发表论文鉴定表
论 文 专 家 鉴 定 意 见
二、对能否评定申报职务的意见：
（请在相应选择框内打“V”）
论文一
论文二
鉴定人姓名（签名盖章）
职务
单位人事部门公章年月日
单位姓名送鉴学科现任专业技术职务申报职务论文论著题目刊物发表时间专家鉴定意见对任现职以来有代表性的论译著教科书
论文专家鉴定意见
单位：姓：学科：
现任专业技术职务：申报职务：
论文、论著题目（1）：
刊物、发表时间：
论文、论著题目（2）：
刊物、发表时间：
专家鉴定意见
（对任现职以来有代表性的论（译）著，教科书；教学研究、实验技术及其他成果的鉴定）
论文鉴定表评语
论文鉴定表评语对于论文鉴定表的评语应该如何去写呢?怎么写才对论文有好的效果;下面是有论文鉴定表评语，欢迎参阅。
论文鉴定表评语1. 全文以-------为题，选题具有较强的新颖性和实用性。
全文结构科学合理，逻辑性强，思路清晰，查阅的参考文献资料符合论文要求。
论证方法较合理。
论证内容较有说服力。
对问题的分析比较透彻。
该生在论证过程中也能很好的将行政管理专业知识原理与社会现实结合起来。
无论从选题上还是观点论证上都符合行政管理专业培养目标要求。
但创新点不够。
2. 本文以--------为题，首先对---------的论述，然后在重点分析-------的原因，并针对原因提出解决问题的有效对策。
因此该文在选题上紧扣专业要求，文章结构科学合理，文章观点表达准确，用词正确，语句通顺，思路清晰。
部分与部分之间联系非常紧密，在论证方法上采用事例论证与案例论证。
查阅的资料充分合理。
不足之处解决问题的对策还缺少可操作性。
3. 该文以--------为主题，充分体现出时代性和现实的社会价值。
全文分------个大部分。
首先对-------进行了论述，然后重点分析---------。
全文基本上都是紧扣主题来展开论述。
在论述过程中该生较好的运用了行政管理专业知识来分析解决--------问题。
语言较流畅，但观点不够精炼。
在论证过程中能恰到好处地运用理论论证方法与实践论证方法。
观点表达准确，思路清晰，文章整体性较强。
整体上符合行政管理专业培养目标要求。
4. 本文以-------为主题，选题具有很强的现实性和应用性且符合行政管理专业培养目标要求。
该论文结构基本合理，全文共分-------大部分。
其中第一部分 ---------，在此基础上重点探讨--------。
在论证过程中，该生的参考文献资料与所要论证的观点及内容结合紧密，运用的研究方法主要是理论研究与事例研究法。
用词基本准确。
但存在的问题主要是论据不够充分，还缺乏说服力，个别引用内容没有标明出处。
论文鉴定表二级学院意见
论文鉴定表二级学院意见1、你曾经和我说过你的理想，但你对理想的憧憬和你所付出的努力程度却总是难成正比。
若现在你觉得有障碍挡在前行之路上，那就说明你还没有把目标看的足够清楚。
宁在事前心力交痒的努力，事后悠然自得；也不要在事前悠然自得，而在临事时无法适从。
你现在欠缺的就是对自己发狠奋进的恒心，“要想人前显贵，必定人后受罪”，成功要靠实践去争取，而不是光靠几句好听的决心话！2、老师同学们都在说你是个很有责任心和上进心的孩子，在班级需要的时候，你承担了劳动委员的重任，经常最后一个离开，就为了班级能有个整洁的环境。
老师很感谢你！而更可贵的是，你懂得安排自己的时间，在工作的空隙抓紧时间做作业。
希望下学期你的学习成绩也能随你的毅力和执着步步攀升，加油！3、你是个懂礼貌明事理的孩子，脚踏实地勤奋好学，关心集体，热爱劳动。
虽然不爱言语，对事物却有自己独到的见解，沉稳上进的你，经过努力，各方面取得了较好的成绩。
但是你也要知道学习不是死记硬背，还要讲究方法技巧。
老师相信只要你信心不倒，努力不懈，终有一天会到达成功的彼岸！4、你是个敏感单纯的女孩，我一直很高兴你能将老师视为朋友，但是，你的头发问题真的让老师很是头痛。
作为一个社会人，我们在特定的环境中是一定要遵守特定的规则的。
但是遵纪就需要没有懈怠地坚持下来啊！希望下个学期能够看到你的改变！在学习方面也得好好努力才是！可不能将散漫情绪也波及到学习上，知道吗？5、“静能生慧。
”你是一个充满了才气和灵气的女孩，虽然平日里较少言语，但宽厚仁道，不激进，少与人争锋。
你学习成绩优秀，这也赖于你良好的学习习惯。
请继续势力，努力将较薄弱的科目补上，也努力与同学和老师多交流！。
【最新文档】调查报告鉴定表-范文模板 (5页)
== 本文为word格式，简单修改即可使用，推荐下载！ ==
调查报告鉴定表
附件 1 申报中学高级教师教育教学发表论文鉴定表(一)
单位
姓名
任教年级学科
论文题目 发表刊物： 《 刊物主办单位： 刊号(或准印号) ：
以上由申报者本人填写
申报中学高级教师教育教学获奖论文鉴定表(二)
单位
姓名
任教年级学科
论文题目 获奖时间： 颁奖单位： 是否经本地教育主管业务部门组织推荐：
以上由申报者本人填写
年
月，获奖等奖：
论文级别
不认定理由 论 文 质 量
项目 思想观念 理论水平 真实性 应用性 语言表达
评价内容 观点是否正确、新颖、独到 理论是否深厚，有无探索 数据是否真实、有无抄袭 指导实践是否有意义 论证是否严密、语言 是否准确、流畅
1、说课时间限 12 分钟;
2、备课及写简案的时间为 30 分钟;
3、说课结束后，将简案交给所在测试组评委。
说明：此表仅供教师说课备课时参考，报名时不需填报。
附件6
教学能力测试、论文鉴定材料报送时间安排表
时间 3月20日
报 送 单 位 一中、二中、三中、徐高中、五中、八中、九中、十中、十 二中、十三中、王杰中学、职教中心、二职中
》
年第
期
第
页
论文级别
不认定理由 论 文 质 量
项目 思想观念 理论水平 真实性 应用性 语言表达
评价内容 观点是否正确、新颖、独到 理论是否深厚，有无探索 数据是否真实、有无抄袭 指导实践是否有意义 论证是否严密、语言 是否准确、流畅
评价结果
答辩问题设计 鉴定组 长签字 鉴定主 任签字
论文鉴定表(通用3篇)
论文鉴定表(通用3篇）论文鉴定表（1）xxx同学的学位论文《基于数据挖掘的高校本科专业设置预测系统数据模型的分析和研究》选题于教育部委托中山大学开展的高校本科专业设置预测系统项目，评语《对毕业论文的学术评语》。
该论文研究成果对于构建高校本科专业设置预测系统具有一定的先导性意义。
本文主要围绕着高校本科专业设置预测系统的数据模型这个问题展开分析和研究。
论文首先对已有的专业设置数据模型进行综述，分析其在功能性、预测性、分析性以及挖掘性方面的不足之处，然后结合高校本科专业设置的实际需求，引入数据挖掘技术、数据仓库和olap，构建基于数据挖掘的高校本科专业设置预测系统的数据模型。
总的来说，论文框架清晰，逻辑严谨，行文体现了自己的学术思考及思辨结论，有自己的创见。
本文的写作符合硕士研究生毕业论文规范，学术水准较好，体现了两年学习的成果，可进入答辩程序。
论文长于思辨和综合，而短于对实际需求和现实情况的考量，比如各用户对于专业设置的需求以及数据挖掘中数据的可采集性及可用性等。
建议今后在相关研究中采取更广泛视角。
论文鉴定表（2）xxx同学的硕士毕业论文《消费者网上购物的网站体验对网上购买意愿影响的实证研究》在相关文献研究和时事动态分析的基础上，研究了网站体验的组成要素，以及网站体验对消费者网络购买意愿的影响，其选题具有一定的理论价值和现实意义，对毕业论文的学术评语。
论文发现论网站的易用性体验、网站的有用性体验、网站的视觉体验、价格体验、商品体验、服务体验、信誉体验等七个方面的体验可以很好地解释网站体验的内涵，利用sor模型分析得知网站体验对购买意愿有显著正向影响，情绪和感知风险是网站体验和购买意愿之间的部分中介变量。
论文采用规范分析和实证分析等方法来论证自己的观点，研究方法较为科学。
论文在以下几个方面有所创新：一是构建了网站体验研究的新模型，二是比较系统地运用实证分析方法从多角度分析影响网络购买意愿的因素。
论文有相当的理论深度。
发表论文鉴定表
附件1
申报中学高级教师教育教学发表论文(论著)鉴定表(一)
单位姓名任教年级学科
论文题目
发表刊物：《》年第期第页
刊物主办(出版)单位：
刊号(或准印号)：
·以·上·由·申·报·者·本·人·填·写·
申报中学高级教师教育教学获奖论文鉴定表(二)
单位姓名任教年级学科
论文题目
获奖时间：年月，获奖等第：
颁奖单位：
·以·上·由·申·报·者·本·人·填·写·
说明：参加外地相关机构组织评选的论文，应提供由本人所在地教育主管部门组织推荐的证明材料。
申报中学高级教师教育教学科研课题鉴定表(三)
单位姓名任教年级学科
课题名称
批准立项部门：；批文编号：
立项时间：年月；结题时间：年月
是否有成果获奖：；获奖时间及获奖等次：
成果发表刊物：《》年第期第页刊物主办单位：
刊号(或准印号)：
·以·上·由·申·报·者·本·人·填·写·
说明：立项、结题等证明材料应提供齐全。
论文鉴定表评语（范本）
论文鉴定表评语论文鉴定表评语对于论文鉴定表的评语应该如何去写呢?怎么写才对论文有好的效果;下面是有论文鉴定表评语，欢迎参阅。
论文鉴定表评语 1. 全文以-------为题，选题具有较强的新颖性和实用性。
全文结构科学合理，逻辑性强，思路清晰，查阅的参考文献资料符合论文要求。
论证方法较合理。
论证内容较有说服力。
对问题的分析比较透彻。
该生在论证过程中也能很好的将行政管理专业知识原理与社会现实结合起来。
无论从选题上还是观点论证上都符合行政管理专业培养目标要求。
但创新点不够。
以---为题，首先对----的论述，然后在重点分析-------的原因，并针对原因提出解决问题的有效对策。
因此该文在选题上紧扣专业要求，文章结构科学合理，文章观点表达准确，用词正确，语句通顺，思路清晰。
部分与部分之间联系非常紧密，在论证方法上采用事例论证与案例论证。
查阅的资料充分合理。
不足之处解决问题的对策还缺少可操作性。
3. 该文以---为主题，充分体现出时代性和现实的社会价值。
全文分------个大部分。
首先对-------进行了论述，然后重点分析----。
全文基本上都是紧扣主题来展开论述。
在论述过程中该生较好的运用了行政管理专业知识来分析解决---问题。
语言较流畅，但观点不够精炼。
在论证过程中能恰到好处地运用理论论证方法与实践论证方法。
观点表达准确，思路清晰，文章整体性较强。
