Oral Work DesignLearners Interest.docx

Oral Work DesignLearners Interest.docx

《Oral Work DesignLearners Interest.docx》由会员分享，可在线阅读，更多相关《Oral Work DesignLearners Interest.docx（29页珍藏版）》请在冰豆网上搜索。

OralWorkDesignLearnersInterest

ProjectTitle:

OralWorkDesign&Learners'Interest

Investigator

ZhangJun

GanSuTVUniversity

Submittedon25thNovember2006

InfulfillmentoftheCourse

PracticalProjectDesign

Acknowledgment

IammostlythankfultomytutorMr.ZhuXiaolingwithoutwhoseconductionandsupportthisprojectwouldnotimplemented.

IamalsogratefultomycolleaguesMr.WangandMr.Hefortheirtimespendonbrainstorminganddiscussionwithme.

Noamountofthankswillbeadequateformystudentswithwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.

Lastbutnottheleast,bigthanksgotomywifeandmyfamilywhohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisproject

Abstract

Thewholeprojectreports'aimistosolvetheproblemthatmostofmystudentsdonotlikedoingtheoralpracticeIassignthemtodoafterclass.Itishypothesizedthatlearners'interestinoralpracticeinclasswillbegreatlyincreasedbybetterorganizationsinvariouswaysintherespect.Thishypothesisisverifiedbyafourweekpracticeofwellorganizedvariousoralworkactivities.

Totally,fourmethodsareused,andtheyare:

Teacher'sdiary,Interview,Observation,Questionnaire.

Keywords:

classroomactivitiesdesignlearnersinterests

MainHeadingoftheProjectReport

1.Introduction

2.Projectobjective

3.Projecthypothesis

4.Projectrationale

5.Classroomactivitiesdesign

6.Controlandtargetgroups

7.Projectimplementation

8.Projectevaluate

9.Dateanalysis

10.Conclusion

Reference:

Appendix:

A.Thetimetableoftheproject

B.Themethodsofproblemanalysis

C.Thepretrailquestionnaire

D.Teachingnotes

E.Diaries

F.Students'homework

G.Thepictureoftheteaching

H.Theposttrailquestionnaire

I.Taperecordingofteaching

J.Taperecordingofstudents'performance

1.Introduction

Languageteachers,aswellasstudents,needtobecomeawareofwhatnativespeakersdoinoralcommunicationifweaimtoachievespeakingcompetenceinEnglish.Oralfluencycanbedefinedastheabilitytoexpressoneselfintelligibly,reasonableaccuratelyandwithouttoomuchhesitation.Andoralaccuracyreferstothespeaker’sfullcontrolofthegrammarandpronunciationincommunication.OneofthemainpurposesinlearningEnglishistobeabletospeakit.YoumusthaveputagreatdealofeffortintogettingstudentstospeakEnglishinclassbutyoumaynotalwaysgetwhatyouwant.Theteachershouldfocusesthestudents’attentiononmodelsentences,dialoguesorothertypesoftextsandcheckstheirunderstandingofthenewlanguageitems.Newlanguageinputandopportunitiestopracticethenewlanguagearetwoessentialelementstoimprovethestudents’speakingskills.Duringtheproductionstage,thestudentshouldhavemuchmorecontrol.Thatmeanshechooseswhattosayandhowtosayit.Sometimestheteacherhasgivenasituationoratopicinwhichthestudentsactordiscuss.Differenttypesofactivitiesapplytostudentsatdifferentlevels,asmanyoftheseactivitiescanvarywiththeamountofcontrolorfreedomtheyentail.Ihavebeenteachingthestudentswhoareintheirsecondyearofacountryjuniormiddleschool.InmyteachingI’vefoundtherearesomeproblems.NowI’llfinishmystudyinQingyangTVUniversity.IhopeIcansolvetheproblemsthathavetroubledmeforsometimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfromQingyangTVUniversity.

Asformyteachingexperience,Iexaminedmyproblemscientificallytoseewhetheritisresearchable.Idiscussedandagreedtheproblemwithmytutor.Atthesametime,Iworkedoutthetimetableofmyproject.（toseeAppendixA）

SecondIusedseveralmethodsofproblemanalysistoanalyzetheproblem.（toseeAppendixB）Theyaretheanalyticmethod,causeanalysis,brainstormingandquestionnairesurvey.Thoughtheproblemanalysis,IcametoknowthatthestudentsdonotliketodotheoralpracticeIaskedthemtodoinclass.Itisduetomyoralworkteachingtechniques.Ihavemadeupmymindtosolvetheproblem.

2.Projectobjective

Toenhancemystudents'interestsandconfidenceindoingoralpractice

3.Projecthypothesis

Itishypothesizedthatstudents'interestsinoralpracticeisincreasedbybetter-designedoralwork.

