【正文】 1 激發(fā)中學(xué)生英語口語的興趣 項(xiàng)目設(shè)計者 魏薇 哈密電大 提交日期 20xx 年 12 月 30 日 課程名稱： 英語（教育方向） 2 Stimulating method amp。 the junior students’ Interestsin oral English Investigator Wei Wei Hami TV University Submitted on 30th Dec 20xx In fulfillment of the course Practical Project Design 3 Acknowledgment I am mostly grateful to my supervisor Professor DuYing without whose support and patience this project would not even have got off the ground. 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 family who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project. 4 摘 要 本篇文章提出了一個詳細(xì)的報告項(xiàng)目來解決這個大多數(shù)初級學(xué)生在說英語口語上的問題。假設(shè) ,學(xué)習(xí)者的口頭練習(xí)的興趣將大大增加口語能力。這一假設(shè)驗(yàn)證的四周與特別設(shè)計的口語課堂教學(xué)的實(shí)踐鍛煉活動。 在科學(xué)研究的方法上使用解析法原因分析、問卷調(diào)查和蘇格拉底式的對話。 關(guān)鍵詞： 激發(fā)；興趣；方法； 5 Abstract The present study presents a detailed report of a project implemented to solve the problem that most of junior students are weak in speaking English. It is hypothesized that learners ’ interest in oral practice will be greatly increased by better oral work design. This hypothesis is verified by a fourweek practice of classroom teaching with the specially designed oral exercise activities. Among the methods of scientific investigation used are analytic method cause analysis. Questionnaire survey and Socratic dialogues. 6 Main headings of the project report Introductions 1. Identifying a problem 2. analysis The analytic method Cause analysis Teacher’s side – that is myself. The students’ side Socratic dialogues Questionnaire survey 3. Project objective hypothesis rational Communicative approach in teaching speaking PPP model Communicative speaking activities The learners’ roles and responsibilities The role of the teacher The role of good lesson planning 6. Project Implementation 7 a problem Language is a munication tool. And the purpose for learning English in China has changed in recent years due to the Open Door Policy. In the past, everyday munication was not the main goal because one didn’t need to listen and speak in English. but now spesking is very important. The students should not only express themselves, they can also municate 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 oral English. Some can not express themselves in English. Some of them are lack of interest in oral class. analysis In my opinion, there were four main reasons that accounted for students’ lack of interest in oral class. Firstly, some students were afraid of being laughed by others because of their poor pronunciation and performance. Secondly, some students wanted to say, but they didn’t know how to get start and what to say. Thirdly, some students particularly those who did not do well in the traditional grammaroriented written exam lacked selfconfidence in oral work. They thought that the oral class was only the showing time for the “topstudents”. Fourthly, some students didn’t think the oral practice is useful to their grammaroriented 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. In this period, I use the following methods:the analytic method, cause analysis, socratic dialogues and questionnaire survey. The analytic method My Problem is : Some of my students are not interested in “oral practice”. The phrase “some of” in my problem made me think of the other side of the issue: some of my students are not interested in “oral practice”. This, in turn made me think of these: 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: 8 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. 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 oral practice. Teacher’s side – that is myself. About the first reason: Some students were afraid of being laughed by others because of their poor pronunciation. I didn’t teach them the Phoic Alphabet I had thought that, as the high school students, they have studied English for more than three years, they should have learned the Phoic Alphabet. So I think I should add some Pronunciation Training Activities in my new Teaching Design. About the second reason: Some students wanted to say, but they didn’t know how to say. When these students told me that they were often not clear about what I told them to do or how they should do as my instruction in the oral class, I came to know that there was something wrong with my TeachingDesign. Maybe the language I used was not