整体上符合行政管理专业培养目标要求。
4. 以-------为主题，选题具有很强的现实性和应用性且符合行政管理专业培养目标要求。
该论文结构基本合理，全文共分-------大部分。
其中第一部分 ----，在此基础上重点探讨---。
在论证过程中，该生的参考文献资料与所要论证的观点及内容结合紧密，运用的研究方法主要是理论研究与事例研究法。
毕业论文鉴定表怎么写_最新毕业论文中期鉴定表 毕业论文中期自评
毕业论文鉴定表怎么写_最新毕业论文中期鉴定表毕业论文中期自评【优秀4篇】毕业论文中期鉴定表毕业论文中期自评篇一在校期间，我虚心求学、刻苦认真、吃苦耐劳；在日常生活中以积极的态度和与同学们的相处极为融洽。
在校通过系统化、理论化的实习中；学到了很多很多知识，更重要的是如何以较快速度掌握一种新事物的能力，思想成熟了很多，性格更坚毅了，更懂得要注重理论联系实际，并增强自己的自学能力以及分析、解决问题的能力。
三年的学习培养了我的兴趣，如c语言、数字电路、单片机、专业英语等。
平时也有写日记，将自己的学习心得及时地记录下来，同时也提高了自己的写作能力。
平时经常去图书馆借书，除了专业参考书外，我还抽出时间来博览群书。
在看了《李自成》(共十三本)等历史传记后，觉得自己的人生观有了一定的提高。
我自觉地遵守学校和宿舍的各项规章制度，注意卫生，爱护公物，尊敬老师团结同学。
与周边的人和睦相处。
参加了迎澳门回归长跑活动、植树活动、青年志愿者活动、舒肤佳产品的调查、义务家电维修和义务家教服务等校、系、班组织的各种活动。
我乐于助人，总是尽力帮助在学习和生活需要帮助的同学。
生活在这样的环境下，我觉得自己很幸福，我觉得自己的幸福来自社会，所以自己也要报答社会。
生活在一个集体中，就要有广阔的胸襟和博大的胸怀。
要让自己的生活更有意义，生活要有规律，要有远大的理想和追求。
人活在这个世界上就要有信念，坚持了信念就能活得更有意义。
大学生活是美好的，同时也是很好的磨练自己的殿堂，他教会了我知识，给了我做人的本领，磨练了我坚强的意志，是我人生旅途的重要的一个历程，走到社会，我将更加努力，充分运用自己所学到的知识，去挑战自己的更高峰！毕业论文中期鉴定表毕业论文中期自评篇二工作任务完成情景(包括任务书中规定的工作资料、研究目标等，如未能完成须说明原因)：毕业设计期间，我按照导师的要求和设计的要求及时的完成了每个阶段的任务。
__年12月，对毕业设计进行了选题，在导师的要求下下，确定最终的设计题目为《多功能数字频率计的设计》，确定题目后，我经过山东理工大学电气学院网站、山东理工大学图书馆网站中国知网、山东理工大学图书馆网站学术期刊网等渠道对文献资料进行了搜集和查阅，并对资料进行分析整理、归纳鉴定，然后撰写开题报告，并和导师及同学交流，听取教师的意见后，对开题报告进行修改，最终提交给导师。
论文中期考核表学生的自我鉴定范文(精选5篇)
论文中期考核表学生的自我鉴定论文中期考核表学生的自我鉴定范文（精选5篇）自我鉴定是对自己过去某一阶段的学习或工作进行分析，并作出相应的总结，写自我鉴定可以让我们审视自身，不如我们来制定一份自我鉴定吧。
你所见过的自我鉴定应该是什么样的？下面是小编为大家收集的论文中期考核表学生的自我鉴定范文（精选5篇），欢迎大家借鉴与参考，希望对大家有所帮助。
论文中期考核表学生的自我鉴定1能够在研究生院继续深造我十分的珍惜，我一直希望自己能够更加出色，我在研究生阶段所获颇丰，从学业、科研工作，到个人素质，都得到了充分的培养和锻炼，是充实且有意义的两年。
两年来本人思想上要求上进，认真学习，努力钻研专业知识，毕业之际，回望过去的日子，不禁让我感慨万千：这一段时光不但让充实了自我，而且也让我结交了许多良师益友；这段岁月不仅仅只是难忘，而是让我刻苦铭心。
年华虽逝坚，带不走的记忆却历历在目。
思想方面。
我认真学习马克思列宁主义、毛泽东思想、邓小平理论和“三个代表”重要思想；关心时事政治，关心学校的改革与发展；拥护党的路线、方针和政策，能认真执行学校、实验室的决议；尊敬导师、团结同学、乐于助人、勇于奉献，具有良好的道德品质和思想修养；能遵守国家法律、法令和学校各项规章制度。
作为一名中共党员和一名学生干部，我始终努力学习、积极工作，在自己进步的同时还不忘帮助别人进步，先后担任了几位同志的入党介绍人、充分发挥党员学生干部的模范带头作用。
学业方面。
我的研究方向为虚拟现实和仿真技术，主要研究兴趣为三维模型的简化与网络传输。
学术思想活跃、学习目的明确，态度端正、学风良好，勤奋学习，刻苦钻研，成绩优秀。
在所选的研究生课程中，成绩全部为优良；在国际会议发表了学术论文两篇；在导师的指导下，参与了两个科研项目并在项目中独立负责一个模块，使自己的理论知识与实践水平得到了进一步的增强和提高。
工作方面。
我曾任测绘遥感信息工程国家重点实验室研究生会副主席、实验室政治协理员。
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论文定稿及鉴定表
Project Title:A Study of improving the oral English of primary studentsInvestigatorLiu JianzhongDingxi Branch of Gansu Radio & TV UniversitySubmitted on 25th June 2011In fulfillment of the coursePractical Project DesignAcknowledgmentI am mostly grateful to my supervisor Ms. Ding with whose support and patience this project have got off the ground.I am also grateful to my workmates in Jiachuan Primary School for their time spent on brainstorming and profound discussions with me.No amount of thanks will be adequate for my student without whose willing participation in the project implementation it would have reminded on paper.Last but not the last, big thanks go to my girlfriend who has shared with me my worries, and hopefully my ultimate happiness in eventually finishing this project.AbstractThe present study presents a detailed report of a project implemented to solve the problem that most of my students do not like speaking English in class. It is hypothesized that students’ intere st and ability in oral practice could be increased by improved teaching design. This hypothesis is verified by a four-week practice of well-organized speaking work activities. Among the methods of scientific investigation used are analytic method and cause analysis.Key words: oral English; speaking practice; activitiesMain Headings of the Project Report1. Introduction2. Project objective3. Project hypothesis4. Problem analysis5. Project rationale6. Project design7. Project implementation8. Project evaluation9. ConclusionReferencesAppendixesAppendix A Teaching plansAppendix B Students’ handoutsAppendix C Tape for classroom teaching1. IntroductionMy name is Liu Jianzhong. I graduated from Dingxi Teachers’ college in 2008. I have been teaching in Jiachuan Primary School since 2005. I have been teaching for five years. My students are at Grade Seven. In my teaching, I have found there are some problems, among which the most typical one is how to improve the students’ oral English. There are 40～50 students in one class, and I can't give each student the opportunity to practice their oral English. Therefore it is common that a student who can get high marks in an exam cannot speak a complete and correct English sentence.2. Project objectiveMy research objective is to improve the