英语教育学(12)
小学英语教育教学教案设计(精选9篇)
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小学英语教学随笔12篇_总结
《小学英语教学随笔》小学英语教学随笔（一）：作为一名小学英语教师，如何在此刻的岗位上发光发热，如何让学生在有限的课堂时光里学好英语这门语言，教育教学中有太多的东西值得我去深思，去探索。
透过八年的工作实践，我认识到，小学英语教学不就应只满足于对单词、句型的概念化解释和程序化分析，那样只会使教学资料平淡、课堂气氛沉闷，使学生不能全身心地投入到英语学习中来，使他们原有的兴趣和信心很快丧失殆尽。
那么，怎样才能做好小学英语的教学工作呢？以下是我教学过程中的几点体会和心得：一、勇创双语教学特色，营造英语氛围。
１．在教学过程中尽可能少地说汉语，而是以英语为主体，利用手势、眼神、动作、音调等辅助手段来帮忙学生理解教学资料；并且在教学过程中创设各种情景对话，透过直接的语言交流来帮忙学生建立语感。
透过这种方式组织教学，能增加学生的语言实践机会，营造语言氛围，培养学生直接用英语思维、表达的习惯。
２．英语作为一种语言，其教学就应融入必须的情境之中。
可透过课堂表演来创造必须的语言环境，给孩子营造一方自由发展、自由发挥的天地；并且可为学生带给自主学习和交流的机会，给每位学生自我表现和自我发展的时光和空间。
３．鼓励学生透过参与体验、实践、合作、探索等方式，发展听、说、读、写的综合潜力和整体素质。
要求学生在学校见到老师、同学，用英语打招呼；在英语课堂，尽可能用英语进行交流；在课外，也要鼓励孩子们尽可能使用英语。
把英语教学融入日常生活中的各个环节，让学习成为生活的一部分，让生活成为学习的延续。
４．反馈信息、即时巩固。
英语的听、说训练必须要做到反馈及时。
在教学中，学生对刚学的资料记忆犹新，印象深刻，但若不及时巩固，不仅仅会很快遗忘，而且会使学生在听、说中的错误与偏差得不到及时纠正，以至构成错误的思维定势和语言习惯。
二、关注学生情感，创造宽松、民主、和谐的教学氛围。
１．尊重每个学生，鼓励他们用心尝试，及时发现他们的进步并给予相应的表扬，保护他们的自尊心和用心性。
七年级英语Unit 12—Education人教版知识精讲
七年级英语Unit 12—Education人教版【本讲教育信息】一. 教学内容：Unit 12—Education二. 课文难点解析：1. In 1986, the Chinese government introduced a law stating that by the year 2000 every Chinese child would have nine years of pulsory education.1986年，中国政府出台了一部法律规定到2000年每个中国儿童都要接受九年义务教育。
introduce：介绍；正式提出，提交，实施The government has introduced a ban on the advertising of cigarettes.2. Although there were several problems in reaching this target, the oute was highly successful.虽然要达到这个目标还有很多问题，但是结果非常成功。
highly ：高度地，非常（修饰successful / sensitive / petitive 等）3. In China, as in other countries, the government realizes that the future welfare of its citizens is closely linked to education.和其他国家一样，中国政府认识到，公民的未来的幸福同教育是密不可分的。
be closely linked to…：与……有密切联系。
4. To begin with, it is important to create a positive attitude. In areas where agriculture plays an important role, people do not attach importance to education, and parents are skeptical of anything that take children away from their work on the farm.首先要有一个积极的态度，这很重要。
教育英语词汇大全
教育英语词汇大全教育是一个非常重要的领域，而在教育领域中，英语词汇是非常关键的一部分。
掌握丰富准确的教育英语词汇，可以帮助我们更好地理解和讨论教育相关的话题。
下面是一份教育英语词汇大全，希望能对大家的学习和教育工作有所帮助。
一、教育体制和机构（Educational systems and institutions）1. 学前教育（Pre-school education）2. 基础教育（Primary education）3. 中等教育（Secondary education）4. 高等教育（Higher education）5. 职业教育（Vocational education）6. 终身学习（Lifelong learning）7. 公立学校（Public schools）8. 私立学校（Private schools）9. 高校（Higher education institutions）10. 教育管理机构（Educational administrative agencies）二、教学方法和策略（Teaching methods and strategies）1. 课堂教学（Classroom teaching）2. 项目学习（Project-based learning）3. 合作学习（Cooperative learning）4. 个性化教育（Personalized education）5. 激励教育（Motivational education）6. 反思性教育（Reflective education）7. 游戏化教学（Gamified learning）8. 集体合作学习（Collaborative learning）9. 探究学习（Inquiry-based learning）10. 实践教学（Experiential learning）三、学科和课程（Subjects and curriculum）1. 数学（Mathematics）2. 英语（English）3. 科学（Science）4. 历史（History）5. 地理（Geography）6. 美术（Fine arts）7. 音乐（Music）8. 体育（Physical education）9. 计算机科学（Computer science）10. 社会学（Social studies）四、评估和考试（Assessment and examinations）1. 课堂测验（Classroom quizzes）2. 作业（Homework）3. 期中考试（Midterm examinations）4. 期末考试（Final examinations）5. 标准化考试（Standardized tests）6. 评估方法（Assessment methods）7. 成绩单（Report cards）8. 绩效评估（Performance evaluation）9. 学术成就（Academic achievements）10. 学习进步（Learning progress）五、教育政策和改革（Educational policies and reforms）1. 教育公平（Educational equity）2. 教育质量（Education quality）3. 教师培训（Teacher training）4. 教学改革（Curriculum reform）5. 教育投入（Education funding）6. 教育创新（Educational innovation）7. 教育发展（Education development）8. 教育法规（Educational laws and regulations）9. 国际交流与合作（International exchanges and cooperation）10. 双语教育（Bilingual education）总结：以上是教育英语词汇大全的内容，涵盖了教育领域中的各个方面，希望对您的学习和工作有所帮助。
英语学段划分
英语学段划分通常根据学生的年龄和学习阶段进行分类。
以下是一般情况下的英语学段划分：
1. 学前教育：
-幼儿园（3-6岁）：在幼儿园阶段，英语教育主要注重启蒙、口语表达和基本词汇的学习，通过游戏和歌曲等活动培养英语听力和口语能力。
2. 基础教育：
-小学（6-12岁）：小学阶段开始正式学习英语，主要注重基础词汇、语法和简单交流技能的培养。
-初中（13-15岁）：初中阶段继续加强英语基础知识的学习，包括语法、阅读、写作和听力等方面，并逐渐提高学生的语言运用能力。
-高中（16-18岁）：高中阶段进一步扩大学生的词汇量和语言运用能力，培养学生的阅读理解、写作和口语表达等技能。
3. 高等教育：
-大学/大专：在大学或大专阶段，英语学习内容会更加专业化，如学术英语、商务英语等，并培养学生的跨文化交际能力。
需要注意的是，实际学段划分可能会因各国或地区的教育体系而有所不同。
此外，一些学校或机构也可能根据学生的英语水平和能力进行细分，以提供更加个性化和适应性的英语教育。
英语教师教育教学工作总结（5篇）
英语教师教育教学工作总结一学期的时光转瞬即逝。
在过去的时光中，有过辛酸，有过欢乐;有过彷徨，也有收获，在荆棘中坎坷而行。
在学校领导的关心帮助下，在老师们的大力支持下，我较好地完成了我的本职工作。
为了能在以后的工作中更好地发挥自己的优势，及时总结经验，吸取教训，总结前段工作如下：今年,我任教八年级(113)(114)以及西校区18班的英语。
经过一年的学习，大部分学生基本上会说简单的对话，看懂简单的英文读物，但部分学生基础很差，单词基本不会;他们不敢开口讲英语，更不懂英文写作;再加上本国语影响，这些学生要学好英语很不容易。
英语是中学生的一门主课，无论是学校、家长还是学生都很重视它，但是不少学生觉得这门功课单调枯燥，学起来吃力，甚至有不少学生放弃了它。
究其原因，是学生对英语学习的接触面小，说练机会少，以及他与中文的部分反差的诸多因素，使得学生对英语学习常常存在“厌、怕、弃”的不健康的心理。
这使我不得不改进教学方法。
一、努力建立融洽的师生关系。
相对来说，初中生比小学生独立性强，自尊心也逐渐增强，渴望得到尊重。
师生之间只有互相尊重，互相信任，才能建立起友好关系，从而促进学生学习的兴趣。
所以我必须树立正确的学生观，正确认识学生的主体地位。
我用自己满腔的爱去关心、尊重学生，耐心细致地指导学生，使自己成为学生欢迎和爱戴的人。
上课时我是学生的老师，循循善诱和激发学生学习的积极性，大胆求异创新;课后我却成为他们的好朋友，无话不谈，亮起心灵之光;生活上，我是他们的父母，关怀备至。
二、严谨治学，保持良好的教态。
教师的教风直接影响学生的学风。
教师的一言一行，无时无刻不在影响着学生。
所以我提高自己的思想觉悟，做到爱岗敬业，学而不厌，为人师表，还要保持良好的教态。
老师的教学语言和教态对学生的学习有直接的影响。
老师的教态好，学生就喜欢，他们听课的兴趣就高，接受知识也快。
如我介绍新句型时，我利用语言的轻重，语调的高低，和一定的动作表情，尽量引起学生的注意和兴趣。
小学英语学科教育教学实践案例(3篇)
第1篇一、案例背景随着我国教育改革的不断深入，小学英语教育越来越受到重视。
为了提高学生的英语水平，激发学生学习英语的兴趣，我校英语教师开展了以下教育教学实践。
二、案例目标1. 培养学生对英语学习的兴趣，提高英语学习积极性。
2. 培养学生的英语听说读写能力，为今后英语学习打下坚实基础。
3. 培养学生的跨文化交际能力，拓宽国际视野。
三、案例实施过程1. 创设英语学习氛围为了让学生在轻松愉快的氛围中学习英语，我校英语教师采取了以下措施：（1）教室布置：将教室布置成英语角，悬挂英语海报、标语，营造浓厚的英语学习氛围。
（2）课堂用语：教师尽量使用英语进行教学，鼓励学生用英语进行交流。
（3）课外活动：开展英语角、英语歌曲比赛、英语戏剧表演等活动，激发学生学习英语的兴趣。
2. 采用多样化教学方法（1）游戏教学法：通过游戏让学生在轻松愉快的氛围中学习英语。
如：猜单词、找不同、拼图等。
（2）情景教学法：结合生活实际，创设生动有趣的情景，让学生在情景中学习英语。
如：购物、问路、看病等。
