00529英语本科教育方向集中实践环节教学大纲(中央电大大纲).doc

00529英语本科教育方向集中实践环节教学大纲（中央电大大纲）（2002年1月10日）英语本科教育方向集中实践环节教学大纲教学实践设计根据中央广播电视大学和北京外国语大学联合开办“专升本”英语教育专业教学计划的规定，学员在基本修完本专业规定的必修课和选修课后，还应完成教学实践设计，教学实践设计中的教学实践和实践研究报告共同构成本专业的毕业论文。一、 教学实践设计的目的与要求教学实践设计是本专业教学过程的重要环节，既是培养学员综合运用所学理论知识，提高分析和解决实际问题的能力，也是对学员掌握理论知识和专业技能的全面考核。通过教学实践设计，使学员具备初步进行课堂教学研究的能力，以便毕业后能更好地胜任教学与教学研究工作。为此，要求学员在教学实践设计中做到：在教师指导下，根据教学实践设计的要求，在规定的时间内，独立按步骤完成教学实践并提高实践研究报告。学会在教学实践过程中发现问题，分析问题并能设计和实施解决问题的方案。 学员要以严谨的学风、科学的方法和实事求是的态度完成教学实践设计的全过程。二、 教学实践设计选题选题要紧密结合课堂教学实践，有利于解决本人在教学实践中遇到的具体问题。题目不宜过大，难度要适中，使学员经过努力在规定时间内可以完成。 充分考虑各种可行性条件。三、 教学实践设计的主要工作及要求教学实践设计分为以下六个阶段：第一阶段：项目启动，即通过学习有关资料提出问题，并制订研究过程的步骤与时间表，针对问题查阅有关资料。第二阶段：问题分析，即熟悉并运用适用于社会科学研究的分析方法，分析自己的问题。第三阶段：方案设计，即提出解决问题的假说并设计一个能验证该假说并能用于课堂教学的方案。第四阶段：方案实施，即通过课堂教学具体实施该方案。第五阶段：项目评估，即学习并运用评估的手段与方法，对项目的实施情况及结果进行评估。第六阶段：项目报告，即用英语写出正文4000词左右的项目报告并提供所使用分析问题的方法、项目实施过程的原始资料、问卷调查表（如果有）等。四、 时间安排项目启动阶段1周方案实施阶段3周问题分析阶段2周项目评估阶段1周方案设计阶段2周项目报告阶段3周共12周五、 指导教师的资格与职责1 资格指导教师需具有英语专业讲师以上职称，熟悉电大英语教学业务。2 职责明确教学实践设计的目的与要求，熟悉其具体实践过程。根据要求对教学实践设计的主要环节（问题分析阶段和项目评估阶段）为学员提供必要的指导和咨询。审阅教学实践设计过程中的原始记录及实践研究报告并提出初步评价意见。在教学实践设计中对实施过程的真实性进行把关。如发现抄袭应责成学员重做，对拒绝改正者，应向主管部门汇报。六、 成绩评定学员必须完成教学实践设计的整个过程，根据教学实践设计过程中各个环节的完成情况及项目研究报告，按五级分评定总成绩，并对项目研究报告写出评语。如发现抄袭，一经查实，按电大有关考试文件处理。扩大学生词汇量的方法初探项目设计者李蒙北京电大提交日期2002年6月15日课程名称：论文项目设计Project Title:Some Approaches to Enlarge Students VocabularyInvestigatorLi MengBeijing TV UniversitySubmitted on 25th May 2002In fulfillment of the coursePractical project designAcknowledgmentI am mostly grateful to my supervisor Mr Liu Yongquan without whose support and patience this project would not even have got off the ground.I am also grateful to my colleagues We Yue, Zhang Qiu for their time spend on brainstorming and panel discussion with me.No amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper.Last but not the least, big thanks go to my wife and my friends who have shared with my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.论文摘要：本论文以学生词汇量匮乏从而影响他们进一步学习英语为中心，在解决实际问题和具体贯彻教学方案等方面做出了详细的研究。论文中假设良好的词汇训练方法定会激发学生的词汇学习兴趣，并以这个假设为前提，采用全新的教学计划，经过四周的课堂实践，从而证实这个假设的正确性。在科学的调查实践中采用的主要方法有：苏格拉底式的问答，原因分析，问卷调查和集体探讨等方法。关键词：方法、词汇、训练。AbstractIt presents a detailed report of the project implemented to solve the problem that some of my students are limited in Vocabulary, which hinders their further English leaning. It is hypothesized that learners interest in new words will be aroused by better-designed word study approaches. This hypothesis is verified by a four-week classroom teaching of the newly designed word study approach exercises.Among the methods of scientific investigation used are analytic method, Socratic dialogue, cause analysis, questionnaire, and brainstorming.Key WordsApproach, vocabulary, training.Main Heading of the project Report1. Problem and Problem Analysis-12. Project objective-43. Project hypothesis-44. Project rationale-45. Subject description-56. Project design-67. Project implementation-108. Project evaluation-129. Project findings and discussion-1210. Conclusion-14ReferencesAppendix AThe questionnaire for problem analysisAppendix BThe Post-trial questionnaire1 Problem and Problem analysis1.1 problemThe problem I encountered in my teaching is that some of my students are limited in vocabulary, which restricts them in their further English study.1.2 Problem analysisThis problem has remained a headache for quite a long time in my teaching, I tried every means to solve this problem. Eventually I worked out 5 main reasons that block the students enlarging English words and phrases.(1) The students dont pay great attention to the importance of the vocabulary in their English learning.(2) Very often, they recite the new words mechanically, but neglect their lexical change.(3) Students learn the words from the conceptual meaning rather than from the functional features.(4) In terms of contextualism, they lack ability of classifying the words in certain groups.