中央广播电视学培养模式改革开放教育试点
英语专业科（教育方）集中实践环节
英语课堂教学行研究项目设计
鉴定表
姓 名：____ ____
学 号：
级 ： _
分 校：____ _
指导教师：___ ___
完成时间：_ ___
电开放教育 级（春）英语专业（科）
英语课堂教学行研究项目设计报告
分校： 班级代号：
姓名
性
年龄
学号
教学班
英语科
年级
08
工作单位
工作性质
教育教学
工龄
3
职务
教师
项目计划设计时间
14周
指导教师
选题
How to Improve Students’ Reading Ability More Effectively
二 选题目意义必性
It’s wellknown that most of students don’t like reading They think it is very difficult and boring to do reading activities Therefore we have to improve the students’ reading abilities It’s a difficulty for every English teacher how to improve the students’ reading abilities
三 研究方法
1The analytic method
2Cause analysis
3Questionnaire
4Brainstorming
四 设计程
1Find out the problem
2 Problem analysis
3Project design
4 Project implementation
5 Project evaluation
6Project report
五 研究结果
The project implementation has proved my hypothesis to be right The students’ interests are improved All of them start to love learning English step by step They also make more progress in the ability of reading
电开放教育 级（春）英语专业（科）
英语课堂教学行研究项目设计教师指导记录成绩评定表
分校： 班级代号： 姓名 学号
指导教师指导意见
第次 时间容评分
20XX年3月2日项目启动阶段指导学生确定项目设计选题学生够结合教学实际提出问题问题较典型适合开展项目研究
中
学生签字 教师签字
第二次 时间容评分
20XX年3月18日问题分析阶段学生够针问题运种科学方法分析问题问题分析较透彻
良
学生签字 教师签字
第三次 时间容评分
20XX年4月30日方案设计项目实施阶段教师指导够提出问题假说根假说设计验证方案进行实施实施程完整支撑材料较丰富
中
学生签字 教师签字
第四次 时间容评分
20XX年5月25日项目评估项目报告阶段根收集材料数项目实施程结果进行评估求撰写项目报告环节完整语言表达较准确格式符合求
中
学生签字 教师签字
指导教师总评语
该生够紧密联系教学实际提出问题够运种科学方法分析问题分析较透彻目标假设合理正确方案设计较详细定针性操作性项目实施程完整项目评估较客观报告符合求语言表达较准确格式正确
初评成绩
71
设计程成绩
47
报告成绩
24
指导教师签字
时间
答辩成绩
73
综合成绩
72
答辩组成员签名
年 月 日
分校集中实践环节教学指导组意见
成绩评定审阅核准意见
意
负责签字_______(系公章) 年 月 日
省校集中实践环节教学领导组意见
成绩评定审阅核准意见：
负责签字__________(系公章)年 月 日
说明：1答辩组应填写评价意见组成员均应签名（盖章）答辩组应少3
2分校行复制
电开放教育 级（春）英语专业（科）
英语课堂教学行研究项目设计
答辩记录表
分校： 班级代号： 姓名 学号
答辩持
答辩组成员
秘 书
答辩日期
学生述情况：
My project title is How to Improve Students’ Reading Ability More Effectively As everyone knows the classroom teaching is one of the most important ways that the students learn English As far as the English teaching in the middle schools is concerned teachers have to arouse the students’ interests so that they may learn better There are many ways to arouse the students’ interests and help them to learn better reading teaching is one of them
In my research I used the analytic method cause analysis questionnaire and brainstorming activation I also formulated a specific research objective and a research hypothesis After implementing my fourweek project they were very happy when I asked my students to do the reading tasks All of them started to love learning English step by step They also make more progress in the ability of reading
答辩教师提问
学生回答情况
1What scientific methods are used to analyse your problem
1The analytic method
2Cause analysis
3Questionnaire
4Brainstorming
2How do you organize students in Lesson 26
I can use group work pair work personal work to organize the students
3What are the possible solutions to arouse students’ interest in the reading teaching
1To change the teacher’s role
2 To make the relation between teachers and students cooperative
3To create the comfortable and pleasant atmosphere
4To supply some interesting practices
5To allow the students to ask some questions about the text freely
4What problems still exist when your project has been finished
1 Students don’t still think that reading is much more important
2 Students don’t still devote themselves to reading completely
3Students don’t still spend too much time on reading
4 Students don’t still pay attention to using reading in their true lives
5
6
答辩组
意见
成绩评定
成绩 签字： 年 月 日
说明：表分校行复制
Project Title
How to Improve Students’ Reading Ability More Effectively
Investigator
Zhang Juhong
Gansu Radio & Television University
Wuwei Branch
Submitted on 28th May 2010
In Fulfillment of the Course
Practical Project Design
Acknowledgment
I am mostly grateful to my supervisor MsTian without whose support and patience this project would not even have got off the ground
I am also grateful to my colleagues Dong Chonglin Zeng Xianwei Yang Yuxiu for their time spent on brainstorming and visiting my class and panel discussions with me
No amount of thanks will be adequate for my students without whose willing participation in the project implementation would have remained on paper
Last but not least big thanks go my family who have shared with me my worries frustrations and my ultimate happiness in eventually finishing this project
Abstract
As everyone knows the classroom teaching is one of the most important ways that the students learn English As far as the English teaching in the middle schools is concerned teachers have to arouse the students' interests so that they can learn better There are many ways to arouse the students' interests and help them to learn better reading teaching is one of them
The article presents a detailed report of a project implemented to solve the problem that most of my students are interested in reading I have adopted various teachings such as group workpair workpersonal workrole playretell the text and discussion in class
This hypothesis is verified by a fourweek practice of wellorganized English class Among the methods of scientific investigation used are the analytic method cause analysis and brainstorming activation
Key words
Reading Design Interest Ability
Main Headings of the Project Report
1 Introduction
2 Summary of the Preliminary Research
21 Problem
22 Project objective
23 Problem analysis
24 Project hypothesis
25 Project rationale
3 Reading Teaching Design
4 Control and Target Groups
5Project Implementation
6Data Analysis
7Project Evaluation
8Conclusion
References
Appendixes
A Questionnaire on Reading Practice
B The Timetable of the Project
C Teaching Notes
D Teaching Diaries
E Students’ Handouts
F AudioRecording
1 Introduction
I am an English teacher in Nan’an middle school in Wuwei This middle school is located in a small town Shuangcheng and all my students are peasants children
When the students were in primary school they mainly studied Chinese and Maths So they had less chance to know more about other knowledge It was almost the first time for them to touch English when they got into middle school Most of them thought it is very difficult and boring for them to learn English well So they don’t like it and don’t like reading better Now my students are in their third year of studying English They still don’t like reading and can't realize the importance of English reading In the past years I have also paid more attention to arousing their interests in English and spent much too long time on reading teaching But the effect is still very poor The most difficult thing is how to improve their reading ability Just I have such an opportunity to do the project In order to make more effective I should adopt various communicative ways in different steps of reading teaching
I hope I can solve it better that how to improve students’ reading ability through the action research so that I can apply my knowledge and theory into practice which I learned from Gansu TV University
2 Summary of the Preliminary Research
This part of my study was conducted during March12010May27 2010
21 Problem
The problem is based on my teaching experience That is Most of my students do not like reading teaching because they think it is difficult and boring
22 Project objective
How to improve students’ reading ability more effectively
23 Problem analysis
A The analytic method
There are more than 50 students in my class and I can't give each student the opportunity to practice their reading ability Therefore it's in common that the students can not get high marks in reading exercises in exams but the others can be done well The problem made me thinks the other side of the issue some of my students do well in reading But most of other students are poor in reading practice this situation make me think of these
Why some students do well in reading practice while others don't
Who are the some that do well in reading practice And who are the others that don't do well in reading practice
Moreover my students are in contrast with my colleague's students This inspired me to make a chain of refractions what about my colleague’s students Is it also the causes that are poor in reading practice If on the other hand all of my colleagues’ students like reading practice then my problem is actually caused by myself not by students Probably that the style of reading practice I asked my students to do was poorly designed and the form was inflexible
So after problem analysis I have reached this conclusion The problem that my students don't like to do reading practice So I designed the objective to research how to solve the problem
B Cause analysis
I think that it will be much better to use cause analysis to analyze my problem
In this situation I asked myself a series of questions and tried to provide some answers to them
Why did most of my students not do reading work？ In order to know more about this issue I designed a cause exploration Procedures like this
→ The teacher's side
→ The students' side
→ The task design
→ The class size
→The classroom management
→Tentative conclusion
1)The teachers’ sidethat is my self
△I wasn’t enthusiastic myself
△I failed to give instructions clearly
△I failed to dig out students’ interest in doing this or doing that
2)the students’ side
△ Some students are not interested in English so they don't like reading too
