Inquiring the methods of remembering word探究记忆单词的方法.docx
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Inquiring the methods of remembering word探究记忆单词的方法.docx
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Inquiringthemethodsofrememberingword探究记忆单词的方法
Inquiringthemethodsofrememberingword
探究记忆单词的方法
Abstract
Thepresentstudypresentsadetailedreportofaprojectimplementedtosolvetheproblemthatmostofmystudentsdon’tgraspthewords.Andtherearesomemistakes.Thereportwillgetoutofthemistakeandteachsomemethods.Thishypothesisisverifiedbyafour-weekpracticeofclassroomteachingwiththespeciallydesignedvocabularyteachingexerciseactivities.
Amongthemethodsofscientificinvestigationusedareanalyticmethodcauseanalysis.QuestionnairesurveyandSocraticdialogues...
Keywords:
Importance.Mistakes.Methods.
BasicStructureforContents
Page1
Mainheadingsoftheprojectreport
Introductions
1.Identifyingaproblem
2.Problemanalysis
2.2Projectobjective
2.3Projecthypothesis
2.4Projectrational
3.Projectdesign
4.Projectimplementation
4.1Projectimplementation
4.2DataAnalysis
5.Projectevaluation
6.Finalreport
7.Bibliography
AppendixAThequestionnaireforproblemanalysis.
AppendixBStudents’handouts
AppendixCThepost–trianquestionnaire
Note:
Themainheadingsgivetheprojectreaderanoverallviewofthereport.Theyalsoactlikeanoutlineofthereport.FromPage2onwards,ZhangLingfurtherelaborateseachofthemainheadings.Page2,3and4nowlooklikethis:
(coursebookP143).
Introductions
Ihavebeenteachingforeightyears.InmyteachingI’vefoundtherearesomeproblems.especiallytheproblemthatsomeofmystudentsinruralareasarenotinterestedinrememberEnglish.I’vetoldthemtimeandagaintheimportanceofrememberingEnglishwordandurgedthemtotakeallkindsofmethods.Howevertheyalwaysforgetvocabularies.I’llfinishmystudyinCangzhouRadio~TVUniversity.IhopeIcansolvetheproblemsthathavetroubledmeforsometimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice.whichIlearnedfromCangzhouRadioTVUniversity.
指导过程报告—1
ProcessReport--1
Student:
LiuLili
Stage1:
Identifyingaproblem
Tutor’sComments:
(problemsandsuggestions)
Tutor___________Date____________Score____________
Content
Languageisacommunicationtool.AndthepurposeforlearningEnglishinChinahaschangedinrecentyearsduetotheOpenDoorPolicy.Vocabularyisoneoflanguageelement,Ifpeopleleavevocabulary,wecan’texpressidea,Ifpeopledon’thavemuchvocabulary,youcan’tlisten,speak,read,writewell.ThesizeofthevocabularyofapersontoacertainextentthattheEnglishlevelofthisperson.
指导过程报告—2
ProcessReport--2
StudentLiuLili
Stage2:
Problemanalysis
Tutor’sComments:
(problemsandsuggestions)
Tutor___________Date____________Score____________
Content
Inmyopinion,therewerefourmainmistakes.Firstly,somestudentsonlylaystressonlanguage,grammarandstructureteaching,butignorevocabularyteaching.Secondly,somestudentsonlycanremembermeaningofvocabularybutignoresituational.Thirdly,somestudentsdon’tknowaboutculturedifferencebetweenChinaandwesterncountries.Fourthly,somestudentscan’tgrasptheregularofwordformation.sotheywerenotinterestedinitatall.
TheProblemshadbeentroublingmeforalongtimeandnowIwasdeterminedtoworktowardsthesolutiontotheproblem.Istartedoffbymakingananalysisoftheproblems.Inthisperiod,Iusethefollowingmethods:
theanalyticmethod,causeanalysis,socraticdialoguesandquestionnairesurvey
2.2Projectobjective
Theprojectobjectiveistoenhancelearners’interestinoralpractice.
2.3Projecthypothesis
Itishypothesizedthatlearners’interestinrememberingwords.2.4Projectrationale
Thefollowingrationalesarementioned:
communicativeapproachinvocabularyteaching,PPPmodel,communicativespeakingactivities,thelearners’rolesandresponsibilities,theroleoftheteacher,theroleofgoodlessonplanning
指导过程报告—3
ProcessReport--3
Student:
LiuLili
Stage3:
Projectdesign
Tutor’sComments:
(problemsandsuggestions)
Tutor___________Date____________Score____________
Content
3.1Objectives
Theobjectiveofthisresearchistopayattentiontomistakesforvocabularyteaching.
3.2Subjects
Thesubjectsare45ruralmiddleschoolstudentsinSongzhuangziMiddleSchoolinCangzhou3.3Materials
ThematerialsarebasedontheGoForItforGrade9.
