教育學dissertation：Oral Work Design & learners’ Interest

Acknowledgement
I am mostly grateful to my supervisor Professor Guide without whose support and patience, this project would not even have got off the ground.
I am also grateful to my colleagues Wang Ming, Lei Xiaolin and Zhang Liangping for their time spent on brainstorming and panel discussions with me.
No amount of thanks will be adequate for my students without whose willing participation in the project implementation. It would have remained on paper.
Last but not least, Big thanks to my mother and my family who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.

Abstract
It presents a detailed report of the project implemented to solve the problem that some of the students do not like speaking English. It is hypothesized that learners’ interest in oral English practice is increased by better designed exercise in this respect. This hypothesis is verified by a four-week classroom teaching of the newly designed oral work activities.
Methodologically, four methods are used; they are analytic method, cause analysis, questionnaire, and brainstorming.

Key words: Spoken English    Communication    Practice

Main Headings of the Project Report
1. Introduction
2. Summary of the Preliminary Research
2.1 problem
2.2 problem analysis
 2.3 project objective
 2.4 project hypothesis
 2.5 project rationale
 2.5 possible solutions
3. Full-Scaled Implementation of the Solutions
3.1 Revise the syllabus: think highly of the oral English
3.2 Make up groups
 3.3 Provide materials
3.4 Ask them to perform
3.5 Check their oral work
3.6 Reduce their pressure
4. Oral English Practice Design
5. Project Implementation
6. Project Evaluation
7. Project finding and discussion
References
Appendix A: The timetable of the project
Appendix B: Questionnaire before the implementation
Appendix C: Teaching notes
Appendix D: Diaries
Appendix E: The post-trial questionnaire

1. Introduction
  I have been teaching for nearly three years in Beicheng Middle School of Ding Xi City. My students are in Grade Seven, in my teaching. I have found many problems needed to be solved and many situations need to be changed. Now I will finish my study in GanSu TV University. I hope I can solve the problems that have troubled me for a long time through my action research so that I can apply my knowledge and theory into practice, which I learned from TV University.

2. Summary of the Preliminary Research
2.1 Problem
  The problem I have in my teaching was that most of my students did not like to open their mouth to speak English, for example, some of them did not like to answer my questions in English and do pair work, even more to read aloud in or after class.#p#分頁標題#e#

2.2 Problem analysis
  In my teaching, the problem identified is really a serious problem; my preliminary research confirms that there are two reasons that accounted for students’ reluctance to do oral English practice in class.
  Firstly, some students do not feel interested in practicing oral English in class.
  Secondly, some students have difficulties in speaking English .Because of limit vocabularies and poor oral English, they are afraid to speak English in class. They are afraid to make mistakes and are laughed at by others.
  The problem has been troubling me for a long time and now I am determined to find a solution to the problem. In my study, I use four methods of analysis.

2.2.1 Analysis methods
  Through careful analysis, I was led to a series of questions: for instance, I found a majority of my students did not like doing oral practice, and I wanted to know why it would be the case, and whether they thought it important and necessary to practice oral English or not? If they thought it important and necessary, the problem was actually caused by myself, not by students, probably there was little oral English practice.

2.2.2 Cause analysis
  In this situation, I asked myself a series of questions and tried to provide some answers to them.
  Why did they not do oral practice in class? In order to know more about this issue, I designed a cause exploration procedure like this：
Questions                                Answers 
Is it because they do not like oral English?      Maybe
Is it because the oral tasks are poorly designed?    Maybe
Is the content of the activity relevant to students’ lives? Do they have plenty to say about their feeling or opinions?    Possibly No
Is it because my instructions are not clear?    Maybe
Is it because they do not think oral English is important and necessary?    Maybe
Is it because they have some difficulties unsolved by themselves?  Yes

