The problem and solution of English in the rural primary school 英语毕业论文.doc

the problem and solution of english in the rural primary schoolabstractwhen i graduated from the college ，i am teaching english in rural primary schools. in the teaching process, i investigated the problems of english teaching in the rural primary school, and analyzed the reasons for these problems, put forward the corresponding solutions. in this paper, i conducted the teaching design about the appearing problem in rural pupils oral english teaching. and put forward mine views on the many teachers in order to inspire colleagues.main headings of the project report1. introduction2. summary of the preliminary research2.1 problem2.2 problem analysis2.2.1questionnaire survey2.2.2 brainstorming activation2.3 project objective2.4 project hypothesis2.5. possible solutions 3 implementation3.1 make up groups3.2 provide materias 3.3 ask them to perform3.4 check the students oral work4. oral practice design4.1 a warm-up / review (warm-up / revision)4.2 lesson into (presentation)4.3 fun drills (practice)5 data analysis6. problem unsolved6.1 students psychological barriers6.2 less impact on language input language effective output6.2.1 poor vocabularyvocabulary is an important part of the language.6.2.2 not attach importance to listening training7.conclusionreferencesappendix the post-trial questionnaire1.introductioni have been nearly three years in primary schools english teaching. in my teaching process, i have found some problems. now, i will finish my teaching research in tongren tv university. i hope that through the study of these questions, i can put my knowledge and theory into practice, improving my level of english teaching ,and share these experiences to each teacher. 2. summary of the preliminary researchthis part of my study was conducted during may5, 2013may 14,2013.2.1 problemmy students do not dare speak english in the classroom and after class, so their oral english is very poor.2.2 problem analysisi and some other english teachers in rural primary schools conduct communication on the status of oral english teaching in rural primary school ,and survey the sample of the following reasons of rural pupils poor spoken english.our rural primary school pupils due to some factors, the ability of spoken english is generally poor. there are many reasons: first, because of the remoteness of rural schools ,lack atmosphere of english learning; second , the concepts of the teachers are behind, old teaching methods, follow english teaching methods by the impact of examination-oriented education, often carries out the training of written language, but ignores the oral english. many students are afraid of english, they do not dare to communication in english.it is very difficult to read and speak english letters and words correctly，when some students read english texts, it is also exist some bad phenomena generally. such as: the collective dragging sound obvious when they are reading, rhythm is poor, reading irregular sometimes; some students are careless when they are reading, they are not looking to read sentence by sentence, but are slip sentences, finish reading quickly; some students are not very confident of themselves when they are reading , just making a posturing, moving their lips, in fact, there is no sound , there is a phenomenon of false reading and so on. and most students learning english as a thing that in class to complete, coupled with students poor self-control students, teacher arranged verbal homeworks (listen to the tape, read the text), the most of students can not been done carefully, and some even do not put read as the homework, when parents asked ,they take as our english teacher did not arrange homework to stall the parents. the primary school stage one week only open three english lessons，therefore the learned texts are not review and consolidate timely, forgotten soon f, it caused some obstacles of study in futures。second, i teach in the countryside that economy underdeveloped, the living standards is low. most parents graduated from middle school or primary school, and some even did not go to school. although we know english is very important now, it is also have many in the heart and not enough power. and many parents work outside the home to making money, they entrust the elderly people at home to take care of the children, while the elderly people of this generation are not almost read the book, they only care in the lives of the children. but children contact dialects in lives, no environments of english spoken language. third, many students are not dare to raise their hands to speak or speak loudly in the class, they are afraid to speak something wrong and laugh at by classmates. while learning a language, if you do not open your mouth to speak, it may not achieve the best results. some students may understand in class, but because fewer english class, usually account for time by other subjects, no time to review, and they had forgotten slowly what they have learned.alpha2.2.1questionnaire surveywhy students do not pay attention to practicing spoken english，i made a survey: about students to practice spoken english questionnaire1.how do you like to use the form to practice spoken english? a: school colloquial atmosphereb：: in the classroomc: do not like2.do you like to learn english? (a: very muchb: yesc: general3.you usually have to consciously practice spoken english do? (a: oftenb: sometimes yes, sometimes noc: no4.you usually practice speaking what forms? you can also write:_a: dialogue with the parentsb: own readingc: no exercise5.every day you have the habit of reading english do? a: yesb: no6.if there is a choice, whats your favorite topics spoken practice it? please write it out:_7.your family support you to learn spoken language training do? a: very supportiveb: generalc: do not pay attention8.what do you think can improve your spoken english?please write it out:_ i give my students gave me the questionnaire and give them recess 10 minutes to complete. all 22 students returned the questionnaire anonymously. according to close up when all of these data, the statistics showed that most students say they find little or no opportunity to practice speaking from,time and practice speaking considerably less than the energy to do pen test and practice listening.because the traditional concept of examination-oriented education and the impact of the traditional mode of education has been the deep-rooted,rural primary school has been very great importance spoken english training,our students currently the main purpose of learning englisha good papers in order,to prepare for the entrance,primary school exams in english is not spoken questions,so naturally the students that there is no need to practice spoken english.2.2.2 brainstorming activation in accordance with the problems of the students, i consulted my college teacher yangsheng gang and former classmates, they gave me a lot of advice and assistance, in accordance with the recommendations received, i decided to launch a project to solve this problem.2.3 project objectiveit m was my mai to improve my students interest in learning spoken english,it is that they can do anytime, anywhere oral exercises to improve their speaking skills.2.4 project hypothesisit is hypothesized that learnersinterest in oral practices is incresed by through classroom organization and after school to schedule tasks.2.5. possible solutions i take into account these reasons, i have accordingly provided some possible solutions are as follows2.5.1 i put our students in the class were divided into three groups of seven students.2.5.2 give them some priming materials, necessary background information and useful linguistic forms. i also provide topics that are close to real-life and closely relate to my purpose of practising spoken english to expand their view.2.5.3 give them chances to act out their own dialogues or plays before the class.2.5.4 periodically check their learning2.5.5 after school i try to give them a little homework and making them more time to continue speaking practice3 implementationthis part of my study was conductend during may1,2013 jun15,20133.1 make up groupsi decided to put students into groups to practice. ive been through home visits for students and i talk with them, i found that they do their own home oral practice there are two major problems. first most of the students parents or just simply did not learn to understand a little english. when students practice speaking during times of difficulties, they can not find any help, if they are speaking practice when they making a mistake, they can not even be corrected. second because no one partner exercises, speaking practice them during the process do not get any joy. second because they do not have a partner to practice their speaking practice during the process ，they do not get any joy.through my analysis, i think communication is the ultimate goal of learning spoken language, and communication is the most effective way to practice, i think i should create more opportunities to communicate for them in english, which would also allow students to also realize the importance of communication. they were all english learning beginners, so they had strong, mutual dependence. if they were organized into small groups, not only both of the problems above could be solved but also they could achieve the purpose of commu-nication. in addition, i can cultivate their spirit of cooperation, so that they learn from each other and help each other to achieve unity among the students.there are 21 students in my class, so i divided them into seven groups. i take into account the following factors when i grouped them: first, the members of each group live in the same area. they are free to choose any free time to work together to practice speaking. students can form their own groups in school, they can use recess time to practice speaking. after school, they can practice speaking at home. second, each group consists of different levels of students in english, so that students can better spoken english to help those poor students. third, e each group was composed of the students of different english levels，in order to play the characteristics of each student to make up for each others shortcomings.3.2 provide materias beginner english students of english have a strong interest and curiosity, if a teacher can seize this correct guidance and establish self-confidence of student, they will have a multiplier effect. so how to motivate students to keep long-term interest in learning english, we have been discussing. to solve this problem, i find the relevant literature, and i specifically chose those close to real-life material, i find these materials as much as possible to attract the curiosity of students, i think it is very effective way to improve their spoken english level.3.3 ask them to performin these years of english teaching work, i am most attracted the eye of the activities of the children, that is, contests and games, in an english class, i teach whats this in english? its a ., because my speed too fast, students can not keep up, so i can slow down to allow students to read, but a few times down, some students still some around, but the rate of speech to have given rise to fear emotions, unwilling to read, and some of the students also learned to proud of it, they do not listen when others read, random interrupted, then the class is really very chaotic. i suddenly had an idea, i put the class into four groups to contest, i have both read loud and clear and accurate and neat group plus a red flag, the results of this trick really efficacious, each team is highly motivated, and are read out their best level3.4 check the students works of spoken languagethey will practice speaking more carefully under the supervision of teachers and parents，so i decided to check their speaking practice. sometimes, i ask them to recite some of the text. sometimes i asked their parents to record the time of every oral work at home.4. teaching steps4.1 warm-up / review (warm-up / revision)(1) daily oral exercises:t: good morning, boys and girls.s: good morning, miss chengt: hi, boy. im from chongqing. where are you from?s1: im from zhejiang.t: nice to meet you.s1: nice to meet you, too.t: hello, girl. whats your name?s2: my name is a.