Arouse Students' InterestCreating Learning English Situation 毕业论文

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1、Practical Project Design Arouse Students Interest by Creating Learning English Situation Investigator Submitted on May 2008 In fulfillment of the course Practical Project Design I have to go through six stages in order to complete the project. Six stages will be proportionally as follows:Stage1 Get

2、off the GroundStadg2 Problem AnalysisStage3 Project DesignStage4 Project implementationStage5 Project EvaluationStage6 Project ReportStage 1 Get off the Ground Plan my own projectTask1 The steps I should followWhat do I do?What do I not do.Stage1Get off the GroundThink of a problem in my English tea

3、chingNot any problem of anyKind; Not loads of problems.Stage2Problem AnalysisUnderstand my problem though problem analysis by using three of the following:1. the analytic method2. Socratic dialogue3. cause analysis4. questionnaires5. observation6. brainstormingNot just experience ,butExperience can

4、be madeValuable through scientific scrutiny.Stage3Project DesignDesign a project to solve the problemStage4Project implementationImplement, or carry out,The projectStage6Project ReportWrite your project report.Task2 What sort of problems can I research? I think the problem would be suitable for clas

5、sroom research and my own problem would face in my teaching English, and it can be researched within such a project.Task3 Think of my own problemMy problem:Some of my students dont understand English language material Ive given themNow let me examine my problem and see if it would be suitable for cl

6、assroom research. Look at the following table. Consider carefully each of these questions and give a definite answer to each of them.Questions to be considered1. Is it a problem from my own teaching experience? Yes2. Is it a problem that has been troubling you for a long time and now you are determi

7、ned to find a solution? Yes3. Is it a problem that hinders your students leaning in a serious way? Yes4. Is it a problem that requires a lot of theoretical reading, which you have no means of getting access to? No5. Is it a problem concerning the utilization of some technical aids, such as OHP, vide

8、o, etc., which are not available in your school? No6 Is it an intrinsic problem of the education system, which you can do little to solve in your classroom? No7. Is it a problem which cannot be solved without enough financial aid?. No8. Is it a problem which will involve a long term project to evalu

9、ate the solution? No Task4 Finalize my project timetable with a detailed timetable for my project, I will have a clear picture of what I am going to do, when I am going to do it and what targets I want to achieve at each stage.StageweekCalendar dates Tasks I 1(12hrs)Mar. 10th_Mar.16thIdentify a prob

10、lem II2 (12hrs)Mar.17th_Mar.23thAnalyze the problem using scientific methods of investigation*analyzing the teaching situation*analyzing the teaching objectives/teachers roles/task/types/students roles, etc.*analyzing the possible causes of the identified problem III 4 5(24hrs)Mar.24st_Apr.7thDesign

11、 a problem-solving project*formulating the project objective and hypothesisl making a lesson planl preparing materials and resources neededl proposing date collection method: audio or video taping teaching questionnaire/survey/interviews/samples of students assignments, etc. IV 6 7(24hrs)Apr.8 th_Ap

12、r.30thImplement the projectl report of the classroom implementation of the lesson planl report of the data collection V 8(12hrs)May1st_May 7thEvaluate the project against a checklist*critical comment on your own teaching by checking your subjective comments against the colle4cted data *suggestions f

13、or future teaching VI910 (24hrs) May8th _. May 20th Write the project report To me, my problem in teaching English is that many students dont like studying English , how to arouse the students interest in English by creating a lot of situations of learning English and improving my teaching.Stage 2 P

14、roblem AnalysisDo my own projectTask 1 Problem analysisI have decided to use the analytic method, cause analysis and Socratic dialogue to analyze my problem. The analytic methodThe phrase “ some of in some of my students dont like to study English , made me think of the other side of the issue: Some

15、 of my other students which are a few students like to study English . This, in turn, made me think of these:Why some dont while a few do?Who are the some that dont ? And who are a few students that do?Moreover, “ my students is in contrast with “my colleagues students this prompted me to make a cha

16、in of reflection:What about some of my colleagues students ? Is it also the case that most of them dont like to study English either ? if on the other hand, all of my colleagues students like, my problem is actually caused by myself, not by my students .Probably dont like to do ,which I asked them t

17、o do the exercise Cause analysis according to the follows:The teachers sideThe students sideThe task designThe class size The classroom managementThe teacher sideI was enthusiastic myself.I failed to give instructions of ways of learning EnglishI did not do any monitoring. I simply give them assignm

18、ent as homework.The students sideA few students, especially the top ones, can do the grammar exercise I taught while most of students cant. Most of students dont know the techniques for learning English ,. Moreover, they are afraid of making efforts, Still most of students are accustomed to the subj

19、ect that is nothing to do with English. That is, most of students dont know the knowledge of English, the way of learning English. They think learning English is not useful. As a result, they feel difficult when they are asked to do some exercisesThe task designAs analyzed by the analytic method and

