湖南广播电视大学英语专业本科（教育方向）优秀毕业设计(2)

湖南广播电视大学

英语 专业本科毕业论文（设计）

题 目：

Motivate Primary School Students in English Class Through Various Better-organized Classroom Activities

学 号： 0943001209433

姓 名： 张益群

分 校： 长沙电大

教 学 点： 校本部

指导教师： 刘红英

湖南广播电视大学教务处制

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毕业论文（设计）写作过程

（此页由学生填写）

通过教学过程中学生对英语学习的兴趣不大，课堂参与度低，大部分学生不太愿意在课堂上表现自已，课后的复习与预习都做得不够到位，自觉学习性较差选题经过 等现象的分析与反思，结合这一系列的情况，我对学生进行了问卷调查，决定解决学生缺乏英语学习兴趣这一问题。经过与我的同事及同学进行了商讨与计划，决定改变自己的教学方法，以游戏教学，学中有玩，玩中有学来促进学生学习的积极性，因此确定该选题。时间：3月1日---3月6日 调研：1、我对我的学生进行了设计前的访谈和项目前及实施后两次问卷调查； 调研与材料准备 2、我与同事及同学进行了头脑风暴法讨论。 材料准备：1、问卷；2、教学教具（卡片、录音机、选定研究项目所用的课程等）；3、通过各种渠道（网络、咨询老师等）设计游戏及竞赛方式。 时间：3月7日---3月13日 通过问题分析、项目设计、项目实施等6个阶段，共花时近两个月完成该项目，对我提出的以合理有效的课堂设计提高学生的学习兴趣的假设进行了论证以初稿写作 及对整个项目结果进行了分析，在此过程中一边进行项目的各个阶段一边撰写出阶段报告。在项目评估完成后一周最后完成初稿写作。 时间：3月14日---4月17日 第一次 修改内容 1、 修改项目设计阶段4个教学活动的设计； 时间：3月20日 2、 部分语句的顺序及语法结构调整与修改； 第二次 修改内容 3、 对报告中和附录里的调查问卷、每周教师日记、教案的归属地总结等进行调整。 时间：4月18日---4月24日 建议将每周的教学日志作为附件单独列出，格式如下： 第三次 修改内容 Teacher Log Week One 日记内容 该项目报告主题明确，步骤完整，项目实施与项目设计一致且内容详实，可以指导教师意见 定稿。

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Prepared for China Central Radio TV University

Changsha Radio and TV University

Practical Project Design

Title: Motivate Primary School Students in English

Class through Various Better-organized Classroom Activities

Name:

Zhang Yiqun(张益群)

Number: 0943001209433

School: Changsha Radio & TV University Major: English Tutor: Liu Hongying Date: April 17th 2011 Tel:

18008409990

E-mail: 403926840@qq.com

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Project Title:

Motivate Primary School Students in English Class through

Various Better-organized Classroom Activities

Zhang Yiqun

ChangSha Radio and TV University

Submitted on 17th April 2011

In fulfillment of the course

Practical Project Design

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ACKNOWLEDGMENT

I am mostly grateful to my supervisor Ms. Liu, without whose support this project would not be implemented.

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.

Last but not the least, big thanks to my husband and my parents, without whose support; I would have not self-confidence to finish this project.

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Abstract

The present study presents a detailed report of a project implemented to solve

the problem that some of my students were lack of interests in class. It is hypothesized that learners’ interest of studying English will be greatly increased through various better-organized classroom activities, such as the course resources of the multimedia, songs, games, and so on. This hypothesis is verified by a four-week practice of well-used all these teaching ways.

Among the methods of scientific investigation used are questionnaire surveys,

paper checking and brainstorming.

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Main Headings of the Project Report

1. Introduction

2. Summary of the Preliminary Research 2.1 Problem 2.2 Problem Analysis 2.3 Questionnaire Survey 2.4 Brainstorming Activation 3. Possible Solutions

4. Project Object & Hypothesis 5. Project Design 6. Project Implementation 7. Data Analysis

8. Project Evaluation and Problem Unsolved 9. Conclusion

Bibliography

Appendix 1: The Timetable of the Project Appendix 2: Activity Design Appendix3: Teaching Log

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1. Introduction

I have been teaching the students who are in their third year of a primary school. In my teaching I’ve found there are some problems. The most troublesome one is that some of my students are lack of interest in their English study. Now I’ll finish my study in Changsha TV University. I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice, which I learned from Changsha TV University. 2. Summary of the Preliminary Research

This part of my study was conducted during 1st March, 2011-6th March, 2011 2.1 Problem

The problem I have in my teaching is that some of my students were lack of interests in English studying, and the classroom atmosphere is getting less and less active. A quite number of students idled in class. In my teaching, the problem identified was really a serious problem. Thus, I made up my mind to solve this problem.

