于二次改.docx

1、于二次改 Writing work organization and improving of learners interest in middle school Investigator Chai Xiaojuan Submitted on 30th June 2014 In fulfillment of the course Practical Project DesignAcknowledgmentI am mostly grateful to my tutor Ms Ma Lan, without whose support, this project would not be im

2、plemented. Her effective guidance research enabled me to implement the work smoothly. Her insightful comments on the study have been both encouraging and helpful. Her constant help and care have always inspired me to learn more. I am also grateful to my colleagues Wei Wei and Zhao Li for their time

3、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 wo

4、rries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.Abstract English writing is one of the most important contents and requirements of middle school English teaching. The present study presents a detailed report of a project implemented to solve the problem

5、of the writing practice which most of my students do not like doing what I assign them to do after class .It is hypothesized that learners interest in writing practice after class will be greatly increased by a better organization and teaching methods. This hypothesis is verified by a four- week pra

6、ctice of classroom teaching with the specially designed writing exercise activities. Then how can we make our students write correctly? We would better try our best to improve our students writing ability level by making sentences, discussion, writing interesting stories, keeping diaries, and we sho

7、uld use some techniques, publishing the students compositions to deal with the errors in their compositions. In a word, its very important and necessary for us English teachers to improve our students writing skills.Main Headings of the Project Report1. Introduction 2.Problem analysis2.1 Problem2.1.

8、1Analytical methods2.1.2 Cause analysis 2.1.3Questionnaire Survey 2.1.4Brainstorming activation2.2Possible solutions 3. Full-Scaled Implementation of the solution3.1 Make up groups 3.2 Provide materials 3.3 Ask them to perform 3.4 Check their write work 3.5 Reduce their pressure4.Project rationale 5

9、. Writing Practice Design6. Date Analysis7. Problems Unsolved8. Assessment9. ConclusionReferences: Appendix A: Teaching notes Appendix B: Diaries Appendix C: Questionnaire 1 Appendix D: Questionnaire 2Appendix E: VCD1. Introduction As a middle school English teacher, its very necessary to give guida

10、nce on the students writing and its quite important for the students to practice writing more. Students have to face many different situations, in which they should write in English. However, for a long time it is a very difficult job for students to write in English .This requires English teachers

11、to use more effective methods to teach English writing .This paper aims at helping students recognize the importance of English writing and try their best to practice writing in class or after school.Now there are more and more teachers appealing for process writing. Everyone has seen the fruitlessn

12、ess of the product-oriented approach. Anyway, while we are focusing on the process of writing, it is necessary to observe the communication principle. If the writing activity can be made communicative, it can better motivate the students in more involvement.To enable the students to respond appropri

13、ately in writing in those situations that require it.To enable students to consolidate their knowledge of the languageI have been teaching the students who are in their third year of the middle school . In my teaching I have found there are some problems. Now Ill finish my study in Hami TV Universit

14、y. I hope I can solve the problems that have troubled me for a long time through the action research so that I can apply my knowledge and theory into practice, which I learned from Hami TV University. Besides, I wish the paper can help English teachers find some effective methods to improve students

15、 English writing ability.2. Problem analysisThis part of my study was conducted during March,2014-April2 ,2014.2.1 ProblemThe problem I have in my teaching is that most of the students do not like doing the writing practice I assigned them to do after class.In my teaching , the problem identified wa

16、s actually a serious problem .I think there are three main reasons that accounted for studentsreluctance to do the writing assignments after class.Firstly, some students do not feel interested in practicing writing work after class,They did not want to do it .Secondly, Their vocabulary is too limite

17、d. There are too many grammar errors in their composition.Thirdly, Many students English writing level can not be improved, due to their lack of confidence.The Problem had been troubling me for a long time and now I was determined to find a solution to the problem. In my study, I used for methods of

18、 analysis.2.1.1 Analysis methodEnglish is becoming more and more important. Accordingly, the importance of English writing is becoming obvious Though careful analysis , I was led to a lot of questions: for example, I found a majority of my students do not like doing this assignments, and I want to k

19、now why it should be the case ,and whether they thought it important and necessary to practice writing in English or not ?If they thought it important and necessary, the problem was actually caused by myself, not by my students. Probably the writing task I assigned my students to do was poorly organ

20、ized.(1)Content-oriented approachThis approach places more emphasis on the collection of materials. During the instructions, the teacher mainly directs the students in getting information from different channels. The focus of instruction is on the preparation stage, with the purpose to make writing

21、rich in content. This approach usually consists of the following three steps: Collection of informationFirst draft Revising (2). process-oriented approach Help student writers to understand their own composing process Help them to build repertoires of strategies for prewriting, drafting, and rewriti

22、ng Give students time to write and rewrite Let students discover what they want to say as they write Give students feedback throughout the composing process(3)communication-oriented approachThis approach emphasizes writing for communication. It encourages students to write on real purposes, to write

23、 on something they have really experienced, something they are really concerned with, and the like. It encourages writing for real readers, for example writing to ones parents, to a friend, and so on. In this way, it aims to motivate students in writing(4). product-oriented approachThis is a rather

24、traditional approach of writing. It is accuracy-oriented. It is characterized by a 3-step procedure: the teacher giving the title to write on-students drafting-the teacher correcting. Under this approach, the students are plunged into an isolated environment. What they do is almost imitation writing

25、, that is, they read samples and then try to imitate. The first draft is usually the last draft. Though there may be a writing lesson, most times, writing is assigned as homework.2.1.2 Cause analysisIn this situation, I asked myself many questions and tried to provide some answers for them. Why did

26、most of my students not do writing task I assigned them to do after class? In order to know more about this issue, I assigned a cause exploration procedure like this: Questions and Answers1 Is it because they do not like writing English? Maybe.2 Is it they are not motivative? Possible yes.3 Is it be

27、cause they do not like do practice writing tasks alone? Maybe.4 Is it because they do not think writing tasks are important and necessary? Maybe.5 Is it because to study English is useless? Maybe.6 Is it because the writing task are poorly designed? Maybe.7 Is it because my instruction are not clear

28、？Maybe.8 Is it because they have lots of other things to do ? Yes.9 Is it because they have some difficulties unsolved by themselves? Yes.10 Is it because I estimate my students too high? Yes.2.1.3Questionnaire SurveyI made a pilot investigation in this respect to know more about the situation.For t

29、his purpose,I designed a research procedure like the follows.I give my questionnaire to all students and ask them to finish it.All of them,thirty students, returned their questionnaires which were left anonymous.When all these data came in ,made some statistical evaluation.The result showed that ove

30、r 90% of the students thought it was useful to study English.About 79% of them thought it was difficult to study English.Most of students do not like English and are not interested in English.They thought they like varied,relaxed, pleased English class instead of boring activation.2.1.4Brainstorming

31、 activationWhen I was engaged in the problem analysis,I consulted my thesis supervisor Mr.Wang,Miss Zhang and often talked to my classmates about all the problems I met.They gave me a lot advice and help so that I pondered the problem more deeply and carefully.After a lengthy problem analysis,I dete

32、r mined to launch a project to overcome this problem.2.2 Possible solutions We know that most students dare not to write in English. This is because their English words and expressions are too limited. I think one of the most useful way to improve the students English writing skill is to expand and enrich their vocabulary by reading and imitation. To help the students use the words correctly is the cornerstone of English writing. Enhance self-confidence, more writing pra