《小学英语对话教学策略的研究》微型课题问卷调查分析
小学英语对话教学探究
小学英语对话教学探究一、引言英语是一门国际通用的语言，而小学阶段是学生接触和学习英语的重要时期。
对话是语言交际的重要形式，对学生的口语能力和交际能力有着重要的影响。
小学英语对话教学具有重要的意义。
本文将对小学英语对话教学进行探究，分析其特点、方法和策略，旨在提高小学生的口语表达能力和英语交际能力。
二、小学英语对话教学的特点1.语言简单、情景化小学生刚接触英语，词汇量有限，句子结构简单，因此小学英语对话教学应以简单的语言和情景化的教学形式为主，使学生能够轻松理解和运用对话内容。
通过图片、游戏、歌曲等形式进行对话教学，让学生在轻松愉快的氛围中学习英语对话。
2.重视口语表达小学英语对话教学注重培养学生的口语表达能力，让学生在实际情境中运用所学的英语进行交流。
通过角色扮演、小组合作等形式进行对话训练，提高学生的口语组织能力和自信心。
3.注重情感交流小学生的学习需求是多元化的，他们希望通过英语表达自己的情感和想法。
小学英语对话教学应注重情感交流，通过对话教学让学生了解并表达情感，培养他们的情感交流能力。
1.激发学生学习英语对话的兴趣激发学生的学习兴趣是小学英语对话教学的重要策略。
教师可以通过引入有趣的教学内容、形象生动的教学方法、多样化的教学活动等方式激发学生对英语对话学习的兴趣，让学生在轻松愉快的氛围中感受到学习英语对话的乐趣。
2.营造情境化的教学环境情境化教学是小学英语对话教学的有效方法之一。
教师可以借助图片、视频、实物等教学资源，创设与对话内容相关的情景，让学生在真实的情境中学习和运用对话内容，使学生更加深入地理解和掌握对话技巧。
3.灵活运用课堂教学方法小学英语对话教学需要灵活运用多种课堂教学方法，如听说结合、师生互动、小组合作等。
通过多种教学方法的灵活运用，让学生在不同的课堂教学环境中得到对话技能的全面培养，提高他们的口语表达能力和语言交际能力。
4.关注学生的个性化需求小学英语对话教学应关注学生的个性化需求，根据学生的年龄特点和兴趣爱好设计教学内容和方式。
小学英语课题研究方案《小学英语口语教学策略研究》
小学英语课题研究方案《小学英语口语教学策略研究》一、小学英语口语教学的现状分析语言作为一种工具，其最终目的是为了交际。
但在实际运用过程中，却存在着很多问题。
以小学英语口语教学为例，我在教学中发现：有些学生考试常常能拿高分，但要让他流利地说几句英语却很难。
在进行课堂口语练习时，有的学生面对老师和同学十分害羞，不愿积极参与口语活动；有的学生虽然参与积极性较高，心里或许也想得不错，但一到口头表达，就抓耳挠腮，不知怎么表达；还有的学生自由讨论会话时语言流畅，一到正式发言就吞吞吐吐，结结巴巴，表达时出现许多语言错误。
这些都是“哑巴英语”的表现。
那么是什么原因导致此种“哑巴英语”的现象发生呢？我认为主要有以下几点：1、口语学习的重要性尚未被普遍认识在现阶段，由于各级各类考试还不重视口语能力的测试，重读写、轻听说的观念仍然根深蒂固。
经过我的调查，认为读写重要的学生远多于认为听说重要的学生。
广大家长和学生认为口语并不重要，英语成绩是靠最后的一张考卷来评定的。
我们之中一部分教师甚至也有这种想法，因而忽视了平时的口语训练。
2、良好语言环境的匮乏俗话说“拳不离手，曲不离口”。
同样，英语口语水平要在良好的语言环境中才能得到提高。
但由于我们的学生并不是生活在英语的语言环境中，除了课堂外，学生使用英语的机会很少。
即便在课堂上，如果教师不能创设轻松愉快说英语的情境和氛围，学生也不会乐于参与。
3、学生心理素质大多数学生在进行口语表达时内心焦虑紧张，因此错误百出。
于是越出错就越紧张害怕，越紧张害怕就更容易出错，形成恶性循环，使学生有惧怕心理，导致学生不敢开口。
4、学生个性差异学生因个性差异在课堂上的表现各不相同。
性格开朗的学生善于表现自己，因此能得到较多锻炼机会。
性格内向或基础较差的学生，容易产生自卑心理，不敢大胆说，怕同学嘲笑，怕老师批评，这样他们的口语水平就很难得到提高。
5、学生人数较多由于师资力量的缺乏，现在大多数学校都是大班教学，即每班有超过三十个学生，有的班甚至达到五六十个学生，这给教师组织口语训练带来了很大的困难。
五年级英语口语表达方法研究现状调查问卷分析
五年级英语口语表达方法研究现状调查问卷分析一. 调查背景在小学阶段，培养小学生开口说的能力已经成为英语学习初始阶段的重要教学目标之一。
近年来，小学英语得到了社会各界的普遍关注，信息化和多元化的社会使人们更加认识到英语的重要性。
英语作为最重要的信息载体之一，已成为人类生活各个领域中使用最广泛的语言，它日益成为我国对外开放和与国际交往的重要工具，因此提高学生的英语口语能力已成为社会的迫切需求。
英语作为语言交际的工具，它的第一性是口语而不是书面表达，让每一个学生开口说话，是英语教学的首要任务。
《小学英语课程标准》提出：小学英语教学的主要目的是使学生获得初步运用英语的能力。
近年来，小学英语得到了社会各界的普遍关注，信息化和多元化的社会使人们更加认识到英语的重要性。
英语作为最重要的信息载体之一，已成为人类生活各个领域中使用最广泛的语言，它日益成为我国对外开放与国际交往的重要工具，提高学生的英语口语能力已成为社会的迫切需求。
二. 调查对象延安市宝塔区北关小学五年级全体学生三. 调查目的为了了解我校学生英语学习情况，为本课题的实施提供有力的实践准备，对我校五年级的学生进行了书面的问卷调查法。
通过向学生问卷调查、访谈、分析学生的作业和与其他英语教师座谈等形式了解当前学生英语学习的主要方式。
通过调查可以发现五年级学生对英语学习比较感兴趣，学习积极性比较高。
在调查中也发现学生喜欢课堂师生能用英语交流、喜欢小游戏、喜欢表演、喜欢竞赛；也有些教师反映当自己改变单纯枯燥的教读、生硬的教说、逼迫式的教写时，学生还是很喜欢上英语课的。
四 .调查方法问卷调查法，现场调查法五.调查结果为明确小课题研究的方向，本着以学生为本，激发学生学习兴趣，提高学生英语口语表达能力的目的，我设计了一份学生调查问卷，以了解学生学习的需求、现状，确保课题研究顺利开展。
现将情况分析如下：（）1、你喜欢上英语课吗？A 很喜欢 10%B 喜欢 85%C 不喜欢 5%（）2、你在英语课上经常发言吗？A 总是发言 85%B 偶尔发言 5%C 不敢发言 10%（）3、你认为英语课堂上什么环节能调动你的积极性？（多选）A 游戏 70%B 歌曲 5%C 故事D小组竞赛 25%（）4、上英语课时，你能听懂老师以英语为主组织的课堂教学吗？A. 能 30%B.有时能 35%C.基本不能 35%（）5、上英语课时愿意主动回答老师提出的问题么？A.喜欢，并非常乐意和所有同学说英语 60%B.不太喜欢，只愿意和同桌或熟悉的同学说英语40%C.不愿意说（）6、在课内小组活动中你能按老师的要求用英语进行讨论和交流吗？A.基本可以 80%B.有时可以 20%C.几乎不能（）7、你认为以下哪些措施能够提高口语学习?A.加大口语教育资源的投入 5%B.教育法的改进 14%C.使用新版的教科书1%D.创造更多的口语学习环境 80%（）8 、课本上句子你能流畅的读出来吗？A.能 80%B.基本能 18%C.不能2%（）9、你认为小组合作以哪种方式最好？A.两人活动 20% C. 4-6人小组活动 30%C.6人以上 50%（）10、你的父母会英语吗? 他们会帮助你学英语吗？A.会，能很好地辅导 16%B.会一点英语，能进行适当的辅导 20%C.不会英语，不能进行辅导 74%（）11、在课外，你每天另有时间练习口语吗？A.一小时以上 30%B.半小时左右 70%C.几乎没有时间（）12、你在口语练习中遇到的最大的困难是?A. 词汇量太少 100%B.基础差，发音不好C.胆子小,害怕犯错（）13、你对自己的口语水平满意吗?A.满意 5%B.比较满意 8%C.不满意 87%（）14、你认为在英语学习听、说、读、写这四项技能中，哪一项最重要？A听 5% B说 60% C读 10% D 写 25%（）15、你认为会说一口流利的英语口语对今后有帮助吗？A 有 100%B 没有C 不清楚（）16、你对如何提高自己的口语水平有哪些好的建议？六 .调查分析通过调查获得的数据，使我有了一种认识:我校从三年级起就开设英语课，但由于众多原因，仍有部分学生未能达到应有的口语水平。
《小学英语对话教学策略的研究》课题研究活动记录2
《浅谈小学英语对话教学的有效策略》课题研究活动记录1活动时间活动地点参加人员活动主题及内容：学生对小学英语对话教学现状的看法1.你喜欢在英语课上说英语吗？A.非常喜欢B. 不喜欢C.一般2. 英语课上，老师让你和同学用英语交流时，你的感觉是？A.非常高兴B. 想说，但很害怕说错C.不想说3. 你认为会讲标准流利的英语重要吗?A. 不重要B. 非常重要C.一般4. 你认为在课堂上经常进行对话练习重要吗？A．很重要 B.不重要 C.一般5. 课堂上你会用英语与同学进行交谈吗？A．从不 B.偶尔一两次 C.经常6. 你喜欢你的英语老师上英语课时：A、几乎全部讲英语B、大部分时间讲英语C、大部分时间讲汉语7. 您认为自己的英语口语水平如何?A．没信心 B.还可以 C.很有信心8．你最喜欢在什么环境下学习英浯?A．课堂上 B.英语角等课外活动C．日常生活9．你喜欢学校组织的英语课外活动吗？A.喜欢B. 不喜欢C.一般10．您觉得老师的教学方法有待改进吗?A．需要B．一般C．不需要11．在课外，你是如何学英语的?A．听英语歌曲B．看英文影片C．看英文书报12．你认为学习英语的最大目的是什么？A.考试B.与人交流C.培养兴趣13、在课堂中你喜欢在玩游戏中学习相关内容吗？A.非常喜欢B. 不喜欢C.一般14. 在课堂中你喜欢小组竞赛的学习方式吗?A.非常喜欢B. 不喜欢C.一般15.你认为在学习英语中的最大的困难是什么？A.学习内容多B.不会说C.不会写通过问卷调查我总结如下：喜欢上英语的学生占70%，且女生占85%.学习英语的目的是应付考试，喜欢在英语课上玩游戏，参加各种活动，除了上课说英语，课后从不说英语。