(5) Teacher have to adopt effective teaching methods in order to activate students interest in the mastery of English words.In doing my study, I employ the analytic method, socratic dialogue, cause analysis, questionnaires, and brainstorming respectively.1.2.1 Analytic methodI think out several questions concerning the students word problems:Why are some of my students rich in vocabulary, while others are not? How can we teachers help the weaker to improve their vocabulary? In what way?1.2.2 Socratic dialogueIn the following dialogue, I serve as A and Socratic serves as B.A: I asked: why are some of my students limited in vocabulary?B: Do you think you can swim faster than a swimming athlete?A: Of course not.B: Why?A: Because the main reason is that I havent been trained in that way.B: Did you teach your students some proper skills to recite the new words?A: Oh, perhaps not, because I am too busy in carrying out my teaching plans and overlooking some definite methods to improve students vocabulary.B: How about those students who are rich in vocabulary?A: Oh, I see, they must have some tricks in mastery of the new words.B: Thats right. How about you? Have a try?1.2.3 Cause analysisIn terms of cause analysis, I compile why-question corresponded with a group of because-question. The questions are arranged like this:Why are some of my students limited in vocabulary? Are there any blocks that hinder their new words stock? What methods should I use to help them build up their vocabulary?Is it because they think English is not so important? orIs it because they feel rather difficult to recite new words? or Is it because they dont form habit of memorizing new words? orIs it because they go short of proper learing methods in the English learing? orIs it because they are too busy engaging other subjects and overlook their English course? orIs it because my teaching methods lack flexibility and variety in teaching students with their mastery of vocabulary?1.2.4 QuestionnaireIn order to find out reasons that students have problems with their vocabulary. I designed a worksheet based on the above questions by the end of February and let students answer them briefly in 10 mins. They wrapped up the questionnaires seriously and handed them in. I checked the results and pondered the findings. From the result, I conducted a survey; Over 80% of them thought English is one of their major course, they said it was very important and necessary to learn English. Over 60% of them thought it was a hard work to recite the new words. 30% of them were not interested in memorizing the new words. 10% of them were quite interested in learing English and nearly 90% of them wanted to use scientific methods to memorize English words.Its quite clear that most of my students are interested in learing English. They think its important and urgent for them to learn English, but they feel awkward about their limited Vocabulary and dont know how to increase their vocabulary efficiently.1.2.5 Brainstorming actionWhenever I came across difficulties, I consulted my tutor Mr Liu and my colleagues. Quite often they gave me advice, solutions sincerely. As a well-designed plan was around the corner. I began to launch a project to solve the problem.2. Project objectiveMy research objective is to help the students to enlarge their Vocabulary so that their general-level of English can be improved.3. Project hypothesisIt is hypothesized that if my students know some approaches or techniques to memorize the new words they can master more English words. And if they have more words, their English will be improved even better.4. Project rationale4.1 The role of wordWe use language every day. We live in a world of words. A good language learner should firstly know the internal structure of words, that is the rule by which words are formed. Secondly, good language learner may explore all the aspects of vocabulary use. Such as synonymy, antonymy, hyponymy, collocation etc and has ability to work out the meanings of unknown words from the context. All of these skills above come from morphology, semantics and contextualism. So I regard them as my basic theories and to carry them out in my teaching, what I will do therefore is based on these theories coordinately to design some approaches in cultivating students to enlarge their vocabulary.4.2 The role of the