Which kind of English teacher and English classes you like best

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中考英语作文——提纲作文30例

中考英语作文一一提纲作文30例1、在学习紧张，压力大的情况下，如何安排好自己的空闲时间(free time)更加显得重要，每个人有度过自己空闲时间的不同方式，请以“ My Free Time”为题，写一种或几种你喜欢的度过空闲时间的方式。

要求：1.文中不得出现真实的人名或校名。

2.词数为80~100。

答案My Free TimeI have lots of things to do in my free time. Usually I take exercise after schooL I like basketball and volleyball very much. Sports help me to keep healthy and studybetter. I often watch TV or do some reading in the evening. Sometimes I listen to the music for a whi 1 e・ T find it is a good way to relax myself. Of course , T help myparents with the housework at the weekends . T clean the house, wash clothes and learn cooking. Sometimes I go on a field trip with my friends. We always have a good time.2、书面表达（共计10分）每个同学在学校都有自己喜爱的学科，有的喜欢语文，有的喜欢数学，有的喜欢英语，请你根据下面的提示以“My favourite subject"为题，写一篇短文介绍一下你最喜爱的学科。

提示词：（l）What is your favourite subject? （2）Why do you like it?（3）What can you learn from it?要求：1•短文须包括所有提示内容，可适当发挥。

What is English(英语语言发展史)

What is English?History of the English LanguageA short history of the origins and development of EnglishThe history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed west and north by the invaders - mainly into what is now Wales, Scotland and Ireland. The Angles came from Englaland and their language was called Englisc - from which the words England and English are derived.Germanic invaders entered Britain on the east and south coasts in the 5th century.Old English (450-1100 AD)The invading Germanic tribesspoke similar languages, whichin Britain developed into whatwe now call Old English. OldEnglish did not sound or looklike English today. NativeEnglish speakers now wouldhave great difficultyunderstanding Old English.Nevertheless, about half of the most commonly used words in Modern English have OldEnglish roots. The words be , strong and water , for example, derive from Old English. Old English was spoken until around 1100. Middle English (1100-1500)In 1066 William the Conqueror,the Duke of Normandy (part ofmodern France), invaded andconquered England. The newconquerors (called theNormans) brought with them akind of French, which becamethe language of the RoyalCourt, and the ruling andbusiness classes. For a periodthere was a kind of linguisticclass division, where the lowerclasses spoke English and theupper classes spoke French. In the 14th century English became dominant in Britain again, but with many Frenchwords added. This language is called Middle English. It was thelanguage of the great poet Chaucer (c1340-1400), but it would still be difficult for native English speakers to understand today.Part of Beowulf , a poem written in Old English. An example of Middle English by Chaucer.Modern EnglishEarly Modern English (1500-1800)Towards the end of MiddleEnglish, a sudden and distinctchange in pronunciation (theGreat Vowel Shift) started,with vowels being pronouncedshorter and shorter. From the16th century the British hadcontact with many peoplesfrom around the world. This,and the Renaissance ofClassical learning, meant thatmany new words and phrasesentered the language. The invention of printing also meant that there was now a common language in print. Books became cheaper andmore people learned to read. Printing also brought standardization to English. Spelling and grammar became fixed, and the dialect ofLondon, where most publishing houses were, became the standard. In 1604 the first English dictionary was published.Late Modern English (1800-Present)The main difference between Early Modern English and Late Modern English is vocabulary. Late Modern English has many more words, arising from two principal factors: firstly, the Industrial Revolution and technology created a need for new words; secondly, the British Empire at its height covered one quarter of the earth's surface, and the English language adopted foreign words from many countries. Varieties of EnglishFrom around 1600, the English colonization of North America resulted in the creation of a distinct American variety of English. Some English pronunciations and words "froze" when they reached America. In some ways, American English is more like the English of Shakespeare Hamlet's famous "To be, or not to be" lines, written in Early Modern English by Shakespeare.than modern British English is. Some expressions that the British call "Americanisms" are in fact original British expressions that were preserved in the colonies while lost for a time in Britain (for example trash for rubbish, loan as a verb instead of lend, and fall for autumn; another example, frame-up, was re-imported into Britain through Hollywood gangster movies). Spanish also had an influence on American English (and subsequently British English), with words like canyon, ranch, stampede and vigilante being examples of Spanish words that entered English through the settlement of the American West. French words (through Louisiana) and West African words (through the slave trade) also influenced American English (and so, to an extent, British English).Today, American English is particularly influential, due to the USA's dominance of cinema, television, popular music, trade and technology (including the Internet). But there are many other varieties of English around the world, including for example Australian English, New Zealand English, Canadian English, South African English, Indian English and Caribbean English.The Germanic Family of LanguagesEnglish is a member of the Germanic family of languages. Germanic is a branch of the Indo-European language family.A brief chronology of EnglishBC 55 Roman invasion of Britain by JuliusCaesar.Local inhabitantsspeak CeltishBC 43 Roman invasion and occupation. Beginning of Roman rule of Britain.436 Roman withdrawal from Britain complete.449 Settlement of Britain by Germanic invaders beginsCharles IWhen Charles I succeeded his father in 1625, friction with Parliament began at once. Charles believed in his divine right as king and struggled to control Parliament who resented his attempts at absolute rule. One of his first acts was to dissolve parliament in 1625, and again in 1626 after attempts to impeach the Duke of Buckingham over war against Spain and support of the French Huguenots. Charles forced an unpopular ‘Ship Money’ tax to raise funds without the consent of Parliament. In 1628 Charles was presented with the Petition of Right a declaration of the “rights and liberties of the subject", which he reluctantly agreed to. However, in 1629 he dissolved Parliament again, imprisoned its leaders and ruled without a Parliament from 1629 to 1640. His advisers Earl Strafford and Archbishop Laud persecuted the Puritans, and provoked the Presbyterian Scots Covenanters to revolt when Laud attempted to introduce the English Book of Common Prayer.The Short Parliament, which met April 1640, refused to grant money until grievances were redressed, and was dissolved after just 3 weeks. The Scots then advanced into England and forced their own terms on Charles. The Long Parliament assembled under in November 1640 under John Pym, passed an Act that prevented it from being dissolved without its own consent. Laud and other ministers were imprisoned, and Strafford condemned to death. There was now direct confrontation between Charles and Parliament. After the failure of his attempt to arrest five parliamentary leaders on 4 January 1642, Charles, confident that he had substantial support among those who believed that Parliament was becoming too Puritanical and zealous, withdrew from London, and on 22 August declared war on Parliament by raising his standard at Nottingham and beginning the English Civil War of 1642 to 1648.The changing face of the United Kingdom.The United Kingdom is a union of four territories or nations: England, Northern Ireland, Scotland and Wales. It is a constitutional monarchy with Queen Elizabeth II as the Head of State.Devolution timelineMiddle Ages: In 1404, Wales briefly had its own parliament under Owain Glyndwr. The Laws in Wales Acts, passed between 1535 and 1542, made Wales part of England.1603: The English and Scottish crowns united with the accession of James VI of Scotland to the English throne, as James I.1707: The Treaty (or Act) of Union united the parliaments of England and Scotland to form a single parliament meeting in Westminster. The two nations formed 'The United Kingdom of Great Britain'.1800: The Irish Parliament voted to join the United Kingdom of Great Britain in the Act of Union (Ireland) - creating 'The United Kingdom of Great Britain and Ireland'.1886: A series of Bills to give Home Rule to Ireland were introduced at Westminster.1920: The fourth Home Rule Act was passed, effectively creating two states on the island of Ireland. Northern Ireland was established in six of the nine counties of the province of Ulster and became an entity within the UK.1921: Northern Ireland's own parliament came into being.1922: The Irish Free State (later the Republic of Ireland) was established. Northern Ireland chose to remain in the United Kingdom.1925: Plaid Genedlaethol Cymru, the National Party of Wales, was formed with the goal of securing, amongst other things, aWelsh-speaking Wales.1934: The Scottish National Party (SNP) was formed, from the merger of the National Party of Scotland and the Scottish Party.1950s: The Labour Party gradually replaced the Liberal Party as the dominant political force in Wales.1960s - 70s: Demands for Scottish Home Rule, or devolution, gained strength after SNP election and by-election victories. In Wales, thestrength of the UK Labour Party, especially in the south of the country, meant that the political impetus for devolution was always weaker than in Scotland.1972: Northern Ireland parliament was suspended and abolished the following year in favour of direct rule from Westminster.1979: Devolution referendums were held in Scotland and Wales. In Scotland, the referendum failed: although a majority voted 'yes', there was only a 32% turnout and the rules required at least 40% of the electorate to vote for devolution. In Wales, the referendum resulted in a 'no' vote.1997: Labour won the General Election and implemented its manifesto pledge to have referendums on devolution in Scotland and Wales.1998: Devolution referendums in Scotland and Wales produced 'yes' votes. The Scottish Parliament returned to Edinburgh and the National Assembly for Wales (at that time called the Welsh Assembly) was founded.1998: The Good Friday Agreement revived the prospect of a return of devolved government to Northern Ireland, setting up the Northern Ireland Assembly and power sharing Executive.2006: Devolution was extended in Wales.2007: Following several suspensions of devolution, the Northern Ireland Assembly and Executive were restored in Northern Ireland. KnighthoodKnighthood was about more than just fighting, it was also about chivalry. At the beginning of the Middle Ages, this meant good horsemanship, but by 1100 it had become a whole new way of life. Knights were expected to be brave, and honorable, to uphold the honor of women, and to protect the weak. Tales of chivalry were very popular during the Middle Ages, but even so, many knights failed to live up to these high standards.This was just the beginning of the young man's career as a knight. Knights protected the lord's lands from invaders and fought in the lord's battles against other lords.Medieval Background of the King Arthur LegendTo understand the “great misery of Britain〞when there was no true king, students need knowledge of the warlike tribes attacking the Roman Empire, sacking Rome, and taking land. The Angles, Saxons, Huns, Vandals, Goths, and Franks split the Roman Empire into Western and Eastern sections. In this pe riod of “Dark Ages,〞beginning about AD 450, Britain had no king or emperor. The British Isles were in turmoil. The people longed for a leader to protect the poor and keep justice.By AD 476, many of the tribes had converted to Christianity and adopted the religion and customs of Rome. The Bishop of Rome (the Pope) had become the most important Church official whose power extended beyond church affairs. European monks lived as hermits or in monasteries isolated from the world. But St. Benedict’s reforms encouraged monks to work together, to spread Christianity, and to help the poor. Benedictine rules influenced other types of monasteries and convents so that religion had a great impact on the daily life of people as well as the liturgy of the Church. Gregorian chant, beloved by Benedict, became the official music of theCatholic Church.With the advance of Christianity, the reverence for the Holy Grail, thought to be the cup used by Jesus at the Last Supper, and other relics spread across Europe. The Quest for the Holy Grail inspired hundreds of knights to search for heavenly objects that only the holy and pure could find. This spiritual journey can be better understood when students realize that in the middle ages earthly life was seen as a battle between heaven and hell. In this age of faith, belief in miracles prevailed, and witchcraft and magic were used to test truth and loyalty.In 800 A.D., Charlemagne was crowned Holy Roman Emperor, the first emperor since 476. During his reign the empire expanded, Christianity spread, education and culture were encouraged, and communication and travel were improved.Feudalism, a social system based on loyalty, developed. Kings needed warriors to fight for them; the warriors (vassals) needed land. The vassal swore to fight for the king, and the king pledged to protect his vassal. The feudal agreement was made in a church ceremony with the vassal paying homage to his king. The oath of fealty bound the king to his lords, the lords to their vassals, and the vassals todukes and knights. This sacred oath was respected throughout Europe. If a vassal failed to serve his lord, he became an outlaw, persecuted by other lords.Knights of the Round Table lived by a code of chivalry built on courage, honor, and respect. In the fellowship of the Round Table, all were treated equally. Loyalty was owed to God and King.Truth and love were seen as worth dying for. For students, knowledge of knighthood and tournament games provides the background for understanding the pageantry and celebrations at Camelot. Familiarity with heraldry helps them understand the tragedy of brother slaying brother when each carries a shield without his own device as in the case with Balan and Balin in Chapter four.。

人教新课标高中英语必修一Unit 2 English around the world课件

&
BritishEnglish
10
BritishEnglish
AmericanEnglish
spelling
pronunciation
colour, favourite, theatre, centre, travelled, metre
color, favorite, theater, center, traveled, meter
2.Prepareforthenextclass. 3.FinishtheexercisesonWB.
19
20
Period3Learningaboutl anguage
Unit2Englisharoun dtheworld
21
Period3:幻灯片27-48页
Revision(3m)
Match:(Reivewthenewwords)
dtous. Themonitortoldusnottoplaygamesintheclassroom. “Willyoupleasenotsmokehere?”sheadded. Sheaskedmenottosmokehere.
29
Learningusefulstructure–IV(10m)
apartment
autumn
fall
underground(地铁) subway university(大学) college
rubbish(垃圾) garbage
dustbin(垃圾箱) trashcan
holiday
vacation
fortnight(两星期）twoweeks
12
Reading–I(3m)
Paragraph2:tellsusnativespeakerscanund erstandeachotherbutnoteverything.

