How to be a good teacher
如何成为一名好老师 How to Be a Good Teacher(大学英语作文)
如何成为一名好老师How to Be aGood Teacher大学英语作文To be a teacher is always my goal, when I go to school, I was so admired the teachers, they not only taught us with all kinds of knowledge from the books, but also taught us how to be a good person. While to be a good teacher is not easy, I must learn to respect the students and care about them, in this way, I can do the good job.上学时，成为一名老师是我一直以来的目标，我很佩服老师，他们不仅仅教会了我们各种各样的书本上的知识，也教会了我们成为一个好人。
然而成为一名好老师是不容易的，我必须学着去尊重学生，并关爱他们，这样，我就能很好的实行教师的工作。
To be a good teacher, first, I must learn to respect my students. As the students are under mature, they have no idea what is wrong and what is right, so they will make mistakes all the time, at that time, I must deal with their mistakes carefully.I should respect them and then talk to them instead of judging them.为了成为一名好老师，第一，我必须学着去尊重我的学生。
如何成为一名好老师 How to Be a Good Teacher_英语作文_2
如何成为一名好老师How to Be a Good TeacherTeachingis the greatest profession under the sun, because nothing is more importantthan education to a nation. Sometimes, it seems easy to be a teacher, but Ialways find it’s difficult, because only knowledge can’t make us a goodteacher.教学是天底下最伟大的职业，因为对一个国家来说没有什么比教育更重要。
有时候成为一名教师似乎很容易，但是我总觉得很难，因为只有知识并不能让我们成为一名好老师。
Asteachers, we must not only have a wide range of knowledge, but also havecomprehensive skills and positive attitudes. For one thing, we must be equal toevery student. Don’t judge the students by their grades and behaviors. Our dutyis to educate them, not to criticize them. For another, we are no longer thecandles, but the matches. Weshouldn'tdo the presentation work all the time inclass. We must give the classes to the students. For example, we should make areal atmosphere to attract the students’ interests. Since most students likedoing things with their hands, we can assign them some tasks to do. Sometimeswe can also do some activities with them. I believe the students will learnbest when they are happy.作为教师，我们不仅要有广博的知识，而且还要具有全面的综合能力和积极向上的态度。
最新如何成为优秀的教师英语演讲英文版
如何成为优秀的教师英语演讲英文版Good afternoon, ladies and gentlemen, it’s a great honor to speak here: I am an English teacher.People often say: Teacher is the engineer of human spirit.Last September, I became a teacher.How to become a real teacher? This is the first difficulty that I come across in my career.At first, I felt so good and fun to stay with so many lovely students, then I integrated with them, and soon, the problem came out.If a teacher can’t set up her dignity in front of the students, it will make the class teaching more difficult.In my lessons, the students often kept on talking, acting, and asking questions.What should I do? I can’t get along with them like this any more.I must be strict with them.Pay more attention to what should be praised, what should be criticized.Any carelessness is not permitted.At last, the class discipline became better.Nowadays, the importance of learning English is obvious.The world becomes globalization and unify.The association of each country is closer and closer.People call the earth as a global village.English is the first current language in the international world.The communication of politics, economy and culture is upon English.As we know, we will take a beating if we lay behind.How to catch up with the world? That is, study English well to gain the first hand data.The entrance of WTO, the Olympic Games which will be held in 2008, shows that we must learn English well as quickly as possible.Forcing study won’t stay in the heart, feeding knowledge into the brain won’t get a good result, and high mark isn’t our teaching goal.To get a satisfied effect, we should make the students learn on their own initiative.How to make them feel interested in studying English? I think the key point is the teaching design.It must be vivid and vigorous.We can change our study contents into games, performances, competitions and so on.Let them believe English is easy and funny.As the step of history is advancing, the demand of English teaching is changeable.The junior students are not what we know as before.They have a lot of knowledge, and are good at combining English with other subjects, such as history, geography, physics, chemistry and so on.Their English level is higher than what we thought.Many of them started learning English in their primary school.So English teacher should pursue advanced studies constantly, and master the latest teaching materials and methods to meet today’s demands.【如何成为优秀的教师英语演讲英文版】。
怎样做个好英语教师(How to be a good teacher)
Representative answers of the students
1. They should should make their lessons interesting so that you don’t fall asleep.
they speak to their students. C. Teachers should speak to their students like parents talk to their
young children. D. Teachers should speak normally to their students-as if they were
Conclusion:
Good teachers care more about their students learning than they do about their own teaching.
What is a best teacher?(4)
|Complete the following sentence about you
talking to their own friends. E. Teachers should only say things to students which the students
will understand totally.