studentsA fully-motivated learner can naturally increase his learing interest, widen his knowledge view and gradually form a habit of independent analysis rather than always depend on dictionary to consult the new words, besides, prolong his attention-span in class to absorb more knowledge and initiatively share others techniques and shortcuts in memorizing the new words after the class.4.3 The role of the teacherThe nature of a good teacher should be friendly, patient, considerate, justice, humorous, whats more, well-educated and rich experienced. In the class, he can serve as a controller, assessor, instructor, prompter and coordinator. While carrying out his teaching plan, he will focus on motivating students learning interest, adjusting class atmosphere, linking the learing objectives with the students personal needs, the classroom activities should be student-centred as a whole.5. Subject DescriptionI have 2 classes, each contains roughly 30 students. They are all in the second year of a private senior middle school and they have four English lessons per week. The level of their English is nearly the same except a few of them with a greater difference. The textbook they use is Readers Choice. For the purpose of finding out the effect of my research project. I teach one of them with well-designed approaches, and the other with the traditional approaches.6Project DesignGeneral timetable for project designweekUnit/TitleMethods ObjectivesGeneral descriptionTime 1Unit 1STEMS andAFFIXESUse the morphology of the word, that is its stems and affixes to work out the meanings of an unfamiliar English word.Ss know the function of the words stems and affixes and they can use this skill to understand the general meaning of the wordWrite some typical stems, prefixes, suffixes and infixes on the blackboard, introduce their function hand out The stems and affixes Forms to the Ss, let them recite and do exercises45minus 2Unit 2VOCABULARY from CONTEXTUse the context clues provided to determine the meanings of the unfamiliar English words.Ss can use the context clues to guess the meanings of some unknown words in a passage.Introduce the passage on page 36-37 of the Textbook, let student guess the meanings of italicized words by context clues45minus 3Unit 4SYNONYMandANTONYMUse synonyms to replace the given word, and then find its antonym, sometimes paraphrasing if its so difficult.Ss are trained to accumulate synonyms and antonyms to enlarge vocabularySs work out the meaning of the italicized words on page 66-67, and then required to give the words synonyms and antonyms. They may paraphrase if its hard to find their synonyms.45minus 4Unit 5LEXICALCHANGESome typical abnormal types of word-formation, connotation, and collocation.To expend students scope of word knowledge through the introduction of some typical abnormal type of word-formation, connotation, and collocation.Pick out several words and list them on the blackboard. Introduce their unique word-formation, their connotation, and collocation, arouse student to make some similar examples.45minusWeek 1 Activity 1Unit 1STEMS and AFFIXESPurpose: students have to know component of English words: stem, prefix, suffix and infix, the function of each pert, the meaning of some typical stems and affixes (listed on page 9-10)Introduction:Unit 1 mainly introduce the basic knowledge of word-formation. Students will learn to work out the meanings of some words by their stem or affix meaning throughout this unit.At beginning of the class, I introduce the knowledge of morphology, and then I write a word “prediction” on the blackboard, underline pre and tell Ss “This is so called prefix.” the function of the prefix is it can change the meaning of a word. Secondly, tell them the basic part of a word is the stem and underline dict for them to make clear. Thirdly, suffix in this word refers to tion, this part of a word normally can change its part of speech.For the students:Now open your textbook on page 9, try to memorize the list of some commonly occurring stems and affixes on the left side and their related meaning on the right side in 10mins. Ss