Lesson Study Makes Teachers Leam
关于教师的英语谚语
关于教师的英语谚语导读：1、片言之赐，皆我师也。
The gift of a piece of words is from my teacher.2、严师出高徒。
A strict teacher makes a good apprentice.3、古之学者必严其师，师严然后道尊。
Ancient scholars must treat their teachers with dignity and then with Taoism.4、井要淘，人要教。
Well to clean, people to teach.5、学无师承，终难求益。
Learning without a teacher is hard to gain.6、捧着一颗心来，不带半根草去。
Hold a heart and go without half grass.7、有状元徒弟，没有状元师傅。
There are apprentices of the first prize, but no master of the first prize.8、桃李满天下，春晖遍四方。
Peach and plum are everywhere, and spring is everywhere.9、学者必求师，从师不可不谨也。
Scholars are bound to seek teachers, and they must followthem carefully.10、千个师傅千个法。
Thousands of teachers and thousands of methods.11、井淘三遍吃甜水，人从三师武艺高。
Well clean three times to eat sweet water, people from the three division martial arts high.12、养不教，父之过；教不严，师之惰。
If you don't teach, your father's fault; if you don't teach rigorously, your teacher's laziness.13、教师的春风，日日沐我心。
lesson study定义
lesson study定义
Lesson Study是一种教学研究方法，起源于日本，被认为是一种持续的教师专业发展活动。
Lesson Study的核心理念是通过教师团队合作，共同研究、设计、实施和分析一堂课的教学过程，从而改进教学质量。
Lesson Study的过程包括选择研究课题、设计教学方案、观摩教学、分析教学效果、反思和改进教学方案等环节。
Lesson Study的特点包括注重教师合作，强调以教师为中心的专业发展，倡导反思实践，关注教学细节，追求教学质量的不断提高。
通过Lesson Study，教师可以相互观摩教学，分享教学经验，共同探讨教学问题，从而促进教学水平的提升。
Lesson Study也强调教学实践与教育研究的结合，使教学改进得到理论支持，同时也促进教育研究与实践的紧密联系。
在Lesson Study中，教师们通过共同研究课堂教学，不断改进和完善自己的教学方法和策略，从而提高学生的学习效果。
Lesson Study也有助于建立学习型教师团队，促进教师专业成长和学校教育质量的提升。
总之，Lesson Study是一种重视教师合作、注重教学实践和反思的教学研究方法，对于教师专业发展和教育教学质量的提升具有重要意义。
高考英语 阅读理解与完型填空 几种学习策略
落堕市安心阳光实验学校高考英语阅读理解与完型填空：几种学习策略Leaming is what makes us each.able;to survive and cope in a complex world. It is also what helps to make each person: special by developing specific interests and talents, Leaming doesn't always have to be a sUuggle, Although sometimes it can be quite hard. One of the keys to life-long education is to actually leam how to leambetter.. .;There are several.strategies you can try. One is to write down.key facts and make up fla sh cards with them Plus, the act of writing things down aids retention.Another leaming strategy is to read and study a subject multiple times in smaU doses before getting,brnmed out. You'JJ need to leam what your personal point of diminishing retums is in studyinga subject. Lets' say you get really weary after 45 minutes, but you'll need about six hours ,to leam something. Instead of studying for six hours in eight 45 minute segments, try twelve 30-minute segments instead. You'll be more Likely to leam better with more but shorter study sessions.Another potentially e珏bctive strategy is to create a detailed lesson plan for you to teach thematerial to others. No one leams a subject better than its teachers do.A fourth strategy is to use multiple methods to leam your subject. Reading is usually the primaryway, but you can listen to lectures on it as well. If none are available, record them yoursek! Hopefully,you'll Like hearing your own voice. You could also make a movie of yourself presentin~; or teaching the material and then watch that. Or do slide presentations on the subject. The act of creating a udio andvideo presentations will help you really comprehend your material.A frfth strategy is to break your leaming project down into smaller tasks. Do written summaries of each part. Again, the act of writing things down will aid leaming and remembering. You can then studyyour written sunimanes.Also write down and ask any questions you have about the subject you're trying to learn. Think about what it is you're having difficulty with so that you can explain it to someone who might be able tohelp.根据短文内容,选择最佳答案。
关于教师的英语谚语
关于教师的英语谚语导读：本文是关于关于教师的英语谚语，如果觉得很不错，欢迎点评和分享！1、片言之赐，皆我师也。
The gift of a piece of words is from my teacher.2、严师出高徒。
A strict teacher makes a good apprentice.3、古之学者必严其师，师严然后道尊。
Ancient scholars must treat their teachers with dignity and then with Taoism.4、井要淘，人要教。
Well to clean, people to teach.5、学无师承，终难求益。
Learning without a teacher is hard to gain.6、捧着一颗心来，不带半根草去。
Hold a heart and go without half grass.7、有状元徒弟，没有状元师傅。
There are apprentices of the first prize, but no master of the first prize.8、桃李满天下，春晖遍四方。
Peach and plum are everywhere, and spring is everywhere.9、学者必求师，从师不可不谨也。
Scholars are bound to seek teachers, and they must follow them carefully.10、千个师傅千个法。
Thousands of teachers and thousands of methods.11、井淘三遍吃甜水，人从三师武艺高。
Well clean three times to eat sweet water, people from the three division martial arts high.12、养不教，父之过；教不严，师之惰。
如何学好上课知识英语作文
如何学好上课知识英语作文1. Active ListeningOne of the key components of learning in a classroom setting is active listening. When the teacher is presenting the lesson, make sure to pay full attention to what is being said. This means maintaining eye contact, taking notes, and actively engaging with the material being presented. By actively listening, you can better understand the lesson and retain the information for later use.2. Take Detailed NotesTaking notes is a crucial part of the learning process. When in class, make sure to take detailed notes that capture the main points of the lesson. This will help you review the material later and reinforce your understanding of the topic. Additionally, taking notes can help you stay focused and engaged during the lesson, as it requires you to actively participate in the learning process.3. Ask QuestionsIf you don't understand something, don't be afraid to ask questions. Teachers are there to help you learn and will be more than happy to clarify any confusion you may have. Asking questions not only helps you understand the material better but also shows the teacher that you are engaged and interested in the lesson.4. Review and ReviseAfter class, take some time to review and revise the material covered. This can be done by going over your notes, reading the textbook, or doing additional research on the topic. By reviewing and revising the material, you can reinforce your understanding and retain the information for a longer period of time.5. Practice, Practice, PracticePractice makes perfect, and this is especially true when it comes to learning in an English-speaking environment. Try to practice your English skills as much as possible, whether it's through speaking, writing, listening, or reading. Joining a language club, watching English movies, or reading English books are all great ways to improve your English skills and reinforce your understanding of the material learned in class.6. Use TechnologyTechnology can be a powerful tool for learning in an English-speaking environment. There are numerous online resources, such as language learning apps, online tutorials, and educational websites, that can help