提高小学生英语单词认读兴趣

通过图片教学方法提高小学生英语单词认读兴趣Enhancing Young Learners’ Word Recognition Interest through Pictures 论文摘要 小学生学习英语，单词认读能力的培养和训练非常重要，然而多数学生在单词认读方面存在困难，在单词的发音和理解方面有困难，必须准确认读每一个单词或认读时很容易疲倦等问题。笔者通过从学生学习单词的方法入手，对如何提高小学生词汇认读兴趣进行，发现在目前的小学英语教学中，多数教师采用图片教学词汇的方法，注意让学生认读单词或句子，并提供给学生有情节的、感兴趣的图片材料，从而进一步引导学生理解词汇含义。 据以上所述及分析，作为一名小学英语教师的笔者，在单词认读教学过程中增添了一系列的图片，并对其教学效果进行了研究。研究的目的是:激发小学生对英语单词认读能力的兴趣并建立起英语的语感，训练和引导学生养成正确的单词认读能力习惯，帮助学生明确识别什么和如何读得地道，进而提高学生单词认读的能力。本课题假设:图片教学的方法较之传统的一本书、一支笔及反复诵读的教学方法更能吸引学生注意力，更能有效地提高学生的单词认读兴趣。 本课题的包括两个系列图片，侧重对小学生单词认读的训练，通过图片展示的情景，帮助学生有目的地识别并认清主要含义，指导学生揣摩发音，进一步理解词汇，为进一步掌握单词奠定基础。在同一小学三、五年级的班级经过为期四周的教学实验，收集了课堂观察，以及实验后的问卷调查和学生访谈等数据。这些数据有效地表明，学生的单词认读兴趣通过图片教学的方法得到更有效的培养和提高。 本课题研究成果，可提供给小学教师一条提高学生单词认读兴趣的有效途径，使不同程度的学生在短时间内在单词认读能力方面都能有相应的提高，进而养成正确的朗读、记忆单词。 关键词:兴趣 图片教学方法 认读 Abstract Word recognition tasks are extremely important in the primary language classroom. This paper presents a detailed report of a project whose objective is to solve the problem that young learners have in listening. The young learners have been bored and tired with the traditional way as reciting the word by rote. The project hypothesis was that students‟ word recognition interest could be better enhanced through picture practice, because it is an interesting approach that can help the students to focus on the general ideas first，the message of the word, and then the specific information, the spelling and the pronunciation of the word, next. The specific activity lesson plan involved various real life topics and activities for young learners, which hoped to help the students build the skills for what to know and how to read because these pictures meet students‟ needs and interests. All students in this project implementation are Grade Three and Five students in a primary school. During implementation, three research tools are used, which include teacher‟s reflection notes, questionnaire and the student interview. The data produced were collected and analyzed to testify the hypothesis. The results show that using pictures has helped the students find a better way to make their understanding and mastering of words easier and more enjoyable. Using pictures can improve the students‟ interest to recognize the words and the students tend further to remember the words. The results of the data analysis are consistent with the initial hypothesis: showing pictures is a better way for young learners to enhance their word recognition interest as compared with the traditional method. Key words: interest the teaching method of showing pictures word recognition Table of Contents Pages 1. Introduction …………………………………………………….…….. 1 1.1 Project Background………………………………………………......... 1 2. Objective and Hypothesis ........................................................... 3 2.1 Project objective ........................................................................................... 3 2.2 Project hypothesis ........................................................................................ 3 3. Rationale ……………….…………………………………………… 3 3.1 Characters of primary school students…………….....……………....….. 3 3.2 Importance of vocabulary learning………………………….………..….... 3 3.2.1For English reading or speaking………………………………......…… 3 4. Research Design …………………………………………………….. 4 3.1 Research method……………………………………………………………… 4 3.2 Activity design…………………………………………………………………. 5 3.2.1 Activity 1: Presenting new words by showing pictures …………..… 7 3.2.2 Activity 2: Guessing meaning from action and pictures …………….. 7 5. Data Description …………….. …………………………...………… 9 5.1 Data collection procedures……………..………………..……...…………… 9 5.2 Data analysis……………………………………..……………..…....………… 9 6. Results and Discussion …………………………….……………… 10 6.1 Students’ self-evaluation in the questionnaire ………..…………………. 10 6.2 Findings from the interview …………………………………………………. 10 6.3 Findings from Teaching Notes………………………………………………. 10 6.4 Unsolved problems ………………………...………………….……..……….. 10 7. Conclusion .................................................................................... 11 Bibliography………………………………………………………………………….. 13 Appendix I: Two series of pictures Used in the Project …………. 14 Appendix II: Word recognition Lesson Plan and Teacher’s Reflection Notes ……………….......................................…………... 