writing work design & students’ interest英語寫作作業(yè)設(shè)計與學(xué)生學(xué)習(xí)興趣

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1、　　Project Report　　Writing Work Design & Students’ Interest　　Abstract　　It presents a detailed report of the project implemente

2、d to solve the problem that I spent a lot of time correcting my students` errors in their writing, some of them always seem to make them again . It is hypothesized that learners` errors in writing can be reduced by bette

3、r-designed writing exercises. This hypothesis is verified by a three-week class teaching of the newly designed pair and group exercises about writing.　　Methodologically, four methods are used, they a

4、re analytic method, cause analysis, questionnaire and brainstorming.　　Key words: writing correction practice design interest,.　　Main Headings of the Project Report</

5、p>　　1. Introduction　　2. Project objective　　3. Project hypothesis　　4. The methods of problem analysis　　5. Project rati

6、onale　　6. Writing work design　　7. Control and target group　　8. Project implementation　　9. Project evaluation　　1

7、0. Project findings and discussion 　　Appendixes:　　Appendix A: The timetable of the project　　Appendix B: The methods of problem analysis

8、　Appendix C: Writing work design　　Appendix D: Teaching notes:　　Appendix E: Diareries　　Appendix F: Students handout　　1. Introduction</

9、p>　　I have been teaching the students who are in their second year of a junior middle school. In my teaching I have found there are some problems. Now I’ll finish my study in Gansu TV University. I hope I c

10、an solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice, which I learned from Gansu TV University.　　2. Project

11、objective 　　To improve my students’ ability in writing through better-designed activities .　　3. Project hypothesis: 　　It is hypothesized that students’ abili

12、ty in writing can be improved by better-designed writing exercises.　　4. The methods of problem analysis　　1 . Analyze the possible causes of the identified problem<

13、;p>　　In unit 1，Professor Guide mentioned 6 scientific methods that are potentially useful for problem analysis. I have decided to use cause analysis, brainstorming and questionnaire to analyze my problem.&

14、lt;p>　　Brainstorming:　　I discuss the problem with my students and my colleagues.　　Cause analysis　　I start with a list of why questions those contribute to

15、 the causes.　　A. Why traditional written practice isn’t the better method to practice?　　(1) Is it because they do not like written English?　　(2) Is it becaus

16、e the writing tasks are poorly designed? or　　(3) Is it because they are not motivated? or　　(4) Is it because my instructions are not clear?　　(5) Is it becaus

17、e they do not like to practice writing tasks alone? 　　(6) Is it because they do not think writing practice is important and necessary?　　B. All those make me find out the misunder

18、standing in writing practice. 　　(1) The teacher’s side:　　I was not enthusiastic myself. I failed to give instructions clearly. I did not do any monitoring .I simply sat there,

19、reading the correct answers.　　(2) The students’ side:　　My students came from the countryside. Their mastering the vocabulary is too small to finish writing by themselves. Some o

20、f them, especially the top ones, would rather give their answers in class to impress their teachers` than exchange opinions with their peers. Some of them are afraid of making mistakes and being laughed by their peers. &

21、lt;/p>　　(3) The class size:　　The class size of over 45 students may have some negative effects.　　(4) The classroom management:　　The number of t

22、he class is too large to b e controlled. Students may not be properly corrected their writing.　　After the cause analysis, I feel quite strongly that my poor instruction of writing practice activities

23、 is the primary cause of my students’ not using cohesive devices in the writing .Since I am really scientifically minded ,I want to further confirm my analysis through still another method of scientific investigation, vi

24、z. questionnaire.　　2. Design a draft questionnaire　　I have followed these steps in my questionnaire 　　Choose the informants　　Work out a

25、list of things that call for the students’ opinions　　Design a draft questionnaire　　Try the draft questionnaire out with a few students　　Revise and finalize t

26、he questionnaires　　Distribute the questionnaires　　Collect the questionnaires　　Process the results　　Evaluate the findings<

27、p>　　I want to adopt Wang Ling’s tips on how to make questionnaire. 　　Informant selection　　Who will be my questionnaire informants is not a trivial issue. I should be as neutra

