【推荐】初中英语研究性学习报告-实用word文档 (3页)
初中英语课题研究报告范文
初中英语课题研究报告范文:研究报告课题初中英语范文获奖优秀初中英语课题初中英语课题新颖题目课题研究的五个步骤篇一:英语课题研究报告《语法课的实效性研究》课题研究报告报告课题组2010、12、25《语法课的实效性研究》课题研究报告报告学校坚持以“为了每个学生的发展”为办学思想，以“办优质教育、让人人成才”为办学理念，以“把学校办成学生喜欢、家长放心、社会满意的规范化学校”为办学目标，实行人文性、科学性、规范性、实效性和谐统一的管理模式，全面落实“自主?互助?学习型”课堂，学校拥有多媒体教室、微机室、语音室、理化生实验室等教学设施, 各种仪器2000多件，图书12700册,努力为学生提供最佳的教育学习环境。
一、小结本课题结题的前期准备我校《语法课的实效性》课题作为课题于2009年11月立项。
课题组共有6位主要成员，2009年11月在校内举行了开题仪式，制定了本课题的实施方案，确定了课题的预期目标、研究方法、具体工作进度等详细内容。
目前本实验顺利结束，课题已进入实质性的结题阶段，并已取得了一定实验成果。
所谓“语法课的实效性”是指教师在英语语法教学过程中有意识地、自觉地运用心理学的理论与技术，帮助学生以现行外研版的初中英语教材中语法为主线，融语音、词汇和语法结构以及语言功能、意念和话题为一体的编排语言材料，进而达到诸要素间的有机结合。
该教材的语法项目并非一个个孤单的独立体，而是溶入人物的对话交际中。
新教材的这一特点决定了语法教学必须在交际加语法的过程中实现。
因此，根据新课标的精神，在交际中进行语法教学，提高英语语法的实效性就显得十分实在了。
新课程标准在建议中指出教材不仅要符合学生的知识水平、认知水平和心理发展水平，还要尽可能通过提供趣味性较强的内容和活动，激发学生的学习兴趣和学习动机。
为此，教材应紧密联系学生的实际生活，提供具有时代气息的语言材料，设置尽量真实的语言运用情景，组织具有交际意义的语言实践活动。
英语研究性学习结题报告（5篇范例）
英语研究性学习结题报告（5篇范例）第一篇：英语研究性学习结题报告本次的实践活动我们班完成的十分好。
我们在看英文电影的时候，不仅看到了精美的画面，同时也学到了不少。
我认为看英文电影可以补充中国没有英语教学中缺失的基本模式A）中国人是通常是按“音词句”的顺序模式学习英语，总认为把音学好了，词一定能学好，进一步就可以把句子学好了。
但这与自然语言学习的过程明显不同，而且实践证明真正有效的英语学习必须是“双管齐下”，即把从小到大和从大到小结合起来，而且要把后者放在主要的位置上，即从句子的角度学习词，从词的角度学习音，所以，接触“非教学”状态下的英语正是中国人学习英语中最缺少的内容。
B）语言中的一切词与句，特别是最常用的部分，所表达的意思与语境有着密切的关系，这些词句光靠死记硬背是不管用的，而且与汉语有着细腻的差别，只有通过更多的体验，特别是与具体的语言环境的真实体验，包括通过电影的场面的体验，我们才可能学会词句，我们同时也会发现原来最简单的词句并不是最简单的，而是英语中最难学的，它们意思很多、细腻、对语境的依赖性极强。
更主要的是，通过对“简单语言现象”的深入理解，英语中更难的部分也会变得容易很多。
C）语言的能力中，有相当一部分能力属于下意义的反应能力，即不需要做出理性的分析，就能够快速地做出正确的反应，包括对意思的理解，对语言结构的认识，做出应答等等。
快速反应能力的最好培养方式是在基本理解语言现象后，尽早进入实战性的训练，电影为我们提供了一种很好的方法。
良好的故事情节给我们的帮助不只是语言的A）电影中的语言真实具体，更多的是语言的文化、戏剧化的场面，从艺术的角度让我们体会到了英语的文化。
学好一门语言光有语言本身功夫是不够的，这些东西绝不是因为老师在课堂上的讲解就能学会的，实际上中国的老师本身对英语文化了解得也不够，而且也很难讲明白。
另外，文化这种东西更多的是需要体验和感悟的，间接的东西几乎是没有用的。
B）西方的文化在很多方面具有强势，只要你接触，你一定会受到很大的影响，而这种影响不仅对语言的学习有好处，而且对你的思想、价值观、知识面等等都会有很大的影响。
【优质文档】研究性学习课题结题报告——英语-推荐word版 (8页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==研究性学习课题结题报告——英语研究性学习课题结题报告：英语进入中国制造时代——探究英语单词中的中国制造课题负责人：谢海洋组员：吴子悦、李少康、高晗瑜王薪雅、闻娟、刘士彦课题时间：201X年10月——201X年7月【提要】英语借走的十个影响全球的“中国词”：丝绸，茶，世外桃源，风水，茶点，走狗，纸老虎，大款，赌场，小费……一、课题背景在过去一年的外媒涉华报道中，我们惊讶地发现，为了能更加形象、夺人眼球地描述中国特有的现象，外媒的记者们在报道中掺杂“中式英语”，甚至在报道一些中国新闻时，创造了中国专属的英文词汇。
201X年，中式英语“ungelivable（不给力）”风靡网络，似乎标志着一个从“中国人背英语单词”到“中国人造英语单词”的跨越性时代拉开帷幕。
《纽约时报》称此事“非常酷”。
过去那些被“people mountain people sea（人山人海）、”“watch sister （表妹）”等中国式英语翻译弄得云里雾里的老外，开始慢慢觉得“中国制造”的英语“很有意思”。
与此同时，原先被人当做笑柄的“中式英语”如今正猛烈地冲击着英语词汇库。
美国“全球语言监督”机构的报告显示，自1994年以来国际英语增加的词汇中，中式英语贡献了5%到20%，超过任何其他来源。
专家认为，随着中国国力的提升，中国文化正对世界文化形成强烈补充。
二、探究目标“中国制造”的标签早已在全球诸多领域掀起过热潮，如今，向来有“国际语言”之称的英语也不免有了“中国制造”的影子。
而伴随对外文化交流的加强，就连外国人也在“耳濡目染”地熏陶中慢慢接受和学习着这些“中国制造”英语。
于是乎，越来越多的人开始关注中国式英语，人们不禁要问：在因错误而生的幽默背后，中国式英语的前路又将会延伸到何方？有留学生在看到商场门框上提示“小心碰头”的标牌上翻译为“Becarefultohityourhead(小心地去碰你的头)”时不禁捧腹大笑。
英语研究性学习报告（范文）
英语研究性学习报告英语研究性学习报告一、英语研究性学习不同于英语学科教学1．作为一门课程，“问题”是研究性学习的载体，整个教学过程围绕着问题的提出──寻找收集资料──分析研究问题──解决问题来组织学生进行学习活动。
而英语学科教学是以教材为依据和载体，教学过程是围绕完成教材所规定的目标而进行的教学活动的过程。
2．在英语教学中往往以教师为主，“知识”在教师那里，教师是知识的传授者，学生只是单向“求学”，是知识的接受者；研究性学习主要由学生负责完成，它赋予学生自主选择学习内容的权利，同时也承担达到目标的义务。
3．英语教学偏重于学生通过记忆、练习、重复等方式掌握学科基础知识达到简单应用的目的；研究性学习重视学习的结果，更注重学习的过程，注重学习过程中学生的感受和体验。
4．英语教学活动一般在课堂上进行；而研究性学习的活动不局限于课堂，它根据问题的需要走向开放的社会，向社会索取知识。
5．英语学科教学的评价方式一般是以分数为手段的标准化考试；而研究性学习的评价是一种综合的、定性的方式，它以学生在整个学习过程中的活动以及体验为依据。
二、英语研究性学习与英语学科教学是有联系的从我校开设研究性学习课程来看，1．课题的提出基于英语教学，根据学科教学内容中的问题、方法、规律等提出探索性课题。
如：英语语法学习和词的用法总结，英式英语与美式英语的不同，英语学习方法的研究以及从教学内容延伸出的课题等。