oral English of students.3. Project hypothesisIt is hypothesized that students’ oral English can be increased by better designed teaching.4. Problem analysisMy problem is that some of my students do not like speaking English in class. I would like to do the problem analysis by using the following two methods:4.1 The analytic methodThe phrase “some of” in the identified problem “some of my students do not like speaking English in class.” made me think of the other side of the issue: some of my students do like speaking English. This in turn made me think of these: Why some do not while others do? Who are the some that do not? And who are the others that do? Moreever “my students” is in contrast with “my colleague’s students,” this prompted me to make a chain of reflections.What about some of my colleague students? It is also the case that they do not like speaking English, then my problem is actually caused by myself, not by my students, probably the opportunities I give my students to speak English are quite limited. Through this step, I can reach my conclusion: my students do not like speak English mainly because the opportunities I gave them to speak English are quite limited.4.2 Cause analysisI would like to do cause analysis from the following aspects:For the teacher’s side:Traditionally in China, most English class are carried out in a teacher-centered way. I try to teach for a whole hour without stopping. So, a fact is that I actively talk and write, but the students passively listen and copy. There is no pair-work, no group-work, so, students seldom have opportunities to speak and practice in class. This is mainly due to limited opportunities for my students to practicing oral English and not interested in practicing oral English. Also the reason of they had some difficulties in doing oral practice.The class size:I teach two classes, one has 57 students; the other class has 55 students. The class size of over 50 students may have some negative effect.Obviously, all of these neglect and prejudice in spoken English learning have result in the less ability in English speaking. So they do not like speaking English. The students’ side:Firstly, they lack confidence needed to speak fluently and are afraid of being laughed at when making mistakes. They are so shy that they will not open their mouth to speak in class or in public and they appear foolish if they speak.Secondly, some students pay much attention to language structures before they speak. Before speaking, they first consider the grammatical structure of the sentence, beyond all doubt, this reduce the efficiency of successful communication.For the learning requirements’ side:Proficiency in spoken English is not required by the English courses. Some students think they learn English just in order to pass the examinations and get a certificate. Knowing that there is no examination designed to test speaking, students think it unnecessary to speak well. However it is enough for them to read and write well.5. Project rationaleAfter some reading and thinking, I have worked out four reasons on which my project will be based. They are as follows:The role of speaking in class and its purpose--I would like to create a real life situation in class when doing oral practices, and tried to arouse the students’ interest in speaking English by giving as many topics about sports as possible, encouraging them to express themselves in English.The role of the students--I would like to let the students feel their were the main actors or actresses in classroom when acting out a real communicative dialogue. When some students were doing the speaking performance, the others should act as the assessors or judges.The role of the teacher--Students should realize that the teacher has many roles in classroom, not just an evaluator. I would like students to get used to being responsible for their own learning and not depend on the teacher all the time.The type of classroom tasks used--I tried to use different types of classroom tasks to activate the students creativity and imagination in English oral practice. Meanwhile, various types of the activities would let the students feel fresh and prevent them from getting boring.6.Project DesignActivity 1This activity is based on in primary school English Boo k 8, Lesson 11 “I love animals!”Purpose: to practise talking about the animals.Instructions: Students review the pattern and words of describing animals. They work in groups to talk about the animals in different countries which they have checked on TV or at zoo in advance.Procedures:Step 1: The teacher asks students to watch carefully the animals at local zoo or on TV at home in the previous class, and choose two or three favourite animals to note down their characteristics. In addition, they need to draw two or three pictures to describe the animals’ characteristics, for example, being fat / tall / big / interesting .Step 2: In class the teacher helps students review the following dialogue: A --- What’s this in English?