英语学科教师及教学情况调研报告

本学期开学以来，多次深入基层学校，听课、评课、与教师座谈，对目前的英语教学情况有了一定的了解，现把所掌握的教师自然情况及英语学科的教学情况报告如下：

一、 英语学科的教师基本情况

英语教师共171人，其中本科毕业人数36人，专科毕业100人，中师26人，高中毕业9人，特岗教师37人，英语教师平均年龄39.35岁。在英语教师中有舒兰名师1人，省级骨干教师4人，吉林市级骨干教师21人。

二、常规教学中的闪光点。

本学期深入一线的过程中，发现各校都在稳步有序地进行着常规教学工作，由于取消了早晚自己，教师们普遍感觉工作压力更大了，提高课堂教学效率就是他们的当务之急，所以都能根据本学校、本学科的实际确定科学的教研主题，最大限度的提高课堂实效。主要表现在以下几方面：

1、认真备课，抓住教材，有效利用网络资源。

在检查过程中我们发现大多数教师能够充分认识到备课的重要性以及如何备课。同时，很多教师能够充分利用网络资源，对其中的对教学很有用的信息进行加工处理应用于教学之中。如7中的老师已经把合理利用网络信息和资源进行备课和指导当成一种习惯，在这个过程中教师既开阔了思路又不拘泥于现成的信息，这样就使教师的备课产生了实际意义。由于目前资源配置渐趋合理，城市与农村的学校 1

的网络资源都比较多，教师们能充分利用，并且对教学白板的使用也日益熟练。

2、知识目标明确、设计思路清晰。

3、能通过反复训练学生的方式落实基础知识的。有些教师还通过当堂小卷、小黑板练习的方式巩固新知识。

4、教师有完整的知识体系，能结合当堂教学内容进行合理的拓展和延伸，使学生在头脑中形成知识链条，有助于牢固掌握知识。

三、常规教学工作中的不足之处

1、备课时不考虑学生的实际，只备教材不备学生。 从某种意义上说，了解学生比了解教材更加困难，因为教材是相对固定的，稳定不变的，而学生的思想、情绪、兴趣乃至表现却是不断变化的，这些都对他们的学习有直接影响。多数教师在备课过程中只把教材作为准备内容，却没有关注学生的具体情况。

2、没有创造性，过分依赖教参及教辅书。很多教师备课只是起一个搬运工的作用，他们把本来在教参上的东西搬到自己的教案上，稍加改动就成为自己的的教案了。这其中没有教师自己对教学内容的认真思考和个人创造，写出来的教案质量可想而知了。

3、备课时“只见树木不见森林”，没有从学科的全局去备课，只是就某一章节内容去孤立地毫无联系的进行备课。这个问题的根本原因在于教师们备课时忽视了一个根本的纲领性的东西，那就是《课程标准》。离开课程标准去备课势必会导致教学方向的错误。 2

4、备课时对于关键的导入环节备得过于粗线条，或者没有精心设计导入环节，在课堂开始就不能吸引学生的注意力。

5、备课时不能真正吃透教材，自然不理解教材的编写意图。我们发现教师在备课的时候所谓的吃透教材只是吃透教材中的知识内容，对于教材中需要渗透的情感教育、社会生活的因素熟视无睹，没有去想教材编写过程中编者的思想意图，而这恰恰是新教材中最需要关注的一点，新教材中很强调对学生进行人际交往、社会责任感、跨文化意识等方面的教育，而教师在教学中却没有去执行。教材的作用也没有被完全发挥出来。

6、课堂教学中教师的主导作用主宰课堂，学生的主体地位无从体现，学生没有独立思考的时间和空间，更没有质疑、问难的时间。教师的讲授占据课堂的大部分时间，学生只能被动的接受，在接受之后没有咀嚼和反馈的时间，不能确保学生真正意义上的理解老师讲解的内容，从而也没有真正地掌握所学知识。这种课堂现状不利于培养学生的思维能力，更不利于培养学生的学习能力，对他们的持续发展没有好处。

