English EmmersionTeaching Can Be Beneficial for English Majored Students at College Level

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为什么教书英语作文难写

为什么教书英语作文难写Why is it difficult to write an English essay on teaching?Writing an English essay on teaching may seem like a daunting task for many students. There are several reasons why this topic can be challenging to write about. In this essay, we will explore some of the reasons why writing about teaching can be difficult and provide tips on how to overcome these challenges.One of the main reasons why writing about teaching can be difficult is because it is a broad topic. Teaching encompasses a wide range of subjects, from language arts to mathematics, science, and social studies. Therefore, it can be challenging to narrow down the topic and choose a specific aspect of teaching to focus on.Another reason why writing about teaching can be challenging is that it requires a deep understanding of thesubject matter. To write a compelling essay on teaching, you need to have a thorough knowledge of the principles and practices of teaching. This requires extensive research and analysis, which can be time-consuming and overwhelming for many students.Furthermore, writing about teaching requires excellent writing skills. You need to be able to communicate your ideas clearly and concisely, using proper grammar and syntax. This can be challenging for students who are not confident in their writing abilities.However, there are several ways to overcome these challenges and write a high-quality essay on teaching. First, you should choose a specific aspect of teaching that interests you. This will help you narrow down the topic and focus your research and analysis.Second, you should conduct thorough research on the topic. This will help you gain a deeper understanding of the subject matter and provide you with the information you need to write a compelling essay. You can use a variety ofsources, including books, academic journals, and online resources.Third, you should practice your writing skills. This can be done by writing practice essays and having them reviewed by a teacher or tutor. You can also use online writing resources and tools to improve your writing skills.In conclusion, writing an English essay on teaching can be challenging, but it is not impossible. By choosing a specific aspect of teaching, conducting thorough research, and practicing your writing skills, you can write a high-quality essay that showcases your knowledge and understanding of the subject matter.。

englishteaching英语教学法教程期末考试必考的知识点

Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparingteaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let students observe,analyse,compare examples;help students induct grammar rules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presentation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious and acquiring (second language acquisition theory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: grammar involves drawing the learner’s attention to contrast the differences between the target language and other language.Grammar practice:Pre-learning;Volume and repetition: .Teacherpractice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a of practice:Substitution and transformation drills2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in the process.prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning (freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something. Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time. Synonyms refer to items that mean the same, or nearly the refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate conceptReceptive and Productive vocabularyPassive vocabulary: the words they vocabulary: the words they useSo the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use.Ways of consolidating vocabulary:labelling,spot the difference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using word net-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guess meaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructors A number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly;The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions. Characteristics of the listening process,formal or informalrehearsed or non-rehearsedcan the listener interact with the speaker or notListening characteristics:Spontaneity,Co ntext,visual clues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchange informationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they hear to what they already know;it’s also possible to hear people talkingwithout paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriatelyDesigning listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believed to start with sound and meaning other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are other words,listening comprehension involves ‘knowledge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for the gist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answering questions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing back Teaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking.Both learners and teachers need to learn to accept repetitions,rephrase,hesitations,incomplete sentences,fillers or doesn’t mean we don’t encourage fluent training students’speaking skills,feat ures of natural speech should be doesn’t only have implication for teaching speaking but also for assessing students to speak up is the first and most important taskPrinciples:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategies Designing speaking tasks:meaningful motivation linguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicative Communicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communication The problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and reading ability re-quires the reading skills of skimming, scanning, predictingEffective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written message)Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive information with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of initial process of acc urate,rapid and automatic recognition of vocabulary frees one’s mind to use other resources(reasoning abilities,,knowledge about topic)to construct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retention The way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal and explicitly available in the answered in the words of the text itself. Questions involving reorganization or literal information from various parts and put it to-gether or reinterpretQuestions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to thes e questions depend most on the reader’s reaction to the content of the text.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’reading skill s and strategies and on maintaining students’motivation for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning” and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writing Problems in writing tasks：They are mainly are designed to practise a certain target is insufficient preparation before the writing is no sense of audience and are given ideas to express rather than being invited to inventtheir is no opportunity for creative writing, particular for expressing unusual or original of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to the topic of writing as close as possible to students’ students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time. We have emphasized that the teaching of writing should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learning period or a school yearFormative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’s self-assessment project work portfolios。

教师英语基本功大赛笔试作文

教师英语基本功大赛笔试作文In the realm of education, the mastery of English among teachers is not merely a requirement but a cornerstone for effective communication and pedagogy. The ability to articulate thoughts, convey complex concepts, and inspire students in English is paramount, especially in a world that is increasingly interconnected and where English often serves as a lingua franca.The proficiency of English in teaching does not stop at basic comprehension or the ability to communicate in everyday situations. It extends to a deep understanding of grammar, a rich vocabulary, and the capacity to engage and motivate students of varying levels of proficiency. A teacher's command of English is a powerful tool that can open doors to knowledge and understanding for students, fostering a learning environment where ideas are exchanged freely and creativity is nurtured.Moreover, the role of English in teacher education is multifaceted. It serves as a medium for accessing a vast array of educational resources, many of which are available primarily in English. It also acts as a bridge between cultures, allowing teachers to incorporate a global perspective into their curriculum, which is invaluable in preparing students for the challenges of the 21st century.In assessing the basic skills of English among teachers, one must consider the various components that constitute language proficiency. These include listening, speaking, reading, and writing. Each skill plays a crucial role in the overall competency of a teacher. Listening skills enable teachers to understand the needs and feedback of their students, while speaking skills allow them to express themselves clearly and effectively. Reading skills are essential for staying informed about the latest educational theories and practices, and writing skills are necessary for communicating with colleagues, parents, and the broader educational community.The importance of these skills is further highlighted in the context of a competition, where teachers are not only evaluated on their individual abilities but also on their potential to influence and improve the educational outcomes of their students. A teacherwith a strong foundation in English can craft lessons that are not only informative but also engaging, using language as a tool to stimulate curiosity and encourage critical thinking.In conclusion, the basic skills of English are integral to the success of teachers in their professional endeavors. As educators, the continuous improvement of these skills should be pursued with vigor and passion. The ability to communicate effectively in English is not just a professional asset; it is a means to inspire, to educate, and to make a lasting impact on the lives of students. In the grand tapestry of education, a teacher's proficiency in English is a thread that weaves together knowledge, understanding, and the potential for global connection. It is a testament to the power of language in shaping the minds of future generations. 。