2．在收集资料过程中，学生必然会运用已学英语知识查阅因特网上、图书馆中的大量英语材料；运用英语与外籍人士交流，对他们进行调查访问。
3．学生运用已学的英语知识完成部分课题的结题报告。
4．在答辩过程中，课题组学生得运用英语来对教师提出的问题进行阐述。
英语研究性学习报告(12篇范文)
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文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作报告、合同协议、心得体会、演讲致辞、规章制度、岗位职责、操作规程、计划书、祝福语、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample texts, such as work reports, contract agreements, insights, speeches, rules and regulations, job responsibilities, operating procedures, plans, blessings, and other sample texts. If you want to learn about different sample formats and writing methods, please pay attention!英语研究性学习报告（12篇范文）【第1篇】英语研究性学习报告一、英语研究性学习不同于英语学科教学1．作为一门课程，“问题”是研究性学习的载体，整个教学过程围绕着问题的提出──寻找收集资料──分析研究问题──解决问题来组织学生进行学习活动。
优秀的初中英语教研报告(3篇)
第1篇一、前言随着我国教育改革的不断深入，英语教育在初中阶段的重要性日益凸显。
为了提高英语教学质量，促进学生的英语素养全面发展，我校英语教研组积极开展了一系列教研活动。
本报告将从以下几个方面对我校初中英语教研工作进行分析和总结。
二、教研工作目标1. 提高英语教师的专业素养，提升教师教育教学能力。
2. 改进教学方法，提高课堂教学效果。
3. 培养学生的英语学习兴趣，提高学生的英语应用能力。
4. 促进英语教学与信息技术的融合，提高英语教学资源的利用率。
三、教研工作内容1. 教师培训（1）组织教师参加各类英语培训，提高教师的专业素养。
（2）开展校内英语教学研讨活动，分享教学经验，促进教师共同成长。
（3）鼓励教师参加各类英语竞赛，提升教师的综合素质。
2. 教学方法改革（1）探索“任务型”教学，激发学生的学习兴趣，提高学生的英语应用能力。
（2）运用多媒体技术，丰富课堂教学手段，提高课堂教学效果。
（3）开展小组合作学习，培养学生的团队协作精神。
3. 课堂教学实践（1）开展课堂观察，对教师的课堂教学进行评价，找出问题，及时改进。
（2）组织教师进行教学反思，总结教学经验，提高教学质量。
（3）开展听评课活动，促进教师之间的交流与学习。
4. 教学资源建设（1）收集整理英语教学资源，为教师提供丰富的教学素材。
（2）建立英语教学资源库，提高教学资源的利用率。
（3）鼓励教师开发校本课程，满足学生的个性化需求。
四、教研工作成果1. 教师的专业素养得到提升，教育教学能力不断提高。
2. 课堂教学效果明显改善，学生的学习兴趣和英语应用能力得到提高。
3. 学生在各类英语竞赛中取得优异成绩，学校英语教育品牌得到提升。
4. 教学资源建设取得丰硕成果，为英语教学提供了有力保障。
五、存在问题及改进措施1. 部分教师对英语教学改革的认识不足，教学观念滞后。
改进措施：加强教师培训，提高教师对英语教学改革的认识，更新教学观念。
2. 教学资源不足，影响英语教学效果。
初中英语深度教研报告(3篇)
第1篇一、引言随着新课程改革的深入推进，英语教学在初中教育中扮演着越来越重要的角色。
为了提高英语教学质量，提升学生的英语素养，本报告旨在通过对初中英语教学的深度研究，分析当前英语教学中的问题，提出相应的改进措施，以促进英语教学的持续发展。
二、当前初中英语教学现状分析1. 课程设置与教材内容初中英语课程设置较为合理，教材内容丰富，涵盖了听、说、读、写四个方面的技能培养。
然而，部分教材内容与学生实际生活脱节，难以激发学生的学习兴趣。
2. 教学方法与手段教学方法较为单一，教师以讲授为主，学生被动接受知识。
虽然多媒体教学手段得到了广泛应用，但实际效果并不理想。
3. 教学评价体系教学评价体系仍以考试成绩为主，忽视了对学生英语实际运用能力的评价。
这种评价方式不利于学生全面发展。
4. 教师专业素养部分教师专业素养不足，缺乏创新意识和实践能力。
同时，教师对教材的把握和运用不够熟练，影响了教学质量。
三、问题与挑战1. 学生学习兴趣不足由于教材内容与学生生活脱节，部分学生对英语学习缺乏兴趣，导致学习效果不佳。
2. 教师教学能力有待提高部分教师教学理念陈旧，教学方法单一，难以满足学生个性化学习需求。
3. 教学资源分配不均城乡学校之间、不同班级之间教学资源分配不均，影响了教学质量的提高。
4. 家庭教育与学校教育脱节部分家长对英语学习重视不够，导致家庭教育与学校教育脱节，影响了学生的学习效果。
四、改进措施1. 优化课程设置与教材内容根据学生实际需求，优化课程设置，增加与生活相关的教学内容，提高学生的学习兴趣。
2. 创新教学方法与手段采用多样化的教学方法，如任务型教学、合作学习等，激发学生的学习兴趣，提高教学效果。
3. 完善教学评价体系建立多元化的评价体系，注重对学生英语实际运用能力的评价，促进学生的全面发展。
4. 提高教师专业素养加强教师培训，提高教师的专业素养和教学能力，为提高教学质量奠定基础。
5. 优化教学资源配置合理分配教学资源，缩小城乡学校之间、不同班级之间的差距，促进教育公平。
初中英语教育实践研究报告范文
初中英语教育实践研究报告范文全文共12篇示例，供读者参考篇1Title: A Student's Perspective on English Teaching in Middle SchoolIntroductionAs a middle school student, learning English is a huge part of my life. I spend several hours each week in English classes, and it's one of the most important subjects. But how effective are the teaching methods used by my English teachers? In this report, I'll share my thoughts and experiences as a student in the English language classroom.Textbooks and CurriculumThe textbooks we use are pretty standard ones approved by the county school board. They cover grammar, vocabulary, reading comprehension, writing, and some speaking practice. I find the content to be clear and easy to understand most of the time. However, the topics can be a bit dry and boring at times. I wish we had more engaging, real-world examples and dialogues.The curriculum