（3）任务型教学法：设计具有实际意义的任务，让学生在完成任务的过程中学习英语。
如：制作海报、编写剧本等。
（4）合作学习法：鼓励学生分组合作，共同完成任务，培养学生的团队协作能力。
3. 注重学生个体差异针对学生个体差异，教师采取以下措施：（1）分层教学：根据学生的英语水平，将学生分为A、B、C三个层次，分别制定教学目标，确保每个学生都能得到充分发展。
（2）个性化辅导：针对学生的薄弱环节，进行有针对性的辅导，提高学生的学习效果。
（3）鼓励学生积极参与：鼓励学生大胆发言，勇于表达自己的观点，培养学生的自信心。
四、案例效果通过以上教育教学实践，我校英语学科取得了以下成果：1. 学生的英语学习兴趣明显提高，课堂参与度明显增强。
2. 学生的英语听说读写能力得到全面提升，英语成绩稳步提高。
3. 学生的跨文化交际能力得到锻炼，拓宽了国际视野。
五、案例反思1. 教师要关注学生的个体差异，制定合适的教学策略，提高教学质量。
教育学专业英语教程董晓波课后答案
教育学专业英语教程董晓波课后答案1、Alice is fond of playing ____ piano while Henry is interested in listening to ___ music. [单选题] *A. the, /(正确答案)B. the, theC. the, aD. /, the2、It usually takes him about 15 minutes _______ his bike to school. [单选题] *A. ridesB. ridingC. rideD. to ride(正确答案)3、Be careful with the knife. You may hurt _______. [单选题] *A. himselfB. ourselvesC. myselfD. yourself(正确答案)4、I tell my mother not ______ me.（）[单选题] *A. worry aboutB. to worry about(正确答案)C. worry withD. to worry with5、The Chinese team are working hard _______ honors in the Olympic Games. [单选题] *A. to win(正确答案)B. winC. winningD. won6、Do not _______ me to help you unless you work harder. [单选题] *A. expect(正确答案)B. hopeC. dependD. think7、I’m still unable to make myself_____in the discussion, which worries me a lot. [单选题]*A.understandB.understood(正确答案)C.understandingD.to be understood8、15．The restaurant ________ many complaints because of the terrible service since last month. [单选题] *A．receivesB．is receivingC．has received(正确答案)D．will receive9、If you do the same thing for a long time, you'll be tired of it. [单选题] *A. 试图B. 努力C. 厌倦(正确答案)D. 熟练10、I like this house with a beautiful garden in front, but I don't have enough money to buy _____. [单选题] *A. it(正确答案)B. oneC. thisD. that11、( ) You had your birthday party the other day,_________ [单选题] *A. hadn't you?B. had you?C. did you?D. didn't you?(正确答案)12、It’s raining heavily outside. Don’t leave _______ it stops. [单选题] *A. whileB. sinceC. until(正确答案)D. when13、I have worked all day. I'm so tired that I need _____ . [单选题] *A. a night restB. rest of nightC. a night's rest(正确答案)D. a rest of night14、This is the news _______ you want to know. [单选题] *A. that(正确答案)B. whatC. whenD. who15、Every year Carl _______ most of his time swimming, camping and traveling with his parents. [单选题] *A. is spendingB. spentC. will spendD. spends(正确答案)16、76．—Could you tell me ________the bank?—Turn right and it's on your right. [单选题]*A．how get toB．how to getC．how getting toD．how to get to(正确答案)17、Generally speaking, it is _______ to ask a woman’s age in western countries. [单选题] *A. possibleB. importantC. not polite(正确答案)D. polite18、He used to get up at six in the morning,（)? [单选题] *A. used heB. did heC. didnt he (正确答案)D. should he19、Galileo was ____ Italian physicist and astronomer who invented _____ telescope. [单选题] *A. a, aB. the, theC. an, aD. an, the(正确答案)20、Be careful when you _______ the street. [单选题] *A. are crossingB. is crossingC. cross(正确答案)D. is cross21、In crowded places like airports and railway stations, you___ take care of your luggage. [单选题] *A. canB. mayC. must(正确答案)D. will22、She has no idea of what the book is about. She_______ have read it carefully. [单选题]*A. Can’t(正确答案)B. mustn’tC. shouldn’tD. needn’t23、( ). I’m _____ in that ______ film [单选题] *A. interesting interestedB. interested interesting(正确答案)C. interested interestedD. interesting interesting24、—When are you going to Hainan Island for a holiday? —______ the morning of 1st May.（）[单选题] *A. InB. AtC. On(正确答案)D. For25、（）of the twins was arrested because I saw them both at a party last night. [单选题] *A. NoneB. BothC. Neither(正确答案)D. All26、Her ideas sound right, but _____ I'm not completely sure. [单选题] *A. somehow(正确答案)B. somewhatC. somewhereD. sometime27、Her （）for writing was that she wished women to get the right to higher education. [单选题] *A. motivation(正确答案)B. motivateC. effectD. concentration28、This species has nearly （）because its habitat is being destroyed. [单选题] *A. used upB. died out(正确答案)C. gone upD. got rid of29、( ) No matter _____ hard it may be, I will carry it out. [单选题] *A whatB whateverC how(正确答案)D however30、Lucy _______ at 7:00 every day. [单选题] *A. go to schoolB. goes to school(正确答案)C. to go to schoolD. went?to?school。
英语教育实习自我总结（3篇）
英语教育实习自我总结这次实习令我感受颇多。
一方面，我深感知识学问浩如烟海，使得我不得不昼夜苦读;另一方面我也深深地体会到教学相长的深刻内涵。
备课、上课、改作业日复一日，无数琐碎平凡的事构成的我实习生涯的主旋律。
首先，我请班主任给我一份名单，因为我知道，记不住学生的名字，看似小事，其实它在学生眼中是很重要的，如果记不住学生的名字，学生就会觉得自己在老师心中没有地位。
觉得老师不关心自己，甚至会产生隔阂。
而后我便找了个机会认识了全班同学，下课后同学们都围着我唧唧喳喳地说：老师，你怎么才来就知道我们的名字呀？好多老师教了我们一年都没记住我们的名字。
这也使我明白了：沟通是一种重要的技巧和能力，时时都要巧妙运用。
认识一个人，首先要记住对方的名字。
了解一个人，则需要深入的交流。
而这些，都要自己主动去做。
下课后，孩子们经过我时，都亲切地喊一声：范老师好!，我也带着按捺不住的羞涩和欢喜应着，同时我也发现了快乐竟如此简单，只因被一群天真的孩子们认可并充满亲切地问候一句。
在我从事教育教学活动时，我第一次深入课堂时，我就遇到了许多学校里没学过、没想过的难题，即自认才出众的我绘声绘色地讲完一节课后，我问学生：你们听完课，印象最深的是什么？学生面面相觑，茫然无语。
学生何以如此呢？在我看来主要是由于学生没有学习的兴趣。
古人云：知之者不如好知者，好知者不如乐知者。
兴趣对于一个学生的学习来说是一个至关重要的条件。
兴趣是学习入门的阶梯兴趣孕育着愿望，兴趣溢生动力。
那么如何才能激发学生的学习兴趣呢？其实这不只是学生的问题，老师也要有激情与耐心，这是做位一名老师应该具备的。
激情与耐心，就像火与冰，看似两种完全不同的东西，却能碰撞出最美丽的火花。
其实，不管在哪个行业，激情和耐心都是不可或缺的。
激情让我们对工作充满热情，愿意为共同的目标奋斗;耐心又让我们细致的对待工作，力求做好每个细节，精益求精。
激情与耐心互补促进，才能碰撞出最美丽的火花，工作才能做到最好。
英语教学计划模板8篇
英语教学计划模板8篇为了确保我们教学中有更大的进步，就必须学会写教学计划，写教学计划是我们完善教学内容的一种方式，还能提升自我，下面是本店铺为您分享的英语教学计划模板8篇，感谢您的参阅。
英语教学计划模板篇1这个学期我担任高一18班，高一12班的两个班级的英语教学。
这届学生是充满朝气的90后学生，如何在未来的一年甚至三年里与学生友好相处，共同进步，我定出了以下的计划：首先，确定目标。
我的目标可以用16个字来表示：夯实基础，准确定位，深刻专研，煽情明理。
其次，我的课堂中学生起到学习的主体地位。
教师则是学习的引领者，引导学生善于观察，发现，归纳，总结，更好地发展思维。
再次，我的每一堂课都要有四个层次――第一、确立目标，摆正知识的位置，并且加入情感的德育教育。
第二、构建结构，每堂课的学习应该是个系统的学习，在学生的脑海里留下较为清晰的图形。
第三、精心设计，备课时，要上备教材，下备学生；自备结构、方法、手段，牢记学生的兴趣与思维点。
