论文小学大班英语词汇教学

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1、题目： 小学大班英语词汇教学项目设计者李梅XX电大提交日期：2006年5月18日课程名称：教学实践设计 Project Title: Teaching Vocabulary to a LargeClass in the Primary SchoolInvestigatorLi MeiX X Radio & TV University Submitted on 18th May 2006In fulfillment of the coursePractical Project Design AcknowledgmentI really appreciate my tutor *, whose h

2、elp and patience made this project get off the ground and come to a close smoothly.I am also grateful to my colleagues *, * and * for their time spent on brainstorming and panel discussions with me.No amount of thanks will be adequate for my students, without whose willing participation in the proje

3、ct implementation it would have remained on paper.Last but not least, thanks are given to my husband and my daughter, who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project. 摘 要本文对解决大多数学生的研究课题，结合本人在英语教学中的实践过程，给出了详细的实验报告。本文的假设是：。专门设计

4、的三/四个星期的课堂教学实践活动证实了这个假设。在实验过程中使用了理论方法验证了这个假设。关键词：词汇；兴趣；方法；技巧AbstractThe present study presents a detailed report of a project implemented to solve the problem that. It is hypothesized that. This hypothesis is verified by a four-week practice of classroom teaching with the specially designed oral exe

5、rcise activities.Among the methods of scientific investigation used are .Key words: vocabulary, interest, methods, strategy ContentsAcknowledgment . IAbstract (in Chinese) . IIAbstract (in English) . . IIIContents . IV1. Introduction . 12. Problem . . 13. Problem analysis . . 2 3.1 Analytical method

6、 . 2 3.2 Questionnaire . . 3 3.3 Brainstorming . . 44. Project objective . . 55. Project hypothesis . . 56. Project rationale . . 67. Project design . . 8 7.1 Description of subjects . . 8 7.2 The principles adopted . . 9 7.3 Teaching plan . . 108. Project implementation . . 129. Data analysis . . 1

7、410. Project evaluation . 1511. Conclusion . . 16References . 17Appendix A . 18Motivating the Students through Multimedia1. IntroductionIt is well known that interest is the key to success and interest is the best teacher. What the teacher is to do in class is to lead the students and make them have

8、 interests of learning English, and provide conditions for learning to take place. Now I can teach junior Grade One students. I found: usually we teachers hardly used teaching aids, thus the class seemed to be dull and bored, the classroom atmosphere was getting less and less active. A quite part of

9、 students idled in class. They were taking a less active role in classroom activities. Some students even dropped out. Based on some approaches that I have learned from “English Language Teaching Methodology”, and considering the characteristics of my students, I decided to use multimedia . in my le

10、ssons to motivate the learners, make my class lively, and help them keep up their English learning.2. Problem AnalysisTo make you teach successful , you must be with your students, be friendly to them, and know them, understand them. When I found my students had lost interest in learning English, I

11、think it is necessary to investigate why they were showing less and less interest. So I interview some of them and held a questionnaire.I found that:There are 56 students in all. The follow is the table of questionnaire:类别感兴趣不感兴趣，当任务学不感兴趣，能学多少算多少放弃学习成绩优良不及格很低人数1521119比例27362017Their reports were:1)

12、Some good students report that the method of studying new words is mechanical. The classroom atmosphere is dull and boring.2) Some poor learners report that due to their lack of vocabulary, they cant remember new words and cant follow the teacher in class.3) Many students report that they are afraid

13、 of being criticized and dont answer questions bravely. Thus, they lost their interests.4) The teachers method is dull and lacks varieties.3. Possible SolutionsAfter the questionnaire. I thought over some ways of having class. The following solutions were adopted:1) Using multimedia to motivate stud

14、ents and help the students understand and learn new words, sentences, dialogues and so on.2) Creating the comfortable safe classroom atmosphere and a good teacher-students relationship. 3) Building interesting activities and playing some interesting English games to go over the knowledge.4) Giving m

15、ore praise and less criticize to encourage them to speak bravely.4. Project Objective This project is aimed at motivating the students in learning English and encouraging them to speak bravely by using multimedia.5. Project Hypotheses Thinking of the age factors of the students. Using multimedia can

16、 make students take part in learning language actively, can help them master teaching materials easily.6. Project RationaleAccording to Williams and Robert Burden, motivation refers to “a state of longitude and emotional arousal which leads to a period of sustained intellectual and physical effort i

17、n order to attain a previously set goal.” Motivation is one of the most important factors in learning a foreign language. As Darwin said “just as eating without liking does harm to ones health, learning without liking harms memory and retains nothing it takes in.former experiments show that among th

18、e factors contributing to success of learners, motivation accounts for about 35%.Psychological studies indicated that human beings mainly depend on eyes and ears to obtain information. Experiments indicate that the information received by ear will remain 60% in memory after 3 hours and only 40% afte