What makes a good teacher?(3)
Representative answers
6. It is important that you can talk to the teacher when you have problems and you don not get along with the subject.
How to Teach ESL(EFL)
练听力要选择适合自己的材料， 既不太难， 也不太易。听第一遍时能懂 60-70％ 即为适宜； 材料不宜太短或太长。 开始练习时可选择 3-5 分钟 的材料， 随着听力的提高， 可适当听长一些的材料。 同时练习听力时， 不能分心， 不能让思维停在某个单词或句子上。无论有没有听懂， 都锻 3 遍后， 仍有不 懂的句子时， 可反复听这一句， 最后仍然不懂时， 可看一下原文。
audio and video aids (PPT)
3) 任务教学法和合作学习法相结合：教师规定 任务和要达到的目标（learning objectives), 通过学生之间的相互协作完成任务。如：
group discussion; role-play; research work;
4)实践教学和场景训练法：outdoor activities and indoor activities.
How to Teach ESL(EFL)
how to be a good language teacher
How to be a good language teacher?I have been a language teacher for three years. In these three years, I have been working so hard to be a good language teacher, but there are still much knowledge to be learned and many skills to be mastered. To be a good language teacher, I should make efforts on the following aspects：First, a good English teacher should be qualified for the profession and armed with a specific range of skills, strategies, and abilities. That’s to say, I have to master the basic knowledge of the subject he teaches. We must have mastered the language we are teaching and the skills it takes to teach that language. As English language teachers, we need to have a handle on the elements of English. As the experience calculated, we continue to develop our pronunciation, intonation, grammar, oral English, writing and teaching methodology, which make us more qualified for the profession, as well as using and teaching the skills and strategies in a more effective way.Second, a good language teacher should possess certain professional knowledge. We have to know psychology of his students, methodology of teaching, and knowledge of linguistics, which will help us to have a certain way with the students, to involve them, to make the lessons more interesting and effective.Third, a good language teacher adjust and change teaching method according to students situation, such as learning style, needs, etc. A great lesson plan and a great lesson are two entirely different things; it's nice when one follows the other, but we all know that it doesn't always work out that way. We teach so that students will learn, and when learning doesn't happen, we need to be willing to devise new strategies, think in new ways, and generally do anything possible to revive the learningprocess. It's wonderful to have a good methodology, but it's better to have students engaged in good learning.Fourth, a good language teacher should realize the importance of students’ motivation and the way to stimulate it effectively. But all of them describe people who have some sort of connective capacity, who connect themselves to their students, their students to each other, and everyone to the subject being studied.Fifth, a good language teacher is reflective. This may be the only infallible, absolute characteristic of all good teachers, because without it, none of the other traits we've discussed can fully mature. Good teachers routinely think about and reflect on their classes, their students, their methods, and their materials. They compare and contrast, draw parallels and distinctions, review, remove and restore. Failing to observe what happens in our classes on a daily basis disconnects us from the teaching and learning process, because it's impossible to create connectivity if you've disconnected yourself.Sixth, a good language teacher should be able to assess the learning that his or her students have done and make changes based on those assessments. The teacher who understands some things work better than others and some things do not work at all will be able to make changes in her own teaching methods. A good language teacher is not only skilled at creating assessments for her class, but she can also use those assessments to figure out how successful her teaching methods are. We should help our students realize their strengths, encourage and challenge the student to learn through those strengths.Seventh, a good language teacher should possess professional qualities and features. The most important feature for both foreign language teacher and teacher of other subjects is to enjoy his profession and love children. Respect, responsibility, eternal patience and optimismare other qualities of a good teacher. I think that all these characteristics are some kind of challenge for a person because it is not so easy to combine all of them. But as the future teachers we must make every effort in order to develop them because we are the future examples for younger generation.To be a good language teacher needs a life-long learning and effort, what I can do is to keep on moving to make myself much more qualified for this profession.。
如何做一个好老师大学英语作文150字
如何做一个好老师大学英语作文150字Title: The Essence of Being a Good Teacher
A good teacher is like a guiding star, illuminating the path of knowledge for students. They possess profound subject knowledge, enabling them to explain complex concepts simply. They encourage critical thinking, fostering a culture of inquiry. Their passion for teaching ignites students' desire to learn. A good teacher listens, understands, and cares, providing emotional support in addition to academic guidance. They inspire students to pursue their dreams and become agents of change.