2.2.3 Questionnaire survey
   Since most of my students did not do the oral practice, I designed a questionnaire.(Appendix B) to find out why it should be so. I intended to get more detailed and more exact opinions from all the students through the questionnaire. I tried to make it as scientific and effective as possible. At first, I asked four students who were of different English levels to try out the questionnaires, and then I modified and gave fifteen minutes to finish it. All of them, fifteen students returned their questionnaires, which were left anonymous,
I also made a pilot investigation in this respect to know more about the situation, for this purpose, I designed a research procedure like the follows: #p#分頁標題#e#
One day, when we learned a lesson, the title is ‘seeing a doctor’ I asked them to recite it and form groups voluntaries to make a new dialogue, then students started to finish the tasks. I got the following feedback.
Only twenty students recited the lesson.
Only two groups of ten groups made a new dialogue.
The rest did not do the oral practice.
Then I asked them two questions:
One was why some students did the oral practice. Students’ responses
First, those who had done the practice say that they enjoyed speaking English; they also liked to practice oral English with partners.
Second, those who had recited the lesson said that the lesson was very long and there were many new patterns in the lesson. If they did not review them in time, they will forget them.
Two was why most students did not finish the tasks. The students’ reasons:
First, most of them thought written work was much more important than oral English, In the exam, there were more written work.
Second, they had poor English; they couldn’t make sentences together to make a dialogue. They made lots of mistake. So they lost confidence and interest.
Third, they felt tired of practicing dialogues.
   When all the data came in, I make some statistical evaluation. The results showed that over 70％of students thought regularly practicing oral English could improve their English speaking, and that 63% of the students thought oral English was very necessary for their future, therefore I thought are clear about the importance and necessity of oral English. But they couldn’t overcome the difficulties. So they lost confidence and interest.

2.2.4 Brainstorming activation
  When I was engaged in the problem analysis, I consulted my thesis supervisor Chang Jiangang and often talked to my classmates about all the problems I met. They gave me a lot of advice and help so that I pondered the problem more deeply and carefully.
   After a lengthy problem analysis, I determined to launch a project to overcome this problem.

2.3   Project objective
   To enhance my students’ interest in doing oral practice in class.

2.4   Project hypothesis
   It is hypothesized that learners’ interest in oral English can be increased by varied teaching techniques, some changes of teachers and students views.

2.5   Project rationale
  The role of speaking in class and its purpose:
   I would like to give speaking the purpose of communication. Making it as close to real life as possible. Classroom speech is not to be judged as performance, but has the role of practicing for real life communication, this means that the students should feel relaxed and free about speaking to each other in English in class, they should also see that speaking to their peers has a purpose and does not have to be evaluated by the teacher all the time. The emphasis should shift from accuracy to fluency.#p#分頁標題#e#
  The role of the students
  I would like the students to feel that learning is a collaborative endeavor and not a competitive one; they should come to realize that they can learn from each other and help each other. Especially in speaking as it is not a skill. They can practice on their own.
  The role of the teacher
  The students should realize that the teacher has many roles in the classroom, not just that evaluator, I would like to demonstrate these different roles so that students realize when the teacher takes a major instructional roles in class and when she takes only a minor helping role, I would like students to get used to being responsible for their own learning and not depend on the teacher all the time.
  The role of classroom tasks used
  I think all of the above can be dealt with designing and using appropriate tasks in the lesson. If students have to do information-gap which requires them to gain information to their partners by listening and responding adequately to questions. Then I feel they can be shown the value of communicating with their peers.

  2.6 Possible solutions
  With these reasons in mind, I have correspondingly provided some solutions which are as follows;

  2.6.1 Give them some priming materials, necessary background information and useful linguistic forms. I also provide topics that close to real-life and closely relate to my purpose of practicing oral English to explain their view.

  2.6.2 Give them chances to act their own dialogues or plays in class and before class.

  2.6.3 Check their performance regularly.

  3. Full-Scaled Implementation of the Solutions
  This part of study was conducted during March 28, 2010-April 19, 2010
  My students were in Grade Seven. For each week, I was scheduled to do the follows:

  3.1 Revise the syllabus: think highly of the oral English
  Oral English training should be paid attention by revising the syllabus and adding some formal oral test. Oral English skills should be coherent, systematical and scientific. According to critical period hypothesis, Children period (from 13 to 18) is the golden period of acquiring language. Their tongues are flexible and they are free of mother tongue accent. so they speak like native speakers, this is the most efficient way to avoid developing “mute-English”. Also training oral English of children can help cultivate result with half efforts.

