小學(xué)英語(yǔ)教學(xué)情況調(diào)查報(bào)告.doc

清華大學(xué)英語(yǔ)系測(cè)試：為中小學(xué)生英語(yǔ)量身定做.官方網(wǎng)站：/ 清華大學(xué)英語(yǔ)教授50年研究成果小學(xué)英語(yǔ)教學(xué)情況調(diào)查報(bào)告根據(jù)平時(shí)的調(diào)查交流和此次聽課觀察，目前小學(xué)英語(yǔ)教學(xué)現(xiàn)狀正處于教師先天不足，后天營(yíng)養(yǎng)不良，教學(xué)管理滯后，英語(yǔ)教學(xué)非正規(guī)性，隨意化的局面，集中體現(xiàn)在教學(xué)管理，教師素質(zhì)，課堂教學(xué)三個(gè)方面的問(wèn)題：一， 管理問(wèn)題:1. 教學(xué)管理規(guī)范松散,隨意性強(qiáng),領(lǐng)導(dǎo)不重視，具體表現(xiàn)在如下幾個(gè)方面a. 課時(shí)不夠 ，按教育部規(guī)定小學(xué)英語(yǔ)應(yīng)開設(shè)每?jī)烧n時(shí)四十分鐘加四個(gè)短課時(shí)十五分鐘,或每周3節(jié)大課時(shí)外加早讀,目前多數(shù)學(xué)校全部上每周兩節(jié)課時(shí),無(wú)早讀b. 無(wú)考試,無(wú)要求,無(wú)檢查,個(gè)別學(xué)校沒有完成教材任務(wù)!(除直屬?gòu)S礦)c. 有任意占課,挪課,不上課現(xiàn)象,尤其期末測(cè)試時(shí)隨意停課現(xiàn)象嚴(yán)重.d. 無(wú)教學(xué)輔助材料,如教學(xué)卡片,錄音機(jī)聽力.聽力磁帶.教學(xué)掛圖,甚至個(gè)別學(xué)校沒有給教師配教學(xué)用書.e. 英語(yǔ)教師,不固定,培訓(xùn)教師不教英語(yǔ),非培訓(xùn)教師教英語(yǔ),兼職教師帶到畢業(yè)班時(shí)就停教英語(yǔ)f. 沒有對(duì)非轉(zhuǎn)崗兼職教師專業(yè)自修學(xué)習(xí)做任何要求監(jiān)督,檢查措施條例g.自03年開設(shè)英語(yǔ)以來(lái),上級(jí)部門無(wú)任何例行檢查,自上而下未把英語(yǔ)納入考核項(xiàng)目中二. 教師問(wèn)題1. 專業(yè)水平較低,07,5,31 我對(duì)全市英語(yǔ)教師情況做調(diào)查,調(diào)查結(jié)果如下:全市英語(yǔ)教師總數(shù)159名,其中96名非英語(yǔ)專業(yè)教師,20為非合格學(xué)歷教師,非英語(yǔ)專業(yè)教師占英語(yǔ)教師總?cè)藬?shù)的73%,按教育部文件要求開足課時(shí),開課到六年級(jí)止所需教師缺口數(shù):48名.2.專業(yè)素質(zhì)很低,由于多數(shù)兼職教師課時(shí)量大,課頭多,無(wú)足夠時(shí)間精力自學(xué)鉆研教材,也沒有形成良好得自學(xué)習(xí)慣,與新課標(biāo)要求小學(xué)英語(yǔ)素質(zhì),聽,說(shuō),讀,演,唱,畫的要求相差甚遠(yuǎn).教學(xué)用具自制者極少,教師自身努力不夠,責(zé)任心不強(qiáng),不做教具,自學(xué),鉆研,意識(shí)不強(qiáng)。3.教師詞匯量貧乏,語(yǔ)音發(fā)音不準(zhǔn)確,聽說(shuō)口語(yǔ)水平非常低三.課堂教學(xué)問(wèn)題.1. ,教師教學(xué)方法單一,2. 英語(yǔ)教學(xué)基本功差。不會(huì)教，也不用心教。教學(xué)知識(shí)性錯(cuò)誤特別多,3. 教學(xué)效果很差.一節(jié)課教不會(huì)一句話和一個(gè)單詞的占一半，教完忘完。4. 有的教師一節(jié)課有十個(gè)單詞有八個(gè)教錯(cuò),課下抽測(cè),學(xué)生一個(gè)單詞也不會(huì)讀,整篇課文對(duì)話讀不下來(lái),這種現(xiàn)象的多數(shù)中心小學(xué)都有發(fā)生.5. 教案過(guò)于簡(jiǎn)單,流于形式四. 相關(guān)建議：1。學(xué)校領(lǐng)導(dǎo)應(yīng)加強(qiáng)管理，定期檢查，定期總結(jié)，交流,反饋 ,以使英語(yǔ)教學(xué)管理規(guī)范化 2. 將小學(xué)英語(yǔ)納入考試考核中 ,以考促學(xué) (教師),以考促教,提高管理水平.3. 力求使英語(yǔ)教師專業(yè)化 ,專職化 ,穩(wěn)定化.不穩(wěn)定,非專業(yè)的兼職英語(yǔ)教師,責(zé)任心和學(xué)習(xí)意識(shí)不強(qiáng)而小學(xué)英語(yǔ)教學(xué)更需要有強(qiáng)烈責(zé)任心有耐心不斷鉆研的英語(yǔ)和英語(yǔ)教學(xué)的高素質(zhì)教師才能勝任小學(xué)英語(yǔ)教學(xué)4. 對(duì)非英語(yǔ)教師試行英語(yǔ)專業(yè)水平資格認(rèn)證,持證上崗.小學(xué)英語(yǔ)已開設(shè)了2年,現(xiàn)在是第三個(gè)年頭,現(xiàn)在已經(jīng)全面普及到5年級(jí),目前已經(jīng)對(duì)小學(xué)英語(yǔ)教師培訓(xùn)了三期了,從課標(biāo),教材教法,教學(xué)理論,專業(yè)知識(shí),教學(xué)實(shí)踐都做了培訓(xùn),同時(shí)在實(shí)踐中,盡力聽課指導(dǎo),跟蹤指導(dǎo),然而我深深感受的目前小學(xué)英語(yǔ)教師和管理置后上的問(wèn)題重大,最好建議有專人負(fù)責(zé)得領(lǐng)導(dǎo)跟蹤監(jiān)督,以保證 小學(xué)英語(yǔ)老師從教育和管理上走向正規(guī)! 尤其是非英語(yǔ)教師的專業(yè)素質(zhì)問(wèn)題,已經(jīng)嚴(yán)重影響了小學(xué)英語(yǔ)的順利開展,同時(shí)給初中英語(yǔ)教學(xué)帶來(lái)了無(wú)窮的后患,如學(xué)生不正確的發(fā)音,不良學(xué)習(xí)習(xí)慣,及學(xué)英語(yǔ)興趣的喪失,兩級(jí)分化給初一英語(yǔ)教學(xué)帶來(lái)很大的困難,不少農(nóng)村小學(xué)里的優(yōu)秀生一進(jìn)入城里入校變成了班里的差生,不僅自信心喪失,同時(shí)造成各種不良心理問(wèn)題,總之小學(xué)英語(yǔ)問(wèn)題嚴(yán)重,急待解決,小學(xué)英語(yǔ)教師培訓(xùn),任重道遠(yuǎn).小學(xué)英語(yǔ)教學(xué)情況調(diào)查報(bào)告單位：青銅峽市教育研究室姓名：袁淑英二七年四月二十二日清華大學(xué)英語(yǔ)系測(cè)試：為中小學(xué)生英語(yǔ)量身定做.官方網(wǎng)站：/ 清華大學(xué)英語(yǔ)教授研究組提供小學(xué)英語(yǔ)四年級(jí)期末考試Class(班級(jí)) Name(姓名) Score 聽 力 部 分30%一 聽音標(biāo)號(hào)。