英语教学法开题报告
英语任务教学法开题报告
英语任务教学法开题报告一、研究背景英语教学一直以来都是教育领域的热门话题。
随着社会的发展和全球化的进展，越来越多的人意识到掌握英语的重要性，因此对英语教学方法的研究也就显得至关重要。
任务教学法作为一种新兴的教学方法，正逐渐引起教育界的关注。
本研究旨在探讨在英语教学中应用任务教学法的可行性和有效性，以及其对学生学习英语的影响。
二、研究目的本研究的目的是通过对比传统教学法与任务教学法，探讨任务教学法在英语教育中的应用价值。
具体目标包括：1.分析任务教学法的理论基础和教学原则；2.探讨任务教学法在英语教学中的实施方法和策略；3.比较任务教学法与传统教学法的优缺点；4.调查学生对任务教学法的学习体验和学习成效评价；5.初步探索任务教学法在提高英语学习效果方面的实际应用。
三、研究内容本研究的内容主要包括以下方面：1. 任务教学法理论基础任务教学法以认知语言学和社会交互理论为基础，通过设置任务来激发学生的学习兴趣，提高学习动机，促进语言的习得与应用。
本部分将详细介绍任务教学法的理论基础。
2. 任务教学法的教学原则任务教学法有一系列的教学原则，如真实性原则、情境化原则、信息交换原则等。
本部分将详细探讨这些教学原则的内涵和应用。
3. 任务教学法在英语教学中的实施方法和策略本部分将介绍任务教学法在英语教学中的具体实施方法和策略，包括任务设计、任务的组织形式以及教师和学生在任务过程中的角色等。
4. 任务教学法与传统教学法的比较本部分将对比任务教学法和传统教学法的优缺点，分析它们在英语教学中的应用效果和适用范围，以期能够得出科学的结论。
5. 学生对任务教学法的评价和体验通过问卷调查和访谈等方式，收集学生对任务教学法的评价和体验，探讨任务教学法对学生学习英语的影响。
6. 任务教学法在英语学习中的实际应用本部分将从实际角度出发，通过教学实验和案例研究，初步探索任务教学法在提高英语学习效果方面的实际应用。
四、研究方法本研究将采用文献综述、问卷调查、访谈、实验和案例研究等方法，结合定量和定性的数据分析方式对研究对象进行综合分析和评估。
英语教学法方面的开题报告范文
英语教学法方面的开题报告范文Here's a sample of an opening report for a research on English teaching methodologies written in an informal and conversational tone, while adhering to the given guidelines:Alright, let's dive into the world of English teaching! I'm really excited about this topic, as it's so relevant to our globalizing world. You know, when it comes to English instruction, it's not just about grammar and vocabulary.It's about engaging students, making them feel comfortable speaking the language, and really connecting with theculture behind it.One thing I've noticed in my own teaching experience is that students learn best when they're having fun. So, incorporating games and interactive activities into the classroom is a must. But it's also crucial to personalizethe learning experience. Every student is different, and they all have their own unique way of understanding and retaining information.Another key aspect is technology. Nowadays, we have so many tools and resources that can make teaching English more effective. From online platforms to mobile apps,there's just so much potential. But it's about choosing the right tools and integrating them in a way that enhances the learning process, not just for show.And don't forget the importance of teacher.。
英语小课题开题报告范文(11篇)
英语小课题开题报告范文(11篇)一.本课题提出的背景：曾几何时，每当我在教学中觉察到孩子们的心灵被黑暗和阴霾笼罩时，我的心情就久久不能平静，每当此时，孩子们也许不安过、怯懦过、退缩过、恐惧过、抑郁过。
在孩子们人生最艰苦的时刻，他们就像漂荡颠簸在暴风雨中的一叶小舟，他们是多么渴望出现一盏明亮而温柔的灯塔，为他们的心灵导航，为他们抚慰心灵的伤痛啊!此时此刻我经常感到有点力不从心。
记得有一天，当我讲完课让同学们做活动时，忽然有一位男生的桌面进入我的视线，我走近一看，只见桌面上写着各种轻生的话语，比如“死才是最大的快乐”、“落寞”、“超脱”、“悲伤”、“失望”…,看到这些话语,我心中无比沉重,下课后趁孩子们出去上体育课之际，我悄悄来到教室，用相机拍下了这张与孩子生死攸关的宝贵照片。
为了科学理性地对该生进行心理疏导，我及时和班主任一起和家长取得了联系，我们共同协作，一起努力，解决孩子的心理问题。
可是，通过多方调查和访谈，我发现该生心理问题已经达到重度抑郁之地步。
为了更好的分析该生的心理问题，我从书店买回了有关心理咨询的书籍《如何成为心理咨询师》(来自35位世界著名咨询与治疗大师的启示)和美国著名心理学大师所著的《问题青少年指导手册》等书籍，然后通过学习了解了有关心理咨询的一些技术和理论，通过多次采取合理情绪疗法、求助者中心疗法、阳性强化法和认知行为疗法对该生进行心理疏导，加之家长的配合，我们终于挽救了一个年轻的生命，使该生改变了认知，帮他重新燃起了生的愿望。
在这之后，为了更好地帮助孩子们和家长解决好他们的心理问题，我报名参加了一个心理咨询师培训班，通过了国家二级心理咨询师的考试，成了一名心理咨询师。
其实，我之所以选择对中学生心理问题成因分析和因对策略的研究，是因为在我的教育教学中，出现心理偏差的孩子人数越来越多，几乎占到总人数的30%之多，其中问题最为突出的是“单亲家庭”孩子的教育问题、早恋或亲子冲突问题，在人生的关键期，他们不仅需要老师的支持关爱和学习上的帮助，更需要老师的理解和及时的心理辅导。
英语教学开题报告7篇
英语教学开题报告英语教学开题报告7篇随着个人的素质不断提高，越来越多人会去使用报告，其在写作上具有一定的窍门。
其实写报告并没有想象中那么难，以下是小编整理的英语教学开题报告，欢迎大家分享。
英语教学开题报告1各位领导、各位专家、老师们：我的课题《小学英语教学中提问技巧研究》是经市教育局批准的市级微型课题。
经过有关领导专家的悉心指导和课题组的精心筹备，今天开题，现将本课题的有关情况向各位领导、专家和老师们汇报如下：一、课题研究的背景、目的及意义。
（一）研究背景及现状分析。
课堂教学提问是指在课堂教学中，教师根据一定的教学目标，针对有关教学内容，设置一系列问题情境，提问者可以是教师，也可以是在教师的启发下由学生自主发现并提出问题，然后要求学生通过思维辨析或动手活动最后得出答案，以促进学生积极思维，提高教学质量。
现阶段提问的类型通常分为两种，一是封闭式：答案是固定的，是有限制的，是在提问时给对方一个框架，让对方只能在框架里进行回答的；二是开放式：答案是多样的，没有限制，没有框架的约束，可以让对方自由发挥的。
而在教学实践中，教师的课堂提问方式最多的往往是第一种类型：如要求学生对是非作出判断，其典型提问方式是“对不对？”“是不是？”。
这类问题，往往容易让学生陷入思维惰性，难以激发其创造性思维。
或者要求学生通过记忆，背诵作叙述性回答，其典型提问方式是“是什么？”。
这类问题能训练学生的记忆力，但同样不易激发创造性思维。