2.2 Problem analysis

In this situation, I asked myself a series of questions and tried to provide some answers to them. Why some of my students weren’t interested in English learning? Through some interviews, brainstorming activation and my daily observation, there were four main reasons that accounted for my students’ reluctance to learn English.

1) Some students didn’t feel like speaking English in class. They thought they were lack of vocabulary and couldn’t communicate with others, so they gradually withdraw from the class activities.

2) Different students have different English levels. Good students think the teaching materials in classroom are too easy, but lower level students complain about the difficulties in understanding all the teaching materials. And the teaching method is unchangeable. They think it was this mechanical practice, in which the students were asked to read and re-read, write and re-write, recite again and again the new words, expressions and the text that deprived the students off their interest.

3) Students nearly have no chance to think and attend in class actively because

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the teacher always speaks all through the class.

4) Quite a number of students said they were afraid of making mistakes and being criticized, thus withdraw from classroom activities.

2.3 Questionnaire survey

In order to get more detailed and more exact opinions from my students, I made a questionnaire survey and asked 40 of my students to finish it in class. I tried to make it as scientific and effective as possible. The questionnaire items are as the following.

Table1: Questionnaire survey to problem analysis

Question items 1. Do you like English? 2. Do you have confidence to learn English well? 3. Do you think the teaching methods of your English teacher are interesting or Yes not? 4. Are you afraid of making mistakes and losing face in speaking English? 5. Do you think speaking English in class is important and necessary or not? 6. Do you have any chance to play games or make any role-plays in English class? Yes Not sure No A little Not at all A Yes B A little C Not at all Yes A little Not at all Yes Not sure Not at all often A little Not at all In the questionnaire, 40 students are asked to give answers concerning to the motivation in learning English. It is found that 45% of them reported that they didn’t like English at all, 20% of students were lack of confidence, 72% of them didn’t like the teaching method now, they think it is not interesting, 30% of them reported that they were afraid of making mistakes, 80% of them didn’t know whether speaking English in class is important and necessary or not. From the questionnaire feedback, 82% of them thought they had not chances to make games and role plays at all. The effect that most of the reasons that they weren’t interested in learning English were

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the same as I analyzed in problem analysis. Table1: Students’ response to the questions. A B C Question 1 45% 40% 15% Question 2 20% 60% 20% Question 3 18% 10% 72% Question 4 30% 60% 10% Question 5 80% 11% 9% Question 6 13% 5% 82% 2.4 Brainstorming Activation

When I was engaged in the problem analysis, I consulted my thesis tutor Miss Liu and often talked to my classmates about all the problems I met. They gave me a lot of advice and help so that I pondered the problem more deeply and carefully. After a lengthy problem analysis, I determined to launch a project to overcome this problem.

3. Possible solutions

Interest is the best teacher. Children in their Grade three in primary school are active, full of fun, curious and they have good imitation characteristics, and they have short concentration spans that last for about eight minutes. The span extended if the students are very interested in something. With these children’s characteristics and the above reasons in mind, I have provided some possible solutions which are as follows.

1) Helping my students to make up 8 teams, and ask them to do group work and thus give more Ss chances to practice. The members of a team should help each other.

2) Introducing some intuitionist cards and multimedia teaching.

3) Organizing interesting activities and funny games to motivate the students to learn English well.

4) Making various kinds of situation and role play by teachers or students, thus giving them more chances to act out their own dialogues.( Because children need chances to represent themselves in order to achieve accomplishment.

5) Checking their performance and give them appraisement. (Because appraisement can give them encouragement to learn English.) And creating a good teacher-student relationship.

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4. Project Objective and Project Hypothesis

This part of my study was conducted during 7th March 2011-13th March 2011. This research objective is to improve my students’ interests in attending English lessons and motivating them to use English more efficiently in class.

It is hypothesized that learners’ interests can be increased through various better- organized classroom activities.

