论文定稿A Study on how to improve the student’s oral English.doc

Project Title: A Study on how to improve the students oral EnglishInvestigatorWang WeiDingxi Branch of Gansu Radio & TV University Submitted on 10th Mar 2014In fulfillment of the coursePractical Project DesignAcknowledgment I am mostly grateful to my supervisor Ms. Wang without whose support and patience this project would not even have got off the ground. I am also grateful to my colleagues in Wu Dang primary School for their time spent on brainstorming and profound discussions with me. I am also grateful to 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 husband who has shared with me my worries, and hopefully my ultimate happiness in eventually finishing this project.Abstract The present study presents a detailed report of a project implemented to solve the problem that most of my students do not like open their mouth in class. It is hypothesized that students interest and ability in oral practice in class could be increased by improved teaching design. This hypothesis is verified by a four-week practice of well-organized oral work activities. Among the methods of scientific investigation used are analytic method, questionnaire survey, and cause analysis.Key words: interest; ability; oral practice; activitiesMain Headings of the Project Report1. Introduction2. Project objective3. Project hypothesis4. Problem analysis5. Project rationale 6. Project design7. Project implementation8. Project evaluation9. ConclusionReferencesAppendixesAppendix A Students handoutsAppendix B Tape for classroom teaching1. IntroductionMy name is Wang Wei, I am 29 years old this year. I graduated from the English Department of Lan Zhou TeachersCollege in 2010. I work in Wu Dang Primary school, where I am teaching in Grade Five. I love the teaching profession, but I find my students did not like open their mouth in my teaching for four year. In other words, they speak English very little in class. Sometimes their pronunciation is almost wrong. So my problem is that how to improve the students oral English ability.2. Project objectiveMy research objective is to improve students oral English and promote their oral ability.3. Project hypothesisIt is hypothesized that students interest and ability in oral practice in class can be increased by better designed teaching.4. Problem analysis4.1 ProblemThe main problem I come across is that I hope to improve students oral English and promote their oral ability.4.2 Problem analysis4.2.1 Analytic methodThe phrase “most of” in my problem that most of my students do not like open their mouths to speak English in class made me think of other side of issue: only a few of my students like speak English in class or after school and they are oral English very good. This, in turn, made me think of these. Why most of the students do not like open their mouth, while only a few of them like it very much? Who are the some that do not? And who are the others that do?Most of students are not confident enough to open their mouth to speak English while only a few of them have confidence to express their ideas or opinions. When I ask them to some question, some good students just give me right answer.Most of students are quiet because they are lack of confidence to give me answers .What about some of my colleagues students? How about their English speaking? Is it also the case that they do not like open mouth to speaking English? If, no the other hand, all of my colleagues students, then my problem is actually caused by myself, not by my students. Probably my oral teaching is poorly designed.4.2.2 Cause analysisThe teachers side(myself).a) I was not enthusiastic myselfb) I failed to give instructions clearlyc) I do not give them opportunity to talk aboutd) I do not pay attention to developing studentsoral abilitye) I spent a lot of time in explaining new wordsf) I do not do any monitoring. I simply sat there and do notingThe students sidea) Some students are afraid of making mistakes and they also afraid of being laughed at by othersb) Some students are poor in the English vocabulary and they do not know how to express their ideas opinions.c) The others do not like English, so they do not speak English.d) Some students are not confident to speak English. Maybe they think that others many laugh at them.e) Some students lack radio in practicing English. Maybe their family is poor to buy it.The task designThe class is still teachercontered .I talked a lit and left few time for students to do oral practice.The class sizeThere are fifty-seven students. So the class size is too big to give each student chance to express himself / herself.The classroom managementThe classroom is perhaps too noisy students not be properly grouped.5. Project rationaleAfter some reading and thinking, I have worked out four reasons on which my project will be based. They are as follows:The role of speaking in class and its purpose-I would like to create a real life situation in class when doing oral practices, and tried to arouse the students interest in speaking English by giving as many topics about sports as possible, encouraging them to express themselves in English.The role of the students-I would like to let the students feel they were the main actors or actresses in classroom when acting out a real communicative dialogue. When some students were doing the speaking performance, the others should act as the assessors or judges.The role of the teacher-Students should realize that the teacher has many roles in classroom, not just an evaluator. I would like students to get used to being responsible for their own learning and not depend on the teacher all the time.The type of classroom