学生论文范文.docx

1、学生论文范文A Study of improving the oral English of primary students1. Introduction My name is Yang qiaoyan. I graduated from Dingxi Teachers college in 2009. I have been teaching in Renchuan Primary School since 2010. I have been teaching for two years. My students are at Grade Seven. In my teaching, I

2、have found there are some problems, among which the most typical one is how to improve the students oral English. There are 4050 students in one class, and I cant give each student the opportunity to practice their oral English. Therefore it is common that a student who can get high marks in an exam

3、 cannot speak a complete and correct English sentence.2. Project objectiveMy research objective is to improve the oral English of students.3. Project hypothesisIt is hypothesized that students oral English can be increased by better designed teaching.4. Problem analysisMy problem is that some of my

4、students do not like speaking English in class. I would like to do the problem analysis by using the following two methods:4. 1 The analytic method The phrase “some of” in the identified problem “some of my students do not like speaking English in class.” made me think of the other side of the issue

5、: some of my students do like speaking English. This in turn made me think of these: Why some do not while others do? Who are the some that do not? And who are the others that do? Moreover “my students” is in contrast with “my colleagues students,” this prompted me to make a chain of reflections. Wh

6、at about some of my colleague students? It is also the case that they do not like speaking English, then my problem is actually caused by myself, not by my students, probably the opportunities I give my students to speak English are quite limited. Through this step, I can reach my conclusion: my stu

7、dents do not like speak English mainly because the opportunities I gave them to speak English are quite limited.4. 2 Cause analysisI would like to do cause analysis from the following aspects:For the teachers side:Traditionally in China, most English classes are carried out in a teacher-centered way

8、. I try to teach for a whole hour without stopping. So, a fact is that I actively talk and write, but the students passively listen and copy. There is no pair-work, no group-work, so, students seldom have opportunities to speak and practice in class. This is mainly due to limited opportunities for m

9、y students to practicing oral English and not interested in practicing oral English. Also the reason of they had some difficulties in doing oral practice.The class size:I teach two classes, one has 57 students; the other class has 55 students. The class size of over 50 students may have some negativ

10、e effect.Obviously, all of these neglect and prejudice in spoken English learning have result in the less ability in English speaking. So they do not like speaking English.The students side:Firstly, they lack confidence needed to speak fluently and are afraid of being laughed at when making mistakes

11、. They are so shy that they will not open their mouth to speak in class or in public and they appear foolish if they speak. Secondly, some students pay much attention to language structures before they speak. Before speaking, they first consider the grammatical structure of the sentence, beyond all

12、doubt, this reduce the efficiency of successful communication.For the learning requirements side:Proficiency in spoken English is not required by the English courses. Some students think they learn English just in order to pass the examinations and get a certificate. Knowing that there is no examina

13、tion designed to test speaking, students think it unnecessary to speak well. However it is enough for them to read and write well. 4. 3 QuestionnairesI through the questionnaire survey to the students learning mainly by teacher sometimes speak too fast and some students of the foundation has the ver

14、y big relations. From here I learned that teachers should not only pay attention to class speed but also on the part of the poor students spend more effort to make them to English this course of interest, thereby deepening basic knowledge training. Improve students learning achievement.5. Project ra

15、tionaleAfter some reading and thinking, I have worked out four reasons on which my project will be based. They are as follows:The role of speaking in class and its purpose-I would like to create a real life situation in class when doing oral practices, and tried to arouse the students interest in sp

16、eaking English by giving as many topics about sports as possible, encouraging them to express themselves in English.The role of the students-I would like to let the students feel them were the main actors or actresses in classroom when acting out a real communicative dialogue. When some students wer

17、e doing the speaking performance, the others should act as the assessors or judges.The role of the teacher-Students should realize that the teacher has many roles in classroom, not just an evaluator. I would like students to get used to being responsible for their own learning and not depend on the