moves at a good pace, introducing new concepts systematically. We build on what we learned previously. What I don't like is the heavy emphasis on preparing for standardized tests. It feels like we spend too much class time on strategies for test-taking rather than actually using and practicing English in meaningful ways.Teaching MethodsMost of my English teachers use a combination of lectures, going over textbook exercises as a class, and giving us homework assignments and quizzes. Occasionally we watch videos or have group activities, but lectures are definitely the main method.I have to admit, the lectures can be really dry and hard to pay attention to, especially after we've already been sitting through hours of other classes that day. The teachers try to make them interactive by asking us questions, but we don't get much opportunity for open discussion or debates.When we do pair or group work, I find it very helpful to practice conversing in English with my classmates. Roleplaying, discussions, and projects are the times when I feel I'm really using and reinforcing what I've learned.Learning EnvironmentThe classroom setup is pretty traditional - rows of desks or tables facing the board and teacher's desk. We sometimesre-arrange the furniture for group work, but not very often. The rooms are reasonably well-equipped with projectors, audio equipment, and decent lighting and temperature control.What I don't like is the lack of opportunities to practice English outside of class time. There aren't any English clubs, immersion events, or partnerships with English speakers in the community. It would be great to have more ways to apply my English skills in real-world environments.Assessment MethodsStudents are primarily assessed through tests, quizzes, homework assignments and classroom participation. We have unit tests for each textbook chapter as well as midterm and final exams. A lot of weight is put on the scores from these standardized tests.While the tests check our grammar, vocabulary and reading abilities, I don't feel they adequately measure our speaking and real-world communication skills. I wish we had moreopportunities for open-ended assignments, presentations, and projects that could demonstrate our overall English proficiency.RecommendationsBased on my experiences as a student, here are some recommendations for improving English teaching in middle schools:Update curriculum with more relevant, engaging topics and materials that show real-world applications of English. This could include podcasts, news articles, video clips and other authentic resources.Allocate more class time for interactive activities like discussions, debates, presentations and projects where students can practice actively using English in spontaneous situations.Offer extracurricular options like English clubs, immersion activities with native speakers, or partnerships with local companies/organizations that use English for students to apply their skills.Revise assessment methods to include more performance-based components like oral exams, presentations and portfolio assignments in addition to traditional tests/quizzes.This will incentivize developing well-rounded communication abilities.Provide teacher training on effective strategies for English language instruction such as task-based