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1.IntroductionI am an English teacher and I like my job, I like speaking English and teaching English. How great when I watch the students’development! I feel proud that my students can speak English fluently. When they make a progress, I’ll be very glad. But now, from my teaching I have found that there are some problems that most students think it is very difficult to speak English. I’ll graduate from Bo Zhou TV University and I hope I can put my knowledge into practice.2. Summary of the preliminary research2.1 ProblemMy students can’t speak English fluent ly and think it is very difficult to speak English.2.2 Problem analysisFrom my teaching experience, some of my students thought oral English was very difficult and they didn’t know how to improve it. My preliminary research has confirmed that there are three main reasons.Firstly, most students had no self-confidence of learning English. They thought it was difficult to open their mouth to speak English. Secondly, some students had no object and material when they practiced oral English. They thought it was hard to speak English without textbook. They can not use English freely in life. Thirdly, the students complained that the classes were becoming more and more boring.I would try many ways to make my class more interesting, motivating and effective.2.2.1. Analytic methodThrough problem analysis, I found that many students were afraid of learning a new language, especially when they were asked to present in front of others. They preferred to refuse such a chance even though they known that it could help them examine themselves of language learning. When they talked with other people in English they feel shameful. They found the oral practice in text book breaks away from really life. They had no enough words to talk freely with other people. Some students were very afraid of English, because it was necessary for them to remember words and practice sentences.2.2.2.Cause analysisQuestions AnswersIs it because t hey don’t like oral English? MaybeIs it because the writing tasks are poorly designed? MaybeIs it because they are not motivated? Possible yesIs it because my instructions are not clear? MaybeIs it because they have lots of other things to do? YesIs it because they don’t think oral English important? Maybe2.2.3. Questionnaire surveyI make a pilot investigation in this respect to know more about the situation, for this purpose, I designed a research procedure like the follows. One day, I gave them one oral task and the title was “Introduce myself”. The next day, I got the following feedback only 15 students finish the task, and then I ask them two questions:One was why some students had finished the task, the students who had finished the task said they enjoyed studying English and they are very interested in English. Second, they thought oral English can improve their English level. The other question was why most students had n’t finished the task, the students’ reasons:First: Most of them thought they felt it very difficult to speak.Secondly, they thought a huge amount of practice given by the teachers of different subjects must be handed in the next day. And they are not confident.Thirdly they thought their English was poor so they weren’t interested in English.Since most of my students didn’t understand the tasks I asked them to do after class, I designed a questionnaire to find out why it should be so I want to get more detailed, 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 questionnaire. Then I modified some of the items. After that I gave my questionnaire to my students and gave them 20 minutes to finish it. All of them returned their questionnaire which was left anonymous.When all these data came in, I made some statistical evaluation. The result showed that over 70% of the students thought oral English after school could improve their English level and that about 63% of them thought oral English was very necessary for their future. Therefore I thought the students were clear the importance and necessity of oral English practice, but they might run up against difficulties that they could not overcome, so they lost their confidence.2.3. Project objectiveMy research obje ctive is to enhance my students’ oral English.2.4 Project hypothesisIt was hypothesize that learners’ oral English is increased by better organization.2.5 Possible solutionsI had correspondingly provided some possible solutions as follows:·Divide the students into groups of four and assign the task.·Give them a freely English learning environment·Give them some materials .·Give them some gifts to inspire their interests in oral English.·Give them a clear purpose of communication .3. Full –scaled implementation of the solutions3.1. Made up groupsIn Class6 Grade2, there are sixty students in all. In order to make sure the majority of students would participate in class activities, I divided students into two big groups, each group covered ten small groups and each small group of three students. First, group work created a chance for students to solve the problems they met and had in doing oral assignments. When they met problems, they could turn to their partners for help. If they made mistakes in their work, they could correct them in time with the help of others. Second, group work had a great impact on students’ performance. As we all know, not all the students are active. Some students felt shy and nervous, so they dare not answer questions or speak in front of the whole class. Even if some students are brave enough to take part in class activities, they could seldom express their opinion properly and correctly. Third, I was aware that all my students are about 12- 14years old and they like talking, so it was the most efficient way to group them to ask them to communicate with each other. In the meantime, it could train the