7 、教师在课堂教学中只关注少数尖子生，对于差生和不学习的学生不闻不问，没有了老师的关心和关注致使差生越来越差，不学习的学生更加不学习，而且还在影响着其他的孩子不学习。听课时发现有些教师可能为了完成教学任务，需要学生回答的问题几乎都是由好学生来回答，虽然只是一节课但这却能体现出一个教师平时的教学思想和对学生的态度。

3

8、英语课堂的学科特点不突出。

英语教学作为一门语言的教学，其主要目的是培养学生的言语技能，即综合运用语言的能力，因此它的课堂教学具有不同于其他课程课堂教学的特点。然而我在听课中发现，我们的英语课堂除了教学内容有别于其它学科之外，从教师的授课方式，到学生的思维方式都无从显现英语学科的特点。很多英语教师上课采用翻译方式或纯汉语讲解的方式进行教学，虽然学生用汉语学会了英语知识，但这极不利于培养学生的语感及各种语言技能，对于学生今后的继续学习形成了一个严重的阻碍。

9、课堂严重缺少趣味性，尤其低年级的课堂气氛很是沉闷，教师没有合适的方式来创设情境，不利于培养学生的学习兴趣，相反会影响他们继续学习的积极性。

10、教研主题的确定与课堂教学中的实施脱节。这次深入课堂和与教师座谈发现了这样的问题，往往是教师们缺少科学的思考，而盲目确立了并不适宜的主题，而实际的教学中并不去实施，造成主题、教学两层皮，这样的主题教研缺少实际意义。

四、改进措施和建议。

1、加强教师的学习，促进真正的“修”。

1）督促教师深入研究课程标准，明确教学的方向。目前教师认为让学生掌握知识，应对考试是唯一的教学任务，以至于学生只会应付考试而没有形成应有的能力。要纠正教师的错误认识就得不断深入的学习课程标准，并把其中的实质性的东西落实到教学实践中去。 4

2）吃透教材，准确掌握三维目标。要求教师不断的加强对教材的学习与研究，不能只停留于表面。

把“两修三课”扎实开展起来，把教师的“修”深入每个人的内心，起到本质的变化，最后他们的课才会有根本的改变。

2、开展校内轮值备课制度。促进每一位教师认真备好每一节课，有出课的压力教师就会认真细致的备课，从而能不断提升他们的专业能力。久而久之，形成习惯，形成能力，教师的素质自然提高。

3、转变教学观念，把课堂换给学生。

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第二篇：英语学科教学

20xx年下半年中小学教师资格考试

英语学科知识与教学能力试题(初级中学)

注意事项：

1．考试时间为120分钟，满分为150分。

2．请按规定在答题卡上填涂、作答。在试卷上作答无效，不予评分。

一、单项选择题(本大题共30小题，每小题2分，60分)

1．When a lady customer intends to buy a coat with white stripes，what is she supposed to place an emphasis on if she says to the shop assistant?．

A．“I’d like a red coat with white stripes．”

B．“I’d like a red coat with white stripes．”

C．“I’d like a red coat with white stripes．”

D．“I’d like a red coat with white stripes．”

2．Decide on the correct stress pattern of the answer to the question． 一Where did he go next?

A．He turned to the left at the end of the street．

B．He turned to the left at the end of the street．

C．He turned to the left at the end of the street．

D．He turned to the left at the end of the street．

3．To the scientists’delight。their efforts have increased people’S__________of the importance of saving water．

A．awareness

B．commitment

C．agreement

D．response

4．The word“chronology”contains__________morphemes．

A．fbur

B．three

C．two

D．five

5．Judging from her speeches and behaviors，Mary has a strict__________．

A．growth

B．upbringing

C．development

D．cultivation

6．__________your valuable help，we couldn’t have finished the experiment ahead of time．

A．If it were not for

B．Had it not been for

C．Were it not for

D．If it has not been for

7．It Was with great joy__________he knew that his GMAT score was 670，high enough to apply to a top university of business．

