电大英语教育专业毕业论文

附件：河北电大开放教育本科英语专业毕业论文教学实践设计鉴定表及指导过程表封面Page

HebeiRadio&TVPracticalDesign河电开教本英专毕论教实设鉴表Title：

the题:探记单的法Name名:Liu校:沧州电大oriented)英语专业（教育方向）Tutor师

马瑞阁Date日期:

标题页Title

ProjectTitle:ofrememberingwordsInvestigatorLiuLiliCangzhouRadio&TVUniversity17

MarchInfulfillmenttheProjectDesignFax:

致谢Acknowledgment

AcknowledgmentIgratefultomywithoutsupportandpatiencethisprojectwouldnotevenandYuHongqingforbrainstormingandpaneldiscussionswithme.amountofthanksadequatewithoutwillingparticipationtheimplementationwouldbutnottheleast,thankstomyeventuallythisproject.

摘要

AbstractpresentsadetailedreportofaprojecttosolveproblemthatofmygraspAndtheremistakes.ThereportwillgetoutoftheteachsomeanalyticmethodcauseSocraticKey.

目录格式（正文StructureMain4.ProjectimplementationimplementationAnalysis5.Project6.Finalreport7.BibliographyAppendixproblemAppendixB’Note:ThemainoverallofthelikeFromonwards,furtherelaborateseachofInmyteachingI’vefoundthereareproblemsespeciallyproblemthatsomeofmyrural

areasnotIvetoldandagaintheimportanceofEnglishurgedtoallkindsmethods.HoweveralwaysforgetI’llfinishmyCangzhouRadio~TVUniversity.IproblemsthatsoIcanandpracticeICangzhouRadioTV指过报—1ProcessReport--1：LiuLili1:Identifying’sScoreContentacommunicationtool.AndthepurposeforlearningEnglishinChinarecenttotheOpenDoorVocabularyisoneofelement,IfpeopleleavewecantexpressIfpeople’tt,writewell.ThesizethevocabularyofapersontoacertainthatEnglishlevelthisperson.指过报—2ProcessReport--2StudentLili

2:’sScoreContentInmyopinion,fourmainFirstly,studentsonlylaystressgrammarandSecondly,studentscanremembermeaningsituationalstudentsdontbetweenChinawesterncountries.Fourthly,studentstgrasptheofformation.theyinitall.ProblemstroublingforalongnowIwasdeterminedtoworksolutiontheIstartedoffbymakingantheInperiod,Iusefollowingmethods:analyticanalysis,dialoguesTheprojectobjectivetoenhancelearners’interestinoralpractice.

rationalerationalesmentioned:communicativespeaking

learners’rolesandresponsibilities,thetheofgood指过报—3ProcessReport--3LiuLili3:’sContentObjectivesthisresearchispayattentionsubjectsare45schoolzhuangziSchoolinCangzhou3.3MaterialstheGoForItfor9.PlanWeekUnitTopicActivityTopic

Functional

Time1DiscussPointtoTo

Ifyouincrease45’importance

stimulate

you’rethe

students’

teaching

interestyouwillmakevocabularyteach

Englishlevel2DiscussTheTodevelop-the

45’studentsonlyteacher

skillsgrasp

thisremembersituationalexample3Talkdevelop

two45’

theskillsofunderstan4theTalkTodevelopDiscussthe45’regularwordwouldtheformationdoword

remembervocabulary指过报—4

ProcessReport--4LiuLili4:implementation’sScoreContentthisresearchrecognizestudentsandtheofsubjectsareruralschoolstudentsSchoolinAndareontheGoForItfor9.Week1,Activity1,Discusstheimportancesandmistakesofvocabularyteachingobjective:totheimportanceandmistakesteachingStep1Leadin[T:(the;(theT:Weallknowifyoucan’remembertlisten..read.writewemust(discussthesameStep3Practice