28、l as I can possibly be. That is, I should not choose only those who are likely to support my view. I should also include those who may be against my view. Strictly speaking, my informants should be randomly selected, tha

29、t is without my knowledge of their views such as their order in the class register.　　Items to be tested　　The sorts of questions to be raised in the questionnaire should be carefu

30、lly worked out. In my case, after I have gone through the problem analysis by the analytic method, cause analysis, I feel quite confident about what sorts of questions I should raise in my questionnaire. If I had not gon

31、e though the process, I don’t think I would have been able to know which questions I should ask my informants to answer.　　Design a my draft questionnaire　　1. Do you think the tea

32、cher has given you clear instructions about how to do writing practice?　　Yes　　No　　2. Do you think the teacher is too se

33、rious in class for you to feel free to write well?　　Yes　　No　　3. Do you think the teacher herself is enthusiastic hersel

34、f?　　Yes　　No　　Does your teacher always help you when you meet difficulties?　　Yes

35、　　No　　5. Do you like doing writing practice?　　Yes　　No　　Try

36、 the draft questionnaire out with a few students　　After I have finished my questionnaire, I tried it out with a few students, to see how they react to the questionnaire. In this way I got rid of a l

37、ot of “bugs”, or faults, that I had failed to detect myself.　　The draft version question is a bad one. It is bad, not because of its grammar, which is perfectly acceptable, but because of the way it

38、 is put. My students knew I was going to read their answers, and as you can very well imagine, no-one would like to offend me by ticking “no”.So the opinion I wanted to find out by the question was actually fixed before

39、the questionnaire was distributed to my informants　　The revised version of the question is much better one. I did not ask my students to comment on my performance straightaway. I did so in an indirec

40、t way. Thus I found out my students’ genuine view of my instructions.　　Revise and finalize the questionnaire　　It always pays off in the end to revise my questionnaire after trail

41、ing it .It improves the validity if my questionnaire tremendously. Then I should really version, and so on, till I get what I want ---a questionnaire that obtains the exact information I need Remember also that you will

42、get more honest responses if the questionnaire is left anonymous, that is without the students having to write their names .　　My informants will be: both some of my students and some of my colleague’

43、s students　　I want to find out my informants’ opinion on the following things:　　Does the teacher have given the students clear instructions about how to do the writing practice o

44、n a certain topic before they begin with it?　　Is the teacher too serious for the students to feel free to write that the teacher asks them to do?　　Is the teacher enthusiastic her

45、self when she demonstrate the task?　　Do the students need the teacher’s help when they meet difficulties?　　Do the students like doing writing practice both in class and after cla

46、ss?　　Do the students want to try their best to improve their writing skill?　　What kinds of measures have you taken to improve their writing skill?　　What are

47、their favorite writing practice activities?　　Which activities can improve their motivation in learning written English?　　Which teaching method do you think is more interesting an

48、d more useful?　　What kind of praise can arouse your enthusiasm for learning written English?　　Questionnaire on Writing Practice 　　Dear Student：&l

49、t;p>　　I know you are very busy with your study. But could you spare me 10 to15 minutes by answering this questionnaire? Your help will improve my teaching of written English, and my better performance will in turn hel

50、p you to improve your writing.　　Please return your questionnaire to my pigeonhole at your earliest convenience.　　Please ticket the box next to the answer that expresses your opin

51、ion.　　Thanks a lot!　　1. How do you like writing?　　□ a. Like a lot □b. Like □c. Just so so □d. Dislike □e. Dislike very much　　2.

52、 How would you like your teacher to give you instructions about how to write?　　□a.In plain English. □b. In Chinese. □c. First in English, then in Chinese　　□d. Give inst

53、ructions followed by a demonstration.　　□e. Help you brainstorm the topic and write some useful words and expressions on the blackboard. 　　3. How many linking words are you

54、familiar with?　　□a. Most □b. Some □c. only a few □d. none　　4. What kind of topics would you like your teacher to give?　　□a. The topics from the text

55、s books. □b. The topics from the real life.　　5. What measures do you take to improve the writing skill?　　□a. Copying the texts □b. Translating single sentences.</p&

56、gt;　　□c. Do nothing □d. Writing English as often as possible.　　6. What kind of praise can make you feel successful and do better?　　□a. A big hand. □b. Well