20、 let the students study English by heart. Sometimes, let them to finish exercises.The class sizeThe class size of over 64 students may have some negative effect.The classroom managementThe classroom is perhaps getting a bit too noisy. The teacher hasnt enough time to check every student. After the a

21、nalytic method and cause analysis, I feel quite strongly that my poor design of learning English situation is the primary cause of my students dislike of learning English . Socratic dialogueMost of students dont like learning English I taught.Why do I want to create situation of learning English?Bec

22、ause many students dont like learning English .2. Why do I think that it is useful for creating situations?Because creating situations can arouse students interest in learning English 3. How to create situations?I can use English song, tongue twisters, games, children rhymes to create.Why dont they

23、like learning English r? Well, they never learn English before they enter Grade one ,Junior. Now they learn English as they learn Chinese .And English is difficult for them to study. Presently, What is the problem in the course of learning English?I think It is difficult to understand the meaning of

24、 English sentences .Indeed, through my problem analysis ,I have come to realization: It is necessary to study English , then design the techniques for teaching aspects of English The result of the analysis may indicate that students feel they need interest relaxing and vital situations of learning.

25、As traditional teaching and learning, they dont like learning English at all. They all hope that teachers improve their teaching methods to enhance students interest. Stage 3Project DesignI am entering into third stage of the project now. I have four things to do: (1) to formulate my project objecti

26、ve. (2) to formulate my project hypothesis. (3) spell out my project rationale. (4) design classroom teaching tasks.Through the problem analysis in Part 2, I came to know that the problem that most of my students dont like study English is mainly due to my students interests of learning English . I

27、have made up mind to start a project to solve the problem, My project objective is: To bridge the gap between classrooms language teaching and real life language use and improve communicative competence My project hypothesis is:Students interests in studying English can be aroused by creating a lot

28、of teaching scenes and learning situations. So I call my project: to create learning English situation and arouse students interests . My Possible Solutions : For this reason, in my opinion, I have provided some possible solutions, which are follows: In everyday, I asked students to copy some import

29、ant structures and grammar difficulties .If they have free time, they should read them loudly for some minutes. So does it, I think it is very good for students to master useful sentences In junior middle school teaching , they are many methods to arouse the students interests ,in order to improve i

30、nterests of learning English to them ,I made some projects such as : Tongue Twisters ,Games ,Children Rhymes and Verses , Songs ,etc . The project rationale.1. With using multimedia, to create leaning situation of students initiative participation. In class, if we can use computer and multimedia log

31、ically to create situation of learning English .Let students understand English language material by looking and listening to improve interests of learning English .Fostering communicative competence, one possible solution to bridge the gap between classrooms language teaching and real life language

32、 use is the adoption of communicative language teaching , which has in recent years become a fashionable term to cover a variety of developments in syllabus design and in the methodology of foreign language teaching .The goal of CLT is to develop students communicative competence ,which includes bot

33、h the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations . 2. To learn language, it is necessary that teacher must teach grammar by creating learning situation of making students product resonance, let students study specific langua

34、ge in specific situation .For example: sometimes, you can ask just like this: Nice to meet you again .How are you today? It is a fine day today. After having music class, you can ask: You had a music lesson just now, are you happy? Politely language can arouse and train interests of learning English

35、. 3. From the project I have learned that situation-creating and arousing student interests were very important for learning language. I found there were many situations in which we used more than one method, for this reason alone, it was valuable to integrate the language skills, but there were oth

36、er reasons why integration can enhance the students communicative competence. Many educationalists stress the importance of creating learning situation and arousing students interests and it can improve their communicative competence. 4. If students are able to read a short story, this skill will he

37、lp them to write their own stories. In the same way, if they understand a dialogue about buying things in a shop, they can use this for practicing their own speaking skills in a similar situation. Above on, creating situation means that you are working at the level of realistic communication, which

38、is the aim of the communicative approach and many researchers believe that handling realistic communication is an integral part of essential conditions for language learning. In my project ,I decide to improve my methods in some ways , I would give students some tongue twisters ,games ,children rhym

39、es and verses songs to create learning situation and arouse students interests . I have designed six activities to be tried out in four weeks.Week 1 Activity1 What colour is it?This activity is based as in junior English for Gan Su book1 unit 2 lesson 9 Purpose: To practice some adjectives of colour

40、 .Project preparation： markers (ask the students to bring it to school)Procedure : When I finished teaching some words of colour , I asked them to put their markers on the desks and told them that we would play a game named I say ,you do and then , I told them how to do it .At the beginning of the g

41、ame , when I asked them to show me their black markers , some of them did it wrong .Ask the students to do it in pairs .One asked ,and the other answered it .At last I asked two of them to give their performance in front 1 The sun is _.2 A orange is _.3 The blackboard is _.4 A melon is _5 The sky is

42、 _.Week 1 Activity2 How old is she?This activity is based as in junior English for Gan Su book 1 Unit 2 lesson 11Purpose: To practice using the correct form of the verb be Procedure: Because this lesson is a unit review and the grammar in this unit is how to use the correct form of the verb be. Afte