A．when

B．which

C．what

D．that

8．You can sleep on the couch in the lounge，__________you call go to a hotel nearby．

A．and

B．then

C．or

D．But

9．In most circumstances，the assumption Of cooperation is 80 pervasive that it can be stated as a cooperative principle of conversation and elaborated in maxims below except__________．

A．manner maxim

B．quality maxim

C．quantity maxim

D．agreement maxim

10．Despite differences in conversational style．speakers arehelped by automatic patterns in daily interactions such as“Hi”．“Hi”．known as“ __________ ”．

A．adjacency pairs

B．preference structure

C．dispreference structure

D．insertion sequence

1 1．To distinguish sounds，students are encouraged to practice__________．

A．minimal paim

B．nasal explosion

C．constant clusters

D．incomplete explosion

12．Which of the following assumptions about vocabulary learning contradicts the modern language teaching theories?

A．The best way to learn words is to use them．

B．The best way to learn vocabulary is to recite．

C．An English dictionary is an important aid to students．

D．Learning a word involves learning more than just the word itself．

13．When a teacher intends to introduce a new grammar item，which of the following strategies can be used to get students to notice it?

A．Transformation．

B．Input enhancement．

C．Expansion．

D．Substitution．

14．If a teacher attempts to implement the top-down model to teach listenin9，he／she is likely to present__________．

A．new words after playing the tape

B．new words before playing the tape

C．background information after playing the tape

D．background information before playing the tape

15．In a complex integration task．a teacher is expected to devise a series of activities which are__________linked．

A．thematically

B．syntactically

C．semantically

D．1inguistically

16．To grasp the gist of a passage in a quick way．what may a reader focus on?

A．The transitional paragraphs．

B．The whole passage．

C．The topic sentences．

D．Every sentence in the passage．

17．When checking students’understanding of a certain language point in class，which of the fol-lowing utterances is a teacher expected to make?

A．“Is it okay?”

B．“Is it clear to you?”

C．“Are you clear?”

D．“Is it all fight to everyone?”

18．At a higher level of writin9．which of the following cognitive skiHs should NOT be encouraged?

A．Constructing grammatically correct sentences only．

B．Gathering information and ideas relevant to the topic．

C．Using cohesive devices to create sections and paragraphs．

D．Organizing the information and ideas into a logical sequence．

19．When a student has made a sentence“I borrowed a paper from Miss Li"，the teacher says，“Do you mean‘a piece of paper’?”Here the teacher is playing the role of a(n)__________．

A．controller

B．prompter

C．assessor

D．organizer

20．Which of the following can NOT be regarded as a feature of successful English teacher?

A．Thinking of learners’needs．

B．Having a good command of English．

C．Facilitating communicative activities．

D．Following the course book only．

请阅读Passage 1，完成第21—5小题。

Passage 1

Every year on my birthday，from the time I turned l2，a white gardenia(栀子花)was delivered to my house in Bethesda，MD．No card or note eanle with it．Calls to the florist wel．e al-ways in Vain—it was a cash purchase．After a while I stopped trying to discover the sender’s identi．ty and just delighted in the beauty and heady perfume of that one magical，perfect white flower nes．tied in soft pink tissue paper． But I never stopped imagining who the anonymous giver might be．Some of my happiest mo-ments were spent daydreaming about someone wonderful and exciting but too shy or eccentric tomake known his or her identity．

My mother contributed to these imaginings．She’d ask me if there was someone for whom I had done a special kindness who might be showing appreciation．Perhaps the neighbor l’d helped when she was unloading a car full of groceries．Or maybe it was the old man across the street whose mail

I retrieved during the winter so he wouldn’t have to venture down his icy steps．As a teenager，though．I had more fun speculating that it might be a boy I had a crush on or one who had noticed me even though I didn’t know him．

When l was 17，a boy broke my heart．The night he called for the last time．I cried myself tosleep．When I awoke in the mornin9，there was a messagescribbled on my mirror in red lipstick：