  3.2 make up groups
  In order to guarantee that most of the students would be highly involved into the oral practice, I decided to make up groups. Through the investigations, I found they were two main problems for them to do oral practice by themselves at home. One was the family members of most students did not know or hardly knew English. When the students met difficulties or had problems, they couldn’t get any help. And if they made mistakes in oral practice, they could not be corrected in time. The other was they thought there was little pleasure to practice without a partner through analysis, I thought I would like to give speaking the purpose of communication, so it was the most effective that I should create chances for them to communicate with each other in English. I was also conscious that the students were all 13 or 14 years old and they were all English learning beginners, so they had strong, mutual dependence, if they were organized into small groups, not only both of the problems above could be solved but also they could achieve the purpose of communication. Moreover, I could cultivate their spirit of cooperation and achieve unity among students by making them learn from each other and help each other.#p#分頁標題#e#
In my class there were 60 students, so I divided them into 10 groups. When I did the work, I followed three principles:

  3.2.1 Members of each group lived in the same area. For instance, students who lived in school formed school groups. They could select freely any spare time to practice oral work together. Whereas the students who lived out of school formed groups by themselves. They could practice after class, before going home. they could practice through telephone.

  3.2.2 Each group was composed of the students of different English levels so that good students could help those who had lagged behind.

  3.2.3 Each group was made up of the students of different personalities in order to exert the specialties of every student and make up for each other’s deficiencies.

  3.3 provide materials
  In order to make our students could do the oral English better. I provided them with a lot of materials for references. Students are always curious, they have strong desire of seeking knowledge and novelty. They hope to express what they are interested in, but they can only speak a little English. So they are not satisfied with the materials supplied only from texts. To solve the problem, I selected those materials that were close to real-life and could interest the students. I provided them with a lot of related words. Topics and model dialogues.

  3.4 ask them to perform
I created chances for the students to act out their dialogues and small plays. Most of them are willing to show their abilities before others. And most of them hope to be praised and encouraged by the teacher and other students. Therefore I challenged them to act out their own plays in class. I asked the students to elect the best actor and actress, the best writer and the best director. They looked very excited and anxious to act. Sometimes some students were so eager to correct the mistakes made by the players. Laughter could be heard now and then, thus the classroom atmosphere seemed quite active. More students were very happy and earnest to practice after class.

  3.5 check their oral work
I decided to check their oral work because many students would do better under supervision of their teachers or parents. Sometimes I told them to recite some passages before me. Sometimes I gave them five minutes to write from memory. Sometimes I asked their parents to record the time of every oral work at home.

  3.6 reduce their pressure
I decided to simplify the students’ oral homework. The students often complained they had too much written homework, not only English homework, but also the homework of other subjects. They thought written homework must be finished on time, so they had no enough time to do oral work, I thought I should make allowances for the students’ pressure. So I adopted two effective measures to reduce their pressure.

  4 Oral English practice design
     I designed an adequate amount of activities (cover four weeks of teaching )to test the hypothesis. And these activities are reported as follows#p#分頁標題#e#

Week 1
Activity 1.      My name is Gina
    This activity is based as in junior English for China , Unit 2  
    Popuse:By introducing myself to speak English to students；Let the students know how to introduce myself
    Instructions:Tasks Students' activities Teacher's activities .I shared five minutes to perform the dialogues prepared by me before each class with the individual excellent students in front of the whole class.
    Procedure:
　　（1）Game: ask and answer the question: What’s your name? Students make a self-introduction and pass the sentences one by one. At first, teacher makes a self-introduction.  
　　（2）Two students act out how to greet people.Act out the greeting forms they are familiar with or they find on net. Show the students the pictures of other countries’ customs with computer.  
　　（3） See who can make the most friends and get the most information. Then report their results with his or hers.　Move around to make friends with the ones they are interested in. Make the students move around to make friends with others.  
 　 （4） Design and make their name cards in groups. Ask them to design their name cards and see which group is the best.

