【正文】 . Use stick figure for English teaching: The application of objects to set situations is restricted by some conditions, for example, not all kinds of things can be brought into classroom. Therefore, stick figure is more advantageous: a. It is convenient. b. It is interesting and visual. c. It is easier to motivate students’ interests. When teaching “ What make you happy?” and “What makes you sad?” teacher s can draw a smiling face and a sad face on the blackboard, and let students bring their imagination into full play. Then students will tell the happy things: pass an exam/ receive lots of present/buy a new coat/help the old man and so on, the bad things: somebody is ill/lose something/something is broken/something goes wrong/fail the exam and so on. Students are active and raise their hands eagerly. According to the practice, the application of objects and stick figure to set situations according with students’ mental characteristics can motivate their 17 interests and enable them to master knowledge in a short time. Implication of multimedia Multimedia teaching is visual and vivid, which well exceeds traditional teaching. Multimedia bring students into the active state of mind and change the dull traditional mode of teaching. Moreover, it motivates students’ interest and desire of learning. Taking (JEFC2Aunit8) “Merry Christmas” (lesson 32) as an example, teachers use various kinds of media, which consists of multimedia puter, teaching disk and so on. Teachers play the song called “Ave Maria” , and then ask, “Who knows something about the music? Do you know something about Jesus Christ? Do you know the meaning of Christ?” Teachers do not tell students the answer directly。s apparent superiority to older acquirers of a second language. (Krashen, 1982) Democratic Education Thought Democratic education aims to develop real democracy through active participation by all those involved in classrooms and educational institutions. 5 In democratic education, students have the power to make decisions about their learning, because power is shared rather than appropriated in advance by a minority of people. (Walters, 2020) Its main principles are as follows: Students and teachers share decisionmaking in a democratic selfgovernment The school focuses on the learners and their unique learning styles and strengths, minimizing general pulsory learning Social/emotional development is as important as academic requirements 3 The Design of Humanistic Activities The design of humanistic activities should stick to the following seven principles: a. Accept students as the core of the teaching activities Students are the core of the teaching activities. Teachers’ thinking activities cannot replace students’. They have their own thought. Therefore, when teachers design humanistic activities, they must consider students’ actual level of learning and forms of activities which they can accept. Teachers should design students’ activities selectively in order to motivate their desires of learning, develop their cognitive structure and improve their personalities by humanistic activities. b. Interest Students are lively and energetic. Therefore, they find it difficult to concentrate on studies. Various interesting humanistic activities enable students to motivate their interests of learning and study more effectively. c. Enlightenment The design of humanistic activities must be helpful to improve students’ abilities of listening, speaking, reading and writing. Moreover, it must be beneficial to enlighten students’ mind. For one thing, teachers should design 6 creative, interesting and enlightening topic. For another, teachers should foster students’ confidence and help them to remove obstacles in the activities. d. According to students’ own situation In order to design humanistic activities, teachers must not only understand each student’ s characteristic, learning level, receptive ability and learning attitude but also interest, understanding ability, learning foundation and so on. Humanistic activities must be arranged according to students’ own situation. e. Foster students’ abilities of English application The objective of activities in English class is to foster students’ abilities of English application. When designing humanistic activities, teachers must set meaningful language situations, which enable students to practice English and apply it to the real language munication correctly and timely. f. According to actual teaching conditions The design of humanistic activities must consider a school’ s facilities. Teachers should make full use of modern media, such as recorder, video tape recorder, multimedia classroom and so on. If a school does not have such facilities, teacher can use wall charts and stick figures for English teaching and so on. Moreover, teachers can create various forms of humanistic activities by exhibiting their talents for drawing, acting and so on g. Pay attention to design various forms of activities Students will feel tired if teachers apply only one form of activity for a long time. According to practice, English teaching based on colorful humanistic activities has a great effect on students’ studies. Therefore, teachers should form proper rules and rhythms in English class teaching and design various forms of activities. 7 Practical strategies: a. Choose the content of activities Humanistic activities serve teaching contents, which decides what kind of activities should be adopted in English teaching. Teachers must master the teaching materials, prehend inherent relation between teaching contents, grasp the key point and difficult point of the text and design humanistic activities according to the crucial point of English t