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PreparedforChinaCentralRadio&TelevisionUniversityAnhuiRadioandTelevisionUniversityPracticalProjectDesignTitle：DifferentTasksandActivitiesForDifferentGroupsofStudentsName:ZhangWenchaoNumber:20001340090157Scho0上AnqingRadioandTVUniversityMajor:EducationTutor:QuPingDate:June2叭2003StudenfsTel:(0556)4870923Mobilephone:13063283400Startingdate:March10,2003Finishingdate:May25,2003 PracticalProjectDesignProcessReport1Name:ZhangWenchaoTit1e:ThinkingoffaprobleminmyEnglishteachingTutor:QuPingScore:ThetimetableofmyprojectContentIamnowinmythirdyearatAnqingTVUniversityandIamnowreadyformyfinalassault，thatis,tolaunchmypracticalprojectdesign-Butforquitealongtime,1wasstillstuckontheground.1didn"tknowwhattodoandwhatkindofproblem1shouldsortoutfrommyteachingexperienee.SoTwenttotalkwithmytutor,Mr.QuPing.HehelpedmethinkofaproblemwhichhasbeenpuzzlingmeforalongtimeinmyEnglishteaching.Myproblemwasthatmystudentsdidn‘tquitelikedoingtasksandactivitiesinorafterclass.Itseemedresearchableandsuitable.SohetoldmethatIshoulddesignaprojectinsuchawaythatImakemystudentschangetheirmindandenjoydoingtasksandactivitiesIassignthem.Afteraseriousconsidcrationaboutmyproblem1gotc1earhowtogetofftheground.Andhereisthetimetableofmyproject.StageWeekCalendardateTasksandactivities11March1016Identifyaproblem 22March17——23Analyzetheproblemusingscientificmethodsofinvestigation?analyzingtheteachingsituation?analyzingtheteachingobjectives?analyzingthepossiblecausesoftheidentifiedproblem33.4March24April6Designaproblem-solvingproject?formulatingtheprojectobjectiveandhypothesis?makingalessonplan?preparingmaterialsandresourcesneeded?proposingdatacollectionmethod45.6.7.April6Apr訂27Implementtheproject?reportoftheclassroomimplementationofthelessonplan?reportofthedatacollection58April28—May4Evaluatetheproject?criticalcommentonmyteachingbycheckingmysubjectivecommenls?suggestionsonfutureteaching69—11May5--25WritetheprojectProcessReport2Name:ZhangWenchaomethodsofTitle:Analysisofmyproblemusingscientificinvcstiga/tionTutor:QuPingScore: ContentAfterThadchosenmyproblem,Mr.Qutaughtmehowanalyzeit.Hementionedsixscientificmethodswhichwereveryusefulandimportanttomyproblem.Idecidedtousethreeofthem,theanalysismethod,thecauseanalysis,andbrainstormingtoanalyzemyproblem.Theanalyticmethod:Thephrase“someof”in'Someofmystudentsdonotlikedoingthetasksandactivities'mademethinkoftheothersideoftheissue:Someofmystudentsdolikedoingtasksandactivitics.This,inturn,mademethinkofthese:?Whysomedon"t,whileothersdo??Whoaresomethatdon"t?Andwhoaretheothersthatdo?Moreover,"mystudents”isincontrastwith“mycolleagues'students”?Thispromptedmetomakeachainofreflections:Whataboutsomeofmycolleagues'students?Isitalsothecasetha.ttheydon?t1ikedoingtasksandactivities，either?Tf,ontheotherhand,allofmycolleagues'studentslikedoingtasksinorafterclass,thenmyproblemisactuallycausedbymyself,notbymystudents.ProbablythetasksandactivitiesIaskedmystudentstodowerepoorlydesigned. Causeanalysis:Theteacherssidethatismyself?Thestudents'side?Thetaskdesign?TheclassroommanagementTheteacher"ssidethatmyself()Iwasnotenthusiasticmyself()1failedtogiveinstruetionsclearly()1didnotdoanymonitoring.1simplysatthere,reading.Thestudents，side()Somestudents,especiallythetopones,wouldratherdoa1ittlemoredifficulttasksandactivities.()Someweakstudentsareafraidofmakingmistakesandtheywouldliketodosomeeasyworkinclass.()Stillothersareaccustomedtothetraditionalpatternofteachingandlearning.Thetaskdesign()Thetasksandactivitiesarenotsuitableforthem.Theclassroommanagement()Theclassroomisperhapsgettingabittoonoisy()Studentsmaynotbeproperlygrouped.TheclasssizeMyclasshas63students.Theclasssizeof50studentsmayhavesomenegativeeffect.TheclassroomistoonoisyOfallthecauses,Ibelievethattheteacherismainlyresponsibleforthefailure.Brainstorming1discussedtheproblemwithmystudentsandwithmycolleagues. ProcessReport3Name:ZhangWenchaoTitle:Dcsignaproblem-solvingproject(formulatingtheobjectivc/hypothcsis/meikingalessonplan/……)Tutor:QuPingScore:ContentAftertheanalysisoftheproblem,nowitistimeformetolaunchmyprojeet.1.Myprojeetobjectiveis:Toenhancemystudents'interestindoingtasksandsetivitiesinorafterclass.2.Theprojecthypothesisis:Learnets'interestindoingtasksandactivitiescanbeincreasedbywell-designedexercises.3.Brainstorming:1discussedmyproblemwithmycolleaguesandtheygavethefollowingsuggestions；a)Decidetheprojectobjective(done)b)Decidetheprojecthypothesis(done)c)Choosethematerialsneededd)Decidehowtousethematerialse)f)Carryouttheprojeetg)Evaluatetheproject4.CollcctingmatcrialsWorkoutthedetailsoftheactivities <>Refercnccmaterialbooks,orarticles,orbookschaptersthatarewrittenabouttasksandactivitiesingeneraL<>Langueigematerialbooks,audioandvideocassettesthatisusefulforclassteaching.5.Projectrationale 1.TheroleoftasksandactivitiesTwouldliketomakethetasksandactivitiesasclosetorealTifeaspossible.Thismeansthatthestudentsshouldfeelrelaxedandfreeaboutdoingtaskswithhis/herpartnetinclass.2.Theroleofthestudents1wou1dlikethestudentsthatlearningisacollaborativccndcavorandnotacompctitivcone.Theyshouldcometorealizethattheycanlearnfromeachotherandhelpeachother,especiallyinworkingonthetasksandactivitiesinclass.3-Thero1eoftheteacheiStudentsshouldrealizethattheteacherhasmanyrolesintheclassroom,notjusttheevaluator.Twouldlikethestudentstogetusedtobeingresponsiblefortheirownlearningandnotdependontheteacherallthetime.1.Thetypeofclassroomtasksused1thinkalloftheabovecanbedeaItwithbydcsigningandusingappropriatetasksinthelesson.5ActivitydesignTnmyprojectTdesignedfouractivitiestobetriedoutinthreeweeks.Andtheseactivitiesarereportedasfollows.Week1Activity1FavoriteFoodThisactivityisbasedasinJuniorEnglishforChina,Book2B,Unit16,Lesson5&"WhatdoEnglishpeopleeat?”Purpose:topracticespeakingEnglish.Instruetions:Studentsreadthepassagefirstandgotthegenera;idea.Thendosomespeaking.Procedure:ItaughtthetextofLesson58.ThenIgavethemsometimetoreadit.Theymayworkinpairsoringroupsorgethelpfromtheteacher.'ThenIgavedifferenttasksandactivitiestodifferentgroups.AtlastTarrangedthemtoreporttheiranswerstotheclass.Forthestudents:Thestudentscouldworkfreelyorgoaroundtheclassroomifnecessary■Week2Activity2WhataGoodKindGirl ThisisbasedasinJuniorEnglishforChina,Book2B,Unit16,Lesson62."Askingtheway99Purpose:topracticelisteningandspeakingEnglish.Procedure:Firsstudentslistenedtothetaperecorderandrepeatedafterit.ThenTexplainedsomeofthedifficultlanguagepoints.Next,IallowedsometimeforthestudentstogetfamiliarwiththetextanddiscusstheactivitiesIassignedthemtodo.Atlastgetseveralstudentsindifferentgroupstoreporttheiranswers.Week3Activity3TheQueueJumperThisactivityisbasedasinJuniorEnglishforChina,Unit17,Lesson66."YouMustBeCarefully!Purpose:toencouragethestudentstoparticipateinclassactivitieswi1lingness.Procedure:Itaughtthelessonandgaveanexplanation.ThengavethemafewminutestodothetasksIdesignedforthemingroups.AtlastIcheckedtheanswers.Marksweregivenfollowingstandards:Firstly,theircourseonpreparation.Secondly,theirwillingnesstotakepartintheactivity.Thirdly,theirlevelofperformance.Week3Activity4StopMakingSoMuchNoise!ThisisbasedasinJuniorEnglishforChina,Book2B,Unit17，Lesson68.“YouMustBeCareful!"Purpose:toarousethestudents'willingnessinparticipatingclassactivities.Procedure:Tgavedifferenttaskstothestudentsfirst.ThenTaskedthemtoreadthetextandworkingroupstoprepareforacheck.Thestudentscouldhaveadiscussioningroupsorgethelpfromothers.Forthestudents:TheymustdiscussthetasksinEnglisheventhoughsomeofthemcouldsayafewwords.Itwasagoodbeginningforthemtoopentheirmouths. ProcessReport4Name:ZhangWenchaoTitle:Implementtheptoject(repottoftheclassroomimplementstionofthelessonplananddatacollection.)Tutor:QuPingScoreContentBeforeimplementingmyproject,1thinkthatIshouldsortoutsomepaperworkfirst?HereiswhatIhavedone.ProjectTitle:DifferentTasksandActivitiesForDifferentGroupsofStudentsInvcstigotorZhangWenchaoAnqingTVUniversityInfulfillinentofthecoursePracticalProjectDesign MainHeadingsoftheProject1.Problemidentification2Projectobjective3.Projecthypothesis4.Projectrational5.?6???1.ProblemidentificationFirst,Iidentifyaproblembasedonmyteaching2?ProjectobjectiveToarouselearnersJinterestinpracticingEnglishspetikingor?writing3.Projecthypothesis