Classroom Activities DesignLearners.docx

Classroom Activities DesignLearners.docx

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ClassroomActivitiesDesignLearners

ProjectTitle

ClassroomActivitiesDesign&Learners'

MotivationandActiveness

Investigator

ZhangJun

QingYangTVUniversity

Submittedon25thNovember2006

InfulfillmentoftheCourse

PracticalProjectDesign

Acknowledgment

IammostlythankfultomytutorMr.ZhuXiaolingwithoutwhoseconductionandsupportthisprojectwouldnotimplemented.

IamalsogratefultomycolleaguesMr.WangandMr.Hefortheirtimespendonbrainstorminganddiscussionwithme.

Noamountofthankswillbeadequateformystudentswithwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.

Lastbutnottheleast,bigthanksgotomywifeandmyfamilywhohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisproject

Abstract

Thewholeprojectreports'aimistosolvetheproblemthatthestudentsarenotactivelyinvolvedintheclassroomactivities.Itishypothesizedthatvariousclassroomactivitieswhichprovidemanyopportunitiesforstudentstoparticipateactivelycanfosterlearners'motivationandactivenessastheautonomouslearners.Thishypothesisisverifiedbyafourweekpracticeofwellorganizedvariousclassroomactivities.

Totally,fourmethodsareused,andtheyare:

Teacher'sdiary,Interview,Observation,Questionnaire.

Keywords:

classroomactivitiesdesignlearners'motivationandactiveness

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.Newlanguageinputandopportunitiestopractisethenewlanguagearetwoessentialelementstoimprovethestudents’speakingskills.Duringtheproductionstage,thestudentshouldhavemuchmorecontrol.Thatmeanshechooseswhattosayandhowtosayit.Sometimestheteacherhasgivenasituationoratopicinwhichthestudentsactordiscuss.Differenttypesofactivitiesapplytostudentsatdifferentlevels,asmanyoftheseactivitiescanvarywiththeamountofcontrolorfreedomtheyentail.Ihavebeenteachingthestudentswhoareintheirthirdyearofajuniormiddleschool.InmyteachingI’vefoundtherearesomeproblems.NowI’llfinishmystudyinQingyangTVUniversity.IhopeIcansolvetheproblemsthathavetroubledmeforsometimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfromQingyangTVUniversity.

2.Projectobjective

Toenhancemystudents'motivationandactivenessthroughvariousclassroomactivities.

3.Projecthypothesis

Itishypothesizedthatvariousclassroomactivitiescanfosterlearners'motivationandactiveness.

4.Projectrationale

（1）TheimportanceofEnglish

Englishissomethingwhichisusedtoexpressideas,transmitmessagesandhelppeopleunderstandeachotherbetter.So,I（Englishteacher）mustteachstudentsnow.

（2）Theteachingsituations

Thestudentsrelytoomuchontheteachers.Ineveryclass,theylistenedtouspassively,tooknotesallthetimeonthelanguagepoints,thusitismewhodoallthework,explainingeverythingandtalkingfor99%oftheclasstime.EverythingIthoughtfocusedongettinghighscores.Inmyclass,Iusuallyfoundmanypuzzledeyesandsomemorningandgroaningfaces,Evenworse,thereusedtobeseveralstudentswhofellasleepeachperiod.HowcouldIhelpthemlearnEnglishactively?

（3）Theroleofteachers

Thefirstthingtheteacherneedstodoistochangestudents'habitsoflearning.TheteacherhastomotivatetheminlearningEnglishandmakeslearninganeffectiveandenjoyableexperience.Inmyclass,theteacherdesignsanumberofcommunicativeactivitiesandencouragesthestudentsinvariouswaystospeakupandparticipate.

（4）Theroleofstudents

Therearemanychancesforstudentstoshowwhattheyhavelearntandaidsduringtasksaremany.Thestudentscanlearnbestwhentheyaregiventhechancetogrow.Furthermore,testitselfisbecomingalearningactivity.Thestudentslearnbestwhentheyareactiveandautonomousintheclassroomactivities.