△ Some students are afraid of making mistakes and being laughed at by their partners
△ They have the idea of losing face if they have mistakes
△ Some students are troubled for remembering new words and useful expressions because of no strong will and desire
3)The task design
△ The task is poorly designed and the form was inflexible
4)The class size
△There are more than 50 students in my class so I can't give each student the opportunity to practice their reading ability
5)The classroom management
△ The classroom is perhaps getting too noisy
△ Students may not be properly grouped
6) Tentative conclusion
△If I change my teaching method of the reading activities My students will have great interest to do reading activities If I present clearly to my students and they know how to do it They will like to do it
C Brainstorming
When I was engaged in the problem analysis I often talked to my colleagues 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
24 Project hypothesis
It is hypothesized that students will do reading activities by betterdesigned teaching such as the group workpair workpersonal workrole play and discussion etc
25 Project rationale
After I’ve read English Language Teaching Methodology (Part I and Part) I found it’s very helpful The unit on speaking is particularly useful After some reading and thinking I have worked out four reasons on which my project will be based They are
1) The role of reading in class and its purpose First reading serves as a tool in teaching all language skills It can be integrated with the teaching of listening comprehension oral presentation and writing skills Second reading may be a good in itself Since reading is often required for passing a particular examination from reading an simple article at an elementary level to composing essays at an advanced level Third reading has its practical value and can be used as stimulus in motivating students to learn the language For example students may stories or famous books they like in English If they have access to Internet they may be able to communicate with the world because most of webs are in English
2) The role of the students I would like the students to feel that learning is a collaborative endeavour and not a competitive one They should come to realize that they can learn from each other and help each other especially in speaking as it is not a skill they can practice on their own
3) The role of the teacherStudents should realize that the teacher has many roles in the classroom not just that of evaluator I would like to demonstrate these different roles so that students realize when the teacher takes a major instructional role in class and when she takes only a minor helping role I would like students to get used to being responsible for their own learning and not depend on the teacher all the time
4) The type of classroom tasks used I think all of the above can be dealt with by designing and using appropriate tasks in the lesson If students have to do informationgap tasks which require them to gain information from their partner by means of questioning and listening and to give information to their partner by listening and responding adequately to questions then I feel they can be shown the value of communicating with their peers
3 Reading Teaching Design
On the basis of the project rationale above I need to design some reading activities that can prove my project hypothesis (refer to Appendix C) In order to prove the hypothesis I must fulfill one condition that is reading activities must be better designed than the existing ones The problem with the existing reading activities is that they have little information value and that students have no real communicative purpose when doing them So my new reading activities should have a real information gap so that the students have a real purpose to communicate
I have designed four activities to be tried out in four weeks And these activities are reported as follows
Week 1 Activity 1
For use with Learning English 5 Unit2 Lesson15
Title
Lesson15 Push That Product
Teaching aims
and demands
Knowledge aims
1Get Ss master some important words phrases and sentence structures
2 Understand the meaning of the text
Ability aims
Improve the students’ reading ability
Feeling aims
make Ss feel easy and funny to learn English across groupwork
Key points
Improve the students’ reading ability
Puzzle points
How to understand the meaning of the text
Imagination
1Lead –in 2presentation 3 Practice 4 Sum up
Teaching methods
groupwork
Teaching tools
Pushpins and blackboard
Teaching steps
Step1 Greeting
Step2 Leadin The teacher brings a pushpin to the class then ask a few questions like below
What are they in English
What can we use them to do in our life
What’s the price of a box of one hundred pushpins
Step3 Presentation
1 Let Ss read the first paragraph and answer What would Edwin Moore make for people in 1900
2 Let Ss read the whole text loudly and quickly
3 Read the questions on the blackboard and find the answers in the text then discuss in groups to make sure the answers are correct
Questions1 Who would make anything useful that people would want to buy And what was it
2Where did he live
3Did he made his first pushpins by himself
4What was the price of his first pushpins
5What was his first big success
6 When did he begin adverting his product across the US
7Does the Moore Pushpin company still make pushpins today
8What else does it made
9Does it sell thousands of pushpins all over the world
10 How mush is a pushpin today Is it expensive than in 1900
4 Ask some Ss to answer their questions in class
5 Show some phrases on the blackboard and let them to pick up them in the text
Step4 Do exercises on the blackboard
Step5 Sum up
According to the knowledge aims to summary
Step6 Homework
Finish the exercises on the Ex book
Week 2 Activity 2
For use with Learning English 5 Unit3 Lesson20
Title
Lesson 20 Let’s Learn Geography
Teaching aims
Knowledge aims
1Get Ss master the new words phrases and sentence structures
2 Understand the meaning of the text
3 Learn something about the foreign countries
Ability aims
Improve the students’ reading ability
Feeling aims
Arouse the students’ feelings that they love travelling
Teaching importance
Talk about the geography
Teaching difficulties
Improve the students’ reading ability
Teaching methods
1 Warming up to arouse the students’ interest in travel
2 Listening activity to improve the students’ listening comprehension
3 Pair work group work to make every student work in class
Teaching tools
A computer
Teaching steps
Step1 Greeting
Step2 Leadin
1 Show the video of New York to the students then ask some questions to lead in
What is it about Where is it Do you like traveling
2Tell the students if you really like traveling you must work hard at geography 3Show the title and teach the word geography by the pictures of a globe and a map of the world
Step3 Warming up (Speaking)
Make up a dialogue with the following sentences
Have you ever been to……
Where have you ever been
The teacher show the students a picture of Fuji in Japan and talk with them to arouse their interest in travel Then the teacher ask the students
1Have you ever travelled
2Where have you ever been
Step4 Show the teaching produces to the students
Step5 learn the new words
Step6 Listen and answer the following questions
1 Has Danny ever been abroad Where
2 Where would Danny love to go
Step7 Read and answer in groups
1What’s the geography
2What would Danny like to do
3Has Danny ever been to other countries in Asia
4Where would Danny love to go Why
5What language does Japanese speak
6Has Brian ever been abroad
7Has Brian ever visited any other countries
8 Where did Brain’s father travel when he was younger
9Do you know the meaning of pen pal
10Where does Jenny’s mother’s pen pal live
Step6 Show and explain the language points
1 population
2 havehas gonebeen to ……
havehas been in……
Step7 Retell the text
Step8 Summary
Step9 Homework Choose a country and try to write sth about it
Week3 Activity3
For use with Learning English 5 Unit3 Lesson23
Title
Lesson 23 The Fox and the Stork
Teaching aims
Knowledge aims
1Master the key words phrases and sentence structures
2 Understand the meaning of the text
Ability aims
Improve the students’ reading ability
Feeling aims
Know how to understand and respect others
Teaching importance
Improve the students’ reading ability
Teaching difficulties
Know how to understand and respect others
Teaching methods
1 Personal work pair work group work to make every student work in class
2 Asking and answering expository teaching discussion method practice method and so on
Teaching tools
Multimedia
Teaching steps
Step1 Greeting
Step2 Warmup
By the class teach them a life manner about greeting when meeting teachers somewhere in order to make them know that respecting others is to respect ourselves
Step3 Show teaching goals and procedures
Step4 Leadin
1 Show the two animals a fox and a stork With the teachers’ help describe them in English including looks features and likes At the same time teach some new words Finish it by group work
2 Introduce the main idea of the story in Chinese to arouse the students’ interests
Step5 Listening task(personal work)
Let the students listen to the tape and answer the following questions
1 What did the fox make for the stork
2 What did the stork make for the fox
Step6 Reading task
