How to Encourage GradeFive Pupils to Speaking English 如何鼓勵小學(xué)五年級學(xué)生愛說英語

1、how to encourage grade-five pupils to speaking english 如何鼓勵小學(xué)五年級學(xué)生愛說英語contentsacknowledgement.iabstract（in chinese）iiabstract（in english）iii1. introduction12. problem analysis.12.1 analytic method12.2 cause analysis.12.3 questionnaires.22.4 observations.23. possible solutions.24. project objective.2

2、5. project hypothesis.26. project rational.27. project design.27.1 description of subjects.27.2 class activity design.38. project implementation.59. data analysis. 610. project evaluation 711. conclusion 8references8appendixappendix a time table of the project.10appendix b questionnaires11appendix c

3、 teaching notes13appendix d teaching diaries.16 acknowledgment i would like to express my heartfelt gratitude to my tutor mr. liu chuanxian, who helped me with my problem patiently and give me many critical suggestions. without his help, my thesis wont get off the ground smoothly and come to a perfe

4、ct ending.i also appreciated my parents encouragement, with whose encouragement i can work out this problem and never break down. furthermore, many thanks should be given to my students, for their willing participation in the project implementation.摘 要本文對解決在我的英語課堂上很多學(xué)生不愿說英語、對英語課不感興趣的特定問題進(jìn)行探討。為什么他們認(rèn)為

5、我的英語課枯燥呢？一是學(xué)生根本就不重視;二是家長缺乏有效配合,很多家長認(rèn)為反正初中會學(xué)英語,所以他們不會監(jiān)督小孩及時完成作業(yè),導(dǎo)致學(xué)生更不愿意主動學(xué)習(xí)英語。為此必須改進(jìn)教學(xué)方法，以提高學(xué)生的英語學(xué)習(xí)興趣與積極性為契機(jī)，改進(jìn)課堂活動設(shè)計(jì)，寓教于樂，寓學(xué)于動，實(shí)施聽說領(lǐng)先，加強(qiáng)雙向互動，肯定可以預(yù)期有效提高他們的學(xué)習(xí)能力與效率。專門設(shè)計(jì)的四個星期的課堂教學(xué)實(shí)踐活動初步證實(shí)了以上假設(shè)。在實(shí)驗(yàn)過程中使用了原因分析、問卷調(diào)查、觀察法等方法驗(yàn)證了上述假設(shè)。關(guān)鍵詞：鼓勵 小學(xué)五年級學(xué)生 課堂說英語 學(xué)習(xí)積極性 abstract this essay is a detailed report of the p

6、roject implemented to solve the problem that in my class, most of the student dont want to speak english, they think my english class is so boring. why do they take less interest in english? first, the students think it is not important to learn english; second, their parents, who dont pay more atte

7、ntion to english, think children will learn english again in secondary education, therefore students dont like english. and so, teaching methods should be definitely improved for me to promote my students english learning performance and enthusiasm. improvement of classroom-activity design is meant

8、to be given priority in my class, along with happiness in learning, leading in listening and speaking, and two-way interaction between teacher and learners as well to satisfy my momentary expectation of their great improvement in learning ability and efficiency. this hypothesis is preliminarily veri

9、fied by a four-week practice of well-organized class activities. four methods are used such as analytic method, cause analysis, questionnaire survey, and observational study in conducting this experiment.key words: encourage; grade-five pupils; speaking english at class; enthusiasm;1. introduction i

10、 have a big problem based on my teaching experience. that is: most of the students are not interested in my english class; they just do other homework, not listen to me. when i ask them some questions, they just say:” im sorry, i dont know”. in primary english teaching, we should pay more attention

11、to simulate the students english leaning interest, let them speak english, its very important for them. we should make full use of teaching aids and try to adopt some new teaching methods to arouse the students interest such as: improve my teaching skill, often play games in the class, sing songs, g

12、ive the students prize, make friends with the students or encourage them to improve the students learning motive and their enthusiasm. 2. problem analysisaccording to my teaching experience, i find that the students are bored in english, they are quite in my class and dont know what to do, what shou

13、ld do, just sit there. i try to find out the tow aspects, that is the teachers side and the students side. a) on the one hand of my students, 1; they are afraid of making mistakes, they are so shy.2; english classes have entered the primary school. but many parents dont realize the importance of eng

14、lish. they think that english will be taught in the middle school. they only ask their children to be good at chinese and math.3; they dont persist in learning to the tape and practicing english every day. they are too young to discipline themselves.4.they often dont copy the homework to go home, an

15、d their parents seldom check their homework.b) on the other hand of me, i dont often play interesting games in class, and my teaching ways maybe are not suitable for them; i seldom praise my students; our school is lack of english teachers ,we have to teach three more classes. they cant put all the

16、hearts on every student. almost every class has changed english teacher frequently. therefore, various class 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 from my

17、teaching experience with a striking contrast of english language teaching methodology (2) by gu yueguo i come to learn that my teaching plans have many shortcomings. i neglected the importance of class atmosphere and the students feeling. our students are primary ones, they are new english learners.

