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1、Project Title:How to Improve primary studentsSpoken EnglishInvestigaterMengYanYanGansu Radio & TV UniversitySubmitted on 18th may 2012In fulfillment of the coursePractical Project DesignAcknowledgment I am mostly grateful to Mr Zhang Baochun, without whose support this project would not implemented.
2、 I am also grateful to my colleagues for their time spent in helping 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 to my mother and father, without their s
3、upport, I would not have self-confidence to finish this project.AbstractThis report of the project aims to solve the problem that I spend a lot of time correcting my students errors in their speaking, and some of the students always seem to make them again. It is hypothesized that learners errors in
4、 speaking can be reduced by various error-correction techniques. This hypothesis is verified a tow-week classroom teaching of various error-correction techniques. Among the methods of scientific investigation used are analytic method, interview and questionnaire.Main Headings of the Project Report1.
5、 Introduction2. Problem analysis3. Project Objective4. Project hypothesis5. Project solutions6. Project design7. Project evaluation8. Project findings9.ConclusionReferencesAppendix:Appendix A The timetable of the project.Appendix B The methods of problem analysis.Appendix C Teaching notes.Appendix D
6、 DiariesAppendix E Students speaking exercises1. IntroductionI have been teaching third grade students in a primary school. In my teaching Ive found there are some problems. Now Ill finish my study in Gansu Radio & TV University. I hope I can solve the problems that have troubled me for some time th
7、rough the action research so that I can apply my knowledge and theory into practice, which I learned from Gansu Radio & TV University.2. Problem analysisFirst I identify a problem based on my teaching experience. I examined my problem scientifically to see whether it is researchable. I discussed wit
8、h colleagues many times. At the same time, I worked out the timetable of my project.Second Through my carefully analysis, I also found a series of questions. For example ,I found some of my students did not like doing this assignment , and I wanted to know why it should be the case , and whether the
9、y thought it important and necessary to practice speaking or not .if they did think so , the problem was actually caused by myself , not by my students . probably the reading work I assigned my students to do was poorly designed.2.1 The analytic method2.2 InterviewI interviewed several students and
10、find out my weak points: my error-correction technique is ineffective. My voice is too low. I just tell the right form. I give few analysis and seldom emphasize the common mistakes. And I dont like the words on the blackboard, either.The students need preparation work before reading and spelling in
11、order to minimize errors. They tend to treat reading and spelling as a test rather than a learning process, therefore they dont discuss it with their peers or the teacher when having problems. They dont usually study the corrections as expected, instead they pay more attention to the marks they get.
12、 They all hope that there will be some changes in the ways errors are corrected.3. Project objectiveThis project aims to enhance students oral ability.4. Project hypothesisIt is hypothesized that learners oral ability is increased by well-designed English speaking activities5.Possible solutionOral E
13、nglish, we saying it commonly , raising the level of national English, are increasingly high requirements. In this form, teachers and students should take the spoken language seriously. Spoken language is an importment means to relate content of things and exchange of feelings, not a simple dialogue
14、, the primary stage is the initial stage, we should take advantage of flexible and appropriate way, step by step to improve the oral proficiency of students. The elementary level English courses aim is to stimulate students interest in learning English, develop their English learning positive attitu
15、des that enable them to build the confidence of the initial learning English. 5.1 Dare to say that the experience of novelty. The teachers smiling , friendly language, and get along with student equally, not only make the students feel safe, to trust, also make thestudents feel their own value, fost
16、er self-confidence. For students ,teachers should try to create a relaxed, equality, harmony, caring atmosphere of learning English in order to let the students freely expressed, speak out in English.Before class, I have done enough preparation, such as students are interested in English and contact
17、 with some simple English whether or not.On the class, I came into the classroom with smiling, and introduced myself Hello !Im your English teacher. My name is MengYanyanYan. At the same time, writing my last name on the blackboard.students suddenly understand what s meaning - I was introduce myself
18、, I went on to say: You can call me Miss Meng, the OK? over the action and a little bit of Chinese prompts, students understood what I said and uttered an English word. OK In fact, the English word, most students are able to speak, usually the students parents said. so, I told the students, the futu
19、re is necessary to speak English in the classroom loudly ,so that everyone could hear and then tell the students how to introduce yourself in English: Hello, Im _, I prepared dozens of English name out, such as Jone, Keven, and so on. these namesbefore class, I have to teach students how to read, an
20、d get them to remember their own English name when I let a student come and collect the corresponding English name, and let them to say out loud, so that the students both feel strange.inspired their interest in learning. Finally, let them enjoy the English song Hello, Hello, Whats your name? studen
21、ts in the new atmosphere of learning wash over the ears and they feel that English is not difficult to learn .they can understand mostly at first English class, resulting in the self-confidence to learn English, so that to have a good start for future .Student A: The ONE, TWO, Student B: TWO, ONEStu
22、dent A: The ONE, TWO, THREE students: THREE, TWO.ONEFrom one to ten, turn back A and B ,and finally to see who are accurate and fast that he won, the following studentscan challenge the winner and decide the winner at last. This form of competition can lead the students interests, and enable student
23、s to master these ten numbers. Try to make a little more students to participate in the race, so that each student has the opportunity to speak. 5.2 Grate confidence, experience success. The new English curriculum standards to stimulate and nurture students interest in learning English so that stude
24、nts build confidence. In teaching practice, I understand the emotion of designing fun activities, to stimulate students activities as a carrier, in line with the pupils understanding of the law and the characteristics of the emotional law. Of course, these activities are designed to be closely linke
25、d to the teaching content, but also meet the English teaching, cognitive activity and emotional experience synchronized.5.2.1 Experiential learning fun in a variety of activitiesA,As the teacher and mimicry. For example, Look and say this module, we can encourage students to boldly imitate and with
26、the expression tosay sentence. Such as I am happy. (Can make pleased like) ; I am tired. (Can be used for fatigue-like); can also encourage the students to the platform as the teacher, leading sentence. asking them to imitate facial expressions, movements of teacher use,encouraging them to learn to
27、use class language . For example, Stand up very good Sit, down, please. B, taking the body language into the classroom.Teaching the word or sentence, we teachers can lead students to do the movements, and even exaggerated action or with a exaggerated tone of reading, the children particularly like.