10%A、 doctor、noodles、 computer、 English book、 fifty( ) ( ) ( ) ( ) ( )B、 schoolbag、 baby、 music、 teachers desk、 sports ( ) ( ) ( ) ( ) ( )二 選出你所聽到的字母和句子，將代號(hào)填入括號(hào)中。10%1、（ ）A. Gg B. Dd2、（ ）A. Tt B. Mm3、（ ）A. Jj B. Ii4、（ ）A. Lets clean the classroom. B. Let me clean the board.5、（ ）A. Good idea! B. Good night!6、（ ）A. Boy or girl? B. A girl.7、（ ）A. She is tall and thin. B. She is tall and strong.8、（ ）A. Whats his name? B. Whats her name?9、（ ）A. How many books do you have? B. what would you like for dinner?10、（ ）A. whats your father? B. how is your father?.三、聽錄音，根據(jù)錄音內(nèi)容為情景圖標(biāo)號(hào)。10% 筆 試 部 分70%一、看圖，將打亂順序的字母，組合成正確的單詞寫在橫線上。10%1. v i r e r d 2. a c r t h e e 3. n w d w o i 4. c s o h l o 5. e t u s n t d 二、讀一讀，給下列單詞分類，將字母代號(hào)寫在相應(yīng)類別的橫線上。10%A. shelf B. computer C. spoon D. mother E. juiceF. plate G. table H. water I. sister J. light1. sofa 2. knife 3. milk 4. father 5. fan 三、看圖，判斷句子，正確的打勾，錯(cuò)誤的打叉。10%1.I have a new friend. He likes sports very much. 2.Go to the bedroom, have a sleep. 3.Id like an egg and bread for dinner. 4.I can see a fan, a computer, a teachers desk, a board and many desks and chairs in the classroom. 5.Look. The ball is on the bed. 四請(qǐng)寫出所給字母的左鄰右舍, 并將本題所有的字母寫在四線格內(nèi)（大小寫都要寫,注意用書寫體）10% Tt Jj Yy Dd Hh Qq 五選擇題。10%（ ）1、How many books do you have? . A. I have 40. B. I have a math book.（ ）2、Lets clean the desks and chairs. . A. Let me clean the desk. B. All right.（ ）3、What colour is it? . A. Its fat. B. Its pink.（ ）4、what would you like for dinner? A. fish B. spoon（ ）5、I music. A. like B. likes（ ）6、He tall and strong. A. is B. has（ ）7、She long hair and big eyes. A. is B. has（ ）8、Whats your mother? .A. A doctor B. A door（ ）9、cup(杯子)is the plate. A. on B. under（ ）10、Whats in the pictures can you see?I can see ten . A.spoon B.spoons六 從B欄中選擇相應(yīng)的選項(xiàng)，將其序號(hào)寫在A欄中的括號(hào)內(nèi)。10%( ) a. board( ) b. sports( ) c. sofa( ) d. Chinese book( ) d. doctor( ) e. fan( ) f. book( ) g. soup( ) h. tall( ) i.quiet A B七 把下面單詞書寫在四線格上(注意用書寫體)brother friend milk water nurse chair classroom door father farmer 清華大學(xué)英語(yǔ)系測(cè)試：為中小學(xué)生英語(yǔ)量身定做.官方網(wǎng)站：/ 清華大學(xué)英語(yǔ)教授研究組提供Teaching planBook1 Module 3Unit 2 Point to the desk.Purpose: Knowledge aim: New words: desk, chair.Ability aim: According to the describing of New English Curriculum Criteria, I design two aims:1. Help the students can understand the orders: “Point to!” and can do the corresponding responses and actions of them clearly. 2. Help the students not only can say “desk, chair” in English but also can read the words of them. Ideological aim: Improve the students self-confidence Main points: New words: desk, chair.Instruction phrases: Point to !Difficult points: Let the students can be clear about the instruction phrases “Point to!” and try to use them expertly in the daily life.Teaching materials: pictures, cards, tape recorder, pieces of paper, coursewareTeaching process:Step One: Warm up Greeting:. T: Shall we begin our English class?S: Of course. Lets begin.T: Good morning, boys and girls. S: Good morning, Tracy.T: How are you today?S: Im fine. Thank you, and you?T: Im wonderful. Sit down please. Listen, repeat and do the actionsI give them the order, and the students do the corresponding actions.T: Stand up! Sit down. Point to the door. Point to the window. Point to the blackboard. And so on. Sing songsT: You are great, now lets sing songs . Ok? And When you sing it, you can perform the actions. And I will find out the best one. Lets look who is the film star! Are you ready? One, Two, Go! Hello, Good moring Sam, Please stand up.