1 Skim the text and fill in the blanks(personal work)
2 Scan the text and answer the questions(pair work)
Step7 Discussion(group work)
Ask the students to discuss the questions according to the text 1Why would the fox love the stork to have dinner with him 2 Why didn’t the stork feel sorry to the fox 3when your friends were invited to your home what would you serve for your friends Would you choose the best foods and drinks or the foods and drinks that your friends like Why How do you do that Politely or rudely
Step8 Retell the text(group work)
First teach the ways to retell the text(with the key words and the key sentences) Then let them have try in groups Finally a member of the group come to the front to retell the text
Step9 Deal with the language points (help work)
Complete the part by helping each other by turns But the teacher explain to the class the key language points
Step10 Practice
Step11 Summary
Step10 Homework
1 Remember the key words and phrases
2 the next reading in the student book
Week4 Activity4
For use with Learning English 5 Unit4 Lesson26
Title
Lesson 26 Cookies Please
Teaching aims
Knowledge aims
1Master the key words phrases and sentence structures
2 Understand the meaning of the text
Ability aims
Improve the students’ reading ability
Feeling aims
Know how to understand and respect others
Teaching importance
Improve the students’ reading ability
Teaching difficulties
1 How to introduce your products to the customers
Teaching methods
3 Personal work pair work group work to make every student work in class
4 Asking and answering expository teaching discussion method practice method and so on
Teaching tools
Multimedia
Teaching steps
Step 1Come to THINK ABOUT IT
Talk about the questions in groups of three or four Then let one of the students in the group reports to the class
When the students are give their reports the others can ask questions if they like or if they have any questions
Step2Read and answer the following questions
1 When are Brian and Danny selling their products
2 Who buy cookies from Brian
3 Does anybody buy Danny’s product
Step 3 Analyze the text in details
Encourage them to ask more questions about the text Such as
What do you think of Danny’s product
What do you think Brian’s cookies made of
Do you want to make some cookies by yourself
Step 4Listen to the tape and let the students imitate after it At the same time they must keep silent
Step 5 Act out
Ask the students take out something interesting and sell them in the class What do they want to sell Who wants to buy Do they have a deal Observe if they have any difficulties Help them in time
Write some new words on the blackboard in order to build their vocabulary
Step6Come to LET’S DO IT
Act out the story If they make mistakes don't mind them and let them go on They can express their ideas freely if their grammars are correct This is an interesting game Encourage them to be bold and not to be nervous
Step7Homework
1 Finish off the activity book
2 Go on the next reading in the student book
4 Control and Target Groups
I have finished designing the reading word activities I should to select a control group and a target group The advantage of setting up these two groups is obvious after the project is carried out I can compare the target group with the control group The results obtained through the comparison will indicate whether the project is successful or not And my initial hypothesis will be proved or disproved
I am currently teaching two parallel classes I use Class 1 as my target group and Class 2 as my control group
5 Project Implementation
It took me four weeks to implement my project For each week I was scheduled to do these
△ teaching notes (see Appendix C)
△ students’ handouts’ (see Appendix D
△ diarykeeping(refer to Appendix E)
△ Audiorecorder (see Appendix F)
The tasks all occurred in target group of my class 1 Grade 9 of Middle School And my control group is in class3 Grade 9 of Middle School The target students showed their great interest in the designed group work and they enjoyed my practicing requirement
6 Data Analysis
After four weeks’ action I found that the target group is much better than the control group I think the improvement is mainly due to these factors Providing very tasks with peers and checking their reading tasks every time
But I also found that a few students did not do their reading homework This implies that I should find out some other reasons to account for this fact and try to solve the problem more thoroughly
7 Project Evaluation
△The problem
My problem is a researchable to me because I have the resources and the time
△The methods used in problem analysis
D I used the Analytic methodCause analysis and Brainstorming These are all acceptable methods and suitable to my problem
△The project objective
My project To improve students’ reading ability more effectively to arouse students’ interest is realistic
△The project hypothesis
Is the project hypothesis provable Yes My hypothesis—Learners’ interests in reading practice can be enhanced by welldesigned exercises –is provable I have found that my students’ interests in reading practice has indeed been enhance after I used the exercises I designed
△The project rationale
Does the project have a sound basis Yes My project was based on the theoretical assumptions which are valid and sound
△The project design
I have defined my project objective and hypothesis I have stated my project rationale I have worked out the details for project implementing I have also planned the stages for the project implementation
△The stages and details of project implementation
The stages are necessary and complete The implementation details are properly maintained In my case I am assessed on the following items
Week 1
Teaching notes
Diarykeeping
Homework
Week 2
Teaching notes
Diarykeeping Audiorecording
Homework
Week 3
Teaching notes
Diarykeeping Audiorecording
Homework
Week 4
Teaching notes
Diarykeeping Audiorecording
Homework
△The methods used in project implementation
I set up control and target group using the group workpair workpersonal work and discussion methods
△The methods used to obtain the results
In what way has the investigator obtained the project results Is it acceptable suitable and properly used I used observations diarykeeping to obtain the project results They are all acceptable suitable to the task and properly used
△The results obtained from the project implementation
My hypothesis has been proved to be correct
8． Conclusion
The present study is chiefly based on the project that I proceeded form March 2010 to May 2010 which aimed to enhance my students’ interests in doing reading practice In my study I used the analytic method Socratic dialogue Cause analysis questionnaire survey and brainstorming activation I also formulated a specific research objective and a research hypothesis And then I implemented my project I did much improvement in four aspects when I designed my reading tasks and organized my students to do the reading tasks After implementing my fourweek project I do the data analysis 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’m happy to state that my problem has been successfully solved from the action research I have got a lot of benefits In the past I was leading role and my students were only secondly role during the whole speaking practice now this appearance has already changed completely When I asked my students to do speaking practice they were very happy I think it was caused by welldesigned in speaking practice
In addition I found out that although atmosphere in the reading task had been improved a lot through the implementation there was still much that would need further improvement
Reference Books
1 Gu Yueguo 2002 Practical Project Design Foreign Language Teaching and Research Press
2 Gu Yueguo 1999 English Language Teaching Methodology Foreign Language Teaching and Research Press
3 Junior English for ChinaTeacher’s Book 2BPeople Education Press
4 Junior English for ChinaStudents’ Book2B People Education Press
Appendix A Questionnaire on Reading Practice
Please tick the box next to the answer that expresses your opinion
1 What’s your understanding about the importance of reading practice
□ A It’s very important □ B General
□ C It’s unimportant □ D It’s very unimportant
2 What do you think of reading practice
A It’s very uninteresting B It’s not interesting C It’s interesting D It’s very interesting
3 Do you like or dislike doing reading practice
A I like it very much B I like it a little
C I don’t like it at all D I hate it
4 Do you like what kind of reading practice
A from the textbook B Make up yourself
C from the everyday life D Can’t be considered as it
5 How would you like your teacher to give you instructions about how to do reading practice
A In plain English B In Chinese
C First in English then in Chinese D Needn’t instructions
6 How would you like your teacher to help you before reading practice
A give you some instructions B give some promptings
C give you the first step D give you a model
7 How would you like your teacher correct your errors when you doing reading practice
A Correcting at once B Correcting after done
C hinting with her eyes D point errors directly
8 Do you like what kind of practicing way
A Work in pairs B work in groups
C Work freely D Both can
Appendix B The Timetable of the Project