JLttookmethreeweekstoimplementmyproject?Foreachweek1amscheduledtodothese:1)Teachingnotes:ToseeAppendixD2)Students'handouts:ToseeAppendixB3)Diary-keeping:ToseeAppendixEIwanttoknowifthehypothesishasbeenprovedbythethree-weekuseofvariedtasksandactivitics.Thatis:ifmystudcnts，wi11ingnessinpracticingEnglishimprovedornot.Thavethreesourcesofdatathathelpmetofinditout.Allthedetailsofmyprojectimplementationwerecarefullymaintained.Theyaredatacollectionsubmittedaspartofmyprojectreportback.1)ThepreviousinterviewIdidwithmystudentsforthecauseanalysisofmyinitialproblem.2)Classroomobservationstookinmydiaries3)Thecomparisonofthefinalwritingwork. ProcessReport5Name:ZhangWenchaoTitle:Evaluatetheprojectagainstthechecklist(criticalcommentontheteachingbycheckingthesubjectivecommentsagainstthecollecteddataandsuggestionsforfutureteaching)Tutor:QuPingScore:ContentTheprojecthereconsistsofthreeaspects:degreeofinterest,practicalityandsatisfaction.Afterthreeweeks'work,1foundoutthatgenerallyspeaking,therehasbeensignifiedntimprovementaftertheimplementation.Thequestiormaireshowsthatmystudentswereallinterestedinmylessonandenjoyedmyteachingverymuch.?Interest:Thequestionnaiteshowsthatthereisadrasticimprovementinthisregard.Mostofthesubjectswhorankthemselvesinscale"Like”and“Likeverymuch”amountto75.2%.OPracticality:Thequestionnairealsoshowsthat100%ofthestudentsthinkthetasksandactivitiesIaskedtodoinorafterclassnowaremorepracticalandscientificthanbefore.OSatisfaction:Ourdatashowsthat100%ofthestudentsaremoresatisfiedwiththetasksandactivitiesIassignedthemtodothanwerebefore.<>Characteristicsoftheexperiment:Inmyexperiment，Idividedanatureclassintoseveralgroupsaccordingtotheirabilit*habit，interestandthefoundationofEnglish.InmyteachingTdividedthewholeclassintofourgroups(GroupA/GroupB/GroupC/GroupD).ThenIgiveeachgroupacertaintargetforthemtoachieve.Ialsodesigndifferent activitiesforthemtodoinorafterclasssothateveryoneintheclassfeelsitisnottoodifficulttoparticipateinclassactivitiesandofcourseitwi11cultivatetheirmotiveof1earninggreatly.Comparedwiththetraditionalteachingmodels,thiskindofmodelhasthefollowingcharacteristics:1.MultipliedteachingmethodsInmyteachingIusedmorethanonekindofmethodtoachievemyteachingtargetsuchas:Task-basedMethod,CompanionshipStudyingMethodandsoon.Everyactivitycannotbefinishedwithonemethod.2.VarificdtasksandactiviticsTntraditionalteaching,theteacheroftenasksthestudentswhodowellinEnglishtohelptheoneswhoarenotgoodatit.ThisconfinesthegoodstudentstoimproveEnglishwhiletheoneswhoareweakinEnglishfeelitisalittledifficulttocooperatewiththeirpartners.Littlebylittletheywilllosetheirinterestinstudyinganddoingclassactivities.InmyteachingIletthegoodstudentssittogetherandworktogethersothattheycandiscussmuchmoreclifficuItproblemsandharderwork.Andatthemeantime1lettheonessitandworktogether.Thisgavemuchmorechancesforthemtoparticipateintheclassactivitiesandtheydidtfeelittoohardtoworkoutthetaskswiththeirpartnersorwiththehelpofthestudentsinthesamegrouporothergroupsortheteacher.3.LeveledteachingaimsFordifferentgroupsofstudents,Igavethemdifferenttasksandactivitiestodoandaskthemtoachievedifferentlevelsoftargets.ForGroupAandGroupBIgavethemalittlemoredifficultworktodoandforGroupCandGroupDsomeeasyworktodosothatGroupAandBstudentsfeltalittlechallengingwhileGroupCandDstudentsfeltitwasnotsohardtotouchthetargetTplanforthemiftheythemselvesputtheirheartintoit.4.DiversifiedtypesofevaluationTraditionalteachingmodelsevaluatetheindividualsmostlyaccordingtotheirmarkstheygotintheexams.Thisneglectsthestudyprocessofthestudentsand hurttheirinitiativesofstudying.TnmyteachingInotonlypayattentiontothescoresthestudentsgetinexamsbutalsoattachimportaneetothestudyprocessofthestudents.Thisinspiredtheinitiativeofthestudentsgreatly.Ipaidboththeresultandtheprocesssothatitwasgoodforthestudentsespecially,theGroupCandGroupDstudents. ProjectTitle: DifferentTasksandActivitiesForDifferentGroupsofStudentsInvestigatorZhangWenchaoAnqingTVUniversitySubmittedon2ndJune2003InfulfillmentofthecoursePracticalProjectDesign AcknowledgmentIwasmostlygratefultomysupervisorMr.QuPingandLiuHuizhengwithoutwhosesupportandpatience,thisprojectwouldnotevenhavegotofftheground.TamalsogratefultomycolleaguesZhangHesheng,DingShi11nandLiGenfortheirtimespentonbrainstormingandpenaldiscussionswithme.Noamountofthankswillbeadequateformystudentswithoutwhosewillingparticipationintheprojectimplementationitwou1dhaveremainedonpaper.Lastbutnottheleast,bigthanksgotomywifeanddaughterwhohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessinevenluallyfinishingthisproject. AbstractThepresentstudypresentsadetailedreportofaprojectimplementedtosolvetheproblemthatmostofmystudentsdonotlikedoingthetasksandactivities1assignthemtodoinorafterclass.Itishypothesizedthatlearners'interestinworkingonEnglishcanbegreatlyincreasedbyabetterdesignoftasksandactivities.Thishypothesisisverifiedbythree-weekpracticeofwel1-designedtasksandactivities.Amongthemethodsofscientificinvestigationusedareanalyticmethods,causeanalysis,interviewandbrainstorming.Keywords:donotlikedoing,well-designedtasks,intorcst,greatlyincreased,摘要：本文對學(xué)生為什么不愿積極參與課堂活動進行分析研究，依據(jù)科學(xué)方法提出假設(shè),指出如果教師能對課堂教學(xué)活動進行優(yōu)化設(shè)計，學(xué)生的參與興趣肯定會得到極人的提高。