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In English, the phenomenon of repeating what the book says still exists. And for a long time, for the subjective limitation, some teachers’ understanding of the concept of teaching materials still stays on the surface, only depending on the textbook content and system to organize teaching procedure. They do not venture to cross the half step, thus teachers become scripted teacher, only focus on knowledge teaching, while neglect to pay attention to the all-round development of students.
The organization of class teaching is loose and inefficient. In English class, some teachers only pay attention to the interest while ignoring the systematic nature, only pay attention to the creation of teaching situation while ignoring the time and efficiency. Some situational content is irrelevant to the theme. Thus it will be a waste of time, reducing the efficiency of class teaching. If teachers have no good control ability in the class teaching organization, in the classroom there will be a lot of waste. Class process will be messy scattered, and the effectiveness of the class will be in imperceptible at a discount.
English learning does not hold appropriate and timely teaching evaluations. In class teaching, some teachers only use ‘Good’ ‘very Good!’ to respond to students' answer, just like insipid language without ideas and lack of passion. Reasonable evaluation can fully mobilize the enthusiasm and initiative of students learning, while blind random evaluation can make students produce illusion, real doubt about evaluation, and gradually lose interest in learning English, decreasing the teaching efficiency greatly.
1.2 The Significance of the Paper
Nowadays, people have been more critical of the traditional ways of teaching and advocate the mode of happy class.
For a teacher, to find out how to teach, especially to know what roles do the teacher play in an English class is very important. Based on the foregrounding of teaching emphasis, the teacher may play an important role in the leading process of teaching and learning. The happy class teaching focuses on the development of students themselves and gives them chances to build, perform and develop. In the autonomous learning, they find, explore, construct and generate. Therefore, teachers and students can strengthen their comprehension of teaching and learning.
The standard for happy class is both for teachers and for students, only teachers and students work together，can they truly achieve the happy class. Under the foregrounding of teaching emphasis, the evaluation of a happy English class must be from “focusing only on knowledge acquisition” to “pay attention to person’s all-round development’. Happy class teaching mode emphasizes "autonomy, cooperation and explore", to make the students become the master of study, to experience the fun of learning, to enhance their learning satisfaction and reduce their emotional depression, thus achieving high efficiency happy class.
In this way, happy class teaching mode can effectively improve the students’ and teachers’ subjective well-being, strengthen the comprehension of teaching and learning, and promote the happiness of the English class.源/自:751:`论~文'网www.751com.cn
1.3 Overall Structure of the Paper
The paper is composed of five parts．
First part the begins, an introduction，which introduces the background and the significance of the paper including the importance and necessity of the foregrounding of teaching emphasis.
The second part is the literature review of the related studies on Happy Education and the foregrounding of teaching emphasis.
The third part is the rationale with three aspects：one is the conception to build “happy English class”; two is the goals to build “happy English class”; the last is the implementation idea to build “happy English class”.