电大英语教育专业毕业论文
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英语写作参考范文
附件2：河北电大开放教育本科英语专业毕业论文教学实践设计鉴定表及指导过程表
封面
Cover Page
Hebei Radio & TV
University
Practical Project Design
河北电大开放教育本科
英语专业毕业论文教学实践设计鉴定表
Title ：
Inquiring the methods of
remembering
word
题目: 探究记忆单词的方法
Name姓名: Liu Lili
Number学号:9
School学校:
沧州 电 大
Major: English (education oriented)
英语专业（教育方向）
Tutor导师: 马瑞阁
Date日期:
2012.3____________
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标题页
Title Page
Project Title:
Inquiring the methods of remembering words
Investigator
Liu Lili
Cangzhou Radio & TV University
Submitted on 17 March 2012
In fulfillment of the course
Practical
Project Design
th
Student’s Tel:
Fax:
E-mail:
gaoheliulili@
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致谢
Acknowledgment
Acknowledgment
I am mostly grateful to my supervisor
Professor Ma without
whose support and
patience this project would not even have
got
off the ground.
I am also grateful to
my colleagues Zhang Jinxin and Yu
Hongqing 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, big
thanks go to my husband and
my family who have
shared with me my worries, frustrations,
and
hopefully my ultimate happiness in eventually
finishing
this project.
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摘要
Abstract
Abstract
The present study presents a
detailed report of a project
implemented to
solve the problem that most of my students don’t
grasp the words. And there are some mistakes.
The report will get
out of the mistake and
teach some methods .This hypothesis is
verified by a four-week practice of classroom
teaching with the
specially designed
vocabulary teaching exercise activities.
Among
the methods of scientific investigation used are
analytic method cause analysis. Questionnaire
survey and Socratic
dialogues...
Key words:Importance . Mistakes. Methods.
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目录格式---（正文）
Basic Structure for Contents
Page1
Main headings of the project
report
Introductions
1. Identifying a
problem
2. Problem analysis
2.2 Project
objective
2.3 Project hypothesis
2.4
Project rational
3. Project design
4.
Project implementation
4.1 Project
implementation
4.2 Data Analysis
5.
Project evaluation
6. Final report
7.
Bibliography
Appendix A The questionnaire for
problem analysis.
Appendix B Students’
handouts
Appendix C The post –trian
questionnaire
Note: The main
headings give the project reader an overall view
of the report.
They also act like an outline
of the report. From Page2 onwards, Zhang Ling
further elaborates each of the main headings.
Page2,3 and 4 now look like
this:(course book
P143).
Introductions
I have been
teaching for eight years. In my teaching I’ve
found there are
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some problems . especially the problem that
some of my students in rural areas
are not
interested in remember English. I’ve told them
time and again the
importance of remembering
English word and urged them to take all kinds of
methods.
However they always forget
vocabularies. I’ll finish my study in Cangzhou
Radio~TV 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 Cangzhou RadioTV University.
指导过程报告—1
Process Report--1
Student：Liu
Lili
Stage 1: Identifying a problem
Tutor’s Comments: (problems and suggestions)
Tutor ___________ Date ____________ Score
____________
Content
Language is a
communication tool. And the purpose for learning
English in
China has changed in recent years
due to the Open Door Policy. Vocabulary is
one
of language element, If people leave vocabulary,
we can’t express idea,
If people don’t have
much vocabulary, you can’t listen ,speak, read
,write
well. The size of the vocabulary of a
person to a certain extent that the English
level of this person.
指导过程报告—2
Process Report--2
Student Liu Lili
Stage 2: Problem analysis
Tutor’s
Comments: (problems and suggestions)
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Tutor
___________ Date ____________ Score
____________
Content
In my opinion, there
were four main mistakes. Firstly, some students
only
lay stress on language, grammar and
structure teaching, but ignore vocabulary
teaching. Secondly, some students only can
remember meaning of vocabulary but
ignore
situational .Thirdly, some students don’t know
about culture difference
between China and
western countries . Fourthly, some students can’t
grasp the
regular of word formation. 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
2.2 Project objective
The project
objective is to enhance learners’ interest in oral
practice.
