时间：2022-08-24 08:09:30
【Abstract】The present study present a detailed repot of a project implemented to solve the problem that most of my students do not like doing speaking practice I assign them to do after class. It is hypothesized that learners’ interest in speaking practice after class will be greatly increased by a better organization in this respect. This hypothesis is verified by the auraoral method to improve ability of speaking.
Methodologically, four methods are used, and they are analytic method, cause analysis, questionnaire survey, and brainstorming activation
Main Heading of the project Report
（1）Introduction
（2）Summary of the preliminary Research
①Problem
②Problem analysis
③project objective
④project hypothesis
⑤possible solutions
(3)FullScaled simple instruction of the ability of speaking
①Recite the useful expressions
②Practise how to explain things In different ways
③The auraloral method
④Reduce their pressure
(4)Speaking practice Design
(5)problem Unsolved
(6)Conclusion
June1.Introduction
I have been teaching the students who have some problem in their speaking. Speaking is one of four skills. The final purpose is to let students be able to use the language. But now I introduce How to improve ability of speaking!
2.Summary of the preliminary Research
The problem I have in my teaching is that most of my students do not like doing the oral practice I assign them to do after class. How to overcome the problem.
2.1 Problem
The problem I have in my teaching is that most of my students do not like speaking in English in class.
2.2 Problem analysis
In my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were three main reasons that accounted for students ‘ reluctance to do the some speaking work First. Some students have little vocabularies.They are afraid of making mistakes.
Second, some students had some difficulties in doing speaking practice,so they hoped that they could do it after class under more eoncrete direction of the teacher.
Third, most students felt overloaded because of a heavier homework assignments.
2.2.1 Analytic method.
Speaking can’t be taught separately. It is often connected with listening. so we often speak of listening and speaking.
The traditional way of listening and speaking is auralspeaking method.now the new method of twoway communication is very popular.
2.2.2 Cause analysis
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 speaking practice I assigned them to do in class? In order to know more about this issue.
2.2.3 Questionnaire survey
I made a real research about the situation. one day, I gave them two good story――recite them and form groups in turns to make a new dialogue.the title was asking how to go to Xinhua shop’ the next day, I check theirs homework.Only three students recited the story. Only one group of three students made a new dialogue.
4)Let’s get together sometime next week. what date do you suggest ?
5)I wonder if we could arrange a meeting.
6)I’d like to invite you over for dinner this Friday.
7)Shall we have lunch together?
8)Why don’t we have lunch together ?
9)Simon blew Mary a kiss.
10)I’ll walk you home.
11)We pooled in money to buy Alice a birthday cake.
12)I was pressed for time.
13)The second book was a slim volume.
14)One morning I woke up early and flipped on a movie channel.
15)Soon after that I ran a relay race during an important high school track and field meet.
16)She’d arrived to collect grace in the normal way.
17)She brought her mother tea in bed and ran a bath for her.
18)They heard television blare
19)His English was good but in moments of stress, He dropped words.
20)A flush of alarm prickled her skin.
3.2 Practise how to explain things in different ways.
Example:
1)I love you. (We can change you to her or my mother )
2)I love her /my mother.
3)I want to kiss you, I want to hug you, I will show my heart to you.
We can give many examples they all understand.
3.3 The auraloral method
A Speaking can’t be taught separately. It is often connected with listening So we often speak of listening and speaking.The new method of speaking is the two way communication. It makes up for the relationship of the communication between the teacher and the students.
This relationship is connected with the communicate activities between two people. This method is different from the traditional auralspeaking method. But it also bases on the process of SRR. So we call it a new type of auraloral method has some peculiarities. It can create a fresh environment for speaking English.IT needs some necessary explanations of Grammar, Including some sentence structures. Hints are the major way of practice. Teachers can control the practice wholly or partly.
The practice can also be controlled by students freely. The internal force of study is not due to the interests in phonetic structure.But the content of the material. To make the correct response, The students are asked to pay more attention.
Example:
Teacher: Ask me if I am a student？
Student: Are you a student ?
T:Tell me――No, You’ re a teacher.
S:No, I’ m a teacher.
In this example, “Ask me ” means that the student must say a question sentence while “ Tell me ” shows that the student must say a decarative sentence. But before doing this, The teacher must explain something about the exchange of interrogative sentence and declarative sentence.
The twoway communication can long then the dialogue limitlessly. This is its advantage. At the same time, If the student wants to give the correct response, He has to think it hard, The sentence is not easily forgotten which is created by themselves through thinking, Sometimes with the teacher’s hint. You can talk freely. You can express yourself as you can.
For example:
T:Ask me how many people there are in my family.
S:How many people are there in your family ?
T:Tell me there are five.
S:There are five.
T:Ask me what my prreuts do.
S:What do your parents do.
T:Tell meyour father is a teacher and your mother work in a company.
S:My father is a teacher and my mother works in a company.
T:Ask me if my father like his job.
S:Does your father like his job.
T:Tell mesure, he likes teaching very much
S:Sure, he likes teaching very much.All these responses form a complete dialogue.
A:How many people are there in your family ?
B:There are five.
A:What do your parents do ?
B:My father is a teacher and my mother works in a company.
A:Does your father like his job ?
B:Sure, he likes teaching very much.
If you want to ask more about “father” or other family members,the dialogue can go on as far as possible.