15 Appendix III: Questionnaire 23 Enhancing Young Learners’ Word Recognition Interest through Pictures 1. Introduction s everyone knows, classroom learning is one of the most important ways that the A students learn English. In recent years, the importance of word recognition skill is widely recognized by English language teachers. They believe that if their students can develop their word recognition skills they can begin to read by themselves, which is to say, they can become autonomous and learn in the way many native speakers learn their first language through words. As far as the English teaching in the primary schools is concerned, teachers therefore need to arouse the students‟ interest to learn the words so that they may remember them better and longer. It is said that the best age for the children to learn English is 10 to 12. So English is a popular foreign language to be taught in primary school in China nowadays. In fact, the children are required to learn English when they are only 8 or even younger in some experimental schools or bilingual schools. Children at this age are lacking in shyness. Why do they learn English? Maybe they are not very clear about the answer. So at the beginning, most of them are very curious about the subject. But as the day passed, the more they learned, the more they feel bored because of the words, how to understand them and remember them. As a primary school teacher, the researcher has some opportunities to observe the lessons of different teachers. The same phenomenon surfaced when the researcher was observing the primary school English classroom. It seemed that listening, reading and repeating most young learners used in word recognition practice were not effective. A careful analysis showed that their problems in word recognition were caused by the lack of motivation and background knowledge. Acquiring a language means learning the language in a natural way, particularly without making conscious efforts. This is the character for children to learn their mother tongue. And this could cast some light on how we teachers could help the young learners learn English: to design English lessons that make learning seem 1 effortless and effective to young learners. In addition, interest is the best teacher. When learning a foreign language, students experience so much practice and repetition. Without interest, what a boring job it will be! Michel de Montaiple said: “In the education of children there is nothing like alluring the interest and affection; otherwise you only make so many assess laden with books.” So, for the children just beginning their schooldays, it is very important for them to be interested in what they are learning. It is our teachers‟ main task to arouse and cultivate the children‟s interest, give them encouragement and help them set up self-confidence, improve the children‟s four skills of listening, speaking, and reading and writing, make sure that they all have fun learning English. So they can learn it more effectively. Therefore, to solve young learners‟ problem in word recognition stated above, a four-week experiment, featured by showing pictures, was designed and carried out with two groups of primary school students. All students in this project were Grade Three and Grade Five students in a public primary school in Suzhou. The project hypothesis was that using pictures, which can get the students to know the general ideas first and the specific information next, would enhance students‟ word recognition. The two kinds of series of pictures selected for the project were not only in line with the school curriculum but also relevant to students‟ real life experience so as not to arouse their interest without interfering with their normal daily study. The elements in the picture included animals, school life, and sports pictures, which could be very attractive and interesting for the young learners of their age. The specific activities designed for each picture intended to let students build the skills for what to know and how to read. They were highly practical for young learners than their traditional repeating exercises. The whole project was designed the by the researcher, and the researcher can teach the students by herself who carried out the whole experimental lesson plan to the class. However, the researcher managed to come to the classroom from time to time to supervise and observe the pedagogical activities and also to interview the students in the Target class. 2. Objective and Hypothesis 2.1 Project Objective The project aimed to enhance young learners‟ word recognition interest. 2.2 Project Hypothesis It was hypothesized that showing pictures would be a better way for young learners to enhance their word recognition interest than the traditional repeating method. 