2.3 Project hypothesis
It is
hypothesized that learners’ interest in
remembering words.
2.4 Project
rationale
The following rationales are
mentioned: communicative approach in
vocabulary teaching, PPP model, communicative
speaking activities, the
learners’ roles and
responsibilities, the role of the teacher, the
role of good
lesson planning
指导过程报告—3
Process Report--3
Student: Liu Lili
Stage 3: Project design
Tutor’s Comments:
(problems and suggestions)
Tutor ___________
Date ____________ Score ____________
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Content
3.1 Objectives
The objective of this
research is to pay attention to mistakes for
vocabulary
teaching.
3.2 Subjects
The
subjects are 45 rural middle school students in
Song zhuangzi Middle
School inCangzhou3.3
Materials
The materials are based on the Go
For It for Grade 9.
3.4 Activity Plan
W
eek
1
Unit
ActivitObject
Topic y Topic ives
Discuss
Point To
the to the stimulate
importance
mistakes the
and mistakes students’
of
vocabulary interest
teaching in
vocabulary
teach
Discuss The To develop
students
only teacher the skills
remember give of word
words, ignore example
situational
Let
Talk To
students about what develop
understand should do the skills
culture
of
differeces understand
ing
culture
Grasp the Talk
regular word about what
formation would they
do in some
certain
word
Functional T
items ime
If you 4
increase 5’
you’re the size
of the
vocabulary, you
will make
progress
English level
-the
4
student grasp 5’
this
situational
-give
examples
two
5’
4
2
3
4 To Discuss the 4
develop examples
5’
the skills
of
remember
vocabulary
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指导过程报告—4
Process Report--4
Student: Liu Lili
Stage 4: Project implementation
Tutor’s
Comments: (problems and suggestions)
Tutor ___________ Date ____________
Score ____________
Content
4.1 Project
Implementation
The objective of this research
is to recognize students’ mistakes and the
importaces of remembering words. The subjects
are 45 rural middle school students
in
Songzhuangzi Middle School in Cangzhou. And the
materials are based on the
Go For It for Grade
9.
Week 1, Activity 1,Discuss the importances
and mistakes of vocabulary
teaching
The
objective: to discuss the importance and mistakes
of vocabulary teaching
Teaching process:
Step 1 Lead in [ T:(the teacher says) S:
(the students say)]
T: We all know if you
can’t remember word, you can’t listen.
Speak
.read .write well.
S: But we must have grammar
–oriented tests, we must do some homework.
T:
Through your answer, I know your mistakes.
Step 2 Presentation
( Ask some other
students discuss the same question.
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Step 3
Practice
Have the students work in pairs,
Discuss the question .
Step 4 Groupwork
Divide all the class into six groups, and ask
them to work in groups .
Homework: We can’t
remember what reasons they are.
Week 2,
Activity 2, Students only remember the surface of
the words’
meanings. Ignoring the situational
The objective: to stimulate the students’
discuss the examples bout
ignoring the
situational.
Teaching process:
Step 1 lead
in
Teacher writes two examples on the
blackboard.
Step 2 Presentation
1 .I am
very thirsty. I want to drink some water.
2.
The flowers are dry, I must water them now.
Step 3 Practice
Ask them to practice the
conversation in pairs. Discuss the nature of
water.
Step 4 Do a survey
Divide the
students into four groups, Discuss the nature of a
certain word.
Homework: Let students find the
similar examples.
Week 3, Activity 3, Let
students understand culture differences between
China and western country.
Teaching
process:
Step 1 Lead in
T:Do you like
dogs? What’s it differences because of culture?
