Improve Primary School Students’ Ability of Listening and Speaking Trough Group Work 英语专业毕业论文.doc

improve primary school students ability of listening and speaking trough group work摘要现在，在九年制义务教育中，标准英语课程以取代以前的教学模式。根据英语语言教育分成九个等级，新课标采用了国际体制，改变了旧的方法。新的教学方式通过引起学生的兴趣，鼓励他们参与去培养学生日常生活中运用英语的能力。新的方法重在听力和口语，因此现在听力和口语在小学学英语教学中越来越重要。然而，在日常的英语课堂教学活动中，老师们发现小学生在英语听力理解方面和口语方面存在一些问题：如只能听懂单词，不能听懂较长的句子，只能听懂语速慢的句子，听不懂外国人正常语速的句子和简单的对话，口语表达不够流利。根据以上所述问题及分析，为了提高学生的听力理解能力，我设计了能激发学生学习兴趣的听力语段让孩子们听和说，同时教给孩子们听、读重读、弱读、连读单词的方法和如何从听力材料中提取主要信息的方法。并训练学生复述听到的内容，以便在提高学生听力水平的同时提高学生的口语表达能力。本课题在两个小学三年级的班级经过为期四周的分对比班的教学实验，收集了课堂观察，实验前后各组测验成绩以及实验后的问卷调查和学生访谈等数据。这些数据有效地表明，学生的英语听力能力和口语能力通过小组合作的方法得到了更有效的培养和提高。关键词：听力 口语 交流 小组合作abstractnow, a 9-year voluntary education program is put forward in china. a standard english course is being used to replace the former teaching outline. this has changed the old style of teaching, which attaches importance to grammar and vocabulary. adopting the new standard helps to develop the students ability to use english in their daily life.the new method will in favor of “listening” and “speaking”. so now, listening and speaking is getting more and more important in primary school english teaching.but in daily english teaching class activities,teachers find primary students has some problems in listening and speaking. such as: they cant listen long sentences, cant listen foreigners voices, cant speaking fluntly.according to the above problems and analysis, in order to improve the students ability of listening comprehension, i designed listening discourse can stimulate students interest in learning, let the children to listen and speak, at the same time to teach children to read, weak read, read the word accentuation, from the listening material and the methods how to find the main information.and training students to retell the hear of the contents, in order to improve students listening ability and improve students ability of oral expression.this topic in the two primary school the third grade class after a four-week mark contrast teaching experiment, collected by classroom observation, experiment before and after the test scores and the student questionnaire and interview data. these data effectively indicate, the students english listening ability and speaking ability through group cooperation method to obtain a more effective training and improving. key words: listening,speaking、communication、group worktable of contentspages1. project introduction 72. project problem identification and analysis8 2.1 project problem8 2.2 problem analysis8 2.3 results of problem analysis93. project objective and hypothesis10 3.1 project objective10 3.2 project hypothesis104. project rationale11 4.1 research about top-down processing11 4.2 research about comprehensible input11 4.3 advantages of storytelling115. project design 12 5.1 target group and control group12 5.2 teaching materials12 5.3 storytelling design136. project implementation15 6.1 background information15 6.2 timetable of project implementation15 6.3 sample grouping177. results and discussion17 7.1 students perception of the new method17 7.2 students self-evaluation in the questionnaire17 7.3 comparison of the pre-test and post-test188. project implementation198.1 background information198.2 summary of project implementation199.results and discussion209.1. project findings209.1.1 comparing the result of exercises in the two groups2010.conclusion21bibliography22appendix 22 improve primary school students ability of listening and speaking trough group work1. introductionenglish is a popular language -especially in the new century. as is known to us all, it is the most widely used language in the developing world and its getting more and more important nowadays. it is an official language in a large number of countries and is widely used in air traffic control and academic gatherings.nowadays english teaching has been getting more and more attention. people are enthusiastic about learning english. most of our students begin to learn english from grade 1 in primary schools. however, classroom teaching has long been the only way to learn english in china, and the method has usually involved cramming grammar-translation knowledge into learning a language. but this approach of teaching and learning english is evidentially passive, because it goes against the principle of english teaching, which requires that listening and speaking take the lead in english teaching, and on the basis of these two skills, reading and writing will be cultivated. so listening and speaking have played a very important role in english teaching in primary schools. all the communications are established on the basis of listening and speaking. in daily life listening and speaking is the best way which make the communication of information become more quickly, especially in the present society with such quick development of people s life pace .so it is necessary for the students to develop the ability of listening and speaking. so it demands the english teachers in primary schools to develop the students listening and speaking ability. so i designed effective task to develop the skill of listening for gist for special information and for detailed information. i alsodesigned activities to develop the skill of speaking through communication in groups.2. problem identification and analysis2.1problem identificationi have teaching grade 3 english in a primary school for one year. my students come from different places in china, such as shandong, hebei, anhuiso they have different ovice when they speak. their parents are working in beijing now and they most have lower salary. so their parents neither speaking english and nor help children in english. so i must help every student to study enlish and love learning english in