Activity 2.  Follow up
Purpose: Through communication cultivate the everlasting learning ability to cooperate in the students can speak English with a bold.
Instruction: to give students a topic” my friend s’ name, to practice introducing their best friend,
Procedure:
       (1) I introduce my friend to the students first.
example:My friend from singapore was jane with big blue eyes and long straight hair medium-sized fat walked like a model , that he was twenty-two years old this year in gansu cambridge school of his hobbies are reading, writing and translating he has a lot of dream he hopes he can do for china to do some children can do things.
      （2）Then make a few students on the platform to do exercises，use the sentences we have learned.
      （3）To listen carefully to the other students are there any mistake if mistakes should be how to please write your exercise book on.
.       ( 4）Ask students to his assessment of the best use of applause in.

Activity 3  When is your birthday?
This activity is based as in Junior English for China Book 1A Unit 3
Purpose: to practice how to express the date and take good care of their parents because they are getting old while they are growing up. They should not only remember their own birthday but also their parents’. Think of others more than themselves.
Introduction:  I told the students to write down his own birthday  and thire family .   Look at the picture of the calendar on the screento talk about the date of birth .#p#分頁標題#e#
Procedure:
   （1） Look at these months on the screen. Listen and repeat after the recording.
   （2）After that, ask the students to pay more attention to the spelling rules to the months. Teach them how to remember them very quickly.
   （3） Listen and number the conversations (1-3). Show  them on the screen.
   （4）Ask and answer in pairs: A: When is your birthday? B: My birthday is October tenth.
 From the practice, they were interested in speaking English. They thought it useful and interesting. They did not get bored at all.

Activity 4 Follow up
Purpose: to practice talking about family members and talking about the age.Strengthen students communication.
Introduction:  I got the family birthdays and show them to other students.Then look at the pictures and told the partners the family members and other things they wanted to say.
 Procedure:
        (1)at first I showed students my family tree. I could introduce my family members, such as my parents. my grandparents, my sister and my two brothers, what my family members liked and my family members'birthday .
        (2) Let the students at the communication between their family members including the family members of the characteristics of the age of his hobbies, etc.
       （3）I chose ten students to describe something about the family. Let other students listen to carefully and find the mistakes made by the speakers.
      （4）I asked others to draw up to the description of the characters and compare.

Week 3
Activity 5 Traffic and route 
 This activity is based as in Junior English for China Book 1A Unit 4
Purpose: to practice describing  Traffic and route
Instruction: at first, I asked them how felt the topic like, when I found most of them liked to talk about it. I asked them to remember the new words of Traffic and  route . Then I let them discuss in small groups.
Procedure: when I finished teaching the new words. I asked them to divide several groups. Each group had five students. Asked and answered in turns. To remember the words and then check the situations. Asked them to make some dialogues using words of the Traffic and route, I gave them an example and some help.students can work in pairs, one was asking questions and the other answered. Then they changed the roles.  I thought they all improved. 
 At last, I said some information about traffic safety to student road safety education.

Activity 6 Follow up
Purpose: To use English into daily life, let students know it is useful, to like speaking it.And let the students know  how to protect ourselves form the road accidents.
Introduction: last class, we learn Traffic and route. Now I give you a topic, to talk about you have learned the latest traffic information . write a passage and discuss in the class.#p#分頁標題#e#
Procedure:
     (1) First, let the students discuss the following questions: .What should you pay attention to when you go to school by bike;What do you need to do to avoid accidents on your way to school on foot3;. If you are a bus driver, what do you think you should or shouldn’t do when you drive students to their school; What are the possible reasons for the traffic accident? What do you think should be done to avoid a traffic accident.
     (2）Discuss them in your groups and write your group answers down, then report them to the class.
     (3) To read an article entitled Traffic Accidents and Road Safety.