5.Classroomactivitiesdesign

Myhypothesisisthatvariousclassroomactivitieswhichprovidemanyopportunitiesforstudentstoparticipateactivelycanfosterlearners'motivationandactivenessastheautonomouslearners.Moreover,Mynewassignmentactivitiesshouldhavearealinformationvaluesothestudentshavearealpurposetolearn.Idesignedfouractivitiestobetriedoutinfourweeksfromfourabilities――listening,speaking,readingandwriting.Alltheseactivitiesarereportedasfollows.

Week1

Activity1Title:

Whatareyoudoingforvacation?

ThisactivityisbasedasinJuniorEnglishforChina,Goforit!

Book2Aunit3

Purpose:

Totrainthestudents'abilityoflisteningandmakingfurtherplans.

Instructions：

Firstaskstudentstolookatthechart.Therearethreecolumns:

who,whatandwhenquestions.Wewillhearaconversation.OntherecordingHector,SusanandMollyaretalkingaboutwhatandwhentheyaredoingforvacation.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.

Forstudents:

Youhavetolistencarefully.Playtherecordingforthefirsttime,studentsonlylisten.Thenplayitasecondtime,studentscheckthequestionstheyhear.Thenathirdtime,thistimeaskstudentstowritetheanswers.

Workinpairs.StudentAandstudentBaskandanswerquestionsabouteachother'svacation.Thenchangeroles.

Somepairstoaskandanswerthequestionsastherestofthestudentslisten.

Week2

Activity2Title:

Howdoyougettoschool?

ThisactivityisbasedasinJuniorEnglishforChina,Goforit!

Book2Aunit4

Preparation:

Askeachstudentstodrawpicturesaboutdifferenttransportation.

Purpose:

Totalkaboutkindsoftransportation,howlongittakestogoplaces,andhowfarapartplacesare.

Instructions:

Havestudentsworkinwithapartner.Lookatthesampledialogue,letthemmaketheirownconversationabouthowthepeopleinthepicturegettoschool.Makesureconversationabouthowyougettoschoolandhowlongittakes.studentscanusethedialogueasanexample.Andalsocanusethewordinactivity2aand2b.Asstudentstalk,movearoundtheroom,offeringlanguageorpronunciationsupportasneeded.Thenaskstudentstoworkinpairs.Askandanswerhowstudentsgettoschoolinthepicture.Atlast,asksomepairstopresenttheirconversationstotheclass.Ifsomeofthemdowell,givethemlittlepresenttopraisethemfortheirwork.

Forstudents:

Youaregoingtoworkinpairs.Youbothhavetosaywhatkindsoftransportationeachpictureshows.Youwanttoknowhowfarpeoplelivefromschool,howtheygettoschoolandhowittakesthemtogettoschool.Youmustaskquestionslikethis:

Howdoyougettoschool?

Howfarisitfromyourhometoschool?

Howlongdoesittaketogettoschool?

Makeasurvey,findouttheseanswersandwritetheirnamesinthechart.Thestudentswiththemostnamesinhisorherchartwinthegame.Givelittlepresenttothewinner.

Demonstration:

A:

Howdoyougettoschool?

B:

Iwalk.

A:

Howfarisitfromyourhometoschool?

B:

Itistwomiles.

A:

Howlongdoesittakeyoutogetformyourhometoschool?

B:

Ittakes20minutes.

Week3

Activity3Title:

Canyoucometomyparty?

ThisactivityisbasedasinJuniorEnglishforChina,Goforit!

Book2Aunit5

Purpose:

Tomakeinvitation,sayyestoinvitationsandsaynotoinvitationsandgivereasons.

Instructions:

Studentsreademailmessage,theteacheranswersanyquestionsstudentsmayhavecallattentiontotheblankcalendar.TellstudentstoreadtheemailmessageagainandcompleteSonia'scalendar.

Readtheemailmessage,sayblankeachtimewhencomingtoablanklineinthemessage.Pointoutthesampleanswerandaskstudentstousetheirimaginationtocompletetheemail.

Theprocessofteaching:

Thest