tasks used-I tried to use different types of classroom tasks to activate the student creativity and imagination in English oral practice. Meanwhile, various types of the activities would let the students feel fresh and prevent them from getting boring.6. Project DesignActivity 1: In the restaurantFor use with primary school English Book 6,Lesson 7“In the restaurant”Purpose: To practise ordering food in a restaurant.Instructions: Firstly students review the names of food and patterns of making requests. Then they learn how to order food. At last they have a role play on developing a dialogue in a restaurant.Procedures:Step1: The teacher asks students to write down some words about food and choose favourite food. For example, being noodles/dumpling/pork/hamburgers/meat/fish.Step2: In class the teacher helps students review the following dialogue. AWhat would you like? I would like some pork. B What about you？ Shall we have some meat? Ok. Let us have some pork and chicken.Step3: The teacher introduces a new pattern: May I have? And provide three answers, which are Certainly/Sure/Ok.Step4: Students finish the dialogue by using the above. Shall /May? sentence pattern.May I have?Shall we have?Step5: The teacher sums up the difference between two patterns of “May?” And “ Shall?” and demonstrates examples on the usage.Step6: The teacher asks students to work in groups. In each group everyone shows their menu. The others will ask questions: May I have some meat? /Shall we have some pork? The student will answer questions by using sentence pattern like: Certainly/Sure/Ok.Step7:The teacher circulates and monitors studentswork.Step8: Tow groups are asked to show their performance in class.Dialogue:Sam: May I have the menu?Waitress: Certainly. Here you are.Sam: Thanks. Nancy, what would you like?Nancy: I would like some hamburgers.Sam: What about you, Bruce?Bruce: Shall we have some meat?Sam: Ok. Let us have pork and chicken.Waitress: Sorry. We have pork but no chicken today.Sam: Let us have some pork.Activity 2Activity 2:The doctors advice.For use with primary school English Book6, Lesson9 “The doctors advice”Purpose: To practise giving somebody advice.Instruction: Students discuss what healthy food and what food can not be eatern. The teacher gives out separate worksheets with two parts, one is for the food that people can eat, the other is for the food that people cant eat, and check that they know how to advice. At last they have a role play on developing a dialogue “The doctors advice”.Procedures:Step1: The teacher asks students to note down about some healthy food, being apple/pear/rice/tomatoes/milk/potatoes, and then writes them on the right part of blackboard.Step2: The teacher asks students to talk about what eating habits are unhealthy, and then writes them on the left part of blackboard. Step3: The teacher help students use the modal verb of “can” to make sentences.Step4: The teacher introduces doctors advice. Advice1. He can drink milk every day.eat fruits and vegetables.eat some meat and fish.2. He canteat many sweets.have too much soft drinks.eat only one kind of food.Step5: The teacher asks students to work in groups. In the group everyone shows can/can not. The others will act doctor to give advice. Each group is provided with a table, in which one is for the food that people can eat, the other is for the food that people cant eat. Then they act out roles and make a dialogue on giving advice. Step6: Two groups are asked to show their performance in class.Demonstration:Jack is Mrs Kings son. He is thin and weak. His mother, Mrs King, is worried.The mother and son went to the doctors. The doctor gave them some good advice.Heres the doctors advice: AdviceWhat can he eat/have/take/doWhat cant he eat/have/takedrink milk every dayeat many sweets.eat fruits and vegetables.have too much drinkseat some meat and fish.eat only one kind of food.do more sportsstay upgo to bed and get up earlyplay computer gamesActivity3:This activity is based on in primary school English Book 6, Lesson 11, “What is your hobby?”Purpose: To practice talking about the hobbies.Instructions: Students review the pattern and words of describing their hobbies. Students work in pairs. The others will ask answer question by using sentence pattern, like: Reading is my hobby.Procedures:Step 1: The teacher explains the word “hobby” and then asks the students to think about their hobbies. Then he/she asks many students to write hobbies and then write them on the right part of blackboard and to understand each other for students.Step 2: The teacher introduces common hobbies, like: collecting stamp/do sports/play computer games.Step 3: The teacher asks students about some questions on hobbies.For example: S1: What is your hobby? S2: I like play computer gamesS3: I like collecting stampS4: I like Step 4: The teacher introduces new pattern: What is your hobby? Reading is my hobby, I like doing . It is fun toStep 5: Students finish the dialogue be using the above. What is your hobby? .Step 6: The teacher asks students to work in groups and make a survey on hobbies.Step 7: The teacher circulates and monitors students work.Step 8: Each group is asked to report their investigation results.Dialogue:Han Ping: What do your usually do after school?Li Shan: Reading is my hobby, but sometimes I like going shopping with my mother. How about you?Han Ping: I like drawing in my free time, and collecting stamps is my hobby. It is fun to enjoy the beautiful pictures on the stamps.Li Shan: Oh, how nice! Could I have a look at your albums?Han Ping: Of course.Activity 4This activity is based on in primary school English Book 6, Lesson 12, “A sport meeting.”Purpose: 1. To practise talking about