my class though there are so many dificulties. i found my students seem to have many problems in listening and speaking. they cannot understand what teacher say when teacher speak english in class, they cant find out what the sentences or a passage said after listen to the tape.they cannot speak sentenses even some words well with other different ovices from different places.in that time i must correct their pronunciation first in english in class. i often let them read after the tape to train their pronunciation. when they can say enlish clearly and correct i find that there is no time to train the skill of speaking and communication. so they cannot speak english to express their opinion or what they want to do with others.2.2 problem descriptionhaving taught english to grade 5 for one year, the researcher founder that although some new words, structures and key-sentences in the textbook had been taught in the classroom, many students still dont know the meaning of a linstening contents of a dialogue or a passage.they cant find out the main information, the special information, the detailed information after listening. they also cant say english sentences clearly in class. some students are afraid to speak english in class because they are often in trouble when they spkeak.in the result the students like to spkeak chinese in english class.for example when they have problems they usually ask in chinese not in english. so they cannot communicate with others in english in class. most of them think english is more difficult than chinese, and some of students dont like studying english. i think it is very important to stimulate their interest to study english.2.3 results of problem analysisone method of problem analysis is to analyze the problem. it is cause analysis.this analysis starts with some factors that may contribute to the cause: the teachers side, the students side as well as the techniques for teaching vocabulary.a) teachers sidei. three years ago the teacher majored in chinese and got a college degree of bachelor of chinese after she learned by herselves.in her college,during her spare time she enjoys reading and learning english by herselves. then she had a chance to teach english in a primary school without professional english knowledge and had no much experences to teach english . ii. the teacher has not tried to find out better ways to have listening and speaking class for her students in her primary school.then she hasnt learned english language teaching methodology, so she hasnt master the mathod to teach primary students english especily listening and speaking.iii. the teacher teaches according her ways of stduying english, but the ways is not adapt to primary students. and the teacher just following the coursebook to teach, just let children listen, read and write.b) students sidei. they are 8 or 9 years old, most of them just can remember 26 english letters, they know few english words and setences.ii. some of them are not interested in english and they think english is too difficult for them.iii. some of them cant understand what teacher said in class.they cant listen clearly and say clearly with their accent.iv. some of them afraid of english.c) techniques for teaching i. the teacher just asks her students to listen to the tape and repeat after the recoder when they do listening contens and do some exercises at last. ii. the teacher will show the new words and strctures in a new lesson,for promote students ability to speak,she ask her students to repeat words and structures with her,then she explain their meaning,and then she let her students make sentences using the structures one by one or in pairs.iii. better teaching techniques should be taken to improve the learning effect of her students.after making the above analysis, the researcher came to know the cause for the problem in the students listening and speaking. it was due to the teachers ineffective design of lessons activities. based on the above analysis, the researcher was determined to design a project that can render more effective learning activities to solve the problem.3. project objective and hypothesis3.1 project objectiveit is hypothesized that students ability to get the main points when listening to recorded texts can be improved more effectively.most student with different accent can speak clearly in english. the project to enhance young learners listening ability is designed based on the following theories on the top-down processing, comprehensive input and features of group work.3.2 project hypothesisit is hypothesized that storytelling is a better way for young learners to enhance their listening ability than the bottom-up method. it is hypothesized that students ability to get the main points when listening to recorded texts can be improved more effectively.most student with different accent can speak clearly in english.4. project rationale4.1 research about top-down processingas we have emphasized, your greetings, questions, instructions, explanations, anecdotes and so on, are probably the most natural and generally effective listening comprehension practice you can provide in the classroom.when you use english consistently in this way, you are giving the learners meaningful, authentic listening practice.it has a clear purpose, it is focused on the message rather than on the language, and it can be quite varied. you can expand the range of english you use as the course progresses and encourage your learners to use it as much as possible.