电大英语教育专业毕业论文.doc

附件2：河北电大开放教育本科英语专业毕业论文教学实践设计鉴定表及指导过程表
封面
Cover Page
Hebei Radio & TV University
Practical Project Design
河北电大开放教育本科
英语专业毕业论文教学实践设计鉴定表
Title :Inquiring the methods of remembering word
题目： 探究记忆单词的方法
Name/姓名： Liu Lili
Number/学号:0913001262249
School/学校: 沧州 电 大
Major： English （education oriented)
英语专业（教育方向）
Tutor/导师： 马瑞阁
Date/日期: 2012。3____________

标题页
Title Page
Project Title：
Inquiring the methods of remembering words
Investigator
Liu Lili
Cangzhou Radio ＆ TV University
Submitted on 17th March 2012
In fulfillment of the course
Practical Project Design
Student’s Tel： [phone]
Fax:
E-mail： gaoheliulili＠163。com

致谢
Acknowledgment
Acknowledgment
I am mostly grateful to my supervisor Professor Ma without whose support and patience this project would not even have got off the ground.
I am also grateful to my colleagues Zhang Jinxin and Yu Hongqing for their time spent on brainstorming and panel discussions with me。
No amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper.
Last but not the least, big thanks go to my husband and my family who have shared with me my worries, frustrations， and hopefully my ultimate happiness in eventually finishing this project。

摘要
Abstract
Abstract
The present study presents a detailed report of a project implemented to solve the problem that most of my students don’t grasp the words。 And there are some mistakes. The report will get out of the mistake and teach some methods 。This hypothesis is verified by a four—week practice of classroom teaching with the specially designed vocabulary teaching exercise activities.
Among the methods of scientific investigation used are analytic method cause analysis. Questionnaire survey and Socratic dialogues。..
Key words：Importance . Mistakes. Methods。
目录格式——-（正文）
Basic Structure for Contents
Page1
Main headings of the project report
Introductions
1。 Identifying a problem
2. Problem analysis
2.2 Project objective
2。3 Project hypothesis
2。4 Project rational
3。 Project design
4. Project implementation
4.1 Project implementation
4。2 Data Analysis
5。 Project evaluation
6。 Final report
7。 Bibliography
Appendix A The questionnaire for problem analysis.
Appendix B Students' handouts
Appendix C The post –trian questionnaire

