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stretch my arms slowly when I say, \widely with mouth opened when I say, \students will have such an impression: She is very beautiful indeed; a teacher who imitates the crying or the movement of the animals under the premise of teaching order will surely achieve a better effect. 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 middle schools, body language is frequently used to improve the teaching effect and the students\
3.4.8 Praising students
Actually, in the English class, students have lots of question and barriers, they often are afraid to speak or to show themselves, praising can be a good way to encourage them.
3.4.9Taking care of your students
This is the first and basic one when using affective encouragement. Just like the situation when you want to get along well with your neighbor or roommates, you may try to know him or her first. Taking care of the students, when you want to be a good teacher, especially an oral English teacher, we should take care of the students’ physical condition and mental condition. 3.5 Project rationale
The affective factor in the foreign language acquisition means the aspect of emotion and feeling, the development relates to the factor of personality and the feeling of oneself. The affective factor includes motivation, opinion, self-respecting, confidence, anxiety and so on.
The affective encouragement is a kind of method that teachers use in his or her teaching process to stimulate students’ activity in heightening the efficiency of teaching by using the affective factor.
A German educator once said: the art of teaching lies in stimulating, waking up and encouraging. Teacher’s thrill, attention, hopes will all turn into the motivation of learning for students.
3.6 Activity design
I designed four activities to be tried out in four weeks so as to test the hypothesis. These activities are designed as the followed table: Week Time Content Week 1 Week 2 Week 3 Week 4 9.1-9.5 9.8-9.13 9.16-9.21 9.23-9.28 Junior Book one Unit one Junior Book one Unit one Junior Book one Unit two Junior Book one Unit two At the same time, I made measures to make up for students’ lacks in basic knowledge. I have made the same steps with my weekly activities.
3.7 Activities
3.7.1 Week 1. Activity 1.
This activity is based on Junior Book One Unit one.
Purpose: According to the text materials, ask the students some questions, the teacher use the Encouragement Method to arouse the students’ interest.
Instructions: Students should be excited and inspiring in the class and try their best to answer the questions.
Procedure: When asking the questions, the teacher must be smiling, and no matter how the students answer, right or wrong, the teacher must praise them or encourage them. Try to make the students full of confidence.
3.7.2. Week 2. Activity 2..
This activity is based on Junior Book One Unit one.
Purpose: After learning the text, ask the students to do some simple reading exercises. The teacher uses encouragement in order to arouse the students’ interests, but also heighten their confidence of learning English.
Instructions: Students should read some simple reading materials and finish the exercises.
Procedure: No matter the students get a high or low marks, the teacher try to encourage the students to do better and get higher marks next time and smile to every students.
3.7.3 Week 3. Activity 3
This activity is based on Junior Book One Unit two.
Purpose: Ask the students to do some listening exercises according to the text and encourage them to improve their listening ability.
Instructions: The students should finish the simple listening exercises and be full of confidence.
Procedure: First, tell the students some listening skills, and then ask them to do the listening exercises, try to encourage the students to improve their listening ability. Try to make them feel they really can do.
3.7.4 Week 4 Activity 4
This activity is based on Junior Book One Unit two.
Purpose: After students have learned this unit, the teacher gives students chances to use the expressions to make up dialogues or dramas. Try to make the students be more active in class.
Instructions: The activity is aimed to get students to know and use the expressions.
Procedure: At first, the teacher asks the students to review what they learned in this period, and then asks each two students to have a dialogue with him/her. While acting the dialogue, ask the students to pay more attention to the use of the expressions. Then the teacher writes down these patterns on the blackboard, showing the pictures of the conversations. At last, ask the students to act out the dialogues and make up a drama after the text. Encourage them to perform well.
4. Full –scaled Implementation of the solutions
4.1 In order to make sure that all the students like English and feel self – confident. I decide to divide them into groups, because my students have strong curiosity. They have the same age. They communicate with each other in groups. Their spirit of cooperation can be fostered. And good habits can be formed. It is good for them to unite others and help each other.
4. 1.1 Members of each group live nearly. They can talk freely in their spare time and get encouragement.
4. 1.2 A group is made up of different English levels .so good students help weak students
4.1.3 Each group has students who different characters, the way they can influence each other and get along well with. 4.2 Set up English corner.
In order to train students’ listening, speaking, reading, writing and using, I set up English corner. There they can do everything in English freely .If they make some mistakes; they can be corrected in time. They can also make friends there. 4.3 Act out dialogues
In class I let students act out dialogues at the front of platform. This can train their courage and inspire their confidence .At the beginning; most of the students speak in a low voice. But after several times, they are no longer afraid .I speak highly of them. They are very happy. Their voice is louder and clearer .At last everyone hope that he/she can be asked by the teacher. Thus the atmosphere in the classroom seems very active. More and more students become interested in English and they feel very self – confident.
Their English level is greatly improved very soon 4.4 Raise students’ confidence
I try to raise confidence by giving lots of praise and giving feedback on task
achievement as well as language use. When monitoring I try to do so as unobtrusively as possible so the students don’t feel that I’m necessarily listening to them personally. On the other hand in feedback I try to make it clear to the class that I have been listening to them and through feedback show them that there is a point to interaction and thereby overcome student resistance. Interaction helps learners develop language learning and social skills and so set up interaction in the classroom is an important part of the teacher’s role. Interaction will not necessarily happen spontaneously, however, and in my view it has to be considered before teaching. The approaches suggested above all have this in common they require forethought and are, therefore, parts of the lesson planning process. 4.5 Talk freely before class
We can persist in “Free Talk” in first three minutes’ class. Free Talk (freely discussed) is an effective way for training spoken language. In the process of this training, the student has full right of independence, include choosing their interested topic, preparing ahead of time in any ways they like. In front of the class speaks three minutes English by a student, they can draw up the topic, refer to the campus life,