译文：
好老师的本质
好老师就像一颗指引之星，为学生照亮知识的道路。
他们拥有深厚的学科知识，能够简单明了地解释复杂的概念。
他们鼓励批判性思维，培养探究的文化。
他们对教学的热情点燃了学生学习的欲望。
好老师倾听、理解和关心，除了学术指导外还提供情感支持。
他们激励学生追求梦想，成为变革的推动者。
如何成为一名好老师(英文版)
Reflection on How to Be a Good TeacherFor the question what kind of teacher can be defined as a good teacher, everyone may have their own opinions. The one who help you to improve your scores is a good teacher; the one who treat you like his or her own child may be a good teacher, or the one who influences your world outlook and your view of life and so on. Since we are in a normal university, we are all aimed to be a good teacher. Then what kind of teacher is a good teacher? What kind of qualities do a good teacher should have and what can we do to improve ourselves towards to aim of being a good teacher? We have been thinking about these questions these years when we are in normal university. It seems that to be a good teacher is our lifelong dream. Therefore, in this paper I want to talk about my opinions about what kind of teacher a good teacher is and how to be a good teacher.As is I mentioned above, different people have different criteria for a good teacher. In Seymour Erichsen’book The Essence of Good Teaching, he described that “an outstanding teacher should be an inspiring instructor who is concerned about students, an active scholar who is respected by discipline peers, and efficient organized professional who is accessible to students and colleagues”(Ericksen 1984:3). 1A argue that there is almost always a discrepancy between what professionals say they believe and the way which they act. In order to balance the discrepancy, teachers should have self-awareness, that is to say, good teachers should become reflective practitioners during the teaching procedures. However, according to Feuerstein’s theory of mediation, a good teacher should be a mediator. Mediation theory tells us that the teacher is to help learners to find ways of moving into their next level of understanding of the language. Undoubtedly, these studies are all rational. As for me, I think a good teacher is the one who can mediate students’zone of proximate development and help learners grasp knowledge and one survival skill, and also, he or she must teach students how to be good people. This good people have lots of means, like virtuous, creative, brave, strong qualities and so on. In a word, not only knowledge and skills, emotional attitude and cultural consciousness should also be taught by teachers. Then this is a good teacher.1 Marion Williams & Robert L. Burden. Psychology for language teachers. Page 47.For the second issue, what kind of qualities a good teacher should have. It depends on different areas, educational objects, learners and also historical background etc. However, there are some essential qualities of good teachers. (1) Teaching is a lifelong learning process, whenever we walk into a classroom to teach something, we face different issues and learn from them. We will find how well a technique works, how a student processes language, how classroom interaction can be improved, how to access a student’s competence, how emotions enter into learning, or how your teaching style affects learners.2 The discoveries go on and on --- for a lifetime. Therefore, the most basic quality of a good teacher is never to stop learning. The world changes day and night, knowledge will be never enough, so a good teacher should always keep pace with the development of times and society and never stop learning and accepting new things. (2) A good teacher should have the self-awareness of reflecting herself. There is always a gap between what teachers believe and what they act, so a good teacher should reflect every class and then check the consistency between his or her belief and act. Through this continuous reflection and correction, a good teacher can promote teaching efficiency and validity. Therefore, the belief which a teacher holds is the most important thing for the reflective process. Teachers’beliefs about learners, learning and themselves have a great influence to teachers’ act in the classroom. A good teacher regards learners as democratic and individual explorers, regards learning process as the acquisition of facts, procedures etc. which can be retained or used in practices and also some form of personal change, regards himself or herself as a mediator and a normal people who help learners to learn and also learn from learners. This is the second quality that a good teacher should have. (3) Competent and ample knowledge of a subject is necessary for a good teacher. Students’love to the teacher stars from worship. Notwithstanding it is true that teachers are ordinary people and they can’t know and grasp all the things, a knowledgeable teacher is the beginning of being a good teacher. When I was in junior middle school, my historical teacher was very professional and she never taught us with her course book. She mastered the whole historical procedure and all the historical testing points. A piece of chalk and the blackboard are enough. It just looked like telling stories. We all admired and respect her. As a language teacher, a high degree certificate is primary and important. As for English teachers, the TEM-42H. Douglas Brown. Teaching by Principles: An Interactive Approach to Language Pedagogy. Page 425and TEM-8 certificates are essential for each. They are not only the proof that you have acquired the language aptitude but also the possibility that you can be competent to the task of English teaching. Together with the knowledge, a good teacher also should have the analytical skills for assessing and dealing with different teaching contexts, materials and classroom conditions. The teacher who has ample language knowledge but no teaching skills seems like dumpling in a boiler but can’t be poured out, vice versa. (4) Positive and optimistic characters are also indispensable parts of a good teacher. Nowadays, learners from pupils to college students are shouldering much pressure and facing lots of difficulties. Therefore, psychological illness is common among students, such as depression, autism and suicide. Obviously, teachers are not doctors. However, knowledge and skills are absolutely not the only things to teach. As a member of this society, human beings must learn how to face to the difficulties and survive from the strong pressure. And this is a part of teachers’profession. A good teacher teaches learners knowledge, skills and also transfers the emotional attitude and cultural consciousness to learners. A good