魏薇电大英语教育专业毕业论文(编辑修改稿)

魏薇电大英语教育专业毕业论文(编辑修改稿)内容摘要：

ge on the following stage。 finally students are given the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency. That is the last stage Production. Communicative speaking activities Littlewood (1981) divides municative speaking activities into two types: functional munication activities and social interaction activities. For beginning language students, Littlewood points out that it is necessary to also include what he calls premunicative activities, which are more structural and allow the learner to practice the forms of the language. The learners’ roles and responsibilities Tricia Hedge (20xx) pointed out that one of the perspective on learner centeredness is “ encouraging learners to take on a greater degree of responsibility for their own successful learning, not only by contributing to course or activity design …, but also by continuing their learning outside class, at home, or in selfaccess facilities.” What is language? I think that Language is the art of speaking. So when you are learning English, you are a person, who is learning by doing it。 you are a person, who is working by using it and you are a person, who lives in it. Make English study a part of your daily routine, the same as eating or brushing your teeth. Mere exposure to English will not enable you to speak English. Speaking English will teach you English! The role of the teacher 12 I will let the students know that as a teacher in speaking classroom, I’m not just a teacher – the person who just gives you knowledge, I have many roles in one. Jeremy Harmer says, “Within the classroom teacher’s role may change from one activity to another, or from one stage of an activity to another. If we are fluent at making these changes our effectiveness as teachers is greatly enhanced.” (Harmer, 20xx) So teacher is playing different roles at different times. In the PPP model, I should have greater control at the presentation stage and often act as a demonstrator. At the practice stage, I am expected to be an anizer, a conductor and a monitor. At the production stage when the situation is more studentdirected, I should play the role of a stimulator and a helper. In learnercentered teaching, “that is teaching which makes the learners’ needs and experience central to the educational process.” (Harmer, 20xx) So “If (the teacher) is indeed wise, he does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind.” (Gibran, 1991) The role of good lesson planning “Lesson planning is an art of bining a number of different elements into a coherent whole so that a lesson has an identity which students can recognize, work within, and react to …” (Harmer, 20xx) As for teachers, lesson planning is not optional, it is essential preparation for teaching. It is a matter for the teacher what to teach, and how. (Davies, 20xx) A good lesson plan follows the principles of variety, flexibility, learnability, and linkage. (Wang amp。 Cheng, 20xx) That means teachers are expected to plan some different types of activities in order to keep students’ interest in learning with high motivation, and never monotonous。 and to adopt different methods and techniques rather than to be a slave to one methodology. The lesson plan should be neither too hard nor too easy. Doing things that are beyond or below the students’ coping ability will diminish their motivation (Schumann, 1999). Language learning needs recycling and reinforcement, so the stages and steps should be planned to be linked with one another. Project design 6. Project Implementation The objective of this research is to increase students’ interest by betterdesigned oral work. The subjects are 22 rural middle school students in Xi Wang Middle School in HaMi And the materials are based on the Go For It for Grade 6. 13 I designed four activities to be tried out in four weeks .and these activities are reported as follows. Oral practice design Week 1, Activity 1 How do you study for a test? The objective : to stimulate the students’ speaking by talking about the ways to study for a test. I think the topic is in close touch with our real life. So the students must want to share their ways to study for a test. Teaching process: Step 1 Lead in [T:(the teacher says)。 S: (the students say)] T: We have just finished our final exam in Grade 8. Some of us did quite well in the exam.( Call a good student to stand up ) how do you study for a test? Week Unit Topic Activity Topic Objectives Functional items Time 1 How do you study for a test ? Talk about the ways to study for a test. To stimulate the students’ interest in oral English How do you study for a test? I study by working with friends. 45’ 2 I used to be afraid of the dark. Talk about the changes they have To develop the skills of speaking I used to be really quiet. I know. Now you are very outgoing. 45’ 3 Teenagers should be allowed to choose their own clothes. Talk about what should they be allowed to do To develop the skills of discussing I don’t think sixteenyearold should be allowed to drive. I agree. They aren’t serious enough. 45’ 4 What would you do? Talk about what would they do in some subjunctive situations To develop the skills of speaking What would you do if you had a million dollars? I’d give it to medical research. 45’ 14 S: I study by listening to tapes. Step 2 Presentation ( Ask some other students the same question. They may use the following phrases: by working with friends, by making flashcards, by reading the textbook, by asking the teacher for help and so on) Step 3 Practice。