“Heartily know，when half-gods 90，the gods arrive．”I thought about that quotation from Emerson for a long time，and until my heart healed。I left it where my mother had written it．When I finally went to get the glass cleaner，my mother knew everything was all right again．

I don’t remember ever slamming my door in anger at her and shoutin9，“You just don’t under-stand!”Because she did understand．

One month before my high-school graduation，my father died of a heart attack．My feelings ranged from grief to abandonment，fear and overwhelming anger that my dad was missing some of the most important events in my life．I became completely uninterested in my upcoming graduation，tlle senior．class play and the prom．But my mother，in the midst of her own grief，would not hear of my skipping any of those things．

The day before my father died，my mother and I had gone shopping for a prom dress．We’d

found a spectacular one，with yards and yards of dotted swiss in red，white and blue．It made me feel like Scarlet 0’Hara，but it was the wrong size．When my father died，

I forgot about the dress．

My mother didn’t．The day before the prom．I found that dress—in the right size--draped ma-jestically over the living—room sofa．It had just been delivered，still in the box．It was presented to me--beautifully，artistically，lovingly．I didn’t care if I had a new dress or not．But my mother did．

She wanted her children to feel loved and lovable，creative and imaginafive，imbued with a sense that there was magic in the world and beauty even in the face of adversity．In truth，my mother wanted her children to see themselves much like the gardenia--lovely，strong and perfect--with an aura of magic and perhaps a bit of mystery．

My mother died ten days after l was married．1 was 22．That was the year the gardenias stopped coming．

21．The best title for this passage would be“__________”．

A．Life Without My Father

B．High School Graduation

C．Mystery of the White Gardenia

D．Love Between Mother and Daughter

22．Which of the following is NOT mentioned by the author as a likely giver of the flower．9

A．The boy who broke my heart．

B．The old man I helped to get his mail．

C．An unknown boy who had noticed me．

D．The neighbour I assisted in unloading a car full of groceries．

23．The underlined word“scribbled”in Paragraph 4 means“__________”．

A．Dasted

B．written

C．scrawled

D．attached

24．At the end of Paragraph 6．the underlined phrase“those things”does not include“__________”．

A.graduation

B．the prom

C．her romantic imagings

D．the senior class play

25．Why didn’t her mother tell her that she was anonymous giver of gardenia?

A．Because she wanted to give her surprise．

B．Because she wanted her to continue to help other people．

C．Because she wanted her to solve the mystery herself．

D．Because she wanted her to feel there was beauty and magic in the wodd． Passage 2

They’re faithful，friendly and furry—but under their harmless，fluffy exteriors，dogs and cats，the world’s most popular house pets，use up more energy resources in a year than driving a car，a new book says．

In their book Time to Eat the D09：The Real Guide to Sustainable Living．New Zealand--based architects Robert and Brenda Vale say keeping a medium-sized dog has the same ecological impact as drivin9 10，000 km(6，213 miles)a year in a 4．6 liter Land Cruiser．“There are no recipes in the book，”Robea Vale said，laughingly，in a telephone interview．

“We’re not actually saying it is time to eat the d09．We’re just saying that we need to think a．bout and know the(ecological)impact of some of the things we do and that we take for granted．”

Constructing and driving the jeep for a year requires 0．41 hectares(ha)of land，while growing and manufacturing a dog’s food takes about 0．84 ha-or l．1 ha in the case of a large dog such as a

German shepherd．Meat-eating swells the ec0—footprint of canines，and felines are not that much bet．ter，the Vales found．

The average cat’s eco-footprint，0．15 ha，weighs in at slightly less than a Volkswagen Golf，but still 10 times a hamster’s 0．0 1 4 ha—which is itself half the eco-cost of running a plasma televi．sion．

By comparison，the ecological footprint of an average human in the developing world is 1．8 ha，while people in the developed world take 6 ha．

With pets’diets under the control of owners，how can their unsustainable appetites betrimmed?