(paul davies, eric pearse, success in english teaching)4.2 research about comprehensible inputspeaking ability should partly be the natural result of using english as the main means of communication in the classroom, but speaking will probably more slowly than listening.you can help learners understand what you say in english by simplifying your speech and using gesture or mime. you cannot so easily get them to express themselves in english, but, when they do, always show you are pleased even if what they say is far from perfect.4.3 advantages of storytellingall children love learning in groups. there are many advantages of learning and speaking in groups such as:1) group work are motivating so that students will always be willing to listen.2) group work are rich in language experience. students find meaning after listening in groups and then speak in groups.3) the materies of listening can enhance students listening fluency. when they listen to the stories, there is a positive attitude to not understanding everything. so their skills of searching for meaning, predicting and guessing are trained as well.4) group help students become aware of the general feel and sound of the foreign language. the language point, which including vocabulary and the sentence structures, are introduced and made familiar.drawing on the above theories, we decide that story-telling can be a good top-down device to solve the problem identified in this project, as stories are interesting and can actively involve the students as more “motivated participants”; and in most cases, the stories are slightly more advanced than the students current language level, but given the context of the story, those otherwise incomprehensible contents may turn out to be “comprehensible input”.5. project designdrawing on the discovery of the problem analysis and rationale quoted above, a project is designed to improve the students listening and speaking ability in their classroom learning.5.1 target group and control grouptwo groups of students will be needed for comparison, the target group, who will use the innovative storytelling method, and the control group, who will be taught in the same traditional way. the sample groups consisted of two classes of grade 4 students, who were about the same english level at the beginning of the project. they were taught by the same teacher, but in different ways. 5.2 teaching materialsthe listening materias will be needed in the project. they should be suitable for the students present english level and the content should be related to the students curriculum so as not to interrupt their normal learning plan. 5.3 storytelling designa four-week storytelling lesson plan by the researcher, based on the project objective, and especially pertinent to the students problems as analyzed in 2.2 problem analysis. the project will last for four weeks and have 5 periods, which include five stories and fifteen tasks. the table below is an overview of the project design:timetable of projectperiodweek datelistening and speaking contentsobjectivestaskstime(mins)1ijun. 1stwhere is teddy?-to make students enjoy the story.1. brainstorm what they have seen and heard2. listen and do the actions in group.3. question and answer20-to become aware of the general “feel” of the foreign language.-to guide students listen for response by using tpr.2ijun. 8thwhat is teddy doing?-to help students listen for the purpose and get the main ideas 4.have a short play to act out the last story in groups using simple language.203iijun. 15thwhat food does teddy like?-to guide students to listen for specific information5. answer the questions step by step.6. answer the questions about the specific item, for instance the time.7. complete the table to focus on some specific information.204iijun. 22thwhat color does teddy like?-to train students to listen for predicting.8. try to act in groups20here is the lesson plan for the first week for illustration, and all the lesson plans can be found in appendix ii.week i - story 1: where is teddy?time: 20 minutescontent: for use with new standard english graded readers materials: photocopies for the story, cassette playerobjective: the purpose of this story is to make students enjoy the story and become aware of the general “feel” of the foreign languageprocedures: 1. brainstorm. get the students to look at the story book to figure out what animals they can see.2. listen and say. get the students listen to the audio tape twice, then tell us what words they hear.3. listen and do the actions. divide the students into elephant, crocodile, giraffe, long, short group. ask each group to stand up and then sit down quickly when they hear their own group name.4. listen and answer the questions. get the students listen to the story again, and then answer the questions:a. was the elephants nose long? (teacher may ask the students while pointing the picture on p18.)b. was the elephants nose long or short? (teacher may ask the students while pointing the picture on p21.)c. how the elephant got its trunk? (students may answer in chinese if they cant speak english well.)5. assign homework. the students are supposed to prepare a short play in groups of three. in each group, everyone will have a role, one will be the elephant, one will be the giraffe, one will be the crocodile.story 1 is designed to make the students enjoy the story and become aware of the general “feel” of the foreign language. story 2 is designed to help students listen for the purpose and get the main ideas. story 3 is designed to guide the students to listen for specific information. story 4 is designed to train the students to listen for predicting. story 5 is designed to help the students understand some of the vocabulary and grammar, and then try to tell stories to the others. the activities for each story are relevant to students listening enhancement, such as brainstorming what they have heard, predicting and guessing the meaning of the story, answering the questions to get the general idea, filling charts to know the specific information about the sto