另外，在英语课堂上学生往往没有提问的机会，学习显得很被动。
关于课堂教学中提问的技巧，国内外有丰富而深入的研究，这些研究取得了不少的成果，有的已形成了一定的理论。
但在小学英语教学中对于这方面的研究还比较少，因此我们很有必要研究在小学英语教学中提问的技巧，使有效的课堂提问成为学生创造能力培养的桥梁、火种与催化剂，促使课堂效率的提高。
（二）目的及意义。
此次课题研究我想要努力达到以下目的：1、通过研究促使教师转变观念，提高英语课堂提问技巧，从而提升课堂教学有效性。
小学英语教学开题报告
小学英语教学开题报告小学英语教学开题报告一、引言英语作为一门国际通用语言，对于小学生的语言发展和国际交流能力的培养具有重要意义。
因此，本次开题报告将围绕小学英语教学展开，旨在探讨如何提高小学生英语学习的效果和兴趣。
二、背景分析1. 小学英语教学的重要性小学阶段是学生语言发展的关键时期，英语作为一门重要的外语，对学生的综合语言能力和跨文化交际能力的培养具有重要影响。
通过小学英语教学，可以培养学生的英语听说读写能力，提高学生的语感和语音准确性，为进一步学习英语打下坚实基础。
2. 小学英语教学的挑战小学生的认知能力和学习兴趣有限，他们对于语言的理解和记忆能力相对较弱。
此外，小学英语教学还面临着师资力量不足、教材内容过于单一等问题。
因此，如何在小学英语教学中激发学生的学习兴趣，提高教学效果，是一个亟待解决的问题。
三、目标与方法1. 目标本次研究的目标是通过创新的教学方法和策略，提高小学生英语学习的效果和兴趣。
具体目标包括提高学生的听说读写能力，培养学生的语感和语音准确性，激发学生学习英语的兴趣和自信心。
2. 方法为达到上述目标，本次研究将采用以下方法：（1）多媒体辅助教学：通过运用多媒体技术，如投影仪、电脑等，将图片、音频和视频等资源融入教学过程，提高学生的学习兴趣和参与度。
（2）游戏化教学：通过设计有趣的游戏和活动，激发学生的学习兴趣，增强他们的参与度和合作意识。
（3）情景教学：通过创设真实的语境，让学生在实际情景中运用英语，提高他们的语言表达能力和交际能力。
（4）个性化教学：根据学生的兴趣和学习特点，采用差异化教学策略，满足不同学生的学习需求。
四、预期结果通过本次研究，预期可以取得以下结果：（1）学生的英语听说读写能力得到提高，能够流利地运用英语进行简单的交流和表达。
（2）学生的语感和语音准确性得到提高，能够准确地模仿和发音英语单词和句子。
（3）学生的学习兴趣和自信心得到激发，对英语学习更加积极主动。
英语教学实践的开题报告(3篇)
第1篇Abstract:This study aims to investigate and develop effective teaching strategies for English language acquisition in a Chinese educational setting. The research will focus on identifying the challenges faced by Chinese students in learning English and proposing innovative methods to enhance their proficiency. The study will involve a mixed-method approach, combining quantitative and qualitative data to provide a comprehensive understanding of the teaching and learning process. The findings are expected to contribute to the development of a structured English teaching program that is tailored to the needs of Chinese learners.Introduction:The importance of English language proficiency in the globalized world cannot be overstated. As a gateway to international communication and knowledge, English has become a vital skill for students worldwide. In China, the government has implemented various policies to promote English language education, and English has become a compulsory subject in primary and secondary schools. However, despite the widespread efforts, many Chinese students still struggle with English language acquisition. This study seeks to address this issue by exploring effective teaching strategies that can be implemented in the Chinese educational context.Background:The Chinese educational system has traditionally focused on rote learning and memorization, which often hinders the development ofcritical thinking and communicative skills. Moreover, the lack of native English speakers in the classroom, coupled with the heavy emphasis on tests and exams, can create a stressful learning environment. This study aims to overcome these challenges by investigating and implementing teaching strategies that foster a more interactive and engaging learning experience.Objectives:1. To identify the specific challenges faced by Chinese students in learning English.2. To explore and evaluate different teaching strategies that can be effectively implemented in a Chinese educational setting.3. To develop a structured English teaching program that incorporates innovative methods to enhance language acquisition.4. To assess the effectiveness of the proposed teaching strategies through pre-and post-tests and student feedback.Methodology:This study will adopt a mixed-method approach, combining both quantitative and qualitative data collection and analysis techniques.Quantitative Data:- Pre-and post-tests: A standardized English proficiency test will be administered to a sample of students before and after the implementation of the teaching strategies. This will help measure the improvement in their English language skills.