So, In a word, the auralspeaking method is not a outofdate one, But a useful one. Especially it is fit for the beginning stage. It attaches the importance to the speaking drills, and has a bad communicative function.It is only used to aphonetic base. After all, the aim of the language learning is to communicate. So the twoway communication is more effective and direct, But it is also fit for the beginning stage.
3.4 Reduce their pressure
I decided to simplify the students’ speaking homework. The students often complained they had too much written homework――not only English homework, But also the homework of other subjects. They thought written homework must be finished on time. So they had no enough time to do speaking work. I thought I should make allowances for the students’ pressure adopted two effective measures to reduce their pressure.
One was that I gave them less written homework when I asked them to do speaking practice. The other was I simplified the exercises in class, For examples, If I wanted them to listen the tape and recite the lesson, I taught them how to retell or abbreviate the lesson. The short passage must contain the main idea, The main patterns and some new expressions. And then I asked them to recite the important expressions and listen the short good passage. When we did that like this, we could get four benefits.
First, they have the right pronunciation.
Second. They learned to retell a text or abbreviate an article.
Third. They felt happier to recite a simplified passage.
Fourth, They could review what they had just learned in class in time.
4.Speaking Practice Design.
My hypothesis is that learns’ interest in speaking practice and can understand the others speaking. I increased many more activities. Moreover, my new assignment activities should have a real information value so that students have a real purpose to communicate. I designed three activities to be tried out in thirty days, And these activities are reported as follows.
The first ten days Activity 1 The Sea
Purpose: To practise the important expressions and the grammarEIIipsis
Instructions: At first I got the individual students to listen and retell each lesson after class. Then I got the students close the books,answered my questions or act out the play in pairs.
Procedure: When I finished teaching a lesson, I asked the students to retell the lesson after class. the next day I asked some students to retell the lesson in class. and then I gave some necessary advice. When I finished the lesson. The students could retell a whole story. Then the students worked in pairs after class. One of them played the narrator. The others played Li Qun,Bruce, Jim and Tom. At last I asked the pairs to give their performance in front of the class.
The next ten days Activity 2 At the shop
This activity is based as in senior English for China students’ Book2A, United10, lesson 37. “At the shop Purpose: To practise using useful expressions at the shop.
Instructions: students communicate in pairs. They made new dialogues by themselves after class. Then they acted out their dialogues in class.
Procedure: I taught the text of lesson 37. Then I provided the students a lot of related blouse. Which I classified into four aspects: trousers, radio, blouse, clothes. And I also provided some related topics and model dialogues for their reference. Next I allowed them to rehearse their dialogues. At last I arranged a whole class for them to perform. when they were performing in class, three students and I gave the actors or actresses marks through discussion, Marks were given following three students:Firstly,their pronunciation and intonation. Secondly, their mistakes in dialogues. Thirdly, their level of performance. after performance, I asked all of the students to elect excellent actors,actress, writers and directors.For students, The students had to communicate in pairs. They could act manager, shop assistant and each pair had to write down their play or dialogue and hand it in.
The last ten days Activity 3 Albert Einstein
This activity is based as in senior English for China,Book2B Unit 13,lesson 49 “Albert Einstein” Purpose:To practise the method of retelling a text.Instructions:I got the students to retelling a text alone or communicate in pairs after class.Then I told everyone to listen the text in front of retelling.
Procedure: In class I taught the text. Then I taught them how to retell a story and recite the important expressions I let them to find out the main words and sentences. I told them that they must in themselves The students could use the new words and new patterns of the text and they could also use their own words. I let the students listen the tape before retelling the story alone or do it in pairs class. Then let them recite the text.and remember the useful expressions
After that I gave them a fair mark.
5.Problem Unsolved
After I thought seriously and had exchanges of views on the project with my students. I found out that although atmosphere in the speaking tasks had been improved a lot through the fullscaled implementation, There was still much that would need further improvement. Only when I make continuous reflection in my teaching, Can I make great progress ? The most Frequently mentioned problems can be categorized into three aspects:
Firstly, The problem of the textbook; Vocabulary is small, and speaking practice in textbook is too simple.
Secondly, the way of teaching. I should provide more interesting and practical speaking tasks.
Thirdly, The way of learning: Some students are lacking interest in studies. They have some wrong ideas about their studies. They muddle with their work,some students enjoy playing, So they always have no enough time to do their speaking work: other students are weak in English.They can not complete their homework by themselves quite often.
Fourthly, Some students are lacking in listening and have no the language situation.
6. Conclusion
The present study is chiefly based on the project that I proceeded, which aimed to enhance my study I used the analytic method, cause analysis, questionnaire survey and brainstorming activation. I also formulated a specific research objective and a research hypothesis. I did a questionnaire survey to see the result. From the methods, I think the ways used in problem analysis are suitable, the problem objective is realistic, the hypothesis is provable, and the project has a sound basis. Now I can be very happy to state that my problem has been successfully improved in speaking practice.
From the action research, I have gained a lot of benefits, My teaching has been improved considerably with deeper insights to the teaching profession. Be sure to let the lesson go on in a foreign language situation. I will ask them listen and speak much more time. Let them recite more important expressions.I can also ask the students questions about the text, do some discussion, check the students’ speaking. This helps students raise their ability of speaking.
Bibiography
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（3） Gu Yue guo, 1999, English language Teaching Methodlogy, Foreign language Teaching and Research press.
（4） Junior English for China Teacher’s Book 2B people Education press.
（5） Senior English for ChinaStudents’ Book 2B, People Education press.
（6） Foreign language Teaching and Research Press 2000,7.