5. Project Design

5.1 Make up Groups

In order to guarantee that most of the students would be highly involved into the English learning, I decided to make up groups. In my class there were 40 students, so I divided them into 8 groups. When I did the work, I followed two principles: First, Members of each group were composed of the students of different English levels so that good students could help those who had lagged behind. Second, each group was made up of the students of different personalities in order to exert the specialties of every student and fill up with each other’s deficiencies.

Through the investigations, I found there were two main problems for them to learn English in English class. One was that they thought there was little pleasure to learn English in English class. The other was that they had no good practicing environment to learn English in class. When they met difficulties in review and preparation, they couldn’t get any help in time. Through analysis, I thought I would like to give speech to the purpose of learning English, and then the most effective way was that I should use various kinds of activities and organize my English class well. I was also conscious that the students were all 8 or 9 years old and they were all English learning beginners, so they had strong, mutual dependence. If students were divided into small groups, not only all the problems above would be solved but also they would learn English voluntarily. Moreover, I could cultivate their spirit of cooperation and achieve unity among students by making them learn from each other and help each other.

5.2 Using cards and multimedia teaching

In order to make it sure that the students could learn the knowledge better, I

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provided them with the cards and multimedia teaching. The students of 8 or 9 years old are usually curious. They hope to learn English in intuitional and funny way. So they are not satisfied with boring teaching. 5.3 Play Some Funny Games.

In order to consolidate the knowledge they just learnt, I provided them with fun games. The students of 8 or 9 years old are usually lively; they like to guess, to ask why, to play funny games, to contest. They hope to consolidate English learning through playing games. So I designed some funny games for them, like “loud and low voice”, “clap and read”, “fast reaction”, “little teacher” and so on, I also designed the scoring way to arouse students' interesting in learning English. 5.4 Set situation and make up role play

The students of 8 or 9 years old are usually full of imagination, they like performing and imitating. They have strong desire of making up dialogue by themselves. They hope to express themselves from topics, but their English knowledge is limited. Some of them can speak a lot, but some of them can only speak a little English. So some of them are shy and some are openhanded. In order to solve the problem, I ask them to act by group; they have free to set situation according to their experiences in real-life. I encourage them to enjoy imagination and try different role playing, for example they can use props, use various body language and tone to express the roles they played. During the dialogue, students can use the knowledge that they have learnt, not only they can practice the new but also can consolidate the old contents. I thought it was very useful for helping the students to expand their trains of thought and practice more. 5.5 Check and give appraisement

In class, I was not only a leader but also a referee which I would judge which group can get scores and which can reduce scores if they violate the rules of the game. I will listen carefully and point out their mistakes after they finished performance. And of course, I will praise and encourage them whether their answer are right or not, because at least they want to have a try. That’s enough. 5.6 Activity design (To See Appendix 2)

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6. Full-Scaled Implementation of the Project &Teaching logs

My hypothesis is that learners’ interests can be increased by teacher’s better- organized activities. Moreover, the assignment, the activities I used should be near to life and be familiar to students, so that they have a real purpose to communicate. I designed various kinds of activities which are employed in four weeks. And these activities are reported as follows.

Week1 (March 14 –March 20)

Content: Unit 3 what’s your name? , Book 3, Primary School English

Purpose: In this unit, students will learn the new words “name” and the new sentence pattern “What’s your/my/its name?” “My name/Your name/Its name is…...”.

Teaching Aids: hand puppets Procedure:

Step1: Greetings & Revision (2 minutes)

Before class, I will draw the scoring windows and blackboard writing. 1. Greetings

T: Good morning, students. Ss: Good morning, teacher. 2. Revision “Nice to meet you”

I walk nearly to Ss and shake hands when I say “Nice to meet you, Wang Xiao bin.” “Nice to meet you, Zhou Mingming”, “Nice to meet you, Yuan Yuan”, Ss should answer me “Nice to meet you too, Miss Zhang”.

After I do it to all students, I will ask “what’s my name?” so that I can draw forth the new contents.

Scores: If Ss can shake hands and make dialogue with me, he/she can get one point by themselves.

Step2: New words & sentences (20 minutes)

1. Express the meanings of new words with cards and gestures

T: “What’s my name? You call me --------”, I have long intonation and point at

myself to tip the students.

Ss: Miss Zhang.

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T: Yes, Great! My name is ╳╳╳.

2. Strengthen the meanings of the words and sentences

In order to strengthen impression before new contents starting, I will repeat

“what’s your name” and “my name is… ”.

a) I take out two puppets, one is a boy and one is a girl mysteriously and acts

out by myself.

