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The overall objective of the national basic education is determined “English curriculum standard” as: “the cultivation of the students’ comprehensive ability of using the language, and advocating the learning method of experience, practice, participation, communication and cooperative, emphasizing that the students are able to do things in English that they learned, too”. The New Curriculum clearly pointed out that it is necessary to organize the extracurricular activities lively and vividly, and promote the students’ English learning in a positive way. It highlights the usability of the language and stresses that to carry out a variety of extracurricular activities, and to develop students’ interest in language learning, teachers are required to proceed from the actual needs of students, and actively explore effective ways of teaching to promote all-round development of students. What should be kept in mind is that the purpose of carrying out this activity is the service for every English class. Thus, to do that, what a teacher should consider is how to make the extracurricular activities rich and colorful, how to make the students feel the game interesting, how to provide students with more opportunities for language practice, how to let the students find success in extracurricular activities in the game, how to get them interested in the language, and how to make the students’ language learning potential, talent into full play.
II. The Theoretical Basis of Extracurricular English Learning Activities
2.1 The Second Language Acquisition Theory
Krashen’s monitor theory emphasizes the importance of language acquisition environment for success. He believes that language has two kinds: one kind is the natural environment, that is learners with language contact natural reception; the other is the classroom environment, that is the learner learning in regular classroom. The former is subconscious (called the acquisition), and the latter is conscious (called learning). He believes that the rules of learning the language consciously has little effect on the language acquisition. And a foreign language can be learned well only in the natural language environment.