3. Rationale As the technology develops dramatically, the 'Global village' is not just a slogan any more. English, as the language spoken most widely all over the world, is not only important for business purposes, but also becoming a regular linguistic skill such as mandarin to China. And in China, English is the second language for the young learners. To help the young learner learn English, the teacher should teach the words first, so enhancing the young learners‟ word recognition is important for them to learn English deeply. Word recognition, here, is defined as the young learners‟ (about 7-12 years old) ability to see a word and understand its meaning. As young learners are able to see a picture and catch the main idea of the picture, it was hoped that young learners are interested in learning English word through the use of pictures, because if they can understand the meaning of the word through pictures first, then they can be interested in learning the sound of the word and remembering the spelling of the word. 3.1 Characters of primary school students Children are naturally curious and active. They are full of enthusiasm and often show a lot of eagerness to participate. If children are happy, feel secure and in a threat-free environment they are more likely to enjoy learning. It is often said that children's attention span is short but we sometimes find small children can concentrate on one thing for fairly long time but not on other things. So it really depends on what they do. Children will not concentrate if you lecture them. This means we need to consider how to create a real desire for children to learn English; we need to provide opportunities for children to experience and experiment with the new language; we also need to provide a variety of opportunities for children to use the language in different contexts, and finally provide timely feedback for children to know how they are doing and what needs to be improved. 3.2 Importance of word learning For primary school students, learning new words is the main method for learning English. „Most Chinese students would probably identify the acquisition of “new words” as their single greatest source of problems in learning English; learning English words is often perceived as time consuming and boring‟(Christine & Thorne, 1992:38) „So vocabulary is one of the most important aspects of English learning‟ (Zhang, 1996:42). For most students, their way of learning English words is still what we call “rote-learning”(Yue, 1991:60). Some surveys among primary school students show that many of them think that their greatest problem in learning English is vocabulary. Some children don‟t like English just because they are bored of learning new words and memorizing words every morning. Without vocabulary communication would be impossible even though a person may have a good knowledge of grammar. It may be argued that vocabulary is central to language learning. Therefore vocabulary is basic to language learning. The new Chinese National Plan for English Teaching in Primary School requires students to learn a vocabulary of 600 words and a considerable number of idiomatic phrases. Actually many schools are far from reaching this goal. The way out is how the words are taught and learned. 3.2.1 For English reading or speaking Vocabulary is used in reading, and the word used in speaking, listening and writing. When a person communicates with each other, the vocabularies‟ gap between two of native speakers is generally 2000 words. As for second language learners, the gap is wider, while the traditional exam-oriented teaching method in China, which attaches too much attention to reading, makes this gap even wider! Children are not able to read in English by knowing very little vocabulary and very few structures. But the children have a very important experience; that is reading with their parents on picture stories and all kinds of children‟s books. Children can be offered different kinds of reading materials such as simple picture stories so that they can accumulate reading experiences. The pictures gave the young learners the situation, they can read the pictures and guess what have happened in pictures and pictures gave an enlightenment to the young learners to get useful message through the pictures. Word recogniton is focus on the word not on the whole information of the picture. After understanding the meaning of the word, the young learners could be interested in learning more about the word, such as how to read it and how to remember it. So word recognition interest is important for the children to get and much more important to learn English well. 4. Research Design 4.1 Research method Traditional methods of teaching words are usually spelling them by repeating again and again. Thus rote-learning could lead the students to depress