B: Nice to meet you!

G: Nice to meet you too! What’s your name? B: My name is Frank. What’s your name? G: My name is Lily.

B&G: Let’s make good friends.

b) Check whether Ss understand the meanings of “name”, “what’s your

name”.

T: “What’s your name?” First I stand by student whose English is good

and ask her /his “what’s your name?”(Usually he/she can answer it like “Li Jiang”), next I will ask all students fast. 3. Play games to practice new words and sentences

I prepared some funny games for them to master the new knowledge. Of course, they should try to remember the new words and sentence pattern. a) Set a game named “loud & low voice” to practice words

“name/cake/cup/cap”.

The rules: when I say “name” loudly, Ss must say it lowly, when I say it

lowly, Ss must say it loud. I can deliberately set traps to let them

misunderstand I say loudly or lowly, So can make students more relaxed to learn. If who make mistakes or fall into the trap, who will sing a song for “punishment”, on the contrary, students will get points for rewards. b) Set a game named “clap and read” to practice sentences “what’s your/my/its name”.

First I divided the sentence “what’s your name” into three parts, “name----your name-------what’s your name”, then I say “name”, students must clap once, I say “your name”, they clap twice, I say “what’s your name”,

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they clap three times, converse, I clap and they say. During the game I can make traps to let students misjudge to improve the fun of the teaching and let the classroom atmosphere more active.

Scores: who is the fastest, who can get one point; who falls into my trips, who must sing a song.

Step3: Set a situation and make role play (20 minutes)

1. In order to improve the students' learning initiative and enthusiasm, and to let

them actively participate in class study, I ask students to express what they have learnt whatever new or old knowledge according to performance.

2. I divided the 40 students into 8 groups and give them 5 minutes to prepare, they can set a situation from their life and assign roles, then I ask them to act it out in front of the classroom, I encourage them to use new contents they have learnt and also use all knowledge they know. Each group can get 3 points whatever they do it best or just so-so.

Step4: appraisement and homework (3 minutes)

1. clap for students because they are best in teacher’s mind, say “you did a good job”, “you have a unity.”

2. Homework: ask students to take their family photo to the next class.

Week2 (March 21—March 27)

Content: Unit 5 Who is he? , Book 3, Primary School English Purpose:

In

this

unit,

students

will

learn

the

new

words

\the new sentence pattern “Who is he/she?”. If time is enough, I will expand words “grandfather/grandmother/uncle/aunt”.

Teaching Aids: photos, recorder Procedure:

Step1: Greetings & Revision (2 minutes)

Before class, I will draw the scoring windows and blackboard writing. 1. Greetings

T: Nice to meet you. Ss: Nice to meet you too.

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2. Revision “What’s your name?”

I ask students to read Unit 3 with recorder. I press the start button, when recorder read one or two words I immediately stopped, let the students said completely words quickly.

Scores: Praise students and give all of them points to arise students’ mood. Step2: New words & Sentences (20 minutes)

1. Express the meanings of new words with photos and “Baba, Mama” rhythmic

song.

a) First I take out a photo from a box I prepared before, then point to the photo

and ask students: “Who is she?”

“She is my Mama-----mother.” “Who is he?”

“He is my Baba------father.” ……

b) Students sing and do the rhythmic song with teacher. “Baba Baba -----father” “Mama Mama------mother” “Gege Didi -------brother” “Jiejie Meimei------sister”

Let us say and do it faster and faster, so the class atmosphere will be happier

which is called “warm-up exercises”.

2. Game “guess guess guess” to consolidate the new words and sentences Children in this age are curious. They like guess “what/who/why”. I ask them to put their family photos into the box I have prepared before, then I take one casually out from the box and put its back to students, I ask “who is she/he?”, students can guess “he/she is ××’s mother/father/brother/sister/…”.

Each one can get one point just they stand up and guess, it is enough that students can attend in the class. Last students take their family photos and introduce their families to everybody one by one-----“he/she is my…” Step3: Set a situation and make role play (20 minutes)

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The children are always like to try new things, for example let themselves “become” another person. It attracts them forever.

As same as I planed, I divide students into 8 groups and give them 5 or 6 minutes to set different situations and make role play. I tell them they can enjoy imagination, let themselves try more different role plays, and in the end we will review the best individual performance and the most tight-knit group award. (5 minutes later) I ask them to act it out in front of the classroom, I encourage them to use new contents they have learnt and also use all knowledge they know. Each group can get 3 points whatever they do it best or just so-so.