英语专业教语文知乎

英语专业教语文知乎As an English major, I often find myself torn between the love for the language and the struggle of teaching it effectively. Teaching English can be a daunting task, especially when it comes to teaching writing. Many students struggle with expressing themselves in written form, and it can be challenging to find ways to help them improve. In this response, I will address the various perspectives on teaching English writing and provide insights into how to approach this issue effectively.From a teacher's perspective, one of the biggest challenges in teaching English writing is finding the balance between providing constructive feedback and encouraging creativity. It's important to give students the tools they need to improve their writing skills, but it's equally important to nurture theircreativity and individual voice. This can be a delicate balance to strike, as too much focus on technical skills can stifle creativity, while too much emphasis on creativity can result in poorly structured and incoherent writing.One approach to addressing this challenge is to incorporate a variety of writing exercises and assignments that allow students to practice different aspects of writing. For example, providing prompts for creative writing, as well as assignments that focus on specific writing techniques such as descriptive language, dialogue, or narrative structure. This approach allows students to develop their technical skills while also giving them the freedom to express themselves creatively.Another perspective to consider is the student's point of view. Many students struggle with writing because they lack confidence in their abilities. They may feel overwhelmed by the rules of grammar and punctuation, or they may struggle to organize their thoughts in a coherent manner. It's important for teachers to create a supportive and encouraging environment where students feel comfortable taking risks and making mistakes.One way to address this is to provide individualized feedback that focuses on the strengths of the student's writing, as well as areas for improvement. By highlighting what students are doing well, they can feel more confident in their abilities and be more open to learning and growing as writers. Additionally,providing opportunities for peer review and collaboration can help students feel less isolated in their writing struggles and can provide valuable insights and support from their peers.From a broader perspective, it's important to recognize that teaching English writing is not just about teaching the mechanics of the language, but also about teaching students to think critically and express themselves effectively. Writing is a powerful tool for communication and self-expression, and it's important for students to develop these skills not just for academic success, but for personal and professional growth as well.In conclusion, teaching English writing is a complex and multifaceted endeavor that requires a thoughtful and balanced approach. By considering the perspectives of both teachers and students, and recognizing the broader importance of writing skills, we can work towards creating a more effective and supportive environment for teaching and learning English writing. It's important to remember that every student is unique and may require different approaches and support, and by embracing this diversity, we can help all students develop their writing skills and find their voice as writers.。

如何培养英语语感高中作文

如何培养英语语感高中作文How to Cultivate English Language Sense in High School Writing。

English language sense is essential for high school students when it comes to writing essays. It not only helps students express their ideas clearly and effectively but also enhances their overall language proficiency. Therefore, it is crucial for teachers and parents to guide students in cultivating their English language sense. In this essay, we will explore some effective ways to achieve this goal.First and foremost, reading extensively is the most effective way to cultivate English language sense. By reading a wide range of English materials, such as novels, newspapers, and magazines, students can expose themselvesto different writing styles, vocabulary, and sentence structures. This exposure will help them develop a sense of how English should be used in different contexts, and improve their writing skills accordingly.Secondly, practicing writing regularly is another key to cultivating English language sense. Writing essays, reports, and even diary entries on a regular basis can help students become more familiar with the language and gain confidence in expressing themselves in English. Teachers can assign writing tasks that encourage students to use a variety of vocabulary and sentence structures, and provide feedback to help them improve their writing skills.In addition to reading and writing, listening to English podcasts, watching English movies, andparticipating in English-speaking activities can also help students cultivate their English language sense. By listening to native speakers and engaging in conversations in English, students can improve their listening and speaking skills, as well as develop a better understanding of English language use in real-life situations.Furthermore, using English language learning apps and websites can also be beneficial for high school students. These resources provide interactive exercises, quizzes, andgames that can help students practice their English language skills in a fun and engaging way. By using these tools, students can reinforce what they have learned in the classroom and improve their English language sense.In conclusion, cultivating English language sense is essential for high school students to become proficient writers. By reading extensively, practicing writing regularly, listening to English materials, and using language learning resources, students can enhance their language skills and develop a better understanding of how English should be used. With the guidance and support of teachers and parents, high school students can cultivate their English language sense and become confident and effective writers.。

当老师会很聪明的英语作文

当老师会很聪明的英语作文Being a teacher requires a lot of intelligence and quick thinking. You have to be able to adapt to different situations and come up with solutions on the spot. It'slike being a problem solver every day.Teaching is not just about imparting knowledge, it's about connecting with students. You have to be able to understand their needs and find ways to engage them in the learning process. This means being creative and thinking outside the box.As a teacher, you have to be a good communicator. You need to be able to explain complex concepts in a simple and understandable way. You also have to be a good listener, able to understand and address students' questions and concerns.One of the most important skills a teacher needs is patience. You have to be patient with students who arestruggling to understand a concept or who are acting out.It's important to remember that everyone learns at theirown pace and in their own way.Being a teacher also requires being organized and prepared. You have to plan lessons and activities in advance, making sure they align with the curriculum andmeet the needs of your students. You also have to beflexible and willing to adjust your plans if necessary.In addition to being intelligent, a good teacher isalso empathetic. You have to be able to understand andrelate to your students' emotions and experiences. This helps create a positive and supportive learning environment.Lastly, being a teacher requires a sense of humor. You have to be able to lighten the mood and make learning fun.A good laugh can go a long way in helping students feel comfortable and engaged in the classroom.In conclusion, being a teacher requires a combinationof intelligence, creativity, communication skills, patience,organization, empathy, and a sense of humor. It's a challenging but rewarding profession that requires constant learning and growth.。

英语老师不知道英语作文

英语老师不知道英语作文Certainly, I'll help you craft an English essay without revealing your prompt.Title: The Significance of English Language Education。