Convincing carnivorous cats and dogs to go vegetarian for the sake of the planet is a non-starter，the Vales say．

Instead they recommend keepin9“greener”，smaller，and more sustainable pets，such as gold．fish，hamsters，chickens or rabbits．

The book’s playful title and serious suggestion that pet animals may be usefully“recycled”．bybeing eaten by their owners or turned into peffood when they die，may not appeal to animal fans．

Offputting as the idea may be，the question is valid given the planet’s growing population and finite resources，Robert Vale said．“Issues about sustainability are increasingly becoming things that are going to require us to make choices which are as difficult as eating your d09．It’s not just about changing your lightbulbs or taking a cloth bag to the supermarket．”he said．“It’s about much more challenging and difficult issues，”he added．“0nce you see where(cats and dogs)fit in your over-all balance of things--you might decide to have the cat but not also to have the two cars and the three bathrooms and be a meat eater yourself．”

26．An appropriate title for this passage might be“__________”．

A．What Do You Know about Dogs and Cats

B．Cats and Dogs Are Energy consuming Pets

C．Cats and Dogs Consume More Energy Than Cars

D．Time to Eat the Dog：The Real Guide to Sustainable Living

27．Which of the tbllowing is a practice recommend by the Vales?

A．Keeping more green-colored，smaller and more sustainable pets．

B．Keeping medium-sized dogs，for they tend to consume less food．

C．Recycling the pets and turning them into pet food when they die．

D．Force cats and dogs to stop eating meat and become vegetarians．

28．The writer’s attitude toward keeping dogs and pets might best be summarized as“__________”．

A．negative

B．ambiguous

C．positive

D．reversed

29．The underlined word“offputtin9”in the last paragraph is closet in meaning to“__________”．

A．unreasonable

B．disgusting

C．inhuman

D．invalid

30．It can be inferred that“their”in the first sentence of Paragraph 7 refers to“__________”．

A．cats

B．felines

C．canines

D．dogs and cats

二、简答题(本大题1小题，20分)

根据题目要求完成下列任务，用中文作答。

31．课堂导人是初中英语课堂教学常用的步骤之一。以课文“Christmas”为例，写出四种常见的导入方法并各举一例说明。

三、教学情境分析题(本大题1小题，30分)

根据题目要求完成下列任务，用中文作答。

32．下面是一段初中英语课堂实录片段。阅读后回答下列四个问题：

教学片段：

Teacher：Hell0，everyone，today we’re going to learn the Present Perfect．What is the Pres-ent Perfect?The Present Perfect is a grammatical combination of the present tense and the perfect as-pect，used to express a past event that has present consequences．For example：

I have already finished my homework．

She has worked out a plan．

As you can see．the Present Perfect is made up of two parts：have+past

principle(done)?(Then the teacher began to illustrate different usages of the Present Perfect．)

(1)该教学片段采用什么方法呈现语法项目?(6分)

(2)你的判断依据是什么(至少2条)?(12分)

(3)分析该方法的利弊(至少各2条)，并举例说明。(8分)

(4)分析该教学片段所存在的问题。(4分)

四、教学设计题(本大题1小题，40分)

根据提供的信息和语言素材设计教学方案，用英文作答。

33．设计任务：根据提供的信息和语言素材设计一节课的教案。

该教案没有固定格式，但须包含下列要点：

●teaching objectives

●teaching contents

●key and difficult points

●major steps and time allocation

●activities and justification

教学时间：45分钟

学生概况：某城镇普通中学八年级(初中二年级)学生，班级人数40人。多数学生已经达 到《义务教育英语课程标准(20xx年版)》三级水平。学生课堂参与积极性一般。

语言素材：

My Family

Hi．I’m Jenny．Here are two nice photos of my family．My grandfather and grandmother are in the first phot0．These are my parents，Alan and Mary．In the next picture are my brothers，Bob andEric．These two girls are my sister Cindy and my cousin Helen．Coco is in my family，too．

参考答案及解析20xx年下半年中小学教师资格考试

英语学科知识与教学能力试题(初级中学)