you enhance your English skills and solidify your understanding of the material learned in class. Additionally, using technology can makelearning more interactive and engaging, which can help you stay motivated and focused on your studies.7. Collaborate with PeersWorking with your peers can also be beneficial for learning in an English-speaking environment. By collaborating with classmates, you can share ideas, study together, and help each other understand the material better. Peer collaboration can also provide a supportive learning environment where you can ask questions, brainstorm ideas, and solve problems together.8. Set GoalsSetting goals can help you stay focused and motivated throughout your learning journey. Whether it's mastering a certain topic, achieving a certain grade, or improving your English skills, setting goals can give you a clear direction and purpose for your studies. Make sure to set realistic and achievable goals that can be measured and tracked over time.9. Stay OrganizedStaying organized is another important aspect of learning in an English-speaking environment. Keep track of your assignments, deadlines, and study materials to ensure that you stay on top of your studies. Create a study schedule, set aside dedicated time for studying, and prioritize your tasks to make the most of your learning experience.10. Seek Help When NeededFinally, don't be afraid to seek help when needed. If you are struggling with a certain topic or concept, reach out to your teacher, classmates, or a tutor for assistance. Remember that learning is a collaborative process, and it's okay to ask for help when you need it.In conclusion, learning in an English-speaking environment can be challenging, but with the right strategies and mindset, you can master the knowledge learned in class and achieve your academic goals. By actively listening, taking notes, asking questions, reviewing and revising, practicing, using technology, collaborating with peers, setting goals, staying organized, and seeking help when needed, you can enhance your learning experience and succeed in your academic endeavors. Remember that learning is a continuous process, so stay curious, motivated, and dedicated to your studies, and you will surely excel in your academic pursuits.。
让同学理解老师占用自习课的作文
让同学理解老师占用自习课的作文英文回答：As a student, it can be frustrating when a teacher occupies the self-study class. This is a situation that I have personally experienced and I believe it is importantfor my classmates to understand why this can be problematic.Firstly, when a teacher occupies the self-study class,it deprives us of the opportunity to have a quiet and focused environment for independent learning. Self-study classes are designed to provide students with a dedicated time and space to concentrate on their studies. However, when a teacher is present, it disrupts this atmosphere and makes it difficult for us to concentrate on our work.Furthermore, having a teacher in the self-study class can also create a sense of pressure and anxiety among students. We might feel the need to constantly seek the teacher's approval or assistance, which can hinder ourability to develop independent study skills. In addition, some students may feel uncomfortable studying in the presence of a teacher, as they may be self-conscious about their performance or feel judged.Moreover, when a teacher occupies the self-study class, it can limit our access to resources and materials. Teachers often have their own materials and textbooks that they bring to the class, which may not be relevant to our individual study needs. This can prevent us from utilizing the resources that we have carefully selected for our own learning purposes.Lastly, it is important to note that self-study classes are meant to foster a sense of autonomy and responsibilityin students. By occupying the self-study class, teachersare inadvertently sending the message that they do nottrust us to manage our own learning. This can be demotivating and hinder our personal growth and development.中文回答：作为学生，当老师占用自习课的时候，这会让我们感到沮丧。
小学上册第一次英语第一单元综合卷
小学上册英语第一单元综合卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.The book is very ________.2.I see a ______ (car) in the driveway.3.I saw a _____ (小鸡) in the farmyard.4. A solution is clear and does not scatter _____.5.The turtle crawls slowly on the ______.6.Which shape has four equal sides?A. TriangleB. SquareC. CircleD. RectangleB7. A __________ is a large area of land characterized by specific geological features.8.The book is ________ on the table.9.The __________ is a famous area known for its art.10.The teacher, ______ (老师), encourages us to ask questions.11.I have a ___ (test/quiz) tomorrow.12.I enjoy _____ (爬山) with friends.13.What do you call a person who studies archaeology?A. ArchaeologistB. HistorianC. AnthropologistD. ExcavatorA14.I want to _______ (去旅行) this summer.15.What do we call the seasonal change when trees lose their leaves?A. SpringB. SummerC. AutumnD. WinterC16.What is the freezing point of water in degrees Celsius?A. 0B. 32C. 100D. -32A17.The chemical formula for ammonium dichromate is __________.18.My ________ (玩具名称) brings happiness to my life.19.The __________ (历史的探讨) enriches understanding.20.She is wearing a lovely ___. (scarf)21.The ______ (植物观察) teaches us about growth.22.What is the first month of the year?A. DecemberB. JanuaryC. FebruaryD. March23.Gardening can lead to healthier eating habits by providing fresh ______. (园艺可以通过提供新鲜食材来促进更健康的饮食习惯。
作文陈老师又教我们了英语
作文陈老师又教我们了英语Title: Another English Lesson with Teacher Chen。
Introduction:English is a global language that holds immense significance in today's world. As students, we understand the importance of mastering this language, as it opens doors to countless opportunities. In this article, I will share my experience of another English lesson with our esteemed teacher, Mr. Chen. This lesson was not only informative but also engaging and enjoyable, allowing us to enhance our language skills in an interactive manner.Body:1. Warm-up Activities:To kickstart the lesson, Teacher Chen incorporated various warm-up activities to stimulate our minds andcreate a positive learning environment. These activities included word games, tongue twisters, and short quizzes. These exercises not only helped us to refresh our memory but also improved our pronunciation and vocabulary skills.2. Vocabulary Expansion:Teacher Chen understands the significance of a strong vocabulary foundation. Therefore, he dedicated asignificant portion of the lesson to expanding our vocabulary. He introduced us to new words and their meanings, encouraging us to use them in sentences