初中英语合作复习探究 100页

碩士学位办文初中英语合作复习探究学科专业学科教学(英语)学位类别口科学学位专业学位研究生姓名曹利红导师姓名、职称賡光蓉教授论文编号湖南师范大学学位评定委员会办公室二〇一二年十二月\n分类号密级学校代码学号初中英语合作复习探究研究生姓名曹利红指导教师姓名、职称廖光蓉教授学科专业学科教学(英语)研究方向英语湖南师范大学学位评定委员会办公室\nAStudyonCooperativeRevisioninJuniorEnglishTeachingAThesisSubmittedtoForeignStudiesCollegeOfHunanNormalUniversityInPartialFulfillmentoftheRequirementsForTheDegreeofMasterofArtsintheSubjectofEnglishTeachingMethodologyByCaoLihongUndertheSupervisionofProfessorLiaoGuangrongChangsha,HunanDecember,2012\nAbstractThecooperativeawarenessplaysanimportantroleinhuman'shealthylifestyleandlearningtocooperativeisrequired.RevisionisimportantinEnglishteaching.However,inreality,duetovariousreasons,suchasclassroomteaching,thepressureoftheEntranceExaminationoftheSeniorSchool,manyteachersfocusontheexplanationandteachingofknowledgeaboutgrammarandvocabularywhileneglectingtheimportanceofthestudentsandthetrainingofstudents'integrativeskills.Asaresult,bothEnglishteachersandstudentshavedevotedalotoftimeandenergytorevisingEnglish,theeffectivenessofrevisionisnotsatisfactoryenough.DirectedbytheoriesofConstructivismandHumanismtheauthorcarriedoutaone-yearstudyonEnglishcooperativerevision.StudentsinClass205,207junior3whocamefromZhuzhouNo.15JuniorSchoolwereinvolvedintheexperimentassubjects.StudentsinClass205(ExperimentalClass)wereacceptedEnglishcooperativerevision.StudentsinClass207(ControlledClass)wereinstructedintraditionalteachingmethodsinEnglishrevisionclasses.Anyway,tomakethestudymorerepresentativeandaccuratestudentsinboththeExperimentalClassandtheControlledClassweregiventhesameteachingperiods,teaching\nscheduleandthesameteacher.Duringtheexperiment,twotests(pre-testandpost-test)wereorganizedinbothExperimentalClassandControlledClass,whosedatawascollectedandanalyzedbyExcel.Throughthepost-test,theauthorfindsthattherearenosignificantdifferencesbetweentheExperimentalClassandtheControlledClassintermoftheirentrancelevelinEnglish.However,inthepost-test,thedifferencesbetweentheExperimentalClassandtheControlledClassareveryclear.TheaverageoftheExperimentalclassishigherthanthatoftheControlledClass.The1stquestionnaireshowsthetraditionalrevisionhasmanyproblems.Forexample,theatmosphereisboringanddull,theobjectivesofrevisionarenotclear,thestudentsaren'tactiveinclass,therelationshipbetweentheteacherandthestudentsisn'tharmoniousenough.It'sshowninthe2ndquestionnairethatthestudentsthinktheseproblemsmentionedabovehaveimprovedandEnglishCooperativeRevisionismoreeffective.Twoquestionnaireswerealsogiventoallparticipantsbeforeandaftertheexperiment.Inaddition,theauthorhadaface-to-faceinterviewwithseveralstudentsfromExperimentalClasstoknowabouttheirattitudestowardsEnglishcooperativerevisionatjuniorschool.TheexperimentalresultsshowthatEnglishcooperativerevisionhasstimulatedstudents'interestinEnglishrevision,improvedthestudents'achievements,createdagoodenvironmentforthestudentsandshortened\nthedistancebetweentheweakstudentsandstrongones.Itishopedthatthestudywillbeofgreathelptotheteacherswhohaveconductedthecooperativelearning,aswellasencouragemoreteacherstoapplyEnglishcooperativerevisioninclassinordertoimprovethestudents'abilityofautonomousandcooperativelearning,andtheirEnglishliteracy,andhelpthemhaveanall-arounddevelopment.Keywords:JuniorEnglishTeaching;CooperativeLearning;CooperativeRevision\n摘要合作意识在我们人类的生活中发挥着重要的作用,复习在英语的教学地位重要。然而,在我们教学中,尤其是在复习英语时,因为班级授课制、班额大、升学压力等各个方面的原因,让很多老师只是关注对语法和词汇知识的讲解和传授,而忽视了学生主体地位和语言综合能力的培养。结果造成英语教师和学生都花了大量的时间和精力去复习英语,然而,复习的效果仍然是不能令人满意的。在建构主义和人本主义理论的指导下,作者对合作复习英语进行了为期一年的实验研究。来自株洲市第十五中学初三、班的个学生参与了实验。在保证对照班和实验班的学生有着相同的教学时数,教学进度并且授课教师为同一个老师的情况下,实验班班的学生接受了初中英语合作学习的教学；而对照班班的学生,在英语复习课上,依然釆用传统的教学方法。在实验过程中,在实验班和对照班都进行了两次测试(试验前测和实验后测,作者对其数据进行了收集和分析。实验前测,发现两个班的学生学习成绩并无明显差异,而实验后测发现,两个班的学生成绩差异明显。并且对实验班的对象在实验之前、实验之后进行了问卷调查。实验前的问卷调查表明学生对于传统的复习还是存在很多问题,比如课堂氛围枯燥无趣,复习目标不够清晰,课堂上学生表现不积极,师生关系不够和谐等,实验后问卷调查显示学生不仅表示以上问题有明显改善而且认为英语合作复习是更有效的。此外,作者还面对面采访几名实验班的学生,了解他们对初中英语合作复习的态度。\n实验结果表明,初中英语合作复习不仅整体提高了初中学生英语成绩；而且激发了学生学习英语的兴趣,为师生创造了更好的课堂氛围；还缩短了优生和差生的差距。笔者期望本研究对于在教学中使用合作学习的教师们有一定的指导作用,并促使更多的教师将合作复习运用到教学实践中,培养学生自主、合作学习的能力,从而提高学生英语素养,促使学生得到全面的发展。关键词：初中英语；合作学习,复习\nContentsAbstractm^Introduction0.1BackgroundandSignificanceoftheStudy.....0.2ObjectivesandContentsoftheStudy0.3StructureoftheThesisChapterOneLiteratureReview1.1DefinitionofCooperativeLearning1.2RelatedResearchesatHome1.3RelatedResearchesAbroadChapterTwoTheoreticalFoundations2.1Constructivism2.2HumanismChapterThreeResearchDesignandMethodology3.1ResearchHypotheses3.2SubjectsandMaterials3.3Instruments3.3.1Questionnaires3.3.2Pre-testpapers\n3.3.3Post-testpapers243.3.4Face-to-faceInterview253.4TheResearchProcedures25ChapterFourTheApplicationofCooperativeRevisioninJuniorEnglishTeaching274.1GroupBuilding274.2GroupTraining284.3ProceduresofEnglishCooperativeRevision294.4SomeSamplesofEnglishCooperativeRevision314.4.1SampleOne:UnitRevision314.4.2SampleTwo:VocabularyRevision334.4.3SampleThree:GrammarRevision354.4.4SampleFour:ReadingRevision394.4.5SampleFive:WritingRevision404.4.6Asample:ExaminationPaperEvaluation43ChapterFiveResultsandDiscussion475.1ResultsandDiscussionoftheDatafromPre-testandPost-test...475.2ResultsandDiscussionoftheDatafromQuestionnaires505.3ResultsandDiscussionoftheDatafromFace-to-faceInterviews55Conclusion59Bibliography63Appendix167\nAppendixII69AppendixIII---Pre-test71AppendixIV——湖南师范大学学位论文原创性