筆者通過三個星期的實踐，取得了良好的效果，并形成了報告。關(guān)鍵詞：不愿參與，活動優(yōu)化設(shè)計，參與興趣，極大提高。 MainHeadingsoftheProjectReportLProblemidentification2.Projectobjective3.Projecthypothesis4.Projectrationale5>Taskandactivitydesign3.Projectimplementation4.Projectevaluation&ConclusionReferencesAppendixAThetimetableoftheprojectAppendixBTeachingdiariesAppendixCPrinciplesoftasksandactivitiesdesignAppendixDTeachingnotesAppendixEStudentshandoutsAppendixFQuestionnairesAppendixGAclassroomteachingcourseontapeAppendixHAnoteofaopenlecture1.Problemidentification First,Iidentifyaproblembasedonmyteachingexperience.Thatis:mystudentsdonotlikedoingthetasksandactivitiesIassignthemtodoinorafterclass.TheyshowlittieinterestinpracticingEnglish,readingordoinghomework.1examincdmyproblemscientificallytoseewhetheritisrcasonablc.Idiscussedandagreedtheproblemwiththetutor.Atthesametime,Iworkedoutthetimetableofmyproject.Second,Iusedseveralmethodsofproblemanalysistoanalyzetheproblem.Theyareanalyticmethod,causeanalysis,questionnaire,interviewandbrainstorming.Throughtheproblemanalysis,IcametoknowthattheassignmentsIgivetothemareeithertoodifficultforsomeofthemortooeasyforothers.I，vcmadeupmymindtosolvetheproblem.1.ProjectobjectiveToarouselearners'interestinpracticingEnglishlisteningspeakingreadingandwriting.2.ProjecthypothesisIt/shypothesizedthatlearners'interestindoingEnglishassignmentcanbegreatlyincreasedbywell-designedtasksandactivities.3.Projectrationale4.1.ProblemanalysisInmytcaching,theproblemidentificdwasreallyaseriousproblem.Mypreliminaryresearchshowedthemainreasonsthataccountedformystudents'reluctaneetopracticeEnglishinorafterclass.Firstly,somestudenlsdidn"tthinkitwasnecessarytodotheassigninentsIgavetothem.Secondly,somestudentsthoughtthattheassignmentsIgavetothemwerealittlemoredifficultwhilesomeofthemthoughttooeasy.Thirdly,moststudentsfeltoverloadedtodosomuchhomework.4.2.CauseanalysisInthissituation，1triedtogetclearaboutthefollowingquestions: <>Isitbecausetheassignmentsarepoorlydesigned?Olsitbecausethetasksandactivitiesareeithertooeasyortoohard?Olsitbecauseonlyonetaskoractivityisnotsuitableforallofthem?Olsitbecausetheteacherisnotenthusiasticormyteachingisnotattractive?4.2.2.Thestudents，sideOlsitbecausetheyarenotmotivated?Olsitbecausetheyarenothard-working?Olsitbecausetheyarenotinterestedinthetasksoractivities1assignthem?4.2.3TheclasssizeTherearemorethan60studentsinmyclass.Theclassroomistoocrowdedandnoisy.Butofallthecauses,Ibelievethattheteacherismainlyresponsibleforthefailure.Ideterminedtosolvetheproblem.4.3.BrainstormingIdiscussedtheproblemwithmytutor,mycolleaguesandmystudents.4.4.InterviewIinterviewedseveralstudentsandfoundoutmyweakpoints:myteachingtechniqueisinefficientandthetasksarenotscientific.Andalsomystudentsallcomefromthecountrysideandtheyaredeeplydifferentinlearninghabits，interestandfoundation.TheresuItsoftheinterviewandbrainstorming:OThcstudentsneedpreparationforassignmcntcheck.OThctasksandactivitiesmustbesuitableforthem.OThetasksandactivitiesmustbeinteresting. ODifferentgroupsofstudentsneeddifferenttasks.4.5?PossiblesolutionWiththesereasonsinmind,1havecorrespondinglyprovidedsomepossiblesolutionswhichareasfollows:4.5.1.Helpmystudentsmakeupseveralgroups.4.5.2.Givedifferenttasksandactivitiestodifferentgroupsofstudents.4.5.3.Givethemchancestomakediscussionswitheachotherandreporttheiranswerstotheclass.5.TasksandactivitiesdesignMyhypothesisisthatthelearnets'interestcanbeincreasedbywell-designedtasksandactivities?1followedsomeprinciples.(ToseeAppendixC).InmyprojectIdesignedfouractivitiestobetriedoutinthrccweeks.Andtheseactivitiesarereportedasfollows.Week1Activity1FavoriteFoodThisactivityisbasedasinJuniorEnglishforChina,Book2B,Unit15,Lesson58.