1、1开放本科英语专业（教育方向）毕业论文格式要求附录附录一：中文封面页附录二：英文封面页附录三：致谢附录四：中文摘要附录五：英文摘要附录六：目录附录七：教师指导记录表附录八：开题报告2附录一：中文封面页河北广播电视大学开放教育本科英语专业（教育方向）毕业论文教学实践设计项目设计者姓名: 学号: 学校: 提交日期：2010 年 06 月 08 日3附录二：英文封面页Practical Project DesignEnglish Major (education oriented)InvestigatorName: Student No.: School: Submitted on Jun8th 2
2、0104附录三：致谢AcknowledgementI really appreciate my tutor, whose help and patience made this project get off the ground and come to a close smoothly.I am also grateful to my colleagues who have spent their time on brainstorming and panel discussions with me.No amount of thanks will be adequate for my st
3、udents without whose willing participation in the project implementation it would have remained on paper.Last but not the least; thanks are given to my husband and my daughter who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.5
4、附录四：中文摘要摘 要本文对解决大多数学生口语能力较差的研究课题，结合本人在英语教学中的实践过程，给出了详细的实验报告。本文的假设是：学生的口语能力将会通过相关的语言活动设计加以提高。专门设计的四个星期的课堂教学实践活动证实了这个假设。在实验过程中使用了解析法、原因分析法、问卷调查法和头脑风暴等理论方法验证了这个假设。关键词：口语能力;各种语言教学活动;项目。6AbstractThe present study presents a detailed report of a project implemented to solve the problem that some teachers
5、use body language too less. It is hypothesized that can use body language actively and appriciately. This hypothesis is verified by a four-week practice of classroom teaching with the specially designed oral exercise activities.Among the methods of scientific investigation used are Analysis、 、Questi
6、onnaire、Socratic dialogue method、Observation and so on.Key words: speaking competence; varied language activities; project.7附录六：目录ContentsAcknowledgment. IAbstract (in Chinese). IIAbstract (in English). IIIContents. IV1. Introduction.2. Problem3. Problem analysis.3.1 Analytical method.3.2 Cause anal
7、ysis.3.3 Questionnaire survey.3.4 Brainstorming activation4. Project objective.5. Project hypothesis.6. Project rationale.7. Project design.8. Project implementation9. Data analysis.9.1 Students general impression of the project 9.2 Students voluntariness of doing oral tasks after class10. Project e
8、valuation.11. Conclusion.References.Appendix A.8附录七：教师指导记录表 英语专业毕业设计教师指导记录表(由教师填写)中文题目_ 英文题目_学生姓名学号方向第一次指导指导时间：指导内容：第二次指导指导时间：指导内容：第三次指导指导时间：指导内容：第四次指导指导时间：指导内容：学生签名_ 教师签名_9附录八：开题报告英语专业（教育方向）毕业设计开题报告学生姓名 学号 方向 指导教师 职称 工作单位毕业设计题目 通过有效方法提高学生的口语能力一、选题的目的、意义和必要性：Purpose, meaning and necessity of the pro
9、ject目的：为了激发学生的口语兴趣及提高学生的口语能力。意义：通过实施本项目，学生的口语兴趣得到了较大的激发，口语水平得到了很大的提高。必要性：为学生的口语交际和语言运用能力打下良好的基础，以面对当今社会的发展趋势。二、研究的重点与过程设计Focal points and project process design分析现状，找出问题，确立题目，调查分析问题之所在，寻找解决途径。结合教学实际进行方案的实施。三、研究方法Research methodology原因分析法，问卷调查法，头脑风暴法。四、预期结果Desired results通过这个项目的实施，绝大多数学生的口语水平得到了较大的提高
10、。我本人也通过这个项目的实施找出了一些实用的教学方法。指导教师审定意见Tutors comments签名：_ _ 年_月_日10通过有效方法提高学生的口语能力1. IntroductionIts necessary for us to speak English, because English is an international language today. And it is used by more and more people in the world. So everyone who communicates with others freely in English is
11、very important.But my students dont like speaking English. Its very important for us to speak English, confidence is very important, Id like to encourage my students to open mouth .so I thought the problem is worthy researching.2. ProblemThe problem I have in my teaching is that most of my students
12、do not like speaking English I assign them to do after class.3. Problem analysisIn 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 oral assignments out of class.Fir
13、stly, some students did not feel interested in practicing oral English alone after class. They thought they could not communicate without partners. Secondly, some students had some difficulties in doing oral practice, so they hoped that they could do it after class under more concrete direction of t
14、he teacher. Thirdly, most students felt overloaded because of heavier homework assignments.The Problem had been troubling me for a long time and now I was determined to find a solution to the problem. In my study, I used four methods of analysis.3.1 The analytic methodThough careful analysis, I was
15、led to a series of questions: For instance, I found a majority of my students do not like doing this assignment, and I wanted to know why it should be the case, and whether they thought it important and necessary to practice oral English or not? If they thought it important and necessary, the proble
16、m was actually caused by me, not by my students. Problem the oral work I assigned my 11students to do was poorly organized.3.2 Cause analysisIn 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 oral practice I assigned t
17、hem to do after class? In order to know more about this issue, I designed a cause exploration procedure like this.Questions Answers Is it because they do not like oral English？ Maybe. Is it because the oral tasks are poorly designed? Maybe. Is it because they are not motivated? Possibly yes. Is it b