to reinforce our understanding. This interactive approach made learning new words more enjoyable and memorable.3. Grammar Lessons:Grammar is the backbone of any language, and Teacher Chen made sure to cover essential grammar rules during our lesson. He explained complex concepts in a simplified manner, using examples and exercises to ensure our comprehension. Through this approach, we were able to graspgrammar rules more effectively and apply them in ourwriting and speaking.4. Reading and Comprehension:Reading is an integral part of language learning, and Teacher Chen emphasized its importance in our lesson. He selected an interesting article or short story for us to read, followed by a comprehension exercise. This allowed us to enhance our reading skills, expand our vocabulary, and improve our ability to comprehend written text.5. Listening and Speaking Activities:To improve our listening and speaking skills, Teacher Chen incorporated various activities such as listening exercises, group discussions, and role-plays. These activities encouraged us to actively participate in class, express our opinions, and engage in meaningful conversations. By practicing these skills in a supportive environment, we gained confidence in our ability to communicate effectively in English.6. Writing Practice:Writing is an essential aspect of language learning, and Teacher Chen dedicated time to improve our writing skills. He provided us with writing prompts or topics and guided us through the process of organizing our thoughts, structuring our essays, and using appropriate vocabulary and grammar. Through regular writing practice, we were able to enhance our writing fluency and coherence.7. Cultural Exchange:Teacher Chen believes that language learning is not limited to grammar and vocabulary; it also involves understanding different cultures. He often shared interesting anecdotes and stories related to the English-speaking world, broadening our knowledge and fostering cultural awareness. This aspect of his teaching approach made the lessons more engaging and helped us appreciate the diversity of the English language.8. Interactive Learning Tools:To make the lessons more interactive and engaging, Teacher Chen utilized various technological tools and resources. He incorporated multimedia presentations, online quizzes, and language learning apps to make the learning process more enjoyable. These tools not only made the lessons more interactive but also catered to different learning styles, ensuring that every student could actively participate and learn at their own pace.Conclusion:Teacher Chen's dedication and innovative teaching methods have undoubtedly made a positive impact on our English language learning journey. Through his interactive and engaging lessons, we have not only improved our language skills but also developed a love for the English language. We are grateful for his guidance and look forward to further enhancing our English proficiency under his tutelage.。
未来的老师和学生如何上课英语作文
未来的老师和学生如何上课英语作文Teaching and Learning in the FutureAs technology continues to evolve at an unprecedented rate, it is inevitable that the way we teach and learn will also undergo significant changes. In the future, the roles of teachers and students in the classroom will be transformed, leading to a more interactive, personalized, and immersive learning experience.For teachers, the future classroom will be a blend of traditional teaching methods and cutting-edge technologies. They will no longer be confined to the four walls of a physical classroom, as virtual reality (VR) and augmented reality (AR) allow them to create immersive learning environments. For instance, history teachers can transport students to ancient Rome or the medieval era, while science teachers can simulate complex experiments in a safe and controlled virtual space.In addition, artificial intelligence (AI) will play a pivotal role in education. AI-powered assistants will help teachers tailor lesson plans to the individual needs andabilities of each student. These assistants can analyze students' performance data and provide insights on their learning progress, enabling teachers to provide more targeted and effective feedback.For students, the future classroom will be a more engaging and interactive space. Instead of passively listening to lectures, students will be actively involved in discussions, projects, and simulations. Collaborative learning will become the norm, as students work together to solve problems and complete tasks.Moreover, students will have greater access to personalized learning resources. Digital libraries and online platforms will provide a vast array of content, allowing students to explore topics of interest at their own pace. This flexibility will empower students to take ownership of their learning and pursue their passions.However, it is important to note that technology should not replace the role of teachers. In fact, teachers will become even more crucial in the future, as they guide students through this new landscape of learning. They will need to possess a deep understanding of technology and itsapplications in education, as well as the ability toinspire and motivate students.In conclusion, the future of teaching and learning promises to be exciting and transformative. With the integration of technology, we can create more engaging, personalized, and immersive learning experiences for students. However, we must remember that teachers play a crucial role in guiding and inspiring students, and their expertise and passion for education will continue to be essential.未来的教学和学习随着技术以前所未有的速度不断发展，我们进行教学和学习的方式也必然会发生重大变化。
如何学好你的课程英语作文