learning, communicative approaches and incorporating more technology/multimedia into lessons.ConclusionWhile the foundations of English education in my middle school are solid, I believe there are areas that could be improved to make it a more engaging, productive and practical experience. With some updates to the curriculum, more interactive teaching methods, an enhanced learning environment and revised assessment approaches, we could become more confident and capable English communicators ready for the real world.篇2My English Learning Journey in Middle SchoolIntroductionAs an 8th grader about to graduate from middle school, I've spent the last three years immersed in learning English. Looking back, I've come a long way from those first few classes! English isa core subject here, and my school puts a big emphasis on helping us build solid language skills. In this report, I'll share my experiences, what worked well, what was challenging, and my thoughts on English education in middle schools.My Background and Early ClassesI started learning English basics in elementary school, but everything ramped up when I began 6th grade. At first, the pace and intensity felt overwhelming. We had English class every day, often with separate periods for reading, writing,speaking/listening, and grammar instruction. The vocabulary lists and grammar rules seemed never-ending!Those early classes focused heavily on building our foundational knowledge. We spent a lot of time memorizing vocabulary word lists organized by topic. We also did tons of drill exercises, diagramming sentences, and learning about verb tenses, parts of speech, and the other nitty-gritty grammar details. While tedious at times, I realized later how crucial it was to cement those basics.Engaging Activities That HelpedWhat stands out most in my mind from 6th grade English classes were the engaging activities that broke up the routine.Our teacher was big on games, songs, chants, and other interactive elements to reinforce what we were learning. Vocabulary games like Pictionary, bingo, charades andround-robin word defining were fun ways to solidify word meanings in our minds.For grammar practice, we'd do activities like grammar auctions (bidding on correct sentence examples), grammar rap battles, and team competitions around identifying parts of speech or sentence types. I especially loved the singing and chanting, which made verb conjugations and grammar rules stick through repetition and melody.Appreciating Reading and WritingAs we progressed into 7th and 8th grade, the curriculum expanded from the foundational skills to higher-level reading comprehension, writing, speaking, and analytical skills. We started exploring different genres of literature, from short stories and novels to poetry, plays, and nonfiction articles.At first, I found analyzing literature pretty dry and tedious. However, once I got the hang of strategies like finding the main idea, making inferences, identifying themes and character motivations, I started appreciating literature on a deeper level.Discussions helped bring the texts to life as we shared perspectives and drew out richer meanings.On the writing side, we followed the full process from brainstorming to drafting, revising, editing, and publishing. We learned about different formats like