2024年教师资格考试高级中学学科知识与教学能力英语试题及答案指导

2024年教师资格考试高级中学英语学科知识与教学能力复习试题及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、According to the National Curriculum Standards for English, which of the following is not a key objective for senior high school English teaching?A. Developing students’ comprehensive language skillsB. Enhancing students’ critical thinking and problem-solving abilitiesC. Fostering students’ appreciation of Chinese cultureD. Promoting students’ cultural awareness and intercultural communication答案：C解析：根据《普通高中英语课程标准》，高中英语教学的关键目标包括：培养学生综合语言运用能力、提高学生的思维能力和解决问题的能力、培养学生的文化意识和跨文化交际能力。

选项C提到的“培养学生的中国文化的欣赏”并非高中英语教学的关键目标。

因此，答案为C。

2、In a lesson on “Fahrenheit 451”, the teacher wants to guide students to analyze the novel’s themes. Which of the following meth ods would be the most effective in this situation?A. Directly explaining the themes to studentsB. Giving a detailed summary of the novelC. Encouraging students to create their own summaries of the novel and discuss the themesD. Asking students to write a critical essay about the novel答案：C解析：在分析《 Fahrenheit 451》这部小说的主题时，教师应该鼓励学生主动参与，培养他们的批判性思维。

初级中学英语教师资格考试学科知识与教学能力试题及解答参考(2025年)

2025年教师资格考试初级中学英语学科知识与教学能力自测试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、In the following sentence, which option should fill in the blank to make it grammatically correct and meaningful: “She___an important document to the meeting.”A. bringB. broughtC. bringsD. has broughtAnswer: B. brought解析: 该句中需要的是过去时态，因此选择B. brought。

2、Which of the following is NOT a part of the 5C framework in English teaching?A. CommunicationB. CultureC. CooperationD. ContinuationAnswer: D. Continuation解析: 5C框架包括Communication（交流）、Culture（文化）、Cognition（认知）、Comprehension（理解）和Cohesion（连贯性），而Continuation并不是5C框架的一部分。

3、The present perfect tense is best used to describe an action that:A) Happens frequentlyB) Has just occurred or recently happenedC) Will occur in the futureD) Is in the process of happeningAnswer: B解析：Present perfect tense (has/have + past participle)通常用于描述一个刚发生或最近发生的动作，它强调的是动作的完成及其对现在的影响。

六年级英语状语从句单选题50题

六年级英语状语从句单选题50题1. When I ______ home from school yesterday, my mother was cooking in the kitchen.A. getB. gotC. will getD. have got答案：B。

解析：本题考查时间状语从句的时态。

在时间状语从句中，当主句是过去进行时，从句常用一般过去时。

句中主句“my mother was cooking in the kitchen”是过去进行时，从句描述过去发生的动作，所以要用一般过去时got。

A选项get是一般现在时，C选项will get是一般将来时，D选项have got是现在完成时，均不符合时态要求。

2. I will call you ______ I finish my homework.A. whileB. as soon asC. untilD. before答案：B。

解析：本题考查时间状语从句的引导词。

as soon as表示“一……就……”，句意为我一完成作业就给你打电话，符合语境。

while表示“当……时候”，强调主句和从句动作同时进行；until表示“直到……”；before表示“在……之前”，这三个选项代入句中语义不通。

3. ______ it rains tomorrow, we will not go to the park.A. IfB. WhenC. AsD. Since答案：A。

解析：本题考查if引导的条件状语从句，在条件状语从句中，从句用一般现在时表示将来。

句意为如果明天下雨，我们就不去公园了。

When表示“当……时候”，As表示“当……时候；由于”，Since表示“自从；既然”，这几个词代入句中不符合语义逻辑。

4. My sister was reading a book ______ I entered her room.A. afterB. whenC. sinceD. until答案：B。

八年级上册英语完形填空与阅读理解专项练习

1.完形填空Jim was a worker. One of his feet was bigger than ___1__. He couldn’t__2____ the right shoes ___3___ his feet. One day his friend Mike said to him “___4___ don’t you go to a shoemaker? A good shoemaker can ____5__ you the right shoes.” __6____ Jim went to the shoemaker near Mike’s home, very soon the shoemaker finished the work. Jim___7___ the shoes and wasn’t happy. He ___8___ the shoemaker, “ You aren’t a __9____ shoemaker! I wanted you to make me one shoe bigger than the other,___10___ you made me one shoe smaller than the other.”( )1. A. other B. the other C. another D. that one( )2. A. see B. look for C. find D. find out( )3. A. for B. with C. on D. of( )4. A. When B. Where C. How D. Why( )5. A. make B. pass C. do D. give( )6. A. Then B. But C. So D. Because( )7. A. saw B. watched C. found D. looked at( )8. A. said B. said to C. spoke D. talked( )9. A. good B. bad C. right D. kind( )10. A. then B. and C. but D. so2..阅读理解A.Peter is thirteen years old. He is in Grade Two this year. He likes to play football and watch football matches. And he often reads newspapers. He does his best to know where and when there is going to be a football match. Now Peter is having lunch. He is listening to the radio, too. He is very happy because there is going to be a nice football match on TV at four this afternoon. He wants to watch it very much. But he is going to have English and Chinese lessons. He thinks hard and finds a way.“ Hello, Mrs. Black,” Peter says to his teacher on the telephone, “ Peter is ill in bed. He wants to ask for half a day’s leave ( 请半天假 ).”“ Oh, I’m sorry to hear that.” says Mrs. Black, “ But who’s that?”“ It’s my father, Mrs. Black.”( ) 1. Peter is a ______.A. middle school studentB. Young PioneerC. workerD. teacher ( ) 2. Peter will be in ______ next year.A. Grade TwoB. Grade ThreeC. Grade OneD. school( ) 3. Peter often reads news newspaper because _______.A. he likes to read newsB. he likes to read stories. .C. he want to know when and where a football match will beD. his father wants him to read them( ) 4. Peter wants to ask for half a day’s leave because _______.A.his father is ill in bedB.he wants to watch the football matchC.he doesn’t like to have English or Chinese lessonsD.he is ill in bed( ) 5. Where sentence ( 句子 ) is right?A.Mrs. Black is going to take Peter to see a doctorB.Peter likes to watch TV at four in the afternoon.C.Peter is a stupid ( 笨的 ) boy.D.Peter isn’t an honest ( 诚实的 ) boy.BMr. Smith works in an office. He’s very busy and has no time to have a good rest. Every evening, when he comes back from his office, he’s always tired and wants to go to bed early. But his wife often has a lot of interesting things to tell him after supper. She doesn’t stop talking until she falls asleep.One day the man felt terrible and couldn’t go to work. He decided to go to see a doctor. And Mrs Smith went to the hospital with him. Before her husband said what was the matter with him, the woman had told the doctor all and the man understand why. He wrote out a prescription ( 处方 ) . And when Mr Smith brought the medicine to the resulting room, the doctor said to her, “ The bottle of medicine is for your husband and the pills ( 药片 ) are for you.”“For me?” the woman said in surprise “I’m fine. I don’t need any medicine!”“ I don’t think so, madam”, said the doctor. “They are sleeping pills. Your husband will soon be all right if you take them.”( ) 1. Mr Smith is _____A.too busy to have a good restB.too busy not to have a restC.busy enough to have a good restD.not busy enough to have a good rest( ) 2.The sentence “His wife doesn’t stop walking until she falls asleep” means __A.she doesn’t stop talking when she falls asleepB.she doesn’t stop talking after she falls asleepC.she keeps talking until she falls asleepD.she likes talking as she falls asleep( ) 3. Why does Mr Smith have to fed up when his wife is asleep in the morning?A.Because he can’t fall asleepB.Because he has to go to workC.Because he doesn’t want to sleepD.Because his wife asks him to get up( ) 4. Why couldn’t Mr Smith go to work one day?A.Because he didn’t want to workB.Because his wife didn’t let him goC.Because he fell illD.Because he was too tired to go to work( ) 5. The sentence “ Your husband will be all right if you take them.” Means Mr Smith will soon be all right if ______.A.Mrs Smith takes the bottle of medicineB.Mr Smith takes the pillsC.Mr Smith takes the bottle of medicineD.Mrs Smith stops talking too much at nightCMy brother, Tom, __1__ in a butcher’s shop（肉店）. He helps the butcher to do some __2 __. He puts meat on the shelf every day. People come into the shop and buy the meat. But today there __3__ any meat on the shelf. The butcher asks Tom to carry __4__ onto the shelf.Tom runs to get some __5__. They are in __6__ room and they are on the highest shelf. Tom is tall, but he still can’t reach the meat. Tom thinks __7__ a minute. He has a good idea. He takes __8__ and puts the one on the top of the other. Then he stands on __9__. Now he can reach __10__ easily.1． A. lives B. studies C. works D. stays2． A. housework B. homework C. dirty work D. hard work3． A. are B. aren’t C. is D. isn’t4． A. meats B. some meats C. some meat D. some piece of meat5． A. piece of meat B. pieces of meatC. piece of meatsD. pieces of meats6． A. another B. other C. the other D. others7． A. of B. about C. over D. for8． A. a box B. two box C. two boxes D. three boxes9． A. it B. they C. them D. their10．A. the meats B. the pieces of meat C. the piece D. the piece of meatD请根据材料内容，从各题后所给的三个选项中选择最佳答案。

教师资格证《英语学科知识与教学能力(高级中学)》(题库)模拟试卷四

教师资格证《英语学科知识与教学能力（高级中学）》（题库）模拟试卷四[单选题]1.When tea（江南博哥）ching________, teachers should not only focus on words or grammar, but also foster the ability to understand the relationship between sound, grammar and lexis, as well as a capacity to infer and determine relationships between sentences.A.listeningB.speakingC.readingD.writing参考答案：A参考解析：本题考查语言技能教学。