《浅谈小学英语对话教学的有效策略》课题研究活动记录2活动时间:活动地点:参加人员:活动主题及内容: 学生会倾听英语对话吗？研讨过程:一、主持人发言二、组员各抒己见三、总结方法，大力推广XX的发言：从事小学英语教学10多年来，我用心备课，认真上课，课后及反思。
《小学英语对话教学策略的研究》微型课题问卷调查分析
《小学英语对话教学策略的研究》微型课题问卷调查分析问卷调查分析1.你喜欢在英语课上说英语吗？A.非常喜欢B. 不喜欢C.一般2. 英语课上，老师让你和同学用英语交流时，你的感觉是？A.非常高兴B. 想说，但很害怕说错C.不想说3. 你认为会讲标准流利的英语重要吗?A. 不重要B. 非常重要C.一般4. 你认为在课堂上经常进行对话练习重要吗？A．很重要 B.不重要 C.一般5. 课堂上你会用英语与同学进行交谈吗？A．从不 B.偶尔一两次 C.经常6. 你喜欢你的英语老师上英语课时：A、几乎全部讲英语B、大部分时间讲英语C、大部分时间讲汉语7. 您认为自己的英语口语水平如何?A．没信心 B.还可以 C.很有信心8．你最喜欢在什么环境下学习英浯?A．课堂上B.英语角等课外活动C．日常生活9．你喜欢学校组织的英语课外活动吗？A.喜欢B. 不喜欢C.一般10．您觉得老师的教学方法有待改进吗?A．需要B．一般C．不需要11．在课外，你是如何学英语的?A．听英语歌曲B．看英文影片C．看英文书报12．你认为学习英语的最大目的是什么？A.考试B.与人交流C.培养兴趣13、在课堂中你喜欢在玩游戏中学习相关内容吗？A.非常喜欢B. 不喜欢C.一般14. 在课堂中你喜欢小组竞赛的学习方式吗?A.非常喜欢B. 不喜欢C.一般15.你认为在学习英语中的最大的困难是什么？A.学习内容多B.不会说C.不会写通过问卷调查我总结如下：喜欢上英语的学生占70%，且女生占85%.学习英语的目的是应付考试，喜欢在英语课上玩游戏，参加各种活动，除了上课说英语，课后从不说英语。
《情景教学中小学生英语口语表达能力的实践与研究》学生调查问卷分析报告
《情景教学中小学生英语口语表达能力的实践与研究》学生调查问卷分析报告作者：吴妮来源：《学校教育研究》2019年第14期一、调查内容本次调查内容重点是了解小学生对英语口语表达的认识、掌握、兴趣、能力等几个方面进行调查。
调查范围为五年级，问卷调查设计选择题15题，参加调查人数66人，收回问卷66份。
问卷内容统计。
二、调查结果分析从调查问卷结果可以看出，大多数学生从三年级开始接触英语，很喜欢上英语课，通过老师的教授也能够掌握所学知识，流利朗读课文内容，喜欢老师创设情境、联系日常生活运用游戏的方式进行课堂教学。
这些数据足以看出学生们对学习英语有较强的兴趣，他们都认为学习英语很重要，是件很快乐的事，对英语老师也具有强烈的爱的倾向。
但也能发现一些同学不自信，心里明白英语中“说”的重要性，但是就是不愿回答问题，怕自己说错，轮到自己张口说的时候心里紧张、焦虑、害怕，不敢主动和同学进行交流也不想、参加学校各类英语活动。
就以上数据分析来看，在英语教学中，要致力于从兴趣入手，提高学生学习英语的兴趣，创设有效的情境调动他们的学习动机，让他们接受并乐于参与到各种类型的英语教学中。
三、研究结论在小学阶段，学生除了在课堂上40分钟的学习之外，回到家里就没有了环境与氛围。
一些学生在课堂上不愿动脑筋，总是安于现状，老师怎么样讲，他就怎么样听，没有创新、没有思考、没有挑战困难的勇气。
而且总认为张口说是件丢人的事情，不愿意回答问题，也不愿意与同学合作对话。
这样一来就更加阻碍了口语学习的能动性。
小学英语口语教学中，如何联系实际、创设情境提升学生口语表达能力就是目前需要解决的问题。
联系实际就离不开情境创设，情境教学应该以教学内容为主根据学生的发展水平，这就要求我们英语教师在日常的英语教学中联系实际，创设情境，将口语训练融入到英语知识学习中，有目的的引入或创设具有一定情绪色彩的形象生动的场景引起学生想象体验的态度，激发学生学习兴趣，进而理解教材，从而提升学生口语表达的能力。
小学英语情境教学问卷调查分析报告范文
小学英语情境教学问卷调查分析报告范文全文共6篇示例，供读者参考篇1My Report on the English Situational Teaching SurveyIntroductionHello, my name is Amy and I'm a student in Primary 5. Our English teacher, Miss Lee, recently conducted a survey about Situational Teaching in our English lessons. She wanted to find out what we students thought about learning English through different situations and activities. I'm going to share the results of the survey and my thoughts on it.The SurveyThe survey had 10 questions and all of us in Primary 4 to 6 had to answer it. The questions were about the different situations and activities Miss Lee uses to teach us English. Some examples are role-playing, games, singing songs, and watching videos. We had to rate how much we enjoyed each activity and if we felt it helped us learn English better.Survey ResultsHere are the main findings from the survey:Role-playing was the most popular activity, with 85% of students saying they really enjoyed it and found it very helpful for learning English.Games like bingo, charades and treasure hunts came a close second, with 80% of students giving them a thumbs up.Singing songs and watching videos were also quite popular, appreciated by around 70% of students.The least popular were reading dialogues from the textbook (only 30% liked it) and writing exercises (40% enjoyed them).An overwhelming 92% of students said they learned English better through situational activities compared to just reading from textbooks and doing worksheets.My Thoughts on the ResultsI definitely agree with the survey results! Role-playing is my absolute favorite way to learn English. It's really fun to pretend to be different characters and act out scenes. Like if we're learning about going to the supermarket, we get to role-play as shoppers and shopkeepers. This makes it so much easier to remember the new words and expressions.Games are great too because they make learning English an enjoyable challenge instead of hard work. For example, when we play English Bingo or Charades, we're practicing vocabulary and phrases without even realizing it. The competitiveness also motivates us to do better.Singing songs helps a lot with pronunciation