English language education plays a pivotal role in today's globalized world. Its importance cannot be overstated as it serves as a bridge between cultures, facilitates communication, and opens doors to numerous opportunities. In this essay, we will delve into the significance of English language education and its impact on individuals and society.Firstly, proficiency in English enhances communication skills, enabling individuals to express ideas effectively and interact with people from diverse backgrounds. In an interconnected world where international cooperation is vital, English serves as a lingua franca, facilitating smooth communication among people from different linguisticbackgrounds. For instance, in multinational corporations, employees often need to communicate with colleagues, clients, and partners from various countries, and a strong command of English is essential for seamless collaboration.Moreover, English proficiency broadens horizons by providing access to a vast repository of knowledge and information. The majority of academic resources, scientific journals, and research papers are published in English, making it indispensable for students and scholars worldwide. By mastering English, individuals can stay abreast of the latest developments in their fields and contribute to the global discourse on various issues, ranging from technology and medicine to social sciences and humanities.Furthermore, English proficiency enhances career prospects and economic opportunities. In today'scompetitive job market, many employers prioritizecandidates with strong English skills, especially insectors such as information technology, finance, and hospitality, where international interaction is common. Proficiency in English not only increases employability butalso opens doors to job opportunities in multinational companies and organizations operating on a global scale.Additionally, English language education fosters cultural understanding and promotes tolerance and empathy. Through literature, films, and other cultural artifacts, learners gain insights into different cultures, traditions, and perspectives, fostering mutual respect and appreciation for diversity. Moreover, language learning involves communication with native speakers and immersion in their culture, breaking down barriers and building bridges between people of different backgrounds.In conclusion, English language education is of paramount importance in today's interconnected world. It enhances communication skills, provides access to knowledge and information, improves career prospects, and fosters cultural understanding. Therefore, individuals andsocieties should prioritize English language education to harness its myriad benefits and thrive in the globalized era.。

