摘要:This action research helps me cultivate awareness of the dynamic mechanism in my English teaching. It enables me to acquire unceasing professional development. From the action research, I have gained a lot of benefits. Although I have learned a lot and improved a lot, action research starts me on another cycle of reflection, since I have basically solved one problem and identified another.
Project design
My hypothesis is that learners’ interest in studying is increased by better organization and teaching methods. Moreover, my new
assignment activities should have a real information value so that students have a real purpose to communicate.
I designed three activities to be tried out in three weeks. And these activities are reported as follows.
Week 1
Activity 1
The future world
This activity is based as in Junior English for China (Go for it), Book 8B, Unit 1. “Will people have robots?”
Purpose: to open the exhibition contest, transfer study interest
Instructions: Students designed a picture about the future world. They explained their pictures in English in the group, then acted it out in the class.
Procedure: At first, I came into the classroom with smiling, and greeted each other. Then, after providing an environment about the future, ask students to imagine the future life and design the future world on the paper. At that time, when they heard it, they were so happy to draw a picture. Soon, they finished their design. Of course, they couldn’t stop showing their design one by one. Students could introduce own picture in Chinese. WHOSE PICTURE IS THE BEST? This was very important. After comparing, the best one would win the prize of designer abort the future world. Students were so exciting, because they all wanted to get this prize. Even though they got the prize or not, they still were very happy. Next, with this kind of pleasure, they thought this lesson was interesting and finished studying new lesson.
Week 2
Activity 2
Make a banana smoothie
This activity is based as in Junior English for China (Go for it), Book 8B, Unit 7, “How do you make a banana smoothie?”
Purpose: to combine theory with practice, let students study knowledge in practice and prove study interest
Instructions: Students retold how to make a banana smoothie in the groups, then acted it out in class.
Procedure: Before class, I got ready for a glass of drinks. When I came into the classroom with the glass of drinks, students felt very exciting and curiosity. As soon as I asked a student to taste the drinks, every student all wanted to have a try. Then, some students had a taste, they were satisfied with it. But they didn’t know what it was. I told them the name of the drinks. It was called smoothie. HOW DO YOU MAKE A BANANA SMOOTHIE? Next, I showed how to make a banana smoothie. At the same time, I explained the statements in English. All students were interested in listening to it. After explaining, they couldn’t stop beginning to practice. It was unimaginable that they could explain the statements in English accurately. Last, they finished studying the lesson happily.
Week 3
Activity 3
A story
This activity is based as in Junior English for China, Book 8B
Purpose: to practice telling a story or making a dialogue with the Simple Past Tense
Instructions: I got the students to tell a story in groups, then I told everyone to retell the story in front of me.
Procedure: With the piece of beautiful music, the class began. At first, I told an interesting story in English and Chinese. Students were glad to listen to a story. After they finished listening to the story happily, they were willing to finish given work by me, which I aske
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