学生论文范文.docx
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学生论文范文.docx
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学生论文范文
AStudyofimprovingtheoralEnglishofprimarystudents
1.Introduction
MynameisYangqiaoyan.IgraduatedfromDingxiTeachers’collegein2009.IhavebeenteachinginRenchuanPrimarySchoolsince2010.Ihavebeenteachingfortwoyears.MystudentsareatGradeSeven.Inmyteaching,Ihavefoundtherearesomeproblems,amongwhichthemosttypicaloneishowtoimprovethestudents’oralEnglish.Thereare40~50studentsinoneclass,andIcan'tgiveeachstudenttheopportunitytopracticetheiroralEnglish.ThereforeitiscommonthatastudentwhocangethighmarksinanexamcannotspeakacompleteandcorrectEnglishsentence.
2.Projectobjective
MyresearchobjectiveistoimprovetheoralEnglishofstudents.
3.Projecthypothesis
Itishypothesizedthatstudents’oralEnglishcanbeincreasedbybetterdesignedteaching.
4.Problemanalysis
MyproblemisthatsomeofmystudentsdonotlikespeakingEnglishinclass.Iwouldliketodotheproblemanalysisbyusingthefollowingtwomethods:
4.1Theanalyticmethod
Thephrase“someof”intheidentifiedproblem“someofmystudentsdonotlikespeakingEnglishinclass.”mademethinkoftheothersideoftheissue:
someofmystudentsdolikespeakingEnglish.Thisinturnmademethinkofthese:
Whysomedonotwhileothersdo?
Whoarethesomethatdonot?
Andwhoaretheothersthatdo?
Moreover“mystudents”isincontrastwith“mycolleague’sstudents,”thispromptedmetomakeachainofreflections.
Whataboutsomeofmycolleaguestudents?
ItisalsothecasethattheydonotlikespeakingEnglish,thenmyproblemisactuallycausedbymyself,notbymystudents,probablytheopportunitiesIgivemystudentstospeakEnglisharequitelimited.Throughthisstep,Icanreachmyconclusion:
mystudentsdonotlikespeakEnglishmainlybecausetheopportunitiesIgavethemtospeakEnglisharequitelimited.
4.2Causeanalysis
Iwouldliketodocauseanalysisfromthefollowingaspects:
Fortheteacher’sside:
TraditionallyinChina,mostEnglishclassesarecarriedoutinateacher-centeredway.Itrytoteachforawholehourwithoutstopping.So,afactisthatIactivelytalkandwrite,butthestudentspassivelylistenandcopy.Thereisnopair-work,nogroup-work,so,studentsseldomhaveopportunitiestospeakandpracticeinclass.ThisismainlyduetolimitedopportunitiesformystudentstopracticingoralEnglishandnotinterestedinpracticingoralEnglish.Alsothereasonoftheyhadsomedifficultiesindoingoralpractice.
Theclasssize:
Iteachtwoclasses,onehas57students;theotherclasshas55students.Theclasssizeofover50studentsmayhavesomenegativeeffect.
Obviously,alloftheseneglectandprejudiceinspokenEnglishlearninghaveresultinthelessabilityinEnglishspeaking.SotheydonotlikespeakingEnglish.
Thestudents’side:
Firstly,theylackconfidenceneededtospeakfluentlyandareafraidofbeinglaughedatwhenmakingmistakes.Theyaresoshythattheywillnotopentheirmouthtospeakinclassorinpublicandtheyappearfoolishiftheyspeak.
Secondly,somestudentspaymuchattentiontolanguagestructuresbeforetheyspeak.Beforespeaking,theyfirstconsiderthegrammaticalstructureofthesentence,beyondalldoubt,thisreducetheefficiencyofsuccessfulcommunication.
Forthelearningrequirements’side:
ProficiencyinspokenEnglishisnotrequiredbytheEnglishcourses.SomestudentsthinktheylearnEnglishjustinordertopasstheexaminationsandgetacertificate.Knowingthatthereisnoexaminationdesignedtotestspeaking,studentsthinkitunnecessarytospeakwell.Howeveritisenoughforthemtoreadandwritewell.
4.3Questionnaires
Ithroughthequestionnairesurveytothestudents'learningmainlybyteachersometimesspeaktoofastandsomestudentsofthefoundationhastheverybigrelations.FromhereIlearnedthatteachersshouldnotonlypayattentiontoclassspeedbutalsoonthepartofthepoorstudentsspendmoreefforttomakethemtoEnglishthiscourseofinterest,therebydeepeningbasicknowledgetraining.Improvestudents'learningachievement.
5.Projectrationale
Aftersomereadingandthinking,Ihaveworkedoutfourreasonsonwhichmyprojectwillbebased.Theyareasfollows:
Theroleofspeakinginclassanditspurpose--Iwouldliketocreateareallifesituationinclasswhendoingoralpractices,andtriedtoarousethestudents’interestinspeakingEnglishbygivingasmanytopicsaboutsportsaspossible,encouragingthemtoexpressthemselvesinEnglish.
Theroleofthestudents--Iwouldliketoletthestudentsfeelthemwerethemainactorsoractressesinclassroomwhenactingoutarealcommunicativedialogue.Whensomestudentsweredoingthespeakingperformance,theothersshouldactastheassessorsorjudges.
Theroleoftheteacher--Studentsshouldrealizethattheteacherhasmanyrolesinclassroom,notjustanevaluator.Iwouldlikestudentstogetusedtobeingresponsiblefortheirownlearningandnotdependontheteacherallthetime.
