Oral Work Design and Learners’Interest.doc

附件3中央广播电视大学英语专业本科（教育方向）集中实践环节英语课堂教学行为研究项目设计鉴定表姓 名： 陈玉娥 学 号： 1062001203744 级 别： 10春英本 分 校： 定西电大 指导教师： 付晓燕 完成时间： 2011年11月30日 附件4甘肃电大开放教育 2010 级（春）英语专业（本科）英语课堂教学行为研究项目设计报告分校： 定西电大 班级代号： 姓名陈玉娥性别女年龄30学号1062001203744教学班2班年级八年级工作单位甘肃省定西市安定区杏园学区郑川小学工作性质教师工龄3年职务项目计划设计时间8.28-11.28指导教师付晓燕一、 选题Oral Work Design and Learners Interest二、 选题的目的、意义和必要性 目的：为了提高学生的口语能力，充分激发学生做口语作业的兴趣。 意义：通过激发说口语的兴趣，掌握课堂口语练习的方法与技巧，可以使学生的口语能力得到锻炼，有利于培养学生练习口语的兴趣。 必要性：学生的口语能力不强，学习兴趣不浓，不喜欢做课堂口语作业。因此，有必要探讨通过对课堂口语问题进行精心设计，激发学口语兴趣，掌握口语练习的方法与技巧，从而提高学生做课堂口语作业的兴趣。三、 主要研究方法 在我的项目设计中，我问卷法、原因分析法和头脑风暴法三种方法进行了问题分析。四、 设计过程 四个月以前，在慎重考虑及精心设计后，我决定研究通过精心设计课堂口语问题来提高学生的口语能力这个课题。研究中，我使用了分析分析法，原因分析法，列举问题法、头脑风暴法和问卷法等五种方法认真的分析问题，以此为基础，共设计了八个教学活动，每个教学活动都按照课堂口语教学的三个阶段（Pre-oral practice, While-oral practice 和 Post-oral practice）来实施，计划用时两个月。在Pre-oral practice 阶段，采用一般都创设与主题相关的情景来激发学生的学习兴趣，为学习课文内容做铺垫；在While-oral practice 阶段，采用不同的口语练习的方法及策略，组织学生进行口语训练，在愉悦的氛围中使学生理解重要句型、熟练掌握各种口语交际的技巧；在Post-oral practice 阶段，通过总结与练习提高学生的口语能力，达到训练目的。在充分的准备之下，通过在教学中的实践，我提出了可行性的解决办法，得到了预期的目的。五、 研究结果 学生对我的教学的兴趣度和满意度在通过课堂口语问题精心设计后得到了提升，课堂气氛也比以前活跃了。此外，通过学生的表现，我感到自己的英语教学水平也得到了提高。这就说明精心设计口语问题在口语教学中起到了很大的作用，同时也希望通过此报告对其得到推广。附件4甘肃电大开放教育 2010 级（秋）英语专业（本科）英语课堂教学行为研究项目设计教师指导记录与成绩评定表分校： 定西分校 班级代号： 姓名 陈玉娥 学号 1062001203744 指导教师指导意见第一次 时间、内容、评分2011年9月11日该学员能够根据自己的教学实践，发现学生在英语口语方面存在的困难，进而提出通过提高学生在英语口语中的兴趣和技巧的方式来提高学生口语能力。此问题在英语教学中比较常见。问题表述正确并制订了时间计划表。建议第一阶段评为5分。学生签字_教师签字_付晓燕_第二次 时间、内容、评分2011年9月28日该学员采用了三种分析方法对所发现的问题进行了比较客观的分析，在此基础上，确定了自己的设计目标、假设，开始了具体的方案设计。建议第二阶段评为5分。学生签字_教师签字_付晓燕_第三次 时间、内容、评分2011年10月10日该学员在项目设计部分能够考虑学生在英语口语过程的心理因素和方法技巧，设计了大量的口语活动。活动比较丰富，活动目标比较具体，具有可操作性。实施过程提供了四周细化的教案和教学日记，并且录制了课堂活动的录音带。总之，实施过程真实可靠。建议第三、四阶段评为15+14分。学生签字_教师签字_付晓燕_第四次 时间、内容、评分2011年11月20日该学员能够就项目的主要方面通过问题的形式进行比较客观、真实的评价，并按照要求撰写了项目报告，毕业论文经过与指导教师五次讨论修改，最终形成了结构规范、语言通顺的报告。建议第五、六阶段评为5+22分。学生签字_教师签字_付晓燕_指导教师总评语该学员能够从教学实践出发，提出问题并确立了项目的假设和目标，即通过提高学生的口语兴趣和技巧来培养他们的口语能力。她能够采用多种分析方法，特别是设计了科学合理的调查问卷，对问题进行客观深入的分析。从分析结果中找出原因并确立策略，设计了四周的口语活动。活动的设计能够充分考虑到学生的兴趣和心理特征，口语活动充分调动了学生的积极性和主动性。项目的实施能够贯彻设计的基本原则，步骤细致，目标明确。最后她对项目报告进行了综合评价并完成了项目报告的撰写。项目报告符合要求，格式规范，并提供了支持力较强的附件材料。初评成绩66设计过程成绩43报告成绩23指导教师签字时间2011年11月24日答辩成绩综合成绩答辩组成员签名 年 月 日 分校集中实践环节教学指导小组意见成绩评定审阅核准意见负责人签字_(系公章)年 月 日省校集中实践环节教学领导小组意见成绩评定审阅核准意见：负责人签字_(系公章)年 月 日说明：1.答辩小组应填写评价意见，小组成员均应签名（盖章）。答辩小组不应少于3人。 2.由分校自行复制。Project Title:Oral Work Design and Learners InterestInvestigatorChen YueDingxi BranchGansu Radio and TV University AcknowledgementI am mostly grateful to my supervisors Miss Fu, without whose support and patience this project would not even have got off the ground.I am also grateful to my colleagues Fu Qiaoling and Zhu Yunhu and Li Junjian for their time spent on brainstorming and panel discussions with me.No amount of thanks will be adequate for my students without whosewilling participation in the project implementation it would have remained on paper.Last but not least, big thanks go to my mother and my husband who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.AbstractThe present study presents a detailed report of the project implemented to solve the problem that most of my students do not like doing oral practice I assign them to do in class. It is hypothesized that learners interest in oral practice in class is increased by better-designed oral exercises. This hypothesis is verified by a Four week classroom teaching of the newly designed oral work exercises. Among the methods of scientific investigation used are analytic method, Socratic dialogue, cause analysis, questionnaire. Main Headings of the project Report1. Introduction2. Summary of the Preliminary Research2.1 Problem2.2 Problem analysis2.3 Project objective2.4 Project hypothesis2.5 Possible solution3. Full-Scaled Implementation of the Solutions3.1 Make up groups3.2 Provide materials3.3 Ask them to perform3.4 Check their oral work3.5 Reduce their pressure4. Oral Practice Design5. Data Analysis5.1 Students general impression of the project5.2 Students voluntariness of doing oral tasks in class6. Problem Unsolved7. ConclusionReferencesAppendix A The questionnaire for problem analysisAppendix B The post-trial questionnaireAppendix C The teaching notesAppendix D DiariesAppendix