【正文】 e school year with a unit on critical film study has increased students’ reading and analytical skills through the entire So, many school begin to notice the functions of films and allow teachers to use films in the class. The repeat instances of improved skills of interpretation and heightened interest in the written word once students have learned to read film with a critical eye and recognize that written texts and films are not necessarily mutually exclusive genres (qtd. in Burke 20xx). Undoubtedly, it’s a good way to build a bridge between textbooks and realities. Films are popularly received by most teachers and students because they have the ability to expand upon literature’s potential for analysis, as in film, new meanings are created with junta position of nonsynchronous sound and image (Golden 20xx). Since 1900, Kearns(1997)2, a famous educator, has helped the teacher who used the film was fired to be released, the hearing officer ruled that the film was appropriate for classroom use, till now, English subtitle films is one of the most widely used tools in EFL classroom. 1 Gold, John. Reading in the Dark: Using Film as a tool in the English Classroom, Urbana: NCTE, 20xx. 2 Kearns, Edward A. “Words Worth 1000 Pictures: Confronting Film Censorship”, English Journal,1997, pp4656. 4 Research Situation in China Since science and technology has been developed furtherly and the qualityoriented education are gradually valued by the whole society in recent years, the reform of the English class has been increasingly recognized, the aim of which is to enable students to use English effectively. In recent years, the use of videos in English classes has grown rapidly in China as a result of the increasing emphasis on municative teaching techniques. Li Xiaopeng said the video course offered to college and university students of a conversation class is called shitingshuo. In China, shiting means watching and listening and shuo means speaking. As listening and speaking are the two major skills students should acquire, the video course not only teaches English through video but also gets students to use the English they have learnt in talking about the And English subtitle films provide motivating materials to both students and teachers. They can be very motivating and interesting if it describes reallife situations, reallife people and reallife language. During the learning process ,if we employ films as the teaching material, language learning will bee enjoyable. For most Chinese learners, they lack the authentic English languagelearning environment. So in most cases, they almost speak English in their own ways and don’t consider whether it’s accurate or not. As time goes by, “ChineseEnglish” will bee widespread, which is full of mistakes and feels so confused to foreigners. There are many calumnies, slang, idioms in videos, so it is hard enough to bee proficient in different styles of the language (Su Xiuling 34). However, learning to speak depends upon hearing native people speak to grasp the use of native English. So, English subtitled films do have positive effects in this respect. In China, although as a teaching tool, the development of the use of English subtitled films in EFL classroom is latter than abroad, more and more researches and professional books which cover more scopes are carried out now, we can also see a bright future about it. 3 李霄鵬 . Teaching with Video in a Listening Conversation Class 中國(guó) 科學(xué)教育， 20xx， 03， pp94. 5 Research Project This paper includes five parts, with the first and the fifth part as introduction and conclusion, and the second, third and fourth parts as the main body. The first part of the paper is an introduction about the English subtitled films. I will bine the researches made by great persons to express the significances of the films. What is the English subtitled film? What are the advantages of films? These two questions are what this part is trying to answer. In part two, I’ll show the functions of teaching by English subtitled films what will be expressed from three aspects. As we know, “Interest is the best master”. So, the first aspect is that film can arouse students’ interest to learn English. Then, the new standard of English curriculum has been implemented throughout China and its general goal is to develop students’ prehensive language skills. Certainly, the second part is about this. At last, we can see the real foreign culture and know the differences between western and eastern cultures so as to cultivate the patriotism. In part three, discussion will turn to selection criteria. The aim that we use films is to make students learn English better. But there is impossible that all films are with good educational significances. This part is going to show the artistic and cultural principles, the appropriateness of content and students’ capability level and the length of films if we want to use films in EFL classroom correctly and effectively. In part four, I’ll introduce the concrete teaching procedures on the basis of experiences of teachers who have used films before in their classes. Generally, it includes three steps: before watching, while watching, and after watching. We’ll have tasks at each step, for instance, we should know the background about the film before watching. The last part is to conclude the paper with the information mentioned above. 6 Outline 1. Introduction 2. The Functions of Teaching by English Subtitled Films Films Can Arouse Students’ Interest Films Can Help Students Develop Comprehensive Language Skills Films Can Raise Students’ Cultural Awareness 3. Selection Criteria