声明湖南师范大学学位论文版权使用授权书\nAStudyonCooperativeRevisioninJuniorEnglishTeachingIntroductionInthispart,theauthorintroducesthebackgroundandsignificanceofthestudy,theobjectivesandcontentsofthestudy,structuresofthethesis.0.1BackgroundandSignificanceoftheStudyWiththedevelopmentofsociety,socialandeconomicactivitiesaregettingmoreandmoreglobalanddiverse.Thecooperativeawarenesswillplayanimportantroleinhuman'shealthylifestyleinthefuture.Itwillbecomeoneofbasicqualitiesoftalentsin21stcentury.The1996UNESCO"EducationContainsWealthy"clearlystatesthatthefourpillarsofeducationarelearningtoknow,learningtodo,learningtolivetogetherandlearningtosurvive.Theteachingcontenthaschangedfromthelearningofknowledgeintotheperfectionofpersonality.Asateacher,howshouldwedointheteachingtomeettherequirementsofthetimes?Fromthereality,wefindthatthephysicalandmentaldevelopmentofthestudentswhohavegoodsubjectknowledgeandhighlivingskillswillbebeterbecausetheynotonlyhavemoreself-control,multipleviews,butalsohavetheabilitiesoffacingproblemsandsolvingproblemsactively.It'stheirgoodcommunicationcompetence,wonderfulexpressionabilities,andoutstandingteamwork,excellentI\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingruralareashavequitecorrectattitudetowardsstudy,buttheyarelackofstrongstudyingconsciousness.Duetovariousreasons,thenumberofclassesisverylargeandclassroomteachingisstillthemainformofEnglishteaching.Thiskindofteachingmodeoftenmakesstudentspolarizationinlearning.ManystudentslosetheirinterestandconfidenceinEnglishlearning.Inclass,teachersfocusontheexplanationandteachingofknowledgeaboutgrammarandvocabularywhileneglectingtotrainstudents'languageabilityandenablingstudentstobecomethepassivereceiverofknowledge.Meanwhile,thiskindofteachingmodeissosingleandinflexiblethatit'snotgoodforteacherstoorganizedifferentkindsofauthenticlanguageteachingactivities.Asforclassroomteachingrhythmandcapacity,it'simpossibleforteacherstotakegoodcareofeachstudent'spersonalityandability,soitmakespartofthestudentsgiveupEnglishandevenhavedesperateideas.Duringtherevision,teachersareneglectingthedifferencesofindividualpersonalityandabilitywhiledesigningtheirteachingandarrangingofwork.Asaresult,fortheexcellentstudents,revisioncan'tstimulatetheircuriosityorinterest,butforthosepoorones,theygraduallybecometheforgottencomersandvulnerablegroups.Aviciousspiralseriouslyaffectsstudents'acquisitionofknowledgeandabilitytraining.Inthiscase,duringtheprocessofEnglishteaching,anewrevisionmodewhichnotonlycanfaceallthestudentsstimulatestudents'interest3\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingexploringandcooperating,andcanhelpstudentstoleamEnglishmoreactivelyandindividuallyundertheteacher'sguidance.Thepresentstudyisofgreatsignificanceforthefollowingtworeasons:Oneisinthefieldoftheory,thetheoryofcooperativelearninghasgainedmoreattentionthanitusedtobe.Butit'struethatthestudyismainlyaboutdiscussingthetypesofcooperativelearning,andproblemsandstrategiesofit.There'salmostnothingabouthowtousethecooperativelearningatjuniorschoolEnglishrevisionbasedonthenewcurriculum.Theotherisinthefieldofpractice,cooperativelearningisnotonlybeneficialtocultivatethestudents'spiritofcooperationandbuildactiveandhealthymentality,butconducivetoimprovestudents'learningabilityandoptimizeourteachingprocess,tomakeourteachingmoreeffectivelyandenhancestudents'Englishliteracy.UsingcooperativelearningtodesignEnglishrevisionofjuniorschoolstudentshasbecomethecontentofthestudy.HowtomakefulluseoftheadvantagesofcooperativelearningintheEnglishrevision,tosolvethedisadvantagesofEnglishtraditionalrevisionandfinallyconstructanewEnglishrevisionmodewhichcanstimulatestudents'interestandimprovetheirEnglishliteracyhasbecometheproblemtobesolved.5\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingstudents,tograspthedepthandbreadthoftheteaching,tohandleflexiblythematerialsoftheteaching,topayattentiontothecollectionofthelanguagematerialwhichthestudentslovetoseeandhear,tofindagoodEnglishrevisionentrance,toteachstudentsinaccordancewiththeiraptitude,tomaketherevisionofjuniorschoolEnglishmaximized,toimprovethecultivationofstudents'autonomousandcooperativelearningability,soastoimprovethejuniormiddleschoolstudents'Englishliteracy!0.3StructureoftheThesisInadditiontointroductionandconclusion,thisthesisconsistsoffivechapters.Inintroduction,thebackground,significanceobjectives,thepresentstudyandthestructureofthethesisareintroduced.Inthefirstchapter,literaturereviewispresented,includingdefinitionofcooperation,definitionofcooperativelearning,andrelatedstudiesoncooperativelearningabroadandathome.Thesecondchapteristodealwiththetheoreticalfoundations,whichconsistofhumanismandconstructivism.Thethirdchapterpresentsanoverallintroductionofthestudyfromtheperspectivesofhypotheses,theparticipantsandmaterialresearchinstruments,aswellastheresearchprocedures.7\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingChapterOneLiteratureReviewTherearethreesectionsinthischapter.Thefirstsectionstatesdefinitionofcooperation.Inthesecondsection,theresearchofcooperativelearningathomeisoffered.Thethirdsectionreviewsrelatedstudiesoncooperativelearningabroad.1.1DefinitionofCooperativeLearningAlthoughalotofresearchhasbeenmadeaboutcooperativelearning,anddifferentdefinitionscameout.Actually,atpresent,thereisstillnotanaccuratedefinition.Somescholars,researchersatbothabroadandhomegavedefinitionsofcooperativelearning.Sometypicalrepresentativesarelistedhere.AccordingtoKagan&01sen(1992)definedcooperativelearningas"grouplearningactivitiesinwhichthelearningisbasedonthesociallystructuredexchangeofinformationamongthelearners".Cooperativelearningreferstotheinstructionaluseofsmallgroupsinwhichlearnersworktogethertoaccomplishmeaningfulschooltasks.