第四、认真实施。
紧接着，在课堂教学前的准备中，要贴近课标教材，贴近考纲，贴近学生地选取题目。
讲解过程中，要精选，精讲，精炼。
课堂氛围要力求营造民主，和谐的氛围。
尊重学生的独立人格，珍视学生的创造潜能，启发学生思考。
另外，学习英语的过程就像攻碉堡。
要通过广播，报纸，电视节目，视频，音乐等各种渠?去引导学生学习。
寓教于乐，通过传授英语学习方法，引导学生坚持不懈地自主学习。
最后，每一堂课后都要及时书写反思。
不断地问自己：1、这堂课我的三维目标达到了吗？2、我的思维是否有深度，体现了思维的层次？3、语言是否简练？可讲可不讲的话坚决不讲，可多讲可少讲的话少讲，语言的节奏变化是否有快有慢？4、是否流露了健康的心态？准备充分了才来上课吗？（自信）认真观察学生的学习状态了吗？（关爱）是否体现了人格魅力和学识魅力？（投入）这些是我的新学期个人工作计划。
除此以外，服从年级组，备课组的安排，努力争取优秀。
英语教育学试题及答案
英语教育学试题及答案一、选择题（每题2分，共20分）1. 英语教育中，以下哪项不是教学目标？A. 语言知识B. 语言技能C. 个人兴趣D. 跨文化交际能力2. 根据克拉申的输入假说，以下哪项对于语言习得最为关键？A. 学习者的智力B. 语言输入的可理解性C. 学习者的动机D. 教师的指导3. 以下哪种教学法强调学生中心，教师作为引导者？A. 传统教学法B. 交际教学法C. 任务型教学法D. 语法翻译法4. 在英语教学中，以下哪项不是有效的教学策略？A. 重复练习B. 情景模拟C. 死记硬背D. 合作学习5. 英语教育中，以下哪项不是评估学生学习成果的方法？A. 笔试B. 口试C. 学生自评D. 教师主观评价6. 根据维果茨基的社会文化理论，以下哪项不是语言学习的社会因素？A. 同伴互动B. 教师指导C. 个人努力D. 家庭背景7. 英语教育中，以下哪项不是语言输入的来源？A. 教科书B. 教师讲解C. 课外阅读D. 学生自身8. 以下哪种教学模式强调通过完成具体任务来学习语言？A. 语法翻译法B. 交际教学法C. 任务型教学法D. 沉浸式教学法9. 英语教育中，以下哪项不是促进学生自主学习的方法？A. 设定学习目标B. 提供学习资源C. 强制完成作业D. 鼓励自我反思10. 以下哪种评估方式可以更好地反映学生的语言运用能力？A. 标准化测试B. 口头报告C. 多项选择题D. 填空题二、填空题（每题1分，共10分）11. 克拉申的________假说认为，语言习得发生在学习者接触到略高于其当前水平的语言输入时。
12. 交际教学法强调语言的________功能，而语法翻译法则侧重于语言的形式。
13. 在英语教育中，________是提高学生语言水平的重要途径之一。
14. 任务型教学法中，________是教学的核心，学生通过完成具体任务来学习语言。
15. 英语教育的评估应该关注学生的________能力，而不仅仅是语言知识的掌握。
k12英语单词
k12英语单词
"K12" 是一个教育术语，用于指代从幼儿园到12 年级（即小学、初中和高中）的基础教育阶段。
以下是一些与K12 教育相关的英语单词：
- Kindergarten（幼儿园）
- Elementary school（小学）
- Middle school（初中）
- High school（高中）
- Curriculum（课程）
- Education（教育）
- Learning（学习）
- Student（学生）
- Teacher（教师）
- Instruction（指导）
- Assessment（评估）
- Academics（学术）
- Homework（家庭作业）
- Exam（考试）
- Graduation（毕业）
- Subject（科目）
- Mathematics（数学）
- Science（科学）
- Social studies（社会科学）
- Language arts（语言艺术）
- Reading（阅读）
- Writing（写作）
- Arithmetic（算术）
- Geometry（几何）
- Algebra（代数）
- Biology（生物学）
- Chemistry（化学）
- Physics（物理学）
- History（历史）
- Geography（地理）
这些只是与K12 教育相关的一部分英语单词，还有许多其他的词汇和概念与这个领域相关。
如果你有特定的需求或想要了解更多特定的K12 英语单词。
初中英语教研组学情分析(3篇)
第1篇一、引言学情分析是教育教学的重要环节，对于提高教学质量、促进学生全面发展具有重要意义。
本篇学情分析主要针对初中英语教研组的教学情况进行深入剖析，旨在为今后的教学提供参考和改进方向。
二、学情背景1. 学生基本情况我校初中英语教研组目前共有学生500余人，其中男生250人，女生250人。
学生来自不同地区，家庭背景各异，英语学习基础参差不齐。
大部分学生具备一定的英语学习兴趣，但部分学生对英语学习存在畏难情绪。
2. 教师基本情况初中英语教研组共有教师10名，其中高级教师2名，一级教师4名，二级教师4名。
教师队伍整体素质较高，教学经验丰富，具有较强的专业素养。
但在教学方法、教学理念等方面存在一定差异。
三、学情分析1. 学生英语学习现状（1）基础知识掌握情况大部分学生对英语基础知识掌握较好，能够熟练掌握字母、单词、短语和句型。
但在语法知识方面，部分学生对时态、语态、非谓语动词等语法现象掌握不够扎实。
（2）听说能力学生在听力方面表现较好，能够理解日常对话和课文内容。
但在口语表达方面，部分学生存在词汇量不足、语法错误较多、发音不准确等问题。
（3）阅读理解能力学生在阅读理解方面存在一定困难，主要表现在：词汇量不足、理解能力有限、缺乏阅读技巧等。
（4）写作能力学生在写作方面存在以下问题：词汇量不足、语法错误较多、句子结构单一、缺乏写作技巧等。
2. 教师教学现状（1）教学理念大部分教师能够树立以学生为本的教学理念，关注学生的个体差异，注重培养学生的英语综合运用能力。
（2）教学方法教师在教学方法上存在一定差异，部分教师仍采用传统的“填鸭式”教学，忽视学生的主体地位；部分教师尝试运用多媒体技术、游戏化教学等新颖的教学方法，提高学生的学习兴趣。
（3）教学评价教师在教学评价方面存在一定问题，部分教师过于注重学生的考试成绩，忽视了对学生英语综合能力的评价。
四、改进措施1. 加强学生基础知识教学（1）针对学生英语基础知识掌握不扎实的问题，教师应加强基础知识教学，特别是语法知识的教学，提高学生的英语基础水平。
12-angry-men-script
Twelve Angry Men by REGINALD ROSEThe following play was written for television. It begins with a list of characters, but on television you would not have the benefit of that list (although, of course, you would be able to tell something about each character from his appearance on the screen). Imagine, then, on the screen of your mind the scene described at the start: a courtroom, with the area, or box, in the foreground for the twelve members of the jury. The kinds of men they are will become clear as the play unfolds. One suggestion, though: pay particular attention to juror NO. 8: And it might be helpful to fix your mind the equation: 7+3=10. For jurors 7, 3, and 10 also play extremely important parts.CHARACTERSFOREMAN: A small, petty man who is impressed with the authority he has and handles himself quite formally. Not overly bright, but dogged.JUROR NO. 2: A meek, hesitant man who finds it difficult to maintain any opinions of his own. Easily swayed and usually adopts the opinion of the last person to whom he has spoken.JUROR NO. 3: A very strong, very forceful, extremely opinionated man within whom can be detected a streak of sadism. He is a humorless man who is intolerant of opinions other than his own and accustomed to forcing his wishes and views upon others.JUROR NO. 4: Seems to be a man of wealth and position. He is a practiced speaker who presents himself well at all times. He seems to feel a little bit above the rest of the jurors. His only concern is with the facts in this case, and he is appalled at the behavior of the others.JUROR NO. 5: A naive, very frightened young man who takes his obligations in this case very seriously but, who finds it difficult to speak up when his elders have the floor.JUROR NO. 6: An honest but dull-witted man who comes upon his decisions slowly and carefully. A man who finds it difficult to create positive opinions, but who must listen to and digest and accept those opinions offered by others which appeal to him most.JUROR NO. 7: A loud, flashy-handed salesman type who has more important things to do than to sit on a jury. He is quick to show temper, quick to form opinions on things about which he knows nothing. Is a bully and, of course, a coward.JUROR NO. 8: A quiet, thoughtful, gentle man. A man who sees all sides of every question and constantly seeks the truth. A man of strength tempered with compassion. Above all, he is a man who wants justice to be done and will fight to see that it is.JUROR NO. 9: A mild gentle old man long since defeated by life and now merely waiting to die. A man who recognizes himself for what he is and mourns the days when it would