their interested in learning the words and the young learners were afraid of learning English. For the primary school students, if they have no interest and the teacher used the simple method of repeating and repeating the words to read and recognize them, the students will keep away from learning the words, and even the English learning. So in this research, according to the age of the students, the researcher used the colorful pictures and the intuitionistic objects to teach, in order to improve the young learners‟ curious of learning English words. On the basic of the students were interested in the word recognition through the pictures, the researcher could find how the students learned the spelling and how long they could remember the word. Presenting new words can be made meaningful and communicative. Teachers can employ the following techniques: using real objects; miming or acting; using pictures. And compare with the traditional one: using the word card and read the word again and again. Do a questionnaire survey to know what the students like. 4.2 Activity design Based on the rationale, some task-based activities are designed using the word lists from three units in Primary English for China Book 3A and 5A as the material. (Unit 1 Hello!; Book 5A Unit 6 At a PE lesson) 4.2.1 Activity 1: Presented new words by showing pictures Book 3A Unit 1 Hello! a cat a dog a monkey a panda a tiger a zebra an elephant a bird Time: 20 minutes Content: the names of the animals Materials: pictures for these animals in 3A Unit 1 Hello! Objective: The purpose of these words is to make the students interested in English and learn how to pronounce them, and colorful pictures can attract them to remember these words well. Procedures: 1. Look at the pictures and figure out what animals they can see. 2. Listen and repeat. Get the students listen to the audio tape twice, then repeat them one by one. 3. Game: What‟s missing? Play the game with the pictures. The students close eyes and then open and say what picture (the name of the animal) is missing. 4. Magic eyes: Using the pictures and word cards. The students match them correctly. 5. Say hello to each other. The students wear the masks and introduce themselves, such as: Hello! I‟m a cat. The others: Hello! Miss or Mr. Cat. 6. Assign homework: recite the names of the animals. 4.2.2 Activity 2: Guessing meaning from action and pictures 5A Unit 6 run jump sit running jumping sitting stand sleep walk standing sleeping walking Time: 20 minutes Content: the verbs and the present participles Materials: pictures for these words in 6A Unit 6 At a PE lesson Objective: The purpose of these words is to make the students interest in English and learn how to understand them, and colorful pictures can attract them to remember these words well. Procedures: 1. Look at the pictures and figure out what they can see. 2. Read the words one by one with the dialogue: What can you do? I can... 3. Game: What can I do? Play the game with actions. The students act the word out, the others guess. 4. Do the action. Present the new knowledge – the present participle. What are you doing? I‟m ...ing. 5. Game: What am I doing? You‟re ...ing. 6. Compare the two structures: What can I do? What am I doing? The students compare them and give some results about them. 6. Assign homework: recite the words and the present participles. Activity 1 is for the students in Grade 3 who are the first year to learn English. So arouse them to interest in English with the visualized pictures. They can learn the words better. Activity 2 is for the students in Grade 5 who are the third year to learn English. They have some experience in learning English, so using the pictures and actions can make the students understanding the meaning of the words well. The activities for each grade are relevant to students‟ word recognition enhancement such as the games what they have seen, predicting and guessing the meaning of the words, answering the questions to get the general idea, introducing or comparing to know the specific information about the structures. Meaningful and communicative activities were to be designed in teaching vocabulary so that the students could learn English words more efficiently and get satisfactory results. Techniques and ways discussed above are to be used to achieve the aims. Week 1 Activity 1 Presented new words For use with the word list of Book3A, Unit 1 Purpose: practice using different ways of presenting new words. Instruction: Students work together, in pairs or in groups to read out the word when the teacher shows a picture, mime an action. Procedure: The teacher