Step4: appraisement and homework (3 minutes) 1. Summarize the final score situation, giving everyone sure. 2. Homework: a) remember new words b) Preview the next text.

Week3 (March 28—April 3)

Content: Unit 9 This is a nose, Book 3, Primary School English Purpose:

In

this

unit,

students

will

learn

the

new

words:

\“This is nose/…”

Teaching Aids: facial features pictures, recorder, Procedure:

Step1: Greetings & Revision (2 minutes)

Before class, I will draw the scoring windows and blackboard writing. 1. Greetings

T: Good morning, Nice to meet you Ss: Nice to meet you too. 2. Revision “who is he/she?”

T: “who is she/he?”

Ss: “She/He is my mother/Li Ming....” Step2: New words & Sentences (20 minutes)

1. Listen a song “Happy face”. Students sing it after the recorder as possible. “Happy face, happy face is nice, there is a nose, and there is a mouth”

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“Happy face, happy face is nice, there are eyes, and there are ears.” 2. New words

a) Understand meanings of words: Show the facial features pictures for students, read these words after me for 5 times. Then I just show pictures, students say it out, who is the fastest who can get one point.

b) practice words: Children in this age are actively, they like all things has interesting, so I set the game “blind man” to learn new words. First, I draw a big circle on the blackboard, and then I ask each group to select representatives to take part in the competitive game. During the game, I draw four circles on a line, the little representatives must be covered their eyes and stand in front of the circle on blackboard. Next, the little representatives begin to taste the corresponding picture into the circle when I read a word about facial features, but at the same time other students must repeat the word as encouragement for their representative. The 8 groups play the game in two times so that students should remember new words in a easy method. 3. Sentence

Listen and ask students to read it after the recorder time to time, until they can nearly read out with the recorder synchronously. Step3: Set a situation and make role play (20 minutes)

I divide students into 8 groups and give them 5 or 6 minutes to set different situations and make role play. I tell them they can enjoy imagination, let themselves try more different role plays, and in the end we will reward the best individual performance and the most tight-knit group award. (5 minutes later) I ask them to act it out in front of the classroom, I encourage them to use new contents they have learnt and also use any knowledge they know. Each group can get 3 points whatever they do it best or just so-so.

Step4: appraisement and homework (3 minutes) 1. Summarize the final score situation, giving everyone sure. 2. Homework:

a) Draw a face they imagined and make out the name of each part in English. b) Preview the next text.

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Week4 (April 4—April 10)

Content: Unit10 Touch your head, Book 3, Primary School English Purpose:

In

this

unit,

students

will

learn

the

new

words:

\

Teaching Aids: recorder, word cards Procedure:

Step1: Greetings & Revision (2 minutes)

Before class, I will draw the scoring windows and blackboard writing. 3. Greetings

T: Good morning, Nice to meet you Ss: Nice to meet you too. 4. Revision “This is a nose/mouth/…”

I point at my facial features and students say it quickly, then sing the song “happy face” together.

Step2: New words & Sentences (20 minutes) 1. Listen and sing the “Body song”:

“Head, shoulders, knees and toes,” “Head, shoulders, knees and toes.”

At the same time, I ask students to do the Yunlv Cao; I will do it faster and faster as the students follow me, until they can not do the action neatly. 2. New words

a) Understand meanings of the new words according to my gestures. For example: I touch a student’s head and say “touch your head”.

b) practice words: First I ask all students to stand up and I say they do the Yunlv Cao, like this 4 or 5 times, then exchange with me, I do they say, who is the fastest who can get one point. Second, I show the word cards, everybody read these words with me; next I will give them 30 seconds to remember words they have looked and read. Let’s begin the game “magic eyes” when we make the whole ready. The game like this: I put all cards onto the blackboard and ask students to close their eyes, and then they must repeat a word I told them. As the same time I take out a word card. Suddenly, I order them to open eyes and

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find which card is lost. Who is the fastest to find out who can get points? 3. Sentence

Listen and ask students read it after the recorder time to time, and do the gestures, until they can nearly read out with the recorder synchronously. Step3: Set a situation and make role play (20 minutes)

I divide students into 8 groups and give them 5 or 6 minutes to set different situations and make role play. I tell them they can enjoy imagination, let themselves try more different role plays, and in the end we will reward the best individual performance and the most tight-knit group award. (5 minutes later) I ask them to act it out in front of the classroom, I encourage them to use new contents they have learnt and also use all knowledge they know. Each group can get 3 points whatever they do it best or just so-so.