(Kargan,1994;Slavin1995).Intheiropinions,cooperativelearningisaninstructionalmethodinwhichstudentsofallperformancelevelsworktogetherinsmallgroupstowardsagroupwork.9\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingcountries,manypeopleinChinathinkit'sanewly-bomsubject.Infact,theconceptofcooperativelearninghasbeendiscussedforover2000yearsinChina.About2000yearsago,Confuciusstated;"Amongthreepeopletheremustbeateacherofmine"."Studyingbyyourselfmakesyouignorant",famousproverbsfromamasterpieceofclassicaleducationcalledxueji,whichshowthatcooperativeawarenessisnotanewthingatallandexitsforalongtime.Andlearnersareencouragedtoexchangelearningexperiencesanddiscusswitheachotherduringthelearningprocesstomakelearningmoreefficientlyaccordingtotheproverbs.Sofar,manyresearchershavedonealotofresearchtoimprovethestudyofcooperativelearning.First,thiskindofresearchwascarriedoutinZhejiang,ProfessorsinZhejiangUniversityexploredthetheorythat'srelatedtothisfieldandmadeasummaryofcharacteristicsofgrouplearning.Next,in1990s,inShangdong,astudy"ResearchandExperimentofCooperativelearningwasstartedEducationandScienceInstituteandsupportedbymanyexperts.ButitwasuntiltheNewNationalCurriculumStandardswaslaunchedthat,professionsintheeducationalfieldsstartedtolayimportanceonit.InthethirdpartofEnglishCurriculum,"Injuniorschools,teachersshouldguidestudentstobewillingtocooperatewithothersanddevelopahealthyandharmoniouscharacter",cooperativelearninghasbeenaveryhottopic.ResearchintocooperativelearninginChinaintothecenturyisrelativelymature11\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachinglearningwhichwepayattentiontooriginatedintheUnitedStatesin1970s,andduring1980s,cooperativelearninggainedafundamentaldevelopmentandestablishedagoodtheorysystem.Vermette(1994),anAmericaneducator,hethinkshighlyofcooperativelearning.Cooperativelearningisregardedasthemostimportantandmostsuccessfulteachingreforminrecentyears.Cooperativelearningwasoneofthemostextensivelyresearchedinstructionalmethods(Johnson,Johnson,&Smith1998;Slavin,1995)Recentresearchreportedavarietyofbenefitsfromtheuseofcooperativelearningindifferenteducationalsetting.Overthepast30years,manyscholarsandeducatorshavemadegreatcontributionstothedevelopment,atpresentcooperativelearningiswidelyusedinmanycountries,whichincludeUSA,UK,Canada,Germany,Australia,IsraelandJapan.Althoughmuchresearchhasbeendoneindifferentsubjects,butnotspecificallyinEnglishrevisionatjuniorschool,forlackofthiskindofstudy,withthehelpofmysupervisor,theauthorhasgotadesiretowritethisthesis,whichisabouttoestablishanewmodeofEnglishRevisionatjuniorschool.13\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingChapterTwoTheoreticalFoundationsIt'sveryessentialtooffertheoreticalfoundationsonwhichthepresentstudybasedbeforegoingintothepresentationofthestudy.Thereareavarietyoftheoriesrelatedtocooperativelearning,suchascognitiveperspective,secondlanguageacquisition,psychologyandothersocialscience.Inthischapter,theauthorwillonlyelaborateontwotheoreticalperspectives:constructivismandhumanism.2.1ConstructivismAsalearningconcept,constructivismaroseinthe1980swiththreerepresentativesPiaget,BrunerandAusubel.AndconstructivismmainlyarisesoutofPiaget'sdevelopmentpsychologyandGeorgeKelly'spersonalconstructtheory.AccordingtoPiaget,childrenareinnatelycuriousandconstantlystrivingtounderstandtheworldaroundthem.Bythiskindofcuriosity,thechildrenwillbemotivatedtoconstructrepresentationsintheirmindabouttheenvironmentthattheyareexperiencing.Constructionistshavetheideathatknowledgeshouldn'tbetaughttostudentsinadvance.Constructionistsabandontheideastudentsacceptknowledgepassivelyandadvocatethatstudentsarethesubjectofteachingandshouldbeactivelyinvolvedintheprocessoflearning.So15\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingregardedasthebasicthrustofthehumanisticlearningtheory.(1)Learningisameaningfulpsychologicalprocess,notthesumofmechanicalstimulusandresponse.Rogersbelievesthatinordertounderstandaperson,toinvestigatealearningprocess,andonlyknowingabouttheoutsidesceneorexternalstimulationisnotenough,itismoreimportanttounderstandthelearners'interpretationorviewsoftheoutsideworld,scenarioorstimulus.(2)Learningisplayingpotentialityofthelearners.Rogersbelievesthathumanbeingshaveanaturaltendencyoflearningandinherentpotentiality;itisaspontaneous,purposefulselectedprocess.Thetaskofteachingtaskisthecreationofsituationwhichisconducivetostudents'innerpotentialtoplayfully.Heemphasizesstudent-centerandthetaskoftheteacheristohelpstudentsunderstandthechangeofenvironmentandthemselvesbetter.(3)Learningcontentshouldbevaluableknowledgeorexperiencetothelearners.Hebelievesthatonlywhenstudentsunderstandtheusefulnessofthelearningcontentcorrectly,learningwillbecomethebest,mosteffectivelearning.Teachersmustrespectstudents'interestsandhobbies,andcaterforthestudents'needsofself-fulfillment.