A Study On The Application Of PACE Model To English Grammar Teaching In Junior High School

English teaching in the middle school has been progressing according to English curriculum reform for a long time.Grammar is a necessary part of English teaching,but the development of English grammar teaching is not as quick as other teachings.The reason is that a number of teachers are arguing how to teach English grammar.For example,numbers of English teachers wonder whether they should pay much attention to English grammar rules or communicative skills,or whether they should adopt explicit or implicit teaching methods in the process of grammar teaching.In view of these phenomena,plenty of researchers have been exploring more suitable teaching modes.In 1994,Richard Donato and Bonnie Adair-hauck came up with PACE teaching models which could make up these disadvantages of ambiguous teaching methods in grammar teaching.The aim is to make junior students master grammar rules in the context,and improve junior students’ grammatical ability.PACE teaching mode is under the guidance of input hypothesis,Schmidt noticing hypothesis and constructivism theory.In the PACE teaching modes,P means presentation.(Present language materials which can fully help junior students understand and learn language materials).A means attention.(Pay more attention to all kinds of language forms).C means co-construction.(Co-construct grammar rules between teachers and junior students).E means extension.(Organize abundant extensive English grammar activities).In order to upgrade English grammar teaching’s availability in junior teaching classroom,the writer chose 84 junior students of a middle school in Sanya,Hainan Province.The author of the thesis put PACE teaching mode into English teaching in the middle school in order to explore these following questions:(1)How to put PACE teaching modes into junior English grammar teaching in the junior middle school?(2)What is the effect of applying PACE teaching modes to English grammar teaching in the junior high school? The main aim of this thesis is to motivate junior students’ studying interest and improve junior students’ ability of using English grammar based on combining PACE teaching modes with English grammar teaching in the junior high school.The author of the thesis used various methods of case-based teaching and classroom observation to learn about junior students’ situation of learning English grammar and observe junior students’ behaviors during implementing some extensive activities.According to the four steps of PACE teaching models including presenting language materials,paying attention to language forms,co-constructing grammar rules,and organizing some extensive rules,English teachers lead students to complete each task.The author of the thesis has found that there are some obvious advantages in PACE teaching modes comparing with the traditional teaching modes.PACE teaching models were put into English grammar teaching in junior high school,which could not only stimulate junior students’ studying interest,improve junior students’ language use,but also cultivate junior students’ cooperation and communication ability.According to PACE teaching modes,there are four teaching cues.First of all,English teachers should encourage junior students to use English in their daily life.In a way,it can deeply consolidate acquisitions between language forms and meanings by focusing on language forms.Furthermore,it is quite important for junior students to learn explicit knowledge during the students’ cognitive process,especially grammar rules.Thirdly,English teachers would better pay much attention to junior students’ learning process.Last but not least,English teachers should use more flexible teaching methods and help junior students put their knowledge into practice.