Havethestudentsworkpairs,DiscussStep4Dividethegroups,groups.Homework:’treasonsWeek2,ActivityStudentsonlyrememberthesurfaceofthe’meanings.Ignoringthesituationalobjective:tostimulatethestudents’discusstheignoringthesituational.Step1inTeachertwoexamplestheblackboard.Step2Presentation1.IamveryIdrinksome2.TheIwaterthemStep3PracticethemtopracticetheconversationinDiscussthewater.Step4aDividethestudentsintogroups,natureofacertainword.Homework:LetfindthesimilarWeek3,ActivityLetstudentsculturedifferencesbetweenChinawesterncountry.Step1Leadinlikedogs?sitculture?Step2Presentation

teachergivesometheblackboard.1.Loveme,lovemydog.{爱屋及乌Everywesterncountries,peopledogsandistreatedaallclasspeoplewhoHomework:Letfindsimilarexamples.Week4,graspthewordformationobjective:toletgraspformationto…Step1LeadinT:madeofis?yourecognizeprefixStep2Presentationteacherisofroot,prefixandTheyareelementparts.Prefixispart.ispartformationmethodsEnglisharen’t,Theycombinationthatspecificmeaning.weshouldmeaningssignificance.Homework:Afterclassfindtwoformation.AnalysisresultsareGraph1and1.Graph1showstheofafterimplementationoftheproject.Andtable1showsstudents’preferencetoAfterfourweeks’research,Idesigned

TwothatpartlyonQuestionnaireresearch.now,ImoretheusefulnesstheIdesigned.Iespeciallytheproject57.6%itshowsthattheactivitiesenhance’

effective.ouristoenhancestudentsinterestindoingteaching,result(from44.5%to70.1%)isveryencouraging.Itthatthesolutionsisfruitfuleffective.指过报—5ProcessReport--5：Lili5:evaluation’sScoreContentAfterIthoughtandtheprojectwithIfindoutstudentsimportanceofwordmistakes,isimprovement.OnlyImakecontinuousmyImakefrequentlymentionedproblemsbesummarizedasthe

followingthree:Firstly,thetheoftraining:thestudentsmorepractice’tusewordformation.Thirdly,therelationshipbetweengrammar-orientedexam:mostofstudents“Iimprovemyspeakingpass.”Soimportance指过报—6ProcessReport--6StudentLili6:Final’sDate____________ScoreContentacommunicationtool.AndthepurposeforlearningEnglishinChinarecenttotheOpenDoorIneverydaycommunicationwasthemaingoalbecauseonedidn’tneedtolistenandinEnglish.nowrememberingvocabularyverystudentsonlythemselves,canin

differentcasesaccordingtoculture.insomemystudentsareatrememberEnglishwordsnotthemselvesinEnglish.Inmyopinion,thereweremainreasonsthataccountedstudents’Firstly,studentsonlylayon,grammarstructure,Secondly,studentsbutthey’ttthem..Fourthly,studentsdidn’ttheisusefultotheynotitall.ProblemstroublingforalongnowIwasdeterminedtoworksolutiontheIstartedoffbymakingantheanalyticMyProblem’t,whileothersdo?Whoarethesomethatdon’t?Andwhoaretheothersthatdo?Moreover,“mystudents”isincontrastwithcolleaguesstudents”.Thispromptedmetomadeachainofreflections:Whataboutsomeofmycolleagues’Isitthetheyaren’tinterestedoralpractice?If,ontheotherproblemisactuallycausedbymyself,bymyProbablytrainingIstudentspoorlyIdidtheCauseAnalysisonboth“teacher’sside”and“students’side”.Ianalysisedfourmainreasonsofnotin

Teacher’sside–thatisfirstreason:Some’tortodaycanremembertomorrowtheyforget.Ifirstinthereason:studentsto,buttheydidn’tknow:“lowstudents”lackedconfidence,whoareweakatthetraditionalIdidn’tencouragethesestudentscanEnglish,canmakethey:Somestudentsdidn’ttheteachingusefultosotheynotinit.Ididn’ttellthestudentsthattherelationshipbetweenoralgrammarYoucan’tlearngrammarruleswelljustbylistening,understanding,orbyrememberingteacherteaches.Iforalsentencesthekeygrammarafteryou’veungrammars,willmasterthesemuchbetter.thiswillgiveyoubigyourgrammar-orientedThestudentsside,Students’ttheword.students’ttheThirdlytpayattentiontoletter’ruleofcombinationandpronunciation.Fourthlyoffermoreencouragementthe“lowstudents”withlowmarksonthe“grammarexams”togrowconfidence;trytodesignsomeoral

