1.Introduction
　　Some experts have already started to research the field of text teaching. Simultaneously， they have proposed some advanced suggestions. For example， the communicative approach and quality education， etc. almost all the suggestions emphasize both English knowledge and abilities. Comparing with the traditional text teaching， these are more progressive. However， the traditional text teaching is still very universal. Many middle school teachers have been adopting the traditional text teaching way. It seems that they have not realized the disadvantages of it at all. The traditional way is teacher-centered. Students receive knowledge completely passively， and they were considered containers of storing knowledge. In class， teachers speak all the time， which overshadows the learners’ opportunity to speak. And students have to listen to them， so they have few chances to state their ideas. This kind of text teaching didn’t focus on students’ comprehensive abilities. Therefore， under such a teaching method， students would only become persons with high scores but low capabilities. Such persons can’t follow the pace of times. They would be dismissed by society sooner or later.
　　2.The basic things involved in English text teaching
　　2.1 grammar teaching
　　Grammar structures often appear in texts. Teachers should choose appropriate teaching method. It would be best if the grammar can be taught in certain situations. At first， teachers should create a harmonious atmosphere in class and extinguish students’ psychological barriers of studying English. Teachers should encourage their students to open their mouths courageously and not to be afraid of making any mistakes. The dialogues between teachers and students or among students are supposed to be in English as much as possible. And thus once they see and hear the usages of new grammars in certain situations， they will learn to understand connecting with words. For example， we may use the past simple for narration. At first， give each student a verb in the past tense （“sat” or “stood” or “gave”） then start a simple chain of events with the sentence： yesterday I went to town， I bought a loaf of bread and I sat on a park bench. The first student continues， repeating your sentence but adding a further clause including his or her verb： yesterday I went to town， I bought a loaf of bread and I sat on a park bench and then stood up to the bus station. The second student continues. It is not until all the students have contributed. These are the grammar teaching in texts.

    　2.2 vocabulary acquisition
　　Vocabulary acquisition is the center task of the second language acquisition. We could also put spoken language exercises in word teaching. The expert Gao Junshan （p31 Senior Foreign Language Teaching and Learning， 2003， No6） said that word teaching consists of the meaning， usage and meaning of words， which can only be achieved in certain language situations. This is with accordance to the appropriateness of Hymes. In the process of explaining new words， we had better adopt comparison approach of similar words. Teachers are just needed to explain the similarities and differences of the similar words， and students give concrete examples. But the essential prerequisite is that teachers ought to collect material from the reality and try their best to design the related situations. This somewhat accept the point of communicative approach. Now let’s take the word “fetch” for an instance， when the word “fetch” appeared in one text as a new one， teachers just need to do the following things： teachers might mention these two words having already been learned， “bring” and “take”. And further explain like this： the emphasis of the word “fetch” is that going to get something and returning. The word “bring” is that carrying something from other places. And “take” has no direction； it is a common word expressing carrying. These are the whole work teachers are to do. Next， more time should be given to students to practice their oral English. They can speak out sentences with the words. For example， “明天把作业带来” students firstly think over to use which word. The result is the word “bring”， “take” or “fetch”. And then they may say： please bring your homework tomorrow. Another example， “帮我去宿舍拿一下字典” please help me fetch the dictionary in the dormitory. “外出旅行时请随时携带雨伞” you had better take the umbrella with you while travelling.
　　2.3 retelling texts
　　Finally， retelling texts contents is also an effective measure to improve students’ colloquial language. Retelling is an important link in English teaching. Retelling is different from reciting. It is a kind of students’ creation. During their retelling， students need to use the new words， sentence patterns and the knowledge studied in the past. One scholar called Cao Yiping from HuBei has summed up six retelling methods：⑴ filling the blanks ⑵.sorting out the notes ⑶.connecting answers ⑷. comparison of tables ⑸. amplifying the main points ⑹. rearranging the disordered contents. Teachers may select the proper one according to the different text. (责任编辑：南粤论文中心)转贴于南粤论文中心: http://www.nylw.net(代写代发论文_毕业论文带写_广州职称论文代发_广州论文网）