Stage
Weeks
Calendar dates
Task
Ⅰ
1
Mar1—Mar5
To lodge the problemStudents dislike reading practice
Ⅱ
2
Mar8—Mar19
To analyse the problems
1The analytic method
2Cause analysis
3Questionnaire
4Brainstorming
Ⅲ
2
Mar22—Apr2
To design the project
Ⅳ
4
Apr5—Apr30
To implement the project
Ⅴ
2
May3—May14
To evaluate the project
VI
3
May17—May27
Project report
Appendix C Teaching Notes
Week 1
Date Thursday Mar82010 825910 am class2
Teaching Aims
1Review and learn more words and expressions about he commercial world
2Practice some important grammars
Teaching Important Points Improve the students’ reading ability
Teaching Difficult Points Grasp the adverbial clauses
Teaching methods talking asking and answering discussion
Teaching Procedure
Step1 Practice the ads
Take out something that students are interested in Let them write advertising for them
If it is a pen what can students say about it If you want to help them make the advertising better what can you do
Step2Let some students introduce their favorite advertising to the class Tell the others why you like it best Do you think what advertising you dislike Why
The teacher tells the students what advertising he likes best Why
Step3Read the text and let the students answer the following questions
What is the news about
Who will bake something good to eat
Step 4 Read the text again and do with the content in details Let the students find more questions about this part If they find any questions they can stand up and ask any student
If they can’t do it well at once you can give them examples Such as How much does a player need
What will Brian do in order to make money (To bake something good to eat)
What’s the price of the cookies (Four for a dollar)
Step 5 Listen to the tape Ask the students to listen carefully and imitate after it
Ask who can read fast enough to follow the tape Encourage them to read as fast as they can
At the same time the students walk around to see the students’ pronunciation and intonation
After finish listening the teacher can repeat some words and expressions on the blackboard
Step 6 Homework
Finish off the exercises in activity book
Week 2
Date Tuesday Mar13 2010 825910 am class 2
Teaching Aims
1 Know more about shopping
2 Grasp more phrases for shopping and signs for business hours
Teaching Important Points Improve the students’ reading ability
Teaching Difficult Points The adverbial clause
Teaching methods practicing talking asking and answering discussion
Teaching Procedure
Step 1 Come to THINK ABOUT IT
Discuss the questions in groups talk about the feeling that you must wait Where must you wait Give examples
S1 When I am ill I must go to see a doctor I must wait my turn
S2 When I buy my breakfast I must wait in queue because everyone is in a hurry They all want to go to school or work earlier
S3 When I buy something in shops I must wait Because the shop near my home is so good that many people buy things there I must wait
The teacher sums what the students say
We live in a big world We must be polite when we buy something That’s a good manner We can’t jump the queue We should think more about the others
Step 2 Look at the picture of Danny What is he doing Do you know his feeling now
Talk about the picture in pairs Then let some students demonstrate their ideas in front of the class
Step 3 Listen to the tape and answer the following questions
When does Danny get up very early
What does the sign say
Does Danny buy the supplies he wants
If some students can’t answer the questions well don't lose your temper We can go on the next step
Step 4 Read the text and check the answers to the listening part Ask the students to find more questions about Danny If they find any they can ask any student If one can’t give the right answer others can help him or her
The questions can be like this
Does he take money to buy things
How long does Danny wait
Where does Danny sit
Step 5Do with some language points
Make sentences with the following words build sign hear
He wants to build a bridge when he is older
What signs can you see near the school
I hear a baby crying loudly
Encourage them to make more sentences
Step 6 Come to LET’S DO IT
Divide the class into several groups We can describe the same shop Then let some students present their report to the class The others try to add the report and make it perfect
We can put up the report on the wall after class
Step 7 Homework Finish off the activity book
Week 3
Date Tuesday Mar20 2010 825910 am class2
Teaching Aims Learn and review some words and expressions in interesting information about real and attempted products
Teaching Important Points Improve the students’ reading ability
Teaching Difficult Points Some words and expressions about the illness and seeing a doctor
Teaching Methods talking discussion asking and answering
Teaching Procedure
Step 1 Ask the students to discuss the topic in groups
Step2 Ask the students to check their reading work in their model text paper first individually then in pairs
Step 3 Ask several volunteers to come to the blackboard and ask some questions about the text
Step4 the teacher and the students analyze the problem together The teacher ask some good students to give more examples of the right form
Step 5 Summarizing the lesson
Homework 1) Retell the reading work
2) Do some additional exercises
Week 4
Date Tuesday Mar27 2010 825910 am class2
Teaching Aims
1 We must eat healthy and keep healthy
2 Know about the balanced diet
Teaching Important Points Improve the students’ reading ability
Teaching Difficult Points What is a balanced diet
Teaching Methods talking asking and answering discussion
Teaching Procedure
Step1warming up
Talk about the question what do you eat in your daily life Do you think what the foods you eat contain
Some words are too difficult for them to answer so the teacher shows some new words to them with the flash
Some words are too difficult to learn Let the students read after the audiotape for several times to have correct pronunciation
Step2Read the text and answer the following questions
What do bread noodles and rice come from
Is fruit different from vegetables
Answer the questions in class in oral If they can’t answer them correctly let them read the text Help them find the correct answer
Step3 Read the text in details and finish the exercises
Read the text and fill in the blanks
1Bread noodles and rice are made from _______
2 ______and _______are very good source of ________ _______ and _______
3 ______ ______ are made from potatoes
4Salad is made of _______ ________
5Many people think that only meat and chicken have _______
______ makes your bones and teeth strong
Step4Listen to the tape and let the students follow it for two time Let them have the correct pronunciation and intonation
Step5 Ask some students to read the text in the class Don’t read the whole text read only the important words expressions and sentences
Step6 Come to LET’S DO IT
Fill in the chart to compare the eating habits of your classmates
Interview four or more students to fill in the chart They can design more questions to ask the others
Step7Homework Finish off the activity book
Appendix D Teaching Diaries
Week 1
Date Thursday Mar8 2010
As usual when I said we were going to speak something to the students Put up their hands As if they are going to have a reading test I noticed a little girl in the front She found it was Zhang Li She is below average I told them the four steps of doing this reading work I speak the main idea of the passage They became understanded and began After they finished the reading task They looked at the passage on the blackboard They did what I said carefully I think our students likes to ask some questions each other and their reading work has been improved So I am very excited
Week 2
Date Tuesday Mar13 2010
I’m very glad that my students become more active in my reading class and the learner’s interests class Especially when I ask them to discuss in groups check in pairs They like what I have done for them the whole class went smoothly I found Zhang Li was smiling She spoke English with her partner quite well I was surprised to see them
Week 3
Date Tuesday Mar20 2010
This period of time Deal with the reading work like the steps of the last two weeks First I ask them to reading and asking some questions by themselves Then I ask them ask to each others Third act them in front the class To my surprise they are more active then I expected
I will go on the good ways to improve the students’ reading ability
Week 4
Date Tuesday Mar27 2010
Before that English reading is a weakness in my class Through the four weeks of objective training the target group has great changes
We all have been ill Sometimes illness can’t be avoided But talking bout the disease is not so easy We have so many things that we can’t describe correctly So we must research more words and expressions about the disease The teacher must help them immediately if possible Remember to discuss how to keep healthy in details
In the course of teaching I guide students to participate and cooperate through personal experience and finding It stimulates their interest of learning English and enhances their selfconfidence
The effect of reading ability has improved a lot of in my class
Appendix E Students’ Handouts
Appendix F AudioRecording
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中央广播电视学培养模式改革开放教育试点
