1、Project Title:How to Improve primary students' Spoken English            InvestigaterMengYanYanGansu Radio & TV University  Submitted on 18th may 2012In fulfillment of the coursePractical Project DesignAcknowledgment&

2、#160; I am mostly grateful to Mr Zhang Baochun, without whose support this project would not implemented. I am also grateful to my colleagues for their time spent in helping me. No amount of thanks will be adequate for my students without whose willing participation in the project implementation it

3、would have remained on paper. Last but not the least, big thanks to my mother and father, without their support, I would not have self-confidence to finish this project.Abstract This report of the project aims to solve the problem that I spend a lot of time correcting my students errors in thei

4、r speaking, and some of the students always seem to make them again. It is hypothesized that learners errors in speaking can be reduced by various error-correction techniques. This hypothesis is verified a tow-week classroom teaching of various error-correction techniques. Among the methods of scien

5、tific investigation used are analytic method, interview and questionnaire.Main Headings of the Project Report 1. Introduction2. Problem analysis3. Project Objective4. Project hypothesis5. Project solutions6. Project design7. Project evaluation8. Project findings9.ConclusionReferencesAppendix:Ap

6、pendix A The timetable of the project.Appendix B The methods of problem analysis.Appendix C Teaching notes.Appendix D DiariesAppendix E Students speaking exercises1. IntroductionI have been teaching third grade students in a primary school. In my teaching I've found there are some problems. Now

7、I'll finish my study in Gansu Radio & 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 Gansu Radio & TV University.2. Problem analysisFirst I iden

8、tify a problem based on my teaching experience. I examined my problem scientifically to see whether it is researchable. I discussed with colleagues many times. At the same time, I worked out the timetable of my project.Second Through my carefully analysis, I also found a series of questions. For exa

9、mple ,I found some of my students did not like doing this assignment , and I wanted to know why it should be the case , and whether they thought it important and necessary to practice speaking or not .if they did think so , the problem was actually caused by myself , not by my students . probably th

10、e reading work I assigned my students to do was poorly designed.2.1 The analytic method2.2 InterviewI interviewed several students and find out my weak points: my error-correction technique is ineffective. My voice is too low. I just tell the right form. I give few analysis and seldom emphasize the

11、common mistakes. And I dont like the words on the blackboard, either.The students need preparation work before reading and spelling in order to minimize errors. They tend to treat reading and spelling as a test rather than a learning process, therefore they dont discuss it with their peers or the te

12、acher when having problems. They dont usually study the corrections as expected, instead they pay more attention to the marks they get. They all hope that there will be some changes in the ways errors are corrected.3. Project objectiveThis project aims to enhance students oral ability.4. Project hyp

13、othesisIt is hypothesized that learners oral ability is increased by well-designed English speaking activities5.Possible solutionOral English, we saying it commonly , raising the level of national English, "are increasingly high requirements. In this form, teachers and students should take the

14、spoken language seriously. Spoken language  is an importment means to relate content of things and exchange of feelings,  not a simple  dialogue, the primary stage is the initial stage, we should take advantage of flexible and appropriate way, step by step to improve the oral proficie

15、ncy of students. The elementary level English courses aim is to stimulate students' interest in learning English, develop their English learning positive attitudes that enable them to build the confidence of the initial learning English.    5.1  Dare to say that the experienc

16、e of novelty. The teacher's smiling , friendly language, and get along  with  student equally, not only make the students feel safe, to trust, also make the students feel their own value, foster self-confidence. For students ,teachers should try to create a relaxed, equality, harm

17、ony, caring atmosphere of learning English in order to let the students freely expressed, speak out in English. Before class, I have done enough preparation, such as students  are interested in English and contact with some simple  English whether or not.On the class, I came into the

18、classroom with smiling, and introduced myself "Hello !I'm your English teacher. My name is MengYanyanYan. 'At the same time,  writing my last name on the blackboard.students suddenly understand what 's meaning - I was introduce myself, I went on to say: "You can call me Mi

19、ss Meng," the "OK?" over the action and a little bit of Chinese prompts, students understood what I said and uttered an English word. "OK" In fact, the English word, most students are able to speak, usually the students' parents said. so, I told the students, the future

20、is necessary to speak English in the classroom loudly ,so that everyone could hear and then tell the students how to introduce yourself in English: Hello, I'm _, I prepared dozens of English name out, such as Jone, Keven, and so on. these namesbefore class, I have to teach students how to read,

21、and get them to remember their own English name when I let a student come and collect the corresponding English name, and let them to say out loud, so that the students both feel strange.inspired their interest in learning. Finally, let them enjoy the English song "Hello, Hello, What's your

22、 name?" students in the new atmosphere of learning "wash" over the ears and they feel that English is not difficult to learn .they can understand mostly   at first English class, resulting in the self-confidence to learn English, so that  to have a good start for future .Stu

23、dent A: The ONE, TWO, Student B: TWO, ONEStudent A: The ONE, TWO, THREE students: THREE, TWO.ONE From one to ten, turn back A and B ,and finally to see  who are  accurate and fast that he won, the following students can challenge the winner and decide the winner at last. This for

24、m of competition can lead the students' interests, and enable students to master these ten numbers. Try to make a little more students to participate in the race, so that each student has the opportunity to speak.      5.2  Grate confidence, experience success. 