Thetypeofclassroomtasksused--ItriedtousedifferenttypesofclassroomtaskstoactivatethestudentscreativityandimaginationinEnglishoralpractice.Meanwhile,varioustypesoftheactivitieswouldletthestudentsfeelfreshandpreventthemfromgettingboring.
6.ProjectDesign
Activity1
ThisactivityisbasedoninPrimarySchoolEnglishBook5,Lesson1“Whatdoyoulike?
”
Purpose:
topractisetalkingaboutthevegetables.
Instructions:
Studentsreviewthepatternandwordsofvegetables.Theyworkingroupstotalkaboutthevegetableswhichtheirfavouritebyusingthepattern:
“Whatdoyoulike?
”
Procedures:
Step1:
Theteacherasksstudentstochoosesomevegetableswhichtheylikebestinthepreviousclass,andchoosetwofavouritevegetablestonotedowntheircolourandnames.Inaddition,theyneedtodrawtwopicturestodescribethevegetables,beingbeautiful/deliciousandsoon.
Step2:
Inclasstheteacherhelpsstudentsreviewthefollowingdialogue:
---What’sthisinEnglish?
---It’sa/aneggplant/onion/mushroom/tomato/cucumber/potato.
Step3:
Theteacherintroducesanewpattern:
whatdoyoulike?
Andsixadjectivestomakegeneralcommentsonvegetables,whichareeggplant/onion/mushroom/tomato/cucumber/potato.
Step4:
Studentsfinishtheexerciseonpage59byusingtheabovesixwords:
---Whatdoyoulike?
---Ilike________.Doyoulike_______,too?
---No/Yes.
Step5:
Theteacherasksstudentstoworkingroups.Ineachgroupeveryoneshowshis/herpictureswithvegetables’namesandcolour.Theotherwillraisequestions:
Whatdoyoulike?
Thestudentswillanswerquestionbyusingwordslike:
eggplant/onion/mushroom/tomato/cucumber/potato.
Step6:
Playgames(lookforvegetables)theruleofthisgame:
Studentsplaythegameof“hideandseek”.StudentA’seyesarecovered.StudentBhidesonevegetableinclassroom.WhenStudentAreachesthehidedvegetableinanearerandnearerplace,otherstudentswillmakestrongnoise.Otherwisestudentswillmakeweaknoise.WhileStudentAfindsthevegetable,he/sheshouldanswerseveralquestionsbeforeopeninghis/hereyes.)
Activity2
ThisactivityisbasedoninPrimarySchoolEnglishBook5,Lesson2“Lookatthepictureofmyfamily”
Purpose:
topractiseintroducingothers
Instructions:
Studentsreviewthepatternandwordsoffamilymembers.Theteacherintroducesnewpatternsandwordsbyusinghis/herownfamilyphotos,andthestudentsworkingroupstotalkaboutownfamily.
Procedures:
Step1:
TheteacherasksstudentstopreviewLesson6carefullyathomeinthepreviousclass,andtheteacherasksstudentstogetreadyfortheirfamilyphotosandeachphotoofdadandmum.
Step2:
Inclasstheteacherhelpsstudentsreviewthefollowingdialogue:
Theteachertakesherfamilyphotoout,andusestwohandpuppetstoactoutthefollowingdialogue)
A:
Hello. I’m Tom.My name is TomGreen.
B:
I’m Miss Yang.My name is Yangqiaoyan.Nice to meet you.
A:
Nice to meet you,too. What’s that?
B:
Oh. This is a picture.
A:
A picture?
Let me have a look.
B:
OK. Look!
This is my family. This is my dad.
A:
What’s his name?
B:
His name is LiuZheng. This is my mum.
A:
What’s her name?
B:
Her name is ZhuFengzhen.
Step3:
Theteacherintroducesnewpatternsasfollowing:
Thisismy____?
____nameis_______?
andsixadjectivestomakegeneralcommentsonfamilymembers,whicharedad/mum/me/JohnGreen/MaryGreen/TomGreen.
Step4:
Studentsfinishtheexerciseonpage5byusingtheabovesixwords:
Thisismy_______
Hisnameis_______
Thisismy_______
Hernameis_______
Thisis______
Mynameis______
Step5:
Theteacherasksstudentstopractiseusing“be”“her”and“his”,andtheteachersumsup.
Step6:
Theteacherasksstudentstoworkingroups.Ineachgroupeveryoneshowshis/herphotoswithitsname.Theotherswillraisequestions:
Whoisthis?
Whatishis/hername?
Thestudentwillanswerquestionsbyusingpatternsandwordslike:
Thisismydad/mum,her/hisnameisJohnGreen/MaryGreen.
Step7:
Theteachercirculatesandmonitorsstudents’work.
Step8:
twogroupsareaskedtoshowtheirperformanceinfrontofclass.
Activity3
ThisactivityisbasedoninprimaryschoolEnglishBook5,Lesson3“Whatisyourmother?
”
Purpose:
topractisetalkingabouttheoccupation.
Instructions:
Studentsreviewthepatternandwordsofdescribingoccupation.Theyworkingroupstotalkabouttheoccupationindifferentprofessionwhichtheyhavecheckedondictionaryinadvance.
Procedures:
Step1:
Theteacherasksstudentstopreviewthelesson6carefullyathomeinthepreviousclass,andc
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