英语专业科（教育方）集中实践环节
英语课堂教学行研究项目设计
鉴定表
姓 名：____ ____
学 号：
级 ： _
分 校：____ _
指导教师：___ ___
完成时间：_ ___
电开放教育 级（春）英语专业（科）
英语课堂教学行研究项目设计报告
分校： 班级代号：
姓名
性
年龄
学号
教学班
英语科
年级
08
工作单位
工作性质
教育教学
工龄
3
职务
教师
项目计划设计时间
14周
指导教师
选题
How to Improve Students’ Reading Ability More Effectively
二 选题目意义必性
It’s wellknown that most of students don’t like reading They think it is very difficult and boring to do reading activities Therefore we have to improve the students’ reading abilities It’s a difficulty for every English teacher how to improve the students’ reading abilities
三 研究方法
1The analytic method
2Cause analysis
3Questionnaire
4Brainstorming
四 设计程
1Find out the problem
2 Problem analysis
3Project design
4 Project implementation
5 Project evaluation
6Project report
五 研究结果
The project implementation has proved my hypothesis to be right The students’ interests are improved All of them start to love learning English step by step They also make more progress in the ability of reading
电开放教育 级（春）英语专业（科）
英语课堂教学行研究项目设计教师指导记录成绩评定表
分校： 班级代号： 姓名 学号
指导教师指导意见
第次 时间容评分
20XX年3月2日项目启动阶段指导学生确定项目设计选题学生够结合教学实际提出问题问题较典型适合开展项目研究
中
学生签字 教师签字
第二次 时间容评分
20XX年3月18日问题分析阶段学生够针问题运种科学方法分析问题问题分析较透彻
良
学生签字 教师签字
第三次 时间容评分
20XX年4月30日方案设计项目实施阶段教师指导够提出问题假说根假说设计验证方案进行实施实施程完整支撑材料较丰富
中
学生签字 教师签字
第四次 时间容评分
20XX年5月25日项目评估项目报告阶段根收集材料数项目实施程结果进行评估求撰写项目报告环节完整语言表达较准确格式符合求
中
学生签字 教师签字
指导教师总评语
该生够紧密联系教学实际提出问题够运种科学方法分析问题分析较透彻目标假设合理正确方案设计较详细定针性操作性项目实施程完整项目评估较客观报告符合求语言表达较准确格式正确
初评成绩
71
设计程成绩
47
报告成绩
24
指导教师签字
时间
答辩成绩
73
综合成绩
72
答辩组成员签名
年 月 日
分校集中实践环节教学指导组意见
成绩评定审阅核准意见
意
负责签字_______(系公章) 年 月 日
省校集中实践环节教学领导组意见
成绩评定审阅核准意见：
负责签字__________(系公章)年 月 日
说明：1答辩组应填写评价意见组成员均应签名（盖章）答辩组应少3
2分校行复制
电开放教育 级（春）英语专业（科）
英语课堂教学行研究项目设计
答辩记录表
分校： 班级代号： 姓名 学号
答辩持
答辩组成员
秘 书
答辩日期
学生述情况：
My project title is How to Improve Students’ Reading Ability More Effectively As everyone knows the classroom teaching is one of the most important ways that the students learn English As far as the English teaching in the middle schools is concerned teachers have to arouse the students’ interests so that they may learn better There are many ways to arouse the students’ interests and help them to learn better reading teaching is one of them
In my research I used the analytic method cause analysis questionnaire and brainstorming activation I also formulated a specific research objective and a research hypothesis After implementing my fourweek project they were very happy when I asked my students to do the reading tasks All of them started to love learning English step by step They also make more progress in the ability of reading
答辩教师提问
学生回答情况
1What scientific methods are used to analyse your problem
1The analytic method
2Cause analysis
3Questionnaire
4Brainstorming
2How do you organize students in Lesson 26
I can use group work pair work personal work to organize the students
3What are the possible solutions to arouse students’ interest in the reading teaching
1To change the teacher’s role
2 To make the relation between teachers and students cooperative
3To create the comfortable and pleasant atmosphere
4To supply some interesting practices
5To allow the students to ask some questions about the text freely
4What problems still exist when your project has been finished
1 Students don’t still think that reading is much more important
2 Students don’t still devote themselves to reading completely
3Students don’t still spend too much time on reading
4 Students don’t still pay attention to using reading in their true lives
5
6
答辩组
意见
成绩评定
成绩 签字： 年 月 日
说明：表分校行复制
Project Title
How to Improve Students’ Reading Ability More Effectively
Investigator
Zhang Juhong
Gansu Radio & Television University
Wuwei Branch
Submitted on 28th May 2010
In Fulfillment of the Course
Practical Project Design
Acknowledgment
I am mostly grateful to my supervisor MsTian without whose support and patience this project would not even have got off the ground
I am also grateful to my colleagues Dong Chonglin Zeng Xianwei Yang Yuxiu for their time spent on brainstorming and visiting my class and panel discussions with me
No amount of thanks will be adequate for my students without whose willing participation in the project implementation would have remained on paper
Last but not least big thanks go my family who have shared with me my worries frustrations and my ultimate happiness in eventually finishing this project
Abstract
As everyone knows the classroom teaching is one of the most important ways that the students learn English As far as the English teaching in the middle schools is concerned teachers have to arouse the students' interests so that they can learn better There are many ways to arouse the students' interests and help them to learn better reading teaching is one of them
The article presents a detailed report of a project implemented to solve the problem that most of my students are interested in reading I have adopted various teachings such as group workpair workpersonal workrole playretell the text and discussion in class
This hypothesis is verified by a fourweek practice of wellorganized English class Among the methods of scientific investigation used are the analytic method cause analysis and brainstorming activation
Key words
Reading Design Interest Ability
Main Headings of the Project Report
1 Introduction
2 Summary of the Preliminary Research
21 Problem
22 Project objective
23 Problem analysis
24 Project hypothesis
25 Project rationale
3 Reading Teaching Design
4 Control and Target Groups
5Project Implementation
6Data Analysis
7Project Evaluation
8Conclusion
References
Appendixes
A Questionnaire on Reading Practice
B The Timetable of the Project
C Teaching Notes
D Teaching Diaries
E Students’ Handouts
F AudioRecording
1 Introduction
I am an English teacher in Nan’an middle school in Wuwei This middle school is located in a small town Shuangcheng and all my students are peasants children
When the students were in primary school they mainly studied Chinese and Maths So they had less chance to know more about other knowledge It was almost the first time for them to touch English when they got into middle school Most of them thought it is very difficult and boring for them to learn English well So they don’t like it and don’t like reading better Now my students are in their third year of studying English They still don’t like reading and can't realize the importance of English reading In the past years I have also paid more attention to arousing their interests in English and spent much too long time on reading teaching But the effect is still very poor The most difficult thing is how to improve their reading ability Just I have such an opportunity to do the project In order to make more effective I should adopt various communicative ways in different steps of reading teaching
I hope I can solve it better that how to improve students’ reading ability through the action research so that I can apply my knowledge and theory into practice which I learned from Gansu TV University
2 Summary of the Preliminary Research
This part of my study was conducted during March12010May27 2010
21 Problem
The problem is based on my teaching experience That is Most of my students do not like reading teaching because they think it is difficult and boring
22 Project objective
How to improve students’ reading ability more effectively
23 Problem analysis
A The analytic method
There are more than 50 students in my class and I can't give each student the opportunity to practice their reading ability Therefore it's in common that the students can not get high marks in reading exercises in exams but the others can be done well The problem made me thinks the other side of the issue some of my students do well in reading But most of other students are poor in reading practice this situation make me think of these
Why some students do well in reading practice while others don't
Who are the some that do well in reading practice And who are the others that don't do well in reading practice
Moreover my students are in contrast with my colleague's students This inspired me to make a chain of refractions what about my colleague’s students Is it also the causes that are poor in reading practice If on the other hand all of my colleagues’ students like reading practice then my problem is actually caused by myself not by students Probably that the style of reading practice I asked my students to do was poorly designed and the form was inflexible
So after problem analysis I have reached this conclusion The problem that my students don't like to do reading practice So I designed the objective to research how to solve the problem
B Cause analysis
I think that it will be much better to use cause analysis to analyze my problem
In this situation I asked myself a series of questions and tried to provide some answers to them
Why did most of my students not do reading work？ In order to know more about this issue I designed a cause exploration Procedures like this
→ The teacher's side
→ The students' side
→ The task design
→ The class size
→The classroom management
→Tentative conclusion
1)The teachers’ sidethat is my self
△I wasn’t enthusiastic myself
△I failed to give instructions clearly
△I failed to dig out students’ interest in doing this or doing that
2)the students’ side
△ Some students are not interested in English so they don't like reading too