tells the students to how to read the word . Then he/she shows pictures and mimes actions. After the teacher finishes the demonstration, he/she asks a volunteer student to act as the teacher and the rest to read out the words. After that the teacher gets the students to work in pairs or in groups. Each student should get a chance to act as the demonstrator. The teacher circulates and monitors the activity. Week 2 Activity 2 Teaching different aspects of words For use with the word list of Book 5A, Unit 6. Purpose: to practice using different techniques of learning different aspects of new words. Instruction: The teacher demonstrates how to use word fields, word chains and word formation to learn new words. The students work in pairs, in groups and then together to present their achievements. Procedure: The teacher shows the students the pictures and let them know how to understand the meaning of each word. They work in pairs and then in groups to present their achievements. Finally they work together with the teacher and demonstrate what they have discovered. Week 3 Activity 3 Reviewing vocabulary For use with the word list of Book 3A, Unit 1. Purpose: revision activities of the words learned in unit1 to get the students revise the words efficiently. Instruction: Students work individually. They fill in a table with all the new words earned in unit 1 of their textbook according how well he/she has mastered the words. When they have filled in the table individually, ask them to get into pairs and discuss their table. When this is finished, this pair should join another pair and they should all exchange information. For the students: You will first work by yourself to fill in the above table to review the new words of the previous unit. Then work in pairs and discuss your table and help with each other. After that two pairs work together and exchange information and try to solve the problems. If necessary, ask the teacher for help. Week 4 Activity 4 Testing vocabulary For using with the word list of Book5A Unit 6. Purpose: to get the students create a quiz on the new words learned in Unit 6. Procedure: reviewed the words and made some sentences with the form of the verb and the progressive verb. The teacher read the words of Unit 6, the students wrote them down with the spellings in English and the Chinese meanings in Chinese 5. Data Description 5.1 Data collection procedures After the project implementation another questionnaire was conducted to see if the design could prove the hypothesis. The second questionnaire had the same three questions as the first one so that comparisons could be made to see the changes in their difficulty, interest and the techniques they have used to memorize new words (See appendix IV). There are the three questions picking out: 1) What is your biggest problem in learning English? 2) How do you like to learn the new words? 3) How do you memorize new words or their meanings, by pictures or the spelling of the word? A study of the results of the two questionnaires showed some changes in their attitudes towards vocabulary learning. 5.2 Data analysis Graph 1: Comparison of the word learning by pictures and spelling 100 80 60Like 40Just so so Dislike20 0byby picturesspelling 80 70 Word recognition60 50Understand the40meaning30 20 10 0 Graph 2: The biggest problem in learning English From the results of the two questionnaires, it should be noted that students like the tasks designed to present the new words. They thought that they were much more motivating and interesting than listening to the recorder and repeating the words again and again and try to remember the words by spelling.. The students also appreciated the techniques to learn different aspects of the new words. The students also thought the quiz and games interesting and challenging thought they were tested by their fellow students, not their teachers. 6. Results and Discussion 6.1 Students’ self-evaluation in the questionnaire The students liked the word with pictures because they were interested in the colorful pictures and they could understand the meaning of the word well through the pictures. 6.2 Findings from the interview In the interview, all the students gave positive comments such as " I like the pictures. I like the games of the word. I like to act the word out." (See Appendix IV) 6.3 Findings from Teaching Notes The teacher's reflection notes (see Appendix III) show the students are becoming more active than before; they showed great interest in the pictures and the new word. They can understand the meaning of the new word well. From the above data, it obviously indicates that the students benefit from the picture and the methods used is helpful for the word recognition interest enhancement. 