中央电大英语本科教育方向论文定稿.doc

中央广播电视大学“人才培养模式改革和开放教育试点“英语专业本科（教育方向）集中实践环节英语课堂教学行为研究项目设计鉴定表姓 名： _学 号： _ _级 别： _ _分 校： _ _指导教师：_ 完成时间： _甘肃电大开放教育 级（春）英语专业（本科）英语课堂教学行为研究项目设计教师指导记录与成绩评定表分校： 班级代号： 姓名 学号 指导教师指导意见第一次 时间、内容、评分April 7,2014: First we talk about the request of our project desgin. She wants to change her English classes lively.I think we can help each other and complate the course of the beginning of the project .I told her to read the English Teaching Methods of GU YUO GUO carefully. Score:62学生签字_ _教师签字_ 时间、内容、评分April,18 .2014: She told the process of her English teaching and showed her materials for the research. I add some request for the topic and ask her to collect the teaching materials for the topic more Score:64 学生签字_ _教师签字_ _第三次 时间、内容、评分April, 24.2014: She put in order her English classes materials and questionair. I give some advice on the analysis problem and Iask her to use the methods she has learned from GU YUO GUOEnglish Teachings . She must notice to write the details of her teaching Score:65 学生签字_ _教师签字_ _第四次 时间、内容、评分April, 31.2014:When she hand in her project design I checked it carefully and corrected some parts. I told her to write the process of the English class detail and begin to write the project . Score:68学生签字_ 教师签字_ 指导教师总评语I think this design is complete .The structure is new and original . It can play a role for the English teaching. The teaching methods are reasonable.初评成绩62设计过程成绩64报告成绩68指导教师签字 时间2014.6.5答辩成绩66综合成绩68答辩组成员签名 2014年 6 月15 日 分校集中实践环节教学指导小组意见成绩评定审阅核准意见负责人签字_(系公章)年 月 日省校集中实践环节教学领导小组意见成绩评定审阅核准意见：负责人签字_(系公章)年 月 日说明：1.答辩小组应填写评价意见，小组成员均应签名（盖章）。答辩小组不应少于3人。 2.由分校自行复制。甘肃电大开放教育 级（春）英语专业（本科）英语课堂教学行为研究项目设计答辩记录表分校： 班级代号： 姓名 学号 答辩主持人 答辩小组成员 秘 书 答辩日期2014年6月15 日学生自述情况：In my project report I showed my problem .This problem have bothered me for a long time . I wanted to settle it by my knowledge learning from Gu Yue Guo who wrote English Teaching Method. In a word I will want to change my teaching method and make the English classes lively.答辩教师提问学生回答情况1.Please introduce your English teaching situation at resently.Yes.I think in my English teaching process there are many problems Such as English classes atmosphere question. I want to settle the problem one by one.2.How do you want to settle such problem ?First I want to find the reasons that causes .Second I want to analysis the reasons and find the ways to settle them .3.Do you often change the teaching methods in English classes ?Yes I do . 4.How do you make the English classes lively ?In view of this status quo, I took a number of the corresponding feasible measures to resolve this issue, to inspire students to learn English, English-speaking interest, so that students learn English in a happy and make the students feel sincerely to learn English is a happy thing.4.Do the students in your class like your teaching method ?Yes they do . I often read my short article to them . I also encourage them to use English in our daily life.6.Do you have unsolved problem ?Yes. I think I will get my aim.in the future.答辩小组意见及成绩评定We evalate the design as pass.成绩 68 签字： 2014年6月15日说明：此表由分校自行复制。Project Title:How to Make the English Classes LivelyInvestigatorNameGansu Radio & TV UniversitySubmitted on 5th June,2014In fulfillment of the coursePractical Project DesignAcknowledgementI really appreciate my teacher Feng Xia, whose help and patience made this project get off the ground and come to a close smoothly. I am also grateful to my colleagues 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 project implementation it would have remained on paper.13AbstractInterest is the best teacher. Only when we have students interested, he will be happy to learn, take the initiative to learn. So teachers should strive to create a relaxed, happy, harmonious, equal classroom learning atmosphere. Classroom teaching activities should absorb the merits of traditional teaching, and at the same time introduce the task-based teaching activities to further improve the system of teaching English .Therefore students can learn more, independent and creative. Meanwhile the method naturally has also integrated with the new curriculum ideas.Main Headings of the Project Report1.Introduction.32.Problem.33.Problem analysis.33.1Analytical method.33.2 Questionnaire.33.3 Brainstorming. .44. Project objective.45. Project hypothesis.46. Project rationale.57. Project design.58. Project implementation.119. Data analysis.1210. Problem unsolved.1211. Conclusion.1212.References.131. IntroductionI have been teaching the English class for three years.Now I am teaching the students who are in Grade three in Primary school .Ive found there are some problems. Now Ill finish my study in Gansu Radio & TV University. I have learned from my work that I hope I can solve the problems.2. ProblemThe problem I have in my teaching is how to make the class lively and how to organize students to participate actively.3. Problem analysis To learn English well, must be listening, speaking, reading, writing and translation of all-round development, but the lack of Chinese students learning English in English language environment in the classes, can always find such students, written first-rate skills, written test results in the distance leading, but the implementation of the mouth, the office immediately blushed, stammered a few words in English can not speak both timidity and inferiority. 