and remembering lyrics is a cool way to learn new sentence structures. The videos are engaging and give real-life examples of how English conversations happen.I'm not a big fan of just reading dialogues because they can be quite boring after a while. The writing exercises are ok but quite hard, especially if we have to write a lot.So overall, I really enjoy the interactive and hands-on nature of situational teaching. It makes English lessons way more fun and interesting compared to just doing textbook work. I feel like I learn better this way too because the situations stick in my mind much more than just reading something.Room for ImprovementAlthough most of us love situational teaching, the survey showed that some students still find it a bit difficult or embarrassing at times. A few said they get nervous acting outroles in front of others. Some also requested more technology like learning English through apps and online games.So I think Miss Lee could look into having more pair/group activities instead of just whole-class ones. That might make the shy students feel more comfortable. Using more digital tools could make lessons even more engaging too.But on the whole, the positive response to the survey proves that situational teaching is a big hit! I really hope Miss Lee and our other English teachers continue using lots of fun activities, games and role-plays to make learning English an awesome experience.ConclusionTo sum up, this survey has shown that us primary school students overwhelmingly prefer learning English through situations and interactive activities rather than just textbooks and worksheets. Methods like role-playing, games, songs and videos seem to be the most effective and enjoyable ways to pick up the language.While there's still some room for improvement, situational teaching is clearly the way to go for making English lessons engaging and helping us become more confident andcompetent English speakers. Thanks for reading my report! I'm off to prepare for an English TV news reporting role-play now. Goodbye!篇2Here's a sample 2000-word report analyzing a survey on situational English teaching in primary schools, written from a primary student's perspective:Title: Fun Ways to Learn English at SchoolIntroductionHi there! My name is Emma, and I'm a student in Year 5. Our teacher, Miss Wong, recently gave us a survey about how we like to learn English in class. She wanted to find out what kinds of activities we enjoy the most and which ones help us understand better. After we all filled out the survey, she shared the results with us. It was really interesting to see what my classmates thought! Here's what we found out:Survey ResultsMost of us said that we like it when English lessons are fun and interactive. The activities we enjoyed the most were:Role-playing/Acting out dialogues and stories (87%)Singing songs and chanting rhymes/raps (84%)Watching short video clips or movies (81%)Playing educational games (79%)A lot of us also said that we find it easier to learn new words and grammar when we can connect them to real-life situations. For example, over 70% of us felt that using props, realia (real objects), and pictures/flashcards helped us remember vocabulary better.On the other hand, some of the activities we didn't find as engaging were just reading from our textbooks (23% enjoyed this), doing written exercises from worksheets (31%), and listening to the teacher explain grammar rules (39%).AnalysisFrom the survey, it's clear that us kids really respond well to active, hands-on learning. When we get to do role-plays, sing songs, watch videos etc., it makes the lessons much more fun and memorable. I think it's because we're using English in a realistic way, just like how we'd use it in the real world. Instead of just reading about how to order food at a restaurant, we can actually act it out. That makes it easier for the language to stick in our minds.The use of props, pictures and real objects also seems to help a lot of us. I guess it's because we're visual learners, and having something concrete to look at