students’ speaking ability. Moreover, group work also creates a small society for students to fit in with the future competitive life. Most of them were the only apples of their family, they were a little independent and somewhat selfish, and they couldn’t bear hearing appositive views. In the group, they could get a better training that is to learn to accept objections and set up friendship among them. In a word, group work helps students to develop a healthier quality and the most important is that cooperation helps me to carry out my study procedures smoothly.When I did the work, I followed the following principles.Every group of three students sat together, so they could practice oral tasks freely andconveniently. When doing class activities, they could collect their opinions together, compared with their views and eventually drew a conclusion easily, which strengthened their unity to overcome problems. Each group was made up of the students of different levers and different personalities so that they could help each other and made much progress together.3.2. Create a real environmentStudents learn a second language or face a stranger for the first time. Everyone feel nervous. So I make some English jokes to release students’ pressure and let them feel free and accept me. Then I deliver the text to them. When they played a joke on me, I always kept smiling. Because I knew if I become angry, it would decrease their interesting in English. I paid attention to any questions they asked me, I always gave them my answers in time. I finally got their trust through long-term cooperation.Usually, I gave them some easy task to do. Whenever they fini shed the task, I’ll praise them. Gradually, they had self-confidence in oral English. They became willing to open their mouths and speak English in class now.3.3. Provide materialsTo make my subject attract more students, I collected lots of jokes. There are much work to solve this problem, I asked all students to write diaries. In the end, they could find a great number of materials from their lives.3.4. Give objectsI used many pictures, cards and objects in my class. With the help of these teaching materials, I could reach a good goal. First I can solve the problem, which many students were not interested in oral lesson. They acquired knowledge in very easy and relaxing way. Interesting pictures and cards promoted them to speak to each other in English voluntarily and aroused their interest to search for more special information in dialogue.3.5. Clear purposeUsually, I gave students a task some students ca n’t do it at all. At first I wondered whether they don’t like English, so they didn’t do it. But in the end, I knew they didn’t know what I want them to do.I asked the simple sentence when I gave the task. After giving one task, I would repeat once. Finally, I asked if everybody understood what I said before. I would stop and repeat until they gave an assurance.4. Oral practice designs·Students are asked to describe in very simple terms what they can see from the gift. I can ask questions if necessary.·The class looks at a complicated gift. One student describes a part of the gift, and other students will tell the class what is described.·I give students some time to reflect on how they feel about English learning. At this time, the teacher has to pay attention to what the students say. That is, I have to behave sympathetically to my students’ feelings so that student s might feel encouraged to express the true feelings and are willing to speak actively and frankly.Week 1 Activity 1Objective:In this teaching unit, I plan to teach lesson 101 from student’s book 1. I want my students to open their mouths to say something loudly without nervous. In this way, I can lessen students’ tension.Prepare: I show them a cup, some apples, a pen, some textbooks, T-shirt. I want them to make a dialogue about the shop.Instructions:Give the students some common articles which they describe easily and something they can usually see of in real life. I ask them some easy questions and teach them how to question and answer. We begin to practice oral English from the beginning. I ask some different questions about these objects and let different students to answer.Procedure: Firstly, I show them a cup, some apples, a pen, T-shirt.Secondly, I ask one group to answer some questions and let the others listen and correct something wrong.Thirdly, at last, every group must speak one of these dialogues which they answered.For example: I take out a cup; the first group does like this:A: what can I do for you?B: I want a cup. How much is it?A: 25Yuan.B: That’s too expensive, I’m afraid.The second group dose like this when I show them a T-shirt .A: Can I help you?B: Let me have a T-shirt.A: What size do you want?B: I want a small size.A: Which do you like best?B: The green one.A: Here you are.B: Thank you.For students: Try to give an opportunity for them to engage in English speaking.Week 2 Activity 2Objective: Get the students to learn how to question and answer something which they talk about.Prepare:Look at these people. I give them eight pictures, which describe about different people, different jobs.Hu- yulan is a driver.Wu Bin is a worker.Chen Fang is a farmer.Guo Haifeng is a student.Ling Tao is a businessman.Liu Xin is a shop assistant.Li Hua is a doctor.Yang Jing is a postman.Instructions: I give them 8 pictures. The class looks at these pictures. One group describes part of the gift, and let the other group must be back of the pictures to speak it out.Procedure: In this unit, I make different students and do different actions.Look and say: He/She is......There are five places in the picture.He/She works......Ask and answer:Where does XX work?He/She works in (on) a.......For students: Let the students speak freely in class and create English speaking environment for them.Week 3 Activity 3Objective: Give the students clearly purpose of communication. I would like to give them speaking the purpose of communication, which is as close to daily life as possible. Let my students feel exciting when they can speak English fluently.Prepare: I show them a calendar and a clockInstructions:To make a speech in the class, I let one student ask and the other one answer. Each group must practice like this. Lastly, each group makes a new dialogue and practice it until every group can express it fluently.Procedure: Asking time or date and response.In this activity, firstly, I show them two objects: a calendar and a clock made by paper. I divided students into 8 groups. Then I move the calendar or the clock, they must make a dialogue in time. The quickest group is the winner, the slowest is the loser. They must tell a joke to us when they lagged behind.For example: I move calendar to 10th, May.A: What’s the date today?B: It’s May 10th.In this activity, I want to use objects to show the topic. In most situations, I would like to use my knowledge and understanding of the circumstances to make predictions about what will happen to be said. I used pictures in this part of the speaking lesson with pre-reading question. This will arouse the students’ interest. Then I introduce the main drills and ask the students to read the text. The objects and the questions, what will give the students some hints about what they will read, will help them understand the text by themselves. In this way, the aims of pre-reading activities can be more easily achieved.Also I wanted to teach them some new words. Before I come to the dialogue, they would spend a few minutes in watching the gifts, usually about professions. Some professions are difficult to explain, for example: policeman, soldier, and businessman. However, the students might fell easily to understand these concepts when I taught these words in connection with some pictures concerned.For students: Based on Week 1 and Week 2, the students can speak English freely and create an opportunity for them to communicate without nervous. By means of this approach, students might fell relaxed and excited to do oral English task.Week 4 Activity 4Objective: Let my students practice how to ask and answer questions freely, and how to find some questions to make a new dialogue. How to talk about something with others in real life. Prepare: Before the class, I asked all the students to write diaries and collect some stories and jokes. Of course, I have some stories and jokes already.Instructions: The teacher gave the students a joke and let them make a new dialogue.In this activity; I or one of the groups will give a joke and ask each group to make 4 questions at least. At last, the students must make a new dialogue about the joke or the stories.Procedure: Act as:Firstly, Supply a joke, such as:Do you speak English?I had an amusing experience last year. After I had left a small village in the south of France, I drove on to the next town. In the way, a young man waved to me. I stopped and he asked me for a lift. As soon as he had got into the car, I said good morning to him in French and he replied in the same language. Apart from a few words, I do not know any French at all. Neither of us spoke during the journey. I had nearly reach the town, when the young man suddenly said, very slowly, “Do you speak English?” A nd I soon learnt he was English himself!Secondly, some questions the students asked:a- Whom did the write give a lift to in the south of France last year?b- Did they greet each other in English or in French?c- Does the writer speak any French or not?d- Did they sit in silence, or did they talk with each other?e- What did the young man say at the end of the journey?f- Was he English himself, or was he French?Thirdly, each group can make their own dialogues based on the questions and the answers.For students: I tall some English jokes to lessen students’tension. I would praise them frequently, so they have self-confidence in oral English. My students feel very happy when they can speak English so freely and fluently.5. Data analysisWith an attempt to assess the effectiveness of the solutions mentioned, datas have been collected mainly from two sources: questionnaires and classroom teaching activities which will beanalyzed respectively in this section.Data form questionnaireI used questionnaire in different times in this project to see whether my design could prove my hypothesis. Questionnaire was designed partly on the basis of the preliminary research so that comparisons could be made to see the improvement after the implementation.There were the same three questions used in questionnaires to get students general opinion on learning English. The questions are:Do you think English is hard to learn?Do you think the activities that the teacher designed for you very useful?Do you think learning English is very interesting?By comparing the results of the two questionnaires, I found that there has some improvement to some extent after the implementation. In order to have a clearer view of such a change, I drew a figure for each aspect.Figure 1: comparison of degree of interest.0102030405060Like a lot Like Just so so Dislike Before implementation After implementationFrom the graph, we can see clearly that 48% of the students liked learning English after the implementation. The number of the students who were interested in learning English has increased by11%.Figure 2: comparison of degree of help.If I add up the percentage of the students choosing 4 and 3 together in Questionnaire Two, I may conclude that 85% of the students thought that the activities the teacher gave them were helpful to their English study. From Figure 2 above I found the number of the students who agreed that the activities were helpful increased from 15% to 30%. I also noticed that there were 5% of the students who had negative views