農(nóng)村小學(xué)英語論文.doc

project title： stimulating the rural students interest in oral englishinvestigatorxie lifanglong chuan television universitysubmitted on 3th november 2011in fulfillment of the coursepractical project designacknowledgmenti am mostly grateful to my supervisor tangxiaoping, whose help and patience made this project get off the ground and come to a close smoothly.no amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained in my mind.last but not the least, thanks are given to my parents 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 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 greatly 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.methodologically,four methods are used, and they are analytic method,cause analysis,questionnaire survey,and brainstorming activation.key words: oral english, interests, rural studentscontents1. introduction -12. summary of the preliminary research -2 3.identifying a problem-24.problem analysis-2 4.1 project objective-6 4.2 project hypothesis-6 4.3 project rational-64.4 possible solutions-6 5.full-scaled implementation of the solutions-66. project design-7 7. project implementation-78. project evaluation-11 9. conclusion-12references-12appendixes-14a. the timetable of the project-14b. questionnaire on reading practice-151.introductioni have been teaching for three years. in my teaching ive found there are some problems . especially the problem that some of my students 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 long chuan radiotv university .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 long chuan radiotv university.2. summary of the preliminary researchthis part of my study was conducted during september12, 2011-october18, 2011.3identifying 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, everyday 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 high grades in english are not good at oral english. some can not express themselves in english.4 problem analysis among the methods of scientific investigation used are analytic method cause analysis. questionnaire survey and socratic dialogues. in 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 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 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 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 survey. a. the analytic methods 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 practice”. 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 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.b. cause analysisi did the cause analysis on both “teachers side” and “students side”. i analysised the four main reasons of students not being interested in oral practice. 1.teachers side -that is myself. about the first reason: some students were afraid of being laughed by others because of their poor pronunciation. i didnt teach them the phonetic alphabet i had thought that, as the high school students, they have studied english for more than three years, 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 instruction in the oral class, i came to know that there was something wrong with my teaching-design. maybe the language i used was not clear? or the level of the language was much higher than the most of my students? or they didnt like the topic? or they werent familiar with the topic? etc. they should have learned the phoneticabout the third reason: some “l(fā)ow students” lacked confidence, who are weak at the traditional grammar-oriented written exam. i didnt encourage these students that speaking can make them enjoy english, can make they have enough confidence. and these were very important to every english learners. about the fourth reason: some students didnt think the oral practice is useful to their grammar-oriented exam, so they were not interested in it. i didnt tell the students that the relationship between oral practice and grammar you cant learn grammar rules well just by listening, understanding, taking notes or by remembering what the teacher teaches. if you speak and use by oral way these useful sentences which contain the key grammar after youve understood these grammars, you will master these grammars much better. and this will give you a big help on your grammar-oriented exam. 2.the students sidethe purpose of some top students to do the speaking activities is just to improve their speaking ability. they would rather make speeches in front of the whole class or do the interpretative exercises for the key sentences than care about if there is any useful grammar, because they are sure they can really do well on the exam without the oral practice. some weak students may think the oral practice almost couldnt help them on the grammar-oriented exam. others are accustomed to the traditional way of teaching and learning, that is, they are always waiting for the teacher to tell them what to learn. as a result, they neither improve their speaking ability nor get high marks on the exams. some students think oral practice is just a waste of time. they say they can use the time to more grammar exercises to get high marks. the choice of materials: if the materials tend to be too oral, though they will be very interesting to the students, they may be far from the text; on the other hand, if they are close to the exam, they would be too boring to capture the students. so i should consider the both sides of the materials. after that, i recognized that i should add some pronunciation training activities to improve students pronunciation; give the more clear instruction to let students know what to speak and how to speak; offer more encouragement to the “l(fā)ow students” with low marks on the“grammar exams” to grow confidence; try to design some oral activities to improve the students ability on the “grammar exam” . socratic dialogues i cant let my students express in english. q: what do i mean by express? what sort of expressing do i expect of them? a: i want them to express freely. q: express what? a: usually the key sentences in their textbook. q: what purpose do they have in the expressing training? a: purpose ? to practice speaking english. q: isnt it like me