Step 2 Presentation
The teacher give some
examples on the blackboard .
1. Love me ,love
my dog.{爱屋及乌}
2. Every dog has his
day.{凡人皆有得意日}
3. Luckdog {幸运儿}
4. 狗腿子5.狗东西
5. 狗仗人势
Step 3 Groupwork
Divide the
students into 4 groups . Discuss the diffenences
for dogs .At
last the teacher give the summary
.In western countries, people appreciate dogs’
courage and honest. The person is treated a
dog. But Chinese all hate dogs. So
for a same
thing ,different culture background, their opinons
are different.
he students talk to other
students in the class and find three people who
have
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to
follow these rules. Write their names in the
chart.
Homework: Let students find some
similar examples.
Week 4 , Activity 4, Let
students grasp the regular word formation
The
objective: to let students grasp word formation to
remember vocabulary…
Teaching process:
Step 1 Lead in
T: Do you know what made of
word is ? Do you recognize root , prefix and
suffix?
Step 2 Presentation
The
teacher says word is made of root, prefix and
suffix. They are three
element parts. Prefix
is the most important part. Suffix is the
secondary
part .Words formation methods has
many kinds of forms. eg.
1 .prefix+root
Pro +pel -propel
{向前}{推} {推进}
2 root +suffix
Port +able -portable
{拿走} {可以的} {可携带的}
Step 3 Practice
T:
discuss the words above. At last the teacher give
summary. Though the
examples we know an
English word aren’t meaningless and isolated ,
They are
some organic combination that include
the specific meaning. we should remember
their
meanings significance.
Homework: After class
everyone find two examples about word formation.
4.2 Data Analysis
The results of the two
questionnaires are presented in Graph 1 and Table
1. Graph 1 shows the comparison of degree of
interest before and after the
implementation
of the project. And table 1 shows students’
preference to types
of vocabulary teaching.
After four weeks’ research, I designed
Questionnaire
Two that was partly based on
Questionnaire One designed before research. By
now,
I was more awake of the usefulness of the
vocabulary teaching I designed. I
especially
hoped to know what my students had gained and
which methods they
preferred.
The fact
that the degree of interest increased from 38.5%
before
implementation of the project to 57.6%
after it shows that the activities to
enhance
students’ vocabulary teaching were effective.
The objective of our research is to enhance my
students’ interest in doing
vocabulary
teaching, such a result (from 44.5% to70.1%) is
very encouraging.
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It proves that the
implementation of the solutions is fruitful and
effective.
指导过程报告—5
Process Report--5
Student： Liu Lili
Stage 5: Project
evaluation
Tutor’s Comments: (problems and
suggestions)
Tutor ___________
Date ____________ Score ____________
Content
After I thought seriously and had exchanged
views on the project with my
students, I find
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out that
although students understand the importance of
word and mistakes,
there is still much that
needs further improvement. Only when I make
continuous
reflection in my teaching, can I
make greater progress. The most frequently
mentioned problems can be summarized as the
following three:
Firstly, the problem of the
nature of word training: the students need more
practice in nature.
Secondly, the students
can’t use word formation.
Thirdly, the
relationship between remember vocabulary and
grammar-oriented
exam: most of my students say
“I hope I can improve my speaking ability and
pass grammar-oriented exams.” So let student
know importance of vocabulary.
指导过程报告—6
Process
Report--6
Student Liu Lili
Stage 6: Final
report
Tutor’s Comments: (problems and
suggestions)
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Tutor ___________ Date
____________ Score ____________
Content
Identifying a problem
Language 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 didn’t need to listen
and speak in
English. but now remembering vocabulary 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 remember
English words .Some
can not express themselves
in English.
Problem analysis
In my
opinion, there were four main reasons that
accounted for students’
Firstly, some students
only lay stress on language ,grammar and
structure, ignore
vocabulary teaching. .
Secondly, some students wanted to recite
vocabulary, but
they don’t how to recite words
or sometimes they know surface of the word ,
they can’t use them.
