Discovering Techniques of Vocabulary Teaching in Middle Schools
ABSTRACT:
Grammar provides the overall patterns, and vocabulary is the material to put in the patterns. Without grammar we can convey a little, but without vocabulary we can convey nothing. Vocabulary teaching is an indispensable part of English curriculum. But some traditional vocabulary-teaching methods seem to isolate the words from the context or break away from the scientific rules, that they can’t help students to develop a language comp etence in the long run but cause them to lose interest in English. Middle school English teachers should take great responsibility for this, since they are the premier ones who introduce students to the field of English. In this paper, I would provide eleven scientific vocabulary-teaching techniques. I think they could be valuable for middle school English teachers during their teaching process.
[KEY WORDS]
Technique vocabulary context competence
摘要：
语法是语言的基本模型，词汇是语言的基本材料；如果没有语法，我们几乎不能明确地表达思想；而如果没有词汇我们则完全无法表达任何东西。词汇教学是英语教学中不可或缺的一部分。一些中学英语教师在讲授词汇时，把词汇从上下文中脱离出来，忽略了科学的学习规律；从长远来看，这种传统的词汇教学方法不仅不利于学生形成和提高英语语言能力，反而会导致他们对英语失去兴趣。作为中学生学习英语的启蒙老师，中学英语教师应对此承担一定的责任。在该论文中，我提供了11种较为科学的词汇教学方法，我希望在这11种方法对中学英语教师会有一定的参考价值。
[关键词] 教学方法词汇语境语言能力
INTRODUCTION
In China, English teachers have sometimes tended to overlook the importance of the lexical system. This is especially obvious in the middle school. This phenomenon might have resulted from the fact that linguists have worked out a perfect equivalent Chinese vocabulary system to English vocabulary system, so that teaches and students can more easily deal with the vocabulary than with the grammar and sound of English which are quite different from the Chinese grammar and sound system.
Lexical items may also have appeared to be of secondary importance because they have sometimes been seen as that which is used to “flesh out” the structure or to exemplify parts of the sound system. However, without lexicon the major meaning-caring element in language is missing. Therefore, the acquisition of vocabulary is an integral part of English teaching.
On the other hand, there are teachers who have tended to overemphasize the learning of words in the lengthy vocabulary lists. The old English textbook (JUNIOR ENGLISH FOR CHINA, People’s Publisher of China, 1990) bears silent witness to such an approach.
The solution here is to seek scientific techniques of vocabulary teaching. Students should be exposed to the vocabulary needed to express the ideas they want to communicate. The vocabulary items should not be strictly limited, nor should vocabulary acquisition be stressed to the exclusion of other parts of the language system.
In the following part, I will discuss four topics: I. The importance of vocabulary teaching in middle schools. II. The drawbacks of several traditional vocabulary teaching methods. III. Three distinguishing features of English words and 11 scientific techniques for middle school teachers to deliver vocabulary teaching. IV. By adopting scientific vocabulary teaching techniques, teachers can help students improve their language acquisition ability and language competence.
I. The importance of vocabulary teaching in middle school:
Word is one of the three basic language units(sound, word , grammar). It is essential to communication. One of the famous linguists Wilkins once said that, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.”(Wilkins, ENGLISH STUDY, Foreign Language Study Institute, 1987) Little children learn to speak in isolated words and then in chains of nouns and verbs. A child who says “Mum bye-bye bike” is easily understood by English-speaking adult. Students who are immersed into a new linguistic settling tend to pick up vocabulary first, and then gradually develop a more accurate, structural framework in which to use these words. And they must continually be learning words as they learn structures and as they practice the sound system. Therefore, vocabulary teaching is an indispensable part of English lessons in middle school, and an important task for the teachers. Whether a middle school English teacher can follow scientific methods to teach vocabulary or not directly bring good or bad influence toward the students. If his methods are suitable for the students and beneficial for them in the long run, he could arouse their interest on English and help them to develop a solid foundation of language acquisition ability; whereas if he fails to do so, it might result in the students’ diffidence toward themselves and might cause them to disgust English.
II. The drawbacks of several traditional vocabulary teaching methods:
i. Teach words in isolation:
Middle school English teachers in china usually ask students to learn vocabulary lists in which words are isolated from the context. In one case, they let the students pick out all the new words in the text, list them on a paper, and consult the dictionary for the Chinese or English meanings; for example, “display” mean “show”, “arrive” means “reach”. In an other case, they try to get the students to associate each word with an image or an object; for example, they hold up a picture of a car and say “This is a car.” Both these teaching techniques imply that learning vocabulary means learning individual word one at a time. These two methods may save time and be fast-effective. However, the relationships between words are as important as the meaning of the word in isolation: how “car” contrasts with “bus” and “truck”, and how it is related to “driver” and “engine” are as important as the word itself.