Note： The main headings give the project reader an overall view of the report。 They also act like an outline of the report. From Page2 onwards, Zhang Ling further elaborates each of the main headings. Page2，3 and 4 now look like this:（course book P143).
Introductions
I have been teaching for eight years。 In my teaching I’ve found there are some problems . especially the problem that some of my students in rural areas are not interested in remember English。 I’ve told them time and again the importance of remembering English word and urged them to take all kinds of methods. However they always forget vocabularies. I'll finish my study in Cangzhou Radio～TV University .I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice 。which I learned from Cangzhou RadioTV University.
指导过程报告—1
Process Report—-1
Student：Liu Lili
Stage 1: Identifying a problem
Tutor’s Comments: （problems and suggestions)
Tutor ___________ Date ____________ Score ____________
Content
Language is a communication tool. And the purpose for learning English in China has changed in recent years due to the Open Door Policy. Vocabulary is one of language element， If people leave vocabulary， we can’t express idea， If people don’t have much vocabulary， you can’t listen ，speak, read ,write well. The size of the vocabulary of a person to a certain extent that the English level of this person。
指导过程报告—2
Process Report--2
Student Liu Lili
Stage 2: Problem analysis
Tutor’s Comments： （problems and suggestions)
Tutor ___________ Date ____________ Score ____________
Content
In my opinion， there were four main mistakes。 Firstly, some students only lay stress on language, grammar and structure teaching, but ignore vocabulary teaching. Secondly， some students only can remember meaning of vocabulary but ignore situational 。Thirdly, some students don’t know about culture difference between China and western countries 。 Fourthly, some students can't grasp the regular of word formation。 so they were not interested in it at all.
The Problems had been troubling me for a long time and now I was determined to work towards the solution to the problem。 I started off by making an analysis of the problems。 In this period， I use the following methods： the analytic method， cause analysis, socratic dialogues and questionnaire survey
2.2 Project objective
The project objective is to enhance learners’ interest in oral practice.
2.3 Project hypothesis
It is hypothesized that learners’ interest in remembering words。 2.4 Project rationale
The following rationales are mentioned： communicative approach in vocabulary teaching， PPP model, communicative speaking activities， the learners' roles and responsibilities, the role of the teacher, the role of good lesson planning
指导过程报告—3
Process Report--3
Student： Liu Lili
Stage 3： Project design
Tutor’s Comments： (problems and suggestions)
Tutor ___________ Date ____________ Score ____________
Content
3.1 Objectives
The objective of this research is to pay attention to mistakes for vocabulary teaching。
3.2 Subjects
The subjects are 45 rural middle school students in Song zhuangzi Middle School inCangzhou3。3 Materials
The materials are based on the Go For It for Grade 9.
3.4 Activity Plan
Week
Unit Topic
Activity Topic
Objectives
Functional items
Time
1
Discuss the importance and mistakes of vocabulary teaching
Point to the mistakes
To stimulate the students' interest in vocabulary teach
If you increase you’re the size of the vocabulary， you will make progress English level
45’
2
Discuss students only remember words, ignore situational
The teacher give example
To develop the skills of word
-the student grasp this situational
45’
3
Let students understand culture differeces
Talk about what should do
To develop the skills of understanding culture
—give two examples
45’
4
Grasp the regular word formation
Talk about what would they do in some certain word
To develop the skills of remember vocabulary
Discuss the examples
45’
指导过程报告—4
Process Report——4
Student: Liu Lili
Stage 4： Project implementation
Tutor’s Comments: （problems and suggestions)
Tutor ___________ Date ____________ Score ____________
Content
4.1 Project Implementation
The objective of this research is to recognize students' mistakes and the importaces of remembering words。 The subjects are 45 rural middle school students in Songzhuangzi Middle School in Cangzhou. And the materials are based on the Go For It for Grade 9。
Week 1， Activity 1,Discuss the importances and mistakes of vocabulary teaching
The objective: to discuss the importance and mistakes of vocabulary teaching
Teaching process:
Step 1 Lead in [ T：（the teacher says) ； S： (the students say）］
T: We all know if you can’t remember word, you can’t listen。 Speak 。read 。write well。
S: But we must have grammar –oriented tests， we must do some homework.
T： Through your answer， I know your mistakes。
Step 2 Presentation
（ Ask some other students discuss the same question。
Step 3 Practice
Have the students work in pairs, Discuss the question 。
Step 4 Groupwork
Divide all the class into six groups, and ask them to work in groups .
Homework: We can’t remember what reasons they are。
Week 2, Activity 2， Students only remember the surface of the words’ meanings。 Ignoring the situational
The objective: to stimulate the students’ discuss the examples bout ignoring the situational。
Teaching process:
Step 1 lead in
Teacher writes two examples on the blackboard。
Step 2 Presentation
1 .I am very thirsty. I want to drink some water。
2. The flowers are dry, I must water them now.
Step 3 Practice
Ask them to practice the conversation in pairs. Discuss the nature of water.
Step 4 Do a survey
Divide the students into four groups， Discuss the nature of a certain word. Homework: Let students find the similar examples.
Week 3， Activity 3, Let students understand culture differences between China and western country。
Teaching process:
Step 1 Lead in
T：Do you like dogs? What’s it differences because of culture?
Step 2 Presentation
The teacher give some examples on the blackboard .