teacher is a positive, optimistic and brave man who sets a good example for students.These are the essential qualities that a good teacher should have. Teachers, as ordinary people in our society, shoulder the responsibility of imparting knowledge and educating people. Therefore, a good teacher should have a love of teaching, find and acquire happiness in this process even though this profession is a serious and difficult one.After having decided to be a teacher, I have always been thinking of what we should prepare for it. It is a complicated and serious profession. It is also such a profession that will guarantee you more than your fair share of challenge, growth, joy, and fulfillment. To be a qualified, respectable and be loved teacher is the lifelong dream of every teacher. Therefore, what can we do to achieve this goal? As an undergraduate student, I should prepare lots of things before being a formal teacher. Firstly, study hard and do more research. Solid foundation of professional knowledge is the most essential thing for a teacher. Researches can help teachers find and resolve problems in the teaching process and then improve the teaching quality and efficiency. In the following one year, I will read more professional books and do more researches to prepare for my forthcoming formal teaching career. Secondly, set realistic goals for the forthcoming days. One of the most invigorating things about teaching is that younever stop learning. We can learn from students and also we should learn by ourselves continually. As I mentioned above, teachers should always be ahead of the times and set realistic goals. The realistic goals must be dependent on the priority and difficulty. The easy goal come first, then the important goal followed by the difficult goal. Realistic goals and a reasonable order can enhance my professional accomplishment and confidence, vice versa. For example, my goals of the coming year is to read three teacher resource books, do a research, observe five teachers’lessons and reflect on myself every month. And also, different periods have different goals. Thirdly, practice and take risks. Practice is the sole criterion for testing truth. Since we have learned so many theories and methodologies, it is time to practice, to test whether they are useful or not. When there is a good idea and reform scheme, it must be tested first in a small scale in advance. I think every reform is a process of taking risks. Through this, we education get some appropriate reform schemes. There are no permanent good and appropriate teaching methods for the changes in the world and society. Therefore, as a beginning teacher, I should have the awareness of finding out new ideas and take risks to practice them. This kind of creativity and adventure spirit on teachers will have a great influence on students. Last but not least, enrich our daily life. Most people consider the teachers’ life as boring, simple and vapidity. However, teachers’ life is full of happiness and changes because of students. And also students are eager to know much about teachers’ experience. A wealth of experience is a great asset and glamour which will help you to achieve more admirations and respects. Consequently, we should travel, take exercise, read books, watch fashionable plays and take part in more activities if we have some square time. And also, by doing these, we will improve ourselves inside and outside. This brave, active and optimistic spirit will bring energy to students. When they are facing to the difficulties and pressures, students will be brave and optimistic too.All in all, there are different standards for a good teacher. My opinion on a good teacher can’t stand for all opinions. However, one criterion that will be never changed is to be helpful and nice to your students. To be a good teacher is a long and difficult procedure. In this procedure, both ourselves and the students will be improved and perfected. It is a mutually beneficial process. Every teacher can be a good teacher.References[1] H. Douglas Brown. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press. [2] Marion & Williams Robert L. Brown. (2000). Psychology for Language Teachers. Beijing: Foreign Language Teaching and Research Press.[3]吕乐.戴炜华.2007(04).教学研究:外语教师职业发展的关键[J].外语界.[4]李拉.侯秀杰.2007(02).教师信念的实质及意义[J].现代教育科学(中学校长).[5] 武海燕.(2010).英语教学论.西安:陕西师范大学出版总社有限公司.[6]于兰.2007(07).初任期外语教师的教学问题研究:生存关注[J].外语与外语教学.。
教学法笔记精校版How-to-Teach-English
How to Teach English笔记整理Unit One How to be a good teacherWhat makes a good teacher?How should teachers talk to students?How should teachers give instructions?Who should talk in class?What are the best kinds of lesson?How important is it to follow a pre-arranged plan?What makes a good teacher?Focus on moral education;Teachers’ character and personality;Care more about their students’ learning than their own teaching.How to be a good teacherHow should teachers talk to students?Rough-tuning:Unconscious simplification which both parents and teachers make;The modification of language that is suitable to students of different level Physical movement:Gestures, expressions, mimeHow should teachers give instructions?Rules: simple & logicalCheck:ask one to repeat your instructionask someone to translation your instruction into the students’ native language Who should talk in class?Maximise STT (Student Talking Time)Minimise TTT (Teacher Talking Time)Who should talk in class?What is good TTT?Good TTT must follow the rule of “comprehensive input”The Input hypothesis is Stephen Krashen's attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen's explanation of how second language acquisition takes place. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'.According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence.For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'.What are the best kinds of lesson?Try your best to break boredom:Change your clothes;Bahaving calmly and slowly one day if you are normally noisy and energitec;Variety of your class:Set different tasks;Keep balance between predictable safety and unexpected variety.How important is it to follow a pre-arranged plan?A balance has to be struck between teachers attempting to achieve what they set out to achieve on the one hand and responding to what students are saying or doing on the other. Be flexible if your plan is interrupted by students.How important is the students’ motivation?What is motivation?Motivation refers to elements that push students to do learning activities. According to the source of motivation, it can be divided into intrinsic motivation and extrinsic motivation.Gardener and Lamber classified motivation of foreign language acquisition into instrumental motivation(工具型动机) and integrative motivation(融入型动机) from the perspective of social linguistics.Learners with instrumental motivation aim to reach their goal and treat the language just as one kind of tool, such as finding a good job and so on.Learners with integrative motivation desire to mix with the culture of the second/ foreign language and always show deep interest in the culture and people influenced by this language.How important is the students’ motivation?Conclusions of Gardner and Lamber’s theory:Highly motivated students do better than ones without any motivation at all.Integrative motivation was more powerful than Instrumental motivation.How important is the students’ motivation?How to provoke students’ interest and involvement in the class?Choice of topic, activity and linguistic content that students are interested in; Incentive mechanism: verbal commendation, honor, material reward, examinationHow to help students?Homework;Reading assignment;Practical activitiesWho is responsible for learning?Unit Four Lesson Planning4.4.1 Teaching aimsThe first thing to do in lesson planning is to decide the aims of a lesson, which include what language components to present, what communicative skills to practise, what activities to conduct and what materials and teaching aids to be used.Questions:What do you think are the aims of this part of the lesson?Three different teachers are about to teach the lesson. Below are their introductions to the lesson. Which teacher has the clearest idea of the aims of the lesson?Teacher A: Today we are going to learn Lesson 15. It’s question and answer practice using a substitution table.Teacher B: Today we are going to practise present simple questions with “when…” and other time expressions.Teacher C: Today we are going to practise asking and answering questions using the present simple tense, so that we will learn how to talk about everyday activities.Unit 6 Teaching Pronunciation1. The role of pronunciation in language learning.2. The goal of teaching pronunciation.3.The aspects of pronunciation we need to teach.4. The ways to help student to improve pronunciation.6.1 The role of pronunciationWhy do learners make pronunciation errors?A particular sound may not exist in the mother tongue, so that the learners are not usedto forming it and therefore tends to substitute the nearest equivalent he or she knows.A sound does exist in the mother tongue, but not as a separate phoneme---the learner does not perceive it as a distinct sound that makes a difference to meaning.(sheep/ship) The learners have the actual sounds right, but have not learnt the stress patterns of the word or group of words, or they are using an intonation from their mother tongue which is inappropriate to the target language.What should be taught to the beginners, pronunciation or phonetic?Pronunciation is more important than phonetic. Stress and intonation are as important as the sounds themselves and should be taught from the very beginning.Whether pronunciation needs special attention or focus in language teaching depends on many factors especially learner factors.Learners whose native language has similar sounds to English are less likely to have problems with pronunciation.Learners who have more exposure to English need less focus on pronunciation.Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.Beginning Chinese learners of English should focus on pronunciation and their ability to identify and produce English sounds themselves, because phonetic transcripts are more abstract and less meaningful.When should we teach phonetic?Phonetic rules regarding what sounds a letter or a cluster of letters should be pronounced are helpful for students to develop the ability to cope with English pronunciation and they should be introduced at a suitable stage. Beginners of English, specially young learners, should be avoided to teach phonetic.Stress and intonation are as important as the sounds themselves and should be taught from the very beginning.In the example below, different intonations for “Sorry” indicate different meanings. A neutral tone would indicate a normal apology. However, a sharp falling tone or a rising tone would mean the opposite.6.2 The goal of teaching pronunciation1. What’s considered as a good pronunciation?A good pronunciation means:1) to pronounce correctly all the speech sounds of the language and all the combinations in their proper order not only isolated words, but also in sentences; 2) to pronounce sentences fluently at the speed required by the situation with correct stresses, linking of sounds, rhythm, pauses and intonation.As a matter of fact, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.2. Why most learners of English as a foreign language cannot acquire native-like Englishpronunciation?Critical period hypothesisThe amount of exposure to EnglishIndividual ability.Critical Period HypothesisAccording to Chomsky’s theory, if humans do not learn a foreign language before a certain age, then due to changes such as maturation of the brain and speech organs, it becomes impossible to learn the foreign language like a native speaker.The amount of exposure to EnglishIt is another factor that determines if the students can acquire native-like English pronunciation. At the present time, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.6.3 Aspects of PronunciationStress1. Single Stress i.e. important , complain, medicine2. Main stress and secondary stress i.e. interpretation3. Double stress i.e. thir teen, Chi nese4. Varieties of English i.e. advertisement (Br. E) advertisement(Am. E)5. Stress shifts i.e. import (n.), import (v.) record (n.), record (v.)6. Stress for emphasis i.e. I’m a teacher because I like people.7. Sentence stress: content words vs. structural wordsIntonation1. Falling intonation(statements, special questions, exclamation, commands)2. Rising intonation(general questions, requests, remarks of concern andapology, partings)3. Combined intonation(tag questions, compound sentences)Read the following sentences:You haven’t finished, / have you?Where there is a will, / there is a way.She can speak fairly well,/ but by no means perfect.6.4 Practising soundsPerception practiceUsing minimal pairsWhich order?Same or different?Odd man outCompletionProduction practiceListen and repeatFill in the blanksMake up sentencesUse meaningful contextUse picturesUse tongue twistersPerception