. Fourthly, some
students didn’t think the remembering words 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.
2.1.1 The analytic method
My Problem is how do students increase the
size of vocabulary
Why some don’t, while
others do?
Who are the some that don’t? 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 aren’t
interested in oral practice? If, on the
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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.
2.1.2 Cause
analysis
I did the Cause Analysis on both
“teacher’s side” and “students’ side”.
I
analysised the four main reasons of students not
being interested in
remembering words.
2.1.2.1 Teacher’s side – that is myself.
About the first reason: Some students can’t
remember vocabulary or today
they can remember
tomorrow they forget.
I should check the
vocabulary first in class.
About the second
reason: Some students wanted to remember , but
they
didn’t know how to remember
Probably
I am not prepared for the situational of words I
only teach them
the surface meaning.
About the third reason: Some “low students” lacked
confidence, who are
weak at the
traditional grammar-oriented written exam.
I didn’t encourage these students that
remembering can make them enjoy
English, can
make they have enough confidence. And these were
very important
to every English learner’s.
About the fourth reason: Some students didn’t
think the vocabulary teaching
useful to their
grammar-oriented exam, so they were not interested
in it.
I didn’t tell the students that the
relationship between oral practice and
grammar
---- You can’t 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 you’ve
understood these grammars, you will master
these grammars much better. And this
will give
you a big help on your grammar-oriented exam.
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2.1.2.2 The
students’ side
Firstly , Students can’t
distinguish the nature of word.
Secondly
students can’t grasp the methods
Thirdly
students don’t pay attention to letter’s rule of
combination and
pronunciation.
Fourthly
offer more encouragement to the “low 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” .
2.1.3 Questionnaire survey:
I designed one questionnaire and distributed
to my students before
conducting the research
and required that they finish it within 20
minutes. All
of them, 22 students, 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 vocabulary
teaching
was important and that about 80.5% of
the students thought word 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, I’ve got the result that
inadequate
teaching design is mainly
responsible for students’ lack of interest and
method
in remembering words. So in my future
teaching, I will try to improve my
vocabulary
teaching design through adding some items to
improve the students’
pronunciation, giving
them more encouragement and more detailed
instructions
for their words . etc.
2.2
Project objective
The project objective is
inquiring the methods of remembering words.
2.3 Project hypothesis
It is hypothesized that
learners’ the size of vocabulary can be enhanced
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by well-
designed work.
2.4 Project rational
2.4.1
Communicative approach in teaching speaking
Since 1960’s, Communicative Language Teaching
(CLT) has developed into a
comprehensive
teaching and learning methodology. So in today’s
teaching, the
goal of CLT is to use language
for communicative purposes. To our English
teachers
English teaching focuses no longer on
the mastery of grammar structures and
vocabulary, but on a more comprehensive
training of communicative competence.
2.4.1.1
PPP model
“ The PPP procedure has come in for
considerable criticism over the last
few
years, especially as a model for teacher trainees
to follow.” (Harmer, 2003)
The procedure of an
oral lesson aiming at teaching new language items
can be
idealized into three stages known as
the PPP model. Follow the PPP model, the
new
language should first be presented to the students
in meaningful contexts
and make sure they
understand what it means and how it used, that is
the first
stage Presentation; then students
Practice the new language on the following
stage; finally students are given the
opportunity to integrate the new language
items with the old through activities that
give free and extensive expression
aimed at
developing fluency. That is the last stage
Production.
2.4.1.2 Communicative speaking
activities
Littlewood (1981) divides
communicative speaking activities into two types:
functional communication activities and social
interaction activities. For
beginning language
students, Littlewood points out that it is
necessary to also
include what he calls pre-
communicative activities, which are more
structural
and allow the learner to practice
the forms of the language.