听力教学要遵循培养听觉感知能力和推测能力相结合的原则，即听力教学不应只集中于单词或语法层面，还要培养将听到的音与相应的语法和词汇相联系的能力，以及对句子间的关系进行推理和判断的能力。

故本题选A。

[单选题]2.Which of the following is not a design feature of human language?A.Arbitrariness.B.Displacement.C.Duality.D.Diachronicity.参考答案：D参考解析：考查语言的定义特征。

语言的定义特征主要包括任意性(Arbitrariness)、二层性(Duality)、创造性(Creativity)和移位性(Displacement)等，并不包括历时性(Diachronicity)。

[单选题]3.__________ stage for teaching writing includes discussion or debate on relevant topic, picture telling, free talk, reading short passages, and audio-visual activities.Three points should be considered:the reader, writing form and writing logic.A.Pre-writingB.While-writingC.Post-writingD.Intensive-writing参考答案：A参考解析：写前活动包括对相关话题的讨论、辩论、图片讨论、自由会话、读短文、视听活动等。

2024年教师资格考试初中学科知识与教学能力英语试题及答案指导

2024年教师资格考试初中英语学科知识与教学能力自测试题及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、In a conversation, which of the following expressions is most appropriate for showing empathy towards a student who is upset about a missed exam?A. “You should have studied harder.”B. “I can see you’re upset. Would you like to talk about it?”C. “It’s just an exam, don’t worry about it.”D. “You always miss exams, don’t you?”答案：B解析：选项B表达了对学生的同理心，询问学生是否愿意谈谈他们的感受，这有助于建立师生之间的信任和良好的沟通。

2、When designing a lesson plan for a junior high school English class, which of the following activities is most likely to promote critical thinking skills?A. A vocabulary matching exercise.B. A grammar worksheet.C. A group discussion on a social issue.D. A reading comprehension quiz.答案：C解析：选项C中的小组讨论能够鼓励学生就社会问题表达自己的观点，这有助于培养学生的批判性思维技能，而不仅仅是记忆或重复信息。

3、Which of the following is NOT a component of communicative language teaching (CLT)?A) Focus on accuracyB) Emphasis on fluencyC) Task-based learning activitiesD) Grammar translation methodAnswer: D) Grammar translation methodExplanation: The Grammar Translation Method focuses on the written language and the acquisition of grammatical rules rather than communication. This approach does not align with the principles of Communicative Language Teaching, which emphasizes the use of authentic language and real-life communication tasks.4、In the context of teaching vocabulary, which activity would best promote long-term retention and active use of new words?A) Reading the words from a listB) Writing the words ten times eachC) Using the words in sentences or dialoguesD) Listening to the words in a recordingAnswer: C) Using the words in sentences or dialoguesExplanation: Constructing sentences or dialogues using new vocabulary helps students to contextualize the words, understand their usage, and promotes deeperprocessing, which aids in retention and active recall. Simply reading, writing, or listening to words without context does not engage the same level of cognitive processing required for meaningful learning.5、The sentence “The book is easy to read but hard to understand” primarily focuses on which aspect of the book?A)GrammarB)VocabularyC)ComprehensionD)PlotAnswer: C) ComprehensionExplanation: The sentence compares the ease of reading the book with the difficulty of understanding its content, indicating a focus on comprehension rather than grammar, vocabulary, or plot.6、Which of the following sentence structures is typically used to presenta contrast between two ideas?A)Subordinate clauseB)Coordinated clauseC)Relative clauseD)Complex sentenceAnswer: B) Coordinated clauseExplanation: A coordinated clause, also known as a compound sentence, is used to present a contrast between two ideas by joining them with a conjunction like “but,” “however,” or “while.” Subordinate, relative, and complexsentences are used for different purposes and do not typically convey contrast as effectively.7、Which of the following is NOT an appropriate method to assess students’ speaking skills?A) Peer assessment wh ere students evaluate each other’s presentations.B) Self-assessment where students reflect on their own speaking performance.C) Testing vocabulary recall through multiple-choice questions.D) Oral interviews or discussions led by the teacher.Answer: C) Testing vocabulary recall through multiple-choice questions. Explanation: Assessing speaking skills should involve verbal interaction and the demonstration of fluency, pronunciation, intonation, and the ability to communicate effectively. Multiple-choice questions primarily test recognition of correct answers rather than the active use of language in speaking.8、In teaching reading comprehension, what technique encourages students to make predictions about the text before reading it?A) SummarizationB) SQ3R (Survey, Question, Read, Recite, Review)C) Jigsaw readingD) Cloze testAnswer: B) SQ3R (Survey, Question, Read, Recite, Review)Explanation: The SQ3R method includes a step called ‘Question’ where students generate questions about the headings and predict what the content will be about,promoting active engagement with the text prior to reading it thoroughly. This technique helps improve comprehension and retention of the material.9、The sentence “The book on the table is written by a famous author.” can be best classified as which type of sentence structure?A)SimpleB)CompoundC)ComplexD)Compound-complexAnswer: C) ComplexExplanation: A complex sentence has one independent clause and one or more dependent clauses. In this sentence, “The book on the table is written by a famous author” is the independent clause, and there are no dependent clauses, making it a complex sentence.10、In the following dialogue, which word is used as a conjunction to connect the clauses?A)“and” - Alice: “I think it will rain today.” Bob: “Let’s take an umbrella.”B)“but” - Alice: “I think it will rain today.” Bob: “But I don’t have one.”C)“because” - Alice: “I think it will rain today.” Bob: “Because I saw dark clouds.”D)“or” - Alice: “I think it will rain today.” Bob: “Or it might be sunny.”Answer: B) “but”Explanation: The word “but” is used as a conjunction to connect two independent clauses that express contrasting ideas. In the given dialogue, Bob’s response introduces a contrast to Alice’s statement about rain, making“but” the corr ect conjunction.11、Which of the following sentences correctly uses the subjunctive mood?A)If I was you, I would accept the offer.B)If she were me, she would not go.C)If he was taller, he could reach the top shelf.D)If they was coming, they would have called.Answer: BExplanation: The correct use of the subjunctive mood is demonstrated in option B, where “were” is used instead of “was” to express a hypothetical situation. Options A, C, and D all use the indicative mood (“was” or “were”) which is incorrect for a hypothetical condition about the present or future.12、Choose the correct form of the verb that agrees with the subject in the following sentence:“The committee________on the decision at their meeting tomorrow.”A)was decidingB)were decidingC)is decidingD)are decidingAnswer: CExplanation: The subject “committee” is treated as singular when it refers to the group as a whole, thus the singular verb form “is deciding” is correct. If the sentence were to focus on the members individually, then a plural verb might be appropriate, but in this context, option C is the correct choice.13.The sentence “The more books you read, the more knowledge you will gain.” demonstrates which of the following grammatical structures?A. ConditionalB. ComparativeC. AdverbialD. Present perfectAnswer: B. ComparativeExplanation: The given sentence uses a comparative structure to show a relationship between two comparable amounts of reading and knowledge gained. “The more…the more…” is a classic example of a comparative constructio n.14.In the following dialogue, which word is used as a conjunction to introduce a reason or explanation?A. HoweverB. ThereforeC. OtherwiseD. BecauseAnswer: D. BecauseExplanation: In the given dialogue, “because” is used as a conjunction to introduc e a reason or explanation for a statement. For example, “He was late because he got stuck in traffic.”15、Which of the following is NOT a component of communicative language teaching (CLT)?A)Focus on accuracyB)Emphasis on using the language for communicationC)Incorporation of all skills—speaking, listening, reading, writingD)Strict adherence to grammar translation methodAnswer: D) Strict adherence to grammar translation methodExplanation: Communicative Language Teaching emphasizes the use of the target language for real communication over the rote learning of grammatical rules. It focuses on accuracy in usage but prioritizes fluency and the ability to convey meaning effectively. Therefore, strict adherence to the Grammar Translation Method, which focuses heavily on translating texts and learning grammatical rules, is not a component of CLT.16、Choose the correct form of the verb that agrees with the subject in the following sent ence: “Every boy and every girl as well as every teacher and every student____asked to contribute.”A)areB)hasC)haveD)isAnswer: D) isExplanation: The verb in this sentence should agree with the singular subject closest to it, which is “student”. Despite the c ompound subjects introduced by “and”, the singular “student” at the end of the list requires a singular verb form. Thus, “is” is the correct choice. The construction“Every… as well as every…” does not affect the singularity or plurality of the verb; the verb should agree with the first subject mentioned, which is “boy”. However, due to the structure of the sentence, “student” is considered the nearest subject to the verb.17.The following sentence is written in passive voice. Which word in the sentence is the passive form of “do”?A. The book is written by a famous author.B. The famous author writes the book.C. The book was written by the famous author.D. The famous author was writing the book.Answer: CExplanation: The sentence in option C, “The book w as written by the famous author,” is in the passive voice. The passive form of “do” is “was done” in this context, which is represented by “was written” in the sentence.18.In the sentence “The students are happily participating in the school sports day,” which part of speech is “happily”?A. AdverbB. NounC. VerbD. AdjectiveAnswer: AExplanation: “Happily” is an adverb in the sentence. Adverbs modify verbs,adjectives, or other adverbs, providing additional information about the action, feeling, or state being described. In this case, “happily” modifies the verb “participating.”19.The sentence “The book is so interesting that I couldn’t put it down.” is an example of:A. a simileB. a metaphorC. an oxymoronD. a personificationAnswer: B. a metaphorExplanation: A metaphor is a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. In this sentence, “so interesting” is metaphorically describing the book, implying that the book is as captivating as something interesting.20.Which of the following is an effective teaching strategy for encouraging student participation in a group discussion?A. Providing detailed answers to all the questions before the discussionB. Limiting the number of students allowed to speakC. Assigning each student a specific topic to research and presentD. Preventing any interruptions or comments during the discussionAnswer: C. Assigning each student a specific topic to research and present Explanation: Assigning each student a specific topic to research and presentis an effective strategy for encouraging student participation because it ensures that all students have a role and responsibility in the group discussion. It also promotes accountability and helps to structure the conversation.21.Which of the following sentence structure is most suitable for introducing a new topic in a初中英语 lesson?A. Simple present tenseB. Present perfect tenseC. Future perfect tenseD. Past continuous tenseAnswer: A. Simple present tenseExplanation: The simple present tense is commonly used to introduce a new topic or a general statement of fact. It is a stable and factual way to starta new lesson in a classroom setting.22.In a lesson on “Weather”, which of the following activities is most effective for developing students’ vocabulary and speaking skills?A. Reading a weather forecast from a textbookB. Writing a weather report using complex sentence structuresC. Role-playing different weather scenarios with peersD. Listening to a recorded weather forecast and answering multiple-choice questionsAnswer: C. Role-playing different weather scenarios with peersExplanation: Role-playing is an interactive and engaging activity thathelps students practice and expand their vocabulary and speaking skills. It also allows them to apply the target language in a real-life context, which is more effective than passive reading or listening.23、What is the main purpose of using a storybook in English language teaching at the junior high level?A)To introduce new vocabulary.B)To practice grammar structures.C)To develop reading comprehension skills.D)To encourage creative writing.答案：C解析：The main purpose of using a storybook at the junior high level is to develop reading comprehension skills. While storybooks can introduce new vocabulary and sometimes provide opportunities to practice grammar, the primary focus is on enhancing reading abilities and comprehension.24、Which of the following teaching strategies is most effective for engaging students in group discussions about a recent English literature text?A)Direct instruction.B)Guided discovery.C)Jigsaw.D)Collaborative learning.答案：C解析：The Jigsaw teaching strategy is most effective for engaging students in group discussions about a recent English literature text. In this strategy,students are divided into smaller groups, each studying a different part of the text. They then come together in new groups to share their knowledge and discuss the text, promoting active participation and deeper understanding.25.The teacher is demonstrating a new grammar structure to the students. Which of the following activities would be most suitable for practicing this structure in a communicative approach?A)Fill in the blanks with the correct tense form of the verb.B)Role-playing a dialogue using the new structure.C)Matching sentences with correct grammar.D)Writing a short essay on a topic related to the grammar.Answer: B) Role-playing a dialogue using the new structure.解析：In a communicative approach to language learning, activities that encourage students to use the language in real-life contexts are preferred. Role-playing a dialogue using the new grammar structure allows students to practice the structure in a conversational setting, which is more authentic and beneficial for language acquisition than the other options, which are more focused on written or fill-in-the-blanks exercises.26.What is the primary goal of formative assessment in the classroom?A)To evaluate student performance on standardized tests.B)To provide feedback to students on their progress.C)To ensure that all students meet the same learning objectives.D)To create a competitive environment among students.Answer: B) To provide feedback to students on their progress.解析：Formative assessment is designed to monitor student learning and provide ongoing feedback that helps teachers adjust their instruction to meet student needs. It is not meant to be summative or to compare students against each other. Therefore, the primary goal of formative assessment is to provide feedback to students on their progress, allowing them to understand their strengths and areas for improvement.27.What is the main purpose of using vocabulary teaching techniques in English language classroom?A. To test students’ grammar knowledge.B. To introduce new vocabulary items.C. To enhance students’ reading skills.D. To improve students’ pronunciation.Answer: BExplanation: The main purpose of using vocabulary teaching techniques in English language classroom is to introduce new vocabulary items effectively and help students acquire and use them appropriately.28.In a lesson on “My Hometown,” which of the following activities would be most suitable for practicing past tense?A. Listening to a story about the present.B. Reading a poem about the future.C. Writing a short essay about past events in the students’ hometown.D. Discussing the weather forecast for the next day.Answer: CExplanation: Writing a short essay about past events in the students’ hometown would be most suitable for practicing past tense. This activity encourages students to use past tense verbs to describe events that have already occurred.29.The teacher in the video was using a “Think-Pair-Share” strategy. Which of the following statements best describes this strategy?A. Students work individually, then share their answers with the whole class.B. Students work in pairs, discuss their thoughts, and then present their ideas to the class.C. Students are asked to think silently, then discuss their thoughts with a partner, and finally share their ideas with the whole class.D. Students are given a question and must find the answer by working with a partner.Answer: CExplanation: The “Think-Pair-Share” strategy involves students thinki ng individually about a question, then discussing their thoughts with a partner, and finally sharing their ideas with the whole class. This encourages collaborative learning and ensures that all students have an opportunity toparticipate in the discussion.30.Which of the following activities would be most suitable for teaching the present perfect tense in a初中 English class?A. Role-playing a conversation between two friends discussing their recent experiences.B. Listening to a recorded story and identifying the present perfect tense verbs used by the characters.C. Completing a gap-fill exercise using only present perfect tense verbs.D. Reading a passage and answering comprehension questions about the present perfect tense.Answer: AExplanation: Role-playing a conversation between two friends discussing their recent experiences is an effective way to teach the present perfect tense because it provides a real-life context for using the tense. It allows students to practice the grammar structure in a conversational setting, which can help them better understand and retain the concept.二、简答题（20分）Question:In a junior high school English class, how can a teacher effectively incorporate technology to enhance students’ learning experience?Answer:1.Utilize interactive whiteboards to engage students in interactive lessons.2.Introduce educational apps and online platforms for vocabulary building and grammar practice.3.Incorporate multimedia resources such as videos, audio clips, and images to support content delivery.4.Create online discussion forums to encourage student collaboration and reflection.e educational games and simulations to make learning more engaging and interactive.6.Implement flipped classroom techniques by providing video lectures or readings for students to watch or read before class, allowing class time to focus on discussions and activities.7.Offer online resources for students to access at home, promoting independent learning.8.Encourage students to create digital portfolios to showcase their work and reflect on their progress.9.Regularly assess students’ understanding of the material through quizzes and interactive quizzes on platforms like Kahoot or Quizizz.e social media platforms for communication with students and parents, providing updates on assignments and progress.Explanation:The question asks for ways to effectively incorporate technology in a juniorhigh school English class. The answer provides a list of strategies that teachers can use to enhance the learning experience. These strategies include using interactive whiteboards, educational apps, multimedia resources, online discussion forums, educational games, flipped classroom techniques, online resources, digital portfolios, quizzes, and social media for communication. These methods cater to different learning styles, encourage student engagement, and promote independent learning.三、教学情境分析题（30分）Question:As a teacher of English in a junior high school, you are assigned to teach a lesson about “Festivals in Different Countries” to your Year 8 students. The class consists of 25 students with varying English proficiency levels. The school has provided you with a PowerPoint presentation, a worksheet, and some handouts about various festivals from different countries. Your students are generally engaged and interested in learning about different cultures.Please analyze the teaching situation and provide a detailed lesson plan that includes the following elements:1.Objectives2.Introduction3.Main Activity4.AssessmentAnswer:1.Objectives:•By the end of the lesson, students will be able to describe different festivals from various countries.•Students will be able to discuss the significance of these festivals and share information about their own cultural traditions.•Students will enhance their listening, speaking, reading, and writing skills in English through various activities.2.Introduction:•Start the lesson by showing a short video clip about different festivals around the world to capture the students’ interest.•Briefly introduce the topic, emphasizing the importance of understanding and appreciating diverse cultures.3.Main Activity:a.Group Discussion:•Divide the class into groups of 5 students.•Provide each group with a handout about a festival from a different country(e.g., Diwali, Chinese New Year, Halloween).•Ask each group to research their assigned festival, focusing on the following aspects:•Date of celebration•Significance of the festival•Traditional activities•Cultural background•Give the groups 10 minutes to discuss and gather information.•Each group will present their findings to the class.b.Interactive PowerPoint:•Use the PowerPoint presentation to showcase the festivals discussed by each group.•Encourage students to ask questions and participate in a class discussion about the festivals.c.Worksheet:•Hand out the worksheet with activities related to the festivals, such as matching, true/false, and fill in the blanks.•Students will work on the worksheet individually or in pairs to reinforce their understanding of the material.d.Creative Writing:•Assign students to write a short essay about their favorite festival, explaining why it is significant to them.•Encourage students to use descriptive language and proper grammar to convey their thoughts.4.Assessment:•Evaluate the students’ participation in group discussions and presentations.•Assess the completion and accuracy of the worksheet and the creative writing assignment.•Observe the students’ ability to use proper grammar, vocabulary, and pronunciation in their discussions and essays.Explanation:This lesson plan aims to provide a comprehensive approach to teaching the topic of “Festivals in Different Countries” to junior high school students. By incorporating various activities, such as group discussions, interactive presentations, and creative writing, the students will have the opportunity to enhance their language skills while learning about different cultures. The lesson plan ensures that students of varying proficiency levels are engaged and have the opportunity to participate actively in the learning process.四、教学设计题（40分）Teaching Design QuestionQuestion:Design a lesson plan for a 45-minute English class for Grade 8 students. The topic is “Festivals in Different Cultures”. The lesson should focus on developing students’ speaking and listenin g skills. The class will be conducted in a mixed-ability group of 30 students. You are expected to include the following elements in your lesson plan:1.Introduction2.Vocabulary Building3.Reading Comprehension4.Speaking and Listening Activities5.ConclusionAnswer:Lesson Plan:1.Introduction (5 minutes)•Greet the students and introduce the topic: “Festivals in Different Cultures”.•Ask the students to share their knowledge about festivals they celebrate with their families.•Discuss the importance of festivals in different cultures.2.Vocabulary Building (10 minutes)•Present new vocabulary related to festivals (e.g., celebration, tradition, decoration, etc.).•Use flashcards to display the vocabulary and ask students to match the words with their meanings.•Conduct a vocabulary game, such as “Simon Says,” to reinforce the new words.3.Reading Comprehension (10 minutes)•Provide a reading passage about festivals in different cultures (e.g., Diwali, Christmas, and Chinese New Year).•Ask the students to read the passage silently and then answer comprehension questions.•Discuss the key points of the passage with the class.4.Speaking and Listening Activities (15 minutes)•Divide the class into groups of four students.•Each group will be assigned a different festival to research (Diwali, Christmas, and Chinese New Year).•Students will work together to create a short presentation about their assigned festival, including information about the history, customs, and traditions.•After the presentations, have a class discussion where students ask questions and share their observations.•Conduct a “Gallery Walk” activity, where students move around the classroom and read each group’s presentation.5.Conclusion (5 minutes)•Summarize the main points of the lesson with the students.•Ask the students to reflect on what they have learned about festivals in different cultures.•Encourage them to explore other festivals and share their findings with the class in the next lesson.Explanation:This lesson plan focuses on developing students’ speaking and listening skills through a variety of activities. The introduction engages the students by asking them to share their own experiences with festivals, while the vocabulary building and reading comprehension sections help them expand their knowledge of different festivals. The speaking and listening activitiesencourage collaboration and allow students to showcase their research and presentation skills. The conclusion reinforces the main points of the lesson and encourages further exploration of the topic.。

