Group instruction, a kind of teaching organization form, refers that teachers pide the class into several groups according to students’ proficiency, habits and hobbies of  English learning . Classroom regression is to put the time and space for students and promote the student as the main body, teacher as the leading factor of the teaching mode. Nowadays, students should no longer be forced to receive the knowledge and become a victim of indoctrination education. Teaching should create a learning atmosphere, guide the students to think actively and give full play to the subjective initiative of students. As guiders, teachers should help students to solve the problems. Group instruction can promote the common progress of the whole class, because it cultivates students’ abilities to communicate, cooperate, manage, analyze and solve problems. Besides, it can increase the frequency of students’ answering questions in class and improve the quality of answers and further improve students’ learning level, competition and cooperation consciousness. Group instruction optimizes the classroom teaching effect, gives each student full development and provides them best learning platform. In recent years, the application of group instruction is becoming more and more extensive in middle English teaching. However, there are also some problems in the teaching practice. 

The whole paper will be pided into five parts. The first part is the introduction part. The second part is overview of the group instruction. The third part is the functions of the group instruction in English teaching. The fourth part is the implementation of the group instruction in middle school English teaching. The fifth part is the conclusion part.

II. Overview of the Group Instruction 

2.1 Theoretical Basis of the Group Instruction

    2.1.1 Communicative Approach

    Communicative approach thinks that language is a tool for people to express thoughts and emotions. In the process of class teaching, those activities that conform to the communicative characteristics are more favorable to achieve communicative effect.  There are three typical activities to achieve the purpose of communication and they are role play, group discussion and simulation activity. The advantages of communicative approach are: Teachers are no longer to guide students to practice sentence patterns in isolation, rather than determine the learning objectives from the practical point of departure, and as a result, students become more flexible and practical in the use of language. It regards language as a tool for people to communicate in society, and thinks that the purpose of foreign language teaching is to train students’ to master the ability of communication.

The application of group construction reflects the advantages of communicative approach. The first step of group construction is to provide convenience for students to communicate. And interaction link is the process of students’ communication within and outside the group. In the group instruction, there are three typical activities which allow different level students to participate in. They are group discussion, role play and simulation activity, and they are conducive for students to achieve communicative effect. So it can be said that group instruction is to cultivate students’ communicative ability.