如何学好你的课程英语作文English is one of the most widely spoken languages in the world, and it is also one of the most important languages for communication in almost every industry. Whether you are a student, a professional, or simply someone who wants to improve their language skills, learning English can open up a world of opportunities for you. However, mastering English can be a challenging task, especially if it is not your first language. In this article, we will discuss some strategies that can help you study English effectively and improve your language skills.Set Clear GoalsBefore you start studying English, it is important to set clear goals for yourself. Ask yourself why you want to learn English and what you hope to achieve by doing so. Whether you want to improve your job prospects, travel to English-speaking countries, or simply expand your knowledge, having a clear goal in mind will help you stay motivated and focused throughout your studies.Create a Study PlanOnce you have set your goals, the next step is to create a study plan that will help you achieve them. A good study plan should include specific objectives, deadlines, and study materials. Make sure to allocate enough time each day to study English, and try to be consistent with your study schedule. You can use a planner or a study app to help you stay organized and track your progress.Improve Your VocabularyOne of the key components of learning any language is vocabulary. In order to communicate effectively in English, you need to have a good grasp of words and phrases. To improve your vocabulary, try to learn new words every day and use them in sentences to practice. You can also make use of flashcards, vocabulary books, or online resources to expand your vocabulary.Practice Speaking and ListeningIn addition to improving your vocabulary, it is important to practice your speaking and listening skills in order to become proficient in English. Try to speak English as much as possible, whether it is with native speakers, language exchange partners, or even by practicing with yourself. Listening to English audio materials, such as podcasts, songs, or movies, can also help you improve your listening skills and get used to different accents and speech patterns.Read RegularlyReading is another effective way to improve your English language skills. Reading books, newspapers, magazines, or online articles can help you expand your vocabulary, improveyour grammar, and get a better understanding of the language in context. Make sure to choose reading materials that are at your level of proficiency, and try to read regularly to build your reading comprehension skills.Write RegularlyWriting is an important aspect of language learning, as it helps you practice your grammar, spelling, and sentence structure. Try to write in English every day, whether it is in a journal, blog, or simply by sending emails to friends or language exchange partners. You can also try writing essays, reports, or creative stories to improve your writing skills and express your thoughts in English.Join English Language ClassesIf you feel like you need additional support and guidance in learning English, consider joining English language classes or enrolling in a language course. Language schools, online platforms, or community centers offer a variety of English courses that cater to different proficiency levels and learning goals. By joining a class, you can benefit from expert instruction, structured learning materials, and opportunities to practice speaking with classmates.Use Language Learning AppsIn addition to traditional language classes, you can also make use of language learning apps and online platforms to study English. Apps like Duolingo, Babbel, or Rosetta Stone offer interactive lessons, quizzes, and exercises that can help you practice your language skills on the go. These apps are a convenient and flexible way to supplement your studies and stay engaged with the language.Seek Language Exchange PartnersOne of the best ways to practice your English skills and immerse yourself in the language is to find language exchange partners. Language exchange partners are native speakers of English who are learning your native language, and vice versa. By partnering with a language exchange partner, you can practice speaking, listening, and writing in English, and learn about the language and culture from a native speaker.Immerse Yourself in EnglishFinally, one of the most effective ways to learn English is to immerse yourself in the language as much as possible. Surround yourself with English media, such as movies, TV shows, music, or podcasts, and try to engage with native speakers in real-life or online. By immersing yourself in English, you will gradually become more comfortable with the language and improve your skills through practice and exposure.In conclusion, learning English is a rewarding journey that requires dedication, effort, and persistence. By setting clear goals, creating a study plan, improving your vocabulary,practicing speaking and listening, reading and writing regularly, joining language classes, using language learning apps, seeking language exchange partners, and immersing yourself in English, you can effectively study the language and improve your language skills. Remember that language learning is a gradual process, so be patient with yourself and stay motivated throughout your studies. Good luck!。
未来的老师和学生如何上课英语作文
未来的老师和学生如何上课英语作文The Future of School and LearningSchool is so different now compared to how my parents and grandparents went to school! Technology has changed everything about how we learn. I can't even imagine going to a classroom with just books, chalkboards and desks. That sounds so boring!First off, we don't have traditional classrooms anymore. Instead, we have these really cool virtual reality rooms. When you put on the VR headset, you get transported to these amazing 3D environments. It's like being inside a video game, but it's for learning!The other day in science class, we got to explore the depths of the ocean without even getting wet. We could swim up close to whales, sharks, and beautiful coral reefs. It felt so real! Our teacher was there as a virtual guide, pointing out different sea creatures and explaining their behaviors.In history class, we've gone back in time to walk the streets of ancient Rome and Athens. We can hear what it was like, see the buildings, and interact with objects from that era. No reading about it in a boring textbook - we actually experience it!My favorite thing is using those high-tech digital workbooks. You can write on them with a special pen, and your words and drawings look handwritten but get recorded digitally. The pages can have built-in simulations, video clips, and all sorts of multimedia stuff.Our teachers don't just stand up front lecturing all day. Now they act more like personal tutors who can see exactly whatwe're struggling with from their teacher dashboard. If I'm having a hard time grasping a concept, my teacher knows right away and can jump in with additional resources and activities just for me.We hardly ever take standardized tests anymore. Instead, our teachers evaluate our progress through all the work we do in our digital workbooks, simulations, and special assignments. We get challenged with open-ended problems and projects that demonstrate our creativity and critical thinking skills.The school facilities themselves are incredible too. We've got innovation labs stuffed with things like 3D printers, laser cutters, robotics kits - you name it. If we're working on an engineering project, we can