helps connect the words to their meanings. Just reading vocabulary lists can be boring, but if we can see and touch the objects, it makes more sense.While we don't dislike reading, writing, and analyzing grammar completely, most of us find those solo activities a bit dry if that's all we're doing. From the results, it looks like we learn best when we can experience English through multi-sensory methods – speaking, listening, moving around, etc. That's probably why games, role-plays and songs ranked so highly.RecommendationsBased on the survey results, I think there are a few ways our teachers could make English lessons even more engaging:Have more conversational practice through role-plays, games and group activities. We could set up class "restaurants", "shops" etc. and take turns being customers and servers.Use more audio-visual materials like short video clips, songs/rhymes, and flashcard games. The songs seem to really help us remember vocab and grammar.Go on field trips or bring in guest speakers sometimes. It would be cool to practice our English with native speakers or in real-life environments like restaurants.Use more hands-on props and realia, especially for new vocabulary topics. Let us touch and play with the objects while learning the words.For grammar study, try to make it more interactive with games, dialogues and role-plays instead of just lecturing rules.Overall, the survey showed that when English is taught through engaging, multi-sensory activities, it really helps us learn better and have more fun!ConclusionWell, that's my report on our class survey results! I hope our teachers find the feedback useful. At the end of the day, we're just kids - and kids learn best when lessons are interactive, hands-on and enjoyable. With some fun new additions to our English programme, I'm sure we'll make great progress. Let me know if you have any other questions!篇3Situational English Teaching in Primary Schools: A Student's PerspectiveIntroductionLearning English as a second language can be a daunting task for many primary school students, especially when it comes to understanding and applying the language in real-life situations. Traditional teaching methods often focus on rote memorization of grammar rules and vocabulary, which can be dry and demotivating for young learners. Fortunately, many schools have embraced a more innovative approach called "situational English teaching," which aims to create immersive and engaging environments for students to practice English in contexts that mimic real-life scenarios.As a primary school student who has experienced both traditional and situational English teaching methods, I would like to share my insights and perspectives on this approach. In this report, I will explore the benefits and challenges of situational English teaching, as well as provide recommendations for further improvement.Benefits of Situational English TeachingIncreased Engagement and MotivationOne of the most significant advantages of situational English teaching is its篇4My Big Report on How We Learn English at SchoolIntroductionHi there! My name is Amy and I'm a 5th grader at Sunnydale Elementary. Our school has been trying out some new ways of teaching us English and they asked me and my classmates to let them know what we think by filling out a survey. Well, I really had a lot to say! English is one of my favorite subjects but learning it can be pretty confusing and frustrating sometimes. I decided to put together this big report to share my thoughts and the results from the survey.The Old Way of Learning EnglishUp until last year, we learned English pretty much just by listening to our teacher explain grammar rules and doing worksheets or activities from our textbooks. I have to admit, it was kind of boring! Just sitting at our desks going through the books page by page. We did get chances to practice speaking English with our classmates sometimes, but it always felt reallyawkward and unnatural. Like we were just reciting from a script instead of actually using the language to communicate.About half the