Week 4
Activity7 Go to hospial Seeing a Doctor
This activity is based as in Junior English for China  Book 1A Unit 5
Purpose:   Consolidated on a study of traffic and route   and  practise of useful expression in Seeing the doctor
Introduction:Let the students listen and understand critical sentences and phrases：What’s the trouble? have a headache and a cough, take sb. to see a doctor. then the two groups to organize the training. a dialogue：
Procedure: when I taught the words. I asked students to say these words. To practice making the same dialogues and then I arranged a whole class for them to perform. When they were performing in class, three students and I gave the players marks through discussion. Marks were given following three standards. Firstly, their pronunciation and intonation. Secondly, their mistakes in dialogues. Thirdly, their levels of performance. After performance, I asked all of the students to elect excellent actors, actress, writers and directors. It can enhance students’ interest in speaking English. Through this competition, Students have confidence and enthusiasm in English.

Activity 8 Follow up
Purpose:Using  has learned about his treatment of everyday to improve the student's oral
 Introduction: . Let the students are preparing or ill treatment in the dialogue. the scene of the setting may be at home, hospitals and schools. teachers can use the real situation is a group of students in front of the class of performance.
Procedure: 
(1) Students can use this format to write a note that the doctor diagnosed.
Name:     Age:   Sex: 
Symptom:
Reason:
Advice:
(2)Organizing student to establish a temporary clinic, a student to a rash, a white hat and a table, as a doctor, other several students made into various symptoms of a dialogue, acting.

5  Project Implementation
It takes four weeks for me to implement my project. For each week I am scheduled to do these:
Teaching notes:  to see Appendix C
Students’ handouts：(Not enclosed to be concise)
Diary- keeping: to see Appendix D
I have brought four folders in four different colors for file keeping purposes#p#分頁標題#e#
Role play cards
Pictures and graphics as dialogue aids
Home work
I want to know if the hypothesis has been proved by the four-week use of varied oral practice techniques, that is, if my students’ oral English increased or not. I have three sources of data that help me to find it out. All the details of my project implementation are carefully maintained.
The previous interview I did with my students for the cause analysis of my initial problem.
From the interview, I knew that I should give more practice; I should speak less and give students enough time to speak. I should pay attention to the poor students, to encourage them to speak English.
Classroom observation I take in my diary
My students became more active than before, they were willing to practice and not afraid to make mistakes. They even felt English is interesting. It was easy for them to speak English.
Data analysis
The project here consists of three aspects: degree of interest, practically and satisfaction. After comparing the results of two questionnaires, I found out that generally speaking they have been significant improvement after the implementation. The results of two questionnaires are presented in grape 1 and table 1
Interest
Graph 1 show that there is a drastic improvement in this regard. Most of the subjects who rank themselves in scale “like” and “like very much” amount to 70.9%, while the percentage was only 47.5% before the implementation, the graph shows no one dislikes oral practice after the implementation. As the objective of our research is to arouse my students’ interest and effect in opening their mouths doing oral practice in class and after class, such result is very encouraging. It proves that my implementation of the solution is effective and fruitful. Yet I should not be too optimistic, since there are still 37.2% of the students choosing (just so so), this implies that I should find out some other reasons and good ways to solve the problem.
Practicality:
Comparison between the results of two questionnaires shows that 100% of the students think the oral tasks I asked them to do after class now are more practical than before. And through practicing the oral tasks, they have much improvement in the following aspects.
Firstly, 81.4% of them said they had opened their mouths to read the dialogue or the texts aloud.
Secondly, 84.3% of them said they could express the main ideas of the texts or retell the text in oral English.
Thirdly, 86.9% of them said they could communicate something about the topic “asking the way” “offering the help” with their classmates.
Satisfaction:
My data shows that 98% of the students are more satisfied with their oral English; they liked to perform in front of their classmates than before. I asked them which ways of the following they were more interested and satisfied with.
Table 1 student’s preferences methods dealing with the oral practice#p#分頁標題#e#