build and test our prototypes right there.There are also these really cool outdoor learning parks right on campus. They've got gardens for studying plant biology, trailsthrough recreated habitats for environmental science, and even a small wilderness area. For phys-ed, we can put on special VR rigs and terrain boots that make it feel like we're scaling a mountain or running through the forest!At lunchtime, we can 3D print pretty much any food we want from special food printers. And it's all made from super healthy and sustainable ingredients. No more frozen processed junk!Even after school, learning doesn't stop. We've got access to tons of online interactive courses, simulations and educational games we can do from home. My parents don't have to pay extra either since it's all provided by the school.Sometimes, I do sort of miss the old-fashioned way of just opening up a book. Every now and then, we'll read a classic novel or something in our virtual library. But I have to admit, digital books that can animate the characters and scenes are way more fun!School in the future is all about hands-on, immersive learning experiences. We don't just read about things - we get to live them! I love being able to tinker, build, explore and create stuff. It makes every day an exciting adventure in learning.I can't wait to see what other mind-blowing changes happen by the time I'm in college or a grown-up. Who knows - we may be learning on starships and distant planets by then! I'll just have to stay tuned to the school feeds to find out. But one thing is for sure - the future of learning is going to be awesome!。
北师版小学英语五年级下册UNIT 2 Lesson 7 1知识点总结教案
北京版小学英语五年级英语学习基础很重要，记住单词，默写单词，不要粗心大意。
北京版小学英语和你一起共同进步学业有成！UNIT TWO WHAT DO LEAVES DO? Lesson 7 教案1 教学目标词汇目标：掌握difference、different、job、take in、soil等的发音和拼写句型目标：What is the difference between the jobs of the leaves and the job of the stem? The one is to make food, the other is to carry food and water to the different parts of the plant. 情感目标：培养询问事物差别和回答教学重难点重点：what的特殊疑问句和回答难点：不定式的了解和掌握；对植物各部分功能的辨析教学准备课件、录音、视频、图片教学过程Step 1 warm up教师复习上节课的单词，（sunlight、toy、candy、hold the party）让学生热身。
Step 2 vocabulary-learngingTeacher: Now we are going to learn new words.新单词的学习主要通过图片展示意思，发音训练拼写，造句加深意思。
Step 3 discussion教师衔接上节课的内容，询问学生对植物各部分的功能理解和辨析。
Teacher: What is the difference between the jobs of the leaves and the job of the stem?将学生分成几组，让学生讨论，找代表回答问题。
Students: …Teacher: please look at the video! (播放植物各部分构造的功能视频)When the video ends, teacher asks students to answer the same question again.What is the difference between the jobs of the leaves and the job of the stem?Students: …Step4 consolidation加深what is the difference between sth and sth? 的理解和灵活运用用男女生用的书包、相册等请学生回答Step 5 homework发图片让学生造句、找不同。
LESSONSEVEN
LESSON SEVEN养成良好的学习方法工欲善其事，必先利其器——良好的学习方法是制胜的又一法宝。
1．尽可能的理解你要记忆的知识，不懂不要死记硬背。
he is rich.I know that there is a wallet on the desk.he studies English.he was rich.I know that he is rich.he will be rich.2．善于将知识分类，不同的概念要条理清晰不可混淆。
BE is am are was were will be would be THERE BEDOYou study English.You do not study English.Do you study English?You studied English.( You ate {eat} an apple)You did not study English.Did you study English?You will study English.You will not study English.Will you study English?You are going to study English.You are not going to study English.Are you going to study English?You would study English.You were going to study English.3．学习要专心。
重效果，疲劳战术不可取。
4．重复。
5．学会联想思维及记忆，如class班级——lass小妞——ass蠢驴。
这样可以成倍提高记忆速度。
starchOver --- cover --- discover--- discoveryHandsome—hand someEar-----near-------clear------nuclear-----earth----earn Planet-------- plan------plantWallet---------wall6．图画记忆是一种良好的记忆法。
新视野大学英语第三版读写教程第二册Unit1教案
UnitlLanguage in missionUnderstanding and LearningOverviewThis unit focuses on learning English with text Atalking about how grammar and vocabulary canbe taught efficiently and text B how the languagecan be learned successfully. In other words, one is about how to teach and the other how to leam.The writing style between the two texts is alsosomewhat different, the first one is more relaxedand humorous, a typical style in English discourse.The tone of the second text howeveris more formal and serious. When teachers familiarize students with the texts, they need to point out their respective writing styles and also think about how to involve students in class activities from twodifferent angles: teaching vs. learning. Meanwhile students should be encouraged to express their opinions about the current way of teaching in anEnglish class, thereby expressing their thoughts freely. Activities can range from class discussion to peer interview and panel debate such as whether grammar is of crucial importance in leamingEnglish and how one can excel when learning thatlanguage. Students need to share their leamingexperience and find out more effective ways to learn English grammar and vocabulary. Section AAn impressive English lessonBackground information1.Learning English grammarThe goal of developing learners’ functional competence in a second language is not a new idea. Originally, the term Grammar referred to the art of writing. As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern a language. Communicative language teaching has placed a renewed emphasis on the role of grammar, especially in the early stages of instruction. Viewing grammar with all of its components helps language teachers andleamers understand the complexity of what itmeans to know the grammar of a language. Clearly,the goal of language learning in a communicative classroom is for learners to acquire the grammar of the second language in its broadest sense toenable them to understand and make meaningthat is, to become proficient users of the language.Research and experience have shown that explicitteaching of grammatical rules does not producesuch competence. How should grammar be taughteffectively? It still has remained a question to all thelanguage teachers. Detailed study of the text1. If I am the only parent who still corrects his child’s English, then perhaps my son is right. To him,I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para. 1)Meaning: My son is probably right if there is no other parent like me who still corrects his child’s mistake in English. To my son, I am a boring and strange father, who he has to listen to ; I am also the one who pa ys lots of attention to grammar rules, which he doesn’t seem to like.★tedious: a. boring and continuing for too long )〔长乏味的Telling thestory has become tedious, as I have done it so many times.讲述这个故事已变得单调乏味，因为我己经讲了这么多次了。
Study of teacher