(4)Learningismasteringthelearningmethod.Hesaysthatonlythosewhohavelearnedhowtolearnandhowto17\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingInhumanisticpsychologists'opinion,morefreedomshouldbegiventothestudents.Atthesametime,largespaceandlearningenvironmentwithmoreresourcesshouldbegiventohelpthestudentsseekknowledge.Generallyspeaking,thefollowingprinciplesareconsideredimportant:1)thedevelopmentofhumanvalues;2)sensitivitytohumanfeelingsandemotions;3)activestudentinvolvementinlearning.Humanisticpsychologyprovidestheoreticalsupportfortheapplicationofcooperativelearning.Cooperativelearningcanmeetthedemandsofhumanism,whichemphasizescultivationofthestudents'capabilities,thespiritofteamwork,andtheinvolvementofthestudents.ThesetwotheoriesgiveagoodtheoreticalfoundationtocarryoutthecooperativerevisioninjuniorEnglishteaching.19\n教硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingChapterThreeResearchDesignandMethodologyThischapterpresentsanoverallintroductionofthestudyfromtheperspectivesofhypotheses,theparticipantsandmaterialresearchinstruments,aswellastheresearchprocedures.3.1ResearchHypothesesTheexperiment,whichfocusesontheroleandinfluenceofcooperativelearning,wascarriedoutamongthestudentsinNO.15JuniorSchool.ItusesgroupactivitiesinEnglishrevisionclassinordertoprovetheeffectivenessofcooperativelearningandtrytofindoutproblemsthatmayobstacletoconductingcooperativelearning.Sotheauthorputthefollowinghypotheses.a)Willallthestudentsintheexperimentalclassimprovetheirgradesfasterthanthoseinthecontrolledclass,andwilltheirinterpersonalskillbegreatlyimproved?b)Willallstudents'interestinlearningEnglish,especiallyinrevisionbestimulatedandenhanced,makingEnglishrevisionbecomeaneffectiveandenjoyableprocess?21\n教育硕士学位论文,\nAStudyonCooperativeRevisioninJuniorEnglishTeachingteacher-centeredpatterwhilegivingrevisionclasses.Inthisclass,theteacherisanevaluatorandafacilitator.ThetextbookusedintheexperimentisStudents'Book5ofGoforitpublishedbythePeople'sEducationPress.Thistextbookadoptsthetask-basedlanguageteachingmodel,whichintegratestopic,communicativefunctionsandlanguagestructuresandformsagraduallearningprocess.ThetextbookmeetsthedemandsofNewEnglishCurriculumStandards.3.3InstrumentsInordertomaketheresearchmorepersuasiveandmeaningful,severaltechniquessuchastest,questionnaire,face-to-faceinterviewandclassroomobservationareusedtocollectthedata.3.3.1QuestionnairesBeforetheexperiment,theauthordesignedonequestionnaire(SeeAppendixI),whichareaimedatknowingthestudents'attitudestoEnglishlearningandEnglishcompetence.Inthefirstquestionnaire,questionsaremainlyaboutthestudents'EnglishlevelatpresentandtheirattitudestowardstheEnglishrevisionclassesandwhattheydidinthepast.Attheendoftheresearch,thelastquestionnaire(SeeAppendixII)isusedtogetsomeinformationaboutthestudents'reactiontoEnglish23\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingforanalysis.3.3.4Face-to-faceInterviewToexplorefurthertheeffectofcooperativelearningonstudents'Englishlearningandthestudents'reactionstothecooperativelearning,theauthorhadface-to-faceinterviews(SeeAppendixV)with10studentsintheexperimentalclasswhocouldrepresentacertaingroupofstudentsthatsharesomesimilaritiesinsomeaspects,suchasEnglishlevelandpersonalities.Tocreatearelaxingenvironmentforstudentstoexpressthemselvesatease,theauthordidn'trecordthecontents,butwriteitdownandthenarranged.3.4TheResearchProceduresThepresentstudynearlylastedforoneyear(fromSeptember,2010toJune,2011).Therearethreestagesduringthewholeresearchasthefollows:a)Preparation.Thefirststagewasalsocalled"preparationstage",whichreferredtothefirsttwoweeksoftheautumnsemester.Theauthorspentoneweekdesigningapre-testandaquestionnaireintwoclasses.Andthesametime,theauthorspentsometimegivingatalkontheimportanceofEnglishcooperativerevisionintheexperimentalclassanddividingthewholeclassinto9differentgroups.Moreover,theauthor25\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingChapterFourTheApplicationofCooperativeRevisioninJuniorEnglishTeaching4.1GroupBuildingCooperativelearningisateachingactivitywhichbasedongrouplearning.Becausethestudentsintheexperimentalclasshaven'tbeentaughtinthisnewmethod,it'sverynecessaryfortheauthortobuildlearninggroupsbeforetheexperimentiscarriedout.Accordingtoaforeignscholar'sresearch,agroupwith4-6personsisthebest.Thiskindofgroupsizecannotonlyensurethebasicnumberthatneedstocompletethetaskbutalsoavoid"diffusionofresponsibilities"inthegroupbecauseoftoomanypersons.Basedonthestudentslearningachievement,gender,characteristics,hobbiesandpersonality,theauthordividedthestudentsintheexperimentalclassinto9learninggroupswhichareheterogeneous.Ineachgroup,therearesixstudents.Theremaybeatopstudent,alowoneand4middleones.Eachinthegrouphashis/herownroleandresponsibilities.Rolescontainedagroupleader,arecorder,areporterandainspector.Thegroupleader'staskistoguidegroupactivitiesandensurethetaskcanbecompletedinduetime.Andtherecorderisresponsibleforrecordinganddealingwitheachmember'sspeechandtheirprocessand27\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeaching1)Alloweachgrouptochooseagoodnamefortheirgroup,whichcanrepresentthespiritofthegroupandhavesomefantasticmeaning.2)Teachthestudentssomebasiccommunicationskills.Inordertobuildaharmoniousatmosphere,somebasicskillsshouldbetaught,suchasgreeting,encouragingothers,praisingothersandhelpingotherswhentheyareintrouble.3)Helpthestudentstobuildthenormsofthegroup.Therearesomecommonnormsthateveryoneshouldobey.Forexample,everymemberofthegroupshouldberesponsibleforgroup'stask.Discussinalowvoice.4)Buildagoodsystemofassessmentinclass.It'sknownthatassessmentplaysanimportantroleofteachingandlearning.Generallyspeaking,threeevaluationmethodsareadoptedinclass:self-assessment,group-assessmentandteacher'sassessment.Thecontentofassessmentincludestheirattitude,skills,abilitiesandrelationshipwithothersandsoon.4.3ProceduresofEnglishCooperativeRevisionAftergrouptraining,it'sverycrucialtomakethestudentsunderstandthebasicproceduresofEnglishcooperativerevision.TheauthorwillconducttheCooperativeLearningasfollows:1)RevisionTaskPresentation29\n教育硕士学位论文一\nAStudyonCooperativeRevisioninJuniorEnglishTeachingstudentscaremore.Thecontentofassessmentincludestheirattitude,skills,abilitiesandrelationshipwithothersandsoon.4.4SomeSamplesofEnglishCooperativeRevisionInthissection,theauthorwillpresentsomesamplesofEnglishcooperativerevisionindifferentkindsofclasses.4.4.1SampleOne:UnitRevisionStep1Pre-classPreparationPre-classpreparationgivesstudentsopportunityforbroadeningthehorizonsandinspiringtheirpotential.Sotheauthorwillgivetheclearrevisiontasktothestudents.Thegroupleaderwhoisinchargeofthewholegroupactivitieshastoinvitehiscrewandsittogether,givingdifferenttaskstothem.EachpersonisaskedtofindoutthekeypointsoftheUnitsuchaskeywords,phrasesandsentencepaterns.Eachpersoninthegroupwillberesponsibleforapartofthewholetask.Buteachindividualactivityisassociatedwiththewholetaskaswellastheentiregroup.Afterthat,theyputtheirworktogetheranddiscussifthesummaryisreasonable,finallyhaveaproduct.Thiskindofpre-preparationissohelpfulthatitcannotonlydevelopthestudents'autonomouslearningability,butalsoenhancethesenseofcollectivehonorandsenseofresponsibility.31\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingStep5DiscussionandAssessmentHavethestudentstodiscusswiththepartnersintheirowngroupsandcorrecttheirmistakes.Cooperativelearningisusedhereinsteadoftheteacher'sdullexplanation,whichisgoodforthestudentstocorrectmistakes,tounderstandtheprogressandshortcomings.Finally,accordingtotheresultsofself-assessmentandgroupassessment,theexcellentgroupwillbeproducedbytheteacher.4.4.2SampleTwo:VocabularyRevisionVocabularyisveryimportantinEnglish.IfwejustgooverEnglishvocabularytogether,manystudents,especiallythosewhoarepooratEnglishcan'tcatchupwiththeteachersatall.Iftheauthordoesso,thosestudentswillloseinterestinEnglish,eventoworse,theywillgiveuplearningEnglish.Here'sasampleofreviewingvocabulary.Step1Pre-classPreparationBeforethestudentshavevocabularyreviewclasses,theauthorwillpresentthetaskinthefollowingways:1)Presentthewordsandphrasesthatthestudentswillgooverinthenextperiod.2)AskthegroupleadertohelpthestudentswhoarebadatEnglishtoreadthewordsandphrases.It'snecessaryforthegroupleadertoinvite33\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingandthegroupsthatdowellbothinthedictationandtheexercises,redflowerswillberewarded.Thestudentsandthegroupsthathavethemostflowersarewinners.Accordingtothefinalresults,theexcellentgroupcanbeeasilyselected.4.4.3SampleThree:GrammarRevisionMostresearchhasagreedthatthereisapositiveroleofinstructionforgrammarlearning.Forexample,HinkelandFotos(2002:10)arguedthatgrammarteaching“\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingforthestudentstoshowtheirlearningresults.Peerexplanation/teachingisconducivetotheunderstandingoftheknowledgeandhelpsthestudentsgrasptheknowledge.Step4GrammaticallySentencesMaking(InClass)Afterthestudentshaveaclearideaaboutthesimplepasttense,someexercisesaredesignedtoconsolidatethegrammar.Askthestudentstomakeasmanysentencesastheycanbyusingthesimplepasttense.Thegroupswhichcanmakethemostsentencesarethewinnersintwominutes.Step5GrammarReading(InClass)Theteacherwillchooseanarticlewhichitservesthetheme—成为)\n教育硕士学位论文写喜欢)\nAStudyonCooperativeRevisioninJuniorEnglishTeachingthemarkthateachgrouphave,iteasytofindoutwhichgroupdoagoodjob.4.4.4SampleFour:ReadingRevisionReadingisoneofthescoresoftheEntranceExaminationoftheSeniorSchool,whichisalsoabigchallengethatjuniorstudentshavetoface.Becauseofthecomplexityofreadingactivity,thestudentsaredemandedtohaveagroupdiscussionandcollecttheproblemswhichtheyhave.Ithelpstheteacherandthestudentsfocusonlearningdifficultyandsavetime.Bydoingthis,theefficiencyofteachingwillbeimproved,themutualaidandinterdependenceofthestudentswillbecultivatedandthecooperativespiritofthestudentswillbeenhanced.SteplTime-limitedTrainingThestudentsarerequiredtofinishareadingtestwithintenminutes.ThiskindoftraininghelpsthestudentstoimprovetheirreadingspeedandmakesthemtaketimeoverlargeamountoftheEntranceexaminationoftheSeniorSchool.Step2GroupDiscussionAfterfinishingthereadingtestindividually,thestudentsareaskedtosolvesomesimpleproblemsbyexchangingmutualaidingroups.Step3CollectingProblemsIt'sverycrucialfortheteachertohelpthestudentswiththe39\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingSteplPre-writingFacingatopic,thestudentsfindithardtowriteacomposition.Thereisanoldsaying:Wellbeganishalfdone.Tosolvethisproblem,prewritingisregardedasagoodwaywhichcanmakethestudentsfindtheinformationhiddensomewhereintheirheads.WhenteachingUnit2IusedtobeafraidofthedarkofGoforitinGrade9,\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachinga.Makeagoodtitle;b.Planbeforeyouwrite;c.Makeagoodbeginningandending;d.Avoidmakingspelling,grammaticalmistakes;e.Embellishthearticleproperly,forexampleusingconjunctions,goodstructuresandexpressions,evenidioms.Step5Teachers'CommentsAftertheseconddraftstage,thestudents'worksarehandedtotheteacher.It'stimefortheteachertomarkthestudents'compositions.Inordertoencouragethestudents,commentsmainlyinpraiseformsaregivensuchas:Excellent;Welldone;Ienjoyyourbeautifulhandwriting,etc.Finally,somewonderfulpiecesofcompositionswillbeshowntothewholeclassasgoodexamplesandletthemknowhowgoodtheyare.Andatthesametime,thewritersareencouragedandpraiseddirectly.4.4.6Asample:ExaminationPaperEvaluation.It'sveryeasyforlearnerstoforgettheknowledgewhichtheyonceheardandseen.Buttheyareimpressedtheknowledgewhichtheylearnedbythemselves.Theapplicationofcooperativelearninginexaminationpaperevaluationjustconfirmsthispoint.Activelearningactivities,teamandgroupmutualaid,teachersandstudentssupplementaryevaluation,arebeneficialforimprovingtheteachingefficiency,andgreatly43\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingStep4ShowTime(InClass)Astudentwhoischosenasarepresentativefromeachgroupwillexplainthecontentoftheirgroupinfrontofthewholeclass.It'sashowtimeforthestudentstoshowtheirlearningresults.Peerexplanation/teachingisconducivetotheunderstandingoftheknowledgeandhelpsthestudentsgrasptheknowledge.Step5AssessmentInordertomakethestudentshowthemastertheknowledgeandtheeffectivenessofgroupwork,theteacherandstudentsshouldevaluatetogether.Thiswillbebeneficialtothecomingteamcooperationactivities.45\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingChapterFiveResultsandDiscussionThischapterconsistsofthreekindsofdatafromtheexperiment,whicharepresentedandanalyzed.Theyaretestingscoresinbothpre-testandpost-test,questionnairesandface-to-faceinterviews.5.1ResultsandDiscussionoftheDatafromPre-testandPost-testInordertodeterminewhethertheexperimentalclasswerestatisticallydifferentinEnglishlearningfromthecontrolclassaftertheexperiment,theauthoranalyzedthedatacollectedfromthepre-testandpost-testinboththeexperimentalclassandthecontrolclass.TheresultsarepresentedinTable5-1,andTable5-2.Table5-1Resultsofthepre-testbetweencontrolledclassandexperimentalclassNumbersMinimumMaximumAveragemarkDisparityControlledClass5115.0092.0064.53ExperimentalClass5414.0093.0064.98-0.4S47\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingTable5-4Resultsofthepost-testbetweencontrolledclassandexperimentalclassClassAveragemarkAveragemarkAveragemarkAverageoflisteningofvocabularyofreadingscoreofandgrammarcomprehensionwritingskillsControlled13.5014.7822.4018.80ClassExperimental14.2515.7824.3019.90ClassHowever,inthepost-test,asisexpectedandshowninTable4-3,4-4,thediferencesbetweentheexperimentalclassandthecontrolledclassareveryclear.Theaverageoftheexperimentalclassishigherthanthatofthecontrolledclass.Incontrolledclass,listeningcomprehensionmarksriseby0.96,vocabularyandgrammarscoresincreaseby1.0,readingcomprehensionmarksincreasesby0.05,andwritingskillsmarksincreasesby2.58.Whileinexperimentalclass,listeningcomprehensionmarksriseby1.57,vocabularyandgrammarscoresincreaseby1.88,\n教育硕士学位论文；；；；：\nAStudyonCooperativeRevisioninJuniorEnglishTeachingForthefirstitem,only9.2%studentsthinktheyaretopstudentsintheirclass.Butthereare18.5%studentsthinktheyareweakstudentsinclass.Fortheseconditem,manystudentsthinktheyreviseEnglishbydoingalotofexercisesaftertheteachergivesalectureaboutthegrammar.Even6%studentsthinktheirteacherdoesn'tsayanythinginrevisionclass.Forthethirditem,only3students(5.6%)thinktheatmosphereoftheclassroomisrelaxingandenjoyable.45.6%studentsthinktheatmosphereoftheclassroomisboringanddull.Forthe4''^item,thechancesofcooperationwithothersareverypoor.Sometimesthechancesaregivenonlyinopenclasses.Asforthe5thquestion,howoftendoyoutakepartinteachingactivities?Only11.1%studentsareveryactive.Even16.7%studentsaren'tinvolvedinclass.Question6,whatmakesyounotactiveinclass?51.8%studentsthinktheyarenotactiveenoughbecausetheatmospheremakesthemstressedout.Even9.3%studentsthinktheycan'tbeactivebecausetherelationwiththeteacherisn'tharmonious.The7thitem,whilehavingdifficultiesinlearningEnglish,howdoyoudealwiththem?Only11.1%ofthestudentsdealwiththeirproblemsbydiscussingwiththeirclassmates.37.9%studentschoosetheanswerC,51\n教育硕士学位论文,\nAStudyonCooperativeRevisioninJuniorEnglishTeachingtotheirgrades,interest,andsex.Table5-6ResultsofQuestionnaireTwoitemsThenumbersThenumbersThenumbersThenumbersTotalandproportionandproportionandproportionandproportionStudentsofstudentsofstudentsofstudentswhoofstudentswhonumberwhochooseAwhochooseBchooseCchooseD137；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；；\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeaching5.3ResultsandDiscussionoftheDatafromFace-to-faceInterviewsAccordingtotheresult,nineintenstudentsthoughtitworthwhiletocarryoutthestudyonEnglishcooperativerevisioninclass.TheydolikethiskindwayofreviewingEnglishverymuch.Listedbelowarebasicinformationofeachintervieweeandsomeofthetypicalcommentsfromtheexperimentalclass.Thiscouldbeawindowintothethoughtsofstudentsparticipatingincooperativerevision.