“WhatdoEnglishpeopleeat?”Purpose:topracticespeakingEnglish.Instructions:Studentsreadthepassagefirstandgetthegeneralidea.Thendosomespeaking.Procedure:ItaughtthetextofLesson58.ThenIgavethemsometimetoreadit.Theymayworkinpairsoringroupsorgethelpfromtheteacher."ThenIgavedifferenttasksandactivitiestodifferentgroups.AtlastIarrangedthemtoreporttheiranswerstotheclass.Forthestudents:Thestudentscouldworkfreelyorgoaroundtheclassroomifnecessary■Week2Activity2WhataGoodKindGirlThisisbasedasinJuniorEnglishforChina,Book2B,Unit16,Lesson62."Askingtheway" Purpose:topracticelisteningandspeakingEnglish.Procedure:First,studentslistenecltothetaperecorderandrepeatedafterit.ThenIexplainedsomeofthedifficuItlanguagepoints.Next,IallowedsometimeforthestudentstogetfamiliarwiththetextanddiscusstheactivitiesIassignedthemtodo.AtlastIgotseveralstudentsindifferentgroupstoreporttheiranswers.Week3Activity3TheQueueJumperThisactivityisbasedasinJuniorEnglishforChina,Unit17,Lesson66.“YouMustBeCareful!vPurpose:toencouragethestudentstoparticipateinclassactivitieswillingly.Procedure:1taughtthelessonandgaveanexplanation.ThengavethemafewminutestodothetasksTdesignedforthemingroups.AtlastIcheckedtheanswers.Marksweregivenfollowingstandards:Firstly,theircourseonpreparation.Secondly,theirwillingnesstotakepartintheactivity.Thirdly,theirlevelofperformance.Week3Activity4StopMakingSoMuchNoise!ThisisbasedasinJuniorEnglishforChina,Book213,Unit17,Lesson68."YouMustBeCareful!nPurpose:toarousethestudents，willingnessinparticipatingclassactivities.Procedure:Igavedifferenttaskstothestudentsfirst.ThenIaskedthemtoreadthetextandworkingroupstoprepareforacheck.Thestudentscouldhaveadiscussioningroupsorgethelpfromothers.Forthestudents:TheymustdiscussthetasksinEnglisheventhoughsomeofthemcouldsayafewwords.Itwasagoodbeginningforthemtoopentheirmouths.6.ProjectimplementationThispartofmystudywasconductedduringApril6，h27th,2003 6.1.Makeupgroups.InordertoguaranteethatmostofmystudentswouldbehighlyinvolvedintoEnglishlearning,Idecidedtomakeupfourbiggroups.Throughinvcstiga/tions,Ifoundthereweretwomainproblemsforthemtoworkoutthetasksandactivitiesbythemselvesinorafterclass.Onewasthestudentsinmyclassweredifferentinability,interestandelementaryknowledgeofEnglish.Theotherwasthatmanyofthemfeltithardtofindapartnerwhotheycouldco-operatewith.Thestudentsinmyclasswereall14or15yearsoldinthesecondhalfofGradeTwo.Iftheyareorganizedintoseveralgroupsaccordingtothedifferencesofthestudentsandtheirwillingncss,notonlybothoftheproblemsabovecouldbesolvedblitalsotheycouldachievethefulfi1Imentoftasksandactivities.Moreover,IcouldcultivatetheirspiritofcooperationandinterestinstudyingEnglish.Therewere63studentsinmyclass.Idividedthemintofourbiggroups(GroupsA/B/C/D).WhenIdidthework,Ifollowedthefollowingprinciples:6.1.1.Beforemakingupgroups,makeathoroughinvestigationtofindoutthedifferencesofinteresability,difficultyofeachstudent.(TosecAppcndixF)6.1.2.Thestudentsinthesamegroupweregiventhesametasksandactivities.Theycoulddiscusswiththeirpartnetsorgethelpfromthesameortheothergroupsorfromtheteacher.6.1.3.Dividethemintogroupsaccordingtotheirwillingness,interest,abilityandfoundationofEnglish.6.1.4.Getthestudentsinthesamegrouptosittogetherinclasssothatit'sconvenientfortheteachertosupervisetheirwork.6.1.5.Ineachlargegroup,studentscanworkinsmallgroups.6.2.Groupdivision.GroupA(notmorethan12students)arethosewhocouldworkoutalittiemoreclifficuIttasks.TheyarebetteratEnglishthanmostoftheothersinclass.Theyhavegoodstudyhabit.TheyshowgreatinterestinlearningEnglishandtheirfavoritesubjectisEnglish.TheyhavestrongdesiretopracticespeakingandwritingEnglish-Ifthetasksandactivitiestheteacherassignthemtodoaretooeasy,theywillfeel alittledullandlesschallenging.GroupB(about20students)arethosewhoshowedgreatinterestinEnglish,butnotsogoodastheonesinGroupA.Mostofthemareactiveinorafterclass.TheywanttostudyEnglishwellandtheirfavoritesubjectisEnglishaswellastheonesinGroupA.Themaincharacteristicofthemis:Theyarehard-workingandtheyhavegoodstudyhabit.GroupC(about20students)arethosewhoareinterestedinEnglish,butforsomehardtasksandactivities,theyneedmorehelp.Theyhopetohaveagoodpartnerandtheywanttheteachertogivethemsomethingmoresuitableforthem.Sometimestheyprefertodothetaskswiththepartnerwhilesometimestheywouldliketodothetasksandactivitiesinlargergroupsothattheycandiscusstheirproblemswitheachotherandtheycanalsogethelpfromotherseasily.GroupI)(lessthan10students).TheyshowedlittieintcrestinEnglishanddon'thavegoodhabitsandelementaryEnglishknowledge.Theyarenotgoodatmostoftheirsubjects.Inclasstheyareoftenabsent-mindedandtheyshowlittlewillingnessinLakingpartinclassactivitieswhileafterclasstheyareveryactive.Theycanonlydosomemucheasierwork.ButtheyhaveastrongdesiretoimprovetheirEnglishability.Theyneedhelpinclassaswellasafterclass.Ifgivensomeeasyworktodoandhelpedoftcn,theywouldtrytheirbesttostudyEnglishwell.6.3.Rolesofdifferentgroupsofstudentsinclass.GroupA:Teachersinstruction-一Assistantofnewlessonteaching 