18、ecause my instructions are not clear? Maybe. Is it because they do not like to practice oral tasks alone? Maybe. Is it because they have lots of other things to do? Yes. Is it because they do not think oral tasks are important and necessary? Maybe. Is it because they have some difficulties unsolved
19、by them? Yes.3.3 Questionnaire surveyI made a pilot investigation in this respect to know more about the situation. For this purpose, I designed a research procedure like the follows. One day, I gave them two oral tasks-Recite Unit 4 and form groups voluntarily to make a new dialogue. The title was
20、“Asking A Way”. The next day, I got the following feedback:Only seven students recited the lesson.Only one group of three students made a new dialogue.The rest did not do the oral tasks.Then I asked them two questions. One was why some students had done the oral tasks. The students responses:First,
21、those who had made new dialogue said they enjoyed speaking English and they also liked to practice oral English with partners.Second, they thought a huge amount of written homework given by the teachers of different subjects must be handed in the next day. And all the teachers would check 12it caref
22、ully, while the English teacher might spend a little time checking the oral task, so they had to finish written homework first and sometimes they had no time to do the oral tasks.Third, they felt it very difficult to recite such long lessons.Fourth, they felt tired of practicing dialogues without pa
23、rtners, while they could not find partners.Since most of students did not do the oral practice I asked them to do after class, I designed a questionnaire (See Appendix A) to find out why it should be so. I intended to get more detailed, more exact opinions from all the students through the questionn
24、aire. And I tried to make it as scientific and effective as possible. At first I asked four students who were of different English levels to try out the questionnaire. Then I modified some of the items. After that I gave one of my students and gave them fifteen minutes to finish it. All of them, thi
25、rty-seven students, returned their questionnaires which were left anonymous.When all these data came in, I made some statistical evaluation. The results showed that over 70% of the students thought regularly practicing oral English after school could improve their English speaking and that about 63%
26、 of them thought oral practice was very necessary of oral practice. But they might run up against difficulties that they could not overcome, so they lost their confidence and interest.3.4 Brainstorming activationWhen I was engaged in the problem analysis, I consulted my thesis supervisor Miss Liu Ji
27、n and often talked to my classmates 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.4. Project objectiveMy research objective is to
28、 enhance my students interest in doing oral practice after class.5 .Project hypothesis13It is hypothesized that learners interest in oral practice after class is increased by better organization.6. Project rationale (1)The importance of language activities to language learners.Language is a tool tha
29、t we communicate with others and express ideas. We can learn the language from the books. The tapes and the recorder, the main purpose for us is to communicate, not just for only know, read and write, to give more chance and time to practice to learn is very important.As a Denmark linguist said: lea
30、rning foreign language is just like swimming in rive, learners must practice in water frequently, not just put only a few drops of water on their body, Similarly, language learners should also put themselves into varied language activities, such as listening and speaking, thus they can require lots
31、of useful language components and have more opportunities to imitate what others to say and how to say. Of course, learners should also practice more; they can practice by themselves or with partners.( 2)The demand of new English curriculum.New English curriculum calls for English teachers must aban
32、don some old and useless traditional teaching ideas. The center of classroom should be students not the teacher. So, in order to improve my students oral ability. I should try my best to design varied activities in class. As we all know , middle school students are so active that they are eager for
33、learning language by taking part in all kinds activities , not just sit and listen to teachers silently all the times , they cant stand the passive receiving .while , they would like to learn the language in language activities .（3）As a teacher，to improve the students oral English is very necessary.