practicePerception practice is aimed at developing the students’ability to identify and distinguish between different sounds. Correct perception of sounds is vital for listening comprehension. Below are some examples of perception practice of English sounds. Using minimal pairs.Minimal pairs are two words which have only one different sound. The teacher reads either word of each pair and asks the students to tell which word is read. Here are some examples of minimal pairs:2. Which order?The teacher reads each group of words in different order and the students mark the words with 1, 2, 3 .The teacher can read the words several times in different order.3. Same or differentThe teacher reads pairs of words and asks the students to tell if the pairs of words are the same or different.The words should not be written out.Here is an example(D for “different” and S for “same”):met meet (D)well well (S)well will (D)4. Odd one outThe teacher reads a group of words a time and the students identify the different word or sound.The words are not written out.Below are some examples:bit bit bit pit (No.4 is different.)lid led lid lid (No. 2 is different.)bag bag back bag (No. 3 is different.)5. CompletionThe teacher reads a series of words which have only one different sound. The students complete the words they hear.Here is an example:_ate _ate _ate _ate _ate _ate _ate _ateFor the words:gate late mate fate date hate rate and KateProduction practiceProduction practice is aimed at developing students’ability to produce sounds. Producing distinct and understandable sounds is very important for effective communication.Here are some types of production practice activities:Listen and repeatFill in the blanksMake up sentencesUse meaningful contextUse picturesUse tongue twistersListen and repeatThe students repeat what the teacher says, the content with taps or the English songs. This activity can practice individual sounds, words, and sentences.Fill in the blanksThe students fill in the blanks in sentences with words which contain certain sound. Here is an example:a. Children love to _play_ games.b. Black and white make _grey_c. After April comes _May_d. Hurry up. Don’t be _late_for school.e. We study in the same class. We are _classmates_.Make up sentencesThe students are given a group of words containing the same sound or similar sounds. They should make up sentences as many from the given words as possible.The sentences do not have to be realistically meaningful and logical.Humourous sentences are preferred.Use meaningful contextThe sounds to focus on are embedded in a meaningful context and students perform meaning tasks.Students can role play the dialogue:A: What’s wrong with you, Ann?B: I hate this horrible job.A: What job?B: Washing socks.A: What do you want to do?B: I want a holiday.Use picturesThe students produce meaningful language based on pictures.Use tongue twistersTongue twisters are fun and motivating, and the relaxing atmosphere halps students overcome inhibition.Give students a few minutes to practice by themselves, then ask them to perform in front of the whole class.Examples of tongue twistersShe sells sea shells on the seashore.Five wives drank five bottles of fine wine.Peter Piper picked a peck of pickled peppers. If Peter Piper picked a peck of pickled peppers, where is the peck of pickled peppers that Peter Piper picked?6.5 Practising stress and intonationPractising stressWord-level stress: stress the proper syllable in multi- syllabic wordsPhrase-level stressThe most important thing in practicing stress is making the students be aware of where to stress the word or phrase. Below are three ways to show the stress pattern of words, phrases and sentences.Use gestures. The teacher can indicate the stress by clapping hands or using arm movements as if conducting music.Use the voice. The teacher can raise the voice to indicate stress. This can be done with some exaggeration sometimes.Use the blackboard. The teacher can highlight the stress by underlining them or writing them with colored chalks or in different size.Practicing intonationIntonation can greatly affect the invention of the speaker’s message. Intonation is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness, threats, etc. This is perhaps one of the last areas of language that foreign language learners can master and is very difficult to teach.Ways to indicate change of intonation:Use rising or falling arrows, such as and .Mark change of intonation is to draw lines as shown below.Unit7 Teaching GrammarIn this unit, we are going to discuss how to teach grammar. Although grammar is usually integrated with the teaching of other language components, we still consider it necessary to introduce ways to “focus on form”. We will mainly talk about the following:1. The role of grammar in ELT2. Methods for grammar presentation3. Methods for grammar practice7.1 The role of grammar in ELTDiscussion:Why do we learn grammar? (The importance of grammar)B. Can’t we learn English without learning its grammar, as we do with mother tongue? Before trying to find out how something can be done it isnecessary to decide whether it should be done, the value ofgrammar in foreign language teaching has been a focusof debate for decades and no conclusion is in sight.Task 1:Read the following assumption about grammar in English learning and decide if you agree with them or not. When you have finished, compare results with your partner. Try to give your reasons for your decision.7.2 Grammar presentation methodsAs we know grammar is so complicated that we need various methods to teach it. Among the methods for teaching grammar, the deductive method and the inductive method have been discussed and used most frequently..Deductive method (演绎法)Present the rules Explain Example Apply the rules ConclusionExamplea. 强调句句型结构It + is(was) +被强调部分 + that (who) + 句子其他成分b. Take a sentence as an example to explain the structurec. For instanceIt was your sister that (whom) Tom met in the zoo yesterday.It was in the zoo that Tom met your sister yesterday.Read the two sentences and try to find the differences between them.d. Apply in the practice____________that the trade between the two countries reached its highest point.A: During the 1960s B: That it was in the 1960sC: It was in the 1960s D: It was the 1960se. EvaluateDeductive method⑴The deductive method relies or reasoning, analyzing and comparing.⑵How to teach:First, the teacher writes an example on the board or draws attention to an example in the textbook.Then teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the student’s native language and using grammatical terms.Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures.Finally the students practice applying the rule to produce sentences with given prompts.⑶The deductive method is often criticized:a. it teaches grammar in an isolated way;b. little attention is paid to meaning;c. the practice is often mechanical.⑷The method is not without merits.a. it could be very successful with selected and motivated students.b. it could save time when students are confronted with a grammar rule which is complex but which has to be learned.c. it may help to increase students’ confidence in those examinations which are written with accuracy as the main criterion of success.B. Inductive method（归纳法）1.Present the rule in the contest.2.Give more examples.3. Ask students to focus on the use of the structure.4. Apply the structure to produce sentences.5. Get the students to work out the rule.6. Elicit the rule from the students.Inductive method⑴In the inductive method, the teacher induces the learners to realize grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples.⑵How to teach:For example, in order to present the two forms" this is” and “these are”, the teacher will first hold up a book, saying “This is a book.” He will do the same showing other objects.Then the teacher holds up several books and says “These are books.”After several similar examples, it is hoped students will understand “These are” is used with plural forms of nouns.Then students are invited to apply the newly learned structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary.Finally, but optionally, the teacher may elicit the grammar rule from the students.⑶. It is believed the inductive method is more effective in that students discover the grammar rules themselves while engaged in language use. This is especially true with grammatical regularities which are easily perceived, understood and applied.In practice, the distinguish between the deductive method and the inductive method is not always apparent. Perhaps a blend between the two is indeed more appropriate.7.3 Grammar PracticeIt is widely believed that practice is of vital importance in the teaching and learninggrammar. But what is practice? What kind of practice is most effective? How can practice be conducted in a language classroom?According to Ur. “practice may be defined as any kind of engaging with the language on the part of the learner, usually under the teacher supervision, whose primary objective is to consolidate learning” (Ur, 1988:11).Before we make a further study of practice. We should remember that one way to teach grammar is by means ofPresentation Practice ProductionPresentation stage:Introduce new language, focusing on its meaning, form and function. It’s important that the students understand the new language.Practice stage:Students work through activities from being controlled to being free in order to practice the new language in different situations. The emphasis at this stage is on accuracy. Production stage:Students have the chance to use the new language freely and incorporate it into their existing language. The emphasis at this stage is on use and fluency.Ur further predicts that the following factors contribute to successful practice: Pre-learning. Practice is more effective when new language is clearly perceived and taken into short-term memory by the learners.Volume and repetition. The more language the learners are exposed to or produce, the more they are likely to learn. The learners should have plenty of time and opportunities to listen, speak, read and write.Success-orientation. Practice is most effective if it is based on successful practice. Heterogeneity. Practice should be able to elicit different sentences and generate different levels of answers from different learners.Teacher assistance. Practice is most effective when teacher assistance is available, such as suggestions, hints and prompts.Interest. Interest is an essential feature of successful practice. Learners who are bored find it difficult to concentrate and theirattention wanders.Mechanical PracticeMechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice. In SUBSTITUTION DRILLS, the students substitute a part in a structure so that they get to know that part functions in a sentence. Sometimes certain prompts are given. Below is an example:Substitute the underlined part with the proper forms of the given words.green lawn clean house pretty garden nice flowersIn this exercise, the students are expected to produce sentences like:Mrs. Green has the greenest lawn in town.Mrs. Green has the cleanest house in town.Mrs. Green has the prettiest garden in town.Mrs. Green has the nicest flowers in town.When doing substitution drills, the students also need to change the forms of the given prompts. It is believed that substitution drills that involve changes in forms are effective than those in which students simply replace the target part with another word. The transformation drills, the students change a given structure in a way so that they are exposed to another similar structure. The type of exercise helps the students to have a deeper understanding of how the structures are formed and how they are used. Below is an example of transformation:Change the following sentences into the past tense. Use the adv. given in the brackets. Now he lives in London.(last year, Paris)We have English and math today. (Yesterday, music and P.E)He gets up at seven. (This morning, eight)Last year he lived in Paris.Yesterday we had music and P.E.This morning he got up at eight.Meaningful PracticeIn meaningful practice the focus is on the production, comprehension or exchange of meanings though the students “keep an eye on ”the way newly learned structures that are used in the process.Meaningful practice usually comes after mechanical practice. For example, after the presentation and mechanical practice of adjective comparatives and superlatives.Using prompts for practiceUsing prompts has also proved to be an effective way of grammar practice.The prompts can be pictures, mimes, tables or key words. Practice based on prompts is usually meaningful practice.Ø Using picture prompts.ØUsing mime or gestures as promptsØ Using information sheet as promptsØ Using key words or key phrases as promptsØ Using chained phrases for story tellingØ Using created situations① Using picture prompts: the students are asked to produce sentences based on the pictures provided.