(I play the courseware.)(The students sing and do the actions that they like. After that Ill choose the best one. And say give him a sticker.)Step Two: Representation 1.Review the English songs. 2. Flash card to reviewsT: Lets see: Who is quickest? If you know the word, you can stand up quickly and say it clearly, loudly.3. Play a game: Whats missingHide word cards and let others guess: which one is missing?從內(nèi)容上講這樣的復(fù)習(xí)方式,可以帶領(lǐng)學(xué)生從熱身階段的聽說(shuō)交流練習(xí),遞進(jìn)到了單詞的認(rèn)讀能力培養(yǎng),避免了單純的溫故,而是在故有的基礎(chǔ)上做到了拓展,以最有效的方式提高了課堂效率.Step Three: New courseA. New words: “ bird,desk, chair” 1. Teach the new wordsT: just now we know” window, door, blackboard” now, what other things can you see in our classroom? Look! Around us are desk and chair. Then teach those words. (Use low or high voice, different groups to teach it)B. consolidation 1.listen , repeat and doT: Now I say, you point, Point to the window, point to the door, point to the desk, point to the chair. Point to the blackboard.2. talk showT: I give you 30” and you try to make many “ Point to!” sentences as you can.C. Learn the contents of the text T: Open your book, lets listen point and say.D. Listen and say, then sing. Please stand up! Please stand up. Please sit down. Point to the window and point to the door. Please stand up. Please sit down. Point to the blackboard and point to the door. Please stand up. Please sit down. Point to the desk and point to the door. Step Four: Knowledge extension.Give every group some words. Let them to make the sentences by these words.Point, to, stand, down, please. Sit, up , door, desk, window, bird. Step five: Homework. T: practice the sentence” Point to!” with your friends. Blackboard writingblackboarrdPoint to thedesk. chair.清華大學(xué)英語(yǔ)系測(cè)試：為中小學(xué)生英語(yǔ)量身定做.官方網(wǎng)站：/ 清華大學(xué)英語(yǔ)教授研究組提供Grammar and usage (1)Introduction to attributive clausesThe General Idea of This Period:This period will deal with the Attributive Clause. You will have systematic explanations of the Attributive Clause as well as some exercises to consolidate what you learn.Teaching Aim: Introduce attributive clause.Teaching Important Point: The basic usage of the relative pronouns and relative adverbsTeaching Difficult Point: How to help the Ss to learn the Attributive Clause efficiently.Teaching Method:Deduction to present the usage of the relative pronouns and then some exercises to consolidate what we have learned.Teaching Aids: A projector and some slidesTeaching Procedures:Step1 RevisionCheck the homework.Step2 PresentationAsk the Ss to look at the picture on Page8 and speak out what they may think of. Aftertwo or three students have finished, the teacher leads in to explain the Attributive Clause.T: Quite good! You saw much more than I. I can just see a green team, a football team in green, a team who were wearing green.