kids in my class, including me, come from homes where our parents don't really speak much English. So we didn't get a whole lot of English practice outside of school either. By the time I got to 4th grade, even though we had been studying English for years, I still didn't feel very confident using it.I could get decent grades on tests about vocabulary and grammar, but I had a really hard time understanding English movies or books, or just basic conversations.The New Situational Teaching MethodThat's when our school decided to try this new "situational" method for teaching English. Instead of just lectures and textbook exercises, our teachers started creating more realistic scenarios and activities to get us practicing English in a more natural way.For example, one week our classroom was turned into a little restaurant. Some kids were the servers, some were the cooks, some were the customers. We had to use English to take orders, call out the food from the kitchen, pay the bill, and interact just like you would at a real restaurant. Another time, we had a little store set up and half the class were the shopkeepers sellingdifferent items while the other students were the customers coming in to shop, make purchases, and have English conversations.We even went on some field trips around town and had to use our English to ask directions, make requests at places like cafes or shops, and discuss what we were seeing and doing. One of my favorite activities was putting on a short play entirely in English for our parents and the other classes at school.What We Thought About Situational TeachingOur teachers had us all fill out a survey to get our feedback on this new situational approach compared to how we learned English before. I thought the survey questions were really on point and managed to cover all the key things I wanted to give my opinion on.First, we were asked whether the new teaching method helped improve our overall English ability like speaking, listening, writing etc. An overwhelming 87% of students, including me, said we felt our English got much better across all areas compared to just doing textbook work. Putting the language into real practice and not just doing grammar drills made such a big difference!We were also asked if the new method was more enjoyable and engaging than our previous English classes. A massive 94% of us said it was way more fun and interesting! Speaking for myself, I actually looked forward to English class and didn't dread it like I used to. The activities were exciting, kept us on our toes, and made learning English feel like a fun challenge rather than a boring chore.Another key question was whether the new situational method made us feel more motivated and confident to use English, even outside of class. 79% of us, myself included, said we did feel way more motivated to practice and confident trying to use English in the real world after doing all those realistic practice activities at school. I know I personally started feeling way less shy about trying to strike up English conversations when I was out and about.The survey also asked about whether we felt the situational teaching was more effective at preparing us for tests, speaking with foreigners, watching English movies, reading English books etc. An impressive 92% of students agreed it gave us way better real-world skills that transfer over to all those English language domains compared to just textbook learning. I know I went from struggling to follow even simple English videos to now beingable to comprehend most stuff for kids my age without too much trouble.Concluding ThoughtsTo wrap up my report, I want to say that overall, our class massively prefers and benefits way more from this new situational way of learning English. Getting immersed in real篇5Here's a 2000-word sample analysis report written from a primary school student's perspective on the topic of "Situational English Language Teaching Survey and Analysis Report":Situational English Language Teaching Survey and Analysis ReportIntroductionEnglish is one of the most