小学英语教学情况调查报告.doc

清华大学英语系测试：为中小学生英语量身定做.官方网站：/ 清华大学英语教授50年研究成果小学英语教学情况调查报告根据平时的调查交流和此次听课观察，目前小学英语教学现状正处于教师先天不足，后天营养不良，教学管理滞后，英语教学非正规性，随意化的局面，集中体现在教学管理，教师素质，课堂教学三个方面的问题：一， 管理问题:1. 教学管理规范松散,随意性强,领导不重视，具体表现在如下几个方面a. 课时不够 ，按教育部规定小学英语应开设每两课时四十分钟加四个短课时十五分钟,或每周3节大课时外加早读,目前多数学校全部上每周两节课时,无早读b. 无考试,无要求,无检查,个别学校没有完成教材任务!(除直属厂矿)c. 有任意占课,挪课,不上课现象,尤其期末测试时随意停课现象严重.d. 无教学辅助材料,如教学卡片,录音机听力.听力磁带.教学挂图,甚至个别学校没有给教师配教学用书.e. 英语教师,不固定,培训教师不教英语,非培训教师教英语,兼职教师带到毕业班时就停教英语f. 没有对非转岗兼职教师专业自修学习做任何要求监督,检查措施条例g.自03年开设英语以来,上级部门无任何例行检查,自上而下未把英语纳入考核项目中二. 教师问题1. 专业水平较低,07,5,31 我对全市英语教师情况做调查,调查结果如下:全市英语教师总数159名,其中96名非英语专业教师,20为非合格学历教师,非英语专业教师占英语教师总人数的73%,按教育部文件要求开足课时,开课到六年级止所需教师缺口数:48名.2.专业素质很低,由于多数兼职教师课时量大,课头多,无足够时间精力自学钻研教材,也没有形成良好得自学习惯,与新课标要求小学英语素质,听,说,读,演,唱,画的要求相差甚远.教学用具自制者极少,教师自身努力不够,责任心不强,不做教具,自学,钻研,意识不强。3.教师词汇量贫乏,语音发音不准确,听说口语水平非常低三.课堂教学问题.1. ,教师教学方法单一,2. 英语教学基本功差。不会教，也不用心教。教学知识性错误特别多,3. 教学效果很差.一节课教不会一句话和一个单词的占一半，教完忘完。4. 有的教师一节课有十个单词有八个教错,课下抽测,学生一个单词也不会读,整篇课文对话读不下来,这种现象的多数中心小学都有发生.5. 教案过于简单,流于形式四. 相关建议：1。学校领导应加强管理，定期检查，定期总结，交流,反馈 ,以使英语教学管理规范化 2. 将小学英语纳入考试考核中 ,以考促学 (教师),以考促教,提高管理水平.3. 力求使英语教师专业化 ,专职化 ,稳定化.不稳定,非专业的兼职英语教师,责任心和学习意识不强而小学英语教学更需要有强烈责任心有耐心不断钻研的英语和英语教学的高素质教师才能胜任小学英语教学4. 对非英语教师试行英语专业水平资格认证,持证上岗.小学英语已开设了2年,现在是第三个年头,现在已经全面普及到5年级,目前已经对小学英语教师培训了三期了,从课标,教材教法,教学理论,专业知识,教学实践都做了培训,同时在实践中,尽力听课指导,跟踪指导,然而我深深感受的目前小学英语教师和管理置后上的问题重大,最好建议有专人负责得领导跟踪监督,以保证 小学英语老师从教育和管理上走向正规! 尤其是非英语教师的专业素质问题,已经严重影响了小学英语的顺利开展,同时给初中英语教学带来了无穷的后患,如学生不正确的发音,不良学习习惯,及学英语兴趣的丧失,两级分化给初一英语教学带来很大的困难,不少农村小学里的优秀生一进入城里入校变成了班里的差生,不仅自信心丧失,同时造成各种不良心理问题,总之小学英语问题严重,急待解决,小学英语教师培训,任重道远.小学英语教学情况调查报告单位：青铜峡市教育研究室姓名：袁淑英二七年四月二十二日清华大学英语系测试：为中小学生英语量身定做.官方网站：/ 清华大学英语教授研究组提供小学英语四年级期末考试Class(班级) Name(姓名) Score 听 力 部 分30%一 听音标号。10%A、 doctor、noodles、 computer、 English book、 fifty( ) ( ) ( ) ( ) ( )B、 schoolbag、 baby、 music、 teachers desk、 sports ( ) ( ) ( ) ( ) ( )二 选出你所听到的字母和句子，将代号填入括号中。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、听录音，根据录音内容为情景图标号。10% 笔 试 部 分70%一、看图，将打乱顺序的字母，组合成正确的单词写在横线上。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、读一读，给下列单词分类，将字母代号写在相应类别的横线上。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、看图，判断句子，正确的打勾，错误的打叉。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. 四请写出所给字母的左邻右舍, 并将本题所有的字母写在四线格内（大小写都要写,注意用书写体）10% Tt Jj Yy Dd Hh Qq 五选择题。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 从B栏中选择相应的选项，将其序号写在A栏中的括号内。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 把下面单词书写在四线格上(注意用书写体)brother friend milk water nurse chair classroom door father farmer 清华大学英语系测试：为中小学生英语量身定做.官方网站：/ 清华大学英语教授研究组提供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?从内容上讲这样的复习方式,可以带领学生从热身阶段的听说交流练习,递进到了单词的认读能力培养,避免了单纯的温故,而是在故有的基础上做到了拓展,以最有效的方式提高了课堂效率.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.清华大学英语系测试：为中小学生英语量身定做.官方网站：/ 清华大学英语教授研究组提供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