19、r 3 days, while the information obtained both by ear and eye will remain 90% in memory after 3 hours and still 75% after 3 days. Another study indicated that the development of humans ideation is a process from thinking in images to abstraction. The teenagers in middle school have developed thinking

20、 more in images than in abstraction. Application of brief drawing in English teaching will create language circumstances for students and mobilize their enthusiasm in thinking in images, for the abstract language materials to turn into concrete images. Hence the brief drawings are suitable for the p

21、sychological development of teenagers. It is not only a better way to motivate the students, but also helpful to motivate the students, but also helpful to their memory.7. Research Design7.1 Subjects For this research, I chose the two classes of my students as subjects. Class one and class two. Clas

22、s one as the Experimental Group, and class two as the Control Group. The Experimental and Control Groups were selected randomly. During the project implementation, the Experimental Group will study with the Multimedia, while the Control Group goes on studying as usual.7.2 ProcedureThis project laste

23、d 12 weeks (two and half months) from September to November7.3 Principles to followa. Provide an easy and happy studying environment, make the classroom atmosphere lively.b. Encourage the students to speak bravely.c. Accord the students interest and practicability with the contents of the teaching m

24、aterials and the age of the students.7.4 Techniques for Data collectionDuring this research two techniques were adopted namely questionnaire and test. Together information for the design of the research and to test whether the research is effective, two questionnaires will be issued, one at the begi

25、nning of the research and the other at the end. Two tests will be included (one as the pretest, the other as the post test for comparison) to test the co-efficiency between motivation and school recording.8. Project Implementation8.1 Use multimedia to teach sentences. The students always feel dull a

26、nd boried in class. This time, I gave them some pictures that they are interested in them. Example 1.Use some pictures of many stars, such as Deng Yaping, Wang Nan, Zhao Wei, Wang HaoOne of the pictures is shown on the screen. Teacher and one good student have a dialogue. T: Whos she ? S: Shes Song

27、Zuying.T: How old is she? S: I dont know.T: Please guess. S: I think shes thirty.Then other pictures are shown on the screen one by one. The students practise the sentences: Whos? How old is ? She /He is.?Because they are interested in the stars, they ask and answer each other actively. Thus, they m

28、aster the sentences well, almost everyone can speak them smoothly.Example 2: Study the Present Continue Tense. This time, I gave my students some cartoons. Before this, I first do several actions.Say: What am I doing? Im running/ writing/ cleaning the blackboard. Then I show the cartoons by multimed

29、ia and ask .T: Whats he doing? S: Hes singing.T: Whats she doing? S: Shes dancing.Then let them ask and answer each other. I divided them into groups, Ill give the group a red apple which won. Thus, the classroom atmosphere is very active. The students who dont speak at all usually can speak, even h

30、e / she made some mistakes.8.2 Use multimedia to teach vocabulary. For the students of the first year, the biggest program is vocabulary. Teaching vocabulary with multimedia can motivate students and make them learn English with interest.8.2.1 When teaching new words about animals.I put some animal

31、pictures on the screen. Then I pointed to the pictures and asked them what they are. In this way, my students learn the words, elephant, tiger, cat, without saying English explanation or Chinese translation. This helps students acquire the vocabulary learning.At last, in order to interest students,

32、I show some more pictures of animals to them. Even though they dont study the words, the students are more pleased with learning English.8.2.2. When revising the words about colors.To revise the words about colors, a game was designed with multimedia. In class, the students were divided into five gr

33、oups, each group telling the teacher the things they want. The students were asked first to draw what they want in colors and let them report according to the pictures like the following. I like a red pen/an orange orange/a brown cake/a black bike/a white egg/a blue book/a black pen8.2.3Use multimed

34、ia to help distinguish concepts.Students in the junior middle school often confuse meaning of some words, for example prepositions of place. With the multimedia, the meaning will be easy to understand. They will be expressed imagingly.In order to make my students interest, I made the cat go into the

35、 desk (saying the cat is in the desk). The cat go under the desk,(saying the cat is under the desk, by the desk). Such, the students understand the prep. In, on, under, behind, easily, master their Chinese meaning without explanation. I gave them the similar pictures else, made them say out to pract

36、ise using the prep.8.3. Use Multimedia to Teach Dialogues.Almost every unit of the JPFC book I has a dialogue, and every dialogue is designed in a small scene. Integrating the dialogues with the multimedia will produce a wonderful effect.Example 1: During the research, when teaching L20. Studying th

37、e sentence “Shall we?”, “Lets ” This dialogue is hard to study, because there is no good way to learn it. There is no teaching aids to use. But I gave the students a song “lets go to the park” with multimedia. Thus, the words of this song are the sentences that well learn. The students learn the sen