The Influence of Teacher Talk on Raising Students

Sino-US English Teaching, June 2018, Vol. 15, No. 6, 312-316doi:10.17265/1539-8072/2018.06.006The Influence of Teacher Talk on Raising Students’ InterculturalAwareness*YUAN Zhi-qianQuzhou University, Quzhou, ChinaIn English classroom, teacher talk is an important source of students’ input in English language and plays a pivotalrole in the development of language skills. At present, the intercultural awareness in the teaching process in China’suniversities is weak. With the increasing demands of the society on the cultivation of students’ interculturalcommunicative competence, the importance of intercultural communicative competence is becoming more andmore obvious. This paper discusses how to use teacher talk effectively to raise students’ intercultural awarenessfrom the aspects of textbook development, teaching concepts, teaching methods, and after-class activities, aimingat enhancing the intercultural awareness of college students and raising intercultural communicative competence.Keywords: teacher talk, intercultural awareness, college English teachingIntroductionAll Rights Reserved.Today, with intensification of the globalization, cultural exchange is becoming more and more frequent, and the demand of different ethnic cultures is more intense. As for modern education, it is more urgent and importantto train international talents to master and flexibly use the international language—English. But in Englishteaching practice, many college teachers in English teaching still have the questions in mind: Is it necessary tocarry out intercultural teaching? How important is cultural awareness? In the practical activities of collegeEnglish teaching, it is often seen that students have a large vocabulary, their test results are excellent and the basiclanguage skills are solid, but when it comes to intercultural communication, their performances appear powerless,or even make some common sense jokes, such as the phrases “dead president (greenback)” which is translatedinto Chinese “死了的总统 (President who is dead)”, “Sporting House” (brothel, casino) into “健身房 (gym)”,“service house (gas station)” into “service station (服务站)”, and so on. Therefore, it is necessary and practical toraise students’ intercultural awareness in college English teaching.Teacher TalkTeacher talk is a kind of discourse which differs from the teachers’ daily language and the professional language in other professions. Linguist Nunan (1991) argues that teacher talk plays a vital role in the organizationof classroom teaching and the language acquisition of students. On the one hand, the teaching content can achieve* Acknowledgements: This paper was supported by the project Research on Standardization of Urban Appearance Language--ACase of Quzhou City (Grant No. 16QSKG44LX).YUAN Zhi-qian, lecturer, M.A., Foreign Language College, Quzhou University, Quzhou, China.THE INFLUENCE OF TEACHER TALK ON RAISING STUDENTS’ INTERCULTURAL313the ideal teaching effect only through the organization and use of the teacher talk; on the other hand, it is also usedas target language and one of the most important ways for students to get language input. Therefore, teacher talkin the English classroom mainly involves two aspects: First, it is the tool of organizing and controls the classroomteaching; second, it is the target language content in the English class.Students’ Intercultural Awareness and Teacher Talk in ClassLanguage is used to express thought of human beings. A person’s thinking activities can be directly seen through his language activities. Therefore, language is the external manifestation of thought. But people’sthinking activities can not be separated from the specific environment of their own life, especially the culturalenvironment, which influences and constraints the former. So it can be said that language is the symbol of cultureand used to describe different ethnic cultures in the oral or written form, and culture in turn restricts themanifestation of language. For example, we often say that the oriental are accustomed to a typical comprehensivethinking or spiral thinking, while westerners tend to use typical analytical thinking or linear thinking. This kind ofthinking difference boils down to cultural differences.In general, inter-culture or cross-culture refers to the cultural phenomenon, customs, habits, and so on, which have differences from or conflicts with the national culture, and are accepted and adapted on the basis of aninclusive attitude (Robertson, 1981). The so-called “intercultural awareness” is generally referred to as thespecific thinking, or national culture thinking of people with different cultural backgrounds in the communicationprocess, which can ensure the communicator to accurately communicate with each other. At the same time,intercultural awareness and intercultural knowledge are different. Intercultural knowledge refers to the All Rights Reserved.understanding and mastery of the specific content of different language and culture, while intercultural awarenessfocuses on the foreign language learners’ sensitivity to different cultures, which is an intrinsic thinking ability.English teaching should be based on intercultural awareness. Only in a certain system and in a very broad contextwill we understand the true meaning of the words used in that foreign language (Brooks, 1968). Culture teaching,plays a very important role in the construction of efficient and practical college English class. In foreign countries,many higher education institutions pay more attention to cultivating learners’ cross-cultural ability than theirprofessional quality (Stier, 2003).The study of language acquisition shows that learners who study the first language and second language need the ideal language input. According to the Input Hypothesis proposed by the famous American linguistKrashen (1985), if learners want to subconsciously and naturally acquire and use language, they must be placedin the appropriate language environment and offered appropriate input. The “comprehensible input” is thenecessary and sufficient condition for the acquisition of language. The language input material should be slightlymore difficult than what the learner’s have currently learned. Krashen uses “i+1” to describe the theory oflanguage input, which should not be too difficult, such as “i+2”, or should not be too easy, such as “i+0”. Thus,the language input should be acceptable by learners, so that it will produce the desirable effect.The intercultural awareness of English learners is directly related to students’ communicative competence in English, and its importance is self-evident. And the output of language is inseparable from the input of language(Cummins, 1979). For the majority of Chinese students, the cultivation of intercultural awareness of Englishlanguage mainly derives from the teacher’s English classroom teaching, that is, teacher talk.314THE INFLUENCE OF TEACHER TALK ON RAISING STUDENTS’ INTERCULTURAL The Present Cultivation of College English Students’ Intercultural Awareness in ChinaThe current reform of college English education in China has constantly progressed and college English teaching involves the cultivation of students’ intercultural awareness and intercultural communicativecompetence, but there are still many problems, mainly as follows:(1) The present college English curriculum has not paid enough attention to the culture teaching and not setup the cross-culture course.(2) Students do not pay enough attention to cultural learning. Students focus on English test grades. Oncethey pass the exam, they will lose enthusiasm for learning. They think it unnecessary to learn inter-culture.(3) The content of college English teaching is unitary. Most teachers continue to teach in the way used insecondary schools, and what is taught in English class is almost about the English language itself and the level ofknowledge in the exam. Even if cultural knowledge is mentioned, it is used in the introduction part for a shotwhile and lack of scrutiny.(4) Some college English class atmosphere and teaching effect is not desirable. Without pressure from thecollege entrance examination, some students do not want to learn English with weariness, and the wholeclassroom is lack of vitality, even lifeless.(5) Most college English textbooks are unattractive to contemporary college students. Some are boring, lackof intercultural information infiltration, because students are interested in cultural customs rather than thelanguage knowledge of textbooks.Feasible Measures of Raising Students’ Intercultural AwarenessAll Rights Reserved.Developing TextbooksTextbooks are the main resources of teacher talk. After the contents of college English textbooks are constantly reformed, many current teaching materials or guidance materials involve cultural backgroundknowledge. At college stage, there are a wide range of learning materials for students which contain culturalinformation and students have the ability to grasp the cultural knowledge. If teachers can consciously carry outexcavation and guidance, they will find that cultural knowledge exists in all aspects of English teaching. In theclassroom, when teachers introduce the intercultural knowledge related to the subject, it can not only broaden thestudents’ vision and raise the students’ intercultural communicative competence, but also arouse the students’interest in learning English and enliven the classroom atmosphere.Upgrading Teachers’ Own Intercultural AwarenessAt present, college students learn English mainly through the English class, and due to their limitations of experience and knowledge, teacher talk in the process of raising intercultural awareness plays a key role ininstruction. If teachers themselves do not have a wealth of intercultural knowledge, then it is impossible to raisingstudents’ intercultural awareness of guiding. Therefore, teachers should continue to enrich their interculturalknowledge and make considerable research to upgrade their knowledge. In addition, it is advisable for teachers toparticipate in various training courses, seminars, and so on.Therefore, as “guides”, English teachers should strengthen learning and improve their comprehensive cultural quality, mainly through the infiltration and guidance in the classroom, so as to enable students toappreciate the unlimited cultural “scenery”.THE INFLUENCE OF TEACHER TALK ON RAISING STUDENTS’ INTERCULTURAL315Employing Diverse Teaching ApproachesAs for the same content, if teachers talk is used different ways, the class effect will be different. In order to enable students to more effectively raise intercultural awareness in the classroom, it is better to adopt a variety ofapproaches in teacher talk. First, the “comparison and contrast” approach. That is, when students encountersimilar or identical language phenomenon, encourage them to compare two cultures and find out the difference,and guide them to identify what causes the difference. These are also the background knowledge that studentswant to know, so this approach is easy for students to find a sense of cultural identity and to arouse their interests.For example, ask students to find out the differences in the greeting styles between Chinese and Westerners, orthe different reactions when receiving compliments. Second, the “cooperative learning” approach. Teachers mayassign tasks related to intercultural knowledge before or after class, divide students into groups, allow students toactively consult the data, find out the differences and their causes, and then discuss them in class. This approachcan arouse the enthusiasm of each student and meanwhile exert the collective power, which can excavate theintercultural knowledge from different angles. Third, the “integration” approach, that is, schools or teachersclassify cultural topics and integrate fragmented cultural information systematically in the form of lectures. Thisapproach can make full use of the appeal of the lecture, as well as highlight the systematization and rationality ofintercultural communication, so as to give students a complete grasp of intercultural knowledge.Applying In-class Cultural Knowledge into After-class ActivitiesIf the practice of teaching in the classroom is not rich enough, the form and activities of the second class can be fully utilized. The foreign language culture festival is a popular second class form, which includes formallearning of English cultural knowledge and other auxiliary forms of learning such as multimedia and games and All Rights Reserved.so on. Teachers should join in these activities together with their students and guide them how to put what theyhave learned in class into practice through teacher talk. Students are happy to participate in them with desirablefeedback. The activities of the foreign language culture festival take on various forms, such as English speech,English film dubbing contest, English drama, English singing contest, English corner, and so on. By taking part insuch activities, students can experience the differences between cultures in a multidimensional way, and truly feelcross-culture in practical applications. For example, since the opportunities of face-to-face communication inEnglish are rare, students may nervously “blurted out” in the exchange of English corner: “How old are You?”,“Have you had supper?”, or “Have you married?”. However, in English-speaking countries, people try to avoidthese topics because of totally different cultures.ConclusionThe basic aim of college English education is to raise practical talents with a rich knowledge of English and abilities of intercultural communication. Students’ intercultural awareness has an important influence onstudents’ practical English skills, and even determines their communicative competence. The practice proves thatintercultural knowledge can be taught through teacher talk, and it is also feasible and can be diversified throughvarious ways, such as developing teaching materials, upgrading teachers’ own intercultural qualities, andemploying various methods and after-class activities so as to improve students’ English skills and truly achievethe goal of college English teaching.316THE INFLUENCE OF TEACHER TALK ON RAISING STUDENTS’ INTERCULTURALReferencesBrooks, N. (1968). Teaching culture in the foreign language classroom. Foreign Language Annuals, 1(3), 204-217.Cummins, J. (1979). Linguistic interdependence and the education development of bilingual children. Reviews of Educational Research, 49(2), 222-251.Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Englewood Cliffs, NJ: Prentice Hall Inc.Robertson, I. (1981). Sociology. New York: Worth Publishers.Stier, J. (2003). Internationalization, ethnic diversity and the acquisition of intercultural competencies. Journal for Intercultural Education, 14: 77-99.All Rights Reserved.。