18、 attracting their attention is the key point at class. my responsibility as a teacher is to arouse their interest in english study and cultivate their skills of independent learning but not instill knowledge into their minds. its more important to make the students love english than to ask them to g

19、et high marks in the test.2.2 cause analysis in order to get more idea about this problem i made up some questions to ask myself, then to deal with them by communicate with my students. the questions are as follows: questions answers is it because they think my teaching methods are very boring? prob

20、ably yes. is it because they are afraid of me? maybe. is it because they think english are less important and necessary? maybe. is it because they have difficulties in listening to me? yes. is it because i speak too fast? perhaps. is it because im too strict? maybe. is it because they do not like sp

21、eaking in english? maybe. is it because they cannot have fun in learning english? probably yes. 2.3 questionnairesi provide a series of questions for all of my students to ask them about my teaching plan. it is found that most of the students said my teaching methods are not interesting, even boring

22、. some said that they had many problems unsolved, but they didnt want to ask me any questions. they cannot find confidence in my class and they feel anxious to speak english in the class.2.4 observation in primary school, all the students childish and lovely, they just dont know how to learn english

23、, maybe if they find it is interesting to learn english, they may be interested in it , so in class, i use many skills to catch them. after several weeks, i find that students can make full use of their creativity and they become interested in my class. 3. possible solutions i try my best to improve

24、 my teaching skill to make my class more interesting, i often let them sing english songs, encourage more and more students stand up to answer my easy questions, divide them into tow groups to have a rice each other, then give them prize or surprise, use many interesting ways to teach the new words,

25、 let some students to act out the text, and so on. 4. project objectivethis project is aimed to improve my students interests in speaking english and enable them to make full use of english in and out of class.5. project hypothesis it is hypothesized that the students speaking interests are improved

26、 by the new teaching models. if my new teaching methods are used, then the students will change their mind about english study, their speaking will be improved, they will like to speak english , communicative ability will be improved accordingly.6. project rational1. encouragement is the most powerf

27、ul. it is important that teachers should encourage the students promptly. this can help the students build the confidence.2.building a good relationship between students and teachers :teachers play a major guide role in english teaching, teachers should use many ways to help the students to take par

28、t in my class ,not depend on the teacher all the time, such as group works, free talking and role play, when they do well , teachers should say:” very good! super! excellent!” dont blame them, so they will like to study english. 3. there is no interest, there is no memory. it is the main teaching ai

29、ms to cultivate interest in english.4. group work is very important. it can help the students discuss with other and let them know what to say, how to say.7. project design 7.1 description of subjectsmy students are all young. they are all new english learners. teachers may influence their english l

30、earning habits directly. i design some teaching steps of four weeks according to their special or particular characters. use these steps to help them improve their english level. and meanwhile i try my best to tempt them to take positive part in mutual-actions as many as possible. i think one day al

31、l of them will like to learn english. 7.2 class activity designweek1. time: mar.26th, friday class 4content: title-this is my day! (published by eec)aim: how to express own day procedures:step 1 warm-upa) t greet ss. b) lets chant. c) sing a song.step2. presentationa) t takes a picture to ask ss:” w

32、hat do they do?”s1: do morning exercises.t: yes, you are right. please read after me: do morning exercises.ss: do morning exercises. b) t use pictures to teach the other 4 new phrases.c) t asks some s2: when do you get up/go to school/eat dinner? and write them down on the board.s2: i get up at 6:30

33、.t read the sentences on the bb and the ss repeat. step3.practice: 1. t asks some ss when do you get up/go to school/eat dinner? and let them answer.2. t let ss work in pairs: when do you ?3. t let some pairs act out.step4. consolidation and homework.1. copy the five phrases.2. make a dialogue each

34、other.week2. time: apr.8th, friday class4 content: title-my favorite season! aim: how to express own favorite season and the reason.procedures:step 1 warm-upa) t greets ss. b) lets chant. c) sing a song. step2. presentationa) t hold a picture and say:” i like fall. it is colorful. do you like fall?

35、ss: yes. t:” do you know what is the meaning of fall ? s1:”秋天”. t:” yes, you are right.” please read after me: fall. ss:” fall.” b) t uses the same ways to teach the other 4new words: winter, spring, summer.c) t asks s2 : whats your favorite season? why do you like fall/winter?and write them down on

36、 the board. s2:” i like winter. t:” why do you like fall/winter? s2:” because i can eat ice-cream.”d) t read the sentences on the bb and the ss repeat step3.practice: 1. t asks some ss: whats your favorite season? why? and let them answer.2. t let ss work in pairs: whats your favorite season? why?3.

