激发农村学生的英语口语兴趣英语教育专业毕业论文(共36页)

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Cover PageHebei Radio & TV UniversityPractical Project Design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Title: Stimulating the Rural Students Interest in Oral English题目: 激发农村学生的英语口语兴趣Name/姓名: 耿 娟Number/学号: 20081130020602School/学校: 迁 安 电 大Major: English (education oriented)英语专业

2、（教育方向）Tutor/导师: 张 建 英Date/日期: _标题页 Title PageProject Title:Stimulating the Rural Students Interest In Oral EnglishInvestigatorGeng JuanQianan Radio & TV UniversitySubmitted on 27th March 2010In fulfillment of the coursePractical Project DesignStudents Tel:Fax: E-mail:

3、致谢 AcknowledgmentAcknowledgmentI am mostly grateful to my supervisor Professor Zhang without whose support and patience this project would not even have got off the ground. I am also grateful to my colleagues Yang Chunfang and Zhang Liyan for their time spent on brainstorming and panel discussions w

4、ith 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 husband and my family who have shared with me my worries, frustrations, and hopefully my ultimate

5、happiness in eventually finishing this project.摘要AbstractAbstract The present study presents a detailed report of a project implemented to solve the problem that most of my students in the rural areas are weak in speaking English. It is hypothesized that learners interest in oral practice will be gr

6、eatly increased by better oral work design. This hypothesis is verified by a four-week practice of classroom teaching with the specially designed oral exercise activities.Among the methods of scientific investigation used are analytic method cause analysis. Questionnaire survey and Socratic dialogue

7、s.Key words: oral English, interests, rural students 目录格式-（正文）Basic Structure for ContentsPage1Main headings of the project reportIntroductions 1. Identifying a problem 2. Problem analysis2.2 Project objective2.3 Project hypothesis2.4 Project rational3. Project design4. Project implementation 4.1 Pr

8、oject implementation4.2 Data Analysis5. Project evaluation6. Final report7. BibliographyAppendix A The questionnaire for problem analysis.Appendix B Students handoutsAppendix C The post trian questionnaireNote: The main headings give the project reader an overall view of the report. They also act li

9、ke an outline of the report. From Page2 onwards, Zhang Ling further elaborates each of the main headings. Page2,3 and 4 now look like this:(course book P143).IntroductionsI have been teaching for eight years. In my teaching Ive found there are some problems . especially the problem that some of my s

10、tudents in rural areas are not interested in speaking English. Ive told them time 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

11、 .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 Qian An RadioTV University.指导过程报告1Process Report-1Student：耿 娟Stage 1: Identifying a problemTutors Comments: (problems and

12、suggestions)Tutor _ Date _ Score _ContentLanguage 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 speak in English. but now s

13、pesking 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 themselves in English. 指导过程报告2

14、Process Report-2Student 耿 娟Stage 2: Problem analysisTutors Comments: (problems and suggestions)Tutor _ Date _ 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

15、 their poor pronunciation and performance. Secondly, some students wanted to say, but they 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 tha

16、t the oral class was only the showing- time for the “top-students”. Fourthly, some students didnt think 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

17、 solution to the problem. I started off by making an analysis of the problems. In this period, I use the 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.2.3 P

18、roject hypothesisIt is hypothesized that learners interest in oral practice can be enhanced by well-designed oral work.2.4 Project rationaleThe following rationales are mentioned: communicative approach in teaching speaking, PPP model, communicative speaking activities, the learners roles and respon

19、sibilities, the role of the teacher, the role of good lesson planning指导过程报告3Process Report-3Student: 耿 娟Stage 3: Project designTutors Comments: (problems and suggestions)Tutor _ Date _ Score _Content3.1 ObjectivesThe objective of this research is to increase students interest by better-designed oral

20、 work.3.2 Subjects The subjects are 45 rural middle school students in Kou Zhuang Middle School in Qianan. 3.3 Materials The materials are based on the Go For It for Grade 9.3.4 Activity PlanWeek Unit TopicActivity TopicObjectives Functional itemsTime 1How do you study for a test ?Talk about the way

21、s to study for a test.To stimulate the students interest in oral English- How do you study for a test?- I study by working with friends.452I used to be afraid of the dark.Talk about the changes they haveTo develop the skills of speaking- I used to be really quiet.- I know. Now you are very outgoing.