have been possible to be courageous without shielding himself behind his many years.JUROR NO. 10 An angry, bitter man. He is man who antagonizes almost at sight. A bigot who places no values on any human life save his own, a man who has been nowhere and is going nowhere and knows it deep within him.JUROR NO. 11: A refugee from Europe who has come to this country in 1941. A man who speaks with an accent and who is ashamed humble, almost subservient to the people around him, but who will honestly seek justice because he has suffered through so much injustice.Juror NO. 12: A slick, bright advertising man who thinks of human beings in terms of percentages graphs, and polls and has no real understanding of people. He is a superficial snob, but trying to be a good fellow.ACT 1Fade in on a jury box. Twelve men are seated in it, listening intently to the voice of the judge as he charges them. We do not see the judge. He speaks in slow, measured tones, and his voice is grave. The camera drifts over the faces of the jurymen as the judge speaks, and we see that most of their heads are turned to camera's left. NO. 7 looks down at his hands. NO. 3 looks off in another direction, the direction in which the defendant would be sitting. NO. 10 keeps moving his head back and forth nervously. The judge drones on.JUDGE: Murder in the first degree—premeditated homicide—is the most serious charge tried in our criminal courts. You've heard a long and complex case, gentlemen, and it is now your duty to sit down to try and separate the facts from the fancy. One man is dead. The life of another is at stake. If there is a reasonable doubt in your minds as to the guilt of the accused . . . then you must declare him not guilty. If, however, there is no reasonable doubt, then he must be found guilty. Whichever way you decide, the verdict must be unanimous. I urge you to deliberate honestly and thoughtfully. You are faced with a grave responsibility. Thank you, gentlemen.[There is a long pause.]CLERK: (droning). The jury will retire.[And now, slowly, almost hesitantly, the members of the jury begin to rise. Awkwardly, they file out of the jury box and off camera to the left. Camera holds on jury box, and then fades out].[Fade in on a large bare, unpleasant-looking room. This is the jury room in the county criminal court of a large Eastern city. It is about 4:00 P.M. The room is furnished with a long conference table and a dozen chairs. The walls are bare, drab and badly in need of a fresh coat of paint. Along one wall is a row of windows, which look out on the skyline of the city's financial district. High on another wall is an electric clock. A washroom opens off the jury room. In one corner of the room is a water fountain. On the table are pads, pencils, and ashtrays. One of the windows is open. Papers blow across the table and onto the floor as the door opens. Lettered on the outside of the door are the words "Jury Room". A uniformed guard holds the door open. Slowly, almost self-consciously, the twelve jurors file in. The guard counts them as they enter the door, his lips moving, but no sound coming forth. Four or five of the jurors light cigarettes as they enter the room. Juror NO. 5 lights his pipe, which he smokes constantly throughout the play. Jurors NO. 2 and 12 go to the water fountain. NO. 9 goes into the washroom, the door of which is lettered "Men." Several of the jurors take seats at the table. Others stand awkwardly around the room. Several look out the windows. These are men who are ill at ease, who do not really know each other to talk to and who wish they were anywhere but here. NO. 7, standing at window, takes out a pack of gum, takes a piece, and offers it around. There are no takers. He mops his brow.]NO. 7: (to NO. 6). Y' know something? It's hot. (NO. 6 nods.) You'd think they'd at least air condition the place.I almost dropped dead in court.[NO. 7 opens the window a bit wider. The guard looks them over and checks his count. Then, satisfied, he makes ready to leave.]GUARD: Okay, gentlemen. Everybody's here. If there's anything you want, I'm right outside. Just knock.[He exits, closing the door. Silently they all look at the door. We hear the lock clicking.]NO. 5: I never knew they locked the door.NO. 10:(blowing nose). Sure, they lock the door. What did you think?NO. 5: I don't know. It just never occurred to me.[Some of the jurors are taking off their jackets. Others are sitting down at the table. They still are reluctant to talk to each other. FOREMAN is at head of table, tearing slips of paper for ballots. Now we get a close shot of NO. 8: He looks out the window. We hear NO. 3 talking to NO. 2]NO. 3: Six days. They should have finished it in two. Talk, talk, talk. Did you ever hear so much talk about nothing?NO. 2: (nervously laughing). Well… I guess . . . they're entitled.NO. 3: Everybody gets a fair trial. (He shakes his head.) That's the system. Well, I suppose you can't say anything against it.[NO.2 looks at him nervously, nods, and goes over to water cooler. Cut to shot of NO. 8 staring out window. Cut to table. NO.7 stands at the table, puffing out a cigarette.]NO.7: (to NO.10). How did you like that business about the knife? Did you ever hear a phonier story?NO.10: (wisely). Well, look, you've gotta expect that. You know what you're dealing with.NO.7: Yeah, I suppose. What's the matter, you got a cold?NO.10: (blowing). A lulu. These hot-weather colds can kill you.