Study of teacher’s identityThe last ten years have witnessed the emergence of a significant strand of teachers’development, teacher identity. In the broad sense, identity can be understood both as an individual sense of self and as a collective notion of belonging to a social category. Therefore, teacher identity can be seen both as a personal experience of selfhood and as a collective categories "embedded within the larger historical and cultural story of education" Now researchers in fields as diverse as anthropology, linguistics, psychology, sociology, gender studies, and social studies have explored some predominant themes in teacher identity study, among which the multiplicity of teacher identity is now receiving more and more attention. Meanwhile, contemporary approaches view identity as a discursive construction, and it is represented, shaped through the social and discursive practices that are available to individuals and groups at particular moments. What’s more, the discursi ve construction of identity can be conceptualized further through a number of different data analysis frameworks. In relation to the understanding of teacher identities, the more familiar analytical approach has been generated from different versions of discourse analysis. Cultivating talents relay on education, while education lies in teachers. The study on teachers in the 21st century has become the focus which has been paid more and more attention all over the world. As one of the basic elements of educa tion, teachers’ identity has gone through the transformation from traditional education to modern ones. For years, people endow teachers’ good names such as the "gardener", "silkorm","candle" and so on, gift them the idealized crown such as "engineers", "pioneers" and “guides". The frequent negative reports in the media had devoured teachers' beautiful and lofty image in our hearts. People located teachers a high orientation that is so abstract and even take them as "saints". The high expectations make teac hers’behave different during career and life, social and mental pressure mixed together, the teachers have been caught in the stress and blame from society and the media. The traditional education which is in represented by Herbats has been under the condition of challenge from the modern ones, teachers' role and status had quietly changed in due to widely questioned for their identity which as the representatives of the society, the knowledge of authority, the moral incarnation, and the educators, etc.The last few years have seen an increasing number of researches on teacher identity as a separate line in teacher development (e.g., Samuel&Stephans, 2000; Goodson Cole, 1994; Coldron&Smith, 1999; Beijaard, 1995; Connelly&Clandinin, 1999). To explain what the concept of identity in discourse means, several authors have drawn on the definition of identity used in the diverse fields as psychology, philosophy, and other social science.For example, Brikson (1973), standing on the psychological ground, considered identity as an essential and fixed aspect of a person and argued that individuals had an innate inner core, which unfolds as an individual moves through life. This definition of identity has emphasized the unique selfhood and the personal dimension of a person’s identity. In contrast, Mead (1934) saw identity in a different way. Accordingto him, self can arise only in a social setting where there is social communication; in communication we learn to assume the roles of others and monitor our actions accordingly. However, most of the scholars tend to link one side with the other and mitigate the gap between two sides. These two perspectives have seen identity from two extremes. Identity could be understood both as individual sense of self and as a collective notion of belonging to a social category (Wenger, 1998: 146). The two concepts are theoretically distinguishable, but in practice they are interdependent. What's more, identity can be characterized as an ongoing process, a process of interpreting oneself as a certain kind of person and being recognized as such in social context (Gee, 2001) on which this study builds.Since the concept of identity is defined in various ways, teacher identity so far is still poorly explained in the domain of teaching and teacher education, which has been mirrored by the huge body of literature on the definition of teacher identity. Researcher such Knowles (1992) and Nias (1989) related teacher identity to teachers’ concepts or images of self. It was argued that these concepts or images of self strongly. Determined the way teachers teach, the way they develop as teachers. Accordingly, their studies tended to focus on the selfhood of a teacher. While Cooper and Olson (1996) suggested teacher identity is continually being informed, formed and reformed as individuals develop over time and through interaction with others. Teacher identity can not be separated from others in social society. In fact, researchers have emphasized that both the individual and social sides of teacher identity seem strongly interwoven. The term teacher identity, they believe, incorporates both how teachers define themselves to themselves and to others.The teacher's identity is not a tenor or soprano soloist; rather, it includes different, even conflicting voices. In other words, teacher identity consists of sub-identities that more or less harmonize (Beijaard, 1995). Some of these sub-identities may be broadly linked and can be seen as the core of the teachers’ identities, whi le the others may be more marginal. These multiple identities of teachers may interplay with each other and sometimes conflict. It seems to be essential for a teacher that these identities do not conflict, i.e., that they are well-balanced. From their explanation, we can see teacher identities are always complex, and it includes both a personal experience of selfhood and as a collective category “embedded within the larger historical and cultural story of education" (Cooper&Olson, 1996: 85). So on the one hand, teachers can be understood as an individual who has distinctive personal traits; on the other hand, they can develop a type of identity that aligns them with their profession and with the specific contexts in which they teach. These voices (identities) interplay with each other and contribute to a full picture of who a teacher is.As we have stated above, teacher identity is a poorly defined concept. Some researchers attempt to define it by identifying the characteristics such as teacher identity as an ongoing process which implies both person and context, consists of sub-identities (Beijaard, et al., 2000), among which the multiplicity