1. Love me ，love my dog.｛爱屋及乌}
2. Every dog has his day.｛凡人皆有得意日｝
3. Luckdog ｛幸运儿}
4. 狗腿子5。狗东西
5. 狗仗人势
Step 3 Groupwork
Divide the students into 4 groups 。 Discuss the diffenences for dogs .At last the teacher give the summary 。In western countries， people appreciate dogs' courage and honest。 The person is treated a dog. But Chinese all hate dogs。 So for a same thing ,different culture background, their opinons are different. he students talk to other students in the class and find three people who have to follow these rules. Write their names in the chart。
Homework: Let students find some similar examples.
Week 4 , Activity 4， Let students grasp the regular word formation
The objective: to let students grasp word formation to remember vocabulary…
Teaching process：
Step 1 Lead in
T: Do you know what made of word is ? Do you recognize root , prefix and suffix？
Step 2 Presentation
The teacher says word is made of root, prefix and suffix. They are three element parts. Prefix is the most important part. Suffix is the secondary part .Words formation methods has many kinds of forms. eg.
1 .prefix+root
Pro +pel —propel
｛向前}{推｝ {推进｝
2 root +suffix
Port +able -portable
{拿走} ｛可以的} ｛可携带的｝
Step 3 Practice
T： discuss the words above。 At last the teacher give summary. Though the examples we know an English word aren’t meaningless and isolated , They are some organic combination that include the specific meaning。 we should remember their meanings significance。
Homework: After class everyone find two examples about word formation.
4。2 Data Analysis
The results of the two questionnaires are presented in Graph 1 and Table 1。 Graph 1 shows the comparison of degree of interest before and after the implementation of the project. And table 1 shows students’ preference to types of vocabulary teaching。 After four weeks’ research, I designed Questionnaire Two that was partly based on Questionnaire One designed before research. By now， I was more awake of the usefulness of the vocabulary teaching I designed。 I especially hoped to know what my students had gained and which methods they preferred。
The fact that the degree of interest increased from 38.5％ before implementation of the project to 57。6％ after it shows that the activities to enhance students' vocabulary teaching were effective。
The objective of our research is to enhance my students’ interest in doing vocabulary teaching， such a result （from 44.5％ to70。1%) is very encouraging。 It proves that the implementation of the solutions is fruitful and effective.
指导过程报告—5
Process Report——5
Student: Liu Lili
Stage 5: Project evaluation
Tutor’s Comments： (problems and suggestions）
Tutor ___________ Date ____________ Score ____________
Content
After I thought seriously and had exchanged views on the project with my students, I find
out that although students understand the importance of word and mistakes, there is still much that needs further improvement. Only when I make continuous reflection in my teaching， can I make greater progress。 The most frequently mentioned problems can be summarized as the following three：
Firstly, the problem of the nature of word training： the students need more practice in nature。
Secondly, the students can't use word formation.
Thirdly, the relationship between remember vocabulary and grammar-oriented exam： most of my students say “I hope I can improve my speaking ability and pass grammar-oriented exams。” So let student know importance of vocabulary。
指导过程报告—6
Process Report——6
Student Liu Lili
Stage 6： Final report
Tutor’s Comments: (problems and suggestions）
Tutor ___________ Date ____________ Score ____________
Content
Identifying a problem
Language is a communication tool. And the purpose for learning English in China has changed in recent years due to the Open Door Policy. In the past, everyday communication was not the main goal because one didn’t need to listen and speak in English。 but now remembering vocabulary is very important。 The students should not only express themselves， they can also communicate in different cases according to the culture. But in my teaching， some of my students who have high grades in English are not good at remember English words .Some can not express themselves in English.
Problem analysis
In my opinion, there were four main reasons that accounted for students’ Firstly, some students only lay stress on language ，grammar and structure, ignore vocabulary teaching. . Secondly, some students wanted to recite vocabulary， but they don’t how to recite words or sometimes they know surface of the word , they can’t use them.
。 Fourthly， some students didn’t think the remembering words is useful to their grammar-oriented exam, so they were not interested in it at all.
The Problems had been troubling me for a long time and now I was determined to work towards the solution to the problem。 I started off by making an analysis of the problems.
2。1。1 The analytic method
My Problem is how do students increase the size of vocabulary
Why some don’t， while others do？
Who are the some that don't？ And who are the others that do? Moreover， “my students” is in contrast with “my colleagues’ students”. This prompted me to made a chain of reflections： What about some of my colleagues’ students？ Is it also the case that they aren’t interested in oral practice? If, on the other hand, all of my colleagues’ students are interested, then my problem is actually caused by myself， not by my students。 Probably the training I gave students was poorly designed。
2。1.2 Cause analysis
I did the Cause Analysis on both “teacher's side” and “students’ side”. I analysised the four main reasons of students not being interested in remembering words.
2.1。2。1 Teacher’s side – that is myself.
About the first reason: Some students can’t remember vocabulary or today they can remember tomorrow they forget.
I should check the vocabulary first in class.
About the second reason： Some students wanted to remember , but they didn't know how to remember
Probably I am not prepared for the situational of words I only teach them the surfa