a-study-of-improving-oral-teaching-design-in-primary-schools-英语毕业论文设计.doc

甘肃电大英语本科专业教学设计 英语课堂教学行为研究项目设计鉴定表姓 名： 学 号： 1262001254174 级 别： 2012秋 工 作站： 指导教师： Zhang Bao Chun 完成时间： 2014年10月20日 甘肃电大英语专业（本科）英语课堂教学行为研究项目设计报告分校：平凉 班级代号：1262001254174姓名Hu Long性别male年龄28学号1262001254174教学班Jing chuan年级2012工作单位A Primary School in Jing chuan 工作性质Teacher工龄four职务Teacher项目计划设计时间2014.10.13指导教师Zhang Bao Chun一、选题：A Study of Improving Oral Teaching Design in Primary Schools二、选题的目的、意义和必要性This paper aims to help primary School students with their baby English. After the project, the students will say English better during their study in primary school. 三、主要研究方法I have used Analytic method, Cause analysis, Brainstorming and Questionnaire Survey.四、设计过程In the project, I first made a brief introduction of my own teaching. Then I gave a summary of investigation. After that, I practiced the resolution methods. Next, I designed of English speaking activities. Next, I made the assessment of the plan. I also offered the questions unsolved. Finally, I gave a good conclusion.五、研究结果I spent over three months designing, and preceding such a project. Now the project has benefited not only the students but myself greatly. On the one hand the students have become very interested in English speaking. On the other hand I have found a better way to reach spoken English. Project Title:A Study of Improving Oral Teaching Design in Primary SchoolsInvestigatorHu LongDingxi Branch, Gansu Radio & TV UniversitySubmitted on 13th October 2014In fulfillment of the coursePractical Project DesignAcknowledgementI am mostly grateful to my supervisors, without whose support and patience this project would not even have got off the ground.I am also grateful to my colleagues 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, big thanks go to my mother and my husband who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.AbstractThe present study presents a detailed report of the project implemented to solve the problem that most of my students do not like doing oral practice I assign them to do in class. It is hypothesized that learners interest in oral practice in class is increased by better-designed oral exercises. This hypothesis is verified by a eight week classroom teaching of the newly designed oral work exercises.Among the methods of scientific investigation used are analytic method, Socratic dialogue, cause analysis, questionnaire, brainstorming.Main Headings of the Project Report1. Introduction2. Summary of the Preliminary Research2.1 Problem2.2 Problem analysis2.3 Project objective2.4 Project hypothesis2.5 Possible solution3. Full-Scaled Implementation of the Solutions 3.1 Make up groups 3.2 Provide materials 3.3 Ask them to perform 3.4 Check their oral work 3.5 Reduce their pressure4. Oral Practice Design5. Data Analysis 5.1 Students general impression of the project 5.2 Students voluntariness of doing oral tasks in class6. Problem Unsolved7. ConclusionReferences 1. IntroductionMy name is Lu Wenjing. I graduated from Lanzhou Education College in July, 2008. I majored in English Teaching when I was in college about three years. I spent most of my time learning English, and Ive learned a lot of knowledge from my major. Luckily, my dream came true in March, 2009. Ive been a primary school teacher. From then on, I work for Yudu Primary School in Jingchuan County as an English teacher. This semester I teach the students who are at Grade Six. Unluckily, most of students are shy and afraid of speaking English in the classroom, so how to improve their spoken English has become a problem which should be solved as soon as possible. My problem is how to develop primary school students spoken English ability.2. Summary of the Preliminary ResearchThis part of my student was conducted during Oct 5, 2012-Oct 14, 20122.1 ProblemThe problem I have in my teaching is that most of my students do not like doing the oral practice I assign them to do in class.2.2 Problem analysisIn my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were three main reasons that accounted for students reluctance to do the oral assignments in class. Firstly, some students did not feel interested in doing oral English alone in classThey thought they could not communicate without partners. Secondly, some students had some difficulties in doing oral practice, so they hoped that they could do it in class under more concrete direction of the teacher. Thirdly, most students felt overloaded because of heavier homework assignments.The Problem had been troubling me for a long time and now I was determined to find a solution to the problem. In my study, I used four methods of analysis.2.2.1 Analytic methodThrough careful analysis, I was led to a series of questions: For instance, I found a majority of my students do not like doing this assignment, and I wanted to know why it should be the case, and whether they thought it important and necessary to practice oral English or not? If they thought it important and necessary, the problem was actually caused by myself, not by my students. Probably the oral work I assigned my students to do was poorly organized.2.2.2 Cause analysisIn this situation, I asked myself a series of questions and tried to provide some answers to them.Why did most of my students not do oral practice I assigned them to do in class?In order to know more about this issue, I designed a cause exploration procedure like this. Questions AnswersIs it because they do not like oral English? MaybeIs it because the oral tasks are poorly designed? MaybeIs it because my instructions are not clear? MaybeIs it because they do not like to practice oral tasks alone？ MaybeIs it because they have lots of other things to do？ MaybeIs it because they do not think oral tasks are important and necessary？ MaybeIs it because they have some difficulties unsolved by themselves ？ Maybe2.3 Project objectiveMy research objective is to enhance my students interest in oral practice in class.2.4 Project hypothesisIt is hypothesis that learners interest in doing oral practice in class is increased by better organization.2.5 Possible solutionsWith these reasons in mind, I have correspondingly provided some possible solutions which are as follows:u Help my students to make up seven groups.u Give them some priming materials, necessary background information and useful linguistic forms. I also provide topics that are close to real-life and closely relate to my purpose of practicing spoken English to expand their view.u Give them chances to act out their own dialogues or plays before class.u Check their performance regularly.u Give them less written homework when they need to do oral practice after class.3. Full-Scaled Implementation of the Solutions3.1 Make up groupsIn order to guarantee that most of the students would be highly involved into the oral practices, I decided to make up groups. Through the investigations, I found there were two main