25、0;     The new English curriculum standards to stimulate and nurture students' interest in learning English so that students build confidence. "In teaching practice, I understand the emotion of designing fun activities, to stimulate students' activities as a carrier, in l

26、ine with the pupils 'understanding of the law and the characteristics of the emotional law. Of course, these activities are designed to be closely linked to the teaching content, but also meet the English teaching, cognitive activity and emotional experience synchronized.    

27、       Experiential learning fun in a variety of activitiesA,As the "teacher" and "mimicry".   For example, "Look and say" this module, we can encourage students to boldly imitate and with the expression  to say sentence. Suc

28、h as "I am happy." (Can make pleased like) " I am tired." (Can be used for fatigue-like); can also encourage the students to the platform  as the "teacher," leading sentence. asking them to imitate facial expressions, movements of teacher use, encouraging them

29、 to learn to use class language . For example, "Stand up" "very good" "Sit, down, please." B,  taking the body language into the classroom. Teaching the word or sentence, we teachers can lead students to do the movements, and even exaggerated action or with a

30、exaggerated tone of reading, the children particularly like. The "big" draw a large circle with both hands open, "long" try to make arms long. After completion of the word, the teacher made the action, the students will say this word. In this learning process, students come to un

31、derstand easily the learning process. C, performing law. For example, I commonly use performance, so that the students use  five minutes to performance and consolidate the sentences have learned before class,: studying groups play a conversation  and can say what  you want,if  wr

32、ong it does not matter. So as  to make students not  feel the pressure of say  wrong . In addition, the consolidation of a new class, I often use competition law,  give the students an opportunity to meet the a feisty pupils psychological characteristics. Many students eager to,

33、in particular, self-expression  strongly.are praised by the teacher . In addition, I often allow students to sing "English songs"   ,say ''tongue twisters '' and "playing games". Colorful teaching methods, classroom teaching is full of liv

34、ely, develop the personality of students so that students willing to learn. Use  multimedia  to make students happy to learn EnglishWe can use multimedia to create an English atmosphere, and audio-visual effects and stimulated interest. (a) audio-visual effects. Before teaching words,

35、 I have to import flash animation production, these flat, static letters, into a three-dimensional, beating, rolling screen, and "insert" accompanied by the sound, a beat of the letter seems to groups of lovely children, to narrow the distance between students and English. :   before

36、teaching some words about the weather,  I showing a lot of wind, big waves, rain, thunder, snow sound and scene through  flash ,and ask students to talk about some of their own relevant experience,  suddenly the students' enthusiasm greatly enhance  . (b) break through 

37、the difficult points. Another example is say: verb third person singular form, Let me give an example: Discrimination go and goes two words. I  use Autherware to deal with this textbook. As the "pound" music sounded, a boy ran up, and then the boy said one sentence: "I go to

38、 school on foot." Then the music sounded again, a girl floating in the air , when she met boy said that sentence, the phrase evolved into the little girl's words (the little girl said, pointing to the boy):, "He goes to school on foot." So interesting, simple and clear picture, no

39、t only to avoid the boring reasoning, and vividly illustrates the difference between these two words.    In short, the English classroom should not be a teacher show, but should be students as the main body of the chorus. Should not be boring, but should be vibrant, full of laughter. 

40、 5.3.Simulated life, modeled on the text session      Language comes from life and applied to life,  in English teaching we should according to the text to set the language scenarios, allow students to play a different role to perform in the simulation, in order to improve t

41、he English communication skills.    The image of the thinking ability of pupils is higher than the capacity of abstract thinking, a better understanding of life in direct contact with things or objects, while confined to the book to see and learn easy to forget. Then, that we can use

42、in the English language teaching.  English is a start from "zero" for primary school students, teachers will try  their best to make the student to remember these abstract thing. it must rely on real life scenarios. On the one hand, enhance their image memory .on the other hand,

43、enhanced the interest in learning. Such as teaching :What are you doing? , Set up a scenario: a student holding a book, and then replied: I'm reading. In this way, it is practical and daily life, students to unknowingly improve oral fluency.    At the same time, students should co

