-How-to-Improve-Students’-Speaking-Ability-More-Effectively.doc

Project Title:

How to Improve Students’ Speaking Ability More Effectively

Investigator

Wang Meihong

Acknowledgment
I am mostly grateful to my supervisor Ms.Yin without whose support and patience this project would not even have got off the ground.
I am also grateful to my colleagues Huang guping ,Jiang meichun ,Tang Xinxia for their time spent on brainstorming and visiting my class and panel discussions with me.
No amount of thanks will be adequate for my students without whose willing participation in the project implementation would have remained on paper.
Last but not least, big thanks go my family who have shared with me my worries, frustrations, and my ultimate happiness in eventually finishing this project.

Abstract
As everyone knows, the classroom teaching is one of the most important ways that the students learn English. As far as the English teaching in the middle schools is concerned, teachers have to arouse the students' interests so that they can learn better. There are many ways to arouse the students' interests and help them to learn better, speaking teaching is one of them.
Ths study presents a detailed report of a project implemented to foster students’ motvaton in Englsh learnng. . I have adopted various teachings, such as group work、pair work、personal work、role play、retell the text and discussion in class.
This hypothesis is verified by a four-week practice of well-organized English class. Among the methods of scientific investigation used are the analytic method, cause analysis and brainstorming activation.

Key words: speakng, design, interest, ability

Main Headings of the Project Report
1. Introduction
2. Summary of the Preliminary Research
2.1 Problem
2.2 Project objective
2.3 Problem analysis
2.4 Project hypothesis
2.5 Project rationale
3. Spesking Teaching Design
4. Control and Target Groups
5.Project Implementation
6.Data Analysis
7.Project Evaluation
8.Conclusion
9.Key words
References
Appendixes
A. Questionnaire on Reading Practice
B. The Timetable of the Project
C. Audio-Recording

How to Improve Students’ Speakng Ability More Effectively
1Introduction
I am an English teacher in NO.1 middle school in Emin.I’ve been teaching for five years in school in my teaching, I have found some problems that have puzzlled me for a long time .now I’ll end up my studying in xin jiang TV university. I hope I can solve the problem through the action research.
The problem is that some of my students don’t like speaking English in my class.Many of students who have learned English for five years are still unable to speak everyday English fluently.when I ask them some questions about the weather ,traveling and their hobbies,most of them say，I’m sorry. I can’t …” few students can answer the easy questions. In the English class, if I ask them to make a dialogue in pairs or retell a passage,lots of studets always keep silent or even dare not look at me. But it is common that many students who are bad speakers of English can write English perfectly. This proves that they are lack of practice and confidence. They are afraid that other students might find out their mistakes and will laugh at them. So they don’t want to open their mouth to speak English. The less they speak, the worse they feel. Day after day, year after year, their English become “mute english”. If you can’t speak English , how can you communicate with the foreigners? How can you go abroad or study or do scholarly research?
I hope I can solve it better that how to improve students’ speaking ability through the action research so that I can apply my knowledge and theory into practice.