surfing on line sometimes? at the times, i surfing, but do not actually read anything, simply because i do not have a specific purpose. i regret wasting time and money afterwards. a: oh, here is the point. when i ask my students to practice speaking english, the purpose is too general. i should give them some specific purposes, such as to practice the usage of a word, a sentences structure, or a tense, etc. c. questionnaire surveyi designed one questionnaire and distributed to my students before conducting the research and required that they finish it within 20 minutes. all of them, 45students, returned their questionnaires that were left anonymous. when all these data came in, i made some statistical evaluation. the result showed that 100% of the students thought the oral practice was important and that about 80.5% of the students thought oral practice was quite necessary for their future development, which indicated that the students have been fully awarded of the importance and necessity of oral practice. but they might encounter difficulties, such as the language level is higher than the students, so they lost their confidence and interest. after making the above analysis, ive got the result that inadequate teaching design is mainly responsible for students lack of interest in oral practice. so in my future teaching, i will try to improve my oral work design through adding some items to improve the students pronunciation, giving them more encouragement and more detailed instructions for their speaking topic, etc.d. brainstorming activation i discussed the problem with my students and with my colleagues. meanwhile, i consulted my thesis supervisor miss tang xiaoping. they gave me a lot of advices and help so that i pondered the problem more deeply and carefully.after a lengthy program analysis, i determined to launch a project to overcome this problem. 4.1 project objective the project objective is to enhance learners interest in oral practice. 4.2 project hypothesisit is hypothesized that learners interest in oral practice can be enhanced by well-designed oral work. 4.3 project rationalthe following rationales are mentioned: communicative approach in teaching speaking, ppp model, communicative speaking activities, the learners roles and responsibilities, the role of the teacher, the role of good lesson planning.4.4 possible solutions3.4.1 divided my students into 5 groups. 3.4.2 let them listen to the tape recorder standard, and imitate them .giving them more encouragement and more detailed instructions for their speaking topic3.4.3 improve the students english learning interest.5.full-scaled implementation of the solutions.5.1 make up groupsin order to stimulating the rural students interest in oral english. students can watch english movies, listen to english story. students like it. initiation of the dialogue. which group can mimic the best.5.2 free talklet them listen to the tape recorder standard, and imitate them，then i give some topic the students make a dialogue, see a group of best performance.5.3 english cornerenglish corner is not engaged in the game, but let students know in the english horn in, how to learn more knowledge of english, what the english sentence, the english practice, and get a few little jokes in english, chinese-english joke to have the following explain these jokes must be interesting, otherwise students will not be learning english, students are interested in learning english, so students happy to learn english!6. project design6.1 objectives the objective of this research is to increase students interest by better-designed oral work. 6.2 subjects the subjects are 45 rural middle school students in li zui middle school in longchuan. 6.3 materials the materials are based on the go for it for grade 6.4 activity plan week 1 , unit topic : how do you study for a test? week 2 , unit topic : i used to be afraid of the dark . week 3 , unit topic : teenagers should be allowed to choose their own clothes.week 4 , unit topic : what would you do ? 7.project implementation 7.1 project implementation the objective of this research is to increase students interest by better-designed oral work. the subjects are 45 rural middle school students in li zui middle school in long chuan. 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: 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 finished 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 making flashcards, by reading the textbook, by asking the teacher for help and so on) step 3 practice have the students work in pairs, and practice the conversation. - how do you study for a test? - i study by working with friends.step 4 groupwork divide all the class into six groups, and ask them to work in 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 test week 2, activity 2, i used to be afraid 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 in show the students a picture of yao ming, and ask “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 presentation show them some other pictures of some famous person, such as zhou jielun, zhang shaohan and so on. ask them to describe the pictures. he used to be tall. she used to have long hair. step 3 practice ask them to practice the conversation in pairs. - i used to be really quiet. - i know. now you are very outgoing. step 4 do a survey divide the students into four groups, what did you use to 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 have week 3, activity 3, teenagers should be allowed to choose their own clothes. the objective: to stimulate the 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 class t: what do you think you should be allowed to do in our school? can you tell me? ask a good student to answer the question.step 2 presentation t: 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 groupwork divide the students into 4 groups. the students talk to other students in the class and find three people who have to follow these rules. write their names in the chart. homework: making a short speech about the rules at your home week 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 in show the students a picture of millions of dolla