28、The big draw a large circle with both hands open, long try to make arms long. After completion of the word, the teacher made the action, the students will say this word. In this learning process, students come to understand easily the learning process. C, performing law. For example, I commonly use
29、performance, so that the students use five minutes to performance and consolidate the sentences have learned before class,: studying groups play a conversation and can say what you want,if wrong it does not matter. So as to make students not feel the pressure of say wrong . In addition, the consolid
30、ation of a new class, I often use competition law, give the students an opportunity to meet the a feisty pupils psychological characteristics. Many students eager to, in particular, self-expression strongly.are praised by the teacher. In addition, I often allow students to singEnglish songs ,say ton
31、gue twisters and playing games. Colorful teaching methods, classroom teaching is full of lively, develop the personality of students so that students willing to learn.5.2.2Use multimedia to make students happy to learn EnglishWe can use multimedia to create an English atmosphere, and audio-visual ef
32、fects and stimulated interest. (a) audio-visual effects. Before teaching words, I have to import flash animation production, these flat, static letters, into a three-dimensional, beating, rolling screen, and insert accompanied by the sound, a beat of the letter seems to groups of lovely children, to
33、 narrow the distance between students and English. : before teaching some words about the weather, I showing a lot of wind, big waves, rain, thunder, snow sound and scene through flash ,and ask students to talk about some of their own relevant experience, suddenly the students enthusiasm greatly enh
34、ance . (b) break through the difficult points.Another example is say: verb third person singular form, Let me give an example: Discrimination go and goes two words. I use Autherware to deal with this textbook. As the pound music sounded, a boy ran up, and then the boy said one sentence: I go to scho
35、ol on foot. Then the music sounded again, a girl floating in the air , when she met boy said that sentence, the phrase evolved into the little girls words (the little girl said, pointing to the boy):, He goes to school on foot. So interesting, simple and clear picture, not only to avoid the boring r
36、easoning, and vividly illustrates the difference between these two words. In short, the English classroom should not be a teacher show, but should be students as the main body of the chorus. Should not be boring, but should be vibrant, full of laughter. 5.3.Simulated life, modeled on the text sessio
37、n Language comes from life and applied to life, in English teaching we should according to the text to set the language scenarios, allow students to play a different role to perform in the simulation, in order to improve the English communication skills. The image of the thinking ability of pupils i
38、s higher than the capacity of abstract thinking, a better understanding of life in direct contact with things or objects, while confined to the book to see and learn easy to forget. Then, that we can use in the English language teaching. English is a start from zero for primary school students, teac
39、hers will try their best to make the student to remember these abstract thing. it must rely on real life scenarios. On the one hand, enhance their image memory .on the other hand, enhanced the interest in learning. Such as teaching :What are you doing? , Set up a scenario: a student holding a book,
40、and then replied: Im reading. In this way, it is practical and daily life, students to unknowingly improve oral fluency. At the same time, students should contact the texts and their own real life together. For example, the text appears:Im by Anne, Im ten years old. Students to be replaced according
41、 to their own circumstances, and this is a good opportunity to improve oral communication skills. But replace is become meaningless, mechanical . and have lost their significance and role, it is necessary to think deeply, and combined with the actual to modeled on the contents of the class session t
42、o make dialogues.5.4.Breaking second class, Intensive English Communication Learning English, we can not be confined to the English classes , also should be extended to everyday life. Students should do more listening and speaking, to achieve the proficient results. Encourage students to speak Engli
43、sh anytime, anywhere, so as to create a good language environment, the saying goes practice makes perfect. if we used to communicate in English, teachers come across students greeted in English, students will use English to say hello, so English is extended to extra-curricular, students will have op
44、portunity to exercise . Also can make use of extra-curricular activities to communicate. The use of language derived from the context, classroom teaching scenarios monotonous, diversity is not strong, and the characteristics of English teaching is mainly to say. This can be extra-curricular activiti
45、es to inspire them to use English communication needs. Situational scenarios set: A two met B toward the store Objective: To develop students communicative competence. Requirements: free combination of three of training. A: Hello! B: Hello! A,: Where are you going? B: Im going to the shop. Activitie
46、s going to the shop. Such activities reflect the principal role of students, teachers give appropriate guidance, good staff and consultants, and continuously improve the courage of communication.6.Project designWeek1Activity1 purpose:to train the setence :is this / that . intruction :the teacher tel
47、l the meaning and showing how to read . practice setence pattern:1、Is this/that a teachers desk?2、How many students are there in your class?3、Where is the canteen?4、Do you have a library ?5、Your school is beautiful!Week2Activity2 purpose:to train the setence :whats time ?/ is it time ./ its . intruc
48、tion :the teacher tell the meaning and showing how to read . practice setence pattern:1、What time is it?2、Is it time for math class?3、Its seven oclock ,Lets go to school.4、Its ten thirty .Its time for English /math/music/Chinese/P.E/class.5、Its 6:30.Its time to get up/go to bed/ go to school.6、Is it time to have dinner?