37、 t let some pairs act out.step4. consolidation and homework.1. copy the five phrases.2. make a dialogue each other.week3. time: apr.21st, thursday class4 content: title-my birthday aim: how to express the date of birthdayprocedures:step 1 warm-upa) greeting. b) lets chant. c) sing a song.step2. pres

38、entationa) t take a card and say:” i like summer, and i like may. do you know the word meaning: may?” s1:” 五月”. t:” yes, you are right. please read after me:” may”. ss:” may.” b) t uses the same ways to teach the other new words: march october june julyc) t askss2: when is your birthday? my birthday

39、 is in.and write them down on the board. s2:” my birthday is in.” t:” when is your fathers birthday?” s2:” my fathers birthday is in.”d) t read the sentences on the bb and the ss repeat step3.practice: 1. t asks some ss: when is your birthday? my birthday is in.2. t let ss work in pairs: when is you

40、r birthday? my birthday is in.3. t let some pairs act out.step4. consolidation and homework.1. copy the five phrases.2. make a dialogue each other and write down their family birthdays.week4. time: may 10th, tuesday class 4 content: title-what are you doing? aim: how to express own or others actions

41、 procedures:step 1 warm-upa) greeting. b) lets chant. c) sing a song.step2. presentationa) t take a card and say:” do you know the word meaning: doing the dishes” s1:” 洗碗”. t:” yes, you are right. please read after me:” doing the dishes”. ss:” doing the dishes” b) t uses the same ways to teach the o

42、ther new words: cooking dinner cleaning the room c) t askss2: what are you doing? im.and write them down on the board. s2:”im cooking dinner”. t:” what is he doing?” ss:” he is cooking dinner”.d) t read the sentences on the bb and the ss repeat step3.practice: 1. t asks some ss: what are you doing?

43、im what is he/she doing? he/she is2. t let ss work in pairs: what are you doing? im what is he/she doing? he/she is3. t let some pairs act out.step4. consolidation and homework.1. copy the five phrases. 2. make a dialogue with each other .8. project implementation a) under the new curriculum standar

44、ds in english language teaching, teachers should establish a new teacher-student relationship, respect for students, teachers and students attach importance to the exchange of feelings; b) the classroom as students practice english stage, to grasp the opportunities, rendering the atmosphere of the e

45、nglish classroom, students rise to the interest and thirst for knowledge; c) full research materials, careful preparation, the contents of the text as a topic, and in the increased interest in teaching; organize students to discuss, debate, evaluation, extension and learn from practical activities s

46、uch as speech; d) focus on “people-oriented” teaching principle, stimulate the students in teaching to play the main role, develop their ability of thinking independently, accumulate their creative ability, and give full play to their potential.9. data analysis for the purpose of analyzing the probl

47、ems, two questionnaires were issued for my teaching experiment, one at the beginning of the project, the other at the finish of the project. questionnaire ii was designed partly based on questionnaire i so that comparisons could be made to see the improvement after the implementation. and the studen

48、ts are the subjects to help me to complete this survey. there are totally 60 students in my class. when all the data from the questionnaires are collected, the following significant findings are revealed.findings from questionnaires i and ii figure1. the comparison of degree of interest in class 4 (

49、target group) between pre-trial and post-trial (50 students as the subject) very interestedinterestedjust so so nointeresteda burdenanxietypre-trialno.of ss381012116percentage 6162242212post-trialno.of ss 71520800percentage 1430401600figure 2. the comparison of degree of interest between class 6 (ta

50、rget group)and class 5(control group) post-trial (50students each as the subject) very interestedinterestedjust so sono interesteda burdenanxietyclass 6no.of ss71520800percentage1430401600class 5no.of ss47121476percentage81424281412class6(target)class5(control)figure 1 shows the comparison of degree

51、 of interest in target group between pre-trial and post-trial. students who tick “very interested” in the post-trial questionnaire are 20% more than those in the pre-trial questionnaire. nobody tick “anxiety” while in the pre-trial questionnaire 15% of them did.figure 2 shows the comparison of inter

52、est between the control group and the target group. from the figure we can see that the average “a burden” and “anxiety” intensity in target group towards speaking is obviously “0”, which proves that my project objective is realistic and my project hypothesis is provable.10. project evaluation1. the

53、 problemis the problem a researchable one?yes. through four weeks investigation and implementation, i have launched a project to solve the problem of my students anxiety and showing less interest in learning english.2. the methods used in problem analysisare the methods used to analyze the problem acceptable, s