6.4 Unsolved problems Firstly, despite the positive findings and implications gained from this study, there exist a number of limitations. More flexible method should have been used and more specific word recognition skills should have been trained. Secondly, some students enjoy playing, so they can‟t be attentive all the time in class. 7. Conclusion The present study is chiefly based on the project that I proceeded from September, 2008 to October, 2008, which aimed to enhance my students‟ word recognition in English class. Six weeks ago, I determined to work on the crucial problem that most of my students had not interest in word recognition. In my study I used the analytic method, cause analysis, questionnaire survey and I also formulated a specific research objective and a research hypothesis. I implemented my project. I did much improvement in four aspects (listening, reading, speaking and writing) when I designed my word recognition tasks and organized my students to be more interested in learning the words and understanding the words well. After implementing my four-week project, I did a questionnaire survey to see the result. From the data, I think the methods used in problem analysis are suitable, the problem objective is realistic, the hypothesis is provable, and the project has a sound basis. Now I can be very happy to state that my problem has been successfully solved (For instance, most of my students, 70% of them, began liking to know the word through the pictures and they liked to read more besides the textbook after school.) 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. My teaching has been improved considerably with deeper insights to the teaching profession, more acute sensitivity to the word recognition and more confidence in myself as a language teacher. 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. I will go on with the spiral cycle of reflection which will lead me to the endless process striving for perfect teaching. The final report is drawing to an end but my action research is not. In fact, I‟ve only just begun. Bibliography Gu, Y. G. (1999) English Language Teaching Methodology. Beijing: Foreign Language Teaching and Research Press. Gu, Y. G. (2002) Practical Project Design. Beijing: Foreign Language Teaching and Research Press. Jean Stilwell Peccei (2000). Child Language. Beijing: Foreign Language Teaching and Research Press. Jeremy Harmer (2003). How to teach English. Beijing: Foreign Language Teaching and Research Press. Yu, Y. (1991). An alternative to Rote-learning in Teaching Vocabulary, Teaching English in China, Issue 23. Beijing: Cultural and Education Section, British Embassy 60-62. Yu, Y. (1992). Teaching Vocabulary: A Discussion, Teaching English in China, Issue 2. Beijing: Cultural and Education Section, British Embassy 43-44. Zhang, G. P. (1996). Improving Vocabulary Teaching in Intensive Reading, Teaching English in China, Issue 27. Beijing: Cultural and Education Section, British Embassy 42-43. Appendix I Two series of pictures Used in the Project 3A Unit 1 a cat a dog a monkey a panda a tiger a zebra an elephant a bird 5A Unit 6 run jump sit running jumping sitting stand sleep walk standing sleeping walking Appendix II Word recognition Lesson Plan & Teacher’s Reflection Notes 3A Unit 1 DATE TOPIC thUnit 1 Hello Sep.10Monday The forth period (part B) PERIOD 1. WORDS: a dog, a cat, a monkey, a tiger, a pander, a zebra, a bird, an elephant. 2. STRUCTURES: AIMS 3. FUNCTION: (1)Ss can understand and say the words (2)Ss know the difference between a and an 1.To understand and say eight animals LANGUAGE 2. To know the difference between a and an FOCUS The CAI)the pictures and the tape recorder AIDS PROCEDURES CONTENTS METHODS PURPOSE 1. Greetings Hello/Hi... What’s your name? I’m... 2. Sing a To enable the Ss 1. the Ss sing the song come into the song“Hello!” “Hello!” surrounding of 1. Pre-task 2. Read the dialogues 3. Review the English soon Preparation in rows/ groups / dialogue: pairs. 3. Make the dialogues What‟s your name? in pairs. I‟m PROCEDURES CONTENTS METHODS PURPOSE 1. Show the title of this unit. 2. T: introduces some 1.Teach the words of animals in the eight animals: a dog, a zoo( use the cat, a monkey, a tiger, sound). 3. Teach the new a pander, a zebra, a words: dog, cat, bird, an elephant. bird, tiger, monkey, 1.To enable the Ss zebra, panda and 2.learn a rhyme understand and elephant.