教师资格认定考试初级中学英语分类模拟题3

教师资格认定考试初级中学英语分类模拟题3单项选择题1. What does B's response belong to? ______A: Hello, is it convenient fo（江南博哥）r you to help me carry this box up?B: Yes, of course.A.Adjacency pairs.B.Preference structure.C.Minimal pair.D.Pre-sequences.正确答案：B[考点] 考查语篇教学。

[解析] A说：“你好，你方便帮我把这个箱子提上去吗?”B说：“好的，当然可以。

”A提出这个问题当然是想让B帮助她的，B欣然接受A的请求，B的回应属于偏好结构。

A项意为“相邻语对”；B项意为“偏好结构”；C 项意为“最小对立体”；D项意为“预示语列”。

故本题选B。

2. Which textual pattern do the two sentences belong to? ______Only 30% of the residents agreed to the proposal to remove the seats in the elevator. So the proposal was not implemented.A.Claim-counterclaim pattern.B.Question-answer pattern.C.Cause-effect pattern.D.General-specific pattern.正确答案：C[考点] 考查语篇教学。

[解析] 句意：只有30%的居民同意移除电梯内座椅的提议。

因此，该提案没有得到实施。

根据所给句子的句意可知，两个句子之间是因果关系。

故本题选C。

3. ______ is the main rhyming pattern in "Mrs. White/Had afright/in the middle of the nigh t".A.AssonanceB.End rhymeC.AlliterationD.Reverse end rhyme正确答案：B[考点] 考查修辞学。

农村小学体育教学现状和对策研究[001]