tostudents’abilityonthe“grammarexam”.survey:Idistributedbeforeconductingtherequiredthattheyfinishit20minutes.Allthem,22returnedleftanonymous.Whenallthesecamein,Istatisticalevaluation.result100%studentsthoughtthewasthatabout80.5%ofpracticewastheirfuturethatthestudentstheimportanceandoralaslevelisthestudents’,sotheylosttheirconfidenceandinterest.Aftermakingtheaboveanalysis,I’vegottheresultthatinadequateteachingdesignismainlyresponsibleforstudents’lackofinterestwords.inmyfutureteaching,Itrytoimprovemythroughitemsimprovethestudents’pronunciation,jectobjectiveisinquiringwords.bebywell-designedwork.Communicativeinspeaking

Since1960’s,CommunicativeLanguageTeaching(CLT)today’steaching,CLTistoToourEnglishteachingtheofgrammarstructuresandbutonmoreofcompetence.“ThePPPprocedureforcriticismthelastfewyears,especiallyasamodelforteachertraineestofollow.”(Harmer,2003)Theprocedureoforallessonteachingitemscanthreeknownthemodel.model,shouldfirstbethestudentsmeaningfulmaketheywhatitmeans;thenstudentsonfollowingareopportunitytowiththethroughthatgiveandThatisspeaking(1981)speakingtypes:communicationbeginninglanguagestudents,Littlewoodthatitisalsolearner-centeredness“encouonagreaterdegreefortheirownnotonlybycontributingcourseoractivitydesign…,butalsobycontinuinglearningoutsideclass,atself-accessfacilities.”Whatislanguage?thattheartSowhenyouarelearning

English,youareperson,whoislearningbyit;youawhoisworkingbyitandyouawholivesinit.MakeEnglishpartyourdailythesameeatingorbrushingyourEnglishwillyouteachyouroletheteacherIwillletstudentsknowthatasateacherspeakingclassroom,’mjust–whogivesyouknowledge,Ione.JeremyHarmersays,“WithintheclassroomteacherrolemaychangefromonetoorstageofanactivityIfwefluentatmakingthesechangesoureffectivenessasisenhanced.”(Harmer,2003)SoteacherisplayingdifferentrolesatdifferentInmodel,Iactdemonstrator.AttheIamexpectedaconductoraAtproductionstagewhenstudent-directed,Iplaytherolestimulatorlearner-centeredteaching,“thatisteachingwhichmakesthelearners’andexperiencetheeducationalss.(Harmer,So“If(theteacher)isindeedwise,mind.”(Gibran,1991)role“Lessonplanningisanartofcombininganumberofdifferentelementsacoherentsothatalessonstudentsrecognize,workwithin,reactto…”(Harmer,Asforteachers,notoptional,itessentialforItisamattertheteacherplanfollowsof

flexibility,learnability,and&Cheng,Thatmeansaredifferenttypesordertokeepstudents’interestinlearningwithandnevermonotonous;toadoptdifferentandratherthantoaslavetoonemethodology.planbeLanguagerecyclingreinforcement,stepsshouldbewithObjectivesthisresearchisinquiringsubjectsare45schoolSchoolintheGoForItfor9.PlanWeekUnitTopicActivityTopic

Functional

Time1DiscussPointtoTo

Ifyouincrease45’importance

stimulate

you’rethe

students’

teachinginterestvocabular

yteach

Englishlevel2DiscussThestudentsonlyteacher

Todevelop-theskillsgrasp

45’thisremembersituationalexample3Talkdevelop

two45’

theskillsofunderstan4theTalkTodevelopDiscussthe45’regularwordwouldtheformationdoword

remembervocabularythisresearchistorecognizethegraspthesubjectsare45schoolSchoolinthetheIt9.