(2) teacher take out the family photo to introduction:this is my family photo. look, this is my dad, this is my mom, this is my grandpa and this is my grandma, this is my brother. oh, its me.(3) listen to tape and repeat the content of first classs lets talk.4.2 importing new lessons (presentation)(a) to produce family tree charts, as follows:your own photosmy familygrandfather (grandpa) grandmother (grandma)father (dad) mother (mom)sister i brotherthe teacher said, pointing flipchart: this is my family. there are 7 people in my family: my grandpa, my grandma, my dad, my mom, my sister, my brother and me. then pointing to teach this lesson to learn to read words grandfather, repeated several times, will be affixed to the grandfather of the picture cards on the blackboard, the corresponding grandfathers avatar vials are placed in a prominent position podium. out to students that grandpa, grandma like dad, mom, like more for everyday spoken language. use the same method to teach reading grandma, father, mother, (brother, sister does not belong to our master the content of the lesson.) and the corresponding picture cards on the blackboard, the corresponding avatar vial put.(3) games: who is fastergroup competition, respectively, the two students came to ask two games, the teachers mouth to make a word, but do not say anything. audience of students according to the teachers mouth to distinguish words and speak out loud, stage two students one to quickly remove the corresponding picture cards on the board, one must quickly put the corresponding avatar vials in the hand, repeat words. fast response, read with prospective students can win a point for the group(4) remove the pictures, only the next word on the blackboard, the teacher pointed to the word, ask students to recognize and read, read one more point for the most points is the winner of the group.(5) listen lets learns recording, students listening to recognize and read grandfather (grandpa), grandmother (grandma), father (dad), mother (mom), man, woman4.3 funny drills (practice)(1) games: teacher preparedgood word card, three students came to power, a classmate say the word, such as dad, one of the students to quickly find out the correct picture card posted on the family tree (family tree) of the corresponding position, another student to avatar the correct vial in my hand, and then exclaimed: dad, this is my dad. expressing correct students rewarded.(2) songs: the teacher told the students i love my father, i love my mother. repeatedly teach reading love, and sign language in accordance with the action of expressing love for the song accompanied by corresponding action, ask students to imitate, say i love my father, i love my mother. listening to songs, the students sing.5 survey findings after three weeksaction research, i designed questionnaire one (see appendix).in the students i teach survey shows that 91% of the students have a more clear-cut attitude towards learning and motivation, 87% of students interested in spoken english, and 72% of the students for their verbal learning have sufficient confidence, 60% of learn english speaking students to persevere, 64% of the students try to use learning strategies to improve their spoken english, 76% of students think that they have the ability to conduct social activities in english. from the open question do you think the best way to improve their english speaking what is? learned that 96% of students believe that continuing to practice speaking, self-evaluation is the best way to improve their english speaking, 61% of students believe that written and oral english equally important. learned to parents by telephone at home, 90% of students will speak some english, but also have the confidence and interest in speaking english, learning initiative and spoken english has greatly improved, so as to drive the improvement of other subjects. 89% of parents want teachers to continue to use this approach teaching to enhance students oral english communication skills while improving students comprehensive ability in english.6. problemsi found that after a period of spoken language training, the students oral proficiency and learning motivation significantly improved, but the current students oral learning process or the following problems:6.1 students psychological barriersi passed right right understanding of their students, the majority of students believe that speaking in class because of poor performance anxiety and tension, they are afraid to appear pronunciation, intonation, and other aspects of word and sentence condemned mistakes, fear of exposing their flaws and shortcomings , so that they can not calm rational cognition, memory and thinking, so that students can not effectively extract information on memory, and even frequent language input and output blank state, that do not understand, can not tell.i also learned that a considerable proportion of students introverted, not good at communicating with others, exchange ideas, lack of confidence, not daring to express themselves, not to mention in the english classroom speak english it. the student self-confidence was in direct proportion to their classroom performance relationships,