河北广播电视大学开放教育本科 英语专业(教育方向) 英语专业(教育方向)毕业论文 教学实践设计
设计多种教学活动 提高学生英语口语水平
项目设计者 姓名:思密达 学号:123456 学校:河北电大
提交日期:2011 年
I
4 月

Hebei Radio & TV University Practical Project Design English Major: (Education oriented)
Varied Oral Practice Design & the Improvement of Learners’ Oral English Level
Investigator Name: 思密达 123456
Student No: School:
HeBei Radio & TV University
Submitted Date:
II
Acknowledgement
I really appreciate my tutor Mr. Wang, whose help and patience made this project get off the ground and come to a close smoothly. I am also grateful to my colleagues Li Xiaosha and Wang Li for their time spent on brainstorming and panel discussions 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, thanks are given to my family for their love and encouragement,who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.
III


本文对解决大多数小学生英语口语水平较差的研究课题,结合本人在英语 教学中的实践过程,给出了详细的实验报告。本文的假设是:学生的口语水平能 够用各种活动加以提高。 专门设计的三个星期的课堂教学实践活动证实了这个假 设。 在实验过程中使用了分析法、原因分析法和问卷调查等理论方法验证了这 个假设。
关键词: 关键词:
学生;英语口语;多种活动; 学生;英语口语;多种活动;提高 口语
IV
Abstract
The present study presents a detailed report of a project implemented to solve the problem that most of my students have poor oral English level. It is hypothesized that learners’oral English level can be increased by varied activities. This hypothesis is verified by a three-week practice of classroom teaching with varied oral activities. Among the methods of scientific investigation used are analytic method ,cause analysis and questionnaire survey. Key words: Students; Oral English level ; Activities; Improvement
V
Contents
Acknowledgment…………………………………………….……………… Abstract (in Chinese)…………………………………………….………… Abstract (in English)……………………………..………….…………….. Contents……………………………..………………………………………
  1. Introduction……………………………………..………………………...
  2. Problem…………………………………………………………………...
  3. Problem analysis…………………………………………………………
  3.1 Analytic method………………………………………………….........
  3.2 Cause analysis ………………………………...………………….…..
  3.3 Questionnaire Survey ….…………………...………………………..
  4. Project objective…………………………………...………………………
  5. Project hypothesis…………………………………...……………………
  6. Project rationale…………………………………...……………………..
  7. Project implementation…………………………...……………………..
  7.1 Description of subject………………………………………………..
  7.2 The principles adopted……………………………………………….
  7.3 Teaching plan…………………………………………………………
  8. Project evaluation …………………………………………………...……
  9.Conclusion…………………………………………………...……………. References…………………………………………………...………………. AppendixA ……………………………………...…………………………… Appendix B……………………………………...……………………………
Ⅰ Ⅱ Ⅲ Ⅳ ⒈ ⒈
  1.
  1. 1-2
  2.
  2.
  2. 2-3 3-7 3-4 4-5 5-7 7-8
  8. 8-9 9-11
  11.
VI

  1. Introduction
I have been teaching English for three years. In my teaching experience, I met such a problem that most of my pupils can’t speak English freely,that is, they have a low level of oral English. The students do well in reading and writing, but pay less attention to speaking. Furthermore, they do not have interest in it and ignore the importance of oral English. If the problem cannot be solved properly, they will be tired of learning English. I hope I can solve the problem that troubled me for such a long time through the research by using my knowledge and teaching theory into the teaching practice.