- Surveys: A survey will be conducted to gather data on students’ attitudes towards English learning, their learning styles, and their perceptions of the effectiveness of different teaching methods.Qualitative Data:- Interviews: Semi-structured interviews will be conducted with a selected group of teachers and students to gain insights into their experiences and perspectives on English language teaching and learning.- Classroom observations: Observations of English language classes will be conducted to analyze the implementation of teaching strategies and identify areas for improvement.Literature Review:The literature review will cover a wide range of topics, including:- Theoretical frameworks for second language acquisition.- The effectiveness of different teaching methods, such as communicative language teaching, task-based learning, and project-based learning.- The role of technology in language learning.- The challenges faced by Chinese students in learning English.Expected Outcomes:- Identification of key challenges in English language acquisition among Chinese students.- Development of a structured English teaching program incorporating innovative teaching strategies.- Enhanced English language proficiency among students participating in the study.- Recommendations for educators and policymakers on improving English language education in Chinese schools.Timeline:- Month 1-3: Literature review and data collection tools development.- Month 4-6: Data collection (pre-tests, surveys, interviews, and classroom observations).- Month 7-9: Data analysis and initial findings.- Month 10-12: Finalization of the English teaching program and dissemination of findings.Conclusion:This study aims to contribute to the field of English language education by exploring effective teaching strategies that can be adapted to the Chinese educational context. The findings are expected to provide valuable insights for educators, policymakers, and students alike,ultimately leading to improved English language proficiency and a more engaging learning experience for Chinese learners.第2篇Abstract:This research proposal aims to investigate the effectiveness of project-based learning (PBL) as a teaching method in English language teaching (ELT). The study will explore how PBL impacts students’ language acquisition, critical thinking skills, and engagement in the learning process. Through a mixed-methods approach, this research will seek to provide insights into the best practices for implementing PBL in ELT settings and identify potential challenges and solutions. The findingsof this study are expected to contribute to the ongoing discourse on effective teaching strategies and inform ELT practitioners on the integration of PBL into their teaching practices.Introduction:The field of English language teaching (ELT) has witnessed a plethora of teaching methodologies over the years. Among these, project-based learning (PBL) has gained significant attention due to its potential to foster student-centered learning and promote higher-order thinking skills. PBL is an instructional approach that emphasizes active learning, problem-solving, and collaboration among students (Krajcik & Blumenfeld, 2006). This study seeks to explore the effectiveness of PBL in enhancing students’ language proficiency and critical thinking skills in an ELT context.Literature Review:The literature on PBL in ELT is extensive and diverse. Several studies have highlighted the benefits of PBL in promoting language acquisition, critical thinking, and student engagement (Bereiter & Scardamalia, 1993; Herrington & Oliver, 2000; Rothery, 2000). For