(the say the words 汪汪叫的是dog, difference between a and an) 喵喵叫的是 cat, 2.To enable the Ss 4. Learn a rhyme 2. While-task know the 天上飞的是bird Procedure 5. Listen to the tape difference 树上爬的是monkey, and repeat . between a and an 6. read the words 森林之王是tiger, together 3. Ss can read the 中国国宝是panda, 7. read the words one words correctly after another 长长鼻子是elephant, 斑斑横横是zebra. 4. Listen to the tape and read after it PROCEDURES CONTENTS METHODS PURPOSE 1. The teacher say the word, the Ss do the To enable the Ss action Play the game :”act to master the 3.Post-task 2. Ask some Ss to act and guess” words they just Activities the animals in learned front, the others say the words Assignment To listen)read and recite the words Unit 1 Hello 图1 a dog 图5 a monkey Board Writing 图2 a cat 图6 a zebra 图3 a bird 图7 a panda 图4 a tiger 图8 an elephant . 1.由学生喜欢的动物图象和声音引入，有利于激发学生学习的兴 趣。 Teacher’s 2.在教学单词时采用游戏的方式让学生来巩固所学知识，这一环Reflection 节学生表现得很积极。 5A Unit 6 DATthOct.28 TOPIC Unit 6 Doing housework E PERIOD The first period (B&C) 1. WORDS: stand, sit, sleep, jump, run, walk 2. STRUCTURES: 1. He/ She is … AIMS 2. What are you doing? I am … 3. FUNCTION: Ss can use the sentence and structures to express what they are doing. LANGUAGE What are you doing? I am … FOCUS cards, multimedia AIDS PROCEDURECONTENTS METHODS PURPOSE S 1. Good morning, class. 1. Pre-task 1. Greetings and free To make the Ss 2. T. Today I will introduce Preparation talk close to teacher you a sports star. He is a tall and set up a free man. He can run fast. He can English play basketball well. Who is atmosphere. he? S: Guess. 3. T: Let‟s watch a short movie about him. Ps: Watch the movie. T: Yes, he is Yao Ming. Look! He is playing basketball. (Show and read the word “play, playing”; stick the word cards on the blackboard.) 1. T: It‟s 7:00 in the morning. He is going to the sports centre. To present the (stick the word card and new sentence by showing read) pictures and 2. T: It‟s 8:00 now. What is asking some questions. he doing? ( show the sentence) Can you Make sure that guess? Ss can read the S: Guess. sentence correctly. 1. Presentation T: This is Yao Ming‟s 2. While-task Learn the sentences: timetable. Look! He is Procedure What is he doing? He is … running. (stick the word card and read the sentence “He is To practice the running”) sentence and structures by 3. T: It‟s 11:00. What is he guessing. doing now? (show the sentence and read )Guess! S: Guess. T: Look! He is having a birthday party. (stick the word card and read the sentence) PROCEDURECONTENTS METHODS PURPOSE S 1. T: Boys and girls, a beautiful girl is coming. Who is she? (show the picture) S: She is Jolin. T: It‟s 13:00 in the 2. Learn the afternoon. What is she doing To learn and sentence structures: now? (show the practice the What is she doing? sentence)Guess! sentence structures. She is … S: Guess. T: Look! She is dancing. Make sure that 2. While-task Ss can say the (stick the word card and read Procedure sentences the sentence) correctly especially the answers. 1. T: It‟s 20:00. What is she doing now? (show the sentence)Guess! S: Guess. T: She is singing.(show the sentence) PROCEDURECONTENTS METHODS PURPOSE S Learn the sentence 1. T: Another singer is structure: coming. He is a thin What are you doing? man. He can sing and I am… play the piano well. Who is he? S: He is Jay. T: Yes. It‟s 6:30 in the morning. What is he doing? Guess!(show the sentence and read) 2. While-task Procedure S: Guess. T: Listen carefully. What is he doing?(show the sentence) Consolidate the structures by S: He is sleeping. doing some T: (show the picture , stick exercises. Make sure that the word card and read the Ss can use the sentence) verb “be” correctly. 2. It‟s 8:30. Can you ask “What is he doing?” S: What is he doing? T: Can you guess? What is he doing? S: Guess. Learn together T: No. Let‟s ask Jay “What with action can are you doing?” raise their S: Ask. T: Listen! Who knows? PROCEDURS PURPOSE CONTENTS METHODS T: Let‟s ask him/ her. “What is he doing?‟ S: He is sleeping. interests and help them 3. T: Good! Let‟s act. You remember well. are Zhou Jielun now. What are you doing, Zhou Chant: Consolidate the Jielun? structures: S: I am sleeping. What is he doing? T: Now I am Zhou Jielun. He is… Can you ask me? What is she doing? S: What are you doing? She is… T: I am chanting. What are you doing? 3. T: Zhou Jielun is I am… chanting. Let‟s chant with him. Ps: Chant. 1. T: Ask and answer in 1. Pair work pairs, please. 3.Post-task S: Pairwork. Activities 2. Come to the blackboard Consolidate the knowledge and and act. practice the 2. Play a game. 3. Practice in group of reading and writing skills. three. 3. Do some Play the game. exercises. 1. Find friends. 