△ Some students are afraid of making mistakes and being laughed at by their partners
△ They have the idea of losing face if they have mistakes
△ Some students are troubled for remembering new words and useful expressions because of no strong will and desire
3)The task design
△ The task is poorly designed and the form was inflexible
4)The class size
△There are more than 50 students in my class so I can't give each student the opportunity to practice their reading ability
5)The classroom management
△ The classroom is perhaps getting too noisy
△ Students may not be properly grouped
6) Tentative conclusion
△If I change my teaching method of the reading activities My students will have great interest to do reading activities If I present clearly to my students and they know how to do it They will like to do it
C Brainstorming
When I was engaged in the problem analysis I often talked to my colleagues 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
24 Project hypothesis
It is hypothesized that students will do reading activities by betterdesigned teaching such as the group workpair workpersonal workrole play and discussion etc
25 Project rationale
After I’ve read English Language Teaching Methodology (Part I and Part) I found it’s very helpful The unit on speaking is particularly useful After some reading and thinking I have worked out four reasons on which my project will be based They are
1) The role of reading in class and its purpose First reading serves as a tool in teaching all language skills It can be integrated with the teaching of listening comprehension oral presentation and writing skills Second reading may be a good in itself Since reading is often required for passing a particular examination from reading an simple article at an elementary level to composing essays at an advanced level Third reading has its practical value and can be used as stimulus in motivating students to learn the language For example students may stories or famous books they like in English If they have access to Internet they may be able to communicate with the world because most of webs are in English
2) The role of the students I would like the students to feel that learning is a collaborative endeavour and not a competitive one They should come to realize that they can learn from each other and help each other especially in speaking as it is not a skill they can practice on their own
3) The role of the teacherStudents should realize that the teacher has many roles in the classroom not just that of evaluator I would like to demonstrate these different roles so that students realize when the teacher takes a major instructional role in class and when she takes only a minor helping role I would like students to get used to being responsible for their own learning and not depend on the teacher all the time
4) The type of classroom tasks used I think all of the above can be dealt with by designing and using appropriate tasks in the lesson If students have to do informationgap tasks which require them to gain information from their partner by means of questioning and listening and to give information to their partner by listening and responding adequately to questions then I feel they can be shown the value of communicating with their peers
3 Reading Teaching Design
On the basis of the project rationale above I need to design some reading activities that can prove my project hypothesis (refer to Appendix C) In order to prove the hypothesis I must fulfill one condition that is reading activities must be better designed than the existing ones The problem with the existing reading activities is that they have little information value and that students have no real communicative purpose when doing them So my new reading activities should have a real information gap so that the students have a real purpose to communicate
I have designed four activities to be tried out in four weeks And these activities are reported as follows
Week 1 Activity 1
For use with Learning English 5 Unit2 Lesson15
Title
Lesson15 Push That Product
Teaching aims
and demands
Knowledge aims
1Get Ss master some important words phrases and sentence structures
2 Understand the meaning of the text
Ability aims
Improve the students’ reading ability
Feeling aims
make Ss feel easy and funny to learn English across groupwork
Key points
Improve the students’ reading ability
Puzzle points
How to understand the meaning of the text
Imagination
1Lead –in 2presentation 3 Practice 4 Sum up
Teaching methods
groupwork
Teaching tools
Pushpins and blackboard
Teaching steps
Step1 Greeting
Step2 Leadin The teacher brings a pushpin to the class then ask a few questions like below
What are they in English
What can we use them to do in our life
What’s the price of a box of one hundred pushpins
Step3 Presentation
1 Let Ss read the first paragraph and answer What would Edwin Moore make for people in 1900
2 Let Ss read the whole text loudly and quickly
3 Read the questions on the blackboard and find the answers in the text then discuss in groups to make sure the answers are correct
Questions1 Who would make anything useful that people would want to buy And what was it
2Where did he live
3Did he made his first pushpins by himself
4What was the price of his first pushpins
5What was his first big success
6 When did he begin adverting his product across the US
7Does the Moore Pushpin company still make pushpins today
8What else does it made
9Does it sell thousands of pushpins all over the world
10 How mush is a pushpin today Is it expensive than in 1900
4 Ask some Ss to answer their questions in class
5 Show some phrases on the blackboard and let them to pick up them in the text
Step4 Do exercises on the blackboard
Step5 Sum up
According to the knowledge aims to summary
Step6 Homework
Finish the exercises on the Ex book
Week 2 Activity 2
For use with Learning English 5 Unit3 Lesson20
Title
Lesson 20 Let’s Learn Geography
Teaching aims
Knowledge aims
1Get Ss master the new words phrases and sentence structures
2 Understand the meaning of the text
3 Learn something about the foreign countries
Ability aims
Improve the students’ reading ability
Feeling aims
Arouse the students’ feelings that they love travelling
Teaching importance
Talk about the geography
Teaching difficulties
Improve the students’ reading ability
Teaching methods
1 Warming up to arouse the students’ interest in travel
2 Listening activity to improve the students’ listening comprehension
3 Pair work group work to make every student work in class
Teaching tools
A computer
Teaching steps
Step1 Greeting
Step2 Leadin
1 Show the video of New York to the students then ask some questions to lead in
What is it about Where is it Do you like traveling
2Tell the students if you really like traveling you must work hard at geography 3Show the title and teach the word geography by the pictures of a globe and a map of the world
Step3 Warming up (Speaking)
Make up a dialogue with the following sentences
Have you ever been to……
Where have you ever been
The teacher show the students a picture of Fuji in Japan and talk with them to arouse their interest in travel Then the teacher ask the students
1Have you ever travelled
2Where have you ever been
Step4 Show the teaching produces to the students
Step5 learn the new words
Step6 Listen and answer the following questions
1 Has Danny ever been abroad Where
2 Where would Danny love to go
Step7 Read and answer in groups
1What’s the geography
2What would Danny like to do
3Has Danny ever been to other countries in Asia
4Where would Danny love to go Why
5What language does Japanese speak
6Has Brian ever been abroad
7Has Brian ever visited any other countries
8 Where did Brain’s father travel when he was younger
9Do you know the meaning of pen pal
10Where does Jenny’s mother’s pen pal live
Step6 Show and explain the language points
1 population
2 havehas gonebeen to ……
havehas been in……
Step7 Retell the text
Step8 Summary
Step9 Homework Choose a country and try to write sth about it
Week3 Activity3
For use with Learning English 5 Unit3 Lesson23
Title
Lesson 23 The Fox and the Stork
Teaching aims
Knowledge aims
1Master the key words phrases and sentence structures
2 Understand the meaning of the text
Ability aims
Improve the students’ reading ability
Feeling aims
Know how to understand and respect others
Teaching importance
Improve the students’ reading ability
Teaching difficulties
Know how to understand and respect others
Teaching methods
1 Personal work pair work group work to make every student work in class
2 Asking and answering expository teaching discussion method practice method and so on
Teaching tools
Multimedia
Teaching steps
Step1 Greeting
Step2 Warmup
By the class teach them a life manner about greeting when meeting teachers somewhere in order to make them know that respecting others is to respect ourselves
Step3 Show teaching goals and procedures
Step4 Leadin
1 Show the two animals a fox and a stork With the teachers’ help describe them in English including looks features and likes At the same time teach some new words Finish it by group work
2 Introduce the main idea of the story in Chinese to arouse the students’ interests
Step5 Listening task(personal work)
Let the students listen to the tape and answer the following questions
1 What did the fox make for the stork
2 What did the stork make for the fox
Step6 Reading task