[NO.7 nods sympathetically.]FOREMAN: (briskly). All right, gentlemen. Let's take our seats.NO.7: Right. This better be fast.' I've got tickets to The Seven Year Itch tonight. I must be the only guy in the whole world who hasn't seen it yet. (He laughs and sits down.) Okay, your honor, start the show.[They all begin to sit down. The foreman is seated at the head of the table. NO. 8 continues to look out the window.]FOREMAN: (to NO. 8). How about sitting down? (NO. 8 doesn't hear him.) The gentleman at the window. [NO 8 turns, startled.]FOREMAN: How about sitting down?NO. 8: Oh. I'm sorry. [He heads for a seat.]NO.10: (to NO. 6). It's tough to figure, isn't it? A kid kills his father. Bing! Just like that. Well, it's the element. They let the kids run wild. Maybe it serves ‘em right.FOREMAN: Is everybody here?NO.12: The old man's inside.[The foreman turns to the washroom just as the door opens. NO. 9 comes out, embarrassed.]FOREMAN: We'd like to get started.NO.9: Forgive me, gentlemen. I didn't mean to keep you waiting.FOREMAN: It's all right. Find a seat.[NO. 9 heads for a seat and sits down. They look at the foreman expectantly.]FOREMAN: AII right. Now, you gentlemen can handle this any way you want to. I mean, I'm not going to make any rules. If we want to discuss it first and then vote, that's one way. Or we can vote right now to see how we stand.NO.7: Let's vote now. Who knows, maybe we can all go home.NO. 10: Yeah. Let's see who's where.NO. 3: Right. Let's vote now.FOREMAN: Anybody doesn't want to vote? (He looks around the table. There is no answer.) Okay, all those voting guilty raise your hands.[Seven or eight hands go up immediately. Several others go up more slowly. Everyone looks around the table. There are two hands not raised, NO. 9's and NO. 8's. NO. 9's hand goes up slowly now as the foreman counts.]FOREMAN: Nine... ten ... eleven... That's eleven for guilty. Okay. Not guilty? (NO. 8's hand is raised.) One. Right. Okay. Eleven to one, guilty. Now we know where we are.NO. 3: (sarcastically) Somebody's in left field. (To NO. 8) You think he's not guilty?NO. 8: (quietly). I don't know.NO. 3: I never saw a guiltier man in my life. You sat right in court and heard the same thing I did. The man's a dangerous killer. You could see it.NO. 8: He's nineteen years old.NO. 3: That's old enough. He knifed his own father, four inches into the chest. An innocent little nineteen-year old kid. They proved it a dozen different ways. Do you want me to list them?NO. 8: No.NO. 10: (to NO. 8). Well, do you believe his story?NO. 8: I don't know whether I believe it or not. Maybe I don't.NO. 7: So what'd you vote not guilty for?NO. 8: There were eleven votes for guilty. It's not so easy for me to raise my hand and send a boy off to die without talking about it first.NO. 7: Who says it's easy for me?NO. 8: No one.NO. 7: What, just because I voted fast? I think the guy's guilty. You couldn't change my mind if you talked for a hundred years.NO. 8: I don't want to change your mind. I just want to talk for a while. Look, this boy's been kicked around all his life. You know, living in a slum, his mother dead since he was nine. That's not a very good head start. He's a tough, angry kid. You know why slum kids get that way? Because we knock 'em on the head once a day, every day. I think maybe we owe him a few words. That's all.[He looks around the table. Some of them look back coldly. Some cannot look at him. Only NO. 9 nods slowly. NO. 12 doodles steadily. NO. 4 begins to comb his hair.]NO. 10: I don't mind telling you this, mister. We don't owe him a thing. He got a fair trial, didn't he? You know what that trial cost? He's lucky he got it. Look, we're all grownups here. You're not going to tell us that we're supposed to believe him, knowing what he is. I've lived among 'em all my life. You can't believe a word they say. You know that.NO. 9: (to NO. 10 very slowly). I don't know that. What a terrible thing for a man to believe! Since when is dishonesty a group characteristic? You have no monopoly on the truth.NO. 3{interrupting) All right. It's not Sunday. We don't need a sermon.NO. 9: What this man says is very dangerous.[NO. 8 puts his hand on NO. 9's arm and stops him. Somehow his touch and his gentle expression calm the old man. He draws a deep breath and relaxes.]NO.4: I don't see any need for arguing like this. I think we ought to be able to behave like gentlemen.NO.7: Right!NO. 4: If we're going to discuss this case, let's discuss the facts.FOREMAN: I think that's a good point. We have a job to do. Let's do it.NO.11: (with accent). If you gentlemen don't mind, I'm going to close the window.(He gets up and does so.) (Apologetically) It was blowing on my neck.