--- It’s a panda / kangaroo / giraffe/ elephant.B --- How does it look like?---- It looks fat / tall / big / interesting.Step 3: The teacher introduces two new patterns: What animals do you like best? How do they look like? And some adjectiv es to make general comments on animals’ characteristics, which are fat / tall / big / interesting and so on.Step 4: Students finish the exercise on page 54 by using the above four words: Kangaroos are________. They have bags on their bodies.Pandas are ________ and lovely. They move slowly.Giraffes are________. They have long necks.Elephants are very_______. They can do a lot of work for people.Step 5: The teacher asks students to practise using “have” and “can” to describe the characteristics of animals, and the teacher sums up.Step 6: The teacher asks students to work in groups. In each group everyone shows his/her pictures with animal’s name and characteristics. The others will raise questions: What’s this in English? How does it look? And what ani mals do you like best? How do they look like? The student will answer questions by using patterns and words like: I like…best. They’re fat / tall / big / interesting and so on.Step 7: The teacher circulates and monitors students’ work.Step 8: Three groups are asked to show their performance in front of class.Activity 2This activity is based on in Primary School English Book 2, Lesson 10 “What do you like?”Purpose: to practise talking about the vegetables.Instructions: Students review the pattern and words of vegetables. They work in groups to talk about the vegetables which their favourite by using the pattern: “What do you like?”Procedures:Step 1: The teacher asks students to choose some vegetables which they like best inthe previous class, and choose two favourite vegetables to note down their colour and names. In addition, they need to draw two pictures to describe the vegetables, being beautiful / delicious and so on.Step 2: In class the teacher helps students review the following dialogue: ---What’s this in English?---It’s a/an eggplant / onion / mushroom / tomato / cucumber / potato.Step 3: The teacher introduces a new pattern: what do you like? And six adjectives to make general comments on vegetables, which are eggplant / onion / mushroom / tomato / cucumber / potato.Step 4: Students finish the exercise on page 59 by using the above six words: ---What do you like?---I like ________. Do you like _______, too?---No / Yes.Step 5: The teacher asks students to work in groups. In each group everyone shows his/her pictures with vegetables’ names and colour. The other will raise questions: What do you like? The students will answer question by using words like: eggplant / onion / mushroom / tomato / cucumber / potato.Step 6: Play games（look for vegetables）the rule of this game：Students play the game of “hide and seek”. Student A’s eyes are covered. Student B hides one vegetable in classroom. When Student A reaches the hided vegetable in a nearer and nearer place, other students will make strong noise. Otherwise students will make weak noise. While Student A finds the vegetable, he/she should answer several questions before opening his/her eyes.）Activity 3This activity is based on in primary school English Book 3, Lesson 6 “What is yo ur mother?”Purpose: to practise talking about the occupation.Instructions: Students review the pattern and words of describing occupation. They work in groups to talk about the occupation in different profession which they have checked on dictionary in advance.Procedures:Step 1: The teacher asks students to preview the lesson 6 carefully at home in the previous class, and choose two or three favourite occupation. In addition, they need to take two or three photos to describe the occupation, for example, being free / busy and so on.Step 2: In class the teacher helps students review the following dialogue: A --- Who is this?