44、ntact the texts and their own real life together. For example, the text appears: I'm by Anne, I'm ten years old. Students to be replaced according to their own circumstances, and this is a good opportunity to improve oral communication skills. But replace  is become meaningless, me

45、chanical . and have lost their significance and role, it is necessary to think deeply,  and  combined with the actual to modeled on the contents of the class session to make dialogues.5.4. Breaking second class, Intensive English Communication       Learn

46、ing English, we can not be confined to the English classes  ,    also should be extended to everyday life. Students should do more listening  and speaking, to achieve the proficient results. Encourage students to speak English anytime, anywhere, so  as to create a good langu

47、age environment, the saying goes "practice makes perfect".  if we used to communicate in English, teachers come across students greeted in English, students will use English to say hello, so English is extended to extra-curricular, students will have opportunity to exercise . 

48、60;   Also can make use of extra-curricular activities to communicate. The use of language derived from the context, classroom teaching scenarios monotonous, diversity is not strong, and the characteristics of English teaching is mainly to say. This can be extra-curricular activities to in

49、spire them to use English communication needs. Situational scenarios set: A two met B toward the store Objective: To develop students' communicative competence. Requirements: free combination of three of training. A: Hello! B: Hello! A,: Where are you going? B: I'm going to the shop. Activit

50、ies going to the shop. Such activities reflect the principal role of students, teachers give appropriate guidance, good staff and consultants, and continuously improve the courage of communication.6.Project designWeek1Activity1          purpose:to train t

51、he setence :is this / that .         intruction :the teacher tell the meaning and showing how to read .          practice setence pattern:1、Is this/that a teachers desk?2、How many students are there in your class?3、Where is t

52、he canteen?4、Do you have a library ?5、Your school is beautiful!Week2Activity2         purpose:to train the setence :what's time ?/ is it time ./ it's .         intruction :the teacher tell the meaning and showing how to re

53、ad .          practice setence pattern:1、What time is it?2、Is it time for math class?3、Its seven oclock ,Lets go to school.4、Its ten thirty .Its time for English /math/music/Chinese/P.E/class.5、Its 6:30.Its time to get up/go to bed/ go to school.6、Is it time t

54、o have dinner?Week3Activity3         purpose:to train the setence :is this ./ whose .is it ?         intruction :the teacher tell the meaning and showing how to read .          practice sete

55、nce pattern:1、Is this your T-shirt?2、Is the computer on the teachers desk?3、What colour is it?4、Whose cap is it5、Whose is it?6、Where are my socks?7、what are they?8、These are my shoes .Those are your shorts.9、What colour are the shorts?10、Are these your pants?11、How much is it are they?Week4Activity4

56、         purpose:to train the setence :can  i./ what's the weather like.?         intruction :the teacher tell the meaning and showing how to read .          practice setence patter

57、n:1、Can I wear my T-shirt?2、Its cool , Is it cold？3、Whats the weather like in Beijing ?4、Its warm today .Lets play football.5、Can I help you ?6、Whats the matter?小Week5Activity5         purpose:to train the setence :How much are they/is it/ is this .  

58、0;      intruction :the teacher tell the meaning and showing how to read .          practice setence pattern:1、How much are they/is it/ is this dress/are those big shoes?2、Thats expensive!/Its too expensive!3、This shirt is beautiful but its

59、 too big!4、What are those/they ?5、Look at that dress .Its pretty .6、Can I help you ?7、I want a pair of shoes.8、How about this pair?Week6Activity6          purpose:to train the setence :How many ./Are those/they .         intr

60、uction :the teacher tell the meaning and showing how to read .          practice setence pattern:       1、How many cows do you have?2、Are those/they cows?3、How many horses are there?4、Whats in your schoolbag?5、Are they ducks?7. Project

61、 evaluation1).The problemIs the problem a researchable one? Yes. If give me the resources, the time and the expertise I have, I can launch a project to solve the problem. (I can do something to change the present situation.)2). The methods used in problem analysisAre the methods used to analyze the

62、problem acceptable, suitable to it and properly applied? Yes. I used the analytic method, interview and brainstorming. These are all acceptable methods suitable to my problem. I also used them properly.3). The project objectiveIs the project objective realistic? Yes. Since it is researchable. It is

63、realistic. It can be achieved. My project objective-to reduce learners' errors in speaking.4). The project hypothesisIs the project hypothesis provable? Yes. My hypothesis-students can make confidience  to say English loudly and skilled.5). The project rationaleDoes the project have a sound base? Yes. My project was based on the theoretical assumptions which are valid and sound.6). The project desi