important languages in the world. It's spoken by people from different countries and cultures, and it's really helpful for communicating with others. In our school, we learn English through situational teaching methods, which means our teachers try to create real-life situations in the classroom to help us understand and use English better.Our class recently conducted a survey to find out how effective these situational teaching methods are in helping us learn English. We wanted to know what kinds of activities and techniques our classmates find most helpful, and what areas could be improved. In this report, I'll share the results of our survey and provide an analysis of what we've learned.Survey MethodologyWe created a simple questionnaire with ten questions about our experiences with situational English language teaching. The questions covered topics like:Types of situational activities we do in class (role-playing, games, etc.)How helpful we find these activities for learning vocabulary, grammar, and conversation skillsWhether we feel more confident speaking English after participating in situational activitiesWhat we like or dislike about situational teaching methodsSuggestions for improving or adding new situational activitiesWe handed out the questionnaires to all 30 students in our class, and 28 of them completed and returned the survey.Survey ResultsHere are some of the key findings from our survey:The most popular situational activities were role-playing scenarios (89% of students found them helpful), vocabulary games (86%), and conversation simulations (82%).Students felt that situational activities were most effective for improving their speaking skills (93% said they helped "a lot" or "somewhat") and vocabulary acquisition (86%).However, only 68% of students felt that situational activities helped them improve their grammar skills, which was the lowest rating among the language areas we asked about.Overall, 82% of students said they felt more confident speaking English after participating in situational activities.The things students liked most about situational teaching were that it made learning fun (96%), helped them practice real-life conversations (89%), and made it easier to remember new words and phrases (86%).Some of the dislikes or areas for improvement included: not having enough opportunities to practice (21%), feeling shy or nervous in front of classmates (18%), and finding some activities too difficult or confusing (11%).Analysis and RecommendationsBased on the survey results, it's clear that situational teaching methods are generally well-received and effective for helping us learn English, particularly when it comes to improving our speaking skills and vocabulary. The interactive and real-life nature of these activities makes learning more engaging and memorable, which is reflected in the high ratings for boosting confidence and making learning fun.However, the results also suggest that there's room for improvement, especially when it comes to teaching grammar concepts through situational methods. While role-playing and conversation simulations are great for practicing fluency and vocabulary, they may not provide enough explicit instruction or structured practice for mastering complex grammar rules.To address this, our teachers could consider incorporating more grammar-focused activities or mini-lessons within situational scenarios. For example, they could highlight specific grammar points during role-plays and provide feedback andcorrections. They could also create situational games or tasks that require us to use particular grammar structures accurately.Another area for improvement is providing more opportunities for individual practice and ensuring that activities are appropriately challenging without being too difficult or confusing. Some students felt shy or nervous performing in front of classmates, so teachers could consider breaking us into smaller groups or pairs more often, or providing low-stakes opportunities to practice before presenting to the whole class.Overall, though, the survey results