农村小学体育教学现状和对策研究尊敬的评审委员会：本论文的研究意图是对农村小学体育教学现状进行分析，并提供相应的对策。

本文将在文献综述，研究方法，现状分析，对策建议和等方面展开探讨。

一、文献综述在农村地区，小学体育教学存在一些问题。

首先，由于环境的不利因素，很多学校缺乏适合体育锻炼的场地和设施，如跑道、篮球场等，这导致体育锻炼的难度较大。

因此，在实施教学计划时，教师必须对不利环境进行充分考虑，采取不同的教学方法和策略。

其次，部分农村小学的师资力量不够，导致教学质量参差不齐，学生往往缺乏有效的指导和激励。

教师应该不断学习新的教学理念和方法，提高自身的教学水平，并加强与学生的沟通交流，了解学生的体育兴趣和特长，制订个性化的教学计划。

此外，农村小学生总体文化水平较低，课余时间大部分用于农业生产和家务劳动等，导致他们参加体育锻炼的时间和机会有限。

因此，在教学中应该把握有限的时间，注重综合素质的培养，不仅要注重技能的训练，也应该注重身体素质和心理素质的培养。

二、研究方法本文采用实地调查和问卷调查相结合的方法，对调查结果进行分析并提出相应的对策。

实地调查的对象为两所农村小学，学生人数分别为100人和120人，问卷调查包括教师、学生和家长，调查样本共计200份。

主要调查内容包括学校体育设施状况、学生体育兴趣和参加体育锻炼的情况、教师的教育理念和教学方法以及家长对学生体育锻炼的态度等。

三、现状分析1.学校体育设施状况调查结果显示，两所学校的体育设施状况不尽相同。

其中一所学校的体育设施尚可，有教学用的足球场、篮球场和田径场等，并有专门的体育教室。

而另一所学校的体育设施较为简单，就只有一个露天足球场。

因此，体育锻炼的品质、学生的参与度都受到了影响。

2.学生体育兴趣和参加体育锻炼的情况通过问卷调查，我们了解到农村小学生对体育锻炼和体育课的兴趣较低，这甚至影响到他们进行体育锻炼的主动性。

调查结果显示，只有不到三分之一的学生会在课业外参加体育锻炼，大部分学生的课余时间用于家务劳动、农忙季节的农活和放牛等活动中。

英语教研听课活动小结(3篇)

第1篇Introduction:The English research and teaching hearing activity was organized with the aim of fostering a collaborative environment among English language educators to enhance teaching methodologies, share innovative ideas, and improve the overall quality of English language instruction. This summary aims to provide a comprehensive overview of the key points discussed, the activities conducted, and the insights gained during the event.I. Event OverviewThe English research and teaching hearing activity was held over two days, attracting a diverse group of educators from various schools and educational institutions. The event was structured into a series of workshops, presentations, and interactive sessions, designed to cater to the needs of both experienced and novice English language teachers.II. Key Points Discussed1. Current Trends in English Language TeachingThe first session focused on the latest trends in English language teaching, emphasizing the importance of technology integration, project-based learning, and flipped classrooms. Participants were encouraged to explore these methodologies and adapt them to their teaching practices.2. Assessing Student LearningA crucial aspect of effective teaching is the ability to assess student learning accurately. The session on assessment techniques highlighted the significance of formative and summative assessments, as well as the use of rubrics and standards-based grading. Participants shared their experiences and best practices in this area.3. Teacher Development and Professional GrowthThe importance of continuous professional development for English language teachers was emphasized. The session explored various resourcesand opportunities for teachers to enhance their skills, such as online courses, workshops, and mentorship programs.4. Engaging Diverse LearnersAs English language classrooms become increasingly diverse, it is essential for teachers to be equipped with strategies to engage all learners effectively. The session on diverse learners discussed the importance of cultural sensitivity, inclusive teaching practices, and differentiation to cater to the varying needs of students.5. Language Skills and Content IntegrationParticipants were reminded of the importance of integrating language skills (reading, writing, speaking, and listening) into the curriculum. The session emphasized the significance of content-based instruction and how it can help students develop their language skills in a meaningful context.III. Activities Conducted1. Workshop on Technology IntegrationA hands-on workshop was conducted to introduce participants to various digital tools and resources that can be used in English language teaching. Participants engaged in practical activities, creating interactive lessons and exploring online platforms.2. Case Studies and Peer ReviewParticipants were divided into small groups to discuss case studies of successful English language teaching practices. Each group presented their findings to the larger group, followed by a peer review and feedback session.3. Interactive Sessions on Content-Based InstructionIn a series of interactive sessions, participants were encouraged to share their experiences and ideas on content-based instruction. These sessions were designed to promote collaboration and the exchange of innovative teaching strategies.IV. Insights Gained1. The importance of collaboration and networking among educatorsThe event highlighted the significance of building a strong professional network to support ongoing development and growth in the field of English language teaching.2. The need for continuous professional developmentParticipants recognized the importance of investing in their own professional development to stay updated with the latest teaching methodologies and technologies.3. The power of technology in English language teachingThe event showcased the potential of technology to enhance the learning experience and make English language instruction more engaging and interactive.4. The importance of cultural sensitivity and inclusive teaching practicesParticipants were reminded of the importance of creating a supportive and inclusive learning environment that respects and values the diverse backgrounds of learners.Conclusion:The English research and teaching hearing activity was a valuable opportunity for educators to come together, share ideas, and learn from one another. The event provided a platform for professional growth and collaboration, fostering a sense of community among English language educators. By incorporating the insights gained from this event into their teaching practices, participants are well-equipped to providehigh-quality English language instruction that meets the needs of diverse learners.第2篇Introduction:The English Research and Teaching Listening Activity, held on [Date], aimed to enhance the quality of English language teaching within our educational institution. The activity was attended by a panel of educators, including experienced teachers, department heads, and education experts. The session focused on improving listening skills, an essential component of language acquisition, and explored various strategies and techniques to be implemented in the classroom. This summary aims to provide a comprehensive overview of the activities, discussions, and insights gained from the session.Activity Overview:The listening activity was structured into three main segments: a demonstration lesson, a panel discussion, and a Q&A session. Each segment was designed to cater to different aspects of English language teaching and to foster a collaborative learning environment.1. Demonstration Lesson:The demonstration lesson was conducted by [Teacher's Name], an experienced English teacher known for her innovative teaching methods. The lesson focused on developing listening skills through a series of activities designed to engage students actively. The lesson began with a warm-up activity that encouraged students to predict the content of a short passage based on a given title. This was followed by a listening exercise where students had to listen to a recording and answer comprehension questions.Key highlights of the demonstration lesson included:- Active Engagement: The teacher used a variety of visual aids and gestures to keep students engaged and focused on the task at hand.- Differentiated Instruction: The teacher adapted the activities to cater to different learning styles and abilities within the class.- Technological Integration: The teacher effectively utilized technology to enhance the listening experience, such as using headphones and interactive whiteboards.2. Panel Discussion:The panel discussion was a platform for educators to share theirinsights and experiences regarding effective listening strategies. The panelists included:- [Panelist 1]: An English language curriculum developer with extensive experience in designing listening activities.- [Panelist 2]: A head of the English department, who provided an institutional perspective on implementing listening skills in the classroom.- [Panelist 3]: An educational psychologist specializing in language acquisition and learning strategies.Key points discussed during the panel discussion included:- Importance of Listening Skills: The panelists emphasized the importance of listening skills in language acquisition and its role in overall academic success.- Effective Listening Strategies: Various strategies were shared, suchas providing context before listening, using varied types of listening materials, and encouraging students to take notes while listening.- Teacher Training and Support: The need for continuous professional development for teachers in the area of listening skills was highlighted, along with the importance of providing them with adequate resources and support.3. Q&A Session:The Q&A session allowed participants to ask questions and seek clarification on specific topics. Some of the key questions and their corresponding answers are as follows:- Question: How can we encourage shy students to participate inlistening activities?- Answer: Create a supportive classroom environment where studentsfeel safe to express themselves, and use pair or group work to reduce individual pressure.- Question: What are some effective ways to assess listening skills?- Answer: Use a mix of formative and summative assessments, such as listening quizzes, reflection essays, and peer evaluations.Conclusion:The English Research and Teaching Listening Activity was a highly successful event that provided valuable insights and practicalstrategies for enhancing listening skills in the classroom. The demonstration lesson, panel discussion, and Q&A session were all instrumental in achieving the objectives of the activity.Key takeaways from the event include:- The importance of active engagement and differentiated instruction in listening activities.- The need for continuous professional development for teachers in the area of listening skills.- The value of using technology and varied types of listening materials to enhance the learning experience.Overall, the activity was a significant step towards improving the quality of English language teaching within our institution. We look forward to implementing the strategies and insights gained from this session to create a more effective and engaging learning environment for our students.第3篇Introduction:The English research and teaching listening activity was conducted with the aim of enhancing the teaching quality of English language education. The activity involved a series of lessons observed by a team ofeducators and researchers. This summary aims to provide a comprehensive overview of the activities, the observed teaching strategies, the strengths, and the areas for improvement.I. Background and ObjectivesThe English research and teaching listening activity was held at [Name of School/Institution] from [Start Date] to [End Date]. The main objectives of the activity were:1. To assess the effectiveness of different teaching strategies used in English language classrooms.2. To identify areas of strength and weakness in the teaching and learning process.3. To provide constructive feedback to teachers for continuous improvement.4. To promote a culture of research and innovation in English language education.II. Activities and MethodsThe activity comprised a series of observation sessions, follow-up discussions, and reflection meetings. The following methods were employed:1. Observation: A team of educators and researchers observed the lessons conducted by English language teachers. They focused on various aspects such as teaching methods, classroom management, student engagement, and assessment techniques.2. Interviews: After the observation sessions, the team conducted interviews with the teachers to gain insights into their teaching approaches and the rationale behind their choices.3. Student Surveys: Students were surveyed to gather their perspectives on the teaching and learning process. This helped in understanding the students' experiences and expectations.4. Reflection Meetings: Regular reflection meetings were held to discuss the observations, feedback, and suggestions for improvement.III. Observations and FindingsThe following are some key observations and findings from the activity:A. Teaching Strategies1. Teachers utilized a variety of teaching strategies, including interactive whiteboards, group work, and project-based learning.2. Teachers focused on developing students' speaking and listeningskills through activities such as debates, discussions, and role-plays.3. Teachers encouraged students to participate actively in the classroom by asking questions and providing opportunities for students to express their opinions.B. Classroom Management1. Teachers maintained a positive and supportive classroom environment, which fostered student engagement.2. Teachers were effective in managing classroom behavior and ensuring that all students were involved in the learning process.3. Teachers used classroom routines and procedures to maintain order and facilitate smooth transitions between activities.C. Student Engagement1. Students were generally engaged in the lessons, with many participating actively in discussions and activities.2. The observed lessons encouraged critical thinking and creativity among students.3. However, some students appeared less confident in speaking and required additional support from teachers.D. Assessment Techniques1. Teachers used a variety of assessment techniques, including formative and summative assessments.2. Teachers provided timely feedback to students, which helped them in understanding their strengths and areas for improvement.3. Some teachers could benefit from incorporating more diverse and innovative assessment methods to better evaluate students' language proficiency.IV. StrengthsThe following strengths were identified during the activity:1. Teachers demonstrated a good understanding of the English language curriculum and its objectives.2. The observed lessons were well-structured and focused on developing students' language skills.3. Teachers were supportive and encouraged students to participate actively in the learning process.V. Areas for ImprovementThe following areas for improvement were identified:1. Teachers should provide more opportunities for students to practice speaking and listening skills, especially for those who are less confident.2. Teachers could benefit from incorporating more varied and engaging assessment methods to better evaluate students' language proficiency.3. Continuous professional development and training for teachers in innovative teaching strategies and techniques are recommended.Conclusion:The English research and teaching listening activity provided valuable insights into the teaching and learning process in English language education. By identifying strengths and areas for improvement, theactivity has contributed to the continuous enhancement of teaching quality. It is essential for educators and researchers to collaborate and share their experiences to promote innovation and excellence in English language education.。

高一英语校园学术活动参与单选题40题

高一英语校园学术活动参与单选题40题1.In the campus academic activity, the teacher is very _____.A.kindlyB.kindC.kindnessD.kinds答案：B。