( Write down these three structures on the Bb.) Look at the Bb please. Here green is an adjective and it modifies team.Adjective: a green teamPrepositional phrase: a team in greenAttributive clause: a team who were wearing green An attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it modifies is called an antecedent.Attributive clauses are usually introduced by relative pronouns like which, that, who, whom and whose, or relative adverbs like where, why and when. In these cases these relative words usually function as the :SubjectThe trees which are on the school campus have lost their leaves.ObjectThe students whom we saw just now is the best runner in our school.PredicativeJack is no longer the lazy boy he used to be.AttributeShe has a brother whose name I cant remember.AdverbialThe school where he studied is in Shenzhen.Step3 ConsolidationT: Lets see whether we can use them freely or not. Two friends are talking about where to go after school. Complete their conversation with relative pronouns. WB Page9.WB Page 88 C1.Step 4 Summary and HomeworkT: In this period weve learned about the Attributive Clause. We know attributive clauses are related by relative pronouns and adverbs. They modify nouns or pronouns called antecedents. Then we spent quite much time in doing exercises. Todays homework is to go through the grammar we have learned this class and try to get familiar with them. Refer to the notes when necessary.The Design of the Writing on the BbGrammar and usage (1)Introduction to attributive clausesRelative Pronouns Relative Adverbsthat, which, who, whom, whose when, where, whyRecord after Teaching: Grammar and usage (2)Introduction to Relative PronounsThe General Idea of This Period:This period will continue dealing with the grammar part: the Attributive Clause. You will have systematic explanations of the relative pronouns as well as some exercises to consolidate what you learn.Teaching Aim: Introduce relative pronouns.Teaching Important Point: The basic usage of the relative pronouns Teaching Difficult Point: How to help the Ss to grasp the usages of relative pronouns.Teaching Method:Present the usage of the relative pronouns and then some exercises to consolidate what we have learned.Teaching Aid: A projector and some slidesTeaching Procedures:Step1 RevisionRevise the defintions of attributive clauses learned last time.Step2 PresentationLook at the sentences on the slide and see how the relative pronouns are used. Ask the Ss to give their answers .The teacher draws thr conclusion:1. In attributive clauses, “that” and “which” are used to refer to things.e.g. This is the story that/which we wrote for our storytelling contest.All my classmates enjoyed the cake that/which I made.The book that/which I borrowed from the library is very interesting.Tips: “That” is more usual and less formal than “which”.2. In attributive clauses, we use “who” to refer to people.e.g. She is the teacher who taught us English Literature.The girl who is the monitor of our class lives next door to me.Tips: We can also use “that” to refer to people, but it is less usual. Do you know the man that is talking to Mike over there? 