problems for them to do oral practice by themselves at home.One was the family members of most students did not know or hardly knew English.When the students met difficulties or had problem, they couldnt get any help. And if they made mistakes in oral practice, they couldnt be corrected in time.The other was they thought there was little pleasure to practice without a partner.Through analysis, I thought I would like to give speaking the purpose of communication, so it was the most effective that I should create chances for them to communicate with each other in English. I was also conscious that the students were all 10 or 11 years old and they were all English learning beginners, so they had strong, mutual dependence. If they were organized into small groups, not only both of the problems above could be solved but also they could achieve the purpose of oral practice. Moreover, I could cultivate their spirit of cooperation and achieve unity among students by making them learn form each other and help each other.In my class there were 29 students, so I divided them into 7 groups. When I did the work, I followed three principles:u Members of each group lived in the same area. So that students could select freely any spare time to practice oral tasks together. For example， they could practice after class, before going home. They could also practice through telephone.u Each group was composed of the students of different English levels so that good students could help those who had lagged behind.u Each group was made up of the students of different personalities in order to exert the specialties of every student and make up for each others deficiencies.3.2 Provide materialsIn order to make it sure that the students could do the oral tasks better, I provided them with a lot of materials for reference. The students of 10 or 11 years old are usually curious. They have strong desire of seeking knowledge and novelty. They hope to express what they are interested in, but they can only speak a little English. Besides, the students have little social experience, their trains of thought are limited. So they are not satisfied with the materials supplied only from texts. In order to solve the problem, I provided them with a lot of related words, topics and model dialogues. Moreover, I also especially selected those materials that were close to real-life and could interest the students. I thought the materials were very useful for helping the students to expand their trains of thought and learn more. I found with such help they could make up very good dialogues and they could speaking English more smoothly and confidence than before.3.3 Ask them to performI created chances for the students to act their dialogues before class. Most of students are willing to show their abilities before others. And most of students hope to be praised and encouraged by the teacher and other students. Therefore I challenged them to act their own dialogues in class. I asked the students to elect the best “actor and actress” , the best writer and the best director. They looked very excited and anxious to read. Sometimes some students were so eager to correct the mistakes made by the reader. Laughter could be heard now and then, thus the classroom atmosphere seemed quite active. More students were very happy and earnest to write and practice in class.3.3 Check their oral workI decided to check their oral work because many students would usually do better under the supervision of their partners. Sometimes I told them to recite some passages before me. Sometimes I gave them ten minutes to speak from memory. Sometimes I asked their parents to record the time of every oral tasks at home.3.5 Reduce their pressureI decided to simplify the students oral homework. The students often complained they had too much written homework-not only English homework, but also the homework of other subjects. They thought they must be finished the written homework ，so they had no enough time to do oral tasks. I thought I should make allowances for the students pressure. So I adopted two effective measures to reduce their pressure.One was that I gave them less written homework when I asked them to do oral practice after class. The other was I simplified the exercises in class. For example, if I wanted them to recite a lesson and write them use their own words, I taught them how to retell or abbreviate the lesson. The short passage must contain the main idea, the main idea patterns and some new expressions. And then I asked them to recite the short passage. When we did that like this, we could get three benefits. Firstly, they learned to retell a text or abbreviate an article. Secondly, they felt happier to recite a simplified passage. Thirdly, they could review what they had just learned in class in time.4. Oral Practice DesignMy hypothesis is that learners interest in oral practice in class is increased by better organized activities. Moreover, my new assignment activities should have a real information value so that students have a real purpose to practice. I designed four activities to be tried out in eight weeks. And these activities are reported as follows.Activity 1This activity is based on in primary School English Book(PEP) 2, Unit 2“What day is it today?”(The first period) Purpose: to practice how to speak seven days of the week in English.Introductions: Students learn the words and patterns of describing and asking for seven days. Procedures:Step1.The teacher talks with students to introduce new words.T: Im Miss Wang. Whats your name?S: Im T: Nice to see you. S: Nice to see you.T: Its Feb.9, its Monday. Welcome back to school.Then the teacher writes the word: Monday on the blackboard. Then she shows a school timetable and says, “We have English on Monday.” And asks students, “What other classes do you have on Monday?” She use the same method to introduce other words Tuesday, Wednesday, Thursday, and Friday.Step 2: The teacher says, “We dont have classes on Saturday and Sunday. We dont go to school on Saturday and Sunday.” And asks students what they often do on Saturday and Sunday.Step3.Presentation 1.The teacher shows a wall calendar and helps students consolidate the learned seven week days.T:（show to wall calendar）What can you see in it?S:I can see a XXX.T:I like XXX. How about you ? S:I like XXX, too.2.The teacher says, “A week has 7 days. They are Monday, Tuesday, etc.” and explains new words: week, day and the new pattern: What day is it today?T: Show to the date :How many days are there in a week? S: There are seven. The teacher teaches “day”, and asks students to read one by one. 3.T: What day is it today? Its Monday. The teacher teaches “today”，and use today、day writing the blackboard.4.Students work in pairs to practice the following dialogue. A: What day is it today? B: Its5. T:（show to Jun.6.2005）What day is it today? S: Its Monday. T: How many lessons do we have?S: We have six