scan them and roughly master them in given time. “Ok everybody, lets do the exercises on page 10 to see if you can relate the meaning from stems and affixes to work out the meaning of some certain words.” The last 10mins, Ss are required to do the pair-work to conduct an activity in order to brush up what they have learned in this unit. Homework on page41, 77and recite The stems and affixes form on page 41,and 77.Week 2 Activity 2Unit 2VOCABULARY from CONTEXTPurpose: students learn to use the reading skills, such as the logic meaning of the relating sentences, the structure of the text, the immediate context around the word and punctuation provided in the context to determine the meanings of the unfamiliar words typical lesson on page 36-37 This method reinforces Ss guessing instead of using dictionary.Introduction:First arouse Ss to recall some important reading skills, and then I sort out and list them on the blackboard, explain their functions separately, make some examples to prove that they are useful and effective to analyses the meanings of some unknown words.For the students:“I think youve got familiar with these methods, and now open your textbooks on page 36. You will be given 20 mins to finish this exercise.” And then I divide the whole class into several groups, let Ss to evaluate the results together, ponder their “reasonable” answer, and select one student on behalf of the group to report their answers to the class. The whole class then have a thorough discussion to find the best answer. Homework on page 57, and find some reading materials to consolidate this knowledge.Week 3 Activity 3Unit 4SYNONYM and ANTONYMPurpose: With help of the knowledge of register and semantic field, the students learn to use synonyms to replace some given words, and at meantime try to find their antonyms.Introduction:Students will first of all finish the exercise on page 66-67, make sure the definite meanings of the italicized words. Then I will introduce some linguistic knowledge concerning: register, synonymy, antonymy, complementarity, gradability, relation opposites and hyponymy etc. Next students will have a pair work to give the synonyms and antonyms of the given words. In order to activate students interest to vocabulary learing, I made a pack of word cards with all the given words on one side and their synonyms, antonyms on the other. The whole class now are too ready to have a competition to see who will be the first one to win more cards.For the students:Lets start the competition everybody, the cards in my hand listed all the words youve learned, I will show you each card, anyone who can tell the word with its synonyms and antonyms will win a card, finally I will count who will be the one with more cards. Todays prize is a 5000-word dictionary. Just as Robert said: “Games and activities are the best way to build a large and new vocabulary and help the students adapt a new language and culture,” (1999:10), the students are quite active to take part in this activity, although some of them are depressed in giving some inaccurate answers. They really grasp more words and expand their vocabulary. Homework: Do the exercise on page 76-78, write down all the given words with their synonyms and antonyms on your notebook and memorize them, next time we will have a quiz!Week 4 activity 4Unit 5LEXICAL CHANGEPurpose: Our society is changing, language as a matter of fact, is changing too. So some deeper word knowledge such as: abnormal type of word-formation, connotation and collocation should be introduced in this lesson in order to expand students word knowledge scope.Introduction:As Ive arranged last time, A quiz will be carried out to test the students current vocabulary mastery as well as the effect of my teaching. Then I introduce some abnormal types of word-formation such as: blending, abbreviation, acronym, back-formation etc. and meanwhile give some examples, let Ss make their own judgments in order to strengthen their understanding. To explain the concept of connotation and collocation clearly, I think I will find some situational dialogue to let students listen to f