34、The teachers will use their minds to think lots of useful activities for the students to learn language, Such as pinwork, act the play, group works, and speech contest and so on. It is very useful for the students to learn, Make the students speak fluently, have lots of words to say and cooperate wi
35、th others well is very successful for a kind of useful teaching method. Teacher can design varied language activities to improve students oral ability, 14such as let students listen to tapes or radios or watch TV to imitate correct pronunciation and intonation. Asking students to chat with friends i
36、n English in their free time; Encouraging students to make daily report every day; providing some proper topics with related pictures and tips for students to talk freely and confidently; organizing students to debate on some specific issues.7. Project designI designed varied language activities (co
37、ver four weeks of teaching) to test the hypothesis. If more language activities are better designed then learners oral ability will be improved accordingly. In my project design, I make up my mind to improve my teaching ways, for example, I would leave more time for students to practice conversation
38、s with each other instead of speaking by myself, and then I would use some colorful teaching materials to interest students to concentrate on English lesson. Such as beautiful flashcards lovely pictures, Such as beautiful flashcards, lovely pictures, and so on. At last I would take into some more he
39、lpful things to help my student imitate, Such as Watching English movies and listening English songs, these activities are reported as following.Week 1 Activity 1 Seeing the doctorThis activity is based as in junior English for China, Go for it, Unit2 Whats the matter?Purpose: to practice using targ
40、et language in seeing the doctorInstructions: Students worked in groups. They made new dialogues by themselves after class. Then they acted out their dialogues in class.Procedure: I taught the text of Unit2 Then I provided the students a lot of related material, which I classified into cards and pic
41、tures. And I also provided some related topics and model dialogues for their reference. Next I allowed them to rehearse their dialogues for four days. 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 thr
42、ough discussions. Marks were given following three standards: Firstly, their 15pronunciations and intonation. Secondly, their mistakes in dialogues. Thirdly, their level of performances. After performance, I asked all of the students to elect excellent actors, actress, writers and directors.For stud
43、ents: The students had to work in groups. They could act doctors, patients or other different roles. Each role had to say at least five sentences and each group had to write down their play or dialogue and hand it in .Week2Activity2 talk about future plansThis activity is based as in Junior English
44、for China, Go for it, Unit3Purpose to: practice target language -Talk about vacationsInstructions: At first I got the individual students to say their vacation after class. Then I got the students to act out the play in groups.Procedure: When I finished teaching, I asked the students to tell the vac
45、ation after class. The next day I asked some students to tell vacation in class, and then I gave some necessary advice. Then the students worked in groups after class. One of them played the part of a narrator. The others played Lucy, Jim, Kate, Bruce and Tom. At last I asked three groups to give th
46、eir performance in front of the class.Week3 Activity3 transportationThis activity is based as in Junior English for China, Go for it, Unit4 How do you get to school?Purpose: to practice the target languageInstructions: Students worked in groups .they made new conversation by themselves after class.
47、Then they acted out their conversation in class.Procedure: In class I taught the conversation. Then I taught them how to retell a story. I led them to find out the main words and sentences. I told them that they must retell something about how you get to school.The students could use the new words and new patterns of the text and they could also use their own words. I led the students retell the text in class. Then I told every student to retell in front of me during the break instead of reciting the original text.