instance, Herrington and Oliver (2000) found that PBL enhances students’ critical thinkingskills and engagement in the learning process. Similarly, Rothery (2000)reported that PBL promotes language proficiency and cultural awareness among English language learners.Despite these positive findings, some researchers have raised concerns about the challenges of implementing PBL in ELT settings (Means, Toyama, Murphy, Bakia, & Jones, 2010). These challenges include lack of teacher training, time constraints, and the need for well-defined learning objectives (Means et al., 2010). To address these issues, this studywill explore effective strategies for implementing PBL in ELT and identify potential solutions to the challenges faced by educators.Research Objectives:1. To investigate the impact of project-based learning on students’ language acquisition in an ELT context.2. To explore the role of PBL in promoting critical thinking skills among English language learners.3. To identify the factors influencing the effectiveness of PBL in ELT settings.4. To propose best practices for implementing PBL in ELT and offer solutions to potential challenges.Research Questions:1. How does project-based learning impact students’ languageacquisition in an ELT context?2. What is the role of PBL in enhancing critical thinking skills among English language learners?3. What are the factors that contribute to the effectiveness of PBL in ELT settings?4. What are the best practices for implementing PBL in ELT, and what are the potential solutions to the challenges faced by educators?Methodology:This study will employ a mixed-methods approach, combining quantitative and qualitative data collection methods to gain a comprehensive understanding of the impact of PBL on English language learners.Quantitative Data:1. Pre- and post-tests: To measure the impact of PBL on students’ language acquisition, pre- and post-tests will be administered to a sample of students. The tests will cover various language skills, suchas reading, writing, listening, and speaking.2. Surveys: A survey will be distributed to students to gather data on their engagement in PBL activities and their perceptions of the effectiveness of this teaching method.Qualitative Data:1. Interviews: In-depth interviews with teachers and students will be conducted to explore their experiences with PBL and identify the factors that contribute to its effectiveness.2. Observations: Classroom observations will be conducted to assess the implementation of PBL in real-time and identify best practices.Data Analysis:Quantitative data will be analyzed using descriptive statistics, t-tests, and ANOVA to determine the impact of PBL on language acquisition and critical thinking skills. Qualitative data will be analyzed using thematic analysis to identify patterns, themes, and insights.Expected Results:This study is expected to yield insights into the effectiveness of PBLin English language teaching. The findings will provide valuable information on how PBL can be integrated into ELT curricula and offer practical guidance for educators looking to implement this teaching method in their classrooms.Conclusion:This research proposal outlines a study aimed at investigating the effectiveness of project-based learning in English language teaching. By exploring the impact of PBL on language acquisition, critical thinking skills, and student engagement, this study aims to contribute to the ongoing discourse on effective teaching strategies in ELT. The findings of this study will inform educators and policymakers on the benefits and challenges of implementing PBL in ELT settings and offer practical recommendations for enhancing the effectiveness of this teaching method.References:Bereiter, C., & Scardamalia, M. (1993). