电大英语教育专业毕业论文

1、附件 2:河北电大开放教育本科英语专业毕业论文教学实践设计鉴定表及指导过程表 封面 标题页 Title Page 致谢Acknowledgment 摘要 Abstract 目录格式 -(正文Basic Structure for ContentsNote: The main headings give the project reader an overall view of the report. They also act like an outline of the report. From Page2 onwards, Zhang Ling further elaborates eac

2、h of the main headings. Page2,3 and 4 now look like this:(course book P143. IntroductionsI have been teaching for eight years. I n my teaching Ive found there are some problems . especially the problem that some of my students in rural areas are not interested in speaking English. I ve told them tim

3、e and again the importance of oral English and urged them to take an active part in oral work. However, their interest in speaking English does not seem to be stimulated. Ill finish my study in Qian An RadioTV University .I hope I can solve the problems that have troubled me for some time through th

4、e action research so that I can apply my knowledge and theory into practice .which I learned from Qian An RadioTV University.Process Report-1StudentStage 1: Identifying a problemTutors Comments: (problems and suggestionsTutor _ Date _ Score _ContentLanguage is a communication tool. And the purpose f

5、or learning English in China has changed in recent years due to the Open Door Policy. In the past, everyday communication was not the main goal because one didnt need to listen and speak in English. but now spesking is very important. The students should not only express themselves, they can also co

6、mmunicate in different cases according to the culture. But in my teaching, some of my students who have high grades in English are not good at oral English. Some can not express themselves in English.Process Report-2StudentStage 2: Problem analysisTutors Comments: (problems and suggestionsTutor _ Da

7、te _ Score _ContentIn my opinion, there were four main reasons that accounted for students lack of interest in oral class. Firstly, some students were afraid of being laughed by others because of their poor pronu nciation and performance. Secondly, some students wanted to say, but they didnt know ho

8、w to get start and what to say. Thirdly, some students particularly those who did not do well in the traditional grammar-oriented written exam lacked self-confidence in oral work. They thought that the oral class was only the showing- time for the “top -students”. Fourthly, some students didnt think

9、 the oral practice is useful to their grammar-oriented exam, so they were not interested in it at all.The Problems had been troubling me for a long time and now I was determined to work towards the solution to the problem. I started off by making an analysis of the problems. In this period, I use th

10、e following methods:the analytic method, cause analysis, socratic dialogues and questionnaire survey2.2 Project objectiveThe project objective is to enhance learners interest in oral practice.2.3Project hypothesisIt is hypothesized that learners interest in oral practice can be enhancedby well-desig

11、ned oral work.2.4 Project rationaleThe following rationales are mentioned: communicative approach in teaching speaking, PPP model, communicative speaking activities, the learners roles and responsibilities, the role of the teacher, the role of good lesson planning指导过程报告 3Process Report-3Student:Stag

12、e 3: Project designTutors Comments: (problems and suggestionsTutor _ Date _ Score _Content3.1 ObjectivesThe objective of this research is to increase students interest by better-designed oral work. 3.2 SubjectsThe subjects are 45 rural middle school students in Kou Zhuang Middle School in Qian an. 3

13、.3 MaterialsThe materials are based on the Go For It for Grade 9.3.4 Activity Plan 指导过程报告 4Process Report-4Student:Stage 4: Project implementationTutors Comments: (problems and suggestionsTutor _ Date _ Score _Content4.1 Project ImplementationThe objective of this research is to increase students in

14、terest by better-designed oral work. Th e subjects are 45 rural middle school students in Kou Zhuang Middle School in Qianan. And the materials are based on the Go For It for Grade 9.W eek 1, Activity 1, How do you study for a test?The objective: to stimulate the students speaking by talking about t

15、he ways to study for a test. I think the topic is in close touch with our real life. So the students must want to share their ways to study for a test.Teaching process:Step 1 Lead in T:(the teacher says ; S: (the students sayT: We have just finished our final exam in Grade 8. Some of us did quite we

16、ll in theexam.( Call a good student to stand up how do you study for a test?S: I study by listening to tapes.Step 2 Presentation( Ask some other students the same question. They may use the following phrases: byworking with friends, by making flashcards, by reading the textbook, by asking the teache

17、r for help and so onStep 3 PracticeHave the students work in pairs, and practice the conversation.- How do you study for a test?- I study by working with friends.Step 4 GroupworkDivide all the class into six groups, and ask them to work in groups and do a survey, they may use the following conversat

18、ion.- How do you study for a test?- I study by working with friends.Which way is the most popular way?Which is the most helpful way?Homework: Making a short speech about the best way to study for a testW eek 2, Activity 2, I used to be afraid of the dark.The objective: to stimulate the students spea