57、 done. □c. What a good job! □d. A humorous praise　　Please provide the following information:　　Class:_____ Age:_____ Sex:_______. 　　Thank you for your c

58、ooperation!　　5. Project rationale　　1). The role of peer check.　　Peer-correction offers a way out in case the student can not discover or self-correct her or

59、 his mistake. The teacher can then ask others in the class for assistance. Another student will then give the correct answer. Once the classmate has given the correct answer, the teacher will ask the student who made the

60、 mistake to repeat the correct form. In this way the teacher reinforces the learning of the correct form. The advantages of the method are many. First, both the student who made the mistak　　Group wor

61、k is my teaching and learning technique. Some people may think that group work is not “real” learning and it is true that it can be lack of enough practice, and time-consuming, however group work is a very good way to ma

62、nage large class with mixed abilities and it can improve the students’ motivation of use English.　　2) Teacher check after correction needed.　　What will happen if the teacher feel

63、s a mistake should be corrected, but if the student who made a mistake can not correct it, and if at the same time no other student seems to be able to correct the mistake. In that case teacher correction seems to be the

64、 only possible way out. It is essential that we understand that the teacher correction does “not” mean that the teacher immediately gives the correct answer. On the contrary, the teacher will first give more help. My stu

65、dents should realize tha　　3) The treatment of mistakes　　It is not a teacher’ duty to correct mistakes which the students can correct themselves. If the teacher considers an exerc

66、ise to be careless he may hand it back to the child to be corrected by the child himself or he may ask another student in the class to correct it .As a demonstration that the exercise is not the best that can be done.<

67、;/p>　　6. Writing work design　　I designed an adequate amount of activities (Cover four weeks of teaching) to test the hypothesis. If writing exercises are better designed, then the lear

68、ners’ errors in writing will be reduced accordingly. 　　In my project, I decide to improve my teaching technique in three ways: I would first make more detailed and insightful the corrections of the s

69、tudents’ errors, and ask them to rewrite their work incorporating corrections；Next I would ask them to work in pairs or groups. I would pick up some typical errors from students’ writing work, carry out an error-analysis

70、 and design relevant remedial exercises.　　I have designed six activities to be tried out in four weeks.　　Week 1 Activity1　　This Unit adapt to junior high sc

71、hool, Spread topic，Writing A Diary　　Purpose: Learning through the text and learn the simple past, to write 　　a diary; this part of the teaching and the general discou

72、rse 　　around the time of teaching for the past. 　　Instruction: 1)Training; flexible use of the past tense;　　　　2)Students look at pictures, understand image

73、 content, the 　　ability to obtain useful information；　　　　3)Students basic writing skills.　　　　For the students:Students in this class key training teache

74、rs under　　the guidance of complete a diary, preliminaris master 　　the skill, diary genre article using the unit of past 　　tense learned to describe what ha

75、ppened in the past.　　　Procedure: 1) The teacher himself diary from introducing, lets the student 　　enter figure captions sentence verbs, helps the student to &l

76、t;p>　　review this unit the tense knowledge: general study past.　　　　2）Through the text six picture, students are required to 　　complement a sentence, raises the student in the

77、 sentence 　　correctly apply the ability of knowledge learned tense.　　　　3）Individual and group cooperation through class combined, 　　complete a diary,

78、 let the students master the skill, diary 　　genre articles in writing to improve students' 　　comprehensive utilization knowledge ability.　　　　1.: Warm-up

79、　　　　Read the teacher’s diary to the Ss. Ask the Ss to pay attention to the verb forms　　　　　2. Pre-writing　　　　　　Ask the Ss to fill in the blanks of the senten

80、ces according to the 　　pictures and the diary heard in warm-up.　　　　2) Revise the past form of the verbs.　　　　3)

81、0; Ask the Ss to review what they have learned about the simple past tense.　　　　Ex:　　Get got go start run have </

82、p>　　Clean cook read listen see 　　I got up at 6 o'clock. I had .　　( Follow up）　　Week 2 Activity 2<

83、/p>　　This Unit adapt to junior high school, Book A Page 42，Writing A Diary　　Purpose: Learning through the text and learn the simple past, to write 　　a d