一-Demonstratorofthenewlesson一一Problemsolvers-Practice一Self-test--Conclusions.GroupBandC:Teacher"sinstruetions--Getthemainideaofthelesson--ParticipatesomeoftheGroupA，sactivities--Teacher"scxplanationonthelesson--Practicc一-Consolidation-一Feedback-一ConclusionGroupDTeacher"sinstructions--Explanationonthelesson--Dills--Practice一-Workbook--Consolation--Conclusion6.4.Stepsofteacher'swork6.4.lGroupdivisionAccordingtothequestionnairc,makeupgroupsandre-arrangetheirseatsinclass.Re-arrangetheclassroomseatssothatthestudentsinthesamegroupcanbeseatedinthesamearea.Itiseasyforthemtocooperatewitheachotherandtofindasuitablepartner.Andalsoitiseasierfortheteachertosupervisetheirworkandgiveinstructionstothemrespectively.OThemodelsoftheseatsre-arrangementinclass:ModelOne.GroupDStudentsGroupCstudentsGroupBStudentsGroupAStudents GroupDGroupBStudentsGroupCStudentsGroupA6.4.2.Lessonteachinginclass6.Projectevaluation.7.1.Students，generalimpressionoftheproject.Theprojecthereconsistsofthreeaspects:degreeofinterest,practicalityandsatisfaction.Afterthreeweeks'work,Ifoundoutthatgenerallyspeaking,therehasbeensignificantimprovementaftertheimplementation.Thequestionnaireshowsthatmystudentswereallinterestedinmylessonandenjoyedmyteachingverymuch.Tnterest:Thequestionnaireshowsthatthereisadrasticimprovementinthisregard.Mostofthesubjectswhorankthemselvesinscale“Like”and“Likeverymuch”amountto75.2%.Practicality:Thequestionnairealsoshowsthat100%ofthestudentsthinkthetasksandactivities1askedtodoinorafterclassnowaremorepracticalandscientificthanbefore.Satisfaction:Ourdatashowsthat100%ofthestudentsaremoresatisfiedwiththetasksandactivitiesIassignedtodothanwerebefore.Characteristicsoftheexperiment:Inmyexperiment,Idividedanatureclassintoseveralgroupsaccordingtotheirability,habit,interestandthefoundationof English.InmyteachingIdividedthewholeclassintofourgroups(GroupA/GroupB/GroupC/GroupD).ThenIgiveeachgroupacertaintargetfortoachieve-1alsodesigndifferentactivitiesforthemtodoinorafterclasssothateveryoneintheclassfeelsitisnottoodifficulttoparticipatcinclassactivitiesandofcourseitwillcultivatetheirmotiveoflearninggreatly.Comparedwiththetraditionalteachingmodels,thiskindofmodelhasthefollowingcharacteristics:1.MultipliedteachingmethodsInmyteachingIusedmorethanonekindofmethodtoachievemyteachingtargetsuchas:Task-basedMethod,CompanionshipStudyingMethodandsoon.Everyactivitycannotbefinishedwithonemethod.2.VarificdtasksandactivitiesTntraditionalteaching,theteacheroftenasksthestudentswhodowellinEnglishtohelptheoneswhoarenotgoodatit.ThisconfinesthegoodstudentstoimproveEnglishwhiletheoneswhoareweakinEnglishfeelitisalittledifficulttocooperatewiththeirpartners.Littlebylittletheybothwilllosetheirinterestinstudyinganddoingclassactivities.InmyteachingIletthegoodstudentssittogetherandworktogethersothattheycandiscussmuchmoredifficultproblemsandharderwork.AndatthemeantimcIlettheweakonessitandworktogcther.Thisgavemuchmorechanccsforthemtoparticipatcintheclassactivitiesandtheydidn，tfeelittoohardtoworkoutthetaskswiththeirpartnersorwiththehelpofthestudentsinthesamegrouporothergroupsortheteacher.3.LeveledteachingaimsFordifferentgroupsofstudents,Igavethemdifferenttasksandactivitiestodoandaskthemtoachievedifferentlevelsoftargets.ForGroupAandGroupBIgavethemalitticmoredifficuItworktodoandforGroupCandGroupDsomeeasyworktodosothatGroupAandBstudentsfeltalittlechailengingwhi1eGroupCandDstudentsfeltitwasnotsohardtotouchthetargetIplannedforthemiftheythemselvesputtheirheartintoit.4.Diversifiedtypesofevaluation Traditionalteachingmodelsevaluatetheindividualsmostlyaccordingtotheirmarkstheygotintheexams.Thisneglectsthestudyprocessofthestudentsandhurttheirinitiativesofstudying.InmyteachingInotonlypayattentiontothescoresthestudentsgetinexamsbutalsoattachimportancetothestudyprocessofthestudents.Thisinspiredtheinitiativeofthestudentsgreatly.Ipaidattentiontoboththeresultandtheprocesssothatitwasgoodforthestudentsespecially,theGroupCandGroupDstudents,tosetuptheirconfidencetostudyEnglishwellandalsoitwasimportanttodeveloptheirabilityofstudy.7.2.Problemunsolved.AfterIthoughtseriouslyandhadatalkontheprojectwithmystudents,Ifoundoutalthoughthestudentshadmadesuchanimprovement,therewasstillmuchthatweneedtoimprove.OnlywhenImakecontinuousreflectioninmyteaching,can1makegrea.terprogress.8.Conclusion.ThepresentstudyischieflybasedontheprojectthatIproceededonfromMarch2003toApril2003,whichaimedtoenhancemystudents，interestinpracticingEnglish.Severalweeksago,1determinedtoworkonthecrucialproblemthatmostofmystudentshadnotdonetheworkIaskedthemtodo.Inmystudy,Iusedtheanalyticmethods,causeanalysis,questionnairesurvey,interviewandbrainstorming.Ialsoformulatedaspecificresearchobjectiveandaresearchhypothesis.ThenIworkedoutmyproject.Ididmuchimprovement.Afterimplementingmythree-weekproject，1didaquestionnairesurveytoseetheresuIts.Fromthedata，Ithinkthemethodsusedinproblemanalysisarcsuitable,theproblemobjectiveisrealistic,thehypothesisisprovableandtheprojecthasasoundbasis.WecansaymystudentsandIhadmaderapidprogress.Atthesametime,1feelthat1shouldhavedonebette「ifIimplementedtheprojectearlierandwasgivenplentyoftime.Inthefuture1wi11implcmentthiskindofprojecttoimprovemytcaching.References 1.GuYueguo2002PracticalProjectDesign2.Hammer1991,ThePracticeofEnglishLanguageTeaching,Longman.3.JuniorEnglishforChinaTeacher"sBook2BPeopleEducationPress4.JuniorEnglishforChinaStudents，Book2BPeopleEducationPressAppendixATheTimetable StageWeekCalendardatesTasks11March1016Identifyaproblem22March1723Analyzetheproblemusingscientificmethodsofinvestigation?analyzingthetcachingsituation?analyzingtheteachingobjectives?analyzingthepossiblecausesoftheidentifiedproblem33.4March24April6Designaproblem-solvingprojcct?formulatingtheprojectobjectiveandhypothesis?makingalessonplan?preparingmaterialsandresourcesneeded?proposingdatacollectionmethod45.6.7.April627Implementtheprojcct?reportoftheclassroomimplementationofthelessonplan?reportofthedatacolleetion58Apr訂28May4Evaluatetheproject?criticalcommentonmyteachingbycheckingmysubjectivecomments?suggestionsonfutureteaching69.10.11May525WritetheprojectreportAppendixBTeachingDiaries Weekl.Date:April132003When1hadatalkwithsomeofthestudents,theyallshowedgreatinterestinEnglish.Someofmystudentstoldmethatsomeactiviticsweretooeasyforthemandtheywerenotchai1engesble.Butsomesaidthatthetaskswerealittlehard,sotheycouldnotworkthemoutbythemselves.Theysaidiftheyweregivendifferentjobstodoinorafterclass,theywou1dbeveryinterestedinpracticingEnglish.AndthequestionnaireshowedthestudentslikedEnglishverymuch.SoF11trymybesttosolvetheproblem.Wcck2.Date:Apr訂202003Thestudentswereverypleasedwiththeseatsre-arrangement.Theysaidtheynowcoulddiscussthetasksandproblemswithothersinthesamegroup.Ialsocouldsupervisetheirworkmoreconveniently.Icanalsochecktheirworkmoreeasilyandefficiently.Wcck3.Date:April262003ThestudentssaidthetasksandactivitiesTgavethemnowweremorescientific.GroupAstudentssaidthetasksweremorechallengeablethanbeforewhileGroupDstudentssaidthetaskswerejustsuitableforthem.TheyliketospeakEnglishnow.IfsomeoftheproblemswerealittledifficuItforthem,theycouldgethelpfromothersordiscusswithothersinthesamegroupeasily.Theyhopetheteacherwillgoondesigningthiskindofworkinthefuture.AppendixCPrinciplesoftasksandactivitiesdesignOOralworkforthestudents:GroupA:1.Retellthetextintheirownwords2.Tellstoriesthattheyreadafterclassorsomethingtheyexperienced: GroupB:learned.3.Tellsomethingthathappenedtothemnotlongago.1.Makeupsimilardialoguesaccordingtothetextthey2.Makeuptheirowndialoguesusingdifferenttopics.Thetopicsmaybelikethese:Goingshopping/Seeingadoctor/Makingtelephonecalls/Inthelibrary/---.GroupC:1.Readthetextsanddialogues.2.Answerthequestionsaccordingtothetextsanddialogues.3.Translatesomesentencesorally.GroupD:1.Readthetextsandthedialogues.2.Fillintheblanksofpassagesanddialoguesorallyusingthewordsandphrasestheyhavelearned.OWritingworkforthestudents:GroupA:Re-writethetextsandthedialoguestheyhavelearned.GroupB:Answerthequcstionsaccordingtothetexts.GroupC:TranslatcsomesentenccsintoEnglishorChineseintoEnglish.GroupD:Fillintheblanksusingthewordsandphrasestheyhavelearned.OTeachingaimsfordifferentgroupsofthestudentsGroupA:Graspthe'four，skills.Domorereading,speaking,listeningandwritingafterclass.GroupBandC:MasterthebasicacknowledgementasinOutlineonEnglishTeaching.GroupD:LetthemfinishStandard1.AskthemtrytheirbesttoachieveStandard2.?RolesofdifferentgroupsofstudentsGroupA:Teacher"sinstructionAssistantofnewlessonteaching一DemonstratorofthenewlessonProblemsolversPracticeSelf-test——Conelusions.GroupBandC:Teacher"sinstructionsGetthemainideaofthelessonParticipatesomeoftheGroupsactivitiesTeacher"s