一、单项选择题

1．D[解析]题干中“a coat with white stripes”的中心词是coat，white stripes是补语，所以答案选D。

2．D[解析]问句的中心词是where，回答的重点应是地点，只有D项强调的是最全面的。

3．A[解析]本句的意思为：让科学家欣慰的是，他们的努力增强了大家对节水重要性的认识。A项awareness意为“意识，认知”；B项commitment意为“承诺，保障”；C项agree． ment意为“协议，同意，一致”；D项response意为“回应，响应，回答”。所以答案选A。

4．A[解析]本题考查语言学词素的概念。根据词素是语言中语音和语义的最小结合体可知，chronology一词有四个词素，分别是chro-，-no，-lo，-gy，所以答案选A。

5．B[解析]本句的意思为：从玛丽的言行举止来判断，她的家教很严。A项growth意为“增长，发展”；B项upbringing意为“教养，抚育”；C项development意为“发展”：D项Cul-tivation意为“培养”，所以答案选B。

6．B[解析]本题考查虚拟语气。根据主句的动词时态可知，表示的是与过去事实相反的情况，从句要用过去完成时。另外，省略if引导的虚拟语气需倒装。had／were／should则要提至句首，所以答案选B。

7．D[解析]本题考查强调句型，其结构为：It is／was?that?强调句型是去掉强调句式结构或把强调部分还原，原句仍成立，所以答案选D。

8．C[解析]本题考查连词的用法。本句意思为：你可以在休息室的沙发上睡觉,或者去附近的旅馆。显然这两个分句是选择关系，所以答案选C。

9．D[解析]会话的四大原则：the maxim of quantity；the maxim of quality；the maxim of relation；the maxim of mannero

10．B[解析]A项adjacency pairs意为“毗邻应对”，指称赞语和应答语：B项preference structure意为“优先结构”，指为某个动作或行为发出的开端语言；C项没有此说法；D项inser-tion sequence意为“插入”，所以答案选B。

11．A[解析]A项意为“最小对立体”；B项意为“鼻音爆破”；C项意为“辅音连缀”；D项意为“不完全爆破”。题干问要区分音位，应引导学生学习什么。音位是能区分意义的最小语音单位。通过最小对立个体可以找出造戍意义区别的最小语音单位是什么。所以本题选A。

12.B[解析]B项的意思是：学习词汇的最好方法是死记硬背。很显然它是与现代语言教学理念相连背的，所以答案选B。

13．B[解析]教师在讲解新的语法点时，采用更多的是B项(增强输入)。A项意为“转换”；C项意为“延伸”；D项意为“替换法”。所以答案选B。

14．D[解析]top．down model是自上而下的教学模式，即先介绍相关的背景知识然后再引出教学知识，所以答案选D。

15．A[解析】A项意为“主题上地”；B项意为“句法上地”；C项意为“语义上地”；D项意为“语言学方面地”。学生参与复杂的、综合性质的任务时，教师应设计一系列与主题

相关的活动。所以选择A。

16．C[解析]阅读者要想迅速抓住文章的主旨，就需要抓住文章的中心句。所以答案选C。

17．C[解析]教师在检查学生对英语某一语法点是否理解时，会说：“你们听明白了吗?”C项意为“你听明白了吗?”A项是“询问??怎么样”的意思，B项不符合英语的表达习惯，D项有“询问大家好不好”的意思。所以答案选C。

18．A[解析]在进行较高层次写作时，不能只出现语法结构正确的句子。所以答案选A。

19．B[解析]教师在此的角色是一个促进者、引导者。A项意为“控制者”；B项意为“促进者、引导者”；C项意为“顾问、评审员”；D项意为“组织者”。所以答案选B。

20．D[解析]只知道照着书本上课不是一位成功教师所具备的素质。所以答案选D。

21．C[解析]主旨大意题。本文由洁白的栀子花入手，从写一束不知从何而来的栀子花一步一步引入母亲对女儿的爱。C项“神秘的栀子花”符合题意。A、B两项并未涉及主题，另外，全文只说了母亲对女儿的爱而没有提到女儿的反哺之爱，即D项也不符合。所以答案选C。