narratives, persuasive essays, research reports, and more. My writing definitely improved through rounds of feedback and having models to emulate. However, I still find citing evidence and developing a smooth logical flow challenging.Conquering the Fear of SpeakingMy biggest struggle has been with the speaking and listening components of English class. As a naturally shy person, I've had to work hard to overcome my fear of public speaking and conversational mistakes. Fortunately, my teachers created a supportive environment with lots of opportunities for lowstakes practice.We did activities like simulated conversations, role plays, debates, presentations, and group projects with an emphasis on speaking up. While nerve-wracking at first, the more I practiced, the more confidence I gained. A breakthrough moment was giving my first big research presentation in 8th grade. While farfrom perfect, getting through it felt like a huge weight off my shoulders.Measuring Progress and Areas for ImprovementBetween regular testing, quizzes, and standardized English exams each year, we got plenty of feedback on our progress across reading, writing, speaking, and listening skills. Overall, my scores put me at or above the expected levels for my grade. However, there's still plenty of room for improvement as I look ahead to high school English classes.My teachers have emphasized areas like expanding my academic vocabulary, varying my sentence structures for better flow, and backing up claims with stronger textual evidence in my writing. For speaking, I need to focus on minimizing filler words, thinking through responses, and projecting more confidence. With listening, I occasionally still struggle to catch every word, especially with unfamiliar accents.Looking AheadEnglish will continue being a major part of my studies throughout high school and beyond. While the journey has felt challenging at times, I'm grateful for how much my skills have grown over these past three years of middle school. Theinteractive activities, opportunities for practice and feedback, and supportive teachers have all played an important part.As I look ahead, I know I'll need to stay dedicated to expanding my vocabulary, perfecting my grammar, reading a variety of complex texts, and honing my communication abilities. English fluency will open up many opportunities for me, from academics to career paths. With continued hard work and the right learning approach, I'm confident I can achieve the level of English mastery I'll need for future success.篇3Title: Learning English in Middle School - A Kid's ViewIntroductionHi there! My name is Jenny and I'm a 5th grader at Oakwood Elementary School. I love learning new things, especially about different languages and cultures. This year, I did a research project all about how English is taught in middle schools. I interviewed teachers, observed some classes, and looked at textbooks and lesson plans. I thought it would be really cool to share what I learned with you!How English is TaughtIn the middle schools I looked at, English class happens almost every day for around 50 minutes. The classes have between 20-30 students of different English levels. From what I saw, teachers use a mix of techniques like:Vocabulary Lists - Students get lists of new vocab words to learn