E Tape for classroom teaching1. IntroductionI have been teaching the students who are in their second year of a primary school. In my teaching I have found there are some problems. Now I will finish my student in Dingxi Branch of Gansu Radio and TV University. I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice, which I learned from Dingxi Branch of Gansu Radio and TV University.2. Summary of the Preliminary ResearchThispart of my students was conducted during November5,2011November15,2011.2.1 ProblemThe problem I have in my teaching is that most of my students do not like doing the oral practice I assign them to do in class.2.2Problem analysisIn my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were three main reasons that accounted for students reluctance to do the oral assignments in class. Firstly, some students did not feel interested in doing oral English alone in class. They thought they could not communicate without partners. Secondly, some students had some difficulties in doing oral practice, so they hoped that they could do it in class under more concrete direction of the teacher. Thirdly, most students felt overloaded because of heavier homework assignments.The problem had been troubling me for a along time and now I was determined to find a solution to the problem. In my study, I used four methods of analysis.2.2.1 Analytic methodThrough careful analysis, I was led to a series of questions: For instance, I found a majority of my students do not like doing this assignment, and I wanted to know why it should be the case, and weather they though it important and necessary to practice oral English or not? If they thought it important and necessary, the problem was actually caused by myself, not by my students. Probably the oral work I assigned my students to do was poorly organized.2.2.2 Cause analysisIn this situation, I asked myself a series of questions and tired to provide some answers to them.Why did most of my students not do oral practice I assigned them to do in class? In order to know more about this issue, I designed a cause exploration procedure like this.QuestionsAnswersIs It because they do not like oral English? MaybeIs It because the oral tasks are poorly designed? MaybeIs it because my instructions are not clear? Maybe Is it because they do not like to practice oral tasks alone? Maybe Is it because they have lots of other things to do? MaybeIs it because they do not think oral tasks are important and necessary? MaybeIs it because they have some difficulties unsolved by themselves? Maybe2.2.3 Questionnaire surveyI made a pilot investigation in this respect to know more about the situation. For this purpose, I designed a research procedure like the follows. One day, I game two oral tasks-Remember the test of Lesson 1 and Make a free talk with these sentences. The title was “What time is it?” The next day, I got the following feedback:Only six students recited the Lesson.Only four students made a free talk and write them.The rest did not do a free talk tasks.Then I asked them two questions. One was why some students had done a free talk. The students responses:Frist, those who had made a free talk said they enjoyed doing.Second, those who had recited the lesson said they had remembered it because the lesson was very short and there were many new patterns about time in this lesson. If they did not remember them in time , they would forget some of them.The other question was why most students hadnt done the free talk. The students reasons:Frist, most of them thought written homework was much more important than oral tasks were.Second, they thought a huge amount of written homework given by the teachers of different subjects must be handed in the next day. And all the teachers would check it carefully, while the English teacher might spend a little time checking the oral tasks, so they had to finish written homework first and sometimes they had no time to do the oral tasks.Third, they felt it very difficult to remember lessons because most of them could not read the new words.Fourth, they felt tired of practicing dialogues without partners, while they could