小学大班英语词汇教学—-毕业论文设计.doc

题目：

小学大班英语词汇教学

项目设计者
李梅
XX电大

提交日期：2006年5月18日
课程名称：教学实践设计

Project Title:

Teaching Vocabulary to a Large
Class in the Primary School

Investigator
Li Mei
X X Radio & TV University

Submitted on 18th May 2006
In fulfillment of the course
Practical Project Design

Acknowledgment
I really appreciate my tutor ***, whose help and patience made this project get off the ground and come to a close smoothly.
I am also grateful to my colleagues ***, *** and *** 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 least, thanks are given to my husband and my daughter, who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.

摘 要
本文对解决大多数学生……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：……。专门设计的三/四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……理论方法验证了这个假设。

关键词：词汇；兴趣；方法；技巧

Abstract
The present study presents a detailed report of a project implemented to solve the problem that.... It is hypothesized that.... 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 ....

Key words: vocabulary, interest, methods, strategy

Contents
Acknowledgment ....................................................................................... I
Abstract (in Chinese) ................................................. II
Abstract (in English) ................................. ................................................ III
Contents ..................................................................................................... IV
1. Introduction ................ 1
2. Problem ................................................... ............................................... 1
3. Problem analysis ....................................... ........................................... 2
3.1 Analytical method ............................................................................ 2
3.2 Questionnaire .................................... ............................................... 3
3.3 Brainstorming ................................... ................... 4
4. Project objective ....................................... ............................................... 5
5. Project hypothesis .................................... ............................................... 5
6. Project rationale .................. ............................................... 6
7. Project design ......................................... ................................................ 8
7.1 Description of subjects ........................ ............................................. 8
7.2 The principles adopted ....................... .............................................. 9
7.3 Teaching plan ................................... ................................................ 10
8. Project implementation .............................. ................................ 12
9. Data analysis .......................................... ................................................ 14
10. Project evaluation ................................................................................. 15
11. Conclusion ........................................ ................................................ 16
References .................................................................................................. 17
Appendix A ................................................................................................. 18

Motivating the Students through Multimedia
1. Introduction
It is well known that interest is the key to success and interest is the best teacher. What the teacher is to do in class is to lead the students and make them have interests of learning English, and provide conditions for learning to take place. Now I can teach junior Grade One students. I found: usually we teachers hardly used teaching aids, thus the class seemed to be dull and bored, the classroom atmosphere was getting less and less active. A quite part of students idled in class. They were taking a less active role in classroom activities Some students even dropped out. Based on some approaches that I have learned from “English Language Teaching Methodology”, and considering the characteristics of my students, I decided to use multimedia . in my lessons to motivate the learners, make my class lively, and help them keep up their English learning.
2. Problem Analysis
To make you teach successful , you must be with your students, be friendly to them, and know them, understand them. When I found my students had lost interest in learning English, I think it is necessary to investigate why they were showing less and less interest So I interview some of them and held a questionnaire.
I found that:
There are 56 students in all. The follow is the table of questionnaire:
类别
感兴趣
不感兴趣，当任务学
不感兴趣，能学多少算多少
放弃
学习成绩
优
良
不及格
很低
人数
15
21
11
9
比例
27％
36％
20％
17％
Their reports were:
1) Some good students report that the method of studying new words is mechanical. The classroom atmosphere is dull and boring.
2) Some poor learners report that due to their lack of vocabulary, they can’t remember new words and can’t follow the teacher in class.
3) Many students report that they are afraid of being criticized and don’t answer questions bravely. Thus, they lost their interests.
4) The teacher’s method is dull and lacks varieties.
3. Possible Solutions
After the questionnaire. I thought over some ways of having class. The following solutions were adopted:
1) Using multimedia to motivate students and help the students understand and learn new words, sentences, dialogues and so on..
2) Creating the comfortable safe classroom atmosphere and a good teacher-students relationship.
3) Building interesting activities and playing some interesting English games to go over the knowledge.
4) Giving more praise and less criticize to encourage them to speak bravely.
4. Project Objective
This project is aimed at motivating the students in learning English and encouraging them to speak bravely by using multimedia.
5. Project Hypotheses
Thinking of the age factors of the students. Using multimedia can make students take part in learning language actively, can help them master teaching materials easily.
6. Project Rationale
According to Williams and Robert Burden, motivation refers to “a state of longitude and emotional arousal which leads to a period of sustained intellectual and physical effort in order to attain a previously set goal.” Motivation is one of the most important factors in learning a foreign language. As Darwin said “just as eating without liking does harm to one’s health, learning without liking harms memory and retains nothing it takes in.former experiments show that among the factors contributing to success of learners, motivation accounts for about 35%.
Psychological studies indicated that human beings mainly depend on eyes and ears to obtain information. Experiments indicate that the information received by ear will remain 60% in memory after 3 hours and only 40% after 3 days, while the information obtained both by ear and eye will remain 90% in memory after 3 hours and still 75% after 3 days. Another study indicated that the development of human’s ideation is a process from thinking in images to abstraction. The teenagers in middle school have developed thinking more in images than in abstraction. Application of brief drawing in English teaching will create language circumstances for students and mobilize their enthusiasm in thinking in images, for the abstract language materials to turn into concrete images. Hence the brief drawings are suitable for the psychological development of teenagers. It is not only a better way to motivate the students, but also helpful to motivate the students, but also helpful to their memory.
7. Research Design
7.1 Subjects
For this research, I chose the two classes of my students as subjects. Class one and class two. Class one as the Experimental Group, and class two as the Control Group. The Experimental and Control Groups were selected randomly. During the project implementation, the Experimental Group will study with the Multimedia, while the Control Group goes on studying as usual.
7.2 Procedure
This project lasted 12 weeks (two and half months) from September to November
7.3 Principles to follow
a. Provide an easy and happy studying environment, make the classroom atmosphere lively.
b. Encourage the students to speak bravely.
c. Accord the students’ interest and practicability with the contents of the teaching materials and the age of the students.
7.4 Techniques for Data collection
During this research two techniques were adopted namely questionnaire and test. Together information for the design of the research and to test whether the research is effective, two questionnaires will be issued, one at the beginning of the research and the other at the end. Two tests will be included (one as the pretest, the other as the post test for comparison) to test the co-efficiency between motivation and school recording.
8. Project Implementation
8.1 Use multimedia to teach sentences.
The students always feel dull and boried in class. This time, I gave them some pictures that they are interested in them.
Example 1.Use some pictures of many stars, such as Deng Yaping, Wang Nan, Zhao Wei, Wang Hao…