2.4.1.3 The
learners’ roles and responsibilities
Tricia
Hedge (2002) pointed out that one of the
perspective on learner-
centeredness is “
encouraging learners to take on a greater degree
of
responsibility for their own successful
learning, not only by contributing to
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course or
activity design …, but also by continuing their
learning outside class,
at home, or in self-
access facilities.” What is language? I think that
Language
is the art of speaking. So when you
are learning English, you are a person, who
is
learning by doing it; you are a person, who is
working by using it and you
are a person, who
lives in it. Make English study a part of your
daily routine,
the same as eating or brushing
your teeth. Mere exposure to English will not
enable you to speak English. Speaking English
will teach you English!
2.4.1.4 The role of
the teacher
I will let the students know that
as a teacher in speaking classroom, I’m
not
just a teacher – the person who just gives you
knowledge, I have many roles
in one. Jeremy
Harmer says, “Within the classroom teacher’s role
may change
from one activity to another, or
from one stage of an activity to another. If
we are fluent at making these changes our
effectiveness as teachers is greatly
enhanced.” (Harmer, 2003) So teacher is
playing different roles at different
times. In
the PPP model, I should 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 a monitor.
At the production stage when the situation
is
more student-directed, I should play the role of a
stimulator and a helper.
In learner-centered
teaching, “that is teaching which makes the
learners’
needs and experience central to the
educational process.” (Harmer, 2003) So
“If
(the teacher) is indeed wise, he does not bid you
enter the house of his
wisdom, but rather
leads you to the threshold of your own mind.”
(Gibran, 1991)
2.4.2 The role of good lesson
planning
“Lesson planning is an art of
combining a number of different elements into
a coherent whole so that a lesson has an
identity which students can recognize,
work
within, and react to …” (Harmer, 2003) As for
teachers, lesson planning
is not optional, it
is essential preparation for teaching. It is a
matter for
the teacher what to teach, and how.
(Davies, 2002)
A good lesson plan follows the
principles of variety, flexibility,
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learnability, and linkage.
(Wang & Cheng, 2000) That means teachers are
expected
to plan some different types of
activities in order to keep students’ interest
in learning with high motivation, and never
monotonous; and to adopt different
methods and
techniques rather than to be a slave to one
methodology. The lesson
plan should be neither
too hard nor too easy. Doing things that are
beyond or
below the students’ coping ability
will diminish their motivation (Schumann,
1999). Language learning needs recycling and
reinforcement, so the stages and
steps should
be planned to be linked with one another.
Project design
3.1 Objectives
The
objective of this research is to inquiring the
methods of remembering
words
3.2 Subjects
The subjects are 45 rural middle school
students in Songzhuangzi Middle
School in
Cangzhou
4.3 Materials
The materials are
based on the Go For It for Grade 9.
3.4
Activity Plan
W
eek
1
Unit
ActivitObject
Topic y Topic ives
Discuss
Point To
the to the stimulate
importance
mistakes the
and mistakes students’
of
vocabulary interest
teaching in
vocabulary
teach
Discuss The To develop
students
only teacher the skills
remember give of word
words, ignore example
situational
Functional T
items ime
If you
4
increase 5’
you’re the size
of the
vocabulary, you
will make
progress
English level
-the 4
student grasp 5’
this
situational
2
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3 Let
students
understand
culture
differeces
Talk
To -give
about what develop examples
should do the skills
of
understand
ing
culture
two
5’
4
4 Grasp the Talk
regular word about
what
formation would they
do in some
certain
word
To Discuss the
4
develop examples 5’
the skills
of
remember
vocabulary
4.1 Project
Implementation
The objective of this research
is to recognize the mistakes and grasp the
methods for vocabulary.
The subjects are
45 rural middle school students in Songzhuangzi
Middle
School in Cangzhou And the materials
are based on the Go For It for Grade 9.
I
designed four activities to be tried out in four
weeks .and these activities
are reported as
follows.