2. Choose and read. 1. Read the words and find friends for them. Assignment 2. Copy the new words. Unit 6 Doing housework A: What are you doing? (图) Board Writing B: I am … 本课时第一次正式学习了现在进行时，课时第一次正式学习 了现在进行时，主要以第一人称I和第二人称you为动作的主语。Teacher’s 学生了解了现在进行时的含义，会询问对方正在做什么事情也能Reflection 自己正在做的事情。利用图片教学，学生能清晰理解词义， 但是，学生对动词现在分词的构成还不是很了解，下一课时应进 行这方面的讲解和说明。 Appendix III Questionnaire 1, 2 小学英语词汇认读图片式教学情况调查问卷1 亲爱的同学～ 你好:我们希望通过这个问卷得到你对单词图片式教学方法的看法～这些问题的答案没有对错～也不会影响到你的任何考试成绩～所以你只要根据自己的实际情况做出选择就可以了。谢谢你的合作: 年龄: 性别: 请在下列你认为适合你的选项上划勾,只能选一项,: 1( 反复跟读的普通教学方法和现在的图片式～你更喜欢哪一个, 普通的～ 图片式的 2( 看图使你英语识词的兴趣 _____, 没有促进～ 增加了一点～ 增加了很多 3( 看图片时你经常猜测所学单词的含义吗, 从来不～ 有时～ 经常 4( 你感觉这半个多月来～自己的英语单词认读能力_____, 没有什么变化～ 提高了一点～ 提高了很多 5. 你学习英语的最大困难是_______。 认读单词～记忆词义 小学英语词汇认读图片式教学情况调查问卷2 亲爱的同学～ 你好:我们希望通过这个问卷得到你对单词图片式教学方法的看法～这 些问题的答案没有对错～也不会影响到你的任何考试成绩～所以你只要根据 自己的实际情况做出选择就可以了。谢谢你的合作: 年龄: 性别: 请在下列你认为适合你的选项上划勾,只能选一项,: 1) What is your biggest problem in learning English? ( 你学英语的最大困难是什么,) 记单词 , , 学句子 , , 2) How do you like to learn the new words? , 你喜欢怎样学习英语新单词,, 看单词学 , , 看图片后学 , , 3) How do you memorize new words or their meanings, by pictures or the spelling of the word? ,你如何记住新学单词～通过图片了解含义后进行记忆～还是反复背诵单词拼写时记住,, 图片 , , 背诵 , , 北外网院学士论文评分(终稿) Marking Criteria for BA Degree Paper (For Final Version) Given Max. Assessment Items (评价项目) Points Explanation of Criteria(评价标准说明) Points (满分) (得分) 1. Cover Page, Table of Contents, The entire document should look professional, 10 7 Overall Format (封面，，including titles, tables, fonts and layout. 整体格式) 2. Chinese Abstract, English Each abstract should concisely summarize the key ideas 10 6 Abstract (中英文摘要) of the paper. 3. Introduction (including The introductory part of the paper should adequately 10 6 background information, present the relevant information needed to understand significance, rationale, the basis for the project. references, Problem Analysis, Objective, Hypothesis, Subjects, Materials, General Approach) (导言部分) 4. Methods (including Project The description of the design of the project and various 10 6 Design, Activities, Procedures, procedures should be sufficient to replicate the research. Data Collection and Data Analysis, some of which may be included in the appendix) (研究 方法) 5. Results (including a clear The raw data is available for checking and has been 10 6 presentation of relevant findings compiled into a format that clearly expresses trends in the body of the paper and raw related to the hypothesis. data in the appendix) (研究结 果) 6. Discussion (including an The results and their significance have been fully 10 5 explanation of results, references, explained and compared with the work of other and final conclusions) (讨论和researchers. Conclusions have been reached as to 结论) whether the hypothesis has been proved/supported/disproved and on the broader meaning of the project. 7. Cited References, The format for the references and bibliography 10 6 Bibliography (正文引用文献，conforms to the APA style. At least 5 relevant 书目) references (excluding course books) have been properly introduced and discussed. 8. Language (语言) The writing of the paper reflects sufficient mastery of 10 6 the English language for a BA Degree. 9. Organization, Coherence (论The paper is well organized, coherent and consistent. 10 6 文结构，内容一致性) 10. Research Process (including The student demonstrates sufficient mastery of the 10 6 whether the student has met all various elements of the research process, such as doing the requirements for completing original work, and has met all the university‟s and documenting original requirements for completing the project. research, such as collecting raw data). CRITICAL ITEM (研究 过程) Total(总分) 100 60 Score (学生成绩) Overall Comment (导师总体评估意见): This paper may serve as a preliminary project that aims to investigate young learners‟ word recognition ability. Room for improvement: the rationale section is a bit thin; research tools need to be fully described and discussed; data description and findings should be elaborated upon. Note: The total score (maximum 100 points) will fall into one of the following categories: 100 – 85 (Excellent), 84.5 – 75 (Good), 74.5 – 60 (Pass) and Below 60 (Fail). Individual items are to be ranked in a similar way, on a scale of 10: 10 – 8.5 (Excellent), 8 – 7.5 (Good), 7 – 6 (Pass) and Below 6 (Fail). If a student fails the “CRITICAL ITEM”, then the entire paper will receive a failing grade. 注:指导老师在打分时可以打0.5分，如每个评价项目可以打8.5，6.5，7，9这样的分数，10 – 8.5 分表示 此项评价项目为优秀, 8 – 7.5分表示此项评价项目为良好, 7 – 6分表示此项评价项目为及格，6分以下为表 示此项评价项目为不及格。指导老师需要将10个评价项目的得分加总得出总分，并根据总分换算成对应的 四个评价级别。100 – 85 分为优秀, 84.5 – 75 分为良好, 74.5 – 60 分为及格，60分以下为不及格。第10个 评价项目“调研过程”(Research Process)为一级评价项目，如果学生得了6分以下的分数，学生的整篇 论文成绩为“不及格”。