HowtoImproveRuralPupilsAbilityinVocabulary

1、how to improve rural pupils ability in vocabularyinvestigatorchang yansubmitted on 17 dec, 2013in fulfillment of the coursepractical project designacknowledgmentin the process of writing this thesis, i got a great deal of help from miss wang, from the basic outline of the article to standardize the

2、format, it is can be said that the completion of the thesis is inseparable from miss wangs tireless guidance and strict requirements.   i would also like to thank my colleagues for my thesis proposal put forward, thank my colleagues for help and support me. furthermore, many thanks should be gi

3、ven to my students, for their willing participation in the project implementation. last but not the least, i also thank the encouragement of my family, with whose encouragement i can work out this problem and never break down. abstract rural students word power falls far behind urban students on the

4、 starting line. it is hypothesized that rural pupils word power could be improved through varied teaching measures or strategies. it is verified by a four-week practice of well-organized classroom activities. three methods are used, such as analytic method, cause analysis, and observational study in

5、 conducting this experiment. key words: rural pupils; english word teaching; learning ability; improvement main headings of the project reportintroduction1. problem2. problem analysis2.1 analytic method2.2 cause analysis2.3 observation3. possible solutions4. project objective5. project hypothesis6.

6、project design6.1 learn by the audio and visual aid6.2 encouragement and praise can be a great help to the students6.3 competition among the students 6.4 teaching through games6.5 using body language in teaching7. project implementation8. project evaluation9. conclusionreferencesappendix:a. question

7、nairesb. teaching notesc .teaching diaries1. introduction i often encounter such problems as pupils difficulty in learning english words or even pronunciation. many pupils find its very difficult to read and memorize words, so they are lacking in learning interest in english and do not focus on engl

8、ish learning activities at class. therefore, one of the major bases for learning or teaching english is to solve such a problem. then, it is our english teachers in rural primary school that should shoulder the heavy responsibility to explore effective ways to help them learn english words with earn

9、est.2. problem analysis according to my teaching experience, here are two aspects of the analysis of difficult learning english words for pupils in rural primary school, a) on the one hand, because the pupils in primary school are still young. especially in our rural primary school, there are many l

10、eft-behind children. its hard for them to make concentration for long time. they are not active and hard enough in their lessons without parental guidance and supervision. whats more, they always think memorizing words is too difficult. for not doing well in vocabulary, they are not interested in le

11、arning english, even fed up with learning. therefore, they can not concentrate in class and finish their homework carefully and memorize words after-school. b) on the other hand, as rural primary school english teachers, we should find suitable and effective ways of learning english for pupils to de

12、al with this problem. we should take effective measures to improve the efficiency of pupils word learning. for pupils, we should be patient, seize their psychological and arouse their learning initiative. for parents, we should communicate with them and urge the students to learn together. in conclu

13、sion, in order to effectively solve pupils vocabulary learning difficulties, it is necessary to know their practical difficulties, to design teaching plan seriously, pay attention to guide learning methods. make sure they master certain word learning strategies and techniques. therefore, various cla

14、ss activities should be designed to solve this problem. i used four methods to analyze this problem: analytic method, cause analysis, questionnaires, and observation.2.1 analytic method how to enable students learn english word well? first of all, put pupils in main position which means to let them

15、take a correct attitude towards study, be self-confidence and seize every opportunity to learn english. that is to say, enable the pupils to enjoy words, stop memorizing words mechanically but learning words by painting, simple resources at home as well as the cultural background of the english-spea

16、king countries. for teachers, we should improve the effect of pupils words memory and let them feel that it is no longer difficult to read words. when teaching words we can simulate the communicative situation and let students say the words with action. we can also teach words by association-fully i

17、ntriguing pupils imagination and by linking with life scenarios as well as by using sound and action to lead in new words for schools, they should create a good campus english culture atmosphere. they can post some english warning phrases and english timetables in classrooms which make students feel

18、 english is in their lives. they can also use existing resources in rural areas, transferred classroom to the outside and teach english by combining with the real situation. for parents, they can create a favorable family study environment that can supervise their children to learn words. they can a

19、rrange reasonable time for their children to layout “family class”. they can not only help children finish english homework, but also communicate with the school to promote pupils to study.2.2 cause analysis in order to get more ideas about my target problem i made up some questions to ask myself, a

20、nd then to deal with them i am tempted to communicate with my students with earnest. here are these investigated questions as follows:questions answersis it because they think my teaching steps are very boring? probably yesis it because they think english are less important and necessary? maybeis it