② Using mime or gestures as prompts: the teacher can invite the students to ask questions like: “what were you doing at 7 o’clock yesterday evening?” or “What do you like to do in your spare time?” instead of answering the questions directly the teacher acts out the answers by miming and invites the students to guess the answers.③Using information sheet as prompts: Students can be asked to describe each person using the information provided and then add and tell each other their own likes.④Using key phrase or key words as prompts: The students are asked to produce language based on pictures and key phrase provided by the teachers.How many? playgroundboysgirlschildren⑤ Using chained phrase for story telling. The students try to tell a story based on given prompts. Here is an example:7 o’clock –got up –had breakfast – hurried to school – school closed – surprised--?⑥ Using created situations. In classroom situations, it is very difficult to find a real need and a real purpose for genuine communication in English among the students. However, teachers can create a situation for students to practice the language in a communicative way.Unit 8 Teaching VocabularyAims of the unit:Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary.Assumptions about vocabulary and vocabulary building.Methods for presenting new vocabulary items.Ways to consolidate vocabulary;Ways to help students develop vocabulary building strategies.8.1 Vocabulary and vocabulary buildingUnlike the controversial role of grammar in foreign language learning, the role of vocabulary seems to have received more consistent understanding. However, uncertainty still remains regarding what constitutes a vocabulary item, which vocabulary items should be taught and learned, and how vocabulary can be taught and learned most effectively. Task IRead the following assumptions about vocabulary in English learning and decide if you agree with them or not.8.2 Presenting new wordsDifferent teachers have different ways to present new words. Whatever methods are used, the following suggestions may help teachers:Prepare examples to show meaning. Examples are best if they are created by the teachers themselves rather than taken from dictionaries.Ask students to tell the meaning first.Think about how to show the meaning of a word with related words such as synonyms, antonyms etc.Think about how to check students’ understanding.Think about the context in real life where the word might be used. Relating newly learned language to real life promotes high motivation.6) Think about possible misunderstanding or confusing that students may have.8.3 Consolidating vocabularySome ways are more effective for students to consolidate their vocabulary, say in groups, through various activities and under the teacher’s supervision.Below are some vocabulary consolidating activities that can be done in class. LabellingStudents are given a picture. They are to write the names of objects indicated in the picture. A competitive element can be introduced by making the first student to finish the winner.Spotting the differencesStudents are put into pairs. Each member of the pair receives a picture which is slightly different from one another and then, by a process of describing, questioning and answering, discover what the differences are.Describing and drawingOne student has a picture, the other a blank piece of paper and a pencil. The student having the picture must tell his partner what to draw so that the drawing ends up the same as the original picture.Playing a gameStudents are shown a picture or a tray with many objects on it, or a series of different flash cards or magazine pictures. They have one or two minutes to memorise as many of the objects as they can. The cards, pictures or tray are then taken away and the students have to say what they saw, or write down everything they can remember seeing, then compare。
从事老师需要的技能英语作文
从事老师需要的技能英语作文How to Be a Good Teacher It is not easy to be a good teacher，because a good teacher is required to have many qualities as follows. Firstly， a good teacher must have a good personal quality such as being patient to tolerate the students who have made some mistakes， showing enthusiasm in class， being humorous， having a quick response to the immediate emergency，being open-minded， etc. Probably， the teachers with these personal qualities will attract students and be liked by them. Secondly， a good teacher should have the teaching faculty. In order to have this capability， a teacher should acquire enough knowledge. On the one hand， he should acquire the wide knowledge of philosophy， psychology， education (how to teach)，culture， history， geography， etc. On the other hand， he must master much deeper theories in his research field. Apart from this knowledge， an English teacher should possess the necessary skills of listening， speaking， reading， writing and translating， among which speaking is of paramount importance. In addition， a good English teacher may have the means to activate his class and give students the opportunities to practice English. Only in this way students can use English and improve their communicative competence. Thirdly， a goodteacher should have the awareness of learning. We are in an information age， and the knowledge is changing quickly. If a teacher doesn’t charge himself from time to time， his theory may be out of date， and he may not keep the pace with development of our society. At present， a teacher is required not only to know how to teach， but also to do research in his field. So，he should update his theory and know the newest one in the world. Finally， a good teacher should have moral quality， that is to say， a good teacher should be a model and set a good example to his students and others. A good teacher will be a good citizen，for example， complying with the laws of our country and the rules of the school， offering seats on the bus， helping others，and so on. For a good teacher the most important moral is to love students and to love the course of teaching. As long as he has the innate love for his profession， he may has enormous zest for his students， and become an excellent teacher. With reference to the above aspects， manifestly， I am not a good teacher. But fortunately， I am trying my best to reach the goal.“ our english teacher she is a middle-aged woman.she has been teaching more than twenty years， she is hardworking with carefulness. she is strict with us and in the work but very kind. she teaches us english songs ， always makes her classes livelyand interesting and helps us with our english. she love us and we love her much better.”。