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le students just are permitted to answer question when are asked. In fact, the effective study needs the whole coordination, including using eyes and ears, mouth and body languages at the same time.
     2.1.1 Teacher-centeredness
     As for the teaching mode, teachers have been adopting “instillation” and neglecting “application”. The classroom has been “teacher-centered” and students have been used to the English learning situation where teachers explain grammatical structures and the content of texts most of the time while students’ job is to take notes and respond to. Their role in the class is passive. Although sometimes they have some speaking activities in class, such as doing oral translations, making sentences orally or reading texts aloud, none of these involve genuine communication in which they can express their own opinions, exchange their own ideas or find their own solutions to the problems. As a result, students feel frustrated when they face with genuine English-communication situations. They find it difficult to talk with a real native speaker and to express themselves orally.
     2.1.2 Test-oriented Education
     For a long time, English teaching in China has been over emphasizing scores, but neglecting proficiency, especially the cultivation of oral English. Teachers often judge students’ English results through their written examinations. Excellent students are always measured by getting high marks in exams. Especially in middle schools, the common purpose of teachers and students is to get high grades to pass the national entrance examination. The pressure of entering the higher education weighs heavily down on shoulders of teachers and students. They pay much attention to the teaching and learning of the English vocabulary, sentence structures, reading comprehension and writing, which are required in the examination. Many teachers have this experience: in class, when something about the custom in the western countries is introduced, the students are very interested in it, so the teacher talks more so he can’t finish the content prepared beforehand. After class, the teacher is regretful for he/she has “wasted” much time on it, because it is not required in the syllabus. He/She didn’t “grasp the main point”. From this we can see how deeply the test-oriented education has affected English teaching in junior middle school.
     2.2 Advantages of Activity-based Approach
     Traditional and activity-based approach models are different in many aspects. Let’s have a look at the comparison by Kohonen (1992).

  Traditional Model Activity-based Model
Dimension Behaviorism Constructivism
1. View of learning Transmission of knowledge Transformation of knowledge
2. Power relation Emphasis on teacher’s
authority Teacher as “learner” among
learners
3. Teacher’s role Providing mainly
instruction;
Individual autonomy Facilitating learning(largely in small groups);
collaborative small groups
4. Learner’s role Relatively passive recipient of information;
mainly individual work Active participation largely in collaborative
5. View of knowledge Presented as “certain”;
 application problem-solving Constrution of personal
knowledge;
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