on the activities.0102030405060lot just soso less lesset Before implementation After implementationThere was improvement in this aspect. The result showed that using the picture-assisted teaching and well-designed activities can help the students overcome their difficulties in speaking English. Figure 3 above shows the percentage of the students who felt anxious in speaking English decreased from 64% to 25%. And more students felt that it was easier to learn English after the implementation. Before the project implementation only 32% of the students thought they had difficulty in learning English. After the employment of the picture-assisted teaching, about half of the students found that learning English was not as difficult as before.I asked my students to choose the most successful way in helping their English study in these lessons we had in the past three weeks. Figure 4 showed that the students were satisfiedwith the pictures and with the authentic language situation which the teacher given. 0102030405060very hard hard just so so not veryhard Before implementation After implementationFigure 4.Successful help processresult Studied harder.7% Much time to practice.30% Real life situation.69% Teacher taught better.15%6. Project evaluationIn class, I tried to speak briefly and gave more chances to the students for practice. It took me four weeks to implement my project. The hypothesis of my project is that learner’s speaking ability is improved by better-designed work with pictures and cards. The students were asked to do a lot of tasks in English. Sometimes they are so excited that they discussed and talked in a loud voice in Chinese. But as soon as they saw me coming in, they come to the target language immediately. Therefore, I often went around in class and encouraged them while my students were speaking in groups. Generally speaking, the lesson went smoothly following the teaching plan with a little change occasionally. Most of time, the tasks could be finished in class. As we had many things to do in class, the students must pay more attention to what they were asked to do. In such class both the teacher and students’ efficiency got improved. N ow the students are keen to express and to communicate in English. They can communicate freely in class.7. ConclusionAfter a four-week action research, I finished the project. It aimed at enhancing students’ interest in learning English and overcoming their anxiety in practicing speaking through better-designed work with pictures and cards. In order to solve the identified problem, several solutions were implemented. During the research I designed some of the tasks activities. All these were very helpful and useful in class. My students were more active and interested in tasks even though some of the tasks were not easy to do. The atmosphere in class was positive. Now more and more students have accepted the view that being active is the best way to learn a foreign language, which was proved by the data collected from questionnaires.From the results I know from now on I must spend more time on better-designed activities in class, making sure it is useful to improve the students’ creation and to master the word and drills. What I should is to provide a good English communicative environment for students. In class I have many things to do. There are more than forty students to look after. So I must be careful all the time. Make sure my teaching is efficient.Bibliography1.Gu Yueguo .2006actical Project Design, Foreign Language Teaching and Research Press2.Gu Yueguo 20049, English language Teaching Methodology , Foreign Language Teaching andResearch Press3.Junior English for China-Teacher’s Book 2B, People Educ ation Press4.Junior English for China-Students’ Book 2b, People Education PressAppendix A : The Timetable of the ProjectStage Week Calendar dates TasksⅠ 1 Sep.10-18 Identify a problemⅡ2-3 Sep.20-25 Analyse the problem using scientific methods of investigation●analysing the teaching situation●analysing the teaching objectives/teacher’s Roles/tasks/ type/ students’ roles, etc.●analysing the possible cause of the identified problemⅢ4-5 Otc.2- Otc.15 Design a Problem—Solving Project●formulating the project objectives and hypothesis●.making a lesson plan●.preparing materials and resources needed ●proposing date collection method: teaching journal /questionnaire survey /interviews/video taping etc .Ⅳ6-9 Otc.16- Otc..25 Implement the project●report of the classroom implementation of the lesson plan●report of the data collectionⅤ10 Nov.16--22 Evaluate the Project against a checklist●critical comment on my own teaching by checking my subjective comments against the collected data●suggestions for future teachingⅥNov..23—Dec.10 Write the project reportAppendix B: Questionnaire on Oral EnglishDear students,I know you’re very busy with your study, but could you spare me 15 to 20 minutes by answering this questionnaire? Your help will improve my teaching of writing and my better performance will in turn help you write your English writing .Please hand in your questionnaire as soon as possible, please ticket the box next to the answer expresses your opinion.1 Are you interested in English? □Yes □No2 Is it difficult for you to write oral English? □Yes □No3 Do you think the teacher’s explanation is clearly enough? □Yes □No4 Can you understand what your teacher says in class? □Yes □No5 how would you like your teacher to teach speaking?□just give a title□speaking some models□the teacher read ,the students speak□giving explanations□providing some useful expressions□the students correct their errors each other.6 Are there so many new words in speaking? □Yes □No7 Is learning English boring? □Yes □No8 Is English important for your future? □Yes □NoOptionalPlease provide the following information:Class:__________________Age:__________________Sex:_________________Thank you for your cooperation!。