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1、How to Improve Rural Pupils Ability in VocabularyInvestigatorChang YanSubmitted on 17 Dec, 2013In Fulfillment of the CoursePractical Project DesignAcknowledgmentIn the process of writing this thesis, I got a great deal of help from Miss Wang, from the basic outline of the article to standardize the
2、format, it is can be said that the completion of the thesis is inseparable from Miss Wangs tireless guidance and strict requirements. I would also like to thank my colleagues for my thesis proposal put forward, thank my colleagues for help and support me. Furthermore, many thanks should be given to
3、my students, for their willing participation in the project implementation. Last but not the least, I also thank the encouragement of my family, with whose encouragement I can work out this problem and never break down. Abstract Rural students word power falls far behind urban students on the starti
4、ng line. It is hypothesized that rural pupils word power could be improved through varied teaching measures or strategies. It is verified by a four-week practice of well-organized classroom activities. Three methods are used, such as analytic method, cause analysis, and observational study in conduc
5、ting this experiment. Key words: rural pupils; English word teaching; learning ability; improvement Main Headings of the Project ReportIntroduction1. Problem2. Problem analysis2.1 Analytic method2.2 Cause Analysis2.3 Observation3. Possible solutions4. Project objective5. Project hypothesis6. Project
6、 design6.1 Learn by the audio and visual aid6.2 Encouragement and Praise can be a great help to the students6.3 Competition among the students 6.4 Teaching through games6.5 Using body language in teaching7. Project implementation8. Project evaluation9. ConclusionReferencesAppendix:A. QuestionnairesB
7、. Teaching NotesC .Teaching Diaries1. Introduction I often encounter such problems as pupils difficulty in learning English words or even pronunciation. Many pupils find its very difficult to read and memorize words, so they are lacking in learning interest in English and do not focus on English lea
8、rning activities at class. Therefore, one of the major bases for learning or teaching English is to solve such a problem. Then, it is our English teachers in rural primary school that should shoulder the heavy responsibility to explore effective ways to help them learn English words with earnest.2.
9、Problem analysis According to my teaching experience, here are two aspects of the analysis of difficult learning English words for pupils in rural primary school, a) On the one hand, because the pupils in primary school are still young. Especially in our rural primary school, there are many left-beh
10、ind children. Its hard for them to make concentration for long time. They are not active and hard enough in their lessons without parental guidance and supervision. Whats more, they always think memorizing words is too difficult. For not doing well in vocabulary, they are not interested in learning
11、English, even fed up with learning. Therefore, they can not concentrate in class and finish their homework carefully and memorize words after-school. b) On the other hand, as rural primary school English teachers, we should find suitable and effective ways of learning English for pupils to deal with
12、 this problem. We should take effective measures to improve the efficiency of pupils word learning. For pupils, we should be patient, seize their psychological and arouse their learning initiative. For parents, we should communicate with them and urge the students to learn together. In conclusion, i
13、n order to effectively solve pupils vocabulary learning difficulties, it is necessary to know their practical difficulties, to design teaching plan seriously, pay attention to guide learning methods. Make sure they master certain word learning strategies and techniques. Therefore, various class acti
14、vities should be designed to solve this problem. I used four methods to analyze this problem: analytic method, cause analysis, questionnaires, and observation.2.1 Analytic method How to enable students learn English word well? First of all, put pupils in main position which means to let them take a
15、correct attitude towards study, be self-confidence and seize every opportunity to learn English. That is to say, enable the pupils to enjoy words, stop memorizing words mechanically but learning words by painting, simple resources at home as well as the cultural background of the English-speaking co
16、untries. For teachers, we should improve the effect of pupils words memory and let them feel that it is no longer difficult to read words. When teaching words we can simulate the communicative situation and let students say the words with action. We can also teach words by association-fully intrigui
17、ng pupils imagination and by linking with life scenarios as well as by using sound and action to lead in new words For schools, they should create a good campus English culture atmosphere. They can post some English warning phrases and English timetables in classrooms which make students feel Englis
18、h is in their lives. They can also use existing resources in rural areas, transferred classroom to the outside and teach English by combining with the real situation. For parents, they can create a favorable family study environment that can supervise their children to learn words. They can arrange
19、reasonable time for their children to layout “family class”. They can not only help children finish English homework, but also communicate with the school to promote pupils to study.2.2 Cause analysis In order to get more ideas about my target problem I made up some questions to ask myself, and then
20、 to deal with them I am tempted to communicate with my students with earnest. Here are these investigated questions as follows:Questions AnswersIs it because they think my teaching steps are very boring? Probably yesIs it because they think English are less important and necessary? MaybeIs it becaus
21、e they are afraid of me? MaybeIs it because they have difficulties in listening to me? YesIs it because I speak too fast? PerhapsIs it because Im too strict? MaybeIs it because they do not like speaking in English? MaybeIs it because they cannot have fun in learning English word? Probably yesIs it b
22、ecause they have difficulties in remembering word? YesIs it because they have problems in doing English homework? Probably yes2.3 Observation Primary students mental characteristics are not mature enough. Especially the pupils in rural are rather timid, they particularly value their teachers evaluat
