【導(dǎo)讀】class,thenthelearners?

　　

【正文】 . Next, I asked students to play similar game in pairs, doing 1b in Section B and called some pairs to act loudly. At last, I asked students to describe their ideal rooms to their classmates. Students had to work in groups of 4 and each group had to remend a represent to talk to the whole class. Week 3 Activity 3: Talking about ownership and making suggestions. This activity is based as in the textbook Go for it, Unit 5 Do you have a soccer ball? Purpose: Building realworld settings do activities related to students? personal lives, provide chances to practice and make them learn to talk about ownershop and make suggestions. Instruction: By the topic of spending time with friends, make students learn to talk about ownership and make suggestions. Procedure: In this unit, I mainly designed 3 municative tasks. Firstly, I gave some examples by asking “Do you have an English book/ a math book/ a notebook ?” then I asked students to take turns asking about school things in pairs , which partners had to answer faithfully . Similarly, I called out some pairs to act and gave positive assessments. Secondly, I showed some pictures of sports things by multimedia, and then students asked their partners about Tom?s things by the picture and English clues on the ☆☆☆ 第 11 頁 共 34 頁 screen. Thirdly, I played 3 flash videos in 3a of Section A, and guided students to use descriptive adjectives according to face. . let?s play soccer. That sounds good. In the next lesson, I designed a survey. Students had to work in groups of 6. The chart is as follows: During the survey, students must use target language. Week 4 Activity 4: Talking about likes and dislikes This activity is based as in the textbook Go for it , Unit 6 Do you like bananas ? Purpose: To provide the students chances of task performance and give them positive taskbased assessments, make sure that taskbased activities have a good Instruction: Through 4 taskbased activities, guide the students to talk about likes and dislikes. Procedure: In this unit, I mainly designed 4 taskbased activities. I made the best use of multimedia. Firstly, I showed the picture of food on the screen one by one. After students learned the key vocabulary, I asked them to listen to the recording in 1b of Section A , which this activity introduced the target language. Secondly, students did oral practice in pairs. They were asked to talk about likes and dislikes faithfully. Thirdly, I had them play guessing game. Students guessed what my favorite food is by using “Do you like… ? ” I gave them Yes/No answers. At last, I guided students to chant by multimedia device. The chant is like this: I like bananas. I like bananas. Yellow, yellow, bananas I like tomatoes. I like tomatoes. Red, red, tomatoes ………………………………… In the next lesson, firstly, I guided to review the key vocabulary by classification of Interesting Boring Fun Difficult Relaxing Play baseball Watch TV Study math Play soccer Talk on the phone ☆☆☆ 第 12 頁 共 34 頁 food, then I provided the recording of 2a, 2b of Section B. Secondly, I asked students to ask and answer questions about what Sandra and Tom like and don?t like paying attention to the thirdperson singular form, then I called some pairs to report what Sandra and Tom like and don?t like in turn. Thirdly, I asked students to work in groups of 10. They made a food survey by asking their classmates about the food in the chart in the textbook .After that, each group had to give a report. 5. Data Analysis After four weeks? activity research, I designed Questionnaire Two (See Appendix B) .The second questionnaires was partly based o Questionnaire One in the preliminary research so that parisons could be made to see the improvement. In designing this new questionnaire, I also used feedback information from my solutions to the problems discussed so that their effectiveness could be reflected by the results. Compared with the first questionnaire, the second one had its own features, for by now I was more conscious of the usefulness of the Taskbased Teaching. I especially hoped to know what my students had gained and which methods they preferred. The results are listed as follows, which consist of three aspects: degree of municative petence, practicality and satisfaction. 1) municative petence After paring the results of the two questionnaires, I found out that their municative petence has been significantly developed after the implementation. The results of the two questionnaires are presented in Graph 1 c o m m u n ic a t iv e c o m p e t e n c e5% 5%15%50%25%15%35% 35%10%5%0%10%20%30%40%50%60%b e f o r e im p le m e n t a t io n 5% 5% 15% 50% 25%a f t e r im p le m e n t a t io n 15% 35% 35% 10% 5%v e r y g o o d good s o s o bad c a n 39。 t ☆☆☆ 第 13 頁 共 34 頁 This graph shows that there is a drastic improveme nt in the regard. Most of the students who rank themselves in scale ?good? and ?very good? amount to 50%, while the percentage was only 10% before the implementation. The graph also shows only 5% of the students can?t municate in English after the implementation. As the objective of our research is to develop students? municative petence, such a result is very encouraging. It proves that our implementation of the solutions in fruitful and effective. Yet I should not be too optimistic, since there are still 10% of the students closing “bad”, though the number is smaller than that in Questionnaire One. This implies that I should find out some other reasons to account for this fact, and try to solve the problem more thoroughly, as can be seen from the following analysis. 2) Practicality: Comparison between the results of the two questionnaires shows that most of the students think