Ioutin.andarereportedasWeek1,ActivityDiscusstheteachingobjective:stimulatethestudents’discussexamplesaboutignoringthesituational.Step1Leadinteachersays)(thestudentsT:Weallknowifyoucan’remember’tlisten.speak.read.writewell.wemust(AskotherstudentssameStep3PracticeHavethestudentsworkpairs,DiscussStep4GroupworkDividethegroups,Students’nameStudentsnameWritelistsStudyEnglishteacherquestionsWatchTVyoucan’remembervocabularycan’readtheWeek2,ActivityStudentsonlyrememberthesurfaceofthe’

meanings.Ignoringthesituationalobjective:stimulatethestudents’cessinTeachertwoexamplestheblackboard.Step2Presentation1.IIwantdrinksome2.TheIwaterthemStep3PracticethemtopracticetheconversationinpairsDiscusstheStep4aDividethestudentsintogroups,natureofacertainword.Homework:Letfindthesimilar1.IIwantdrinksome2.TheIwaterthemHomework:FindwordthatChinaandwesternobjective:stimulatethestudents’discussexamplesaboutignoringthesituational.Step1LeadTlikeWhatsitculture?Step2Presentationteachergivesometheblackboard.1.Loveme,lovemydog.{爱屋及乌Everywesterncountry,dogs’andis

treatedaallclasspeoplewhoHomework:Letfindsimilarexamples.Week4,graspthewordformationobjective:toletgraspformationtoStep1LeadinT:madeofis?yourecognizeprefixStep2Presentationteacherisofroot,prefixandTheyareelementparts.Prefixmostpart.SuffixformationEnglisharenisolated,Theycombinationthatspecificmeaning.weshouldmeaningssignificance.Homework:ashortwhatyoudoifyouwereateacher.AnalysisAtthewasdonetotheinformationresultsofAftermakinganalysisthebetweentheresultsthetwoIoralworkincreasedbywork.theresultsareGraph1and1.

Graph1showstheofafterimplementationoftheproject.Andtable1showsstudents’preferencetooralAfterfourweeks’research,IdesignedQuestionnaireTwothatwaspartlyonbeforeresearch.ByImoreawaketheusefulnessoftheIdesigned.Iespeciallyoftheprojectto57.6%afteritshowsthattheactivitiestoenhancestudents’interestinpracticewereGraph1showsisadrasticin’interestremembervocabularyofthesubjectswhorankthemselvesscale“Likeand“Likealot”amountwas44.5%theoftheproject.graphshowsofdecreased.YetInotbetoothere29.8%ofstudentschoosingthenumberthanQuestionnaireitsuggeststhatImakefurtherthefutureTableshowsofinterest7060504030

57.638.537.829.8

系1系22010

6

12.5

9.8

2.21.501245

LikelotLikeJustverymuch：系列一：questionare1系列二：questionare2Table1:StudentspreferencetomethodsdealingwiththerememberMethodssituationremember

students10

Percentage32therememberthewordformationtoremember

825%1475%ofourresearchisgraspmethodtoremembersucharesultto75%)isencouraging.Ittheofthesolutionsisfruitfuleffective.AfterIthoughtandtheprojectwithIfoundoutthatalthoughstudentsaremoreinoralnow,thereisstillmuchthatfurtherimprovement.OnlywhenImakecontinuousreflectioncanImakemostfrequentlymentionedproblemscanbeasfollowingthree:

Firstly,thethepronunciationthestudentsmorepracticepronunciation.theeffectiveofkeytext:Imypracticethemselvesfreelythepatternsthetext.Thirdly,therelationshiporalandgrammar-orientedexam:mostofmystudentssay“Iimprovemyspeakingabilityandpassorientedexams.”I’dlike“Howtocrackthetraditionalexambyspeakingpractice.Ifso,examandabilityofspeakingimprovedsametime.ConclusionistheprojectIfromDec,2009toMar,2010,whichaimedtoenhancemystudents’interestindoingoralIcantosaythatproblemSotheconclusionoftheprojectisthatlearners’interestinoralpracticebeincreasedoralwork.Well-designedoralworkca