[NO. 10 blows his nose fiercely.]NO. 12: I may have an idea here. I'm just thinking out loud now but it seems to me that it's up to us to convince this gentleman (indicating NO. 8) that we're right and he's wrong. Maybe if we each took a minute or two, you know, if we sort of try it on for size.FOREMAN: That sounds fair enough. Supposing we go once around the table.NO. 7: Okay, let's start it off.FOREMAN: Right (To NO. 2) I guess you're first.NO.2:(timidly). Oh. Well . . . (Long pause) I just think he's guilty. I thoughtit was obvious. I mean nobody proved otherwise.NO. 8: (quietly). Nobody has to prove otherwise. The burden of proof is on the prosecution. The defendant doesn't have to open his mouth. That's in the Constitution. The Fifth Amendment. You've heard of it.NO. 2: (flustered). Well, sure, I've heard of it. I know what it is. I . . . whatI meant . . . well, anyway, I think he was guilty.NO.3: Okay, let's get to the facts. Number one, let's take the old man who lived on the second floor right underneath the room where the murder took place. At ten minutes after twelve on the night of the killing he heard loud noises in the upstairs apartment. He said it sounded like a fight. Then he heard the kid say to his father, "I'm gonna kill you.!” A second later he heard a body falling, and he ran to the door of his apartment, looked out, and saw the kid running down the stairs and out of the house. Then he called the police. They found the father with a knife in his chest.FOREMAN: And the coroner fixed the time of death at around midnight.NO.3: Right. Now what else do you want?NO. 4: The boy's entire story is flimsy. He claimed he was at the movies. That's a little ridiculous, isn't it? He couldn't even remember what pictures he saw.NO. 3: That's right. Did you hear that? (To NO. 4) You're absolutely right.NO. 10: Look, what about the woman across the street? If her testimony don't prove it, then nothing does. NO. 12: That's right. She saw the killing, didn't she?FOREMAN: Let's go in order.NO. 10: (loud). Just a minute. Here's a woman who's lying in bed and can't sleep. It's hot, you know. (He gets up and begins to walk around, blowing his nose and talking.) Anyway, she looks out the window and right across the street she sees the kid stick the knife into his father. She's known the kid all his life. His window is right opposite hers, across the el tracks, and she swore she saw him do it.NO. 8: Through the windows of a passing elevated train.NO. 10: Okay. And they proved in court that you can look through the windows of a passing el train at night and see what's happening on the other side. They proved it.NO. 8: I'd like to ask you something. How come you believed her? She's one of "them" too, isn't she? [NO. 10 walks over to NO. 8:]NO. 10: (sarcastically) You're a pretty smart fellow, aren't you?FOREMAN: (rising) Now take it easy.[NO. 3 gets up and goes to NO. 10:]NO.3: Come on. Sit down. (He leads NO. 10 back to his seat.) What're you letting him get you all upset for? Relax.[NO. 10 and NO. 3 sit down.]FOREMAN: Let's calm down now. Number. 5, it's your turn.NO. 5: I’ll pass it.FOREMAN: That's your privilege. (To NO. 6) How about you?NO.6: (slowly). I don't know. I started to be convinced, you know, with the testimony from those people across the hall. Didn't they say something about an argument between the father and the boy around seven o'clock that night? I mean, I can be wrong.NO.11: I think it was eight o'clock. Not seven.NO. 8: That's right. Eight o'clock. They heard the father hit the boy twice and then saw the boy walk angrily out of the house. What does that prove?NO. 6: Well, it doesn't exactly prove anything. It's just part of the picture. I didn't say it proved anything. FOREMAN: Anything else?NO. 6: No.[NO. 6 goes to the water fountain.]FOREMAN: (to NO. 7). All right. How about you?NO.7: I don't know, most of it's been said already. We can talk all day about this thing, but I think we’re wasting our time. Look at the kid's record. At fifteen he was in reform school. He stole a car. He's been arrested for mugging. He was picked up for knife-fighting. I think they said he stabbed somebody in the arm. This is a very fine boy.NO. 8: Ever since he was five years old his father beat him up regularly. He used his fists.NO.7: So would I! A kid like that.NO. 3: You’re right. It's the kids. The way they are—you know? They don't listen. (Bitter) I've got a kid. When he was eight years old, he ran away from a fight. I saw him. I was so ashamed, I told him right out, "I'm gonna make a man out of you or I'm gonna bust you up into little pieces trying." When he was fifteen he hit me in the face. He's big, you know. I haven't seen him in three years. Rotten kid! You work your heart out.... (Pause) All right, let's get on with it.[Looks away embarrassed.]NO. 4: We're missing the point here. This boy—let's say he's a product of a filthy neighborhood and a broken home. We can't help that. We're not here to go into the reasons why slums are breeding grounds for criminals. They are. I know it. So do you. The children who come out of slum backgrounds are potential menaces to society.NO. 10: You said it there. I don't want any part of them, believe me.[There is a dead silence for a moment, and then NO. 5 speaks haltingly.]NO. 5: I've lived in a slum all my life.NO. 10: Oh, now wait a second!NO. 5: I used to play in a back yard that was filled with garbage. Maybe it still smells on me. FOREMAN: Now let's be reasonable. There's nothing personal.[NO. 5 stands up.]NO. 5: There is something personal! [Then he catches himself and seeing everyone looking at him, sits down, fists clenched.]NO. 3: (persuasively). Come on, now. He didn't mean you, feller. Let's not be so sensitive.