explanationonthelessonPractice-ConsolidationFeedback--ConclusionGroupDTeacherJsinstructionsExplanationonthelessonDillsPracticeWorkbookConsolationConclusion AppendixDTeachingnotesWeek1Activity1Unit15,Lesson58.2003—4—8.Class2ContentGroupsTasksandactivitiesfordifferentgroupsUnit15Lesson58FavoriteFoodGroupA1.Readandgetfamiliarwiththetext.2.Getreadytotel1theclasswhatisyourfavoritefoodandwhatisthefavoritefoodinChina.GroupBReadthetextandpreparetoretellitinyourownwords.GroupCReadthetextanddiscussthequestions:1.WhatisthemostpopularfoodinChina?2.Whatisthemostpopularfoodintheworld?3.Doyoulikefastfood?Whyorwhynol?Group1)ReadthetextandfillintheblanksinWorkbookExerciseOne.Getreadytoreportyouranswerstotheclass.Week2Activity2Unit16Lesson62.2003—4—16.Class2 ContentGroupsTasksandactivitiesUnit16LessonGroupA1.Readthedialogueingroups62Whatagood,2workoutasimilardialoguekindGroupBReadthedialogueandpreparetoretellgirlthestorytotheclassinyourownwords.GroupC1.Readthedialogueloudlytoyourgroup2.PreparetoactoutthedialogueinfrontoftheclassGroupD1.Readthedialogueloudlytoyourpartner2DoWorkbookExercise2:Fi11intheblanks.3.ChecktheanswerswithothersWeek3Activity3Unit17Lesson662003一4一23.Class2ContentGroupsTasksandactivitiesfordifferentUnitl6GroupA1.ReadthepassageandtellyourLesson66experieneetoyourThequeue2.Tellyourstorytotheclassjumper1.ReadthetextaloudtoyourgroupGroupB2.Preparetoretellthestorytotheclass GroupCReadthepassageanddiscussthequestions:1.Whenyouareatabusstopdoyouwaitinline?2.Howdoyoufeelifsomeonejumpsthequeue?3.Doyouthinkitisnecessaryforustolearntowait?GroupDReadtextanddoWorkbookExercises1and2.Week3.Activity4Unit17Lesson682003一4一26.Class2ContentGroupsTasksandactivitiesfordifferentgroupsUnit17Lesson68StopmakingsomuchnoiseGroupAReadthestoryandgetreadytotellasimilarstoryyoueverexperiencedtotheclassGroupB1.Readthestoryaloudinyourgroup2.RetellthestoryinyourownwordsGroupC1.Readthepassagealoud2.ActoutthedialogueinthetextGroupDListen,readandthendoWorkbookExercisesl&2AppendixEStudents‘HandoutsRewritethetextinyourownwords:Lesson62 Oneday,LiuMeiwasonherwaytothecinema.Atastreetcornershesawanoldwoman.Theoldwomanwantedtosechersickhusbandinhospital.Blitshedidnotknowthewaytothehospital.LiuMeididnotknoweither,sosheaskedapoliceman.HetoldhertotakeaNo.72bus.LiuMeiwentwiththeoldwomantothehospital.Whentheoldwomansawherhusband,LiuMeileftthehospital.Shedidnotwaitfortheirthanks.GroupAstudentChanZhiyong2003—4—16?AnswerthequestionsaccordingtothetextinLesson661.Wheredidtheoldwomanlive?Shelivedinthecountry.2.Whydidshewanttoseethedoctor?Becauseherkneeshurtbadly.3.Whydidshesitnearthedoctor，sroom?Becauseshewantedtosecthedoctorquickly.4.Whydidshetaketheman，sarm?Becauseshethoughtthemanwasaqueuejumper.5.Wasthemanreallyaqueuejumper?Whowashe?No,hewasnot.Hewasthedoctor.6.Whydideveryonelaugh?Becausetheoldwomanmadeafunnymistake.Shetookthedoctorasaqueuejuniper.GroupBstudentPanFenglin2003—4—22.Completethesentences;Lesson681.Youmustn"tbelateifyouwanttocatchthefirstbus.（如果你想趕上早班公共汽車）2.1willtellhimaboutitwhenhecomestoseeme.（他來看我時） 1.Don"ttalktomewhenIamdoingmyhomework.（當我彳故作業(yè)時）2.Youmustreaditagainbeforeyoufinishthisexercise.（做完這道題以前）3.Hegoesouttoplayfootballeverydayafterhehassupper.（吃完晩飯后）GroupCStudentHanZhubin2003—4—26.Fillinlheblanksaccordingtothetext:TheSmithsmovedtoanewtown.Theysoonmadealotoffriends.Theyoftenwenttotheirfriends'housesfordinnerorparties,andtheywantedtoinvitetheirfriendstotheirs,too.ManypeoplecameonDecember5th.Theyallhadagoodtime.Theystayedst訂1thereatmidnightwhenapolicemancameandrangthedoorbell.Heaskedthemtostopmakingsomuchnoise.Theyfeltsorrytheyhadtoleave.GroupDStudentLuZongmiao2003—4—26.AppendixFQuestionnairebeforetheprojectimplementationQuestionnaireDearStudents:Wouldyoupleasefilltheformandanswerthefollowingquestions?Name:Age:Gender:1.Whichisyourfavoritesubject?Why?2.AreyouinterestedinlearningEnglish?3.AreyouactiveenoughtopractiseEnglishinandafterclass?4.Isitdifficultoreasyforyoutoworkonthetasksandactivitiesinclass? 1.Arethetasksandactivitiessuitableforyoutodoafterclass?2.Doyougetonwellwithyourpartnerinworkingoutthetasksandactivities?Why?3.Doyouexpectyourteachertogiveyousomethingmoresuitableforyoutodo?4.Ifyouaredividedintofourgroups(A/B/C/D)accordingtoyourwillingness,study,andhabitandsoon,whichgroupwou1dyouliketobein?5.Tfyouhavesomeothersuggestions,pleasetel1me.