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology & Society,3(3), 84-94.Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning: A research synthesis and implications for practice. Educational Psychologist, 41(4), 5-32.Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development.Rothery, J. (2000). Project-based learning in the ESL/EFL context. ELT Journal, 54(1), 39-46.第3篇Abstract:This research proposal aims to investigate and develop effective strategies for English language teaching in the context of the 21st century. The study will focus on identifying the current challenges faced by English language teachers and students, exploring innovative teaching methods, and proposing practical solutions to enhance the learning experience. The proposed research will involve a mixed-methodsapproach, including surveys, interviews, and classroom observations, to gather comprehensive data and insights.I. Introduction1. Background:In the rapidly globalizing world, the importance of English as a global lingua franca cannot be overstated. English proficiency is crucial for personal, professional, and academic development. However, thetraditional methods of English language teaching have often failed to cater to the diverse needs and learning styles of students. This has led to a growing demand for innovative and effective teaching strategiesthat can engage students and promote language acquisition.2. Purpose of the Study:The primary objective of this research is to explore and develop effective strategies for English language teaching that can enhance student engagement, improve language acquisition, and cater to the needs of diverse learners. The study will also aim to provide practical recommendations for English language teachers to adapt their teaching methods to the changing educational landscape.3. Research Questions:- What are the current challenges faced by English language teachers and students in the 21st century?- What innovative teaching methods can be implemented to address these challenges?- How can these methods be adapted to cater to the diverse needs and learning styles of students?- What are the practical implications of implementing these strategies for English language teachers?II. Literature Review1. Theoretical Framework:The study will be guided by the following theoretical frameworks:- The Communicative Language Teaching (CLT) approach, which emphasizes the importance of communication in language learning.- The Task-Based Language Teaching (TBLT) approach, which focuses on the use of real-life tasks to promote language learning.- The Social Constructivist Theory, which suggests that learning is an active process that involves the construction of knowledge throughsocial interaction.2. Current Trends in English Language Teaching:- The integration of technology in language teaching.- The emphasis on flipped classrooms and blended learning.- The importance of personalized learning and adaptive technology.III. Methodology1. Research Design:The study will employ a mixed-methods approach, combining quantitative and qualitative data collection methods. This will allow for a comprehensive understanding of the challenges and potential solutions in English language teaching.2. Data Collection Methods:- Surveys: A questionnaire will be distributed to English language teachers and students to gather data on their experiences, challenges, and preferences.- Interviews: In-depth interviews with selected teachers and students will provide qualitative insights into the challenges and opportunities in English language teaching.