43、r a few exercises, I led them to summarize how to use the verb be and asked them to speak it in Chinese .And then I told them doggerel about it. Like this:动词be 有三变化Is 、am 、are我是am ，你是areIs 跟着他、她、它单数名词用 is复数名词都用areBe 若跑到主语前一定是个疑问句Be 后如果加not变为否定没问题After teaching this doggerel, I made some exercises pr

44、actice it 1 What _ your name ？ 2 How old _your father? 3 There _some new words on the blackboard 4 I_in class two grade one, what about you? 5 _ those apples yours? 6 This _ my teacher, Mr. Zhang. 7 Those _English books. 8 They _ doing their homework in the classroom now. Week 2 Activity 1lets count

45、 it This activity is based as in junior English for Gan Su , Book 1 unit 3 lesson 1 Purpose; To practice the numbers and to master it .At the meanwhile, to make it easy and to make the class lovely Procedure: When I finished teaching the text, I told the class that we would play a game .Like this:As

46、k the student to stand and teach them the pattern of clapping in a 1-2-3rhythm 1 _ clap your hands on your thighs 2 _ clap your hands together 3 _ clap your hands on your thighsWhen the students understand it: we did it, I asked the students to clap with me as I all count 1-2-3 together .Of course,

47、I also asked them to count and clap this sequence, up to the highest number. Week 2 Activity 2 A Weather Reporter This activity is based as in junior English for Gan Su , Book 3 lesson 6 A Weather ReporterPurpose： To practice some adjective words about weather, such as; sunny, windy, rainy, cloudy,

48、etc Project preparation： a picture of the weather report, push-pinProcedure ： ( It is time to come to lets do it) I asked Do you want to be a weather reporter? All of the students saidyes ,next , I put up the picture of weather report on the blackboard , give them three minutes to think about it , a

49、nd then ask two volunteers to answer my questions 1What is the weather like today? 2 Do you want to be a weather reporter? 3 Do you understand this picture? And then ask one student to do it for us .Because of the time, we stopped it. I asked them to do it after class The Weather In April三四五六1cloudy

50、2windy3sunny4cloudy5windy6rainy7sunny8sunny9sunny10windy11rainy12cloudy13sunny14cloudy15sunny16windy17cloudy18windy19rainy20windy21sunny22windy23rainy24sunny25rainy26cloudy27windy28sunny29sunny30cloudySunny _ _ colour it yellowCloudy _colour it whiteRainy _colour it greenWindy _colour it black 10864

51、20SunnyWindyRainyCloudyWeek 3 Activity 1 A small yellow cat This activity is based as in junior English for Gan Su Book 2 lesson 13 Purpose: To practice some useful adjective in real-life situations Project preparation： Create a chart on the blackboard .I can make the chart different each time. I pl

52、ay the game ,the chart has three columns ,the first column lists adjectives such as :hot ,cold ,old ,new, big, little, happy, sad, loud ,and quiet ,the second column lists colours ,the third column lists objects animals and people .Procedure : When I finished teaching the sentences of this lesson ,i

53、t is time to practice some adjectives .at first , I asked two volunteers to make a model , the two students take turns with the question and answer below they have to think !Do they really want the thing or person their partner describeStudent A Would you like a_(word from column 1)_ (word from colu

54、mn 2) _(word from column 3) ? Student B Yes / No I would /wouldnt like a _ _ _.At last, I divided the class into pairs; the students take turns with questions and answer it.Week 3 Activity 2 A Cookie SaleThis activity is based as in Junior English for Gan Su Book 3 lesson 22A cookie salePurpose: To

55、improve the interests of students in English and to make the class lovely and interesting.Procedure: When I finished the text, I divided the class into three groups, have each member take one of the three roles (Brian, the girl or Danny) and act out the scene.Encourage the students to be creative an

56、d to make it fun, because the time allowed, it is strongly recommended that I asked one group to perform the drama in front of the class. Student s Worksheets1 What _ your name ？2 How old _your father? 3 There _some new words on the blackboard 4 I_in class two grade one, what about you? 5 _ those ap

57、ples yours? 6 This _ my teacher, Mr. Zhang.7 Those _English books. 8 They _ doing their homework in the classroom now.Stage 4 Project ImplementationBefore implementing my project with the target group , I think that I should sort out some paper work first . Here is what I have done .Cover page desig

58、nProject Title:To create learning English situation and arouse students interests InvestigatorWang juanjuan TianShui TV UniversityIn fulfillment of the coursePractical Project Designpage 1Main Headings of the Project Report 1. Introduction2. Summary of the Preliminary Research2.1 Problem2.2 Problem analysis2.3 Project objective 2.4 Project hypothesis2.5 Possible solutions3. Situation Create Design4 Project Implementation5 Data Analysis 6 Problem Unsolved 7. Conclusion References. page