【正文】 s missing” or “word guessing”, which arouse the pupils’ mood, in order to improve their word power. e) Body language in teaching. To do a gesture or an action can assist the word learning, to memory word by doing actions with various parts of the body. For example, when practicing the words such as “do the dishes”, “read a book”, I will ask the pupils to read while doing, say out the words according to actions, and do an action according to the word. It will attract the pupils’ interest and improve their word memory. 9. Data analysis For the purpose of analyzing my teaching problem, two questionnaires were issued for my teaching experiment, one at the beginning of the project, the other at the finish of the project. Questionnaire II was designed partly based on questionnaire I so that parisons could be made to see the improvement after the implementation. And the students are the subjects to help me to plete this survey. There are totally 50 students in my class. When all the data from the questionnaires are collected, the following significant findings are revealed.1） Degree of learning word interest Graph 1 show that there is a drastic improvement in students’ interest of learning word. Most students who rank themselves in scale “Like” and “Like a lot” amount to 70%, while the percentage was only 30% before the implementation of the project. The graph also shows the percentage of dislike decreased. Yet there are still 25% of the students choosing “just so so”. Though the number is smaller than that in Questionnaire One, it suggests that I should make further study in the future.2） Speaking ability of wordAfter paring the results of the two questionnaires, I found out that their word speaking ability has been significantly developed after the implementation. The results of the two questionnaires are presented in Graph 2 This graph shows that 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 speak English word after the implementation, such a result is very encouraging. It proves that our implementation of the solutions is 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. 3) Satisfied class design Table 1 show that most of the students are more satisfied with the variety of activities classroom design. This indicates the effectiveness of the method.Table 1 satisfied class designClass designNo. of studentsPercentagetraditional classroom design816%A variety of activities classroom design428%10. Project evaluation1. The problem Is the problem a researchable one? Yes. Through four weeks’ investigation and implementation, I have launched a project to solve the problem of my pupils’ anxiety and showing less interest in learning Eng。s learnAim: read and write the action words such as sleeping, climbing, fighting, jumping, swinging, and drinking water. 2. To learn the sentences “What are the elephants doing?” “They are drinking.”Step 1 Warmup a) Listen the tape of “l(fā)et’s chant”, the pupils follows to sing. b) According the multimedia picture, pupils say out the animals quickly, such as elephant, lion, bear, monkey.Step 2 Presentationa) Show multimedia pictures of sleeping and ask “what is it doing?” lead the pupils answer “It’s sleeping.” To show and learn the words climbing, swinging, fighting and drinking water by the same way. The pupils follow to read and spell them.b) Show a picture about many elephant drinking water and asks “What are they doing?” Lead the pupils answer “They are drinking water.”c) The pupils look at the pictures and listen to the tape of “l(fā)et’s learn”, follow to read them.Step 3 Practicea) Show a picture of many animals and ask “What the birds/…doing?” The pupils answer quickly “They are flying/…”b) Divide the pupils into two groups, two pupils do an action, others say the sentence according to the action, such as “The monkeys are swinging.” To pete which group is quicker and more accurate.Step4 ConsolidationRead the words in “l(fā)et’s learn” to classmates or parents and write them.8. Project implementation a) Learn by the audio and visual. To use the visual teaching such as multimedia courseware, pictures and true objects when learn a new word. This can not only arouse the pupils’ interest and enthusiasm in learning word, but also can use the word they have learned into the life. So that to improve the learning efficiency of word. For example, when learning the words “pencil” and “book”, or learning the fruit words such as “grape” and “tomato”, we can teach the words by pictures or true objects, to make the words more intuitive, in order to improve the interest of the English word. b) Encouragement and Praise. Encouragement and praise can advance the power of the pupil, which can also improve the interest of pupils constantly. For example, in my class, when a pupil put up the hands actively, I will praise them with “Thank you, Great, Good job” , or give a gift to him. This will satisfy their success psychology. At the same time, when a pupil afraid to put up the hands, I will encourage him with “Don39。m doing the dishes/...” Step4 Consolidation a) Read the words and talk of part A. b) Write the words and give them homework. Week2. Time: Friday Class 1 Content: PEP Primary English (Book 5) Unit4 Part B let’s learnAim: 1. To read and write the words such as listening to music, washing the clothes/... 2. To learn the sentence “What is your father doing?” and the answer “He’s writing an /….” Procedures:Step 1 Warmupa) Listen to the part of “l(fā)et’s chant”, t