Methods No. of Ss Percentage
Working in groups 30 50
Acting in class 28 46.7
Reading aloud the dialogue 21 34.5
Making a short play 50 83.3
Supplying more topics, models and materials 25 42.2
Table1 shows over half of the students approved the methods very much. This indicates the effectiveness of the methods.
Students’ voluntariness of speaking English
Grape2: Comparison of whether the students do oral tasks or not
 Grape2 shows that there is greatest improvement in this respect. After I implemented the project 58.3% of the students could open their mouths to speak English. If we add the percentage of the students choosing (like a lot) and (like) together on questionnaire two, we may conclude that 74% of the students like to do some oral practice on their imitation and enthusiasm. But I also learn that 24.4% of them could not open their mouths and speak English; the reason lays in either student themselves or me. And I know if my students study hard, develop their interest again, we are able to gain better achievement

6    Project evaluation
The problem
Is the problem a researchable one? Yes, if give me the resources, the time, the expertise I have. I can launch a project to solve the problem.
The method used in problem analysis
Are the method used to analyze the problem acceptable, suitable to it and properly applied? Yes, I use the analysis method, cause analysis, questionnaire analysis and brainstorming. There are all acceptable methods suitable to my problem. I also use them properly.
The project objective
Is the project objective realistic? Yes, since it is researchable, it is realistic, it can be achieved. My project objective-to enhance learners’ interest in pair work is realistic.
The project hypothesis
Is the project hypothesis provable?
Yes, my hypothesis- learners’ interest in speaking English can be increased by better oral English designed. Oral work exercise is provable. I have found that my students’ interest in English has indeed increased after they used the newly designed oral work exercises.
The project rationale
Does the project have a sound basis?
Yes, my project is based on the theoretical assumptions which are valid and sound.
The project design
I have defined my project objective and hypothesis.
I have stated my project rationale.
I have worked out the detailed for project implementing.
I have also planned the stages and time table for the project implementation.
The stages and details of project implementation
The stages are necessary and complete. The implementation details are properly maintained.
In my care, I am assessed on the following items:
Week1
Teaching notes
Students’ handout#p#分頁標題#e#
Diary-keeping

Week2
Teaching notes
Students’ handout
Diary-keeping

Week3
Teaching notes
Students’ handout
Diary-keeping

Week4
Teaching notes
Students’ handout
Diary-keeping

The methods used to obtain the result
In what way has the investigator obtained the project results? It is acceptable, suitable and properly used? I use observations, diary-keeping and questionnaire to obtain the project results. They are all acceptable, suitable to the task and properly used.

Table1
Stages of the project The methods used
Problem analysis Analytic method
Cause analysis
Questionnaire
survey
Project design Brainstorming
Control and target groups
Project implementation Observation
Diary-keeping
Audio-recording
The results obtained from the project implementation
My hypothesis has been proved to be corrected.

7    Project finding and discussion
From the project I’ve learned that learners’ interest in speaking English can be increased by better oral work designed. I find my weak points. My oral practice in ineffective. My voice is too low. In class, I speak English more. I can’t give the language environment to practice oral English, so students become less interested in English. They only speak in Chinese. Otherwise, their interest in speaking has increased since the project implemented, we can say they had made rapid progress. At the same time I feel that I should do better, if I implement the project earlier and is given plenty of time. In the future I will do such project as early as possible. I will implement this of kind of project to improve my teaching.
References:
Gu Yueguo, English Language Teaching Methodology
Gu Yueguo, Practical Project Design, Foreign Language Teaching and Research Press
Junior English for Gansu— Teacher’s Book 1A, He Bei Education Press
Junior English for Gansu— Students’ Book 1A, He Bei Education Press

Appendix A: The timetable of the project
Stage Week Calendar dates Tasks
Ⅰ 1 
Aug 30---Sep 5 Identify a problem

Ⅱ 

2 

Sep 6-------12 Analyze the problem using good methods of
 Investigation

l Analyzing the teaching situation
l Analyzing the teaching objectives
/Teachers’ roles/tasks/type
l Analyzing the possible causes of the
 identified problem

Ⅲ 

3 

Sep 13------19 Design a problem-solving project

l Formulating the project objectives
and hypothesis
l Making a lesson plan
l Preparing materials and resources needed
l Proposing data connection method:#p#分頁標題#e#
Teaching journal/questionnaire/survey

Ⅳ 
4,5,6 
Sep 20-----Oct 10 Implement the project

l Report of the classroom implementation
of the lesson
l Report the data collection