Week 1, Activity 1, Discuss the
importances and mistakes of vocabulary
teaching
The objective: to stimulate the
students’ discuss the examples about
ignoring
the situational.
Teaching process:
Step 1
Lead in [T:(the teacher says) S: (the students
say)]
T: We all know if you can’t remember you
can’t listen. speak. read .write
well.
S:
But we must have some tests, we must do some
homework.
T: Though your answer, I know your
mistakes.
Step 2 Presentation
( Ask some
other students discuss the same question.
Step 3 Practice
Have the students work in
pairs, Discuss the question .
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Step 4 Groupwork
Divide all the class into six groups, and ask
them to work in group
Students’
name
Write vocabulary lists
Read English
booksmagazines
Study grammar
Keep an
English notebook
Ask the teacher questions
Watch English-language TV
Students’
name
T:if you can’t remember
vocabulary ,you can’t read the questions.
Week 2, Activity 2, Students only remember the
surface of the words’
meanings. Ignoring the
situational
The objective: to stimulate the
students’ discuss the examples about
ignoring the situational.
Teaching process
Step 1 lead in
Teacher writes two examples on
the blackboard.
Step 2 Presentation
1. I
am very thirsty. I want to drink some water.
2. The flowers are dry, I must water them now.
Step 3 Practice
Ask them to practice the
conversation in pairs Discuss the nature of water.
Step 4 Do a survey
Divide the students
into four groups, Discuss the nature of a certain
word.
Homework: Let students find the similar
examples
1. I am very thirsty. I want to
drink some water.
2. The flowers are dry, I
must water them now.
Homework: Find word that
has similar use
Week 3, Activity 3, Let
students understand culture differences between
China and western country
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The objective: to
stimulate the students’ discuss the examples
about
ignoring the situational.
Teaching
process:
Step1 Lead in
T Do you like
dogs? What’s it differences because of culture?
Step 2 Presentation
The teacher give some
examples on the blackboard .
1. Love me ,love
my dog.{爱屋及乌}
2. Every dog has his
day.{凡人皆有得意日}
3. Luckdog {幸运儿}
4. 狗腿子5.狗东西
5. 狗仗人势
Step 3 Groupwork
Divide the
students into 4 groups . Discuss the diffenences
for dogs .At
last the teacher give the summary
.In western country , people appreciate dogs’
courage and honest. The person is treated a
dog .But Chinese all hate dogs. So
for a same
thing , different culture background, their
opinons are different.
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: Let
students find some similar examples.
Week 4 ,
Activity 4, Let students grasp the regular word
formation
The objective: to let students grasp
word formation to remember vocabulary
Teaching
process:
Step 1 Lead in
T: Do you know
what made of word is ? Do you recognize root ,
prefix and
suffix?
Step 2 Presentation
The teacher says word is made of root, prefix
and suffix. They are three
element parts
.Prefix is the most important part. Suffix is the
secondary part.
Words formation methods has
many kinds of .
+root
Pro +pel
-propel
{向前}{推} {推进}
2 root +suffix
Port +able -portable
{拿走} {可以的}
{可携带的}
Step 3 Practice
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T: discuss the words above
At last the teacher give summary. Though the
examples we know an English word aren’t
meaningless and isolated, They are some
organic combination that include the specific
meaning. we should remember their
meanings
significance.
Homework: Making a short speech
about what would you do if you were a teacher.
4.2 Data Analysis
At the end of the
research, the second questionnaire survey was done
to
collect the information about the results
of the new Teaching-plan. After making
an
analysis and made the comparison between the
results of the two questionnaires
I have
learned that my students’ interest in oral work
has been increased by
well-designed oral work.
4.2.1 Data from the questionaires
The
results of the two questionnaires are presented in
Graph 1 and Table
1. Graph 1 shows the
comparison of degree of interest before and after
the
implementation of the project. And table 1
shows students’ preference to types
of oral
practice.
