Oral Activities Design and Learners’interest.docVIP

Oral Activities Design and Learners’interest Oral Activities Design and Learners’ interest 孔锡芳 I have been working as an English teacher in a middle school since1984. I taught many kinds of materials and I have taken charge of teach-ing tasks of two classes and there are more than 40 students each class.Although I have made much progress in my teaching work, there aremany prnblems in my daily teaching practice and I deeply feel my workstill need to improve in many aspects. Several years ago 1 came to teach in Yixing Vocational School Ifound it’ s more difficult to teach English well here. For example, mostof my students come from different areas in or out of Yiaing, and their.English is very poor, especially spoken English. Se the problem that theydon’ t like speaking English is very obvious in my English leason. Ihope I can solve the problems that have troubled me for some timethrough the action research, so that I can apply my knowledge and theoryinto practice, which I have been learning all the time. Concretely speaking, my problem is that most of my students don’t like doing oral activities in or after class. In order to solve the problem,firsdy I adopted several scientific metbedsuch as the Analytic Methad.Socratic Dialogue, and Questionnaire to analyze my problem. Concreteitems were as following: 1.The Analytic Method The anelytic method means a close examination of the way theproblem is stated. The purpose is to explore its consequences andimplications. The whole process of analysis helps me achieve a betterand dearer understanding of initial problem. This analysis led me to aseries of questions: The phrase “most of” in Most o~my students don ‘ t like doingaral activitiea, made me think of the other side of the issue: Onlya fewstudents do like doing oral activities. This, in turn, made me think ofthese: Why most don” t, while only a few do? And who are the moststudents that don “ t? Who are the only a few that do? Moreover, “my stude