22、 453Teenagers should be allowed to choose their own clothes.Talk about what should they be allowed to do To develop the skills of discussing- I dont think sixteen-year-old should be allowed to drive.- I agree. They arent serious enough.454What would you do?Talk about what would they do in some subju

23、nctive situations To develop the skills of speaking- What would you do if you had a million dollars?- Id give it to medical research.45指导过程报告4Process Report-4Student: 耿 娟 Stage 4: Project implementationTutors Comments: (problems and suggestions)Tutor _ Date _ Score _Content4.1 Project Implementation

24、 The objective of this research is to increase students interest by better-designed oral work.The 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.Week 1, Activity 1, How do you study for a test?The objective

25、: to stimulate the students speaking by talking about the 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 say)T: We have just fi

26、nished our final exam in Grade 8. Some of us did quite well in the exam.( 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: by working with friends, by mak

27、ing flashcards, by reading the textbook, by asking the teacher for help and so on)Step 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 i

28、n groups and do a survey, they may use the following conversation.- 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 testWeek 2, Activity 2, I used to be afr

29、aid of the dark.The objective: to stimulate the students speaking 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 a

30、sk “Who is he?” and “What does he look like?”. The students 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 S

31、haohan and so on. Ask them to describe the pictures. He used 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 t

32、o do when you were younger? What do you do now? Fill in the chart. Then talk with your classmates about how you have changed. Homework: Making a short speech about the changes your parents haveWeek 3, Activity 3, Teenagers should be allowed to choose their own clothes.The objective: to stimulate the

33、 students speaking by talking about what they should do and should not do at school and at home. Teaching process:Step 1 Lead in T: We have many rules in our school. Tell me what are the rules. S: Dont eat in classT: What do you think you should be allowed to do in our school? Can you tell me?Ask a

34、good student to answer the question.Step 2 PresentationT: 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 p

35、eople who have to follow these rules. Write their names in the chart. Homework: Making a short speech about the rules at your homeWeek 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 st

36、udents a picture of millions of dollars, and teach the new 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

37、them answer it. - What would you do if you had a million dollars?- Id 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: Id divide all of you into 6 groups. And interview two

38、classmates about what they would do. You may use the following conversation.- What would you do if you found a wallet?- Id open it and look for a phone number.- Really? Id give it to the police. Homework: Making a short speech about what would you do if you were a teacher.4.2 Data AnalysisThe result

39、s of the two questionnaires are presented in Graph 1 and 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 pa

40、rtly based on Questionnaire One designed before research. 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 implementatio

41、n of the project to 57.6% after it shows that the activities 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 implementatio

42、n of the solutions is fruitful and effective.指导过程报告5Process Report-5Student： 耿 娟Stage 5: Project evaluationTutors Comments: (problems and suggestions)Tutor _ Date _ Score _ContentAfter I thought seriously and had exchanged views on the project with my students, I found out that although students are

43、 becoming more interested in oral work now, there is still much that 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 pronunciatio

44、n training: the students need more practice in pronunciation.Secondly, 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 a

45、nd grammar-oriented exam: most of my students say “I hope I can improve 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. 指导

46、过程报告6Process Report-6Student 耿 娟Stage 6: Final reportTutors Comments: (problems and suggestions)Tutor _ 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, ever

47、yday 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 communicate in different cases according to the culture. But in my teaching, some of my students who have

48、 high grades in English are not good at oral English. Some can not express themselves 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

49、 pronunciation and performance. Secondly, some students wanted to say, but they 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

50、class was only the showing- time for the “top-students”. Fourthly, some students didnt think 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 t

51、o the problem. I started off by making an analysis of the problems.2.1.1 The analytic 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 pract

52、ice”. This, in turn made me think of these: Why some dont, while others do? Who 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

53、 it also the case that they arent interested in oral practice? If, on the other hand, 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 Analysi

54、s on both “teachers side” and “students side”. I analysised the four main reasons 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 becauseof their poor pronunciation.I didnt teach them

55、the Phonetic Alphabet I had thought that, as the high school students, they have 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 they were often not clear about what I told them to do or how they should do as my instructio