19、king by talking about the changes in the past few years. I think the topic is in close touch with our real life. So the students must want to share their changes.Teaching process:Step 1 lead inShow the students a picture of Yao Ming, and ask “ Who is he?” and “ What does he look like? ” . The studen

20、ts may answer “ He is tall.” Show them a photo of him when he was young. T: He was short when he was young. I can also say he used to be short.Step 2 PresentationShow them some other pictures of some famous person, such as Zhou Jielun, Zhang Shaohan and so on. Ask them to describe the pictures. He u

21、sed to be tall. She used to have long hair. Step 3 PracticeAsk them to practice the conversation in pairs.- I used to be really quiet.- I know. Now you are very outgoing.Step 4 Do a surveyDivide the students into four groups, what did you use to do when you were younger? What do you do now? Fill in

22、the chart. Then talk with your classmates about how you have changed.Homework: Making a short speech about the changes your parents haveW eek 3, Activity 3, Teenagers should be allowed to choose their own clothes.The objective: to stimulate the students speaking by talking about what they should do

23、and should not do at school and at home.Teaching process:Step 1 Lead inT: We have many rules in our school. Tell me what are the rules.S: Don t eat in classT: What do you think you should be allowed to do in our school? Can you tell me?Ask a good student to answer the question.Step 2 PresentationT:

24、What should you be allowed to do?S: I should be allowed to drive.Have the students work in pairs to practice the conversation.Step 3 GroupworkDivide the students into 4 groups. The students talk to other students in the class and find three people who have to follow these rules. Write their names in

25、 the chart.Homework: Making a short speech about the rules at your homeW eek 4 , Activity 4, What would you do?The objective: to stimulate the students speaking by talking about what would they do if Teaching process:Step 1 Lead inShow the students a picture of millions of dollars, and teach the new

26、 words “ million ” . And say “ What would you do if you had a million dollars?”, and “I would buy a big house if I had a million dollars.” Then ask a good student the question.Step 2 PresentationAsk some other students the same question, and get them answer it.- What would you do if you had a millio

27、n dollars?- I d give it to medical research.Step 3 PracticeT: What would you do if you had a lot of money? Add more ideas to list and share your answers with other students.Step 4 InterviewT: I d divide all of you into 6 groups. And interview two classmates about what they would do. Y ou may use the

28、 following conversation.-What would you do if you found a wallet?-I d open it and look for a phone number.-Really? I d give it to the police.Homework: Making a short speech about what would you do if you were a teacher.4.2 Data AnalysisThe results of the two questionnaires are presented in Graph 1 a

29、nd Table 1. Graph 1 shows the comparison of degree of interest before and after the implementation of the project. And table 1 shows students preference to types of oral practice.After four weeks research, I designed Questionnaire Two that was partly based on Questionnaire One designed before resear

30、ch. By now, I was more awake of the usefulness of the oral practice I designed. I especially hoped to know what my students had gained and which methods they preferred.The fact that the degree of interest increased from 38.5% before implementation of the projectto 57.6% after it s hows that the acti

31、vities to enhance students interest in oral practice were effective.The objective of our research is to enhance my students interest in doing oral practice, such a result (from 44.5% to70.1% is very encouraging. It proves that the implementation of the solutions is fruitful and effective.Process Rep

32、ort-5Student :Stage 5: Project evaluationTutors Comments: (problems and suggestionsTutor _ Date _ Score _ContentAfter I thought seriously and had exchanged views on the project with my students, I found out that although students are becoming more interested in oral work now, there is still much tha

33、t needs further improvement. Only when I make continuous reflection in my teaching, can I make greater progress. The most frequently mentioned problems can be summarized as the following three:Firstly, the problem of the pronunciation training: the students need more practice in pronunciation.Second

34、ly, the effective use of the key sentence patterns from the text: I should give my students more practice to express themselves freely by using the key sentence patterns from the text.Thirdly , the relationship between oral practice and grammar-oriented exam: most of my students say “I hope I can im

35、prove my speaking ability and pass grammar-oriented exams.” So Id like to have a try on “How to crack the traditional exam by speaking practice. If so, the marks of exam and the ability of speaking can be improved at the same time.Process Report-6StudentStage 6: Final reportTutors Comments: (problem

36、s and suggestionsTutor _ Date _ Score _ContentIdentifying a problemLanguage is a communication tool. And the purpose for learning English in China has changed in recent years due to the Open Door Policy. In the past, everyday communication was not the main goal because one didnt need to listen and s

37、peak in English. but now spesking is very important. The students should not only express themselves, they can also communicate in different cases according to the culture. But in my teaching, some of my students who have high grades in English are not good at oral English. Some can not express them

38、selves in English.Problem analysisIn my opinion, there were four main reasons that accounted for students lack of interest in oral class. Firstly, some students were afraid of being laughed by others because of their poor pronunciation and performance. Secondly, some students wanted to say, but they

