该部分清楚地展示了简笔画的使用。 8.2 Use brief drawings to teach vocabulary
For the students of the first year, the biggest problem is vocabulary. Teaching vocabulary with brief drawings can motivate students and make them learn English with interest.
对每一项的操作都做理论的论证。
8.2.1 Use brief drawings to present vocabulary
Example 1: When teaching “ mouse” and “elephant”, I drew on the blackboard the outline of the two animals like the following
Then I pointed to the drawings and asked
them what they are. In this way, I presented “mouse” and “elephant”, without drawing upon English explanation or Chinese translation. And this helps students acquire the vocabulary learning strategy of imaging.
Example 2:
For words like “fat” and “thin”, it is also very convenient to use sketches. First, I asked the students to draw in their paper the images of a fat man and a thin man. Then I selected one of the best drawings from the students to present on the
blackboard. Then we talked fat thin
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about the images of the two men. The student said that in the word “fat” is the letter “a”,
which like a man with big belly, while there is the letter “i” in the middle of the word “thin”, which looks like a slim person.
The wonderful idea of this student attracted others greatly. All the students smiled and memorized the words in a relaxed atmosphere.
这里研究同样展示了研究中所采用的具体的例子，并且对操作过程进行了简要的描述。
8.2.2 Use brief drawings in vocabulary revision
To revise the words about colors, a game was designed with brief drawings. In class, the students were divided into 2 groups, a boy group and a girl group, each group telling the teacher the things they want. The students were asked first to draw what they want in colors and then present them to the class. One of them was asked to report according to the pictures like the following:
I like a red apple / a yellow pear / a white egg / a brown cake / a green ruler / a blue book / a black pen / an orange pencil-box … 能根据图片设计活动。活动中能注意学生合作意识的培养，学生动手能力的培养，符合学生的年龄特点，有利于激发学生的参与意识，从而培养学生的学习动机。
8.2.3 Use brief drawings to help
distinguish concepts
Students in the junior middle school often confuse meanings of some words，for example prepositions of place. With the brief drawings, the meaning will be easy to express.
对操作进行必要的论证。
Example 1: When prepositions “in”, “on”, “under” and “by” were taught, brief drawings were applied. The following drawing clearly demonstrated the concept of each preposition.
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Example 2: For another example, the students tend to be confused about “in front of “ and “in the front of”. So in classroom instruction, I used brief drawings to demonstrate their
differences.
From the drawings the students found that the boy is in front of the car. That is very
danger, so the driver, who is
in the front of the car, is
criticizing him. The differences between the two phrases are clearly demonstrated.
Example 3: Chinese students usually feel puzzled about “on”, “over” and “above”. In classroom instruction, I first drew three pictures on the blackboard. Then asked the students to observe the three pictures and find what are the differences. Then I gave them three sentences without preposition and asked them to complete the blanket with the words “on”, “over” and “above”.
There is a bridge ( ) the river. (over) There is a cup ( ) the desk. (on)
There is a bird ( ) the house. (above)
When the students had finished, I asked a student who did correctly to tell the class why he filled in the answers. The student explained his thinking: “The bridge is over the river, because the
bridge is over the water; the cup is on the desk and the cup touches the desk; the bird is flying over the house but not stop on it, so the bird is above the house.”
活动的设计能够针对学生学习的难点和重点，并且能注意调动学生，让学生自己说出为什么填某个介词，有利于调动学生。
8.3 Use brief drawings to teach sentence patterns
English is full of sentence patterns. If the students only look at the book and read the sentences after the teacher, which is what I used to do, they can hardly be motivated and the structures will be difficult to master. When the brief drawings were applied in sentence-patterns instruction, the situation was changed.
Example: When teaching the JEFC Book 1 L21, I adopted the brief –drawing approach to
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explain the new sentence patterns.
First several brief drawings were drawn on the blackboard.
Then the students listened while looking at the drawings. “Who is this?” “He?s Li Lei.” “How old is he?” “He is twelve.”
After listening for several times, the students were invited to speak aloud themselves according to the drawings. All the students could concentrate their attention in class and everyone spoke boldly. Within only several minutes, all the students were able to utter these sentence partners, including the worst students.
能对使用简笔画后学生的反应进行描述，这是十分必要的。视觉是对难满足的一种感官，因此，利用简笔画有利于激发学生的学习热情。
8.4 Use brief drawings to teach dialogues
Almost every unit of the JEFC Book 1 has a dialog, and every dialog is designed in a small scene. Integrating the dialog with the brief drawings will produce a wonderful effect.
Example: During the research, when teaching L46, I designed 4 brief drawings, each of which includes relevant information. Looking at these drawings, the students could easily associate the contents of the dialogue and make dialogues freely.
9. Data Analysis
In order to assess the effectiveness of the above-mentioned solutions, data were gathered
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mainly from two sources: two questionnaires and two tests at different times, which will be analyzed respectively in this section.
9.1 Data from the questionnaire
Two questionnaires were issued in this research, one at the beginning of the project, the other at the finish of the project. Questionnaire II was designed partly based on questionnaire I so that comparisons could be made to see the improvement after the implementation.
因为有两个调查问卷，有必要对每个问卷的情况做一简单的说明。对于问题数据的分析，可以采取逐个问题分析的方式。如果问题很多，也可以分类综合。
9.1.1 Question 1: The attitude towards the English lesson.
In both questionnaires, the students were requested to answer questions concerning their interest in English lessons. It is found that 15% of them were afraid of English before the implementation of the research, while only 3% of them had the same idea after it. From Table 1, we can see more clearly that the students? feeling changed after the application of the new designed learning procedures.
Table 1----comparison of students? interest in learning English （要置于表格上面） Degree of interest Like a lot like Like a little Not like Before the research 5% 44% 35% 15% After the research 26% 63% 7% 3%
Figure 1---- comparison of students? interest in learning English
80`@ %06%5cD5%7#15%3Kefore theresearchafter the research
Note: 1= like a lot 2= like 3= like a little 4= not like
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