不会说英语的老师英语作文

不会说英语的老师英语作文As an educator, I have always been passionate about imparting knowledge and inspiring my students to explore the world of learning. However, there came a time when I realized that my own journey as a learner was not yet complete. The subjectthat challenged me the most was English.My students, eager to communicate with the global community and to access the vast amount of information available in English, often looked to me for guidance. Yet, despite mybest efforts, I found myself struggling to express complex ideas and engage in fluent conversations. This realizationwas both humbling and motivating.The journey to improve my English began with a commitment to practice. I started by reading English literature, newspapers, and online articles. This not only expanded my vocabulary but also helped me understand the nuances of the language. I listened to English podcasts and watched movies withsubtitles to improve my listening skills and pronunciation.I also sought out opportunities to speak English with my colleagues and students. Initially, this was daunting, as I was afraid of making mistakes. However, I soon realized that the only way to learn was to embrace those mistakes and learn from them. My students were incredibly supportive, and their encouragement played a significant role in boosting my confidence.As I progressed, I began to incorporate more English into my teaching. I used simple phrases and sentences at first, gradually increasing the complexity as my proficiency grew. This not only improved my own language skills but also created an immersive learning environment for my students.The most transformative aspect of my journey was the realization that learning a language is a lifelong process.It requires patience, perseverance, and a willingness to step out of one's comfort zone. My experience has taught me thatit's never too late to learn, and that the pursuit of knowledge can be just as rewarding for a teacher as it is for a student.In conclusion, my composition on not being fluent in English is not just about my personal struggle and growth. It's a testament to the fact that we are all lifelong learners. As a teacher, I am now better equipped to guide my students on their own language learning journeys, and I am grateful for the lessons that this experience has taught me.。

英语助教培训班：如何让学生更好地理解英语？

英语助教培训班：如何让学生更好地理解英语？IntroductionIn recent years, with the globalization and internationalization of many industries, English has become a common language for communication in the world. As a result, there is a growing demand for English education, which hasled to the development of English assistant teacher training programs. English assistant teachers are expected to assist teachers in teaching classes and offer guidance to studentsin their studies. However, as English is not the primary language for many Chinese learners, it can be challenging for them to understand English language and culture. Therefore, English assistant teachers need to have some training to help improve their teaching skills and assist students in their language learning.The following article discusses how English assistant teacher training programs can help students to better understand English.1. Understanding the Students' Language BackgroundThe first step towards helping students to better understand English is to understand their language background. English assistant teachers should identify the language problems that are specific to Chinese learners and work onways to address them. For example, a typical language problem for Chinese learners is pronunciation. Chinese learners have difficulty in pronouncing certain English sounds as they do not exist in Chinese. English assistant teachers should identify these sounds and provide practice activities that will help the students overcome this problem.2. Engaging Students in Interactive ActivitiesAnother way to help students to better understand English is to engage them in interactive activities. Englishassistant teachers should design activities that allow students to practice their language skills in a real-life context. These activities could include role-plays, group discussions, debates, and hands-on activities that relate to English language and culture. This approach helps to make the learning process more enjoyable and helps to build students' confidence in using English.3. Use Authentic MaterialEnglish assistant teachers should use authentic material to help students learn English. Authentic materials are materials that are designed for native speakers of English, such as TV programs, movies, and news articles. These materials provide an opportunity for students to understand the natural context in which English is used. They also helpstudents to develop critical thinking skills as well as their language skills.4. Encourage PracticeEnglish assistant teachers should encourage students to practice their language skills as much as possible. Language learning involves a lot of practice, and students need to practice their skills in various contexts. English assistant teachers should design activities that enable students to practice their language skills, such as role-plays, games, and debates. They should also encourage students to use English in their daily lives, such as in conversations with peers or adults.5. Offer Feedback and SupportFinally, English assistant teachers should offer feedback and support to students in their language learning process. Feedback is essential for students to know what areas they need to improve on and what they are doing well. English assistant teachers should provide constructive feedback that is specific and actionable. Moreover, they should offer support to students who are struggling with their language skills. Extra tutoring, additional resources, and counseling sessions, if needed, can help students to overcomedifficulties and keep improving their language skills.ConclusionIn conclusion, English assistant teacher training programs are essential in helping students to better understand English. English assistant teachers need to be trained on how to identify the language problems of Chinese learners and develop activities that help students to overcome these problems. Using authentic materials, encouraging practice and offering feedback and support are additional ways that English assistant teachers can assist students in their language learning journey. By following these approaches, English assistant teachers can make learning more enjoyable and maximize the potential of students in their English language learning process.。

2023年-2024年教师资格之中学英语学科知识与教学能力考前冲刺试卷B卷含答案

2023年-2024年教师资格之中学英语学科知识与教学能力考前冲刺试卷B卷含答案单选题（共45题）1、The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. Here the teacher is playing the role of a (an)__________.A.assessorB.prompterC.participantD.controller【答案】 D2、Teaching activities must be based on the students' cognitive development level and the existing experienced knowledge, thus, students' personal knowledge, students' life world and__________ are also the important curriculum resources except textbook.A.game activitiesbour activitiesC.attitudeD.direct experience【答案】 D3、The Cognitive Approach holds that students′ mistakesare__________ in the creative use of language.efulB.understandableC.unavoidableD.reasonable【答案】 C4、Which of the following activities is best for training intensive reading？A.Drawing a diagram to show the text structureB.Giving the text an appropriate titleC.Transferring information from the text to a diagramD.Summarizing the text【答案】 C5、Passage 1A.the overall effectiveness of the detection technology has improvedB.Nissan is making a timetable to market the detection systemC.it is impossible to improve the'overall effectiveness of the detection systemD.Nissan aims to improve the detection technology to reduce the fatality rate【答案】 D6、Passage 1A.addressB.ceremonyC.tributeD.faith【答案】 A7、请阅读短文，完成此题。

教师公开招聘考试中学英语(语言学基础)模拟试卷2(题后含答案及解析)

教师公开招聘考试中学英语（语言学基础）模拟试卷2(题后含答案及解析)全部题型 2. 第二部分专业基础知识第二部分专业基础知识词汇与结构1．Which one of the following statements is TRUE?A．Linguistics is the study of English language.B．Linguistics is the scientific study of English language.C．Linguistics is the scientific study of human languages in general.D．Linguistics is the study of language.正确答案：C解析：语言学普遍被定义为对语言进行的科学、系统的理论研究的学科。