21、 because they are afraid of me? maybeis it because they have difficulties in listening to me? yesis it because i speak too fast? perhapsis it because im too strict? maybeis it because they do not like speaking in english? maybeis it because they cannot have fun in learning english word? probably yes

22、is it because they have difficulties in remembering word? yesis it because they have problems in doing english homework? probably yes2.3 observation primary students mental characteristics are not mature enough. especially the pupils in rural are rather timid, they particularly value their teachers

23、evaluation on them and they like the subject or not depending on who teaches it. if they like the teacher they will love the subject. on the contrary, if they dont like the teacher they wont like the subject. according to this, i spend several weeks to observe my students. in my class, i sweep my ey

24、es over every student frequently, and always encourage or praise them in order to make them feel there is no forgotten corner. in this sense of security, students can make full use of their creativity.3. possible solutions firstly, if the classes are more interesting and lively, the students will pa

25、y more attention to english learning. in class, i will use material objects, pictures and other visual aids to teach new words with sound, action to introduce new words. besides i will design a series of teaching activities such as games, performances and rap songs to review the words, to attract pu

26、pils attention and to arouse their interest in learning word, so that the students can truly integrate in classroom words learning. secondly, create a harmonious relationship with my pupils. psychologists think human can develop their potential to the maximum in a harmonious and comfortable environm

27、ent. a lot of rural pupils fear to raise their hands to speak and they dont like to show themselves because of their timid. their enthusiasm can be improved if they study in a relaxed atmosphere. thirdly, i divide my pupils into two groups, let them discuss and then let them compete in groups. the c

28、ompetition method not only makes them experience the joy of success, it also can arouse their enthusiasm in vocabulary learning which can improve the efficiency of vocabulary teaching.4. project objective this project objective is to improve my pupils interests in learning english word and improve t

29、heir word power.5. project hypothesis it is hypothesized that the pupils word power can be improved by the new teaching models. if they are used, then the pupils will change their mind about the word study of primary english, and their communicative ability will be improved accordingly.6. project de

30、sign for this project, i choose one class of my pupils, through the project, the students will receive a special designed class activities about word learning. my project hypothesis is that if my pupils word power could be improved by better design activities, then they can learn english word more e

31、fficiently and satisfactorily. i designed an adequate amount of activities to test the hypothesis. in my project, i have designed several activities to be tried out in four weeks. the following is the teaching approach. i will apply into my class teaching. 1) in learning new word i may choose contro

32、l and half-control activities. i can monitor all class. so they can read clearly at the beginning, they are confident to speak english first. 2) encourage my pupils all the time. phrasing education is very important to language learners. 3) arrange many kinds of pair work and group work, it is helpf

33、ul for the pupils. 6.1 learn by the audio and visual aidto use the visual teaching such as multimedia courseware, pictures and true objects when learning a new word. this can not only arouse the pupils interest and enthusiasm in learning word, but also can use the word they have learned into the lif

34、e. so that to improve the learning efficiency of word. for example, when learning the words “pencil” and “book”, or learning the fruit words such as “grape” and “tomato”, we can teach the words by pictures or true objects, to make the words more intuitive, in order to improve the interest of the eng

35、lish word. 6.2 encouragement and praise can be a great help to the studentsencouragement and praise can advance the power of the pupil, which can also improve the interest of pupils constantly. for example, in my class, when a pupil put up the hands actively, i will praise them with “thank you, grea

36、t, good job”, or give a gift to him. this will satisfy their success psychology. at the same time, when a pupil afraid to put up the hands, i will encourage him with “don't worry，have a try”. it is a effective way to stimulate the pupils to learn english actively. 6.3 competition among students

37、most of the pupils are unwilling to be left behind others, so we can use competition in class. for example, when teaching a word, i will divide the pupils into several groups, let them compete by “guessing game”, “word solitaire”, “who is more accurate and quicker?”, “who give more examples?” and so

38、 on. the success group and pupil can get some reward. in that case, the relationship between students and teachers will be close, and also can further stimulate the pupils to learn actively. 6.4 teaching through gamesto review and practice words by playing games would make the pupils enjoy learning.

39、 to learn english word in an atmosphere of relaxed and cheerful. for example, when teaching new words, i will use the games such as “what's missing” or “word guessing”, which arouse the pupils mood, in order to improve their word power. 6.5 using body language in teachingto do a gesture or an ac

40、tion can assist the word learning, to memory word by doing actions with various parts of the body. for example, when practicing the words such as “do the dishes”, “read a book”, i will ask the pupils to read while doing, say out the words according to actions, and do an action according to the word.