“,\n教育硕士学位论文“““”\nAStudyonCooperativeRevisioninJuniorEnglishTeaching“,,\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingConclusionBasedontheresultsanddiscussionoftheexperimentmentionedinChapterFive,theauthorwouldliketofurtherdiscussthemajorfindings,pedagogicalsuggestionsandlimitationsofthestudy.Majorfindingsa)Englishcooperativerevisioncanhelpthestudentsimprovetheirachievement.TheauthorcarriesouttheresearchwithnoextralessonsaddedtotheExperimentalClassandnoimportantitemsinthetextbookteachingcutoff.Throughtestscoreanalysis,questionnaireanalysisandinterview,itcanbefoundthatEnglishcooperativerevisioncanimprovethestudents'achievementbecausethestudentswhoreceivedtheapplicationofcooperativelearninginEnglishclasshavedonebetterinthefinalEnglishtest.IntheExperimentalClass,thestudentsespeciallythestudentswithlowlanguageproficiencycangetmorehelptheirclassmates,theyhavemoreopportunitiesparticipateinlearningprocessanddotheirpartofthegrouptask.SoithelpspromoteEnglishlearningefficiencyatlast.b)Englishcooperativerevisioncanstimulatethestudents'interestinlearningEnglish.ReviewingEnglishcooperativelyhasarousedthestudents'interestand59\n教育硕士学位论文\nAStudyonCooperativeRevisioninJuniorEnglishTeachingdistancebetweenthemcanbeshortened.Pedagogicalsuggestionsa)Payinggreateratentiontotherelationshipbetweenteachersandstudents.Ingeneral,especiallyinteacher-centeredclass,teachersaredesigners,organizers,monitors,facilitatorsandsometimesparticipantsinclassroomactivities,studentsstudypassively.ButifthestudentsareconductedbyEnglishCooperativeRevision,theclimatewillbebetter.Undersuchagoodatmosphere,studentsarealwaysthecenterofteachingactivities.b)EnhancingrevisionstrategiestrainingisanimportanttaskforEnglishteachers.Forjuniorschoolstudents,theirknowledgeaboutrevisionstrategiesisinalowstandard.Hence,teachersshouldprovidestudentswithalargenumberofstrategiesandaskthemtomakedecisionsoftheirownonwhenandhowtheyshouldemploystrategiesandwhatstrategiestheyneedtoimprovetheefficiencyofrevision.Asweallknow,tohelpstudentsbecomeautonomouslearnersisthefinalgoalofteachers.C)Tryingtobeabetterteacher.Professionalcompetenceis"amovingtargetorhorizon,towardswhichprofessionaltravelalltheirprofessionallifebutwhichisneverfinallyattained"(Wallace,1991:58).Ittellsusthatteachersshouldhaveanopenmindtowardsdifferentkindsofideasaboutapproaches,andtrytofindopportunitiestoatendtraining,seminaronlanguageteachingandobserveteaching,andleamtoreflect61\n教育硕士学位论文\nBibliography[1]Cohen,：,,：：,,,\n[9]Slavin,R.E.CooperativeLearning：：单中惠世纪世界基础教育改革政策的展望外国中小学教育,陈琳,王蔷,程晓堂义务教育英语课程标准解读北京：北京师范大学出版集团,中华人民共和国教育部全日制义务教育普通高级中学英语课程标准年版：北京师范大学出版集团,教育部英语课程标准北京：人民教育出版社,教育部基教司英语课程标准解读北京：北京师范大学出版集团,巴洛赫著、曾守锤、吴清华译合作课堂—让学习充满活力卜海：华东师范大学出版社,王坦合作学习一原理与策略北京：学苑出版社,王卓,杨建云合作学习—一种教学策略的研究大连：辽宁师范大学出版社,束定芳、庄智象现代外语教学理论、实践与方法上海：上海外语教学出版社,顾明远合作教育论南宁：广西教育出版社,吴存明追求真实有效的“合作学习”教育实践与研究\n[22]文涛论有效的课堂小组合作学习教育理论与实践王坦、高艳论合作教学的互动观及其启示教育评论马兰掌握学习与合作学习的若干比较比较教育研究王坦合作学习简论中国教育学刊王坦合作学习的理论基础简析课程教材教法王坦合作学习■一种值得借鉴的教学理论普教研究\n66\nAppendixI小组合作复习调查问卷(实验前)亲爱的同学：你好！为了更好地了解我们十五中学的英语教学的现状,使我校的英语教学更有效,特请你参加到此次问卷调查,你的答案对于我们的工作非常重要,因此请你如实回答以下问题(每题只选一个答案)。感谢你的配合。你的英语学习成绩在班级里属于哪一类？()优秀中等不太好很差在以往英语复习课上,教师在组织同学们复习时所采取的主要形式是老师讲解语法为主学生做练习为主老师讲解语法与学生做练习并重老师什么也不讲,让学生自己复习在以往英语复习课时,我认为我们的课堂氛围经常是()沉闷、乏味轻松、愉快严肃、认真紧张、有序在老师的指导下,以往的英语复习课上,同学之间进行合作复习的机会()节节课有偶尔有根本没有只在公开课时有在以往的英语复习课堂中,对于教师组织的各项教学活动,你的参与情况如何？()偶尔参加积极参加从不参加容易走神让我在课堂上表现不积极主动最主要原因是什么？()自己的英语水平太差自己的性格内向害羞课堂的气氛紧张愁闷师生的关系不够和谐在英语学习中,当你遇到困难时,你喜欢以下哪种解决方式？()问老师和同学讨论解决独立思考逃避在英语学习方面,你和其他的同学之间的关系怎样？()竞争关系没有竞争也没有合作互助合作学习敌对关系针对老师布置的学习任务,你喜欢以下哪种方式完成？()完全独完成—般独立完成,但遇到问题会向成绩好的求助和同学一起讨论合作完成向父母求助\n10.你认为通过小组合作复习,比如说课堂讨论,学习的效果会怎样？好—般不好不知道,没试过。在今后英语课上,尤其是复习时,你希望教师偏重那个方面？()以教师讲解语法为主以学生活动为主让学生多做练习无所谓在以往的英语复习课堂上,你是否经常有机会表述自己的观点？经常有机会不经常很少从来没有在英语学习中,你最想提高的是以下那个方面？()听力技能语法及词汇阅读技巧写作技能在以往的英语复习课中,你对本节课所要复习的内容和目标了解情况如何？十分明确部分明确不太明确毫不关心如果在我们班的英语复习时,你希望一般按照怎样进行分组？()按座位分按性别分按学习成绩分综合考虑性别、成绩、兴趣\nAppendixII小组合作复习调查问卷(实验后)亲爱的同学：你好！感谢同学们将近一年来的合作,在学年快结束之际,特设计此问卷,旨在了解同学们对在英语复习课上采用了合作学习方式的英语教学方式的看法。请如实回答,谢谢合作！通过将近一年的学习,在英语复习课上,你认为初中英语合作学习法是否有效？()非常有效比较有效效果一般基本无效通过合作学习,你认为现在你所在的英语复习课堂,教学气氛如何？()活跃了许多依然沉闷乏味轻松、愉快紧张、有序通过这么久的合作学习方式学习英语,你认为在英语学习中适合用这一方式吗？()非常适合比较适合一点也不适合不知道运用“合作学习”这种学习方式來上英语复习课,使你学习的英语信心是否明显增强？()明显增强稍微增强没有增强反而下降在以下英语复习教学活动中,你最喜欢运用合作学习方式的是哪个？复习听力与口语复习词汇及语法复习阅读技能复习写作技能通过这么久的合作复习,你认为自己在哪个方面有很大提高？()听力技能词汇及语法阅读技能写作技能在英语合作复习的时间大约有多长？()少于分钟分钟分钟左右分钟以上在课堂上,合作学习时间你觉得是否充足并能完成预期的学习任务？时间太少,不能完成预期的学习任务,达到预定学习目标时间充足,能完成预期的学习任务,达到预定学习目标时间太多,能完成预期的学习任务,达到预定学习目标,但显得有些拖沓时间紧凑,能完成预期的学习任务,达到预定学习目标你喜欢小组之间进行竞争吗？—般很喜欢不喜欢无所谓在小组活动中,你参加活动的情况如何？拒绝参加,任务能否完成与我无关主动参与,积极完成自己的任务不太积极,将任务留给组员完成被动接受,也能配合小组活动在现在的英语复习课中,你对本节课所要复习的内容和目标了解情况如何？十分明确部分明确不太明确毫不关心\n12.你认为在英语复习过程中,采用“合作复习”与不用“合作学习”有区别吗？没有,反正都是掌握语言知识。有。“合作学习”让学生拥有锻炼机会更多,学习效率更高。有。“合作学习”还不如普通的课堂教学,即单一的师生教学。差不多,只是形式上不同而巳。通过这么久的学习,你认为在英语复习课堂上老师最重要的是什么？传授知识,解决学生遇到的问题想办法集中学生注意力认真听讲调动学生学习的积极性和主动性,加强学法指导精选复习题目,多做针对性练习在英语课合作复习的过程中,每个组员都是否能积极的发表自己的观点？都能小数能完全听某一个人的意见都不能总体来说,你认为这种小组合作复习效果如何？()十分有效比较有效效果不好根本没效\nAppendixIII—株洲市第十五中学初三、班摸底考试英语试题卷听力技能(四节,共个小题,计分)第一节根据所听内容,选择相应的图画。听每段材料前,你将有时间阅读各个小题,每小题秒钟；听完后,各小题将给出秒钟的作答时间。(共个小题,每小题分)義警賴第二节听对话,然后选择正确答案。听每段对话前,你将有时间阅读各个小题,每小题秒钟；听完后,各小题将给出秒钟的作答时间。(共个小题,每小题分)听下面段对话,听完每段对话后回答一个小题。听下面一段对话,回答小题。\n10.WhydidDeliagobackhome?A.Togetherbook.B.ToborrowabookC.Toseeherclassmates.听下面一段对话,回答小题。第二节听短文,然后根据短文内存判断下列句子的止误。(共个小题,每小题分)】第四节根据你所听到的内界,填写下面的表格,每空不超过个单词。(共个小题,每小题分)“,,知识运用(两个部分,共个小题,计分)单项选择从、、二个选项中选择最佳答案填空。