2.Summary of the Preliminay Research
This part of my study was conducted during December4,2011-March, 2012.
2.1 Problem
The problem is based on my teaching experience. That is: Most of my students do not like speakng and their ability of speakng in class aren’t high.
2.2 Project objective
How to improve students’ speaking ability more effectively.
2.3 Problem analysis
The problem is based on my teaching experience. That is: Most of my students do not like speakng and their ability of speakng in class aren’t high.
In my teachng the problem identified was really a serious problem.
In my study , first use cause anal.
1. It is found that
a. Those poor learners report that due to their lack of vacabulary cannot follow the teacher in class.and many tmes can’t complete the tasks
b. Some good students report that vocabulary instruction tends to be so mechanimal practice, in which the students were asked to read and re-read. Write and re-write the new words and expressions that deprved the students of their motivation.
c. Quite a number of students report that they are afraid of being criticized that thus withdraw from classroom activities.
d. The teacher failed to give instruction clearly
2. possible solutions
Taking the above factor into consideration, the following solutons were proposed
a. Employng interesting speaking English to help the students understand and leard new knowledge.
b. Oganizing interestng activities to motivate the students to memorize the words and review the texts.
c. Greatng to comfortable safe classroom atmosphere and a good teacher –student relationship.
4.Project objective
This project is aimed to motivate the students in Englsh learning through speaking Englsh.
5.Project Hypotheses
It is Hypothessized that students will do speaking activties by better-desgned teaching.
Such as the group work ,pair work ,personal work. Role play and discusson,etc.
6.Project Rationale
After I’ve read English Language Teaching Methodology (Part I and Part), I found it’s very helpful. The unit on speaking is particularly useful. After some reading and thinking, I have worked out four reasons on which my project will be based. They are-----
(1)The role of the teacher
Students realize that the teacher has many roles in the classroom, not just that of evaluator. I would like to demonstrate these different roles so that students realize when she takes only a minor helping role. I would like students to get used to being responsible for their own learning and not depend on the teacher all the time. In oral English teaching, I should ask the learners to speak more and more and encourage them to greet communicate and discuss in English each other. It is very important for the learners. But drills, dialogues and practices are also important. I hope teacher should be different roles in different steps. When the students drill the English, the teacher is organizer she should arrange the class how to drill. For example, ripple drill, back chaining and chain drill. When the students practice the dialogue, the teacher should be a manager or listener.
(2) The rote of the students
I would like the students to feel that learning is a collaborative endeavour and not a competitive one. They should come to realize that they can learn from each other and help each other, especially in speaking as it is not a skill they can practice on their own. It is very difficult for someone to speak English very loudly and frequently. the students are afraid of speaking English, the main reason might be that they are not self-confident or they are not sure of themselves, their pronunciation, their grammar, etc. In order to solve the problem, they can go to English corner or find some English –speaking partners to speak English in or around the English class.
(3) the role of speaking in class and its purpose
I would like to give speaking the purpose of communication, making it as close to real life as possible. Classroom speech is not to be judged as performance, but has the role of practicing fore role –life communication. This means that the students should feel relaxed and free about speaking to their peers has a purpose and does not have to be evaluated by the teacher all the time. The emphasis should shift from accuracy to fluency, In this way, let the students fully express their opinions, then the aims of practicing spoken English can be easily solved.
(4) the type of classroom tasks used
I think all of above can be dealt with by designing and using appropriate tasks in the lesson. Students have to search information---gap task, which require them to gain information to their partner by listening and responding adequately to questions. I feel they can be shown the value of communicating with their peers.
Based on the rationale, I am going to use new senior English for china student’s book as the communicative material. New task are to be designed with the aim of providing students with the chance to be creative and express themselves freely. Since it is a large class, I must pay attention to the following factors while designing the tasks:
a)give clear instruction,
b) rich students’
c) control the noise,
d) monitor the students’ practice,
e) use various tasks types to arouse the students’ interest.

Title
Unit3 Why do you like koaloas?
Teaching aims
Knowledge aims
1.Master the key words, phrases and sentence structures.
2. Understand the meaning of the text.
Ability aims
Improve the students’ speaking ability
Feeling aims
Make ss feel easy and funny to learn english
Teaching importance
Improve the students’ speakinging ability.
Teaching difficulties
Know how to understand the meaning of the text
Teaching methods
1. group work
Teaching tools
Radio,picture,and blackboard
Teaching steps
Step1: Greeting
Step2. Warm-up
The teacher brings a map of zoo to the class,then ask a few questions like below
Do you like animals?
Can you name some annimals?
Can you guess what they are?
Step3. presentation

Match the abimals picture with the words
1. look and find
look at animal pictures. What are they in english?
Make sure the answers are correct.
Finish the exercises on the book
Ask some students to answer their questions in class
Check the answer

Step4. practice
Task1 conversations
Find your best friends to make some conversations
You can use these words: cute,interesting, fun , smart .
y ou can use these sentence: do you like …?
Why do you like ….?
Because….
Let’s see…

Step5consolidation and post tasks
1. do a survey
2. grammar focus
why do you like pandas? Because they are very cute.
Why do you like koalas? Because they are kind of interesting.