3.1 Analytical methodHow to make the studengts love English? In my English class,I will design some game or song.For example,when students learn some words about body ,I will design some body moving according a song.In this class ,children can do this body exercise follow me .they are very happy and they remember these words more faster.Make students love the English learning is very important.So I always play roles in English class with children.they can act some animals,such as a rabbit or a bird.they act these role very carefully. The students can improve their oral language .3.2 QuestionnaireI made a pilot investigation in this respect to know more about the situation. For this purpose, I designed a research procedure like the follows.One day, I changed my teaching style, which I had a Task-based Teaching trial. I taught Unit 2 of the textbook Go for it .The title was “Is this your pencil?” I guided the students to do 4 task-based activities in pairs/groups. Meanwhile, I asked them to do task-based learning at the same style after class.The next day, I got the following feedback: More than 20 students performed the conversations. More than 12 pairs made their own conversations pointing at their school things. Most students felt interested in the activities. A few students still felt difficult and shy. Then I asked them some questions:1. What do you think about English classes?2. Which part is easiest in your English learning?3. Do you like play games in your English classes?4. Which part is most difficult in your opinion?5. If the English classes have music, songs, acting and radio. Do you like it?6. Is the teamwork useful or not in the English classes? 7. Do you think English listening difficulty?8. The teacher will teach how to grasp the key information?In order to improve the efficiency and quality of classroom teaching, we propose to optimize the process of classroom teaching. The Optimization is not just a simple change in teaching methods, a change in teaching methods, because the reform of single-factor effect is limited. 4. Project objectiveIn view of this status, I took a number of the corresponding feasible measures to resolve this issue, to inspire students to learn English, English-speaking interest, so that students learn English in a happy and make the students feel sincerely to learn English is a happy thing.5. Project hypothesisEach student has its own advantages intelligence field, have their own learning style and methods, the school does not exist poor students. Every person is unique, at the same time, each person and both are excellent. Our education should be multifaceted, multi-angle to a variety of ways to find students, students. Fully mechanized, due to changes in teaching methods, students heard that habits developed gradually, active classroom learning atmosphere, which has shortened the distance between the classroom and life, students living in similar situations to learn English, relaxed and happy, It should not be boring, and should be vibrant and full of laughter.6. Project rationalEach lesson I have the use of English teaching, from simple terms the beginning of the classroom, and a gradual increase in the number sentence. After a long-term, students are basically adapted to the English medium of instruction and enhance confidence in learning English. How can we help students better understand English? Games when speaking to introduce some new terminology such as shooting, when I make a gun-shaped fingers, and explained with simple English, the students immediately understand what kind of sport - shooting. Well-designed classroom teaching, the introduction of a variety of teaching methods of English teaching materials new novel. In teaching, I used the performance method, Competition Law, the game Law, the story of law and so on. I have frequently used competition law and games, so that students are divided into several teams to answer the form of introducing a competition mechanism, the game includes Answer words, word sentences, such as rapid response. Thus, to provide students with opportunities for self-expression.7. Project design Through the teaching and the situation of students, And combined with theteaching method of Englishthat I have learnedin theRadio & TV University .I have designed five activities to be tried out in three weeks.Week 1:Week 1: Activity 1. For use with Learning English 5 Unit2 Lesson15TitleLesson15: Push That ProductTeaching aims and demands1. Get Ss master some important words, phrases and sentence structures.2. Understand the meaning of the text.3.Ability aimsImprove the students reading ability.Key pointsImprove the students reading ability.Puzzle pointsHow to understand the meaning of the text.Teaching methodsGroup-workTeaching stepsStep1: GreetingStep2: Lead-in:The teacher brings a push-pin to the class, then ask a few questions like below:What are they in English?What can we use them to do in our life?Whats the price of a box of one hundred push-pins?Step3: Presentation1. Let Ss read the first paragraph and answer: What would Edwin Moore make for people in 1900?2. Let Ss read the whole text loudly and quickly.3. Read the questions on the blackboard and find the answers in the text, then discuss in groups to make sure the answers are correct.Questions:(1)Who would make anything useful that people would want to buy? And what was it ?(2)Where did he live?(3)Did he make his first push-pins by himself?(4) What was the price of his first push-pins?