--- This is my mother / father / aunt/ uncle.B --- What is she / he?---- She / He is a nurse / doctor / policewoman / barber.Step 3: The teacher introduces new patterns as following: What are you? Are you free / busy? And some adjectives to make general comments on occupation, which are very / a little busy / free and so on.Step 4: Students finish the exercise on page 35 by using the above four words: A: ________ are you?I’m a _______.B: _______ is she?She is a _______.C: ______ is he?He is a _______.D: _______ is your uncle.He is a _______.Step 5: The teacher asks students to practise using “is” “am” and “are”, and the teacher sums up.Step 6: The teacher asks students to work in groups. In each group everyone shows his/her photos with its name and occupation. The others will raise questions: Who isthis? What is he / she? The student will answer questions by using patterns and words like: She / He is a nurse / doctor / policewoman / barber.Step 7: The teacher circulates and monitors students’ work.Step 8: Three groups are asked to show their performance in front of class.Activity 4This activity is based on in primary school English Book 5, Lesson 6 “Which season do you like best?”Purpose: to practise talking about the seasons.Instructions: Students review the pattern and words of describing reasons. They work in groups to talk about the seasons in different countries which they have checked on TV in advance.Procedures:Step 1: The teacher asks students to preview the lesson 6 carefully at home in the previous class, and choose two favourite seasons to note down their weather’s condition. In addition, t hey need to draw two pictures to describe the seasons’ weather, for example, being cool / hot / warm / cold.Step 2: In class the teacher helps students review the following dialogue: A --- Which season do you like best?--- I like spring / summer / autumn/ winter best.B --- What’s the weather in this season?---- It’s cool / hot / warm / cold.Step 3: The teacher introduces the new pattern: In this season, what can you do? and some adjectives to make general comments on this, which are go climbing / go boating / eat fruits / go roller-skating.Step 4: Students finish the exercise on page 29 by using the above four phrase:Do a survey.Step 5: The teacher asks students to practise using “can” to describe t he characteristics of seasons, and the teacher sums up.Step 6: The teacher asks students to work in groups. In each group everyone shows his/her pictures with season’s name and weather condition. The others will raise questions: Which season do you like best?, What can you do? The student will answer questions by using patterns and words like: I like…best. I can go climbing / go boating / eat fruits / go roller-skating.Step 7: The teacher circulates and monitors students’ work.Step 8: Three groups are asked to show their performance in front of class.Activity 5This activity is based on in primary school English Book 6, Lesson 6 “What food do you like?”Purpose: to practise talking about the foodInstructions: Students review the pattern and words of describing food. They work in groups to talk about the food in different countries which they have known. Procedures:Step 1: The teacher asks students to make some food of favourite at home in the previous class, and choose two favourite food to note down their name and features. In addition, they need to draw two pictures to describe the food features and note their names, for example, being delicious / nice and so on.Step 2: In class the teacher helps students review the following dialogue: A --- Where do you come from?--- I’m from China / Japan / America / France.B --- What's your favourite food?