English. And now what do you want to say to me?” The students believe that teacher will leave them and some of them are moved with tears. A student says that “We won‟t forget you, and we‟ll work hard at English.” Many students say goodbye to the teacher one by one.

    The situation is very real and they feel they are friends. At the moment, the teacher says “Dear friends, today is April fool‟ Day, and I tell you a lie. Now, you should preview the new lesson: „The Last Lesson‟.”(41—43)

    It‟s also important to encourage the students to speak in class. Essentially, English isn‟t knowledge but practice. No matter what to teach, the teacher should make the students grasp the chance to speak English. English is a language. Many Chinese students just write English and remember the new words. But they can‟t s peak English very well and they can‟t communicate to a foreigner. Therefore, the students should have a lot of chance to speak English. Even if they get some chances, but students are most worried about their speaking. They are worried about making mistakes, fearful of criticism or losing face, or simply shy of the attention that their speech attracts. Even if they are not inhibited, they often complain that they cannot think of anything to say. They have no motive to say other than the feeling that they should be speaking. At English corners, we can also find that in groups, each student has

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    little chance to speak. They listen to the dominant speaker and keep on nodding their heads to show that they understand the speech, even if they get the chance, more often than not, their mother tongue controls the layout of speech. In a word, it is really hard for learners to talk a lot, to gain high motivation to express themselves in relevant utterances. So we should encourage them and make careful choice of topic and task to stimulate interest, and give some instruction or training on discussion skills. In task-centered activity, there is more talk, more even participation, more motivation and enjoyment. Participants know where they are going; there are some purposes in speaking. Next way should be applied the language in discussion and use group work. The teacher should make them practice again and again. People say that Practice makes perfect. When the students answer the questions, the teacher should use these expressions: “Well done”, “Very good”, „Terrific’

    and so on. The teacher may choose a good topic to talk with each other. Usually, the students may enjoy the English songs and games. Music is universal language, and English songs often express the different feelings of common people. The lyrics are not only interesting, but also good materials for learning English. And everybody likes playing games, essentially for the students. A game in the form of competition can greatly stimulate the students‟ interest. So that, they can speak English in a more natural environment.

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