【正文】 le school English teaching in China and trying to find the corresponding strategies.The paper consists of four parts.Part one makes an introduction to the whole essay.Part two makes an overview of interactive language teaching approach, including its definition and intension, principles,researches on the application of interactive teaching approach in China , and differences between interactive teaching approach and traditional teaching method. Part three introduces the framework for English classroom interactive teaching and stages of interactive activities during teaching process to make a clear idea of the applications of interactive language teaching approach in junior middle school English teaching. Then gives a sample class.Part four draws a conclusion. It makes a summary of the main issues discussed in the paper and points out the significance of the application of interactive language teaching approach in junior middle school English teaching.2 An Overview of Interactive Language Teaching Approach Definition and Intension of Interactive Language Teaching ApproachLange (1990:79) stated that “one of the goals of new foreign language curricula is to provide the occasions for the student and the teacher to find the discourse needed to negotiate both the expression and meaning”. The municative purpose of language impels us to create interactive classrooms. Then what is interaction?According to Brown (2001:159), “interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people resulting in a reciprocal effect on each other”. And Rivers (2000:6) says that “it is the interaction between teacher and students, students and teacher, student and student, students and authors of texts, and student and the munity that speaks the language”. This highlights interaction in the classroom. Then how to apply interaction in classroom? In other words, what is interactive teaching approach?Interactive teaching is the term given to a style of teaching developed through research undertaken as a part of the learning in Science Project at Waikato University in the 1980s. According to Wells (1981:29, 4647), “interactive teaching approach is a linguistic collaborative activity involving the establishment of a triangular relationship between the sender, the receiver and the context of situation, whether the munication be in speech or writing”. As for interactive language teaching, it focuses on providing learners with more activities to interact directly with the target language. To meet the demand, both the teacher and students will be in great change and challenge. It first requires the teacher’s high degree of indirect leadership, perceptiveness, emotional maturity, and sensitivity to the feelings of students. At the same time students are required to be able to listen to others (the teacher and other students), to talk with others, and to negotiate meaning in a shared context and situation. In order to encourage the student to talk, for the sake of sharing ideas and opinions, cooperating towards a single goal or peting for individual goals, not just producing language as an end in itself, classroom activities and tasks should be well structured. It will most likely be found:doing a significant amount of pair work and group workreceiving authentic language input in realworld contextproducing language for genuine, meaningful municationperforming classroom tasks that prepare them for actual language use “out there”practicing oral munication through the give and take and spontaneity of actual conversationswriting to and for real audiences, not contrived ones (Brown, 2001:81)In conclusion, interactive language teaching is (1) inclusive: everyone is expected to participate and to learn。t passively obtain knowledge transmitted from others, but actually construct their own interpretation based upon their past experiences and their interactions in the world. In interactive classroom, the teacher plays the role of an initiator or director, that is, to get students started, to guide them, to stimulate them to further and deeper munication. The teacher39。 attention on the learning aims of the lesson. It can arouse students39。 understanding of the target language and can also develop their municative petence to make them more confident and cooperative. (3) Informationgap Informationgap task is less artificial, whose purpose is to spur students to speak since another person possesses some information that you need to know. It is a basis for genuinely rich and productive language practice (Swain, 1989:84) that can provide more genuine reasons for students wanting to municate with each other (Skehan, 1989:90). The informationgap task forces students to arrive at a plete set of facts after exchanging the missing parts.(4) Problemsolving In order to solve problems, students are encouraged to work in small groups without the teacher39。 speaking skills and municative petence through interactive activities.2)Challenging, exploring and extending students39。 accuracy and fluency of the target language. While students are learning English, it is inevitably for them to make some errors. However, errors are of great importance during the learning process. On one hand, it can make the teacher aware of the outes of the teaching, which can guide him to make particular improvement. On the other hand, errors,which are normal during the learning process, actually can help students to learn more. A Sample ClassTopic It39。 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