meanings, pronunciation, etc. The words are often connected to the unit theme.Reading Passages - There are longer texts that explore different topics. Students read and answer comprehension questions.Grammar Study - Covering English grammar rules for things like verb tenses, sentence structure, etc. Lots of practice exercises.Speaking Activities - Pair and group conversational activities let students practice speaking skills.Writing Assignments - Short paragraphs and essays allowing practice of writing skills.Multimedia - Using videos, online exercises, language apps to engage students differently.Projects - Longer assignments like presenting, making videos/posters to apply skills.Depending on the school, they either have one English teacher or sometimes switch between teachers for different units/skills.Popular Textbooks and MaterialsThe most widely used textbook series I saw was published by Oxford University Press called "Incredible English." It comes with texts, workbooks, multimedia resources, and teacher's manuals. Another popular one was "Top Notch" from Pearson publishers.Schools seemed to supplement the main textbooks with lots of other materials too. Things like reading libraries with novels, short stories, newspapers, and magazines. Or online exercise websites and language learning apps. Some used videos from YouTube channels like "English Class V.O.A. Learning English" or "BBC Learning English."Many classrooms had educational posters and games related to vocabulary, grammar, reading strategies, etc. Teachers get pretty creative finding engaging resources to use!Challenges of Learning EnglishFrom talking to students, some of the biggest challenges seem to be:Pronunciation - Speaking clearly with proper pronunciation of certain English sounds.Vocabulary - Learning and retaining all the new vocabulary words.Grammar - Understanding and applying all the grammar rules correctly.Speaking Confidence - Feeling shy or nervous to speak out and practice conversational skills.Listening Comprehension - Understanding Englishaudio/video sources can be difficult.Different students struggle more with certain aspects based on their personal learning styles and strengths. Consistent practice seems to be key for improving overall.What I Think About ItIn my opinion, learning English seems both really fun and really challenging at the same school level. I can see how the variety of activities like reading, writing, speaking, listening would allow students to practice using English in different ways. The multimedia and group/pair work also looks engaging.However, I imagine having to learn all those grammar rules plus tons of new vocabulary would feel overwhelming at times. Speaking out and doing presentations also seems prettynerve-wracking, especially in front of others. I'm already a bit nervous about English classes in middle school!I think the teachers have a tough job making classes interesting while covering so much material. But it seems like most try to balance textbook work with other interactive resources. Keeping students motivated and providing enough practice opportunities is probably difficult.Overall though, middle school seems like a great time to build solid English foundations. The lessons look designed to develop well-rounded skills in all areas through diverse techniques. As