---- My favourite food is dumplings / noodles / fried chicken / hamburger.Step 3: The teacher introduces a new pattern: What food do you like? Where are you from? And some adjectives to make general comments on these, which are I come from Japan / England / America / the south of China. I like noodles / dumplings / fried chicken.Step 4: Students finish the exercise on page 28 by using the above four words:They are from ________. She is from China.They’re __________. She is ________.They eat _________. She wants _________.He is from ______. We are from Shanxi.He is American. We like ________.He likes _________.Step 5: The teacher asks students to work in groups. In each group everyone shows his/her pictures with food’s name. The others will raise questions: What food is this? What food do you like? Where are you from? The student will answer questions by using words like: I come from Japan / England / America / the south of China. I like noodles / dumplings / fried chicken and so on.Step 6: The teacher circulates and monitors students’ work.Step 7: Three groups are asked to show their performance in front of class.Activity 6This activity is based on in Primary School English Book 3, Lesson 1 “Look at the picture of my family”Purpose: to practise introducing othersInstructions: Students review the pattern and words of family members. The teacher introduces new patterns and words by using his/her own family photos, and the students work in groups to talk about own family.Procedures:Step 1: The teacher asks students to preview Lesson 6 carefully at home in the previous class, and the teacher asks students to get ready for their family photos and each photo of dad and mum.Step 2: In class the teacher helps students review the following dialogue: The teacher takes her family photo out, and uses two hand puppets to act out the following dialogue）A: Hello. I’m Tom. My name is Tom Green.B: I’m Mr Liu. My name is Liu Jianzhong. Nice to meet you.A: Nice to meet you, too. What’s that?B: Oh. This is a picture.A: A picture? Let me have a look.B: OK. Look! This is my family. This is my dad.A: What’s his name?B: His name is Liu Zheng. This is my mum.A: What’s her name?B: Her name is Zhu Fengzhen.Step 3: The teacher introduces new patterns as following: This is my ____? ____name is _______? and six adjectives to make general comments on family members, which are dad / mum / me / John Green / Mary Green / Tom Green.Step 4: Students finish the exercise on page 5 by using the above six words:This is my _______His name is _______This is my _______Her name is _______This is ______My name is ______Step 5: The teacher asks students to practise using “be” “her” and “his”, and the teacher sums up.Step 6: The teacher asks students to work in groups. In each group everyone shows his/her photos with its name. The others will raise questions: Who is this? What is his / her name? The student will answer questions by using patterns and words like: This is my dad / mum, her / his name is John Green / Mary Green.Step 7: The teacher circulates and monito rs students’ work.Step 8: two groups are asked to show their performance in front of class.Activity 7This activity is based on in Primary School English Book 5, Lesson 8 “How many months are there in a year?”Purpose: to practise talking about the seasonsInstructions: Students review the pattern and words of describing seasons. They work in groups to talk about the seasons in different countries which they have checked on TV in advance.Procedures:Step 1: The teacher asks students to prepare for learned lessons at home, and choose two favourite seasons to note down their characteristics. In addition, they need to draw two pictures to describe the weather conditions, for example, being warm / cool / cold / hot and so on.Step 2: In class the teacher helps students review the following dialogue: A --- Which season do you like best?--- I like spring / summer / autumn / winter best.B --- Why do you like it?---- Because I can go climbing / go to the beach / pick apples / make a snowman. Step 3: The teacher introduces a new pattern: How many seasons/months are there in a year? What are they? and some adjectives to make general comments on seasons, which are spring / summer / autumn / winter, January, February, March, April, May, June, August, September, October, November, December.Step 4: Students finish the exercise on page 39 by using the above many words: ---How many months are there in a year?---Twelve.---How many months are there in a season, do you know?---Of course, three.---Can you say them?