学生论文范文.docx

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