语言学的研究对象并不局限于某一特定的语言，如英语、汉语、阿拉伯语、拉丁语，而是研究普遍意义上的语言. 知识模块：语言学基础2．Seeing the object “dog” , Chinese will call it “gou” , while American call it “dog”. This well illustrates ______.A．the arbitrary nature of languageB．the creative nature of languageC．the universality of languageD．the big cultural difference between China and USA正确答案：A解析：人类的语言具有任意性的特征，语言符号的形式与所表示的意义没有天然的联系。

例如，我们无法解释为什么一个杯子读作a cup，一只狗读作a dog。

知识模块：语言学基础3．In Chinese when someone breaks a bowl accidentally in a formal occasion, the host will probably say “岁岁（碎碎）平安”to avoid the negative effect of this sudden event. What function does it perform?A．Informative.B．Interpersonal.C．Performative.D．Emotive.正确答案：C解析：语言的施为功能(performative function)主要是为了改变人的社会地位。

讲课真的容易吗英语作文

讲课真的容易吗英语作文Teaching is a profession that often garners admiration and respect, but is it truly easy? The answer to this question is nuanced, as teaching encompasses a wide range of tasks, challenges, and rewards. In this essay, we will explore the complexities of teaching and examine whether it is indeed easy.First and foremost, teaching requires a deep understanding of the subject matter being taught. Whetherit's mathematics, science, history, or literature, teachers must possess not only knowledge but also the ability to convey that knowledge effectively to their students. This entails extensive preparation, including lesson planning, creating instructional materials, and staying updated on the latest developments in their field.Moreover, teachers must also possess strong communication skills. They need to be able to articulate complex concepts in a way that is accessible to students ofvarying abilities and learning styles. This often involves using different teaching strategies and techniques to cater to the diverse needs of their students.In addition to academic instruction, teachers also play a crucial role in the social and emotional development of their students. They serve as mentors, role models, and sometimes even confidants for young people navigating the challenges of adolescence. This aspect of teaching can be both rewarding and demanding, as it requires empathy, patience, and the ability to foster a positive and supportive learning environment.Furthermore, teaching is not just about imparting knowledge; it's also about inspiring curiosity, critical thinking, and a lifelong love of learning. This requires creativity and innovation on the part of the teacher, as they seek to engage their students and make learning meaningful and relevant to their lives.However, despite the many rewards of teaching, it is not without its challenges. Teachers often face large classsizes, limited resources, and pressure to meet academic standards and performance targets. They must also navigate bureaucratic red tape, administrative tasks, and sometimes even deal with challenging behaviors or difficult parents.Moreover, teaching can be emotionally taxing, especially when students face personal struggles or academic setbacks. Teachers invest a great deal of time, energy, and care into their students, and it can be disheartening when their efforts do not always yield the desired results.In conclusion, while teaching certainly has its challenges, it is far from easy. It requires a combination of knowledge, skill, patience, and passion to be an effective educator. However, for those who are willing to put in the hard work and dedication, the rewards of teaching can be immeasurable, as they have the opportunity to make a positive impact on the lives of their students and contribute to the future of society.。

教别人学英语的作文

教别人学英语的作文Sure, here's an essay to guide someone in teaching English to others:Title: The Art of Teaching English。

Introduction:Teaching English is not just about conveying information; it's about inspiring a passion for language learning. Whether you're a seasoned educator or a novice tutor, mastering the art of teaching English requires patience, creativity, and adaptability.Body:1. Understanding the Learner:Effective teaching begins with understanding your students. Assess their proficiency level, learning styles,and motivations for learning English. Tailor your teaching approach to accommodate diverse needs and preferences.2. Establishing Clear Objectives:Define clear learning objectives for each lesson or session. Whether it's improving speaking, writing, reading, or listening skills, articulate specific goals that guide your teaching and provide a sense of direction for your students.3. Creating Engaging Activities:Engage your students through interactive and meaningful activities. Incorporate games, role-plays, discussions, and multimedia resources to make learning enjoyable and relevant. Encourage active participation to foster language acquisition.4. Providing Constructive Feedback:Feedback is essential for growth and improvement.Provide timely and constructive feedback that highlights strengths and areas for improvement. Focus on encouraging effort and progress, rather than solely on errors.5. Cultivating Language Skills:Balance the development of all language skills: speaking, listening, reading, and writing. Integrate authentic materials such as articles, videos, and songs to expose students to real-world language use. Encourage regular practice to reinforce learning.6. Promoting Cultural Awareness:Language is deeply intertwined with culture. Explore cultural nuances and customs to enrich students' understanding of English. Encourage discussions on cultural topics and promote respect for diversity.7. Emphasizing Language Proficiency:Encourage students to strive for proficiency ratherthan perfection. Foster a growth mindset that celebrates continuous improvement and embraces challenges. Provide opportunities for self-assessment and reflection.8. Building Confidence:Confidence is key to language acquisition. Create a supportive and encouraging learning environment where students feel comfortable taking risks and expressing themselves in English. Celebrate their achievements and milestones along the way.Conclusion:Teaching English is both an art and a science. By understanding your students, setting clear objectives, creating engaging activities, providing constructive feedback, cultivating language skills, promoting cultural awareness, emphasizing language proficiency, and building confidence, you can empower your students to become proficient English speakers. Remember, the journey of learning English is as enriching for the teacher as it isfor the students. Keep exploring new teaching strategies, honing your skills, and inspiring a love for language learning in others.(Note: This essay provides guidance on teaching English without revealing any specific prompts.)。

英文作文钢琴老师教学

英文作文钢琴老师教学英文：As a piano teacher, I believe that the key to effective teaching is to understand each student's individual needs and learning style. For example, I once had a student who struggled with reading sheet music, so I incorporated more auditory and visual learning techniques into our lessons. This allowed her to better grasp the concepts and improve her playing.I also make sure to create a comfortable and encouraging environment for my students. I often use phrases like "practice makes perfect" and "don't be afraid to make mistakes" to motivate them. It's important for students to feel supported and not be afraid to take risks in their learning process.Another aspect of my teaching style is to set achievable goals for my students. For instance, I maychallenge a student to learn a new piece within a certain timeframe, and when they accomplish it, it boosts their confidence and keeps them motivated to continue improving.In addition, I believe in the power of positive reinforcement. When a student makes progress, I always make sure to acknowledge and praise their efforts. This helps to build their self-esteem and encourages them to keep pushing themselves.Overall, I strive to be a versatile and empathetic teacher, adapting my methods to suit each student's needs and providing a supportive and encouraging learning environment.中文：作为一名钢琴老师，我相信有效教学的关键是了解每个学生的个性需求和学习风格。