not find partners.Since most of my students did not to do the oral practice I asked them to do in class, I designed a questionnaire (See Appendix A) to find out why it should be so. I intended to get more detailed, more exact opinions form all the students through the questionnaire. And I tried to make it as scientific and effective as possible. At first I asked four students who were of different English levels to try out the questionnaire. Then I modified some of the items. After that I gave one of my questionnaires to my students and gave them fifteen minutes to finish it. All of them, twenty-nine students, returned their questionnaires which were left anonymous.When all this date came in, I made some statistical evaluation. The results showed that over 80 of the students thought regularly practicing oral English in class could improve their English speaking and that about 67 of them thought oral practice was very necessary for their future. Therefore I thought the students were clear about the importance and necessity of oral practice, so they lost their confidence and interest.2.2.4 Brainstorming activationWhen I was engaged in the problem analysis, I consulted my thesis Miss Fu and often talked to my classmates about all the problems I met. They gave me a lot of advice and help so that I pondered the problem more deeply and carefully.After a lengthy problem analysis, I determined to launch a project to overcome this problem.2.3 Project objectiveMy research objective is to enhance my students interest in oral practice in class.2.4 Project hypothesisIt is hypothesis that learners interest in doing oral practice in class in increased by better organization.2.5 Possible solutionsWith these reason in mind, I have correspondingly provided some possible solutions which are as follows:2.5.1 Help my students to make up seven groups.2.5.2 Give them some priming materials, necessary background information and useful linguistic forms. I also provide topics that are close to real-life and closely relate to my purpose of practicing spoken English to expand their view.2.5.3 Give them chances to act out their own dialogues or plays before class.2.5.4 Check their performance regularly.2.5.5 Give them less written homework when they need to do oral practice after class.3. Full-Scaled Implementation of the Solutions3.1 Make up groupsIn order to guarantee that most of the students would be highly involved into the oral practices, I decided to make up groups. Thought the investigations, I found there were two main problems for them to do oral practice by themselves at home.One was the family members of most students did not know or hardly know English.When the students met difficulties or had problems, they couldnt get any help. and if they made mistakes in oral practice, they couldnt be corrected in time.The other was they thought there was little pleasure to practice without a partner.Thought analysis, I thought I would like to give speaking the purpose of communication, so it was the most effective that I should create chances for them to communicate with each other in English. I was also conscious that the students were all 10 or 11 years old and they were all English learning beginners, so they had strong, mutual dependence. If they were organized into small groups, not only both of the problems above could be solved but also they could achieve the purpose of oral practice. Moreover, I could cultivate their spirit of cooperation and achieve unity among students by making them learn from each other and help each other.In my class there were 29 students, so I divided them into 7 groups. When I did the work, I followed three principles:3.1.1 Members of each group lived in the same area. So that students could select freely any spare time to practice oral tasks together. For example, they could practice after class, before going home. They could also practice through telephone.3.1.2 Each group was composed of the students of different English levels so that good students could help those who had lagged behind.3.1.3 Each group was made up of the students of different personalities in order to exert the