(共个小题,每小题分)一————\n29.Ilikesingerscanwritetheirownsongs.A.whichB.whereC.who30.Thetelephonein1876..A.wasinventedB.isinventedC.hasbeeninventedB)完形填空通读下面的短文,掌握其大意,然后从各题所给的、、二个选项中选出一个最佳答案。(共个小题,每小题分)虞鞋匠)““”财富),‘‘”阅读技能(三个部分,共个小题,计分)第一部分阅读大意阅读下面的短文,判断文后的句子是否符合短文内容。符合的写“丁”,不符合的写“”。(共个小题,每小题分),\n43.Whencloudsofwaterfalldown,wegetsnow.44.Cloudsintheskyaredifferentinshape,sizeandcolor.第二部分阅读选抒阅读下面的短文,从每题所给的、、二个选项中,选出最住选项冋答问题或完成句子。(共个小题,每小题分)““商性格景”,”“”“,”“”仍然)\ngoing?”一‘如；組飢空军、爾化’丨漏狐“第三部分阅读答问阅读下面的材料,然后根据材料内容回答问题。(共个小题,每小题分)\nThereTemanyrichpeopleinthispartofthecountrybecausegoldwasoncefoundhere.Mencamefromeverywheretolookforgold.PeterFullertonwasoneofthosewhocametolookforgold.Heboughtthelastpieceoftheground.Hemadebigholesinit,butfoundnothing.Onenight,itbegantorain.Itrainedforthreedays.Whentherainstoppedatlast,““,写作技能(四个部分,计分)第一部分根据所给汉语或英语首字母写出短文中所缺英语单词的正确形式。(共个小题,每小题分)奋勺)特殊的),因为),耍),第一第二部分英汉互译阅读下面的短文,将划线部分的句子译成汉语或英语。(共个小题,每小题分)比尔盖跃)、比尔盖茨岁时就幵始玩计算规)。(美国微软公司)软牛)’比尔盖茨喜爰打高尔夫球和桥牌\n74.第二部分补全对话根据上下文的意思,把下列对话补充完整。(共个小题,每小题分)第四部分作文(计分)假设你叫李华,初中毕业学业考试笔试后,要求参加英语口试,用英语陈述学校生活。请根据图示可增加相应内容完成口试陈述,要求语言流畅,字数左右,短文的开头和结尾已给出,但不计入总词数。、\nAppendixIV—株洲市第十五中学、毕业学业考试模拟试卷英语试卷听力技能(四节,共个小题,计分)第一节根据所听内容,选择相应的图画。听每段材料前,你将有时间阅读各个小题,每小题秒钟；听完后,各小题将给出秒钟的作答时间。(共个小题,每小题分)國圓丨愈遂逢——‘丨,悉,第二节听对话,然后选择正确答案。听每段对话前,你将有时间阅读各个小题,每小题秒钟；听完后,各小题将给出秒钟的作答时间。(共个小题,每小题分)听下面段对话,听完每段对话后回答一个小题。\n8.Whydoesthewomanlikethetalkshow?A.Becauseit'sinteresting.B.Becauseit'sfunny.C.Becauseit'sboring.听下面对话,回答小题。听下面一段对话,回答小题。第三节听短文,然后根据短文内容判断卜列句子的正误。(个小题,每小题分)第四节笔录要点根据你所听到的内容,填写卜面的表格,每空不超过个单词。(共个小题,每小题分)知识运用(两节,共个小题,计分)第一节单项填空从、、三个选项中选择最佳答案填空。(共个小题,每小题分)\n26.Mygrandfatheroftenhaseggandsomenoodlesforbreakfast.A.aB.theC.an27.—？————一第二节完形填空通读下面的短文,掌握其人意,然后从各题所给的、、二个选项中选出一个最住答案。(共个小题,每小题分)假肢,；,“’’\nIII.阅读技能(四卄,计分)第一丨〗阅读判断根据所给短文内容判断下列各句子。与短文内容符合的写(,不符合的写(,短文未涉及的写(。共个小题,每小题分)罵、、,出第一节阅读下面的短文,从每题所给的、、二个选项中,选出最佳选项回答问题或完成句子。(共个小题,计分)莎士比亚)圣经“—”\n46.TheNewYorkPublicLibraryisspecialbecause?A.itisimpossibletogrowgrassthereB.ithasgrass,treesandchairsaroundC.ithasaBible.47.Largeroomscanreallymakereaderssit,thinkandworkinit.A.comfortablyB.unusuallyC.busily48.TheNewYorkPublicLibraryisopennow.A.onweekdaysB.onSaturdaysC.everyeveningBWhenpeoplearedirty,theytakeabathorashower.Animalsdon'thavesoap,buttheycancleanthemselves.Manyanimalswithhair,suchasdogsandcats,keepthemselvescleanbylicking(碌)寄生虫)“标题)—酬“”——\nDWinnie'sSandwichClub"Allyotcancai-$180aperson,SI20forchildrenunder12j’！‘第二节阅读答问阅读下面得材料,然后根据材料内容回答问题。(共小题,每小题分)昏迷)艮写作技能(四节,计分)第一节根据所给汉语或英语首字母写出短文中所缺英语单词的正确形式。共个小题,每小题分)遇见举办标志)表达希望\n(66)greadytowelcomeallthepeopletoShanghai.Theymaycomefromdifferentcountriesandspeakdifferentlanguages.(67)Bdon'tworry,theExpocanhelpallthepeopleunderstandeachother(68)band(69)成为第二英汉互畢阅读卜面的短文,将划线部分的句译成汉语或英语。(共个小题,每小题分)“我需要钱天玩具。“,”,“”“我没有时间玩耍。”“,”,”“第二补全对话根据上下文的意思,把卜列对话补充完整。(共个小题,每小题分)？？：？？第四作文(计分)请你以“”为题,巧一篇字左厶的演讲稿,说说你的梦想；谈谈你将如何实现。文章开头和结尾己给出,不计入字数。\n注意：文中不得出现任何透漏考生真实身份的信息。\nAppendixV—\nAcknowledgmentsAfterhavingbeenworkedover12years,Icomebacktoschool-HunanNormalUniversitytolearn.Havingthethirstyforknowledge,thedesiretothefamousschool,andthelovetotheteachersinForeignStudiesCollege,Icherishthisrawopportunitytolearn.However,howquicklytimeflies,3yearsofstudyisover.I'llneverforgetmyschoollifehere,especiallythethickacademicatmosphereoftheuniversity,thehardworkoftheteachers,thetruefriendshipofclassmates.Thinkingaboutthese,I'mmoregrateful.Firstofall,Iwouldliketoexpressmysincerethankstothoseteacherswhogavemelecturesbecausetheirwonderfulteachingstyleandcharmingpersonalitymakemelong-lifebenefit.AndIalsowouldliketoexpressmythankstothoseteacherswhogavemeadviceandencouragementintheprocessoftheopeningreport,andthemedium-terminspection.Theirscientificresearchabilityandnobledemeanormakemeimpressed.Withthehelpoftheseexcellentteachers,Ihavelaidasolidfoundationwhichcanhelpmecompletethisthesissuccessfully.Secondly,IwouldliketoexpressmydeeprespectandsincerethankstomysupervisorLiaoGuangrong,whoinstructsmehowtochoosethetitle,howtosearchdataeffectively,andhowtoadjustthestructureofthe87\nthesis.Itishisintellectualsuggestionsandstrictrequirementsthathelpmecompletethisthesissuccessfully.Withouthissupportandpatience,itwouldhavebeenimpossibleformetoaccomplishtheresearch.What'smore,herextensiveknowledge,rigorousacademicattitude,andcharmingpersonalityhavesetmeanexampleofhowtodoresearchworkaswellashowtobeagoodteacher.IamalsogratefultoallclassmateswithwhomIhadanenjoyabletimewhenIstudiedinHunanNormalUniversity.Itistheirsincere,passionate,unselfishhelpthatmakemyschoollifehappyandfull.Besides,Iwouldliketosaythankstomylovelystudents,whohaveparticipatedintheexperimentformyresearchproject;andmywarm-heartedcolleaguesfortheirunselfishsupport.Finally,myunboundedgratitudegoestomyparentsandmyhusband,whohavesharedwithmemyfrustrations,worriesandhopefullyultimatehappiness.Inaword,Iwouldliketoexpressmydeepgratitudeandgreatappreciationtothosewhohaveofferedmegreathelpintheprocessofwritingthisthesisfortheircontributions.88\n湖南师范大学学位论文原创性声明本人郑重声明：所呈交的学位论文,是本人在导师的指导下,独立进行研究工作所取得的成果。除文中已经注明引用的内容外,本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体,均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。学位论文作者签名年入月丨湖南师范大学学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定,同意学校保留并向国家有关部门或机构送交论文的复印件和电子版,允许论文被查阅和借阅。本人授权湖南师范大学可以将本学位论文的全部或部分内容编入有关数据库进行检索,可以釆用印影、缩印或扫描等复制手段保存和汇编学位论文。本学位论文属于、保密口,在年解密后适用本授权书。、不保密分。请在以上相应方框内打““作者签名利红曰期：年月令日导师签名,曰期⑶涞曰