文化教学的英语作文

文化教学的英语作文In the realm of education, the integration of culture into language learning is paramount. It not only enriches the learning experience but also fosters a deeper understanding of the language itself. Here is an essay on the significance of cultural teaching in English education:The Importance of Cultural Teaching in English EducationLanguage is the soul of a culture, and culture is the heartbeat of a language. Teaching English without incorporating cultural elements is akin to teaching a song without its melody. The essence of any language lies in its ability to convey the cultural nuances and societal norms of its speakers. This essay will delve into the importance of cultural teaching in English education and how it can enhance the learning process.Cultural Awareness and Language AcquisitionCultural awareness is a crucial component of language learning. When students are exposed to the culture ofEnglish-speaking countries, they gain insights into the customs, traditions, and social etiquette that shape the language. This understanding helps them to grasp idiomatic expressions, slang, and the subtleties of conversation, whichare often rooted in cultural practices.Enhancing Communication SkillsUnderstanding the cultural context is vital for effective communication. English learners who are aware of cultural norms can communicate more appropriately and sensitively in different social situations. This cultural competence canlead to more meaningful interactions and can prevent misunderstandings that arise from cultural differences.Promoting Cultural AppreciationTeaching culture alongside the English language encourages students to appreciate the diversity and richness ofdifferent societies. It fosters a sense of respect andcuriosity about the world, which is essential in our increasingly globalized world. Students learn to value the perspectives and experiences of others, which can lead to a more inclusive and tolerant mindset.Cultural Teaching MethodsIncorporating culture into English teaching can be done in various ways. Teachers can use authentic materials such as films, music, literature, and news articles to exposestudents to the English-speaking world. Classroom discussions, role-plays, and debates can also be centered around cultural topics, allowing students to practice their language skills while engaging with cultural themes.Challenges and SolutionsWhile the benefits of cultural teaching are clear, there are challenges that educators must navigate. These include cultural biases, stereotypes, and the need to respect the cultural identity of the students. To overcome these, educators should strive for cultural sensitivity, encourage open-mindedness, and provide balanced perspectives.ConclusionIn conclusion, cultural teaching is an indispensable part of English education. It not only aids in the acquisition of language skills but also enriches the students' understanding of the world. By embracing cultural diversity, we can prepare our students to be global citizens who are equipped to navigate the complexities of our multicultural society.This essay highlights the multifaceted benefits ofintegrating culture into English language teaching, emphasizing the importance of cultural awareness, communication skills, and cultural appreciation in the learning process.。

小学英语教学设计InstructionalDesignforPrimaryEn

Strategies and Methods • Evaluation and feedback on
primary school English teaching
目录
• Primary School English Teaching Resources and Technical Support
Oral Teaching
Oral Activity Design
Teachers need to design various oral practice activities, such as reading aloud, dialogue, role-playing, etc., to enable students to communicate Байду номын сангаасn real English contexts.
Listening Teaching
Training of Listening Skills
Listening teaching is an important component of primary school English teaching, with a focus on cultivating students' listening skills, including understanding simple conversations, identifying key vocabulary, etc.
sentences. Teachers need to systematically introduce these basic grammar knowledge to help students
establish correct English sentence structures.