Step4: appraisement and homework (3 minutes) 1. Summarize the final score situation, giving everyone sure. 2. Homework:

a) Remember the new words b) Preview the next text

7. Data Analysis

This part of my study was conducted during 11th April, 2011-17th April, 2011 After four weeks’ implementation, I designed a Questionnaire again which is based as the questionnaire survey to problem analysis. The results are listed as follows:

Table2: Post-trial questionnaire

Question items 1. Do you like English now? 2. Do you have confidence to learn English well now? 3. Do you think the teaching methods of your English teacher are interesting or

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A Yes Yes B A little A little C Not at all Not at all Yes A little Not at all

not? 4. Are you afraid of making mistakes and losing face in speaking English? 5. Do you think speaking English in class is important and necessary or not? 6. Do you have any chance to play games or make any role-plays in English class?

Table 2: Students’ response to the questions in the post-trial questionnaire. A B C Question 1 90% 10% 0 Question 2 80% 20% 0 Question 3 100% 0 0 Question 4 7% 12% 81% Question 5 96% 4% 0 Question 6 100% 0 0 Yes Not sure No Yes Not sure Not at all often A little Not at all Comparing with the first questionnaire, it is obvious that students show more interest in learning English, 90% students like to learn English while there was only 45% before the project. Only 20% of them think they have not enough confidence to learn it better after the four weeks studying but it was 80% before the project. 100% learners have interesting for my learning method, while before the project implementation, only 18% of them have. 81% of them are not afraid to make mistakes or lose face in class. Before the action implemented, 82% students thought they had not chance to make up role play, but now, all of them have chances to act out. After implementing the project, all of us believed that if we can use the effective ways we can motivate students’ learning interests.

Table3: The comparison between the two questionnaires

100806040200Q1Q2Q3Q421

活动前活动后Q5Q6

8. Problem Unsolved

After I thought seriously and had exchanges views on the project with my students, I found out that although learning atmosphere in English class had been improved a lot through the full-scaled implementation, there was still much that would need further improvement. Only when I make continuous reflection in my teaching, can I make greater progress. The most frequently mentioned problems can be categorized into two aspects: Firstly, the problem of the textbook: Vocabulary is small, and patterns in textbook are too simple. Secondly, a few students’ English level are too low. They still felt hard to learn English well. So I should help them more and more often after class.

9. Conclusion

The present study is chiefly based on the project that I proceeded from March 2011 to April 2011 which aimed to enhance my students’ interests in English learning. Six weeks ago, I determined to work on the crucial problem that some of my students weren’t interested in English learning. In my study I used the analytic method, cause analysis, questionnaire survey and brainstorming activation. I also formulated a specific research objective and a research hypothesis. And then I worked out five possible solutions. Next I implemented my project. I did much improvement in five aspects when I preparing my teaching plan and organized my students in my class. After implementing my four-week project, I did a questionnaire survey to see the result. From the data, I think the methods used in problem analysis are suitable, the problem objective is realistic, the hypothesis is provable, and the project has a sound basis. Now I can be very happy to state that my problem has been successfully solved (For instance, most of my students, about 90% of them was interested in English learning.)

This action research helps me cultivate awareness of the dynamic mechanism in my English teaching. It enables me to acquire unceasing professional development. From the action research, I have gained a lot of benefits. My teaching has been improved considerably with deeper insights to the teaching profession, more confidence in myself as a language teacher.

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Although I have learned a lot and improved a lot, action research starts me on another cycle of reflection, since I have basically solved one problem and identified another. I will go on with the spiral cycle of reflection which will lead me to the endless process striving for perfect teaching. The final report is drawing to an end but my action research is not. Now I strongly believed “ No pains, no gains. Come on! ”

References:

① 顾曰国. 论文项目设计【M】外语教学与研究出版社，2002.10 ② 顾曰国. 英语教学法【M】外语教学与研究出版社，2002.10 ③ 王笃勤. 英语教学策略论【M】外语教学与研究出版社