---Let me have a try. February, March and April are in spring. May …Step 5: The teacher asks students to work in groups. In each group everyone shows his/her pictures with season’s name. The others will raise questions: What season is this? How's the weather in this season? And how many seasons are there in a year? How many months are there in a year? What are they? The student will answer questions by using words like: spring / summer / autumn / winter, January, February, March, April, May, June, August, September, October, November and December. Step 6: The teacher circulates and monitors students’ work.Step 7: Three groups are asked to show their performance in front of class.Activity 8This activity is based on in primary school English Book 7, Lesson 6 “My room is very nice!”Purpose: to practise talking about the roomInstructions: Students review the pattern and words of describing room. They work in groups to talk about the room in different family which they have watched at home in advance.Procedures:Step 1: The teacher asks students to observe their rooms in advance, and they need to draw two pictures of favourite rooms to describe the rooms’ characteristic, for example, being beautiful / clean / nice / big / small.Step 2: In class the teacher helps students review the following dialogue:T: Hello, everyone.Ss: Hello, Mr Li.T: How are you?Ss: I'm fine, thank you?T: What day is it today?Ss: Today is Monday/Tuesday...T: What's the weather like today?Ss: It's sunny/rainy/cloudy/snowy.Let’s look at Tom’s beautiful roomStep 3: The teacher introduces some new patterns: Whose room is it? What can you see in the picture? Where is / are …? How like it? and some adjectives to make general comments on room, which are pillow / vase / beautiful / clean / nice / big / small.Step 4: Students finish the exercise on page 28 by using the above some words:Look at on room and answer the questions.1. Whose room is this?2. I s the room very nice?3. How many books are there on the desk?4. What is the cat doing?5. What’s on the bed?Step 5: The teacher asks students to work in groups. In each group everyone shows his/her pictures with rooms’ name and characteristic. The others will raise questions: Whose room is it? What can you see in th e picture? Where is / are …? How like it? The student will answer questions by using words like: pillow / vase / beautiful / clean / nice / big / small.Step 6: The teacher circulates and monitors students’ work.Step 7: Three groups are asked to show their performance in front of class.7. Project implementationIt took four weeks for me to implement my project. For each week, I designed two speaking activities. I am scheduled to do these:●Teaching plans: to see Appendix A●Students’ handouts: to see Appe ndix B●Tape for classroom teaching: to see Appendix C8. Project evaluationI spend four weeks writing my project. In my teaching procedure, how to motivate the students' interesting to do the speaking practice is really a problem that has been troubling me. But I tried my best to solve the problem. I found out that generally speaking, there has been significant improvement after the implementation At the beginning of my project, most students neither like nor dare to speak English, but now nearly every student can try to express themselves in English in class.It is hypothesized that learners' interest and students' ability in speaking practice in class is increased by some methods. The main methods are including using background information, detailed speaking, skimming and scanning to finish the different speaking tasks. My project objective is to improve my students' ability of speaking English in class can be achieved.I found that my students' interesting of speaking English in class has been increased after I used the newly teaching designs. So I can say that my problem has been successfully solved.9. ConclusionFrom the project I have learned that learners' interest of speaking in class can be improved by varied practices. I gained a lot of benefits and my students also learned a lot.My teaching methods are effective in improving students’ English speaking ability. The new and interesting speaking practice methods will motive students' interest of speaking in class. And our teacher should divide the students into suitable groups. If you do that, you'll find that different students have different abilities. You can see they are very good. The teacher also give students enough time and enough materials to practice, it can improve their ability quickly.Although I have learned a lot and improved a lot, however, there are still some unsettled or newly-appearing problems for me to solve. In the future I will do such project as early as possible. I will implement this of kind of project to improve my