specialties of every student and made up for each others deficiencies.3.2 Provide materialsIn order to make it sure that the students could do the oral tasks better, I provided them with a lot of materials for reference. The students of 10 or 11 years old are usually curious. They have strong desire of seeking knowledge and novelty. They hope to express what they are interested in, but they can only speak a little English. Besides, the students have little social experience, their trains of thought are limited. So they are not satisfied with the materials supplied only from texts. In order to solve the problem, I provided them with a lot of related words, topics and model dialogues. Moreover, I also especially selected those materials were close to real-life and could interest the students. I thought the materials were very useful for helping the students to expand their trains of thought and learn more. I found with such help they could make up very good dialogues and they could speaking English more smoothly and confidence than before.3.3 Ask them to performI created chances for the students to act their dialogues before class. Most of students are willing to show their abilities before others. And most of students hope to be praised and encouraged by the teacher and other students. Therefore I challenged them to act their own dialogues in class. I asked the students to elect the best “actor and actress”, the best writer and the best directors. They looked very excited and anxious to read. Sometimes some students were so eager to correct the mistakes made by the reader. Laughter could be heard now and then, thus the classroom atmosphere seemed quite active. Move students were very happy and earnest to write and practice in class.3.4 Check their oral workI decided to check their oral work because many students would usually do better under the supervision of their partners. Sometimes I told them to recite some passages before me. Sometimes I give them ten minutes to speak from memory. Sometimes I asked their parents to record the time of every oral tasks at home.3.5 Reduce their pressureI decided to simplify the students oral homework. The students often complained they had too much written homework-not only English homework, but also the homework of other subjects. They thought they much be finished the written homework, so they had no enough time ti do oral tasks. I thought I should make allowances for the students pressure. So I adopted two effective measures to reduce their pressure.One was that I gave them less written homework when I asked them to do oral practice after class. The other was I simplified the exercises in class. For example, if I wanted them to recite a lesson and write them use their own words, I taught them how to retell or abbreviate the lesson. The short passage must contain the main idea, the main idea patterns and some new expressions. And then I asked them to recite the short passage. When we did that like this, we could get three benefits. Firstly, they learned to retell a text or abbreviate an article. Secondly , they felt happier to recite a simplified passage. Thirdly, they could review what they had just learned in class in time.4. Oral Practice DesignMy hypothesis is that learners interest in oral practice in class increased by better organized activities. Moreover, my new assignment activities should have a real information value so that students have a real purpose to practice. I designed eight activities to be tried out in eight weeks. And these activities are reported as follows.Week 1 Activity 1 What time is it?This activity is based as in Primary English for China, Book4, Lesson 1.“What time is it? ”Purpose: Students work in pairs. One raise his/her clock and the other answers with actions what he/she should do by using the pattern of “It is time for.”.Procedures:Step 1: Listen and sing a song: “Ten Little Indian Boys”. Through this song students can review 110.The teacher can sing and sing with the test of the ten figures, the students follow the teacher to do.Step2: Thought hand-slaps, students take chance to review the numbers Step 3: The teacher takes