【正文】 under the condition of implementation of The New English Curriculum, which emphasizes studentcentered, taskbased interactive language teaching approach,Wang Qiang and Wang Lei began their researches on observing classroom behaviors and analyzing municative patterns. In 2001,Chen Xiaoqiao, Li Baoqing and Zhang Hshishi made a study on interactional teaching from the sociological viewpoints, and even proposed some possible strategies to promote interaction between teachers and students. Moreover, Yan and Liu summarized the characteristics of native Englishspeaking teachers39。 (2) collaborative: everyone is expected to work together to achieve particular goals。 Junior Middle school English teaching。近年來，由于社會大力倡導(dǎo)培養(yǎng)學(xué)生的英語交際能力，使過去傳統(tǒng)教育普遍存在的“啞巴英語”的現(xiàn)象得到好轉(zhuǎn)。現(xiàn)在流行的互動式英語教學(xué)法實現(xiàn)了以學(xué)生為中心，以教師為主導(dǎo)的教學(xué)理念，強調(diào)“師生互動”“生生互動”“師生與其它媒介的互動”的有機結(jié)合，真正提高了學(xué)生的交際能力，對英語教學(xué)有著重要的作用。 ApplicationContents1 Introduction...............................................................................................................12 An Overview of Interactive Language teaching.....................................................2 Definition and Intension of Interactive Language Teaching Approach............2 Researches on the Application of Interactive Teaching Approach in China.....3 Principles of Interactive Teaching Approach.......................................................4...................................................................................................4 as Initiator and Director........................................................................5 Differences between Interactive Teaching Approach and Traditional Teaching Method...........................................................................................................................53 Applications of Interactive Language Teaching Approach in Junior Middle School English Teaching..............................................................................................7 Framework for English Classroom Interactive Teaching................................7 Stages of Interactive Activities during Teaching Process....................................7 Warmingup Activities........................................................................................8 Presentation Activities.........................................................................................9 Practice Activities..............................................................................................10 Production Activities.........................................................................................10 Feedback Activities............................................................................................10 A Sample Class......................................................................................................11Conclusion……………………………………………………...................................12Bibliography………………………………………………………………………...14Acknowledgments…………………………………………………………………...15 Application of Interactive Language Teaching Approach in Chinese Junior Middle School English Teaching1 Introduction Nowadays, society is highlydeveloped. As a municative tool, English is the most widely used language in the world. Since the reform and opening up, especially after the entry to WTO in 2001, China has been playing a more and more important role in the world. As a result, English learning in China has bee more and more heated.The government pays much attention to classroom English teaching because of the fact that, for most students in China, learning English from their teachers in the classroom is the main approach to English learning. During the past few decades, much progress has been made in English learning and teaching. For example, textbooks have been repiled and updated。 (3) municative: providing maximum opportunities for sharing and munication。 teaching and analyzed their advantages of teaching in Chinese context, including language proficiency, life experiences and personality, which can create an authentic environment for students to practice their oral English. In 2002, Guo carried out a collaborative teaching and learning experiment in oral English class between native Englishspeaking teachers and nonnative Englishspeaking teachers trying to find a bination between them in China. After investigating Chinese students39。s roleDirector and controller in authorityController/assessor/organizer/prompter/participant/resourceLearner39。 thinking and encourage students to ask questions and to interact with their peers.Assessment amp。 everyday report as warmingups. They can introduce some language points and idioms, tell stories and jokes, act out short plays or even play games. The teacher may play famous music for students to create a friendly and relaxed atmosphere. And he may discuss with students about the current affairs to raise students39。 understanding of the language points by asking them questions. Presentation activities are mainly the interaction between the teacher and students, which should not be seen as a rigid, or mechanical procedure. Flexible application is required . Languagepracticing activities Basically speaking, practice is a necessary procedure for accuracy and frequency of the target language. Languagepracticing activities in this stage should be understandable and encouraging. In addition, it should be in accordance with students39。 confidence and municative petence in using the target language can pave the way towards production activities. activities According to Littlewood(1981), the purposes of production activities are to provide students with an opportunity to use the target language in a freer and more creative way to acquire the ability to use the language in a natural context, to motivate students to express themselves freely and municate with others actively, and to create positive relation