of teacher's identity is of particular interest and almost overwhelmingly accepted. Varghese and her colleagues (2005) asserted that teacher identity is not a singular, fixed, predetermined entity; but a multiple, dynamic, and shifting process of (1996) alsothought that while we construction and reconstruction. Cooper and Olson identities, our sense of identity was much more dynamic, complex and speak of our multifaceted than any articulation of it could ever be. In the following part, we review the literature on the study of the multiplicity of teacher identity.Jackson (2001) deconstructed the multiple identities of one pre-service teacher in a secondary English teacher education program by uncovering her multiple discourses as she interned in two different high school classrooms with two different teachers.His study drew on postmodernist notion of identity and subjectivity. Postmodernists stressed the dynamic and complex process of identity and proposed that identity was multiple, fragmented, and continually reconstructed with different discourses (Yon, 2000). They claimed that one's culture and social interactions explained the complex and precarious process of self. Instead of the term identity, postmodernist preferred to use the term "subjectivities" suggesting that identity is “precarious, contradictory, and in process of constantly" being reconstituted in discourse each time we think or speak" (Weedon, 19$7: 32). Subjectivity, much like identity, implied that every person was composed of multiple, often-conflicting identities in relationship to himself or herself, and to others. For the purpose of this study, we will continue to use the term identity as the multiple and precarious subjectivitiesRelying already been inscribed in our concept of identity. On postmodernist theories of identity and subjectivity, Jackson’s discovered multiple classroom discourses in different contexts (different high school classrooms, with different mentor teachers). In one class, Annie, the preservice teacher in the study, easily transitioned into her teacher identity and embraced the teaching philosophy of the cooperating teacher. In the other classroom, she felt constrained and controlled by the mentor teacher's instruction and resisted to taking up her practices. This study suggests that preservice teachers' identities are heavily influenced by multiple and sometimes conflicting discourses about teaching and learning.In another study, Cooper and Olson (1996) initiated to explore the multidimensional, multilayered and dynamic nature of teacher identity and the contextual factors that elicit the differing and possibly contradictory teacher identities.Cooper and Olson's exploration began by interweaving the theoretical understandings of identity in a historical approach. In its infancy of identity study, simplistic views of the self, for example, behaviorist theories have developed through dualistic notions of knowledge which has led to separation of mind from body. Mead (1934) questioned the problematic mind-body dichotomy inherent in classical theories of self. He argued that "The self is something which has a development; it is not initially there, at birth, but arises in the process of social experience and activity" (Mead, 1934: 135). Further, Mead viewed self as a social being and suggested human beings create meaning in their world through the process of interaction with other selves. Other researchers like Taylor (1989) also agreed that identity formation was an ongoing process that involves the interpretation and reinterpretation of our experiences as we live through them.Following this definition of identity, Cooper and Olson (ibid.) took a holisticapproach to exploring many facets that contribute to the development of the multiple teacher identities. They first presented the narrative fragments and based on these fragments, they discovered that teacher's perception of who they are as a teacher are multiple: the stereotypical images of being a teacher, the unnatural identity split of between students (as children) and teachers (as adults), a teacher identity embedded within the larger historical and cultural story of education. Finally, they identified the historical, sociological, psychological and cultural contexts that create multiple, even conflicting teacher identities.Though scholars have come to an agreement on the multiplicity of teacher's identity, yet they have divergent views of the description of the multiple identities because of different research context and participants. As far as the research subject is concerned in present study, we also discover different identities after sorting out and analyzing the data, but in this study we focus on the most important ones, namely, professional, personal, and relational identity. In the following part, we provide a more detailed account of three identities a teacher may construct in her classroom-professional, personal, and relational-which constitute the conceptual underpinning of the current study.Psychologists tend to perceive the inner core of identity and neglect the social variables in the process of identity construction. The psychological view of identity is too simplistic and in fact most researchers, especially those favoring the social theory of identity, note that identity construction cannot be understood separately from the connectedness with the others; it must be understood with respect to large social Process Norton, 1997). Therefore, based on the previous studies, especially that of Elbaz (1983), Brikson (2000), Brewer and Gardner (1996), and Russo (1998), our work attempts to juxtapose different conceptual basis of identity, especially the individual aspect proposed by the psychologist and the social aspect by the sociologists. Following the individual and social lines of identity, scholars have researched one or some dimensions of personal, relational, and collective factors in identity construction. Their studies addressed the extent to which teachers identify and define themselves in terms of their relationships to the self, to others, and to social groups. From this, we can see that what is at the core of the concept of teacher identity is relationship. Therefore, the degree to which teachers identify themselves is often defined in terms of their relationships to self, to others; and to their social groups. Brewer and Gardner maintained that self identity was organized around three distinct views of identity. They stated that all theories drew some kind of distinction between three domains of identity using the following definitions: 1) professional identity--impersonal