(5) What was his first big success?(6)When did he begin adverting his product across the US?(7)How much is a push-pin today? Is it expensive than in 1900?4. Ask some Ss to answer their questions in class.5. Show some phrases on the blackboard and let them to pick up them in the textStep4: Do exercises on the blackboard.Step5: Sum upWeek 2: Activity 2.For use with Learning English 5 Unit3 Lesson20TitleLesson 20: Lets Learn Geography!Teaching aims 1. Get Ss master the new words, phrases and sentence structures.2. Understand the meaning of the text.3. Learn something about the foreign countries.Teaching importanceTalk about the geography.Teaching difficultiesImprove the students reading abilityTeaching methods1. Warming up to arouse the students interest in travel2. Listening activity to improve the students listening comprehension3. Pair work, group work to make every student work in classTeaching stepsStep1: Greeting Step2. Lead-in:.1. Show the video of New York to the students, then ask some questions to lead in : What is it about? Where is it? Do you like traveling?2. Tell the students: if you really like traveling, you must work hard at geography. 3. Show the title and teach the word geography by the pictures of a globe and a map of the world.Step3. Warming up (Speaking)Make up a dialogue with the following sentences.Have you ever been to.?Where have you ever been?The teacher show the students a picture of Fuji in Japan and talk with them to arouse their interest in travel. Then the teacher ask the students:1. Have you ever travelled?2. Where have you ever been?Step4. Show the teaching produces to the students.Step5. learn the new words Step6 Listen and answer the following questions:1.Has Danny ever been abroad? Where?2.Where would Danny love to go?Step7. Read and answer in groups.1. Whats the geography?2. What would Danny like to do? 3. Has Danny ever been to other countries in Asia? 4. Where would Danny love to go? Why?5. What language does Japanese speak?Step8. Show and explain the language points.1. population2. Have/has gone/been to Have/has been in Step9. Retell the text. Step10. SummaryText:Lets Learn Geography!It is useful to learn geography, geography is the scientific knowledgeof the relationship between the human and geographical environment. People living in the environment, human can not do without the environment. Geography leads us to understand the environment, teach us how to adapt and transform the environment. Therefore,it isthe science thatwe learn to survive.For the future we need to find a job. Geography can involve many aspects, such as land resources development, urban planning, and guided tours and so on. Many jobs require talented person about geography.Anyway, learning geography is good for us in many sides. Rich cultural knowledge, enhance awareness of the worldand understand the natural phenomenon, the most important thing is to understand reverence for nature and protecting the environment.Week3. Activity3. For use with Learning English 5 Unit3 Lesson23TitleLesson 23: The Fox and the StorkTeaching aims 1. Master the key words, phrases and sentence structures.2. Understand the meaning of the text.3.Improve the students reading abilityTeaching importanceImprove the students reading ability.Teaching difficultiesKnow how to understand and respect others.Teaching methods1.Personal work, pair work, group work to make every student work in class.2.Asking and answering, expository teachings, discussion method, practice method and so on.Teaching stepsStep1: Greeting Step2. Warm-upBy the class, teach them a life manner about greeting when meeting teachers somewhere in order to make them know that respecting others is to respect ourselves.Step3. Show teaching goals and procedures.Step4. Lead-in: 1. Show the two animals: a fox and a stork. With the teachers help, describe them in English, including looks, features and likes. At the same time, teach some new words. Finish it by group work.2. Introduce the main idea of the story in Chinese to arouse the students interests.Step5 Listening task.(personal work)Let the students listen to the tape and answer the following questions:1. What did the fox make for the stork?2. What did the stork make for the fox?Step6. Reading task.1. Skim the text and fill in the blanks.(personal work)2. Scan the text and answer the questions.(pair work)Step7. Discussion(group work)Ask the students to discuss the questions according to the text: 1.Why would the fox love the stork to have dinner with him? 2. Why didnt the stork feel sorry to the fox? 3.When your friends were invited to your home, 4.What would you serve for your friends? 5.Would you choose the best foods and drinks or the foods and drinks that your friends like? 6.Why? How do you do that? Politely or rudely?Step8. Retell the text.(group work)First, teach the ways to retell the text (with the key words and the key sentences). Then, let them have a try in groups. Finally, a member of the group comes to the front to retell the text.Step9. Deal with the language points. (help work)Complete the part by helping each other by turns. But the teacher explains to the class the key language points.Step10. PracticeStep11. SummaryStep10. Homework1.Remember the key words and phrases.2. The next reading in the student book.Text Lesson 23: The Fox and the StorkOnce a fox invited a stork to dinner. He put nothing on the table except