39、 didnt know how to get start and what to say. Thirdly, some students particularly those who did not do well in the traditional grammar-oriented written exam lacked self-confidence in oral work. They thought that the oral class was only the showing- time for the “top -students”. Fourthly, some studen

40、ts didnt think the oral practice is useful to their grammar-oriented exam, so they werenot interested in it at all.The Problems had been troubling me for a long time and now I was determined to work towards the solution to the problem. I started off by making an analysis of the problems. 2.1.1 The a

41、nalytic methodMy Problem is : Some of my students are not interested in “oral practice”.The phrase “some of” in my problem made me think of the other side of the issue: some of my students are not interested in “oral practice”. This, in turn made me think of these:Why some dont, while others do?Who

42、are the some that dont? And who are the others that do?Moreover, “my students” is in contrast with “my colleagues students”. This prompted me to made a chain of reflections: What about some of my colleagues students? Is it also the case that they arent interested in oral practice? If, on the other h

43、and, all of my colleagues students are interested, then my problem is actually caused by myself, not by my students. Probably the training I gave students was poorly designed.2.1.2 Cause analysisI did the Cause Analysis on both “teachers side” and “students side”. I analysised the four main reasons

44、of students not being interested in oral practice. Teachers side that is myself.About the first reason: Some students were afraid of being laughed by others because of their poor pronunciation.I didnt teach them the Phonetic Alphabet I had thought that, as the high school students, they have

45、studied English for more than three years, they should have learned the Phonetic Alphabet.So I think I should add some Pronunciation Training Activities in my new Teaching Design. About the second reason: Some students wanted to say, but they didnt know how to say. When these students told me that t

46、hey were often not clear about what I told them to do or how they should do as my instruction in the oral class, I came to know that there was something wrong with my Teaching-Design. Maybe the language I used was not clear? Or the level of the language was much higher than the most of my students?

47、Or they didnt like the topic? Or they werent familiar with the topic? etc.About the third reason: Some “low students” lacked confidence, who are weak at the traditional grammar-oriented written exam.I didnt encourage these students that speaking can make them enjoy English, can make they have enough

48、 confidence. And these were very important to every English learners.About the fourth reason:Some students didnt think the oral practice is useful to their grammar-oriented exam, so they were not interested in it.I didnt tell the students that the relationship between oral practice and grammar - You

49、 cant learn grammar rules well just by listening, understanding, taking notes or by remembering what the teacher teaches. If you speak and use by oral way these useful sentences which contain the key grammar after youve understood these grammars, you will master these grammars much better. And this

50、will give you a big help on your grammar-oriented exam. The students sideThe purpose of some top students to do the Speaking Activities is just to improve their speaking ability. They would rather make speeches in front of the whole class or do the interpretative exercises for the key senten

51、ces than care about if there is any useful grammar, because they are sure they can really do well on the exam without the oral practice. Some weak students may think the oral practice almost couldnt help them on the grammar-oriented exam.Others are accustomed to the traditional way of teaching and l

52、earning, that is, they are always waiting for the teacher to tell them what to learn. As a result, they neither improve their speaking ability nor get high marks on the exams.Some students think oral practice is just a waste of time. They say they can use the time to more grammar exercises to get hi

53、gh marks.The choice of materials:If the materials tend to be too oral, though they will be very interesting to the students, they may be far from the text; on the other hand, if they are close to the exam, they would be too boring to capture the students.So I should consider the both sides of the ma

54、terials.After that, I recognized that I should add some Pronunciation Training Activities to improve students pronunciation; give the more clear instruction to let students know what to speak and how to speak; offer more encouragement to the “low students” with low marks on the“grammar exams” to gro

55、w confidence; try to design some oral activities to improve the students ability on the “grammar exam” .2.1.3 Socratic dialoguesI cant let my students express in English.Q: What do I mean by express? What sort of expressing do I expect of them?A: I want them to express freely.Q: Express what?A: Usua

56、lly the key sentences in their textbook.Q: What purpose do they have in the expressing training?A: Purpose ? To practice speaking English.Q: Isnt it like me surfing on line sometimes? At the times, I surfing, but do not actually read anything, simply because I do not have a specific purpose. I regre

57、t wasting time and money afterwards.A: Oh, here is the point. When I ask my students to practice speaking English, the purpose is too general. I should give them some specific purposes, such as to practice the usage of a word, a sentences structure, or a tense, etc.2.1.4 Questionnaire survey:I designed one questionnaire and distributed to my students before conducting the researchand required that they finish it within 20 minutes. All of them, 22 students, returned their questionnaires that were left anonymous. When all these data came in, I made some statistical evaluation. The result