indicate that situational teaching methods are an effective and popular way to learn English in our class. By continuing to use these interactive and engaging activities, while also addressing areas for improvement like grammar instruction and individual practice opportunities, our teachers can help us become even more confident and proficient English speakers.ConclusionLearning a new language can be challenging, but situational teaching methods make the process more fun and relatable. Through this survey, we've gained valuable insights into what works well and what could be improved in our situational English lessons.By incorporating more grammar-focused activities, providing more individual practice opportunities, and ensuring that activities are appropriately challenging, our teachers can continue to enhance our learning experience and help us become even better English communicators.I'm grateful to have had the opportunity to conduct this survey and share our findings. It's been a great learning experience for me, and I hope our recommendations will be helpful in shaping the future of situational English teaching in our class and school.篇6A Big Look at How We Learn English in Fun WaysIntroductionHi everyone! My name is Emma and I'm a 5th grader at Oakwood Elementary School. For our class project this year, we did a big survey about how we learn English through fun activities and real-life situations instead of just from textbooks. Our teacher says this is called "situational" or "contextual" learning. We asked other students, teachers, and even some parents about what they think are the best ways to practice English in a natural way. Here's what we found out!Survey MethodsFirst, we made a survey with 10 questions to ask people's opinions on things like role-playing, games, show&tell, field trips, and other interactive English activities. We asked multiple choice, rating scale, and open-ended questions. For example:"How much did you enjoy the restaurant role-play activity?"(Rating scale from 1-5 smiling faces)"What was your favorite kind of situational learning activity and why?"(Open-ended response)We had 125 student surveyors who went around during lunch, recess, and after school to get responses from:375 students (from grades 1-5)32 teachers67 parentsWe put everything into a spreadsheet to analyze the data. It took a while but it was cool to see all the numbers and figures!Key FindingsAlmost everyone agreed that contextual, engaging activities are much more fun than just doing bookwork and drills. They make learning English feel realistic and useful, not just lessons. The top 3 favorite activities were:Field trips & community interactions (like restaurantrole-plays)Show&tell presentationsGames (board/card games, online games, etc.)Tied for 4th were drama/role-playing and creative projects like poster making. Least favorite was just having conversations without a clear context. Here's a breakdown of how much students said they enjoyed each activity type:Field trips/community visits: 89% loved itShow&tell: 81% loved itGames: 77% loved itDrama/role-play: 69% loved itCreative projects: 69% loved itOpen conversations: 43% loved itI put together some graphs that really show how much we all liked the contextual stuff. Check them out below! There are pie charts for overall feelings and bar graphs comparing how students, teachers, and parents rated each activity.In the comments, people explained why contextual learning is awesome. A few examples:"I loved the restaurant activity because it felt like actually ordering food, not just saying phrases from a book.""Field trips make the English so much more meaningful when you can use it right then and there.""The creativity in games and projects sparks way more interest than just memorizing.""It's so powerful for students to present and get thatreal-world practice in a supportive way."Some suggested even more ideas like job shadowing, mock debates, simulated business meetings, and culturalactivities/festivals.ConclusionOverall, the survey results proved that contextual, engaging, and