38、tences through the song in the stress-free environment. At the same time. There are cartoons, made the students lively and interested.Example 2: When teaching the dialogue about telephone.I first played the dialogue like film with multimedia. Thus, let the students understand the dialogue more imagi

39、ngly and more directly. It also trained the students listening.Then ask them to listen and look again, and act it in pairs.At last, I summarized the expressions about telephone on the screen and ask them make dialogues freely, using the following.1) Could (May) I speak to please?2) This is x x speak

40、ing here. This is x x here.3) Whos that?4) Please tell x x call me, please?5) Can I take a message for you?6) I can leave a message.Looking at the expressions on the screen, the students could easily associate the contents of the dialogue and make dialogues freely.9. Data Analysis.In order to assess

41、 the effectiveness of the above-mentioned solutions, data were gathered mainly from two sources: two questionnaires and two tests at different times, which will be analyzed respectively in this section.9.1 Data from the questionnaireTwo questionnaires were issued in this research, one at the beginni

42、ng of the project, the other at the finish of the project. Questionnaire II was designed partly based on questionnaire I so that comparisons could be made to see the improvement after the implementation. 9.1.1 Question 1: The attitude towards the English lesson.In both questionnaire, the students we

43、re requested to answer questions concerning their interest in English lesson. It is found that 16% of them were afraid of English before the implementation of the research, while only 3% of them had the same idea after it. From table 1, we can see more clearly that the students feeling changed after

44、 the application of the new designed learning procedures.Table 1-comparison of students interest in learning EnglishDegree of interestLike a lotLikeLike a littleNot likeBefore the research7%42%34%16%After the research30%61%6%3%Figure 1-comparison of students interest in learning English.Note: 1=like

45、 a lot 2=like 3=like a little 4=not likeFrom Figure 1, we can see 91% of the subjects liked learning English. The number of the students who were interested in English increased by 42%. This to a certain extent implies that multimedia in vocabulary teaching really contributed to students motivation

46、and confidence.9.1.2 Question 2: Effectiveness of multimedia in digestion of English lessonThis question is to check if the multimedia are helpful to the students in learning English.Figure 2-Effectiveness of multimedia in digestion of English lesson Note: 1=excellent 2=good 3=fair 4=badFrom figure

47、2, it can be seen that multimedia is very helpful to the students. The number of the students who report to be able to digest what they have learnt in English lesson in class has distinctly increased, from 4 and 8 to 8 and 16. Only a small number of students report they cannot digest the contents of

48、 lesson. This indicates the effectiveness of the solution. In order to obtain more detailed data, I sum up the students comments on the helpfulness of multimedia. It is summarized in the following pie chart to show the effectiveness:Pie chart 1-students attitudes on the functions of multimediaFrom t

49、he above pie chart, it can be concluded that most of the students have positive attitudes towards games and activities. There is none who thinks multimedia is “no useful at all”. This result tallies with my original assumption.9.2 Data from TestsTwo tests were administered in both class, one at the

50、beginning of the program, the other at the end, with the same format. The means of the two tests in the two classes were calculated and listed in the following table:Table 2-Means of tests before research ObjectClassRate of passing(%)Rate of Excellence(%)Rate of no passing(%)Control Group883012Exper

51、imental Group813219Table 3-means of tests after research ObjectClassRate of passing(%)Rate of Excellence(%)Rate of no passing(%)Control Group873113Experimental Group92498The above tables show clearly that the students have been making steady progress during the action research. In the Experimental G

52、roup, the rate of passing went steadily up from 81% to 92% and the rate of excellence increased sharply by 17%. While control group, which had been relatively better than the Experimental Group, had not been making progress at all and left behind.10. Problems Unsolved After I thought seriously and h

53、ad exchanges of views on the project with my students. I have taught English with multimedia during the past two months. I found out that the atmosphere in class had been improved a lot. Most students had more interests in learning English than before. Some students could speak bravely in class. But

54、 there was still much that would need further improvement. The most frequently mentioned problems are: Firstly, attach importance to improving the classroom atmosphere and the oral practice, and pay no regard to writing. Thus, most students made some mistakes in writing. Some students can say some w

55、ords correctly, but cannot write them out correctly. Secondly, Some students enjoy playing and they cannot complete their homework by themselves quite often. Several students have some wrong ideas about their studiesBe aimed at the above aspects, I want to give my students some writing work to do. U

56、sually, I ask them to write more. I also want to hold a writing competition to improve their writing interests.To those Students who have some wrong ideas with their studies. I want to talk much with them, and make them recognize the importance of studying. And help them catch up with the others.11.

57、 ConclusionThe paper is the result of the action I conducted in September 2005, which aimed at motivating the students through multimedia. Which was assumed to be capable of cultivating motivation in middle school learners. In order to solve the identified during the action research. Data collected from questionnaires and examination sh