④ 程晓堂，郑敏. 英语学习策略—从理论到实践【M】外语教学与研究出版

社

⑤ 王牧群. 交际英语课内外活动设计【M】上海外语教育出版社

⑥ 王蔷，Shelagh Rixon, Annamaria Pinter. 小学英语教学法—从理论到

实践 【M】中央广播电视大学出版社，2003.12

⑦ 曹美云，王俊丽. 如何激发学生学习的兴趣【J】 决策探索，2004.06 ⑧ 王丽梅. 运用多媒体手段优化小学英语教学【J】教育实践与研究（小学

版）,2005.04

⑨ 陈斌，姚远.创设英语课堂游戏激发学生学习兴趣【J】小学教学设

计,2006.12

⑩ 郭春霞. 行动研究:教师培训者教学技术水平提高的有效途径【J】继续教

育研究，2009.02

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Appendix 1:

The timetable of the project

Stage Calendar dates Chosen a problem 1 March.1---March.6 Selected methods suitable to the problem and applied the problem analysis Formulated a project objective 2 Formulated a project hypothesis March.7---March.13 Expressed the rationale Designed activities 3 March.14---April.10 Implementation the teaching design for 4 weeks. Make the date analysis to prove the hypothesis in 4 April.11---April.17 my project objective. Examined the project critically and objectively conclusion

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Tasks Appendix 2: Activity design Activity 1 (March 14 –March 20)

Content: Unit 3 what’s your name? , Book 3, Primary School English

Purpose: In this unit, students will learn the new words “name” and the new sentence pattern “What’s your/my/its name?” “My name/Your name/Its name is…...”.

Procedure: 1.

First I divided the 40 students into 8 groups and then I set score mode to let the latter plays are more competitive. Groups I divided should be composed by students by different English levels and different personalities. Then I can review the knowledge they have learned last text.

2.

Using hand puppets to let students understand the meanings of new words and new sentences.

3.

In order to consolidate the knowledge they just learnt, I provided them with fun games. I set a game named “loud & low voice” to practice words “name/cake/cup/cap”, and set a game named “clap and read” to practice sentences “what’s your/my/its name”.

4.

In order to improve the students' learning initiative and enthusiasm, but also to let them actively participate in class study, I ask students to set a situation by groups and express what they have learnt whatever new or old knowledge according to performance.

5.

Last I must praise students whether they do it good or not because happy learning is the best. And I will set homework for students.

Activity 2 (March 21—March 27)

Content: Unit 5 who is he? , Book 3, Primary School English Purpose:

In

this

unit,

students

will

learn

the

new

words

\the new sentence pattern “Who is he/she?”. If time is enough, I will expand words “grandfather/grandmother/uncle/aunt”.

Procedure:

1. First I divided the 40 students into 8 groups and then I set score mode to let

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the latter plays are more competitive. Groups I divided should be composed by students by different English levels and different personalities. Then I can review the knowledge they have learned last text.

2. Using the to let students understand the meanings of new words and new

sentences.

3. In order to consolidate the knowledge they just learnt, I provided them with

fun games. I set the “Baba, Mama” rhythmic song to ask students to do with me, then I set a game named “guess guess guess” to practice new words and new sentences.

4. In order to improve the students' learning initiative and enthusiasm, but also

to let them actively participate in class study, I ask students to set a situation by groups and express what they have learnt whatever new or old knowledge according to performance.

5. Last I must praise students whether they do it good or not because happy

learning is the best. And I will set homework for students.

Activity 3 (March 28—April 3)

Content: Unit 9 this is a nose, Book 3, Primary School English Purpose:

In

this

unit,

students

will

learn

the

new

words:

\

Procedure:

1. First I divided the 40 students into 8 groups and then I set score mode to let

the latter plays are more competitive. Groups I divided should be composed by students by different English levels and different personalities. Then I can review the knowledge they have learned last text.

2. Listening the “happy face” song and show the facial features pictures for

students so that they can understand the meanings of these new words. 3. In order to consolidate the knowledge they just learnt, I provided them with

fun games. First I set the game “blind man” to practice the new words. Second I ask students to listen and read it after the recorder time to time, until they can nearly read out with the recorder synchronously.

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4. In order to improve the students' learning initiative and enthusiasm, but also

to let them actively participate in class study, I ask students to set a situation by groups and express what they have learnt whatever new or old knowledge according to performance.

5. last I must praise students whether they do it good or not because happy

learning is the best. And I will set homework for students.

Activity 4 (April 4—April 10)

Content: Unit10 Touch your head, Book 3, Primary School English Purpose:

In

this

unit,

students

will

learn

the

new

words:

\ad/hand/toe/leg/foot/arm/neck\

Procedure:

1. First I divided the 40 students into 8 groups and then I set score mode to let

the latter plays are more competitive. Groups I divided should be composed by students by different English levels and different personalities. Then I can review the knowledge they have learned last text.