teaching.References1. Gu Yueguo, 2005, Practical Project Design, Foreign Language Teaching and Research Press.2. Gu Yueguo, 2005, English Language Teaching Methodology, Foreign Language Teaching and Research Press.3. Primary School English Students’ Book (2, 3, 5, 6, 7, 8), 2003, Shanxi Education PressAppendix A Teaching plansWeek 1Activity 1: Lesson 11 I love animals?Date: 8:20－9:05, Friday, June 3rd, 2011.Teaching Class: Class One, Grade Six.Teaching Aims:1. To practice talking about animals.2. To say and use sentences as following：What animals do you like best?How does it look like?3. To review some words or patterns about describing animals. Procedures:Step 1: Greetings and warming up.Step 2: Review the dialogues on talking about animals.Step 3: Demonstrate the new pattern.Step 4: Finish the exercises on the textbook.Step 5: Practise using the verbs “have” and “can” to describe animals. Step 6: Ask students to do a group work.Step 7: Invite some students to show their performance in front of class. Step 8: Homework:Activity 2: Lesson 10 What do you like?Date: 14:30－15:10,Thursday, June 9th, 2011.Teaching Class: Class One, Grade Three.Teaching Aims:1. To practice talking about vegetables.2. To say and use sentences as following：What do you like?3. To review some words or patterns about describing vegetables. Procedures:Step 1: Greetings and warming up.Step 2: Review the dialogues on talking about vegetables.Step 3: Demonstrate the new pattern.Step 4: Finish the exercises on the textbook.Step 5: Practise using the verbs “do” and “does”.Step 6: Ask students to do a group work.Step 7: Invite some students to show their performance in front of class.Step 8: Homework:Week 2Activity 3: Lesson 11 What is your mother?Date: 8:20－9:05, Friday, June10th, 2011.Teaching Class: Class One, Grade Four.Teaching Aims:1. To practice talking about occupation.2. To say and use sentences as following：What are you?What is …?3. To review some words or patterns about describing occupation.Procedures:Step 1: Greetings and warming up.Step 2: Review the dialogues on talking about animals.Step 3: Demonstrate the new pattern.Step 4: Finish the exercises on the textbook.Step 5: The teacher asks students to practise using “is” “am” and“are”, and the teacher sums up.Step 6: Ask students to do a group work.Step 7: Invite some students to show their performance in front of class.Step 8: Homework:Activity 4: Lesson 6 Which season do you like?Date: 8:20－9:05, Tuesday, June 14th, 2011.Teaching Class: Class One, Grade Five.Teaching Aims:1. To practice talking about season.2. To say and use sentences as following：Which season do you like best?Why do you like …best?I (don’t) like … best. Because ….3. To review some words or patterns about describing season. Procedures:Step 1: Greetings and warming up.Step 2: Review the dialogues on talking about seasons and weather. Step 3: Demonstrate the new pattern.Step 4: Finish the exercises on the textbook.Step 5: Practise using the modal verb “can”.Step 6: Ask students to do a group work.Step 7: Invite some students to show their performance in front of class. Step 8: Homework:Week 3Activity 5: Lesson 6 What food do you like?Date: 10:25－11:05, Friday, June 17th, 2011.Teaching Class: Class One, Grade Five.Teaching Aims:1. To practice talking about the food.2. To say and use sentences as following：Where do you come from?What food do you like?What’s your favourite food?。
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专业：（居中）指导教师：（居中）
学院：应用文理学院学号：（居中）
班级：（居中）姓名：（居中）
一、指导教师意见：
成绩评定表（表1）
指导教师评语：
指导教师签字
年月日
题目：（居中）
专业：（居中）指导教师：（居中）
学院：应用文理学院学号：（居中）
班级：（居中）姓名：（居中）
二、评阅人意见：
成绩评定表（表2）
评阅人评语：
评阅人签字
年月日
题目：（居中）
专业：（居中）指导教师：（居中）
学院：应用文理学院学号：（居中）
班级：（居中）姓名：（居中）
三、答辩组意见：
成绩评定表（表3）
答辩组评语：
答辩组组长签字
年月日
题目：（居中）
专业：（居中）指导教师：（居中）
学院：应用文理学院学号：（居中）
班级：（居中）姓名：（居中）
四、综合成绩评定表（表4）
系（部）答辩委员会主任签字
院答辩委员会主任签字
年月日
题目：（居中）
专业：（居中）指导教师：（居中）
学院：应用文理学院学号：（居中）
班级：（居中）姓名：（居中）
五、第二次答辩组意见：
二次答辩组评语：
第二次答辩组组长签字
院答辩委员会主任签字
年月日。
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申报中学高级教师教育教学发表论文(论著)鉴定表(一)
单位姓名任教年级学科
论文题目
发表刊物：《》年第期第页
刊物主办(出版)单位：
刊号(或准印号)：
·以·上·由·申·报·者·本·人·填·写·
申报中学高级教师教育教学获奖论文鉴定表(二)
单位姓名任教年级学科
论文题目
获奖时间：年月，获奖等第：
颁奖单位：
·以·上·由·申·报·者·本·人·填·写·
说明：参加外地相关机构组织评选的论文，应提供由本人所在地教育主管部门组织推荐的证明材料。
申报中学高级教师教育教学科研课题鉴定表(三)
单位姓名任教年级学科
课题名称
批准立项部门：；批文编号：
立项时间：年月；结题时间：年月
是否有成果获奖：；获奖时间及获奖等次：
成果发表刊物：《》年第期第页刊物主办单位：
刊号(或准印号)：
·以·上·由·申·报·者·本·人·填·写·
说明：立项、结题等证明材料应提供齐全。