One of the pictures is shown on the screen. Teacher and one good student have a dialogue.
T: Who’s she ? S: She’s Song Zuying.
T: How old is she? S: I don’t know.
T: Please guess. S: I think she’s thirty.
Then other pictures are shown on the screen one by one. The students practise the sentences: Who’s…? How old is … She /He is….?
Because they are interested in the stars, they ask and answer each other actively. Thus, they master the sentences well, almost everyone can speak them smoothly.
Example 2: Study the Present Continue Tense. This time, I gave my students some cartoons. Before this, I first do several actions.
Say: What am I doing?
I’m running/ writing/ cleaning the blackboard. Then I show the cartoons by multimedia and ask .
T: What’s he doing? S: He’s singing.
T: What’s she doing? S: She’s dancing.
……………
Then let them ask and answer each other. I divided them into groups, I’ll give the group a red apple which won. Thus, the classroom atmosphere is very active. The students who don’t speak at all usually can speak, even he / she made some mistakes.
8.2 Use multimedia to teach vocabulary.
For the students of the first year, the biggest program is vocabulary. Teaching vocabulary with multimedia can motivate students and make them learn English with interest.
8.2.1 When teaching new words about animals.
I put some animal pictures on the screen.

Then I pointed to the pictures and asked them what they are. In this way, my students learn the words, elephant, tiger, cat…, without saying English explanation or Chinese translation. This helps students acquire the vocabulary learning.
At last, in order to interest students, I show some more pictures of animals to them. Even though they don’t study the words, the students are more pleased with learning English.
8.2.2. When revising the words about colors.
To revise the words about colors, a game was designed with multimedia. In class, the students were divided into five groups, each group telling the teacher the things they want. The students were asked first to draw what they want in colors and let them report according to the pictures like the following.
I like a red pen/an orange orange/a brown cake/a black bike/a white egg/a blue book/a black pen…
8.2.3．Use multimedia to help distinguish concepts.
Students in the junior middle school often confuse meaning of some words, for example prepositions of place. With the multimedia, the meaning will be easy to understand. They will be expressed imagingly.
In order to make my students interest, I made the cat go into the desk (saying the cat is in the desk). The cat go under the desk,(saying the cat is under the desk, by the desk…). Such, the students understand the prep. In, on, under, behind, easily, master their Chinese meaning without explanation. I gave them the similar pictures else, made them say out to practise using the prep.
8.3. Use Multimedia to Teach Dialogues.
Almost every unit of the JPFC book I has a dialogue, and every dialogue is designed in a small scene. Integrating the dialogues with the multimedia will produce a wonderful effect.
Example 1: During the research, when teaching L20. Studying the sentence “Shall we…?”, “Let’s …” This dialogue is hard to study, because there is no good way to learn it. There is no teaching aids to use. But I gave the students a song “let’s go to the park” with multimedia. Thus, the words of this song are the sentences that we’ll learn. The students learn the sentences through the song in the ‘stress-free’ environment. At the same time. There are cartoons, made the students lively and interested.
Example 2: When teaching the dialogue about telephone.
I first played the dialogue like film with multimedia. Thus, let the students understand the dialogue more imagingly and more directly. It also trained the students’ listening.
Then ask them to listen and look again, and act it in pairs.
At last, I summarized the expressions about telephone on the screen and ask them make dialogues freely, using the following.
1) Could (May) I speak to … please?
2) This is …
x x speaking here.
This is x x here.
3) Who’s that?
4) Please tell x x call me, please?
5) Can I take a message for you?
6) I can leave a message.
Looking at the expressions on the screen, the students could easily associate the contents of the dialogue and make dialogues freely.
9. Data Analysis.
In order to assess the effectiveness of the above-mentioned solutions, data were gathered mainly from two sources: two questionnaires and two tests at different times, which will be analyzed respectively in this section.
9.1 Data from the questionnaire
Two questionnaires were issued in this research, one at the beginning of the project, the other at the finish of the