the activities happening in the sports meeting.2. To practise giving comments and encouragements.Instructions: Students review the vocabulary and words of describing sports. They work in groups to talk about the sports names and to expand sports vocabulary and learn about how to describe activities happening in the sports meeting, and make comments on the players performance and give encouragements.Procedures:Step 1: The teacher asks students to discuss together and to review the vocabulary. For example: T: Where are you going? Ss: Go swimming. T: Would you like to go swimming with me? Ss: That is a good idea.Step 2: They work in groups to exercise this dialogue and review the various verb.Step 3: The teacher uses the picture to introduce the phrase. For example: T: Look at this picture. What are the pupils doing?Ss: They are running. T: Yes, they are having a sports meeting. /They are running. /They are in the relay race. Who will win? Ss: The boy in blue will win. T: I am not sure. They are neck and neck.Step 4: The teacher plays the tape three times. At the first time students try to get the mail idea. Then they understand more details at the second and the third time.Step 5: The teacher explains a new pattern: The games have begun and the teacher sums up the difference “have begun” and “begin”.Step 6: The teacher demonstrates how to make comments, such as “Im sure/I dont think so/and how to give encouragements, such as Good luck to you.”Step 7: Students work in groups and act out a dialogue on the sports meeting.Step 8: The teacher circulates and monitors studentwork.Step 9: Two groups are asking to show their performance in front of class.Activity5 This activity is based on in primary school English Book2, Lesson4 “How do you come to school?”Purpose: to practise talking about transportation and trips. Instructions: Students review the pattern and words of describing how they go to school. For example: by bike/by bus/by car/by taxi/on foot. And then they use pictures to learn new words, and use list to finish survey. At last the teacher asks students to imagine how they go to the moon and sums up the class.Procedures:Step 1: The teacher shows pictures, such as bike, bus, train, plane, ship, subway, and helps students read and spell these words. Step 2: The teacher says, “Today I come to school by bike.” And asks several students to talk how they go to school, and then the teacher helps students review the following phrase, for example, being by bike/by bus/by car/by taxi/on foot.Step 3: The teacher introduces a new pattern: How do you come to school? And students will answer this question one by one. Step 4: Students work in groups and finish a survey on how each student goes to school. Then they put the information into the following table. NameWayZhang Hongxia On footMa XiaobinBy bike Zhao LinlinBy busZhu FangOn footStep 5: Each group reports their survey results. Step 6: The teacher sums up the difference between on and by when they are used in front of the tranffic tools.Step 7: The teacher asks students to imagine how they go to the moon and sums up the class. Step 8: The teacher asks students to work in groups. In each group everyone show their dialogue. The others will raise questions: How do you come to school? The students will answer questions, by using phrase like: by bus/by car/by taxi/by bike/on foot.Step 9: Four groups are asked to show their performance in front of class.Activity 6: This is my teacherFor use with primary school English Book 2, Lesson 6 “This is my teacher”Purpose: To practise introducing family members and their figure.Instructions: Students review the pattern and words of describing ones appearance and then they learn four new words. Then the teacher demonstrates the pattern of “This is”. At last students work in groups to introduce each ones family.Procedures:Step 1: The teacher asks students to take ones family photo. In addition, they need to describe figures characteristic. For example: being strong/slim/tall/short.Step 2: In class the teacher helps students review the following dialogue. A：Who is he/she? B: He/She is father/mother. A: Oh, He/She is short/strong/slim/tall. Step 3: The teacher introduces four words of describing family members, which are bother/sister/grandpa/grandma.Step 4: Students finish the dialogue exercise by using the above four words:A: Hello, B! Who is he?B: He is my father/grandpaA: Wow! Your father/grandpa is very tall and strongB: Who is she?A: She is my mother, she is short and slim.B: This is my father, and this is As mother.As mother: Glad to see you.Bs father: Glad to see you, too.Step 5: The teacher demonstrates the pattern of “This is” when she introduces some students and then she shows how to make greetings when meeting new people. Step 6: The teacher asks students to work in group to introduce each ones family.Step 7: Four students are invited to perform their dialogue in front of class.Activity 7For use with primary school English Book 2, Lesson 10 “What do you like?Purpose: To practise talking about the vegetables.Instructions: Students review the pattern and words of describing vegetables, and sum up words with singular and plural forms. At last they talk about ones favourite vegetables.Procedures:Step 1: The teacher uses some vegetables picture in the previous class, and choose picture to ask students question: For example，What do you like?Step 2: In class the teacher helps students review the following new words: being eggplants/ onions/ mushrooms/ tomatoes.Step 3: The teacher introduces words singular number and plural number. For example, eggplant/ onion/ mushroom+ s, tomato+ es.Step 4: Students finish the dialogue by using the above words. A