22．A[解析】事实细节题。选项B、C、D都可以在文章第三段中找到，从第四段可以判断让作者伤心的男孩不是送花者，所以答案选A。

23．C[解析]词义猜测题。作者早上起床，看到了镜子上用口红涂上去的字，scribble意为“乱涂，乱写”，所以答案是C。

24．C[解析]事实细节题。通过第六段中“I became completely uninterested in my up-coming graduation．the senior class play and the prom”可知，只有选项C没有提到，所以答案选C。

25．D[解析]推理判断题。通过倒数第二段第一句“She wanted her children to feel loved and lovable．creative and imaginative?”可知，妈妈想让女儿在这个世界上感受到被爱着??在厄运面前仍然相信世上充满奇迹和美好。所以答案选D。

26．D[解析]主旨大意题。通过文章的第二段和最后一段可知，文章主要讲的是可持续生存，所以答案选D。

27．A[解析】事实细节题。通过文章第九段可知，答案选A。

28．D[解析]观点态度题。文章的前部分都在讲猫狗消耗的资源比汽车还要多，而最后一句却说有的人可能会决定养猫养狗而不养车，显然前后是颠倒的。所以答案选D。

29．A[解析]词义猜测题。通过文章第十段“The book’S playful title and serious sugges- tion that pet animals may be usefully‘recycled’，by being eaten by their owners or turned into pet-food when theY die．may not appeal to animal fans．”可知，这个方法是不受养宠物的人青睐的，所以是不合理的。故答案选A。

30．D[解析]推理判断题。很明显这里指的是pets，即dogs and eats，所以答案选D。

二、简答题

31．[参考答案](1)歌曲导入法

“同学们，你们今天开心吗?我看大家都非常有精神，这样的状态很不错。那在上课之前，老师先给大家播放一首歌曲Marry Christmas，如果会唱的话，你可以跟着节拍一起唱，好吗?(播放歌曲)同学们，歌曲听完了，大家觉得这首歌曲熟悉吗???对，非常不错，这首歌曲是在欢唱圣诞节。老师这儿有个问题：你们知道圣诞节的来历吗???好多同学都不是很清楚，那么今天老师将带领大家一起走进圣诞节，在英语的海洋中一起感受圣诞节的快乐。”

(2)图片导入法

“How are you．bovs and girls?同学们好，很高兴再次见到大家。今天的这节课老师带来了几幅图片，现在请大家看大屏幕，从第一幅图中，大家看到了什么???对，这是我们都非常熟悉的圣诞老人，大家的反应速度真快。现在请看第二幅图，大家看到了什么呢?我听到有同学说圣诞树、圣诞袜，噢，还有红色的圣诞帽，大家观察得非常仔细。那么现在老师有一个问题了，你们知道为什么圣诞节要摆放圣诞树，并戴圣诞帽吗?圣诞老人又是从哪里来的呢?带着这些问题，让我们一起走进今天的课堂，来学习与圣诞节相关的知识。”

(3)视频导入法

“同学们，在今天上课之前，请大家先看一段视频。(播放视频)视频结束了，同学们，What can you see in this video?你们看到了什么?好的，我听到有同学说看到了圣诞老人驾着雪橇在挨家挨户地送礼物，还有的同学看到了艾米一家在准备圣诞晚会。大家观察得都非常仔细，请给自己鼓鼓掌，好吗?那同学们有没有思考过一个问题，你们知道圣诞节是怎么来的吗?看来大家都不知道。没关系，那么我们今天就一起来学习新的一课——圣诞节，从而找到这个答案。”

(4)故事导入法

“同学们，每年的12月25 13很多西方国家都会过一个对于他们来说特别重要的节日——圣诞节。也就是英文的Christmas。在那一天，大街上非常热闹，大人和小孩会穿着节日的盛装穿梭于大街小巷。可是，同学们，你们知道每年的12月25日是全世界基督教徒纪念耶稣诞生的日子吗?大家一脸茫然，看来还不是很清楚，没关系，那么我们今天就一起来学习新的一课——圣诞节，从而找到这个答案。”