23、ion on them and they like the subject or not depending on who teaches it. If they like the teacher they will love the subject. On the contrary, if they dont like the teacher they wont like the subject. According to this, I spend several weeks to observe my students. In my class, I sweep my eyes over
24、 every student frequently, and always encourage or praise them in order to make them feel there is no forgotten corner. In this sense of security, students can make full use of their creativity.3. Possible solutions Firstly, if the classes are more interesting and lively, the students will pay more
25、attention to English learning. In class, I will use material objects, pictures and other visual aids to teach new words with sound, action to introduce new words. Besides I will design a series of teaching activities such as games, performances and rap songs to review the words, to attract pupils at
26、tention and to arouse their interest in learning word, so that the students can truly integrate in classroom words learning. Secondly, create a harmonious relationship with my pupils. Psychologists think human can develop their potential to the maximum in a harmonious and comfortable environment. A
27、lot of rural pupils fear to raise their hands to speak and they dont like to show themselves because of their timid. Their enthusiasm can be improved if they study in a relaxed atmosphere. Thirdly, I divide my pupils into two groups, let them discuss and then let them compete in groups. The competit
28、ion method not only makes them experience the joy of success, it also can arouse their enthusiasm in vocabulary learning which can improve the efficiency of vocabulary teaching.4. Project objective This project objective is to improve my pupils interests in learning English word and improve their wo
29、rd power.5. Project hypothesis It is hypothesized that the pupils word power can be improved by the new teaching models. If they are used, then the pupils will change their mind about the word study of primary English, and their communicative ability will be improved accordingly.6. Project design Fo
30、r this project, I choose one class of my pupils, through the project, the students will receive a special designed class activities about word learning. My project hypothesis is that if my pupils word power could be improved by better design activities, then they can learn English word more efficien
31、tly and satisfactorily. I designed an adequate amount of activities to test the hypothesis. In my project, I have designed several activities to be tried out in four weeks. The following is the teaching approach. I will apply into my class teaching. 1) In learning new word I may choose control and h
32、alf-control activities. I can monitor all class. So they can read clearly at the beginning, they are confident to speak English first. 2) Encourage my pupils all the time. Phrasing education is very important to language learners. 3) Arrange many kinds of pair work and group work, it is helpful for
33、the pupils. 6.1 Learn by the audio and visual aidTo use the visual teaching such as multimedia courseware, pictures and true objects when learning 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 t
34、hat 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 wo
35、rd. 6.2 Encouragement and Praise can be a great help to the studentsEncouragement 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
36、 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 “Dont worry，have a try”. It is a effective way to stimulate the pupils to learn English actively. 6.3 Competition among students Most of the
37、pupils are unwilling to be left behind others, so we can use competition in class. For example, when teaching a word, I will divide the pupils into several groups, let them compete by “guessing game”, “word solitaire”, “who is more accurate and quicker?”, “who give more examples?” and so on. The suc
38、cess group and pupil can get some reward. In that case, the relationship between students and teachers will be close, and also can further stimulate the pupils to learn actively. 6.4 Teaching through gamesTo review and practice words by playing games would make the pupils enjoy learning. To learn En
39、glish word in an atmosphere of relaxed and cheerful. For example, when teaching new words, I will use the games such as “whats missing” or “word guessing”, which arouse the pupils mood, in order to improve their word power. 6.5 Using body language in teachingTo do a gesture or an action can assist t
40、he 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
41、the pupils interest and improve their word memory. 7. Project implementation Week1 Activity 1 Content: PEP Primary English (Book 5) Unit4 Part A Lets Learn Aim: 1. To read and write the phrases such as “drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone”. 2. To l
42、earn the sentence “What are you doing?” and the answer “Im doing the dishes/.” Procedures: Step 1 Warm-upA ) Listen to the song What are you doing ? B) Communicate with teachers or classmates, What can you do ? I can do the dishes / . Ask students to practice as much as possible with the learned voc
43、abulary. Step 2 Presentationa) I can draw a fish now , I draw fish on the blackboard and drew a fish , asking the students to come to practice , you can say that I will draw a bird or sun lamps, pictures after the English say , as much as possible with the word , the teacher guide on the side.b) The
44、 same way to elicit the word read a book, answer the phone, do the dishes , cook dinner , the word cards , named students read , the teacher corrected , and finally the whole class read together , allow students to remember the words spoken by practicing enable students to understand and read.C) Lis
45、ten to the tape, Let us learn , the learned words heard down, so you can consolidate student previously learned words. Finally, according to the words read to answer questions. Step 3 exercisesA ) The teacher said , such as do the dishes action, the students said immediately do the dishes and quickl
46、y do the movements .B) Play the game Pass me. When the music stops, all the class and asked: What are you doing? Whos got the boxes will come wit Step4 Consolidation A ) read it, with Part A a) Students read the article, answer the following questions, pay attention to the words and grammar.b) Homew
47、ork: Practice Im doing. ? . Week 2 Activity 2 Content: PEP Primary English (Book 5) Unit4 Part B lets learnAim: 1. To read and write phrases such as “listening to music, washing the clothes/.” 2. To learn the sentence “What is your father doing?” and the answer “Hes writing an e-mail/.” Procedures:Step 1 Warm-upA ) Listen to Lets sing part , follow the students to sing and act, and let the students singing and writing related words , over and over again to remember the words , and the individual words translated in English.B) Communicate with tea