本题主要考查形容词的用法。

A 选项“kindly”是副词，不能直接修饰名词；C 选项“kindness”是名词，不符合语法；D 选项“kinds”是名词复数形式，也不符合语法。

只有B 选项“kind”是形容词，可以修饰名词“teacher”。

2.The student who won the prize is very _____.A.intelligenceB.intelligentC.intelligentlyD.intelligencer答案：B。

本题考查形容词用法。

A 选项“intelligence”是名词“智力”；C 选项“intelligently”是副词；D 选项“intelligencer”是名词“情报员”。

只有B 选项“intelligent”是形容词“聪明的”，可以修饰“student”。

3.The professor is known for his _____.A.patientB.patienceC.patientlyD.patients答案：B。

本题考查名词用法。

A 选项“patient”是形容词“耐心的”或名词“病人”；C 选项“patiently”是副词；D 选项“patients”是名词“病人”的复数形式。

只有B 选项“patience”是名词“耐心”，符合题意。

4.The researcher is very _____.A.carefulB.carefullyC.careD.cares答案：A。

本题考查形容词用法。

B 选项“carefully”是副词；C 选项“care”可以作动词“关心”或名词“照顾”；D 选项“cares”是动词的第三人称单数形式。

2025届黑龙江省哈尔滨光华中学英语九上期末学业质量监测模拟试题含解析

2025届黑龙江省哈尔滨光华中学英语九上期末学业质量监测模拟试题注意事项:1．答题前，考生先将自己的姓名、准考证号码填写清楚，将条形码准确粘贴在条形码区域内。

2．答题时请按要求用笔。

3．请按照题号顺序在答题卡各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试卷上答题无效。

4．作图可先使用铅笔画出，确定后必须用黑色字迹的签字笔描黑。

5．保持卡面清洁，不要折暴、不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。

Ⅰ. 单项选择1、— Peter likes music. ___________?— I like it, too.A．How are you B．What about youC．Can I help you D．What's your name2、The little pet dog was so lovely. It ________ the heart of the lady.A．offered B．held C．expected D．won3、Our brain is just like our body, the more we use it, ______ it gets.A．the better B．the best C．the worse D．the worst4、_______ everyone with politeness (礼貌) even those who are very rude to you, not because they are nice, but because you are.A．To treat B．Treating C．Treat5、—I’ll never succeed ________ your help. Thank you, my dear friend.—It’s my pleasure.A．without B．with C．in D．for6、Vivian refuses ___________ her children to the weekend training centre for extra classes.A．to send B．sending C．sent D．sends7、Jim, __________in the hallway ! You may fall down and hurt yourself.A．run B．don’t run C．running D．runs8、Tom has already the book for ten days. He must return it the library today.A．read; back to B．bought; to C．borrowed; back to D．kept; to9、—What can I do for you, Madam?—I’m looking for a table for eight, but I find they are all __________.A．made up B．kept upC．taken up D．put up10、—Who’s singing in the next room?— It ____ be her . She has gone to New York.A．can’t B．must C．shouldn’t D．canⅡ. 完形填空11、Ian Sco tt Wilson, 13, studies at a middle school in the US. He thinks kids don’t 1enough respect（尊重）from the grown-up world. “Kids are usually ignored by adults” he said. “They say: ‘That’sa 2 idea. You can’t do that.’”. That’s why he took part in a national 3for student made documentaries. He wanted to be heard. A documentary is a film or TV show that 4 a serious issue. Ian had never made one and wanted to try. Ian made a 5 film aboutproblems at Walter Reed, a hospital in Washington. He won first 6 in the competition for middle school students. Walter Reed is taking care of many injured（受伤的）27 of the Iraq war（伊拉克战争）Earlier this year, reports said that the hospital had problems. For example, some said the rooms were 7 . Ian paid much attention 8 the issue because his 23-year-old brother is a soldier in Iraq. “I thought about how terrible it would be9 these things happened to my brother,” Ian said. “It was that feeling that helped make Ian’s film10 out”, said Joanne Wheeler. Wheeler helped run the competition. “Ian was very passionate, but he was11 a good listener.” Ian interviewed 100 people for the 12 . He reported on what was wrong. But he also 13 on efforts to deal with the problems. Ian got a prize of $1,000. He decided to give the money to an 14 soldier staying in the hospital.1．A．get B．take C．make D．release2．A．good B．silly C．surprising D．exciting3．A．meeting B．competition C．lecture D．interview4．A．talks B．tells C．says D．speaks5．A．10-minute B．10-minutes C．10-minute’s D．10-minutes’6．A．room B．place C．area D．price7．A．doctors B．nurses C．soldiers D．engineers8．A．clean B．unclean C．polite D．impolite9．A．on B．in C．to D．at10．A．if B．so C．when D．while11．A．take B．put C．work D．stand12．A．also B．either C．both D．all13．A．contest B．hospital C．agreement D．film14．A．reported B．wrote C．put D．held15．A．ill B．injured C．amazing D．interestingⅢ. 语法填空12、阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。

广东省高考英语口语问句翻译练习

广东省高考英语口语问句翻译练习 1. 一般疑问句结构: be/助动词/情态动词+主语+其他成分？1.每天花那么多时间在电脑游戏方面有必要吗?2.您能告诉我一些关于期中考试的事情？3.网上购物将会取代传统的购物方式吗？4。

你是否拿了我放在桌面的钥匙？5。

你是否知道这里禁止吸烟？6。

你打算参加即将到来的运动会吗？7. 你还没有完成老师布置的作业?8.一个人的爱好和性格之间有什么关系吗？9.您能向我介绍一下时间安排吗？2. 特殊疑问句结构:特殊疑问词+be/助动词/情态动词+主语+其他？1）what & which1。

这个男孩的妈妈年轻时喜欢干什么？2.当我们学习英语时,应该注意什么？3.吸烟对我们有什么影响？4.为了保持健康我们应该有什么样的饮食?5。

你打算到哪个大学学习？6. David 加入了哪一组？7。

当我们要选择一个合适的爱好时，应该考虑什么？8。

健康的生活方式对我们有什么影响？2）who /whom when /where/why9。

谁将会做一个关于如何节约水电的讲座？10. 他们正在焦急地等待谁？11。

你什么时候有空来看一下房子？12。

你在哪里找到你上周丢失的车?13。

他们为什么不喜欢传统的节日？3）how / how often/ how much / how many / how long / how far…14. Mary 和她的同学相处得怎么样？15. 这个女士多久要参加一次部门会议？16。

他们中有多少人下周四会动身去上海?17. 从这个房子到最近的地铁有多远?18。

你已经在这儿呆了多长时间了？3. 选择疑问句结构：一般疑问句+or+其他成分? / 特殊疑问句 +or+其他成分？ 1。

你喜欢单独旅游还是和朋友一起出游?2. 你将搭乘飞机还是火车离开？3。

你用这种方法还是用那种方法把这道数学题算出来的？4。

他何时动身去伦敦，今天还是明天?5。

哪个城市大些,北京还是纽约？4。

WhichKindofTeacherDoYouLikeBest？

Which Kind of Teacher Do You Like Best？Jack:TheteacherIlikebestshouldbenotonlystrictwithUSbutalSOkindtous.ThatiStosay,heorsheisourteacherandfriendaswel1.Heorsheenjoysteachingandloveshisorherstudents.Tom:Iprefertheteacherswhoseteachingiswellorganizedandclear.Mary:Iagreeaboutthat.IlikemyEng—lishteacherinprimaryschoo1.Thelessons shegaveareeasytounderstandandeasytoremember.Wewon'tfallasleepinsuchlivelyandinterestingclasses.Lfly:Ithinkagoodteachershouldbe patientwhenweaskhimorherquestions.He orsheisgoodatlisteningandmanagestomakehisorhermeaningclear.Heorshe nevergetstiredofteachingandneverloseshisorhertemper(发脾气).Susan:Inmyeyes,themostpopularteachersarethosewhotreattheirstudents equally.rI1latistosay.theymustbefairto theirstudents.Theydon'tlookdownupon(瞧不起)thestudentswhofailintheexam. Molly:Ibelievethatsmilingisanart.A goodteachershouldlearntosmile.Asyou know,sometimesateacher'Ssmilemay changethelifeofhisorherstudents. Arthur:Aboveall,apopularteacher shouldhaverichexperienceaswellaswide knowledge.1.WhichkindofteacherdoesJacklike best?A.Strictwithstudents.B.Friendlyandkindtostudents.C.Enjoysteachingandlovesstudents.D.AUoftheabove.一22—2.WecanlearnfromthepassagethatMary'S primaryEnglishteacheris———.——..A.goodatteachingB.1ovelyC.interestingD.boring3.Theunderlinedword"patient"mightmean perA.耐心的B.聪明的C.和蔼的D.有知识的WhatdoesMollythinkofagoodteacher?A.Agoodteachershouldhavegoodtem—B.Agoodteachershouldalwayssmile.C.Agoodteachershouldlovehisorherstudents.D.Agoodteachershouldhaverichex- pefienceandwideknowledge.参考答案与解析:u一..:0叠0霉囊誊0■毒一t 1.D.根据文章第一段可知前三项都是正确答案, 故选D.2.A.由Mary所说的Thelessonsshegavealeeasy tounderstandandeasytoremember.Wewon'tfall asleepinsuchlivelyandinterestingclasses.可以推断英语老师教得好,故A项正确.3.A.由划线词所在句子的下文Heorsheisgood atlistening可以推断该词是"耐心的"意思O4.B.根据Molly所提到的Agoodteachershould learntosmile.可以得出答案为B.(方志敏)英语画刊。

教师资格认定考试高级中学英语模拟题11

教师资格认定考试高级中学英语模拟题11一、单项选择题在每小题列出四个备选项中选择一个最佳答案。

1. The pronunciation of the English contraction "don't（江南博哥）" is ______.A.B.C.D.正确答案：D[解析] 考查缩略的发间。

don't的正确发音是故选D。

2. Which of the following words underlined is pronounced with a falling tone?A.Do you have any specials?B.You're kidding...he has lost his job?C.When will we have the exam, today or tomorrow?D.The flat has a kitchen, a living room, two bedrooms, and a bath.正确答案：C[解析] 考查升调和语调知识。