bounds derived from common symbolic groups or social 9categories; 2) personal or individual identity-those aspects of self that differentiate self from others; and 3) relational or interpersonal identity-those aspects of self that reflect affiliation to others (Brewer&Gardner, 1996).Professional IdentityAs the term of professional identity suggests, this identity is related to the profession a person has been in. One's professional self-perception originates from social bounds which, connect him or her to the common symbolic groups or socialcategories (Brewer&Gardner, 1996). In the specific educational or school system, the professional identity of the teacher refers to the social positioning of oneself as a member of the teacher group. In classroom teaching, the teacher's professional identity as a teacher is a default identity (Richards, 2006) derived entirely from the context where there are a generally recognized set of interactional expectations. These expectations include the contrast status of being a teacher and being a student. Being a teacher means having authority or "a special status" (Johnson, 2000: 16) in classroom with which the teacher can exert control over the classroom discourse.Personal IdentityThe term personal identity refers to those aspects of self that differentiate self from others (Brewer&Gardner, 1996). A teacher is, first of all, a unique person different from others because of distinctive personal traits, life history, and interest. Therefore, Elbaz (1983) described one of three selves in her study of a practicing teacher as self as individual who has her own quirks and characteristics. In her opinion, teaching is more than a process of applying the teaching method in the teachers' guide book, but a process of looking for the "authentic self(吴宗杰，2005: 417).It is believed that the authentic self in classroom does not lie in the formal great talks which only focus on technical issues like subject knowledge. Instead, it embeds in natural small talks which are full of details. In this sense, the whole landscape of classroom has been completely transformed. For authentic teachers, classroom is no longer the stage on which teachers transmit knowledge; it is the place where teachers look inwards and discover the real self.Relational IdentityRelational identity refers to those aspects teachers align them with the specific contexts in which they teach (Brewer&Gardner, 1996; Brikson, 2000). It is a truth to the world that teaching can not be completed without the cooperation between the teacher and students. In classroom teaching, the teacher and the students are always connected tightly. This is echoed by Elbaz (1983) who declared that one of three components in self is the one in relation to others which describes the interrelationships with others. In the concrete setting of classroom teaching, the other means the students. So in classroom teachers often perceive themselves as a member of the class community，sharing common interests with the students and caring for them.Another point we want to stress here is that though the distinction between the multiple teacher identities has been drawn, it is only for the sake of analysis; and it would be artificial and dangerous if we separate one from the other despite that different identities interplay and interact with each other. As Cooper and Olson (1996) put it, teacher identity is much more dynamic, complex and multifaceted than any articulation of it can ever be; and the multiple facets of identity are "nexus" inKerby's term (Kerby, 1991 in Cooper&Olson, 1996: 80) and can not be separated from each other.At last, as a will-be teacher, I want to say we need to realize our identity clearly so that we can be a good teacher. Thank you.。
关于教学的英语名言
关于教学的英语名言1.关于教育的英文名言every person has two educations, one which he receives from others, and one, more important which he gives himself.每个人都接受两种教育，一种来自别人，另一种更重要的来自自己。
——e.gibbonthe roots of education are bitter, but the fruit is sweet.教育之树根部是苦的，但其果实是甜蜜的。
——aristotleeducation begins its work while the first breath of the child.当婴儿呱呱坠地时，人生教育就开始了。
——jean paula teacher affects eternity; he can never tell where his influence stops.教师的影响力是永恒的；他无法估计其深远的影响。
——h.b.adamsa man who gives his children habit's of industry provides for them better than giving them a fortune.培养孩子勤奋的习惯比给他们一份丰厚的财产好得多。
——r.whatleyfrom the very beginning of his education, the child should experience the joy of discovery.从一个儿童教育的开始，他就应体验到发现的快乐。
——a.n.whitehead2.关于学习的英文名言1.Genius only means hardworking all ones life.天才只意味着终生刻苦奋斗。
2.Always bear in mind that your own resolution to success is more important than any one thing.永远记住：决心成功比任何一件事都重要。
老师课上的大道理作文
老师课上的大道理作文英文回答：In my opinion, the lessons that teachers teach us in class are not just about the subject matter, but also about life lessons and values that are important for us to learn. These life lessons are often referred to as "大道理" in Chinese, which means the principles or truths that guideour actions and decisions.One of the most important "大道理" that I have learned from my teachers is the value of hard work and perseverance. They have always emphasized the importance of putting inthe effort and not giving up, even when things get tough. This lesson has stuck with me and has helped me overcome various challenges in my academic and personal life.For example, during my high school years, I struggled with math. I found it difficult to understand and oftenfelt discouraged. However, my math teacher never gave up onme and continued to provide extra help and support. She taught me the importance of practicing regularly, seeking help when needed, and staying determined. Through her guidance and my own hard work, I was able to improve my math skills and even achieve good grades in the subject.Another "大道理" that my teachers have taught me is the value of kindness and empathy. They have always encouraged us to be compassionate towards others and to treat everyone with respect and understanding. This lesson has taught me the importance of building meaningful relationships and being there for others when they need support.For instance, in my English class, we were assigned a group project where we had to work together to create a presentation. One of my group members was struggling with the assignment and was feeling overwhelmed. Instead of getting frustrated or ignoring their struggles, I took the time to listen to their concerns and offered to help. By showing kindness and empathy, I was able to make a positive impact on my group member's experience and help them succeed in the project.中文回答：在我看来，老师在课堂上教给我们的不仅仅是学科知识，还有生活中的道理和价值观，这些被称为“大道理”。