3. When who function as the object, it can be replaced by “whom”. In this case “whom” is more formal than “who”.e.g. The student who/whom we saw at the shool gate is from America.I dont know the name of the teacher who/whom I saw in the computer room the otherday.4. We can leave out “who, whom, which” and “that” when they are the objects.e.g. The girl (that/who/whom) you have just seen is very good at English.He likes all the birthday presents (that/which) his friends gave him.5. We use “whose” to mean possession. It usually relates to a person, but it can also relate to things.e.g. I sat next to a girl whose name was Danie.The club whose members are music fans meet in the school garden every Saturday afternoon. We are studying in a big classroom whose door faces east.Step3 PracticeT: Now letssee whether we can use themfreely or not. Two friends are talking about where to go after school. Complete their conversation with who,whom, which, that, or whose. Ss book Page11. Step 4 ConsolidationRewrite each pair of clauses using the attributive clause.SsWB Page88 C2Step 5 Summary and homeworkWe know attributive clauses are related by relative pronouns and adverbs. Today we have learned the usages ofrelative pronouns. So todays homework is to go through this after class and try to get familiar with them.The Design of the Writing on the BbGrammar and usage (2)Introduction to Relative PronounsRelative pronouns: who whom whose which that Record after Teaching:Grammar and usage(3)The relative pronoun - thatTeaching Aim: The relative pronoun thatTeahing important Point：The special usages of that Teaching Difficult Point: How to help the students to grasp the usages of relative pronoun thatTeaching Method: Deduction to present the usages of the relative pronoun that and then some exercises to consolidate what they have learnt.Teaching Aids: A projector and some slidesTeaching Procedures:Step1 RevisionCheck their homework: Page11 Complete the conversation with who, whom, that, whichPage88 C2.Step2 PresentationIn the following cases the relative pronoun “that” can not be replaced by “which”.1. The antecedents are modified by ordinal numbers and the superlative degree of adverbs.e.g. The first thing (that) we should do is to have lunch.This is the longest bridge (that) I have ever seen.2. When the antecedents are all, much, little, few, anything, nothing etc.e.g. All that can be done has been done. I have little (that) I can lend you.3. The antecedents are modified by any, all, no, the only, the very, the last etc.e.g. You can take any room (that) you like.There is no difficulty (that) we cant overcome. The antecedent “time” is modified by laste.g. This is the last time (that) I ll give you a lesson.( That can be omitted, but when cant be used.)4. The antecedents refer to both people and thingse.g. He talked of things and persons (that) he was interested in.5. The antecedent is “the way”e.g. I dont like the way (that/in which) you educate your son.Step3 Practice Do the exercises on the Ss reference book Page 7.Check the answers with the Ss.Step4 Consolidation1. The poor man _ lost his money just now is called John.A whose B which C who D whom2. The songs _ she sang in the concert yesterday so