1 Skim the text and fill in the blanks(personal work)
2 Scan the text and answer the questions(pair work)
Step7 Discussion(group work)
Ask the students to discuss the questions according to the text 1Why would the fox love the stork to have dinner with him 2 Why didn’t the stork feel sorry to the fox 3when your friends were invited to your home what would you serve for your friends Would you choose the best foods and drinks or the foods and drinks that your friends like Why How do you do that Politely or rudely
Step8 Retell the text(group work)
First teach the ways to retell the text(with the key words and the key sentences) Then let them have try in groups Finally a member of the group come to the front to retell the text
Step9 Deal with the language points (help work)
Complete the part by helping each other by turns But the teacher explain to the class the key language points
Step10 Practice
Step11 Summary
Step10 Homework
1 Remember the key words and phrases
2 the next reading in the student book
Week4 Activity4
For use with Learning English 5 Unit4 Lesson26
Title
Lesson 26 Cookies Please
Teaching aims
Knowledge aims
1Master the key words phrases and sentence structures
2 Understand the meaning of the text
Ability aims
Improve the students’ reading ability
Feeling aims
Know how to understand and respect others
Teaching importance
Improve the students’ reading ability
Teaching difficulties
1 How to introduce your products to the customers
Teaching methods
3 Personal work pair work group work to make every student work in class
4 Asking and answering expository teaching discussion method practice method and so on
Teaching tools
Multimedia
Teaching steps
Step 1Come to THINK ABOUT IT
Talk about the questions in groups of three or four Then let one of the students in the group reports to the class
When the students are give their reports the others can ask questions if they like or if they have any questions
Step2Read and answer the following questions
1 When are Brian and Danny selling their products
2 Who buy cookies from Brian
3 Does anybody buy Danny’s product
Step 3 Analyze the text in details
Encourage them to ask more questions about the text Such as
What do you think of Danny’s product
What do you think Brian’s cookies made of
Do you want to make some cookies by yourself
Step 4Listen to the tape and let the students imitate after it At the same time they must keep silent
Step 5 Act out
Ask the students take out something interesting and sell them in the class What do they want to sell Who wants to buy Do they have a deal Observe if they have any difficulties Help them in time
Write some new words on the blackboard in order to build their vocabulary
Step6Come to LET’S DO IT
Act out the story If they make mistakes don't mind them and let them go on They can express their ideas freely if their grammars are correct This is an interesting game Encourage them to be bold and not to be nervous
Step7Homework
1 Finish off the activity book
2 Go on the next reading in the student book
4 Control and Target Groups
I have finished designing the reading word activities I should to select a control group and a target group The advantage of setting up these two groups is obvious after the project is carried out I can compare the target group with the control group The results obtained through the comparison will indicate whether the project is successful or not And my initial hypothesis will be proved or disproved
I am currently teaching two parallel classes I use Class 1 as my target group and Class 2 as my control group
5 Project Implementation
It took me four weeks to implement my project For each week I was scheduled to do these
△ teaching notes (see Appendix C)
△ students’ handouts’ (see Appendix D
△ diarykeeping(refer to Appendix E)
△ Audiorecorder (see Appendix F)
The tasks all occurred in target group of my class 1 Grade 9 of Middle School And my control group is in class3 Grade 9 of Middle School The target students showed their great interest in the designed group work and they enjoyed my practicing requirement
6 Data Analysis
After four weeks’ action I found that the target group is much better than the control group I think the improvement is mainly due to these factors Providing very tasks with peers and checking their reading tasks every time
But I also found that a few students did not do their reading homework This implies that I should find out some other reasons to account for this fact and try to solve the problem more thoroughly
7 Project Evaluation
△The problem
My problem is a researchable to me because I have the resources and the time
△The methods used in problem analysis
D I used the Analytic methodCause analysis and Brainstorming These are all acceptable methods and suitable to my problem
△The project objective
My project To improve students’ reading ability more effectively to arouse students’ interest is realistic
△The project hypothesis
Is the project hypothesis provable Yes My hypothesis—Learners’ interests in reading practice can be enhanced by welldesigned exercises –is provable I have found that my students’ interests in reading practice has indeed been enhance after I used the exercises I designed
△The project rationale
Does the project have a sound basis Yes My project was based on the theoretical assumptions which are valid and sound
△The project design
I have defined my project objective and hypothesis I have stated my project rationale I have worked out the details for project implementing I have also planned the stages for the project implementation
△The stages and details of project implementation
The stages are necessary and complete The implementation details are properly maintained In my case I am assessed on the following items
Week 1
Teaching notes
Diarykeeping
Homework
Week 2
Teaching notes
Diarykeeping Audiorecording
Homework
Week 3
Teaching notes
Diarykeeping Audiorecording
Homework
Week 4
Teaching notes
Diarykeeping Audiorecording
Homework
△The methods used in project implementation
I set up control and target group using the group workpair workpersonal work and discussion methods
△The methods used to obtain the results
In what way has the investigator obtained the project results Is it acceptable suitable and properly used I used observations diarykeeping to obtain the project results They are all acceptable suitable to the task and properly used
△The results obtained from the project implementation
My hypothesis has been proved to be correct
8． Conclusion
The present study is chiefly based on the project that I proceeded form March 2010 to May 2010 which aimed to enhance my students’ interests in doing reading practice In my study I used the analytic method Socratic dialogue Cause analysis questionnaire survey and brainstorming activation I also formulated a specific research objective and a research hypothesis And then I implemented my project I did much improvement in four aspects when I designed my reading tasks and organized my students to do the reading tasks After implementing my fourweek project I do the data analysis 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’m happy to state that my problem has been successfully solved from the action research I have got a lot of benefits In the past I was leading role and my students were only secondly role during the whole speaking practice now this appearance has already changed completely When I asked my students to do speaking practice they were very happy I think it was caused by welldesigned in speaking practice
In addition I found out that although atmosphere in the reading task had been improved a lot through the implementation there was still much that would need further improvement
Reference Books
1 Gu Yueguo 2002 Practical Project Design Foreign Language Teaching and Research Press
2 Gu Yueguo 1999 English Language Teaching Methodology Foreign Language Teaching and Research Press
3 Junior English for ChinaTeacher’s Book 2BPeople Education Press
4 Junior English for ChinaStudents’ Book2B People Education Press
Appendix A Questionnaire on Reading Practice
Please tick the box next to the answer that expresses your opinion
1 What’s your understanding about the importance of reading practice
□ A It’s very important □ B General
□ C It’s unimportant □ D It’s very unimportant
2 What do you think of reading practice
A It’s very uninteresting B It’s not interesting C It’s interesting D It’s very interesting
3 Do you like or dislike doing reading practice
A I like it very much B I like it a little
C I don’t like it at all D I hate it
4 Do you like what kind of reading practice
A from the textbook B Make up yourself
C from the everyday life D Can’t be considered as it
5 How would you like your teacher to give you instructions about how to do reading practice
A In plain English B In Chinese
C First in English then in Chinese D Needn’t instructions
6 How would you like your teacher to help you before reading practice
A give you some instructions B give some promptings
C give you the first step D give you a model
7 How would you like your teacher correct your errors when you doing reading practice
A Correcting at once B Correcting after done
C hinting with her eyes D point errors directly
8 Do you like what kind of practicing way
A Work in pairs B work in groups
C Work freely D Both can
Appendix B The Timetable of the Project