三、教学情境分析题

32．[参考答案】(1)该教学片段采用了直接法呈现语法项目。

(2)判断依据有以下几点：①教师直接向学生解释现在完成时的定义。②教师先举例子，然后直接讲授现在完成时的构成。③给出现在完成时的构成之后，教师接着讲授现在完成时的不同用法。

(3)直接法的好处：①强调直接学习和直接应用，注重语言实践练习，学生学习积极性高，学习兴趣浓厚。如教师直接给出现在完成时的定义、构成和用法，能够帮助学生扎实而准确地掌握现在完成时。②采用直观举例，教师通过类比法得出现在完成时的构成，有助于培养学生归纳总结的能力和运用外语思维的能力。如教师讲解现在完成时的构成时举例，学生可以顺着教师的思维去仔细观察和归纳总结。

直接法的不足：①排斥母语，使学生对一些抽象和复杂的概念难以理解。如该片段教学中教师采用全英文教学，但语法概念的掌握及其用法复杂且抽象，学生很难真正理解教学内容。②在初中英语教学条件下，教师偏重实际掌握语言，而对发展智力不够注重，忽视了学生主体地位。如果没有引导学生进行思考和推导的过程，那么整个教学环节都是教师在讲授。

(4)该教学片段存在的问题：①整个课堂只有教师的教，而没有学生的参与，忽视了学生的主观能动性，没有突出其主体地位。②没有设计教学活动，由于语法的学习本身抽象且枯燥，而初中学生活泼好动，注意力难以集中，该课堂可能无法吸引学生，达到预设的教学效果。③教授现在完成时的构成时，教师列举例子然后直接得出了现在完成时的构成方式。教师应

引导学生根据例子，经过分析后得出现在完成时的构成方式。这样有助于学生对知识的掌握和记忆，还能调动学生的学习积极性。

四、教学设计题

33．[参考答案]Teaching topic：My family

Period：one period

Teaching objectives：

Knowledge and skills objectives

Students grasp these words：family，photo，grandfather，grandmother，parents，brother，sister，cousin．

Grasping the sentence pattern“These ate?”and using it to introduce your family． Process and methods objectives

Through individual work，pair work and group work，improving Ss’ability of independent thinking and cooperation．

Emotion，attitude and values objectives

Be aware of the importance of family and learn to love their family members． Teaching contents

Words：family，photo，grandfather，grandmother，parents，brother，sister，cousin. Sentence pattern：These ale?

Key and difficult points：

Key points：Grasp the words and sentence pattern and learn to introduce their own family.

Difficult points：How to improve their interest in joining the class．

Major steps and time allocation：

Ⅰ．Lead in(4ˊ)

Ⅱ．Presentation(20ˊ)

m．Practice(10ˊ)

1V．Production(10ˊ)

V．Homework(1ˊ)

Activities and justification

Lead in(4ˊ)

Activity：Listen and sing a song Famil?Fingers

Reason：The music will arouse Ss’interest and the teaching content would be naturally led in．

Presentation(20ˊ)

Activity l：Teacher introduces his／her own family．

Activity 2：Ss read the passage and then try to figure the roles in the pictures． Activity 3：Teach all the new words and the sentence pattern．

Reason：Activity l and activity 2 lay a foundation for activity 3，and Ss can easily grasp the content through these activities．

Practice(10ˊ)

Activity 1：Ss introduce their own family to his or her partner．

Activity 2：Invite several groups to corne to the front to introduce their families and give the best group reward．

Reason：Activity l can help Ss practice what they have just learned and activity 2 can cultivate Ss’awareness of cooperation and competition．

Production(10ˊ)

Activity：Image what your family would be like 50 years later and draw a picture of it.

Reason：Cultivate Ss’creativity．

Homework(1’)

Activity：Introduce the picture in the text book to your parents．

Reason：The open homework would review what they have learned in class and promote commu-nication between parents and children as well．