Teaching English Vocabulary

Teaching English Vocabulary作者：郝丹来源：《中学课程辅导·教学研究》2014年第14期Abstract：Grammar provides the overall patterns， and vocabulary is the material to put in the patterns. Without grammar we can convey a little， but without vocabulary we can convey nothing. Vocabulary teaching is an indispensable part of English curriculum. Art is a kind of creation. Teaching vocabulary artistically can make teachers and students build up created consciousness in teaching and learning vocabulary activities and teachers put their experience and emotions towards beauty into teaching activities to raise general vocabulary teaching activities to appreciation of beauty and creative activities， convert bitter into happy， tense into ease. Thus the non-intellectual factors like motive， interest， emotion， self-confidence and so on can be developed naturally and they will elaborate a great part in English vocabulary teaching. At the same time， the relationship between teachers and students can get improved fundamentally furthest and it pushes vocabulary teaching powerfully in turn.Key words： technique；vocabulary；teaching中图分类号：G632.0 文献标识码：A 文章编号：1992-7711（2014）05-0032I. IntroductionTo learn English well， English learners should do many things， such as listening，speaking， reading and writing， but the most important and difficult part is the vocabulary. Learning a foreign language is just like building an edifice. Grammar is like the blueprint， while the vocabulary is like building materials. A famous linguist in the west， Wilkins， said：“Without grammar little can be conveyed， without vocabulary nothing can be conveyedAlthough vocabulary has its own system and inner regularity， the teaching material absolutely can’t be arranged in order of vocabu lary system. So it needs teaching methods to reflect the systematic nature and regularity of vocabulary. It is an important domain that teachers can give free rein to their creativity and that also haven’t been valued so far .II. The importance of vocabulary teachingThe vocabulary is one of three major elements of the language， and the construction material of the language. The cultivation of the ability to use language is an essential ring in the cultivation of the ability to communicate. The vocabulary is one of the key part of language ability of making communication be carried on. The ability to use vocabulary can influences directly a person’s ability in listening speaking， reading， writing， and translating. Only you have grasped the sufficientvocabularies，could you understand others’ talk and articles， could he express his own thought freely， could he do in an expert way in communication too. And academia thinks only by grasping 3500 daily vocabularies can it help and train students to use language ability to go on communication.III. Aspects in learning English vocabularya. PronunciationFirst of all， pronunciation is the basis of memorizing a new word. Correct pronunciation will help the English learners remember a new word soon. For example， if we know how to pronounce the word pronunciation， we can easily spell it. To master English pronunciation well，it’s necessary to learn the 20phonetic symbols for English vowel sounds. It is not really necessary to learn the consonant symbols as they are usually not difficult to know how consonant should be pronounced. Vowels are important because the vowel let tars can be pronounced in many different ways. When English learners are not sure of a word’s phonetic symbol，don’t hesitate to consult the dictionary.b. Synonym and antonym（1）SynonymSynonyms are words different in sound and spelling but most nearly alike or exactly the same in meaning. Synonyms can be classified into two major groups： absolute synonyms and relative synonyms. Lacy words are synonymous in meaning but different in usage. They form different collocations and fit into different sentence patterns. Synonyms may differ in degree of intensity. Take rich and wealthy for example. A rich man and a wealthy lady are both rich， but the weal therapy is felt to possess more money and property than a rich man. It is observed that absolute synonyms are rare in natural languages，suit is important to distinguish a word’s synonyms carefully.（2）AntonymAntonyms are words which are opposite in meaning. Antonyms have various practical uses and have long proved helpful and valuable in defining the meanings of words. A word which has more than one meaning can have more than one antonym. Antonyms generally differ in degree of intensity， so each has its own corresponding opposite. For example， hot and warm are synonyms. Correspondingly， they each have a different antonym. The opposite of hot is cold and that of warm is cool. Their positions cannot be exchanged. Buy a synonym & antonym dictionary and go through it from time to time. After a short time， our vocabulary will be enlargedIV. Students’ skills of learning vocabularyUnder teachers’ artistic teaching， students can concentrate their attention in class and their spirits are relaxed， they just take activities seriously but give no thought to personal gains and losses.The activities under this kind of mood have the most artistic feature and conform with students’ learning psychology to make them adapt to the demand of vocabulary teaching easily， so as to reach harmony between teaching and learning. Students enter into the learning role that demands by vocabulary teaching artistically， thinking learning as happiness not suffering. In the course of vocabulary learning， this kind of mental satisfaction will be a kind of inherent motive power to benefit to improve learning efficiency.Students manifestation after entering into vocabulary learning role Once students get into vocabulary learning role，under teachers’ guide， they can do activities of learning and use in artistic mood and easily bring contained potential into play. It seems that students have inspiration and creation in learning and often get satisfaction in class. They not only enjoy themselves， but also enjoy the beauty of tone， rich meaning and rhetorical change. They watch， think and find out the feature of new words to remember words by hearts and deepen under standing in specific situation to learn， in this way，the students’ position has qualitative change in English classes， they are not the container to stuff vocabulary any more， their activities are filled with artistic colors， which can improve English teaching.V. By adopting scientific vocabulary teaching techniques， teachers can help students improve their language acquisition ability and langauge competenceWith the forgoing，I don’t mean to disagree all traditional vocabulary teaching methods and take in all the new metho ds without discrimination. But I’m caring about the bad influence brought by some awkward traditional vocabulary teaching methods which are overused and exploited inflexibly by many teachers in middle school classroom. As far as I’m concerned， I think a te acher’s behavior and teaching methods usually have great influence toward his students， especially those in middle school； therefore， before he becomes a qualified teacher， he should possess influent professional knowledge and good teaching techniques， since vocabulary teaching is an important part of English language teaching. Whether a teacher can handle this process technically bears on the students’ language acquisition ability such as observation， analysis， creation， thinking and communication， and their language competence. If he tries to observe the rules working in the students’ learning processes， concern about their interest and psychological needs， and apply more scientific and efficient vocabulary teaching techniques which are fit for them， he will succeed in arousing the students’ motives to learn English well and learn it in a relaxing and scientific way in which the larges size of vocabulary is not the final teaching target， but the improvement of language competence. That is to say， not to let English become an accumulated knowledge， but a tool for communication.VI.The relation between vocabulary teaching and training students’ abilities to learnThe emphasis of teaching is not merely to teach some words， the more important thing is to train the students’ ability to deal with the vocabulary and the imagination of the word. Teacher mustchange the old single teaching mode， in which teachers teach to read the words and students follow him （or her）， then try to recite the word. Tea cher should pay attention to training students’ ability of analyzing and expanding the vocabulary independently. In order to prevent the vocabulary explaining from being dry， Teacher need not arrange special time to explain words. The vocabulary chosen might not be limited to the one that only appears in textbook either. The choice of the vocabulary can be combined to the vocabulary part used in daily. Some of them may be difficult to be found in the text， but they are very useful to the student. Explaining vocabularies like this， we can not only supplement the blank of the vocabulary which can’t be found in the textbook， but also make students feel study of words is vivid and interesting， and really make their study of words bring the notable results. In this way，we can settle a good foundation for cultivating the students’ ability of language communication.During the teaching， we can inspire students' innovative thinking through vocabulary study. For instance， at the time of teaching the vocabulary about sports， I make student tell as many sports terms as possible， writing on the blackboard at the same time： tennis， badminton， relay race，football， basketball， swim， hiking， etc. Because students are mostly young and vivaciously，they like going in for sports， everybody uses their heads and Makes a speech actively at last， this has given the rein to their imagination， and has increased a lot of knowledge too.VII.ConclusionIn a word， According to different situations， teacher adopts different vocabulary teaching approaches， only in this way can teacher make students be interested in study of English words，can make students work actively and raise the efficient in vocabulary teaching of English. teaching English vocabulary is a teaching method that can be used in English vocabulary classes. Teachers use solid basic abilities and some artistic accomplishment to show their expressions and behaviors， they also use the conduction in vocabulary practice of listening， speaking， reading and writing to infect students imperceptibly and make them give up bother and inertia mentality. They take advantage of lots of teaching experience and artistic teaching means to make students master the method of learning vocabulary and the learning vocabulary activities have laws and regulations to go by， thus the activities from various to simple， hard to easy.References：[1] 王碧霖.王碧霖英语教学经验——入门阶段[M].北京：人民教育出版社，1986.[2] 张维友.英语词汇学[M].北京：外语教学与研究出版社，1999.（作者单位：内蒙古包头市科技少年宫 014000）。

大学生英语专业规划书

Technical Translation
Business Translation
English major can work as business translators, assisting companies with the translation of business documents and correspondence
The course also covers different types of English language materials, including news, movies, novels, and other materials
This course aims to improve students' listening, speaking, reading, and writing skills through a variety of activities and assignments
College English Major Plan
汇报人：XXX
202X-XX-XX
contents
目录
Overview of English majorCurriculum Setting for English MajorsEmployment Direction for English MajorsLearning Methods and Skills for English Majors
The courses also provide opportunities for students to engage in critical thinking and analysis of English language materials