陈述句和特殊疑问句用降调；一般疑问句用升调；选择疑问句or前面的词用升调；一句话中列举并列单词时除最后一个用降调外，其余全用升调。

故本题选C。

3. During the coming summer vacation, I'm going to spend half of my time playing basketball and ______ half reading books in the library.A.anotherB.the otherC.othersD.other正确答案：B[解析] 考查代词的用法。

other后跟名词的复数相当于others，表示三者或三者以上的人或物。

another表示三者以上中的一个；the other表示两者中的另一个。

4. As we have known from the map of the world, this is ______.A.twice as large as that islandB.twice as larger as that islandC.as twice large as that oneD.twice as large island as that正确答案：A[解析] 考查数词的用法。

myenglishteacheriskind改为一般疑问句

myenglishteacheriskind改为一般疑问句Is my English teacher kind?IntroductionMy English teacher plays a significant role in shaping my language skills and understanding of the subject. They have always been supportive and understanding, making the learning experience enjoyable and comfortable. In this essay, we will explore the various aspects that make my English teacher kind.Body Paragraphs1. Approachability and UnderstandingOne of the essential qualities that make my English teacher kind is their approachability and understanding nature. Whether it is a simple doubt or a complex query, my teacher always welcomes and encourages students to voice their doubts without any hesitation. This approachability creates a sense of comfort among the students, allowing them to ask questions and seek clarification without fear of judgment. This understanding nature has a positive impact on the learning process as it promotes open communication and encourages students to actively participate in class discussions.2. Patience and EmpathyAnother quality that demonstrates my English teacher's kindness is their patience and empathy towards students. Learning a new language can be challenging and often requires time to grasp concepts and develop proficiency. My teacher understands this fact and is always patient with students, providing additional explanations and examples when necessary. Their empathetic approach makes students feel valued and heard, giving them theconfidence to ask for help when needed. This patience and empathy foster a supportive learning environment, enhancing the overall experience for students.3. Engaging teaching methodsMy English teacher believes in making the learning process enjoyable and exciting. They incorporate various engaging teaching methods that cater to different learning styles. From interactive activities and group discussions to multimedia presentations and games, my teacher ensures that the study material is presented in a fun and interactive manner. This approach not only keeps the class energized but also helps students grasp concepts effectively. By using these engaging teaching methods, my English teacher demonstrates their dedication to ensuring that students enjoy the learning experience.4. Individual attention and personal growthMy English teacher understands that each student has different strengths, weaknesses, and learning styles. To accommodate this diversity, they provide individual attention and support to every student. Whether it is through one-on-one feedback sessions, personalized assignments, or additional resources, my teacher goes the extra mile to ensure that each student receives the necessary assistance to excel in the subject. This individualized approach helps students grow personally and academically, building their confidence and self-esteem.5. Encouragement and motivationKindness is not limited to being compassionate and understanding but also includes the ability to uplift and motivate others. MyEnglish teacher excels in this aspect by providing constant encouragement and motivation to students. They acknowledge and appreciate the efforts made by students, no matter how small, and highlight their achievements, fostering a positive learning environment. This encouragement instills a sense of self-belief and determination in students, pushing them to strive for excellence. ConclusionIn conclusion, my English teacher is undoubtedly kind for various reasons. Their approachability, understanding nature, patience, and empathy create a comfortable learning environment. The incorporation of engaging teaching methods ensures that students enjoy the learning experience, while individual attention promotes personal growth and development. Lastly, their constant encouragement and motivation inspire students to reach their full potential. My English teacher's kindness has not only made a positive impact on my language skills but also on my overall personality development.。