challenging as it might be, developing abilities at that age will definitely pay off down the road.ConclusionWell, that's my kid's perspective on how English is commonly taught in middle schools! I had a blast researching this topic and getting a preview of what's to come. While it won't be easy, I'm really looking forward to continuing my English studies soon. Being bilingual opens up so many opportunities.I hope you found my observations interesting and insightful. Learning a new language allows connecting to different cultures and viewpoints. It's such a valuable lifelong skill. I'm grateful my school district makes English education a priority starting at the middle level. Maybe I'll be an English teacher someday too!篇4My Big Brother's Important English ExamMy big brother Xiao Ming just took a really important English exam called the Anqing High School Senior Year Mock Exam. It was a big deal because it helps get ready for the even bigger gaokao exam that all students have to take to get into university in China. Xiao Ming has been studying so hard for months!When he got his score back, he was pretty happy but also a little disappointed. He got a 78 out of 100 on the English portion. That's a pretty good score, but Xiao Ming was hoping for higher since English is one of his best subjects usually.My parents have different opinions about the score. My mom thinks 78 is excellent and she's proud of Xiao Ming for working so hard. She says the mock exam is just practice and the real gaokao test is what matters most. My dad though, he wantsXiao Ming to keep pushing himself to get an even higher score. Dad thinks if he gets into a prestigious university, it will lead to a good stable job and better life for our family in the future.I don't fully understand what the big deal is, since I'm just a little kid in elementary school. But I know it's very important for growing up and becoming an adult in China. I'll be taking that gaokao test myself in just a few years!Xiao Ming has been going over his exam very carefully to learn from his mistakes. He showed me the different sections. There was listening, reading, grammar, writing and translation. He told me the writing section, where you have to write an essay in English, is one of the hardest parts.For the listening, you have to listen to recordings of English speakers and answer questions. Xiao Ming said his English listening skills are pretty good from watching movies and shows, but there were still some tough sections where the speakers talked really fast or used slang he wasn't familiar with.The reading section had long passages to read and answer questions about. Xiao Ming struggled with some of the super long vocabulary words and idioms he hadn't seen before. He told me you have to have a really large English vocabulary to do well on that part.The grammar questions were mostly about verb tenses, parts of speech, clauses and other grammar rules. Xiao Ming has learned English grammar for many years so that was one of his stronger sections, though he said even native English speakers sometimes struggle with all the crazy grammar rules and exceptions.Then for writing the essay, you have to write a longer structured piece, usually an expository or argumentative essay. You're graded on your ideas, organization, grammar, vocabulary