Ⅴ 

7 

Oct 11 ----17 Evaluate the project again a checklist

l Critical comment on my own teaching by
Checking my subjective comments against the collected data
l Suggestions for tutor teaching

Ⅵ 
8,9,10 
Oct 18---Nov 7 
Write the project report

Appendix B  Questionnaire before the implementation
Dear students
I know you are very busy but could you spend your 10 minutes on this questionnaire? Your help will improve my teaching of oral English and my better performance will help you to improve your oral English.
1. Do you like speaking English?  Yes/No
2. Do you think English is useful?  Yes/No
3. Do you like communicating with others in English?  Yes/No
4. Do you like taking part in oral work practice?  Yes/No
5. Can you give many talks in front of class?  Yes/No
6. Do you have confidence in English learning?  Yes/No
7. Can you practice speaking English every day?  Yes/No
Appendix C: Teaching notes
Week1
Date: Monday, Aug  30, 2010  10:40- 11:20  Class 3
Today’s objective: to greet other people, introduce yourselves and other people,
Teaching methods: speaking
Step1: Sing a song“How are you” T Plays the CD and Ss sing after it twice,
Step2 Let Ss introduce themselves and then introduce their friends.
Step3 Practice one by one
Step4 Summarizing the reasons
Homework: do some additional exercises
Week2
Date: Monday, Sep  6 , 2010 10:40- 11:20  Class 3

Today’ objective: to practice students’ oral English
Teaching method: practicing and speaking
Step1: to show the dialogues in class.
Step2: Ask them to discuss the points in groups
Step3: Ask them to practice describing their best friend and family members.
Step4 Act out the roles, changes the roles to practice and then perform in front of the classroom.
Homework: make another dialogues and practice speaking them.
Week 3
Date:Monday ,  Sep 13,2010  10:40- 11:20  Class 3

Today’ objective: to practice students’ oral English
Teaching method: practicing and speaking
Step1: to show the dialogues in class.
Step2: Ask them to discuss the points in groups
Step3: Ask them to practice describing their best friend and family members.
Step4 Act out the roles, changes the roles to practice and then perform in front of the classroom.
Homework: make another dialogues and practice speaking them.
Week 4 and Week 5#p#分頁標題#e#
The same as week3
Appendix D  Diaries

Week1
Date:Monday , Sep 20,2010
As usual, when I had a lesson, after explained the new points and structure, I asked them to practice making a dialogue, they all shrug their shoulders, as if they are going to have a rest. I was very angry, but I had nothing to do. I only made a similar dialogue. Let them read it and use oral English to express.
After a while, I gave papers to them and asked them to write down why they didn’t like to practice. They all returned. So I changed the methods of teaching. I gave more time and more plays to them .After some exercise, they can do a good job.

Week2
Date: Monday,Sep 27, 2010
I was glad that my students become more active in my class. When I asked them to practice in pairs and in groups, they liked to do it. I was surprised to see it, my project report worked well.

Week3
Date: Monday, Oct 10, 2010
This period of time, I did much oral practice, like the steps of the last two weeks. Every day, we played and acted together. Students liked to learn English, they were more active than I expect. I was more than happy.

Week4
Date; Monday, Oct 18, 2010
Through four weeks’ practice, I think students like to speak in class. They have confidence in doing oral practice, they become very brave, if they made some mistakes, they will be corrected by others, it is very excited. I also have enthusiasm in my teaching.

Appendix E The post-trial questionnaire
1. Do you like English now?  Yes/No
2. Do you like oral practicing now?  Yes/No
3. Does your teacher give you enough time to practice oral English?  Yes/no
4. Do you like practice the topic of real lives?  Yes/No
5. Do you have a teacher who is good at speaking?  Yes/No
6. Does your teacher give you some advice when you do oral practice?  Yes/No
7. Do you have good materials to practice?  Yes/No
8. Do you think it is important for you to practice speaking English?  Yes/No
9. Do you think if you make good progress after oral English training?  Yes/No
10. Do you think your teacher is strict in your oral English training?  Yes/No