3.4ActivityPlan
Week
UnitTopic
ActivityTopic
Objectives
Functionalitems
Time
1
Discusstheimportanceandmistakesofvocabularyteaching
Pointtothemistakes
Tostimulatethestudents’interestinvocabularyteach
Ifyouincreaseyou’rethesizeofthevocabulary,youwillmakeprogressEnglishlevel
45’
2
Discussstudentsonlyrememberwords,ignoresituational
Theteachergiveexample
Todeveloptheskillsofword
-thestudentgraspthissituational
45’
3
Letstudentsunderstandculturediffereces
Talkaboutwhatshoulddo
Todeveloptheskillsofunderstandingculture
-givetwoexamples
45’
4
Grasptheregularwordformation
Talkaboutwhatwouldtheydoinsomecertainword
Todeveloptheskillsofremembervocabulary
Discusstheexamples
45’
指导过程报告—4
ProcessReport--4
Student:
LiuLili
Stage4:
Projectimplementation
Tutor’sComments:
(problemsandsuggestions)
Tutor___________Date____________Score____________
Content
4.1ProjectImplementation
Theobjectiveofthisresearchistorecognizestudents’mistakesandtheimportacesofrememberingwords.Thesubjectsare45ruralmiddleschoolstudentsinSongzhuangziMiddleSchoolinCangzhou.AndthematerialsarebasedontheGoForItforGrade9.
Week1,Activity1,Discusstheimportancesandmistakesofvocabularyteaching
Theobjective:
todiscusstheimportanceandmistakesofvocabularyteaching
Teachingprocess:
Step1Leadin[T:
(theteachersays);S:
(thestudentssay)]
T:
Weallknowifyoucan’trememberword,youcan’tlisten.Speak.read.writewell.
S:
Butwemusthavegrammar–orientedtests,wemustdosomehomework.
T:
Throughyouranswer,Iknowyourmistakes.
Step2Presentation
(Asksomeotherstudentsdiscussthesamequestion.
Step3Practice
Havethestudentsworkinpairs,Discussthequestion.
Step4Groupwork
Dividealltheclassintosixgroups,andaskthemtoworkingroups.
Homework:
Wecan’trememberwhatreasonstheyare.
Week2,Activity2,Studentsonlyrememberthesurfaceofthewords’meanings.Ignoringthesituational
Theobjective:
tostimulatethestudents’discusstheexamplesboutignoringthesituational.
Teachingprocess:
Step1leadin
Teacherwritestwoexamplesontheblackboard.
Step2Presentation
1.Iamverythirsty.Iwanttodrinksomewater.
2.Theflowersaredry,Imustwaterthemnow.
Step3Practice
Askthemtopracticetheconversationinpairs.Discussthenatureofwater.
Step4Doasurvey
Dividethestudentsintofourgroups,Discussthenatureofacertainword.Homework:
Letstudentsfindthesimilarexamples.
Week3,Activity3,LetstudentsunderstandculturedifferencesbetweenChinaandwesterncountry.
Teachingprocess:
Step1Leadin
T:
Doyoulikedogs?
What’sitdifferencesbecauseofculture?
Step2Presentation
Theteachergivesomeexamplesontheblackboard.
1.Loveme,lovemydog.{爱屋及乌}
2.Everydoghashisday.{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
Step3Groupwork
Dividethestudentsinto4groups.Discussthediffenencesfordogs.Atlasttheteachergivethesummary.Inwesterncountries,peopleappreciatedogs’courageandhonest.Thepersonistreatedadog.ButChineseallhatedogs.Soforasamething,differentculturebackground,theiropinonsaredifferent.hestudentstalktootherstudentsintheclassandfindthreepeoplewhohavetofollowtheserules.Writetheirnamesinthechart.
Homework:
Letstudentsfindsomesimilarexamples.
Week4,Activity4,Letstudentsgrasptheregularwordformation
Theobjective:
toletstudentsgraspwordformationtoremembervocabulary…
Teachingprocess:
Step1Leadin
T:
Doyouknowwhatmadeofwordis?
Doyourecognizeroot,prefixandsuffix?
Step2Presentation
Theteachersayswordismadeofroot,prefixandsuffix.Theyarethreeelementparts.Prefixisthemostimportantpart.Suffixisthesecondarypart.Wordsformationmethodshasmanykindsofforms.eg.
1.prefix+root
Pro+pel-propel
{向前}{推}{推进}
2root+suffix
Port+able-portable
{拿走}{可以的}{可携带的}
Step3Practice
T:
discussthewordsabove.Atlasttheteachergivesummary.ThoughtheexamplesweknowanEnglishwordaren’tmeaninglessandisolated,Theyaresomeorganiccombinationthatincludethespecificmeaning.weshouldremembertheirmeaningssignificance.
Homework:
Afterclasseveryonefindtwoexamplesaboutwordformation.
4.2DataAnalysis
TheresultsofthetwoquestionnairesarepresentedinGraph1andTable1.Graph1showsthecomparisonofdegreeofinterestbeforeandaftertheimplementationoftheproject.Andtable1showsstudents’preferencetotypesofvocabularyteaching.Afterfourweeks’research,IdesignedQuestionnaireTwothatwaspartlybasedonQuestionnaireOnedesignedbeforeresearch.Bynow,IwasmoreawakeoftheusefulnessofthevocabularyteachingIdesigned.Iespeciallyhopedtoknowwhatmystudentshadgainedandwhichmethodstheypreferred.
Thefactthatthedegreeofinterestincreasedfrom38.5%beforeimplementationoftheprojectto57.6%afteritshowsthattheactivitiestoenhancestudents’vocabularyteachingwereeffective.
Theobjectiveofourresearchistoenhancemystudents’interestindoingvocabularyteaching,sucharesult(from44.5%to70.1%)isveryencouraging.Itprovesthattheimplementationofthesolutionsisfr
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