- Classroom Observations: Observations of English language classes will help identify effective teaching strategies and areas for improvement.3. Data Analysis:Quantitative data will be analyzed using statistical software, while qualitative data will be analyzed thematically to identify patterns and trends.IV. Expected Outcomes1. Identification of Challenges:The study will identify the key challenges faced by English language teachers and students in the 21st century.2. Development of Effective Strategies:Based on the findings, the study will propose innovative and practical strategies for English language teaching that can be implemented in classrooms.3. Practical Recommendations:The research will provide practical recommendations for English language teachers on how to adapt their teaching methods to the changing educational landscape.V. ConclusionThis research proposal outlines a comprehensive study aimed at exploring effective strategies for English language teaching in the 21st century. By addressing the current challenges and identifying innovative teaching methods, the study will contribute to the development of a more engaging and effective language learning experience for students. The findings of this research will be valuable to English language teachers, educators, and policymakers, as they work towards creating a more inclusive and effective educational environment.。
英语教学法开题报告
英语教学法开题报告英语教学法开题报告一、引言英语作为一门国际通用语言，对于现代人的学习和工作具有重要意义。
然而，在中国的教育环境中，英语教学一直备受争议。
本文旨在探讨英语教学法的相关问题，以期提出一些改进的建议。
二、传统教学法的问题传统的英语教学法往往以教师为中心，注重语法和词汇的灌输，忽视了学生的实际需求和语言运用能力的培养。
这种以知识传授为主的教学方法容易导致学生对英语学习的兴趣丧失，学习效果不佳。
三、交际法的应用为了改进英语教学法，交际法被引入到教学实践中。
交际法强调学生的语言交际能力的培养，注重真实的语言环境和情境的创设。
通过学生之间的互动和真实语境的模拟，学生能够更好地理解和运用英语。
四、任务型教学法的应用除了交际法，任务型教学法也是一种有效的教学方法。
任务型教学法以任务为导向，通过学生参与真实的任务活动来达到语言学习的目的。
这种教学方法能够激发学生的学习兴趣，培养学生的综合语言运用能力。
五、多元智能理论在英语教学中的应用多元智能理论认为每个人都有多种智能，教学应该根据学生的智能特点进行个性化的教学设计。
在英语教学中，教师可以通过多种方式激发学生的学习兴趣，例如通过音乐、绘画等艺术形式来教授英语知识。
六、技术在英语教学中的应用随着科技的发展，技术在英语教学中的应用也越来越普遍。
例如，教师可以利用多媒体教学资料来丰富教学内容，利用网络资源来增加学生的学习机会。
此外，教师还可以利用在线交流平台来提供更多的语言实践机会。
七、评价与展望通过对不同的英语教学法的探讨，我们可以看到传统的教学方法已经不适应现代学生的需求。
交际法、任务型教学法、多元智能理论和技术的应用为英语教学带来了新的思路和方法。
然而，这些方法的应用还需要进一步研究和实践，以期取得更好的教学效果。
八、结论英语教学法的改进是一个持续的过程，需要教师和学者的共同努力。
通过引入交际法、任务型教学法、多元智能理论和技术的应用，我们可以更好地培养学生的语言交际能力和综合运用能力，提高英语教学的效果。
英语教学开题报告
英语教学开题报告英语教学开题报告一、引言近年来，随着全球化的进程和信息技术的迅猛发展，英语作为一门国际通用语言的地位日益凸显。
在我国，英语教育也越来越受到重视。
然而，当前英语教学中存在的问题也不容忽视。
为了提高英语教学的质量和效果，本次开题报告旨在探讨如何改进英语教学方法，以提高学生的英语综合能力。
二、问题分析1. 学生学习动机不足在当前的教育环境下，学生普遍存在学习动机不足的问题。
尤其是对于英语这门外语来说，学生往往缺乏学习的兴趣和动力。
这导致了他们对英语学习的态度消极，学习效果也不尽如人意。
2. 传统教学方法单一传统的英语教学方法主要侧重于语法和词汇的教学，忽视了语言运用能力的培养。
学生在这种教学环境下容易形成对语言的被动接受，而缺乏主动运用的能力。
3. 缺乏实际语言运用机会学生在学校的英语教学中很少有机会进行实际的语言运用。
课堂上的教学内容往往停留在书本知识的层面，缺乏与实际生活相结合的练习和交流。
三、解决方案1. 激发学生学习兴趣为了提高学生的学习动机，教师可以通过创设情境、引入趣味性的教学材料等方式激发学生的学习兴趣。
此外，教师还可以将英语学习与学生的个人兴趣爱好相结合，使学习变得更加有趣。
2. 创新教学方法传统的教学方法已经不能满足学生的需求。
教师可以采用一些创新的教学方法，如任务型教学、合作学习、情景教学等，以提高学生的语言运用能力和学习效果。
3. 提供实际语言运用机会为了让学生能够更好地运用所学的英语知识，教师可以组织一些实际的语言运用活动，如英语角、英语演讲比赛、英语实践活动等。
通过这些活动，学生可以在真实的情境中运用英语，提高语言表达能力。
四、实施计划1. 教学内容设计在教学内容设计上，教师应该注重培养学生的语言运用能力。
可以通过设计一些实际场景的对话、阅读材料和写作练习，让学生在实际情境中学习和运用英语。
2. 教学方法改进教师可以尝试使用任务型教学方法，让学生通过完成一系列任务来实现语言的学习和运用。
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IIntroduction-English teaching inprimaryschool
1.Characteristics ofprimaryschool students
2. Thecommonproblems of English teaching inprimaryschool
3. The things which teachers should pay attention to
IIDefinition ofBodyLanguage
1. Eye contract
2. Facialexpression
3. Gesture
4. The connection of body language
五．研究目标、主要特色及工作进度
BeforeOct. 31, 2014Hand in dissertation proposal
BeforeDec. 31, 2014Hand in the first manuscript of dissertation
BeforeMar. 10, 2015Hand in the second manuscript of dissertation
学生姓名
欧阳斌莉
班级
11英语1班
指导教师
王白涛
英文题目