18、teacher all the time.The type of classroom tasks used-I tried to use different types of classroom tasks to activate the students creativity and imagination in English oral practice. Meanwhile, various types of the activities would let the students feel fresh and prevent them from getting boring.6. P

19、roject DesignActivity 1This activity is based on in Primary School English Book5, Lesson1 “What do you like?”Purpose: to practise talking about the vegetables. Instructions: Students review the pattern and words of vegetables. They work in groups to talk about the vegetables which their favourite by

20、 using the pattern: “What do you like?”Procedures: Step 1: The teacher asks students to choose some vegetables which they like best in the previous class, and choose two favourite vegetables to note down their colour and names. In addition, they need to draw two pictures to describe the vegetables,

21、being beautiful / delicious and so on. Step 2: In class the teacher helps students review the following dialogue:-Whats this in English?-Its a/an eggplant / onion / mushroom / tomato / cucumber / potato.Step 3: The teacher introduces a new pattern: what do you like? And six adjectives to make genera

22、l comments on vegetables, which are eggplant / onion / mushroom / tomato / cucumber / potato.Step 4: Students finish the exercise on page 59 by using the above six words:-What do you like?-I like _. Do you like _, too?-No / Yes.Step 5: The teacher asks students to work in groups. In each group every

23、one shows his/her pictures with vegetables names and colour. The other will raise questions: What do you like? The students will answer question by using words like: eggplant / onion / mushroom / tomato / cucumber / potato. Step 6: Play games（look for vegetables） the rule of this game： Students play

24、 the game of “hide and seek”. Student As eyes are covered. Student B hides one vegetable in classroom. When Student A reaches the hided vegetable in a nearer and nearer place, other students will make strong noise. Otherwise students will make weak noise. While Student A finds the vegetable, he/she

25、should answer several questions before opening his/her eyes.）Activity 2This activity is based on in Primary School English Book 5, Lesson 2 “Look at the picture of my family” Purpose: to practise introducing othersInstructions: Students review the pattern and words of family members. The teacher int

26、roduces new patterns and words by using his/her own family photos, and the students work in groups to talk about own family.Procedures: Step 1: The teacher asks students to preview Lesson 6 carefully at home in the previous class, and the teacher asks students to get ready for their family photos an

27、d each photo of dad and mum.Step 2: In class the teacher helps students review the following dialogue: The teacher takes her family photo out, and uses two hand puppets to act out the following dialogue）A: Hello.ImTom. MynameisTom Green. B: ImMissYang. MynameisYang qiaoyan. Nicetomeetyou. A:Nicetome

28、etyou, too.Whatsthat? B:Oh.Thisisapicture. A:Apicture?Letmehavealook. B:OK.Look!Thisismyfamily.Thisismydad. A:Whatshisname? B:HisnameisLiu Zheng.Thisismymum. A:Whatshername? B:HernameisZhu Fengzhen. Step 3: The teacher introduces new patterns as following: This is my _? _name is _? and six adjective

29、s to make general comments on family members, which are dad / mum / me / John Green / Mary Green / Tom Green.Step 4: Students finish the exercise on page 5 by using the above six words: This is my _His name is _This is my _Her name is _This is _My name is _Step 5: The teacher asks students to practi

30、se using “be” “her” and “his”, and the teacher sums up.Step 6: The teacher asks students to work in groups. In each group everyone shows his/her photos with its name. The others will raise questions: Who is this? What is his / her name? The student will answer questions by using patterns and words l

31、ike: This is my dad / mum, her / his name is John Green / Mary Green.Step 7: The teacher circulates and monitors students work. Step 8: two groups are asked to show their performance in front of class.Activity 3This activity is based on in primary school English Book 5, Lesson 3 “What is your mother

32、?” Purpose: to practise talking about the occupation. Instructions: Students review the pattern and words of describing occupation. They work in groups to talk about the occupation in different profession which they have checked on dictionary in advance. Procedures: Step 1: The teacher asks students to preview the lesson 6 carefully at home in the previous class, and c