Stage
Weeks
Calendar dates
Task
Ⅰ
1
Mar1—Mar5
To lodge the problemStudents dislike reading practice
Ⅱ
2
Mar8—Mar19
To analyse the problems
1The analytic method
2Cause analysis
3Questionnaire
4Brainstorming
Ⅲ
2
Mar22—Apr2
To design the project
Ⅳ
4
Apr5—Apr30
To implement the project
Ⅴ
2
May3—May14
To evaluate the project
VI
3
May17—May27
Project report
Appendix C Teaching Notes
Week 1
Date Thursday Mar82010 825910 am class2
Teaching Aims
1Review and learn more words and expressions about he commercial world
2Practice some important grammars
Teaching Important Points Improve the students’ reading ability
Teaching Difficult Points Grasp the adverbial clauses
Teaching methods talking asking and answering discussion
Teaching Procedure
Step1 Practice the ads
Take out something that students are interested in Let them write advertising for them
If it is a pen what can students say about it If you want to help them make the advertising better what can you do
Step2Let some students introduce their favorite advertising to the class Tell the others why you like it best Do you think what advertising you dislike Why
The teacher tells the students what advertising he likes best Why
Step3Read the text and let the students answer the following questions
What is the news about
Who will bake something good to eat
Step 4 Read the text again and do with the content in details Let the students find more questions about this part If they find any questions they can stand up and ask any student
If they can’t do it well at once you can give them examples Such as How much does a player need
What will Brian do in order to make money (To bake something good to eat)
What’s the price of the cookies (Four for a dollar)
Step 5 Listen to the tape Ask the students to listen carefully and imitate after it
Ask who can read fast enough to follow the tape Encourage them to read as fast as they can
At the same time the students walk around to see the students’ pronunciation and intonation
After finish listening the teacher can repeat some words and expressions on the blackboard
Step 6 Homework
Finish off the exercises in activity book
Week 2
Date Tuesday Mar13 2010 825910 am class 2
Teaching Aims
1 Know more about shopping
2 Grasp more phrases for shopping and signs for business hours
Teaching Important Points Improve the students’ reading ability
Teaching Difficult Points The adverbial clause
Teaching methods practicing talking asking and answering discussion
Teaching Procedure
Step 1 Come to THINK ABOUT IT
Discuss the questions in groups talk about the feeling that you must wait Where must you wait Give examples
S1 When I am ill I must go to see a doctor I must wait my turn
S2 When I buy my breakfast I must wait in queue because everyone is in a hurry They all want to go to school or work earlier
S3 When I buy something in shops I must wait Because the shop near my home is so good that many people buy things there I must wait
The teacher sums what the students say
We live in a big world We must be polite when we buy something That’s a good manner We can’t jump the queue We should think more about the others
Step 2 Look at the picture of Danny What is he doing Do you know his feeling now
Talk about the picture in pairs Then let some students demonstrate their ideas in front of the class
Step 3 Listen to the tape and answer the following questions
When does Danny get up very early
What does the sign say
Does Danny buy the supplies he wants
If some students can’t answer the questions well don't lose your temper We can go on the next step
Step 4 Read the text and check the answers to the listening part Ask the students to find more questions about Danny If they find any they can ask any student If one can’t give the right answer others can help him or her
The questions can be like this
Does he take money to buy things
How long does Danny wait
Where does Danny sit
Step 5Do with some language points
Make sentences with the following words build sign hear
He wants to build a bridge when he is older
What signs can you see near the school
I hear a baby crying loudly
Encourage them to make more sentences
Step 6 Come to LET’S DO IT
Divide the class into several groups We can describe the same shop Then let some students present their report to the class The others try to add the report and make it perfect
We can put up the report on the wall after class
Step 7 Homework Finish off the activity book
Week 3
Date Tuesday Mar20 2010 825910 am class2
Teaching Aims Learn and review some words and expressions in interesting information about real and attempted products
Teaching Important Points Improve the students’ reading ability
Teaching Difficult Points Some words and expressions about the illness and seeing a doctor
Teaching Methods talking discussion asking and answering
Teaching Procedure
Step 1 Ask the students to discuss the topic in groups
Step2 Ask the students to check their reading work in their model text paper first individually then in pairs
Step 3 Ask several volunteers to come to the blackboard and ask some questions about the text
Step4 the teacher and the students analyze the problem together The teacher ask some good students to give more examples of the right form
Step 5 Summarizing the lesson
Homework 1) Retell the reading work
2) Do some additional exercises
Week 4
Date Tuesday Mar27 2010 825910 am class2
Teaching Aims
1 We must eat healthy and keep healthy
2 Know about the balanced diet
Teaching Important Points Improve the students’ reading ability
Teaching Difficult Points What is a balanced diet
Teaching Methods talking asking and answering discussion
Teaching Procedure
Step1warming up
Talk about the question what do you eat in your daily life Do you think what the foods you eat contain
Some words are too difficult for them to answer so the teacher shows some new words to them with the flash
Some words are too difficult to learn Let the students read after the audiotape for several times to have correct pronunciation
Step2Read the text and answer the following questions
What do bread noodles and rice come from
Is fruit different from vegetables
Answer the questions in class in oral If they can’t answer them correctly let them read the text Help them find the correct answer
Step3 Read the text in details and finish the exercises
Read the text and fill in the blanks
1Bread noodles and rice are made from _______
2 ______and _______are very good source of ________ _______ and _______
3 ______ ______ are made from potatoes
4Salad is made of _______ ________
5Many people think that only meat and chicken have _______
______ makes your bones and teeth strong
Step4Listen to the tape and let the students follow it for two time Let them have the correct pronunciation and intonation
Step5 Ask some students to read the text in the class Don’t read the whole text read only the important words expressions and sentences
Step6 Come to LET’S DO IT
Fill in the chart to compare the eating habits of your classmates
Interview four or more students to fill in the chart They can design more questions to ask the others
Step7Homework Finish off the activity book
Appendix D Teaching Diaries
Week 1
Date Thursday Mar8 2010
As usual when I said we were going to speak something to the students Put up their hands As if they are going to have a reading test I noticed a little girl in the front She found it was Zhang Li She is below average I told them the four steps of doing this reading work I speak the main idea of the passage They became understanded and began After they finished the reading task They looked at the passage on the blackboard They did what I said carefully I think our students likes to ask some questions each other and their reading work has been improved So I am very excited
Week 2
Date Tuesday Mar13 2010
I’m very glad that my students become more active in my reading class and the learner’s interests class Especially when I ask them to discuss in groups check in pairs They like what I have done for them the whole class went smoothly I found Zhang Li was smiling She spoke English with her partner quite well I was surprised to see them
Week 3
Date Tuesday Mar20 2010
This period of time Deal with the reading work like the steps of the last two weeks First I ask them to reading and asking some questions by themselves Then I ask them ask to each others Third act them in front the class To my surprise they are more active then I expected
I will go on the good ways to improve the students’ reading ability
Week 4
Date Tuesday Mar27 2010
Before that English reading is a weakness in my class Through the four weeks of objective training the target group has great changes
We all have been ill Sometimes illness can’t be avoided But talking bout the disease is not so easy We have so many things that we can’t describe correctly So we must research more words and expressions about the disease The teacher must help them immediately if possible Remember to discuss how to keep healthy in details
In the course of teaching I guide students to participate and cooperate through personal experience and finding It stimulates their interest of learning English and enhances their selfconfidence
The effect of reading ability has improved a lot of in my class
Appendix E Students’ Handouts
Appendix F AudioRecording
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