英国文学史期末复习重点

英国文学史Part one: Early and Medieval English LiteratureChapter 1 The Making of England1. The early inhabitants in the island now we call England were Britons, a tribe of Gelts.2. In 55 B.C., Britain was invaded by Julius Caesar.The Roman occupation lasted for about 400 years.It was also during the Roman role that Christianity was introduced to Britain.And in 410 A.D., all the Roman troops went back to the continent and never returned.3. The English ConquestAt the same time Britain was invaded by swarms of pirates(海盗). They were three tribes from Northern Europe: the Angles, Saxons and Jutes.And by the 7th century these small kingdoms were combined into a United Kingdom called England, or, the land of Angles.And the three dialects spoken by them naturally grew into a single language calledAnglo-Saxon, or Old English.4. The Social Condition of the Anglo-SaxonTherefore, the Anglo-Saxon period witnessed a transition from tribal society to feudalism. 5. Anglo-Saxon Religious Belief and Its InfluenceThe Anglo-Saxons were Christianized in the seventh century.Chapter 2 Beowulf1. Anglo-Saxon PoetryBut there is one long poem of over 3,000 lines. It is Beowulf, the national epic of the English people. Grendel is a monster described in Beowulf.3. Analysis of Its ContentBeowulf is a folk lengend brought to England by Anglo-Saxons from their continental homes. It had been passed from mouth to mouth for hundreds of years before it was written down in the tenth century.4. Features of BeowulfThe most striking feature in its poetical form is the use of alliteration, metaphors and understatements.Chapter 3 Feudal England1) The Norman Conquest2. The Norman ConquestThe French-speaking Normans under Duke William came in 1066. After defeating the English at Hastings, William was crowned as King of England.The Norman Conquest marks the establishment of feudalism in England.3. The Influence of the Norman Conquest on the English LanguageBy the end of the fourteenth century, when Normans and English intermingled, English was once more the dominant speech in the country.3) The Romance1. The Content of the RomanceThe most prevailing kind of literature in feudal England was the romance.4. Malory’s Le Morte D’ArthurThe adventures of the Knights of the Round Table at Arthur’s courtChapter 5 The English Ballads2. The BalladsThe most important department of English folk literature is the ballad. A ballad is a story told in song, usually in 4-line stanzas, with the second and fourth lines rhymed.Of paramount importance are the ballads of Robin Hood.3. The Robin Hood BalladsChapter 6 Chaucer1. LifeGeoffrey Chaucer, the founder/father of English poetry.3. Troilus and CriseydeTroilus and Criseyde is Chaucer’s longest complete poem and his greatest artistic achievement.But the poet shows some sympathy for her, hitting that her fault springs from weakness rather than baseness of character.4. The Canterbury TalesThe Canterbury Tales is Chaucer’s masterpiece and one of the monumental works in English literature.6. His LanguageChaucer’s language, now called Middle English, is vivid and exact.Chaucer’s contribution to English poetry lies chiefly in the fact that he introduced from France the rhymed stanza of various types, especially the rhymed couplet of 5 accents in iambic meter (the “the heroic couplet”) to English poetry, instead of the old Anglo-Saxon alliterative verse.The spoken English of the time consisted of several dialects, and Chaucer did much in making dialect of London the standard for the modern English speech.Part Two: The English RenaissanceChapter 1 Old England in Transition1. The New MonarchyThe century and a half following the death of Chaucer was full of great changes.And Henry 7, taking advantage of this situation, founded the Tudor dynasty, a centralized monarchy of a totally new type, which met the needs of the rising bourgeoisie and so won its support.2. The ReformationProtestantismThe bloody religious persecution came to a stop after the church settlement of Queen Elizabeth.3. The English BibleWilliam TyndallThen appeared the Authorized Version, which was made in 1611 under the auspices of James I and so was sometimes called the King James Bible.The result is a monument of English language and English literature.The standard modern English has been fixed and confirmed.4. The Enclosure Movement5. The Commercial ExpansionChapter 2 More1. LifeThomas More2. UtopiaUtopia is More’s masterpiece, written in the form of a conversation between More and Hythlody, a returned voyager.The name “Utopia” comes from two Greek words meaning “no place”.3. Utopia, Book OneBook One of Utopia is a picture of contemporary England with forcible exposure of the poverty among the laboring classes.4. Utopia, Book TwoIn Book Two we have a sketch of an ideal commonwealth in some unknown ocean, where property is held in common and there is no poverty.Chapter 3 The Flowering of English Literature3. Edmund Spenser1) LifeThe Poet’s Poet of the period was Edmund Spenser.In 1579 he wrote The Shepher’s Calendar, a pastoral poem in twelve books, one for each month of the year.2) The Faerie Queene (masterpiece)Spenser’s greatest work, The Faerie Queene (published in 1589-1596), is a long poem planned in 12 books, of which he finished only 6.iambic feet Spenserian Stanza4. Francis Bacon (father/founder of English essay)the founder of English English materialist philosophyBacon is also famous for his Essays. When it included 58 essays.Bacon is the first English essayist.Chapter 4 Drama7. The PlaywrightsThere was a group of so-called “university wits” (Lyly, Peele, Marlowe, Greene, Lodge and Nash).Chapter 5 Marlowe1. LifeThe most gifted of the “university wits” was Christopher Marlowe.2. WorkMarlowe’s best includes three of his plays, Tamburlaine, The Jew of Malta and Doctor Faustus.3. Doctor FaustusMarl owe’s masterpiece is The Tragical History of Doctor Faustus.5. Marlowe’s Literary AchievementMarlowe was the greatest of the pioneers of English drama.It is Marlowe who first made blank verse (rhymeless iambic pentameter) the principal instrument of English drama.Chapter 6 Shakespeare1. LifeWilliam Shakespeare was born on April 23, 1564, in Stratford-on-Avon.After his death, two of his above-mentioned fellow-actors, Herminge and Condell, collected and published Shakespeare’s plays in 1623. To this edition, which has been known as the First Folio.4. The Great ComediesA Midsummer Night’s Dream, The Merchant of Venice, As You Like It and Twelfth Night have been called Shakespeare’s “great comedies”.6. The Great TragediesShakespeare created his great tragedies, Hamlet, Othello, King Lear and Macbeth.7. Hamletthe son of the Renaissance9. The Poems1) Venus and Adonis2) The Rape of Lucrece3) Shakespeare’s Sonnets10. Features of Shakespeare’s DramaShakespeare and the Authorized Version of the English Bible are the two greatest treasuries of the English language.Shakespeare has been universally acknowledged to be the summit of the English Renaissance.Part Three: The Period of the English Bourgeois RevolutionChapter 1 The English Revolution and the Restoration5. The Bourgeois Dictatorship and the Restorationin 1688 Glorious Revolution6. The Religious Cloak of the English RevolutionPuritanism was the religious doctrine of the revolutionary bourgeoisie during the English Revolution. It preached thrift, sobriety, hard work and unceasing labour in whatever calling one happened to be, but with no extravagant enjoyment of the fruits of labour.Chapter 2 Milton1. Life and WorkParadise Lost, Paradise Regained and Samson Agonistes.2. Paradise Lost1) Paradise LostParadise Lost is Milton’s masterpiece.blank verse.Chapter 3 Bunyan1. LifeThe Pilgrim’s Progress was published in 1678.2. The Pilgrim’s Progress1)The Pilgrim’s Progress is a religious allegory.Chapter 4 Metaphysical Poets and Cavalier Poetsa school of poets called “Metaphysical” by Samuel Johnson.by mysticism in content and fantasticality in formJohn Donne, the founder of the Metaphysical school of poetry.Chapter 6 Restoration Literature2. John DrydenThe most distinguished literary figure of the Restoration Period was John Dryden.Dryden was the forerunner of the English classical school of literature in the next century.Part Four: The Eighteenth CenturyChapter 1 The Enlightenment and Classicism in English Literature1. The Enlightenment and 18th Century England2) The Enlightenment in EuropeThe 18th century marked the beginning of an intellectual movement in Europe, known as the Enlightenment, which was, on the whole, an expression of struggle of the bourgeoisie against feudalism. The enlighteners fought against class inequality, stagnation, prejudices and other survivals of feudalism.3) The English EnlighternersThe representatives of the Enlightenment in English literature were Joseph Addison and Richard Steele, the essayists, and Alexander Pope, the poet.Chapter 2 Addison and Steele1. Steele and The TatlerRichard SreeleIn 1709, he started a paper, The Tatler, to enlighten, as well as to entertain, his fellow coffeehouse-goers.His appeal was made to “coffeehouses,” that is to say, to the middle classes, for whose enlightenment he stood up.“Issac Bickerstaff”2. Addison and The SpectatorThe general purpose is “to enliven morality with wit, and to temper wit with morality.”They ushered in the dawn of modern English novel.Chapter 3 Pope1. LifeAlexander Pope, the most important English poet in the first half of the 18th century.3. Workmanship and LimitationPope was an outstanding enlightener and the greatest English poet of the classical school in the first half of the 18th century.Pope is the most important representative of the English classical poery.But he lacker the lyrical gift.Chapter 4 Swift3. Bickersta f f Almanac (1708)Swift wrote his greatest work Gulliver’s Travels in Ireland.Chapter 5 Defoe and the Rise of the English Novel1. The Rise of the English Novelthe realistic novel: Defoe, Swift, Richardson and FieldingSwift’s world-famous novel Gulliver’s Travel sDefoe’s Robinson Crusoe (the forerunner of the English realistic novel)Richardson: Pamela, Clarissa and Sir Charles GrandisonFielding was the real founder of the realistic novel in England.The novel of this period … spoke the truth about life with an uncompromising courage.”The novelists of this period understood that “the job of a novelist was to tell the truth about life as he saw it.” (Ibid.) This explains the achievement of the English novel in the 18th century. 4. Robinson Crusoe1) Today Defoe is chiefly remembered as the author of Robinson Crusoe, his masterpiece. Chapter 6 RichardsonSamuel RichardsonPamela was, in fact, the first English psycho-analytical novel.After Pamela, Richardson wrote two other novels: Clarissa Harlowe and Sir Charles Grandison.Clarissa is the best of Richardson’s novel.Chapter 7 Fielding (the father of English novel)1. LifeHis first novel Joseph Andrews was published in 1742.His Jonathan Wild appeared in 1743. It is a powerful political satire.In 1749, he finished his great novel Tom Jones.Amelia was his last novel. It is inferior to Tom Jones, but has merits of its own.3. Joseph Andrews4. Tom Jones1) The StoryFielding’s greatest work is The History of Tom Jones, a Foundling.6. Summary2) Fielding as the Founder of the English Realistic NovelAs a novelist, Fielding is very great. He is the founder of the English realistic novel and sets up the theory of realism in literary creation.He has been rightly called the “father of t he English novel.”Chapter 10 Johnson1. LifeSamuel Johnson, lexicographer, critic and poet.2. Johnson’s DictionaryIn 1755 his Dictionary was published.His Dictionary also marked the end of English writers’ reliance on the patronage of noblemen for support.Chapter 13 Sentimentalism and Pre-Romanticism in Poetry1. LifeThomas Gray2. Pre-RomanticismIn the latter half of the 18th century, a new literary movement arose in Europe, called the Romantic Revival.Pre-Romanticism was ushered in by Percy, Macpherson and Chatterton, and represented by Blake and Burns.Chapter 14 Blake1. LifeWilliam Blake2. Songs of Innocence and Songs of Experience4. Blake’s Position in English LiteratureFor these reasons, Blake is called a Pre-Romantic or a forerunner of the Romantic poetry of the 19th century.Chapter 15 Burns1. LifeHis Poems Chiefly in the Scottish Dialect were printed. (masterpiece)The Scots Musical Museum and Select Collection of Original Scottish Airs2. The Poetry of Burns1) Burns is remembered mainly for his songs written in the Scottish dialect on a variety of subjects.3. Features of Burns’ PoetryBurns is the national poet of Scotland.Part Five: Romanticism in EnglandChapter 1 The Romantic Periodthe Industrial Revolution the French RevolutionAmid these social conflicts romanticism arose as a new literary trend. It prevailed in England during the period 1798-1832.These were the elder generation of romanticists, sometimes called escapist romanticists, including Wordsworth, Coleridge and Southey, who have also been called the Lake Poets. Active romanticists represented by Byron, Shelley and Keats.The general feature of the works of the romanticists is a dissatisfaction with the bourgeois society, which finds expression in a revolt against or an escape from the prosaic, sordid daily life, the “prison of the actual” under capitalism.Poetry, of course, is the best medium to express all these sentiments.The only great novelist in this period was Walter Scott.Scott marked the transition from romanticism to the period of realism which followed it. Chapter 2 WordsworthColeridgeIn 1798 they jointly published the Lyrical Ballads.The publication of the Lyrical Ballads marked the break with the conventional poetical tradition of the 18th century, i.e., with classicism, and the beginning of Romantic revival in England.The Preface of the Lyrical Ballads served as the manifesto of the English Romantic Movement in poetry.Wordsworth, Colerid ge and Southey have often been mentioned as the “Lake Poets” because they lived in the Lake District in the northwestern part of England.His deep love for nature runs through such short lyrics as Lines Written in Early Spring, To the Cuckoo, I Wandered Lonely as a Cloud, My Heart Leaps Up, Intimations of Immortality and Lines Composed a Few Miles Above Tintern Abbey. The last is called his “lyrical hymn of thanks to nature”.Wordsworth’s poetry is distinguished by the simplicity and purity of his language. Chapter 3 Coleridge and Southey1. ColeridgeColeridge’s best poems, The Rime of the Ancient Mariner.Chapter 4 Byron1. LifeChilde Harold’s PilgrimageHe finished Childe Harold, wrote his masterpiece Don Juan.2. Childe Harold’s PilgrimageThis long poem contains four cantos. It is written in the Soenserian stanza.3. Don JuanByron remains one of the most popular English poets both at home and abroad.Chapter 5 Shelley4. Promethus UnboundShelley’s masterpiece is Promethus Unbound, a lyrical drama in 4 acts.6. Lyrics on Nature and LoveOde to the West WindChapter 6 Keats2. Long PoemsKeats wrote five long poems: Endymion, Isabella, The Eve of St. Agnes, Lamia and Hyperion.5) The unfinished long epic Hyperion has been regarded as Keat’s greatest achievement in poetry.3. Short Poems1) His leading principle is: “Beauty in truth, truth in beauty.”3) Ode to Autumn, Ode on Melancholy, Ode on a Grecian Urn and Ode to a Nightingale Chapter 10 Scott2. His Historical NovelsScott has been universally regarded as the founder and great master of the historical novel. According to the subjet-matter, the group on the history of Scotland, the group on English history and the group on the history of European countries.In fact, Scott’s literary career marks the transition from romanticism to realism in English literature of the 19th century.Part Six: English Critical RealismChapter 2 DickensCharles Dickens critical realismDickens: Pickwick Papers, American Notes, Martin Chuzzlewit and Oliver Twist4) Dickens has often been compared Shakespeare for creative force and range of invention. “He and Shakespeare are the two unique popular classics that England has given to the world, and they are alike in being remembered not for one masterpiece but for creative world.”David CopperfieldChapter 3 Thackeray2. Vanity Fair: A Novel Without a HeroVanity Fair is Thackeray’s masterpiece. characters: Amelia Sedley and Rebecca (Becky) SharpThackeray can be placed on the same level as Dickens, as one of the greatest critical realists of 19th-century Europe.Chapter 4 Some Women Novelists1. Jane Austen (1775-1817)She herself compared her work to a fine engraving made upon a little piece of ivory only two inches square.Jane Austen wrote 6 novels: Northanger Abbey, Sense and Sensibility, Pride and Prejudice, Mansfield Park, Emma and Persuasion.2. The Bronte SistersCharlotte’s maiden attempt at prose writing, the novel Professor, was rejected by the publisher, but her next novel Jane Eyre, appearing in 1847, brought her fame and placed her in the ranks of the foremost English realistic writers. Emily’s novel Wuthering Heights appeared in 1847.Anne: Agnes Grey4. George EliotMary Ann Evansthree remarkable novels: Adam Bede, The Mill on the Floss and Silas Marner3) Silas Marner:Critical realism was the main current of English literature in the middle of the 19th century.Part Seven: Prose-Writers and Poets of the Mid and Late 19th Century Chapter 1 Carlylethe Victorian AgeChapter 3 Tennysonthe Victorian Age prose especially the novel1. Tennyson’s Life and CareerAlfred Tennyson, the most important poet of the Victorian Age.In the same year (1850) he was appointed poet laureate in succession to Wordsworth. Chapter 7 Literary Trends at the End of the Century1. NaturalismNaturalism is a literary trend prevailing in Europe, especially in France and Germany, in the second half of the 19th century.2. Neo-RomanticismStevenson was a representative of neo-romanticism in English literature.Treasure Island (masterpiece)3. AestheticismAestheticism began to prevail in Europe at the middle of the 19th century. The theory of “art for art’s sake” was first put forward by the French poet Theophile Gautier.The two most important representatives of aestheticists in English literature are Walter Pater and Oscar Wilde.2) Oscar Wilde dramatistLady Windermere’s Fan, 1893; A Woman of No Importance, 1894; An Ideal Husband and The Importance of Being Earnest, 1895The Importance of Being Earnest is his masterpiece in drama.Part Eight: Twentieth Century English Literature(Modernism)Chapter 2 English Novel of Early 20th Century3. Henry JamesHe is regarded as the forerunner of the “stream of consciousness” literature in the 20th century.Chapter 3 Hardy1. Life and WorkAmong his famous novels, Tess of the D’Urbervillies and Jude the Obscure.2. Tess of the D’Urbervilliescharacters: Tess, Alec D’Urbervillies and Angel ClareChapter 6 Bernard ShawChapter 8 Modernism in Poetry1. ImagismEzra PoundThe two most important English poets of the first half of 20th century are W. B. Yeats and T. S. Eliot.2. W. B. YeatsThe Wild Swans at Coole, Michael Robartes and the Dancer, The Tower and The Winding StairT. S. E liot has referred to Yeats as “the greatest poet of our age-certainly the greatest in this(i.e. English) language.”3. T. S. EliotThe Waste Land (1922) is dignifying the emergence of Modernism.T. S. Eliot was a leader of the modernist movement in English poetry and a great innovator of verse technique. He profoundly influenced 20th-century English poetry between World Wars 1 and 2.Chapter 9 The Psychological Fiction1. D. H. LawrenceSons and Lovers (1913), the first of Lawrence’s important novel s, is largely autobiographical.This shows the influence of Freud’s theory of psychoanalysis, especially that of the “Oedipus complex.”The Rainbow, Women in Love and Lady Chatterley’s Lover3. James JoyceUlysses (1922)June 16, 1904character: Leopold BloomJames Joyce was one of the most original novelists of the 20th century.His masterpiece Ulysses has been called “a modern prose epic”.His admirers have praised him as “second only to Shakespeare in his mastery of the English language.”4. Virginia Woolf“high-brows”the Bloomsbury GroupVirginia Wolf’s first two novels, The Voyage Out and Night and Day.Jacob’s Room, Mrs. Dalloway, To the Lighthouse and OrlandoPart Nine: Poets and Novelists Who Wrote both before and after the Second World War Chapter 5 E. M. ForsterEdward Morgan Forster the Bloomsbury Groupfour novels: Where Angels Fear to Tread, The Longest Journey, A Room with a View and Howards EndA Passage to India, published in 1924, is Forster’s masterpiece.In 1927, Forster published a book on the theory of fiction, Aspects of the Novel.Chapter 10 William GoldingWilliam Gerald GoldingHis first novel Lord of the FliesChapter 11 Doris LessingGolden Notebook。

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Which kind of English teacher and English
classes you like best
My follow classmates:
It's my great honor to give a speech, which topic is which kind of English teacher and English classes you like best.
Personally, being non-native English learners, a great environment of English class is the most significant condition of us to learn English well above all. Thus, it is necessary to use English during our class, both teacher and classmates. Otherwise, playing some English movies and English songs can make us more intuitive in our class.
As for English class, I guess an active class can play a positive role in learning English. Sharing different ideas, discussing with teammates must be one of the most effective way to improve our English skills
I have met different teachers from small to large, the personal abilities of teacher are the most important part, I think. Then, the teacher who can give us more opportunities to communicate with each others, to express our opinions, must be a great teacher in my heart. If I can sit in a teacher’s class, which I really love, I will be a fortunate person.
Obviously, nobody don’t want learn English well, thus, choose which kind of teacher and which kind of class is a very serious problem. As I said in is lecture just showing my own idea. I hope I can do better with teacher and classmates help, of course my own effort.
That all ,thanks.。

Which kind of English teacher and English classes you like best

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