2. Sing the “body song” song and do Yunlv Cao with me to make students

understanding the meanings of these new words.

3. In order to consolidate the knowledge they just learnt, I provided them with

fun games. I set a game named “magic eyes” by words cards to practice the new words, and then ask students to read and do Yunlv Cao with the recorder for practicing sentences.

4. In order to improve the students' learning initiative and enthusiasm, but also

to let them actively participate in class study, I ask students to set a situation by groups and express what they have learnt whatever new or old knowledge according to performance.

5. Last I must praise students whether they do it good or not because happy

learning is the best. And I will set homework for students.

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Appendix3: Teaching log Week1 March 16

This week the students are satisfied with my teaching method. First, the two games aroused the children’s nature of enjoying playing and competition, and the class warm up obviously. The students are so excited to join and play it. But there is a problem that some students are so shy that they can not perform before other classmates. I think I should encourage more and make the class atmosphere more relaxed.

Week 2 March 23

Basically, these classes are successful. The whole teaching is fluency. The students’ feedbacks are good. From the exercises, every level of the students is interested in this class. But there are still some problems need me to think and solve. For example, at the beginning of the class, I give them a task that completed the sentences quickly after they listened one or two words by the tape. But I didn’t let them to listen the new text in the end of class. It can’t practice the students’ listening skill. So after careful thought I decided to lengthen the listening time appropriately during the next class.

Week3: March 30

This time I extended the listening time and asked students to follow the recorder as possible as they can, which can help them to make their reading more smoothly. That is good. And according to three weeks learning, they not only improve their interesting in studying but also formed the good study habits.

Week4: April 6

Teaching log: This week I taught the unit 10. The key point is to grasp the names of body parts. So I prepared Yunlv Cao which can help students to learn and remember how to speak these names in English.

During the four weeks, students’ interests are increased. Most of them like to have English class and cultivate good self-study habit. Their English are improving fast. I’m so glad to see that.

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湖南广播电视大学毕业论文（设计）评审表

指导教师评语 该项目选题恰当，项目设计有针对性，实施内容与设计内容的目的一致，实施的办法与所选材料能解决提出的这一问题，评估较具有说服力。项目报告报告观点明确，内容完整，结构合理，论述充分，语言表达清楚。 指导成绩 优秀 指导教师（签名）：刘红英 2011 年 05 月10 日 初审意见 该项目选题恰当，项目设计有针对性，实施内容与设计内容的目的一致，实施的办法与所选材料能解决提出的这一问题，评估具有说服力。项目报告报告观点明确，内容完整，结构合理，论述充分，语言表达清楚。 初审成绩 优秀 初审教师（签名）：王小旻 2011 年 05 月10 日 该项目研究报告就如何通过各种良好的课堂教学组织活动激发学生英语学习动机展开了教学项目研究，作者进行了问题论证和分析，制定了项目目标和原则，提出了项目假设，并开展了项目设计、实施、评估和总结，设计报告结构完整，文字流畅，论述充分，材料详实，符合英语本科毕业设计要求。 终审意见 终审成绩

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优秀 刘世伟 终审教师（签名）： 2011年5月24日 湖南广播电视大学毕业论文（设计）答辩记录表

答辩主持人 周可宝 答辩小组 秘书 教师提问 1. Why did you choose this topic? 答 帅唯 答辩小组 成员 答辩日期 刘红英、王晓旻 2011年 06 月 24 日 学生回答 Because some of my students were lack of interests in English studying, and the classroom atmosphere is getting less and less active. I hope I can solve the problem that has troubled me for some time through the action research so that I can apply my knowledge and theory which I 辩 learned from Changsha TV University into practice. got the data through two questionnaires, interview, and 2．How did you get I 记 your data in the teacher’s log etc. program? 录 3.What methods did I mainly used games, group work, cards and multimedia you use to solve teaching, role play. And I think my project is successful. your problem? Do Because most of my students are getting more and more you think your interesting involved in English class. project successful? is 该学员语音语调标准，有较强的英语语言表达能力，反应敏捷，熟悉项目内容，回答问题切中要害，答辩优秀。 答 辩 小 组 评 语 答辩 成绩 优秀 答辩主持人（签名）：周可宝 2011年 06 月 24 日

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