[There is a long pause.]NO. 11: I can understand this sensitivity.FOREMAN: Now let's stop the bickering. We're wasting time. (To NO. 8) It's your turn.NO. 8: All right. I had a peculiar feeling about this trial. Somehow I felt that the defense counsel never really conducted a thorough cross-examination. I mean, he was appointed by the court to defend the boy. He hardly seemed interested. Too many questions were left unasked.NO. 3 (annoyed). What about the ones that were asked? For instance, let's talk about that cute little switchknife. You know, the one that fine, upright kid admitted buying.NO. 8: All right. Let's talk about it. Let's get it in here and look at it. I'd like to see it again, Mr. Foreman. [The foreman looks at him questioningly and then gets up and goes to the door. During the following dialogue the foreman knocks; the guard comes in; the foreman whispers to him; the guard nods and leaves, locking the door.]NO. 3: We all know what it looks like. I don't see why we have to look at it again. (To NO. 4) What do you think?NO. 4: The gentleman has a right to see exhibits in evidence.NO. 3: (shrugging). Okay with me.NO. 4: (to NO. 8). This knife is a pretty strong piece of evidence, don't you agree?NO. 8: I do.NO. 4: The boy admits going out of his house at eight o'clock after being slapped by his father.NO. 8: Or punched.NO. 4: Or punched. He went to a neighborhood store and bought a switch knife. The storekeeper was arrested the following day when he admitted selling it to the boy. It's a very unusual knife. The storekeeper identified it and said it was the only one of its kind he had in stock. Why did the boy get it? (Sarcastically) As a present for a friend of his, he says. Am I right so far?NO. 8: Right.NO. 3: You bet he's right. (To all) Now listen to this man. He knows what he's talking about.NO. 4: Next, the boy claims that on the way home the knife must have fallen through a hole in his coat pocket, that he never saw it again. Now there's a story, gentlemen. You know what actually happened. The boy took the knife home and a few hours later stabbed his father with it and even remembered to wipe off the fingerprints.[The door opens, and the guard walks in with an oddly designed knife with a tag on it. NO. 4 gets up and takes it from him. The guard exits.]NO. 4: Everyone connected with the case identified this knife. Now are you trying to tell me that someone picked it up off the street and went up to the boy's house and stabbed his father with it just to be amusing? NO. 8: No, I'm saying that it's possible that the boy lost the knife and that someone else stabbed his father with a similar knife. It's possible.[NO. 4 flips open the knife and jams it into the table.]NO. 4: Take a look at that knife. It's a very strange knife. I've never seen one like it before in my life and neither had the storekeeper who sold it to him.[NO. 8 reaches casually into his pocket and withdraws an object. No one notices this. He stands up quietly.]NO. 4: Aren't you trying to make us accept a pretty incredible coincidence?NO. 8: I'm not trying to make anyone accept it. I'm just saying it's possible.NO. 3: (shouting). And I'm saying it's not possible.[NO. 8 swiftly flicks open the blade of a switch knife and jams it into the table next to the first one. They are exactly alike. There are several gasps and everyone stares at the knife. There is a long silence.]NO. 3: (slowly amazed) What are you trying to do?NO. 10: (loudly) Yeah, what is this? Who do you think you are?NO. 5: Look at it! It's the same knife!FOREMAN: Quiet! Let's be quiet.[They quiet down.]NO. 4: Where did you get it?NO. 8: I got it last night in a little junk shop around the corner from the boy's house. It cost two dollars. NO. 3: Now listen to me! You pulled a~real smart trick here, but you proved absolutely zero. Maybe there are ten knives like that, so what?NO. 8: Maybe there are.NO. 3: The boy lied and you know it.NO. 8: He may have lied. (To NO. 10) Do you think he lied?NO. 10: (violently). Now that's a stupid question. Sure he lied!NO. 8: (to NO. 4). Do you?NO. 4: You don't have to ask me that. You know my answer. He lied.NO. 8: (to NO. 5). Do you think he lied?[NO. 5 can't answer immediately. He looks around nervously.]NO. 5: I... I don't know.NO. 7: Now wait a second. What are you, the guy's lawyer? Listen, there are still eleven of us who think he's guilty. You're alone. What do you think you're gonna accomplish? If you want to be stubborn and hang this jury, he'll be tried again and found guilty, sure as he's born.NO. 8: You're probably right.NO. 7: So what are you gonna do about it? We can be here all night.NO. 9: It's only one night. A man may die.[NO. 7 glares at NO. 9 for a long while, but has no answer. NO. 8 looks closely at NO. 9, and we can begin to sense a rapport between then,. There is a long silence. Then suddenly everyone begins to talk at once.]NO. 3: Well, whose fault is that?NO. 6: Do you think maybe if we went over it again? What I mean is...NO. 10: Did anyone force him to kill his father? (To NO. 3) How do you like him? Like someone forced him! NO. 11: Perhaps this is not the point.NO. 5: No one forced anyone. But listen.NO. 12: Look, gentlemen, we can spitball all night here.NO. 2: Well, I was going to say...NO. 7: Just a minute. Some of us have got better things to do than sit around a jury room.NO. 4: 1 can't understand a word in here. Why do we all have to talk at once?FOREMAN: He's right. I think we ought to get on with it.[NO. 8 has been listening to this exchange closely.]NO. 3: (to NO. 8). Well, what do you say? You're the one holding up the show.NO. 8: (standing). I've got a proposition to make.[We catch a close shot of NO. 5 looking steadily at him as he talks. NO. 5, seemingly puzzled, listens closely.