84、iary; this part of the teaching and the general discourse 　　around the time of teaching for the past. 　　Instruction: 1)Training; flexible use of the past tense;　　&l

85、t;p>　　2)Students look at pictures, understand image content, the 　　ability to obtain useful information；　　　　3)Students basic writing skills.　　　　For t

86、he students:Students in this class key training teachers under　　the guidance of complete a diary, preliminaris master 　　the skill, diary genre article using the unit of past &l

87、t;/p>　　tense learned to describe what happened in the past.　　　Procedure: 1) Ask the Ss to look at the pictures. 　　　　2) Fill in the blanks with th

88、e correct forms of the words given in 　　Part A and then check the answers orally.(group competition)　　　　3) Ask Ss a question about picture 4 and ask the Ss to complete

89、 　　Part B.　　　　4) Ss write down their words and phrases in Part B (group 　　competition).　　　　While-writin

90、g exercises:　　　　Fill in the blanks with the correct forms of the words given in Part A and then check the answers orally.(group competition)　　　I had a busy weekend. On Sunday mor

91、ning, I cleaned my room. In the afternoon, I _____________. It was a little difficult On Saturday night, I _____________. My aunt cooked dinner for me. On Sunday morning, I ____________. I read a book about history. Th

92、en in the afternoon, I ____________ with my friends. On Sunday night,　　I ___________. I saw an interesting talk show.　　( Follow up）　　Week 3 Activity 3</p

93、>　　This Unit adapt to junior high school, Book A Page 43，Post-writing A Diary　　Purpose: Learning through the text and learn the simple past, to write

94、a diary; this part of the teaching and the general discourse 　　around the time of teaching for the past. 　　Instruction: 1)Training; flexible use of the past tense;

95、　　2)Students look at pictures, understand image content, the 　　ability to obtain useful information；　　　　3)Students basic writing skills.　　　　Fo

96、r the students:Students in this class key training teachers under　　the guidance of complete a diary, preliminaris master 　　the skill, diary genre article using the unit of past

97、 　　tense learned to describe what happened in the past.　　　Procedure: 1) Ask and answer the questions of part C in pairs and the students’ 　　pr

98、esentation　　　　2) Ask the students to write their own diary for yesterday.　　　　Post-writing exercises:　　　　Ask the students to write their own diary for ye

99、sterday with some useful words and sentences.　　Get go start run have　　Clean cook read listen see　　I got up at 6 o'clock. I had .

100、　　Week 4 Activity 4　　Based on Junior English Book, Go for it! Book5, P15, No.2 Yu Mei　　Purpose: To practice several pieces of writing.<p&

101、gt;　　Instruction: Students listen to the teacher’s explanations carefully and then finish 　　the writing individually. 　　For the students: You are going to finish several pieces

102、 of writing. First, you should 　　remember the four steps to do this kind of writing. Then you 　　discuss in groups of four. You do your work, check your work and &l

103、t;p>　　finally check in pairs. You can use pencils to correct the errors.　　Look at eight pictures about Yu Mei in part2 carefully. Then two sudents fill in the passage about her and exchange the ro

104、les.　　Student A :　　Yu Mei　　It seems that Yu Mei has changed a lot. She used to be short when she was younger, but now she is tall. She use

105、d to1) long hair, now she 2) short hair. She used to play football, she3) badminton now. She used to 4) but now she likes5) 6) . She has7 of friends. She is happy. 　　Stude

106、nt B :　　Yu Mei　　It seems that Yu Mei has changed a lot. She used to be short when she was younger, but now she is tall. She used to1)has long hair, now she 2)h

107、ave short hair. She used to play football, she3) play badminton now. She used to 4)quite, but now she likes5) make 6)friend. She has7)lot of friends. She is happy. 　　Week 5 Activity 5 &l

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writing work design & students’ interest英語寫作作業(yè)設(shè)計與學(xué)生學(xué)習(xí)興趣

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writing work design &amp; students’ interest英語寫作作業(yè)設(shè)計與學(xué)生學(xué)習(xí)興趣

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writing work design & students’ interest英語寫作作業(yè)設(shè)計與學(xué)生學(xué)習(xí)興趣