After four weeks’ research, I
designed Questionnaire Two that was partly
based on Questionnaire One designed before
research. By now, I was more awake
of the
usefulness of the oral practice I designed. I
especially hoped to know
what my students had
gained and which methods they preferred.
The fact that the degree of interest increased
from 38.5% before
implementation of the
project to 57.6% after it shows that the
activities to
enhance students’ interest in
oral practice were effective.
Graph 1 shows
that there is a drastic improvement in students’
interest
of remember vocabulary .Most of the
subjects who rank themselves in scale
“ Like”
and “Like a lot” amount to 70.1%, while the
percentage was only 44.5%
before the
implementation of the project. The graph also
shows the percentage
of dislike decreased. Yet
I should not be too optimistic, since there are
still
29.8% of the students choosing 3. Though
the number is smaller than that in
Questionnaire One, it suggests that I should
make further study in the future
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英语写作参考范文
and explore the reasons.
Table 1 shows over half of the students
approved the methods very much. This
indicates
the effectiveness of the methods.
Graph 1:
Comparison of degree of remembering vocabulary
interest
70
60
50
40
30
20
1
0
0
12345
6
12.5
57.6
38.5
37
.8
29.8
9.8
2.2
3
1.5
系列1
系列2
Like a lot Like Just so so
Dislike Dislike very much
Notes：系列一：questionare 1
系列二：questionare 2
Table 1: Students’
preference to methods dealing with the remember
vocabulary
Methods
Know vocabulary
situation to remember
Know the western
culture to remember
Know the word
formation to remember
The objective of our
research is to grasp the method to remember
vocabulary
such a result (from25% to75%) is
very encouraging. It proves that the
implementation of the solutions is fruitful
and effective.
Project evaluation
14 75%
8 25%
No. of students
10
Percentage
32
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After I thought seriously
and had exchanged views on the project with my
students, I found
out that although
students are becoming more interested in oral work
now,
there is still much that needs further
improvement. Only when I make continuous
reflection in my teaching, can I make greater
progress. The most frequently
mentioned
problems can be summarized as the following three:
Firstly, the problem of the pronunciation
training: the students need more
practice in
pronunciation.
Secondly, the effective use of
the key sentence patterns from the text: I
should give my students more practice to
express themselves freely by using the
key
sentence patterns from the text.
Thirdly, the
relationship between oral practice and grammar-
oriented exam:
most of my students say “I hope
I can improve my speaking ability and pass
grammar-oriented exams.” So I’d like to have a
try on “How to crack the
traditional exam by
speaking practice. If so, the marks of exam and
the ability
of speaking can be improved at the
same time.
Conclusion
The present study is
chiefly based on the project that I proceeded from
Dec,
2009 to Mar, 2010, which aimed to enhance
my students’ interest in doing oral
practice.
Now I can be very glad to say that my problem has
been successfully
solved. So the conclusion of
the project is that learners’ interest in oral
practice can be increased by well-designed
oral work. Well-designed oral work
can “
ensure that you are achieving the balance between
old and new language
items, accuracy and
fluency practice, and language and skills work,
and that
you do not lose sight of your main
goal, communication.” (Davies & Pearse, 2002)
“ In China, generally speaking, both teachers
and students have paid great
attention to
learning grammar and vocabulary. So our problem is
not having
nothing to say but not knowing how
to say things.”(Wang &Cheng ，2000) The
students are not interested in oral practice,
mainly because they don’t know
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英语写作参考范文
how to say. So I should
try to improve my ability of designing good oral
work,
because well-designed oral work can
increase learners’ interest as is revealed
by
the research.
Bibliography
1. Gu yueguo, 2004 Practilal Drojectdesign
Foreign Language Teaching and
2. Gu
Yueguo,2003 , English Languge Teaching
Methodology, foreign Language
teaching and
research press.
3. Go For It (Grade
9)----Teachers'book, PEP.