Step6. summaty
according to the knowledge aims to summary

Step7. homework
1. write new words and sentences
2. make a dialoge

Title
Unit4 I want to be an actor.
Teaching aims
Knowledge aims
1.Master the new words, phrases and sentence structures.
2. Understand the meaning of the text.
3. learn something about jobs.
Ability aims
Improve the students’ speaking ability
Feeling aims
Acrouse the students’s feeling that they can be
Interesting in english .
Teaching importance
1. Talk about jobs.
2. students can ask and answer about jobs
3. Improve the students’ reading ability.
Teaching difficulties
Improve the students’ reading ability.
Teaching methods
1. warming up to arouse the students’interet in jobs
2. listening activity to improve the students’listening comprehension.
3. pair work . group work to make every student work in class.
Teaching tools
computer
Teaching steps
Step1: Greeting
Step2. how some pictures about the name of places. Then ask some questions to lead in .
What is this? It's a store.
Wihat can you see? I can see a sweater.
What color is it? It’s green.
Learn the new sentence patterns.
What is your father?
2.tell the students another way of asking jobs.
What does you father do?
3.show the title and teach the words about
Step3. Warm-up (speaking)
Use the questions to make some dialoges.
Teacher can show pictures about jobs and ask some students to make some conversations.
Step4. learn the new words..
Step5 Listening practice
Listen to the recording on page 19 carefully three times and number the people 1-3 in the picture.
Then ask and answer questions about t.he pictures in 2a.
Step6. pair work
1. get students to look at the pictures in the book and ask them to work in pairs.
2. new sentence
what do you want to be?
What does he/she want to be?
Step7. show and explain the language points.
Practice we have learned.
Step8. grammar focus
Leard the sentences in the box
Step9. Summary
Words and phrases,sentence
Step10. Homework
Practice the dialogue according the picture on page 19.

Title
Unit 5 I’m watching TV.
Teaching aims
Knowledge aims
1.Master the key words, phrases and sentence structures.
2. Understand the meaning of the text.
Ability aims
Improve the students’ speaking ability
Feeling aims
.make them be interesting in english.
They can speaking english.
Teaching importance
Improve the students’ speaking ability.
Teaching difficulties
Know how to understand use the present progressive tense
Teaching methods
2. Personal work, pair work, group work to make every student work in class.
3. Asking and answering, expository teaching, discussion method, practice method and so on.
Teaching tools
Multimedia
Teaching steps
Step1: Greeting
Step2. Warm-up
1. brainstorm
2. lead in new lesson
Step3. presentation and pre-tasks
1. name the activities
2. memory challenges
3. know the sentences
ask some students to summarize the present participles of the verbs.
Step4. practice and task-cycle
1.talk about what the famous people are doing
2. matching game.
3. the best listener
After listening .the teacher can explain some importance phrase. Such as want to go to
The movies.that sounds good ,TV show .boring and so on.
4. role play
Consolidation and post-tasks
1. guessing game
2,summary at the end of the class , let’s chant. You can practice it after class.

What are you doing?
I’m reading. Reading, reading, reading.
What’s she doing?
She is cleaning.cleaning ,cleaning,cleaning.

Step5 homework
1. remember the new words and phrase.
2. make some dialoge about your family what they are doing.

Title
Unit 7. what does he look like?
Teaching aims
Knowledge aims
1.Master the key words, phrases and sentence structures.
2. Understand the meaning of the text.
Ability aims
Improve the students’ speaking ability
Feeling aims
Know how to talk about the people’s appearance
Teaching importance
Improve the students’ speaking ability.
Teaching difficulties
Know how to use what …look like?
Ask people’s appearance.
Teaching methods
4. Personal work, pair work, group work to make every student work in class.
5. Asking and answering, expository teaching, discussion method, pra