| NO. 8: I want to call for a vote. I want eleven men to vote by secret ballot. I'll abstain. If there are still eleven votes for guilty, I won't stand alone. We'll take in a guilty verdict right now.NO. 7: Okay. Let's do it.FOREMAN: That sounds fair. Is everyone agreed?[They all nod their heads. NO. 8 walks over to the window, looks out for a moment and then faces them.] FOREMAN: Pass these along.[The foreman passes ballot slips to all of them, and now NO. 8 watches then; tensely as they begin to write. Fade out.]ACT 2Fade in on same scene, no time lapse. NO. 8 stands tensely watching as the jurors write on their ballots. He stays perfectly still as one by one they fold the ballots and pass them, along to the foreman. The foreman takes them, riffles through the folded ballots, counts eleven, and now begins to open them. He reads each one out loud and lays it aside. They watch him quietly, and all we hear is his voice and the sound of NO. 2 sucking on a cough drop.FOREMAN: Guilty. Guilty. Guilty. Guilty. Guilty. Guilty. Guilty. Guilty. Guilty.(He pauses at the tenth ballot and then reads it.] Not Guilty. (NO. 3 slams down hard on the table. The foreman opens the last ballot.) Guilty.NO. 10: (angry). How do you like that!NO. 7: Who was it? I think we have a right to know.NO. 11: Excuse me. This was a secret ballot. We agreed on this point, no? If the gentleman wants it to remain secret…NO. 3(standing up angrily). What do you mean? There are no secrets in here! I know who it was. (He turns to NO. 5) What's the matter with you? You come in here and you vote guilty and then this slick preacher starts to tear your heart out with stories about a poor little kid who just couldn't help becoming a murderer. So you change your vote. If that isn't the most sickening...[NO. 5 stares at NO. 3, frightened at this outburst.]FOREMAN: Now hold it.NO. 3: Hold it? We're trying to put a guilty man into the chair where he belongs—and all of a sudden we're paying attention to fairy tales.NO. 5: Now just a minute....NO. 11: Please. I would like to say something here. I have always thought that a man was entitled to have unpopular opinions in this country. This is the reason I came here. I wanted to have the right to disagree. In my own country, I am ashamed to say that.NO. 10: What do we have to listen to now—the whole history of your country?NO. 7: Yeah, let's stick to the subject. (To NO. 5) I want to ask you what made you change your vote. [There is a long pause as NO. 7 and NO. 5 eye each other angrily.]NO. 9: (quietly). There's nothing for him to tell you. He didn't change his vote.I did. (There is a pause.) Maybe you'd like to know why.NO. 3: No, we wouldn't like to know why.FOREMAN: The man wants to talk.。
(完整版)教育学专业英语
(完整版)教育学专业英语教育学专业英语介绍本文档旨在提供关于教育学专业英语的详细信息和指导。
以下是一些重要的术语和概念，使你能够更好地理解教育学领域中的英语用语。
术语解释- Education: 教育- Curriculum: 课程- Pedagogy: 教学法- Assessment: 评估- Learning Styles: 研究风格- Classroom Management: 课堂管理- Educational Psychology: 教育心理学- Special Education: 特殊教育- Educational Technology: 教育技术- Critical Thinking: 批判性思维- Instructional Design: 教学设计- Student Engagement: 学生参与- Classroom Environment: 课堂环境学科研究领域教育学专业涉及多个学科研究领域，以下是其中一些重要的领域：- 教育政策研究- 教育评估与测试- 教育心理学研究- 学校管理与领导研究- 职业与技术教育研究- 特殊教育研究毕业要求和专业发展机会教育学专业的毕业要求和专业发展机会因学校和国家而异。
以下是一些可能的毕业要求和专业发展机会：- 培养一定的教学技能- 进一步深入研究教育领域- 参与教育计划和政策制定- 发表教育研究论文- 参与教育项目和活动参考资料请注意，本文档提供的信息仅供参考，具体的教育学专业要求和发展机会应根据所在学校和国家的实际情况而定。
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A B
C Human communication is transacti
onal.
D
A B
C D
What are the two widely accepted communication strategies ?
A the expository strategy and the inquiry strategy.
B
cognitive strategy.
C the inquiry strategy and the cog nitive strategy.
D
cognitive strategy.
A teaching writing as a product pr ocess.
B
eading that enable them to bring their
C offering oral fluency exercises. D
o an academic lecture in their own fiel
A attributes success to ability, l uck, or other external factors.
B rn.
C specifies the particulars of an accomplishment.
D
the communicative flow of ongoing inter
1、What are the characteristics of human communication ?
A、Commnication is a process.
B、Human communication is complexed.
C、Human communication is transactional.
D、Human communication is symbolic.
2、How to cope with the reality of a large class ?
A、Try to make each student feel important by learning their names and usin
g them.
B、Get students to do as much interactive work as possible.
C、Optimize the use of pair work and small group work to give students chan
ces to perform in English.
D、Use peer editing, feedback and evaluation in written work whenever appro
priate.
E、Set up small learning centers.
3、In creating a positive classroom climate, the teacher need to be:
A、a manager
B、a resource developer.
C、an analyst.
D、an assistant.
4、The reasons for using metaphors in teaching may include:
A、making difficult concepts easier.
B、metaphor may serve an aesthetic function.
C、metaphor has the creative power of language.
D、metaphor has the pedagogical power of language.
5、What are the features of cooperative learning ?
A、Emphasis on collaborative efforts of students and teachers working toget
正确
错误Cooperative learning implies an emphasis on collaborative efforts of students and teachers wor 正确错误Tasks refer to activities that teachers assign to attain particular learning objectives.
正确错误The two widely accepted communication strategies are the expository strategy and the inquiry s 正确错误There is a difference between knowing and teaching, and that difference is communication in th 正确错误。