4.Projectrationale

a）TheimportanceoforalEnglish

Asweknow,Englishissomethingwhichisusedtoexpressideas,transmitmessagesandhelppeopleunderstandeachotherbetter.theultimateuseofalanguageistocommunicate┈tospeakitout.Imaginethatonestudentsisthetopstudentinhisorherclass,butisweakinexpressinginoral.Oncontrary,theotherstudentisalittlepoorinscorebutgoodatoralEnglish.Whichonedoyoulikebetter?

b）Theroleofteachers

Studentsneedtobeawareoftheroleoftheteacherisnotonlyanevaluatorbutalsoacontroller,aco-ordinator,aconductor,anorganizer,ahelper┅Theteacherhasmanyrolesinaorallesson.Iwouldliketomaketheoralpracticeasclosetoreal-lifeaspossible.Andmakethemfeelrelaxedandfreetodooralpracticewitheachotherinclass.

c）Theroleofstudents

Thestudentscanproducelanguageandalsocancreatelanguage.Exceptthepresentationstep.Thestudentscanbethecenterofthewhole.Asoundlearner-centeredprocessofteachingbenefitslearningdirectly,andmakethelearneramuchmoreindependentlanguageuser.Ourstudentsareindividualswhobelongtoacertaingroup,buttheynevergiveuptheirindividualityasalearnerwithaverypersonalbackground.Somestudentsareshy,someareplayfulandotherareinterestedingames┅Sowemustknowmoreaboutthestudentsandunderstandthem.Andmakethemknowtheyhelpeachotherandlearneachother.

d）Theimportanceofinterestandthenewlydesignedactivities

Interestisthebestteacherinlearninglanguage.Variedactivitiesinoralpracticecanincreasetheirinterest.Suchascontests,roleplay,games,Englishsongs,famoussayings,Englishcorner┅Thirstforperformanceishumanmature.Sogivethestudentsmorechancestoshowthemselves.Confidenceismoreimportantthananyotheraspects.Andalsotheteachers'encouragementcangreatlyhelpthestudentsreducetheiranxiety.

5.Oralworkdesign

Myhypothesisisthatstudents'interestsinoralpracticeisincreasedbybetter-designedoralwork.Moreover,Mynewlyassignmentactivitiesshouldhavearealinformationvaluesothestudentshavearealpurposetocommunicate.Idesignedfouractivitiestobetriedoutinfourweeksfromfourabilitiestobetriedoutinfourweeks.Alltheseactivitiesarereportedasfollows.

Week1

Activity1Title:

Whatareyoudoingforvacation?

ThisactivityisbasedasinJuniorEnglishforChina,Goforit!

Book2Aunit3

Purpose:

Totrainthestudents'abilityofspeakingandmakingfurtherplans.

Instructions：

Studentsworkinpairsorgroups.Theyactouttheirdialoguesbeforetheclass.Thenalltheotherstudentsgivetheactorsoractressesmarksthroughvotes.Afterperformance,Iaskallthestudentstoelectexcellentactorsandactresses.Firstaskstudentstolookatthechart.Playtherecordingforthefirsttime,pointoutthesample,HectorisvisitinghiscousinsonFriday.Theanswerunder“what”isvisitingcousins,under“when”isonFriday.Playtherecordingasecondtime,studentsfillintheanswers.Playtherecordingagain,makesureeverystudentcanfillintheanswersunder“what”and“when”.Next,readthedialogue,Iwillasktwostudentsreadit.ThenIwillgetstudentsintosmallgroups,usethegivenconversationasanexample,writedownthevacationplansforallthepeopleingroups.

Askstudentsworkingroups,movearoundtheroom,answeringquestionsandofferinglanguagesupportasneeded.Thenaskthegroupstopresenttheirvacationplanstotheclass.

Procedure:

Theteacherintroducesthestudentsfillinthesurveyform.Therearethreecolumns:

who,whatandwhenquestions.Wewillhearaconversation.OntherecordingHector,SusanandMollyaretalkingaboutwhatandwhentheyaredoingforvacation.Theylistentothetapeandworkwithapartner.Thensomepairsaskandanswerastherestofthestudentslisten.

Forstudents:

Youhavetolistencarefully.Afterplayingtherecording,studentscheckthequestionstheyhear.Thenworkinpairs.StudentAandstudentBtaketurnstoaskandanswerquestionsabouteachother'svacationusingtheusefulvacationinformationwhattheylovetotake.

Who

What

Where

When

Howlong

Others

Who

What

Where

When

How

Others

Hector

Visitingcousins

Hishouse

OnFriday

Bybus

Cloudy

Susan

fPlay

so

Xifeng

Molly

Peter

Week2

Activity2Title:

Howdoyougettoschool?

ThisactivityisbasedasinJuniorEnglishforChina,Goforit!

Book2Aunit4

Preparation:

Askeachstudentstodrawpicturesaboutdifferenttransportation.

Purpose:

Totalkaboutkindsoftransportation,howlongittakestogoplaces,andhowfarapartplacesare.

Instructions:

Havestudentsworkinwithapartner.Lookatthesampledialogue,letthemmaketheirownconversationabouthowthepeopleinthepicturegettoschool.Makesureconversationabouthowyougettoschoolandhowlongittakes.studentscanusethedialogueasanexample.Andalsocanusethewordinactivity2aand2b.Asstudentstalk,movearoundtheroom,offeringlanguageorpronunciationsupportasneeded.Thenaskstudentstoworkinpairs.Askandanswerhowstudentsgettoschoolinthepicture.