The Application of Body LanguageinEnglish Teaching inprimarySchool
中文题目
肢体语言在小学英语教学中的运用
选题的依据及意义
Nowadays, body language plays animportant rolein the daily life. There are many studies focus on the useof body language in culture communication. People from different countries can communication with each other by using body language. What’s more body language helps us to express ourselves better.
2.The application of body language in teachingprimarystudentsspeaking
3.The application of body language in teachingprimarystudentswriting
4.The application of body language in teaching primary students reading
However, the significance of body language in teaching, especially inprimaryschool English teaching has beenignored. Itis commonthat many teachers inprimaryschool ignore body language. For example, teachersoftenfocus on their books without making any eye contract with their students. As a result, the students may loseinterestin what teachers aretalking. Some teachers are quite serious without any faceexpressions. This leads the students to feel boring about the contents of the class. Theygive the students an impression of awkwardness and serious, thus sometimes the studentsmay not be able to listen to the teacher in a relaxed emotion. There are many examples about teachers’ ignorance of body language. Through thisthesisI would like toexplore the significance of body language inprimaryschool English teaching. It will be of great importance to stir the students’ interest and improve the quality of English teaching.
[3]Hall, E.T. The Silent Language [M].Washington: Anchor Books. 1977
By studying other documents I will focus in the past, and get useful data and information.
By case analysis, I willanalysisthe actual use of body language inprimary school English teaching.
BeforeMay.1, 2015Hand in the third manuscript of dissertation
BeforeMay.30, 2015Hand in the setting of dissertation
June20,2015Dissertation defense
六、参考文献
[1]Cooper, Pamela. Speech Communication for the Classroom Teaching [M]. 3rd ed. New York: Gorsuch Scarisbrick Publishers.1988.
[2]Fries, Charles. Teaching and learning English as a Foreign Language [M].New York: Gorsuch Scarisbrick Publishers .1975.
VConclusion
四．本课题研究方案
Ipreparethis thesis by looking materials up on the Internet and resource centers, some of the references were borrowed from the library. What’s more, some suggestions were given by my instructor andclassmates.
III The Importanceofthe UseofBodyLanguage in EnglishTeaching.
1.Arousingstudents’ interests
2.Teachers can express themselves better
3. Teachers can better understand the students
Studies on it are still under development. Some studies only focused on foundation stage in the education field such as primary school. Some just mention the importance of body language briefly in classroom teaching. And some only pay attention to some parts of body language application such as gestures. Thisthesisattempts to explore the necessarilyand thevisibleapplication of body language just inprimaryschool English classes.
新余学院外国语学院
毕业论文（设Biblioteka ）开题报告题目：The Application of Body LanguageinEnglish Teaching inPrimarySchool
学院：外国语学院
专业：英语
班级：2011级外本1班
学号：1106210109
姓名：欧阳斌莉
指导教师：王白涛
填表日期：2014年10月25日
Just as western countries, China has also paid more attention to the research of body language in education field. In order to improve the teaching quality and create a happy classroom atmosphere, many scholars and writers make several researches on it. For example. Jiang Tonglin and Gui Dasong have Teacher Language Summary, in which mentioned the artistry of body language used in classroom teaching has functions such as attracting students attention, complementing spoken language.