41、 it will attract the pupils interest and improve their word memory. 7. project implementation week1 activity 1 content: pep primary english (book 5) unit4 part a lets learn aim: 1. to read and write the phrases such as “drawing pictures, doing the dishes, cooking dinner, reading a book, answering th

42、e phone”. 2. to learn the sentence “what are you doing?” and the answer “im doing the dishes/.” procedures: step 1 warm-upa ) listen to the song " what are you doing ? "b) communicate with teachers or classmates, " what can you do ? " "i can do the dishes / . "ask stude

43、nts to practice as much as possible with the learned vocabulary. step 2 presentationa) " i can draw a fish now , i draw fish" on the blackboard and drew a fish , asking the students to come to practice , you can say that i will draw a bird or sun lamps, pictures after the english say , as

44、much as possible with the word , the teacher guide on the side.b) the same way to elicit the word "read a book, answer the phone, do the dishes , cook dinner ," the word cards , named students read , the teacher corrected , and finally the whole class read together , allow students to reme

45、mber the words spoken by practicing enable students to understand and read.c) listen to the tape, "let us learn ," the learned words heard down, so you can consolidate student previously learned words. finally, according to the words read to answer questions. step 3 exercisesa ) the teache

46、r said , such as " do the dishes " action, the students said immediately " do the dishes " and quickly do the movements .b) play the game "pass me." when the music stops, all the class and asked: "what are you doing?" who's got the boxes will come wit step

47、4 consolidation a ) read it, with part a a) students read the article, answer the following questions, pay attention to the words and grammar. b) homework: practice" i'm doing. ? ". week 2 activity 2 content: pep primary english (book 5) unit4 part b lets learnaim: 1. to read and

48、write phrases such as “listening to music, washing the clothes/.” 2. to learn the sentence “what is your father doing?” and the answer “hes writing an e-mail/.” procedures:step 1 warm-upa ) listen to "let's sing" part , follow the students to sing and act, and let the students singing

49、and writing related words , over and over again to remember the words , and the individual words translated in english.b) communicate with teachers or classmates of " hello, what are you doing ? ". " i'm listening to music talk / . " multi please several students to practice

50、dialogue , consolidation of the word .step 2 presentationa ) leads to the words , such as listening to music , washing clothes, cleaning the house , wrote a letter , and wrote an e-mail through multimedia pictures. lay emphasis on writing words and phrases. students podium finish after reading other

51、 students to correct t heir error terms, teachers summarize and consolidate these errors vocabulary words with students in mind.b) listen to the tape, "let us learn," listen and write tapes in the learned words, panel discussions, and finally the teacher summarizes students together to rem

52、ember these words.step 3 exercisesa) students answer the question "what is your father / mother doing?" leading the student replied: "he / she is . "ask a few students to practice, other students to correct errors, teachers summarize and consolidate these errors vocabulary words

53、with students in mind.b) play the game, "i guess. you act." allow students to do an action, all of the classes and asked: " what is . what are you doing?" other students to guess what he was doing, and then replied: "he / she is . "ask few students practice the podium,

54、the other students to correct errors, teachers summarize and consolidate these errors vocabulary words with students in mind.step 4 consolidationa) read the words and talk of part b.b) write the words. week 3 activity 3 content: pep primary english (book 5) unit5 part a lets learnaim: 1. to read and

55、 write the action words such as flying, walking, running, jumping/. 2. to learn the sentences “look at the tiger! its running! the rabbit is jumping.procedures:step 1 warm-upthe fourth unit to listen to tapes of primary school english (volume 3 ) let's do it, students learned to listen and to he

56、ar words down , teachers and students work together to make the game remember these words. finally, students will be taught the text to answer questions.step 2 presentationa) ask a few students to practice, teacher summarizesb) listen to the tape and remember these words, and then listen to the tape

57、, the students said the contents of the tape in english, and finally answer questions.step 3 exercisesa) let a girl imitating animals, others guess what animal they are, such as "it's a rabbit." then a boy to do an action, others say "bunny hopping." invite a few students to

58、practice, the word error correcting other students, teachers summarize. b) let the students in groups of four to play this game, the game vocabulary. step4 consolidationread the words in “let's learn” to classmates or parents, and write them.week 4 activity 4 content: pep primary english (book 5) unit5 part b let's learnaim: 1.to read and write the action words such as sleeping, climbing, fighting, jumping, swinging, and drinking water. 2. to learn the sentences “what are the elephants doing?” “they are drinking.