and more. Xiao Ming finds it pretty difficult to write a long coherent piece with few mistakes, especially under timed pressure of the exam.The final translation section asked students to translate sentences and short paragraphs between English and Chinese. Xiao Ming said this was pretty hard because you really need to understand the deeper meaning and conventions in both languages to translate accurately.Overall, Xiao Ming was okay with his 78 score, but he's realizing he needs to work even harder now to get an even higher score on the real gaokao exam. He's going to study English vocabulary using flashcards, read more books andarticles to improve reading comprehension, practice listening to TV shows and podcasts, and do lots of timed writing practice.I tried to give Xiao Ming a pep talk to cheer him up. I told him I think he's amazing at English already and so smart! He works incredibly hard, way harder than me. I said a 78 is still a really good score and he should be proud. I know Xiao Ming is doubling down to get a 90+ on the real test, but I reminded him that his score doesn't define who he is. As long as he tries his best, that's what matters most.I look up to Xiao Ming so much. Seeing how intensely he prepares for these huge exams makes me realize I'll need to work that hard too when I'm in high school. For now though, I just focus on the math tests in my 3rd grade class! I'm rooting for Xiao Ming to ace the gaokao. I have no doubt he'll make our family proud, no matter what score he gets. Xiao Ming, jiayou!篇5初中英语教育实践研究报告引言大家好！我是一名小学生，我今天想和大家分享一下我对初中英语教育的实践研究。
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初中英语研究性学习报告
篇一：圣湖中学英语组研究性学习开题报告
篇二：初中英语研究性学习案例王燕霞
初中英语研究性学习案例
吕梁汾阳市海洪初中英语王燕霞课题名称：八年级下Unit 10 it is a
nice day ,isn′t it? 关于
交谈话题的中西文化差异
课时：2课时
一、【研究性学习开展的背景，意义，课题介绍】
背景：当前初中英语教学过程中，有时教师授课过于注重语言知识，认为文化
知识对于语言，提高考试成绩无多大关系。
因而，忽视了文化教学。
事实上，
英语语言知识是以英语文化背景知识为载体的。
因此掌握更多英语文化背景知
识对初中英语教学的作用是不言而喻的。
意义：在初中英语教学中，介绍中西文化差异，有利于提高学生学习兴趣。
不同文化的信息差能激起学生的求知欲，提高学习主观能动性。
文化意识的培养可鼓励学生大胆地思索、思考和发现，
可促进学生发散性思维能力的发展，帮助学生实现英语学习的终极目标－成功
交际。
课题介绍：
八年级下册Unit 10 It is nice day ,isn′t it? Section A 描述与陌生人
闲聊时的注意事项，关心别人，增进友谊。
同时，闲聊中的问题，有的话题比
较适宜，有的则涉及他人隐私，我们在开始与人闲聊中，应该考虑听话者的文
化背景。
因此，了解一些相关西方地域文化知识和中西文化差异很有必要。
通过让学生明白学习文化背景的重要性，让学生重视平时学习过程中
对文化的收集与知识的积累。
希望通过我们的研究，能激发学生学习英语兴趣，使他们初步建立对文化意识的培养。
二、【研究性学习的教学目的】
知识与技能：引导学生认识到学习文化背景知识必要性，使学生更多地了解西
方人的文化和习惯，结合中西文化差异进行语言交流。
过程与方法:培养学生
具备运用所学语言浏览因特网网站，收集，处理相关信息资料的能力。
培养学
生学会用多媒体演示技能进行交流，以达到知识共享。
情感态度与价值观:培养学生科学的研究方法和研究态度，同时培养学生良好的团结协作精神，提高学生创新意识。
三、【研究的目标与内容】
目标１、逐步学会合理运用网络收集信息。
２、能结合西方文化，进行礼貌的交际。
３、感受团队合作带来的快乐。
４、能够与英美人士进行礼貌的Ｓmall talk.
四、【研究过程】
第一阶段动员和培训阶段
按照教学内容的需要，依据学生能力水平，个性特点等方面的差异，我把我们
班６０名学生分成以张笑愉、赵芮、侯瑶华、秦子涵、王珏、王宏隆、路一天、李晗月为组长的８个学习小组。
我给每个小组布置任务，要求各个小组利用网
络资料查找有关西方风格习惯的信息资料，用英语介绍，并总结中西方文化
的不同。
第二阶(来自: 在点网)段课题准备阶段
1、各小组成员合作完成书本Section A。
根据课本内容编出不同场合下可以进
行的简短对话。
2、探究内容：
不同国家，不同地区，令人愉快、满意的话题有哪些？
成功的简短对话应该是怎样的？
第三阶段课题实施阶段
1、了解整体研究过程和具体任务，分配任务。
2、收集资料。
第四阶段总结与反思阶段
1、评价展示
采用评价机制，选出合作效果最优的两个小组并鼓励其他小组在以后的活动中
继续努力。
2、总结研究结果和研究方法
研究结果
通过上网搜集资料，了解到西方人常用的话题是，天气，交通，音乐和他们正
在进行的活动。
谈论天气是与西方人交谈最好话题，应该避免话题有个人问题，关于身体非健康问题，关于政治问题。
1、反思
此次研究性学习，以小组合作方式进行，使学生从根本改变学生被动接受的学
习方式，使他们有了更多的主动学习机会，也提高了学生的自信心，使学生学
会了和别人合作。
学生的组内分工非常明确，大家
积极通过上网等方式搜集了不少非常有价值的资料，并选派口语流利的学生上
台合作展示成果。
这有利于培养学生的创新精神和实践能力，培养团队意识和
合作精神，进而形成有效学习策略。
篇三：研究性学习设计方案初中英语
研究性学习设计方案
综合实践活动调查表。