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heir speaking English in class and that over 85% of them thought they have little opportunity to exercise their speaking English in class and they thought my teaching was stiff lack of interest. Therefore I think the problem was caused by my self. I should change my pattern of teaching and get my students more actively and interestingly involved in speaking practise.
4. Brainstorming activation
When I was engaged in the problem analysis, I consulted my thesis supervisor Ms Zhang Qiang and often talked to my colleagues about all the problems I met. Quite often they gave me a lot of advice so that I pondered the problem more deeply and carefully. With the help of them, I realized that there were some problems in my teaching. After a lengthy problem analysis, I began to launch a project to solve the problem.

 

 

Process Report——3
Name: MaXiang
Title: Project design
Tutor: Xuan Sheng Li                                    Score:
Project Objective:
To improve students’ speaking ability through good organization.
Project Hypothesis.
It is hypothesis that students’ speaking ability can be improved by creating more opportunities for them to speak.
Project Title:
Improving students’ speaking ability by good work organization.
The rationale of the project:
1) The importance of speaking skill--Since China entered the WTO people are closely connected with foreigners. Communication in English is such a natural part of life. But many of us are weak in speaking skill.
I have studied the course of English language Teaching Methodology (1,2) and it made me realize the importance of speaking skill. Because some of my students thought speaking skill was not important and not worthy of time wasting. I thought I could change their mind by their progress in class.
2) The role of the teacher --As a teacher. I should know the diverse roles I play, such as a controller, assessor, organizer, participant, and shouldn’t consider myself as the controller all the time when teaching, Besides, I should demonstrate those different roles so that students realize when I take a major instructional role in class and when I take only a minor helping role. In students’ speaking activities, I’d like to play a participant role more than others. During most of the class time, I’d like my students to be accustomed to being responsible for their own leaning.
Grouping them. Deal with a large class, well-designed pair and group work tasks can be tried out to increase the participation of all the members. And I know the members in each group couldn’t be too many or too few. There are 56 students in my class, I 
 

decided to make eight groups.
Based on the rationale, I can go to use four units of the existing junior English textbook as the communicative material. New tasks are to be designed with the aim of providing students with a chance to be creative and express themselves freely. Since it is a large class, I must pay attention to the following factors while designing the tasks: a) give clear instructions, b) persuade the class to use English, c) control the noise, d) monitor the students’ practice, and e) use various task types to a rouse the students’ interest.
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