interactive methods are a huge hit for learning English.Getting out of the classroom, roleplaying, creating projects, and any activities that feel relevant and lifelike make students way more motivated and interested. The feedback showed we crave authentic opportunities to use English in a natural way, not just from a textbook.I hope teachers keep using these awesome hands-on techniques. Situational learning makes English feel so much more alive and useful. It's the best way for kids like me to build confidence and skills we'll actually use when communicating and being global citizens. English opens up so many doors, so we've got to practice it in realistic situations that show its real power. That's the key takeaway from our school community's big survey! Let's get situational!。
小学英语主题教研专题讲座《调查问卷的设计》
小学英语主题教研专题讲座《调查问卷的设计》内容:一、调查问卷基本情况：学生调查对象为五、六年级各班学生，主要采用线上问卷调查的形式（问卷星），全校五、六年级共收到填写问卷989份，全部为有效答卷。
调查学生层面广，数据反馈真实可信。
二、问卷调查结果分析（学生卷）1.请问你现在上几年级？五年级学生调查问卷参与人数为544，六年级学生参与人数为545。
2.你每次大约需要多长时间完成英语作业?84.12%的学生能在30分钟以内完成英语作业，13.04%和2.22%学生完成英语作业时间分别在30-60分钟以内和一小时以上。
由此可见，绝大部分同学能在30分钟完成英语作业，同时由于个别学生学习习惯和英语水平的差异，导致小部分学生需要花费一小时以上的时间完成英语作业。
3.你觉得平时英语作业量多吗?59.35%学生认为作业量适中，35.79%学生认为作业量较少，我们可以看出学生总体上认为老师作业布置量不多，极少部分学生认为几乎没有作业或者作业很多。
4.你认为老师布置的英语作业难吗?60.67%学生认为老师布置的英语作业较容易，31.94%学生认为老师布置的英语作业很容易，只有7.79%学生认为老师布置的英语作业难。
我们可以分析，高段学生基本能轻松完成英语作业，只有极少数学生感觉比较吃力。
5.你愿意主动地完成老师布置的英语作业吗？绝大部分学生愿意主动地完成老师布置的英语作业，有的认为作业既有趣又有用，另一些学生则认为这些作业必须完成，只有少数学生学生不愿意完成老师布置的英语作业，觉得作业太无趣。
6.你做英语作业的主要目的是什么？从数据分析可得，大部分学生认为做英语作业的主要目的是巩固所学的英语知识，以避免当天知识遗忘和疏漏，温故知新，这成为大部分学生完成英语作业是主要原因。
提高运用英语的能力，学以致用，以及提高英语成绩也成为部分学生完成英语重要原因之一。
少部分学生认为做英语作业的主要目的为了完成老师的任务和家长的检查。
小学英语对话教学教学策略研究
小学英语对话教学教学策略研究一、引言小学英语作为基础教育的重要阶段，其对话教学在培养学生英语交际能力方面扮演着举足轻重的角色。
《小学英语课程标准》明确指出，小学英语教学的主要目标是使学生获得初步的英语交际能力。
因此，本研究将深入探讨小学英语对话教学的有效教学策略，以期提高小学英语的教学质量。
二、小学英语对话教学的现状与挑战（一）现状目前，小学英语对话教学普遍采用传统的“教师讲解-学生模仿”的教学模式。
虽然这种模式在一定程度上能够帮助学生掌握基本的对话技巧，但其弊端也显而易见。
首先，学生往往处于被动接受的状态，缺乏主动性和创造性。
其次，教学活动往往脱离学生的生活实际，导致学生难以将所学知识应用到实际生活中。
（二）挑战随着全球化的发展，英语作为国际通用语言的重要性日益凸显。
小学英语对话教学面临着如何提高学生的口语表达能力、交际能力和语言运用能力的挑战。
同时，如何激发学生的学习兴趣和积极性，提高教学效果，也是当前小学英语对话教学亟待解决的问题。
三、小学英语对话教学的有效教学策略（一）创设真实语境创设真实语境是小学英语对话教学的关键。
教师可以通过模拟真实的生活场景，如购物、问路、就餐等，让学生在真实的语境中进行对话练习。
同时，教师可以利用图片、道具等辅助手段，使情境更加生动形象。
这样不仅可以激发学生的学习兴趣和积极性，还可以帮助学生更好地理解和运用对话内容。
（二）多样化教学方式多样化教学方式是提高小学英语对话教学效果的有效途径。
教师可以采用角色扮演、情景模拟、小组讨论等多种教学方式进行对话教学。
例如，在角色扮演中，教师可以让学生扮演不同的角色，在模拟的情境中进行对话练习；在情景模拟中，教师可以创设一个具体的场景，让学生根据场景进行对话创作和表演；在小组讨论中，教师可以让学生分组讨论某个话题，并鼓励学生用英语表达自己的观点和看法。
这些多样化的教学方式可以增加学生的参与度和互动机会，提高学生的口语表达能力和语言运用能力。
小学英语教学评价的研究课题学生问卷调查分析报告
小学英语教学评价的争论课题学生问卷调查分析报告一．调查目的：我做的这一份调查报告的目的就是从学生学习英语兴趣、学生对教师的教学评价、小组互评、及学生自评等方面做个了解。
针对存在的问题准时整改，从而将教学评价落到实处，激发学生学习兴趣，提高学生的学习效率及力量二．调查方式：本次调查承受问卷调查的方式进展。
三．调查对象：宝塔区试验小学三年级学生四．调查结果：1．你对英语感兴趣吗？〔〕A.特别感兴趣占38%B. 比较感兴趣占40%C.不太感兴趣占12%D. 一点也不感兴趣占 10%2．你宠爱什么样的英语活动？〔〕A．唱英语歌或英语玩耍占50%B.分角色表演对话占 30%C.看图说话占 15%E．朗读课文并答复以下问题占 5%3.上英语课时，你能做到乐观举手发言吗？〔〕A.能占15% B．不能占25% C．有时候能占60%4.你同意现在教师的评价方式吗？如：你很棒! 你真聪明！表现不错！很好，连续加油等。
〔〕A.同意占35% B．不同意占5% C．根本同意占 60% 5．在评价活动中，你能依据实际状况客观地评价自己和别人吗？〔〕A．能占45% B．根本上能占52% C．不能占 3%6．要是互评和自评的结果不一样，你会怎么办？〔〕A．找缘由占30%B．发脾气占5% C．不予理睬占65%7．每次上课，教师有没有照本宣读和学问性错误现象？〔〕A．有占8% B．没有占72% C．有一点占20%8.你对教师上课教授的词汇、短语、句型、时态、对话，及短文等承受的教学方法满足吗？A 格外满足占25% B.比较满足占45% C.一般占22% D.不满足占 8%9.你最宠爱下面哪种类型的课堂教学形式？〔〕A.通过教师的表达以获得学问占 46%B.师生合作共同参与学习、实践以获得学问占 42%C.在教师的指导下，由学生自己自学来获得学问占 12%10.教师在课堂教学中有没有给你们渗透一些课外学问，如：异国风情、外乡文化、生活常识及思想教育等。
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问卷调查分析
1.你喜欢在英语课上说英语吗？
A.非常喜欢
B. 不喜欢
C.一般
2. 英语课上，老师让你和同学用英语交流时，你的感觉是？
A.非常高兴
B. 想说，但很害怕说错
C.不想说
3. 你认为会讲标准流利的英语重要吗?
A. 不重要
B. 非常重要
C.一般
4. 你认为在课堂上经常进行对话练习重要吗？
A．很重要 B.不重要 C.一般
5. 课堂上你会用英语与同学进行交谈吗？
A．从不 B.偶尔一两次 C.经常
6. 你喜欢你的英语老师上英语课时：
A、几乎全部讲英语
B、大部分时间讲英语
C、大部分时间讲汉语
7. 您认为自己的英语口语水平如何?
A．没信心 B.还可以 C.很有信心
8．你最喜欢在什么环境下学习英浯?
A．课堂上 B.英语角等课外活动C．日常生活9．你喜欢学校组织的英语课外活动吗？
A.喜欢
B. 不喜欢
C.一般
10．您觉得老师的教学方法有待改进吗?
A．需要B．一般C．不需要
11．在课外，你是如何学英语的?
A．听英语歌曲B．看英文影片C．看英文书报
12．你认为学习英语的最大目的是什么？
A.考试
B.与人交流
C.培养兴趣
13、在课堂中你喜欢在玩游戏中学习相关内容吗？
A.非常喜欢
B. 不喜欢
C.一般
14. 在课堂中你喜欢小组竞赛的学习方式吗?
A.非常喜欢
B. 不喜欢
C.一般
15.你认为在学习英语中的最大的困难是什么？
A.学习内容多
B.不会说
C.不会写
通过问卷调查我总结如下：喜欢上英语的学生占70%，且女生占85%.学习英语的目的是应付考试，喜欢在英语课上玩游戏，参加各种活动，除了上课说英语，课后从不说英语。