4. Go For It (Grade
9)----Students'book .PEP
Appendix A The
questionnaire for problem analysis.
Questionnaire on oral English (1)
Dear Student,
I know you are very busy
with your study .But could you please spare me 10
to 15 minutes by answering this questinnaire
?Your help will improve my teaching
of oral
English ,and my better performance will turn to
help you to improve
you’re the size of
vocabulary .Please ticket the box next to the
answer that
expresse your opinion.
1.
Do you think remember words is important ?
A,
most important B, more important C, unimportant
2. Do you think remember words is difficult ?
A , Yes B, NO
3. How do you like remember
words
A, like a lot B,like C,just so so D,
dislike E, dislike verymuch
method do you
know to remember words?
A1 B2 C3
Please provide the following information:
Class:______ Age:______ Gender :________
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Thank you
for your cooperation
Appendix B Students’ handouts
Students’
cards for Week 1
Students’
name
Write vocabulary lists
Read English
booksmagazines
Study grammar
Keep an
English notebook
Ask the teacher questions
Watch English-language TV
Students’
name
Students’ cards for
Week 2
.I am very thirsty. I want to drink
some water.
2. The flowers are dry, I must
water them now.
Students’ cards for Week
3
1.
2.
3.
4.
5.
Love me
,love my dog.{爱屋及乌}
Every dog has his
day.{凡人皆有得意日}
Luckdog {幸运儿}
狗腿子5.狗东西
狗仗人势
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英语写作参考范文
Students’ cards for Week 4
+root
Pro
+pel -propel
{向前}{推} {推进}
2 root
+suffix
Port +able -portable
{拿走}
{可以的} {可携带的}
Appendix C
The post –trian questionnaire
Questionnaire on
oral English (2)
Dear Students,
I
know you are very busy with your study .But could
you please spare me
10 to 15 minutes by
answering this questinnaire ?Your help will
improve my
teaching of oral English ,and my
better performance will turn to help you to
improve your oral English.
please
ticket the box next to the answer that
expressesyour opinion.
1, Do you think
your vocabulary is better than before ?
A,
like better B, like less C, just so so
2,Do
you think remembering words is more easy than
before ?
A, more interesting B,less
interesting C, just so so
you think
remembering words is more regular than before ?
A, yes B ,no
4. How many methods can
grasp ?
A, 1 B2 C3
you have more
interese to remember words than before ?
A,yes Bno
Optional
Please provide
the following information:
Class_____ Age
_____ gender________
Thank you for your
cooperation
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教学实践设计各阶段得分总表
Student
___________
Tutor ______________
Date ______________
Scor
Stag
Content
e es Obta
ined
Identify a
1
problem
Problem
2
Analysis
Project
3
Design
Project
4
Implementation
Project
5
Evaluation
Scores
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英语写作参考范文
Project
6
report
Tota
l
《论文项目设计（教育方向）》成绩评定表
2012年3 月13日
马瑞阁
姓
名
刘丽丽
性
别
女年
龄3
3职教指
业师 导
教
师
项目名
称
探究记忆单词的方法
项目主要内容：
本研究报告是针
对大多数农村中学生轻视单词，并对单词存在误区，进而探
究记忆单词方法而研究的课题。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：学生们的词汇能够在较好的课堂设计的基
础上有所
提高。为此，我专门设计了四周的课堂教学实践活动验证这一假设。
在实践过程中，
我选用了与学生实际生活很接近的话题，关于狗的话题，引
出东西方文化差异，采用小组合作讨论的方式
去调动学生的积极性。
在为期四周的课堂教学实践活动之后，通过问卷调查可以看出学生的英
语词汇量在较好的课堂设计的基础上已经有所提高。所以在以后的教学中我会努
力提高我自身的
教育教学能力。
指导教师评语：
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指导教师成绩评定：
地方电大论文答辩评审小组意见：
省电大论文质量监控小组意见：
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