【正文】 Pearse, 20xx) “ In China, generally speaking, both teachers and students have paid great attention to learning grammar and vocabulary. So our problem is not having nothing to say but not knowing how to say things.”(Wang amp。 and to adopt different methods and techniques rather than to be a slave to one methodology. The lesson plan should be neither too hard nor too easy. Doing things that are beyond or below the students’ coping ability will diminish their motivation (Schumann, 1999). Language learning needs recycling and reinforcement, so the stages and steps should be planned to be linked with one another. Project design 6. Project Implementation The objective of this research is to increase students’ interest by betterdesigned oral work. The subjects are 22 rural middle school students in Xi Wang Middle School in HaMi And the materials are based on the Go For It for Grade 6. 13 I designed four activities to be tried out in four weeks .and these activities are reported as follows. Oral practice design Week 1, Activity 1 How do you study for a test? The objective : to stimulate the students’ speaking by talking about the ways to study for a test. I think the topic is in close touch with our real life. So the students must want to share their ways to study for a test. Teaching process: Step 1 Lead in [T:(the teacher says) 。 you are a person, who is working by using it and you are a person, who lives in it. Make English study a part of your daily routine, the same as eating or brushing your teeth. Mere exposure to English will not enable you to speak English. Speaking English will teach you English! The role of the teacher 12 I will let the students know that as a teacher in speaking classroom, I’m not just a teacher – the person who just gives you knowledge, I have many roles in one. Jeremy Harmer says, “Within the classroom teacher’s role may change from one activity to another, or from one stage of an activity to another. If we are fluent at making these changes our effectiveness as teachers is greatly enhanced.” (Harmer, 20xx) So teacher is playing different roles at different times. In the PPP model, I should have greater control at the presentation stage and often act as a demonstrator. At the practice stage, I am expected to be an anizer, a conductor and a monitor. At the production stage when the situation is more studentdirected, I should play the role of a stimulator and a helper. In learnercentered teaching, “that is teaching which makes the learners’ needs and experience central to the educational process.” (Harmer, 20xx) So “If (the teacher) is indeed wise, he does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind.” (Gibran, 1991) The role of good lesson planning “Lesson planning is an art of bining a number of different elements into a coherent whole so that a lesson has an identity which students can recognize, work within, and react to …” (Harmer, 20xx) As for teachers, lesson planning is not optional, it is essential preparation for teaching. It is a matter for the teacher what to teach, and how. (Davies, 20xx) A good lesson plan follows the principles of variety, flexibility, learnability, and linkage. (Wang amp。 then students Practice the new language on the following stage。 offer more encouragement to the “l(fā)ow students” with low marks on the “grammar exams” to grow confidence。 on the other hand, if they are close to the exam, they would be too boring to capture the students. So I should consider the both sides of the materials. After that, I recognized that I should add some Pronunciation Training Activities to improve students’ pronunciation。 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(duì)話。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。 1 激發(fā)中學(xué)生英語口語的興趣 項(xiàng)目設(shè)計(jì)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(gè)詳細(xì)的報(bào)告項(xiàng)目來解決這個(gè)大多數(shù)初級(jí)學(xué)生在說英語口語上的問題。這一假設(shè)驗(yàn)證的四周與特別設(shè)計(jì)的口語課堂教學(xué)的實(shí)踐鍛煉活動(dòng)。 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.