  2. Problem
My problem is that most of my students have poor oral English level.

  3. Problem analysis
As an English teacher, I’ve found that the problem is that most of my students can’t speak English correctly and fluently. They can not express themselves freely. It was identified through my teaching experience. That’s the problem I hope I can solve in my project. My urgent need is to find the answer to my problem, thus I will solve it and help my students to speak effectively. In my teaching, the problem was identified a really serious one.
  3.1 Analytical method The problem has been troubling me for a long time. I consulted some colleagues about it. They gave me many valuable suggestions. To some aspects, we came to the agreement that there are three parts that can be considered improving: First, I should treat English as a language, not just a subject. Second, in speaking activities in my class, I always focused more on reading rather than communicating. Third, my teaching approaches are too simple.
  3.2 Cause analysis
  3.
  2.
  1. The teacher’s side I have been an English teacher for three years. From my teaching experience, I found I didn’t spend much time to stress the importance of oral English. In oral class, I didn’t prepare many suitable materials and good activities for my pupils. Sometimes in order to save time, I often lead them to read first, but neglecting variety of activities. I usually arranged them to read the dialogue mechanically after the tape recorder or showed transparency directly. I paid more attention to get my pupils to win good marks. So my pupils thought oral English was not important compared with the marks they get in written tests.
  3.
  2.
  2. The students’ side Pupils often have tests. They know which aspects can get them high marks. High mark is what they work hard for, and also what their parents want. So they just do listening and writing practice, either in school or at home. Spoken English is
1
neglected. They should come to realize that they can learn from each other and help each other especially in speaking.
  3.
  2.
  3. The classroom and school facility Schools in the villages have poor facility, we have no computers for teaching . what we can use are blackboard and chalks ,which is a little difficult to draw learners attention than mordern divices. Besides,there are so many pupils in my class (
  45) that I feel hard to take good care of them.
  3.
  2.
  4. Language environment and exam system The pupils face to their mother tongue everyday, they can only practice English in class, and most of their parents can’t speak English. They think everything in Chinese, not in English, and their spoken English is weak, they could also get high marks in tests, because it dose not involve in English tests.
  3.3 Questionnaire Survey Since most of my pupils did not pay attention to spoken English in class, I designed a questionnaire for them. According to daily questions, I designed three main questions to find out the problems in my oral class, especially for primary pupils. They are too young to understand its importance. I chose all pupils of different levels to finish my survey. After class. the pupils gave me answers. Through the data analyses , I found most pupils like classroom activities , 32% of them felt spoken English is very difficult , 25% of pupils consider it important. I examined my problem scientifically to see if it is reasonable. I discussed the problem with my colleagues. In the mean time, I worked out the timetable of my project.
  4. Project objective My project objective is to improve the pupils’ oral English level.
  5. Project hypothesis It is hypothesized that pupils’ oral English level can be increased by better designed activities
  6. Project rationale
  6.1 The importance of oral English Teaching in Primary School
I found oral English teaching in Primary School can lay more solid foundation for children learning English in the future. If oral English can be spoken more fluent and more appropriate by the pupils, the pupils’application of the grammar would be getting rich,then the pupil would enhance confidence, which is the educational targets of English teathing in Primary School.

  6.2 The importance of pair work and group work Group work and pair work are very important in class. It is helpful for communicating. Each group was composed of the pupils of different levels so that top pupils could help those who had lag behind. Each group was made up of the pupils of different personalities in order to effect by each other. According to this, the design of different activities in oral English class is very important. This is composed of some different types of activities. These are arranged by different exercises, from control activities to half control activities to communicate freely. Different types of activities also apply to pupils at different levels. Beginners
2
may benefit more from controlled activities while advanced students may find communicative activities more rewarding.
  6.3 The role of the teacher The English professor C. E. Eckersley thought: “A lesson is not the pouring of the wine of learning into empty passive bottles. The most successful class is one where the students, not the teacher, do the greater part of the work. ‘The language teachers’ worst and commonest fault is Talking Too Much. He tries to make teaching a substitute for learning, and in doing so prevents the class from learning.’” I find myself playing different roles for different stages at class. I have greater control at the presentation stage and often act as a demonstrator. At the practice stage, I am expected to be an organizer, a conductor and monitor. At the production when the situation is more pupil-directed, the teacher plays the role of a stimulator and helper. The role of a corrector is carried out throughout these three stages, but the timing, ? the way and the focus may be different at each stage. I encourage them to be more actively involved in the lesson and encourage them to express their opinions in English as often as they can. As a teacher, I needn’t correct the pupils’ mistakes immediately, peer group consult, check and help each other.?
  6.4 The Role of the pupils In my class I put pupils-centered. I’d like them to feel that learning English is very happy. If they want to learn it better, they must open their mouths and practice many times. Therefore, in class they should take part in activities. They must cultivate good habits in listening and speaking. They can learn from each other and help each other. So the pupils must practice in real situation such as at home besides in class. The teacher and colleagues, their parents must help them as possible as they can.
  6.5 The role of the materials in teaching Give them some prepared materials, such as pictures, cards, transparency, investigation paper and speaking exercises. This has obvious advantages: I try to prepare some material for pupils’ practicing spoken English, make sure that they are very close to the pupils’ daily life and study, even some hot topics the pupils are interested in.
  7. Project implementation 病句呀
It is hypothesized that pupils’ oral English can be increased by better designed activities. Moreover, they can learn English words more efficiently and satisfactorily. This part of my study was conducted during March
  6. 2011 ? April
  7. 20
  11. The following is the teaching approach. I will apply into my class teaching.
  7.1 Description of subject This part of my study was conducted during March /
  6./2011- April 7/20
  11. I chose PEP Primary English Book, Unit 3 How Many? New oral activities and new tasks were designed with the aims of providing pupils with a chance of speaking
3
English clearly and freely. In my class there are forty-five pupils. Since it is a large class, I must use control exercises, besides this, I may use half control and no control exercises. Especially last one is my goal.
  7.2 The Principles adopted The following is the teaching approach I will apply to my teaching in class.
  1) In learning new knowledge I may choose control and half control activities. I can monitor all class. So they can read clearly at the beginning. They are confident to speak English first.
  2) Encourage my pupils all the time. Phrasing education is very important to language learners.
  3) Arrange many kinds of pair work and group work, it’s helpful for the pupils. A. Control exercises This part emphasizes imitating and memorizing.
 

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