Neglecting the study of the relationships in English vocabulary system might result in students’ slowness in comprehension and inappropriateness in exploiting the English words. Being taught in these ways without a change, students might have difficulty in working out the meanings of some words, such as “time” in the following three sentences
①She is near her time. (means “She would die soon.”)
②The umpire called time. (means “The umpire called for a stop.”)
③He is in the time of his life. (means “The days he is experiencing are very enjoyable.”)
And many Chinese middle school students often make such sentences as:
①The policies adopted by the Chinese Communist Party is beneficial.
②My spoken-English is very bad.
Students who make such sentences only know the meaning of each individual word, but they are poor in the proper use of “beneficial” (which should “be beneficial for” people) and “bad”
(wh ich should be changed into “poor”).
ii. Teach English words in one-to-one correspondence to Chinese words：
Many English teachers tend to teach English words in one-to-one correspondence to Chinese words; for example, English “glass” is “玻璃” in Chinese, English “cup” is “茶杯” in Chinese, and so on. This traditional translation teaching method which has been adopted in china for a long time is considered to be helpful. But in the long run the overuse of this method is harmful to the development of students’ language competence. Especially in the elementary stage, this method should be avoided as possible as it can be.
When students say that they know the meaning of an English word, they usually mean that they have found an equivalent word in Chinese language, but this equivalent word may be misleading. Let’s take the word “with” for example. In the sentence of “I have milk for breakfast”, the word “milk” in Chinese culture refers to hot milk, because Chinese people are used to drink milk hot; while the word “milk” in the American culture refers to cold milk, because Americans never drink boiled milk as we Chinese do. This example shows us that the
same word “milk” has different social meanings in different cultures. In fact, many linguists believe that no word can be exactly translated into another language. Learning the vocabulary of a second language is not just to memorize the equivalent words of language one, but to learn the meaning relationship between “milk” and all other words in English within the context of cultural life.
iii. Treat all words equally：
Some English teachers treat all vocabulary equally. That is, they generally imply that students should be able to produce all vocabulary presented. But as is suggested by the linguists that words can be classified into receptive vocabulary and productive vocabulary according to the needs, language levels and professions of the learners. They point out that all speakers are able to recognize more words than they usually use on a productive level. Productive vocabulary is that utilized in everyday speech. Receptive vocabulary, on the other hand, although needed for comprehension, is not necessarily essential for production in speaking and writing. Teachers who do notice this fact ask students to concentrate equally on the acquisition of both receptive vocabulary and productive vocabulary. This method of vocabulary teaching adds much burden to students, and would cause them to become tired of vocabulary learning。
iv. Neglecting the cooperation of sense organs：
According to the experiments of linguists, an average English learner will better remember a new word and make it become an active one if he observes, speaks out, hears, and writes as well as recites it. But many teachers seem to be unaware of this rule that there are not a few students remember vocabulary by incorrect ways. On one hand, they treat the new words as if they are telephone numbers. They read the new words letter by letter without observing the pronunciation rules. For example, when they read the word “classroom”, they do it in this way: “c-l-a-s-s-r-o-o-m, classroom” instead of “cl[kl]-a[a:]-ss[s]-r[r]-oo[u:]-m[m], classroom”. This stupid method adds the difficulty in memorizing new words. On the other hand, since the teachers do not ask students to notice the key parts of the new words, they meet much difficulty when remembering them; for example, when a teacher teach the word “mouth” and “month”, if he ask the students to pay attention to the key parts of these two words, and to underline “ou” in mouth with [au] above it and underline “on” in month with /^n/ above it, students would easily remember these two words without a mistake with their attentions to key parts. But many middle school English teachers, especially those in the non-standard ones lack in the study of pedagogy. They do not see the advantage of concentrating on key parts, that they arbitrarily require students to write down [ ]as well as machine completely and perfectly with the false belief that the more you can write down, the better you remember it. Finally, most students do not cooperate the functions of eyes, ears, mouth and hands when memorizing new words. Generally, a new word would well turn into an active one in stud ents’ minds after at least three stages: The first stage is known as forming an acoustic link. That means students are able to link the pronunciation to the word when they hear it in a conversation. The second stage is probably forming a usual link. That is to say, when students come across this word in reading materials, they can understand it. The third stage is more difficult to achieve but very important. It is to form mental image of the word. That means they can imitate, choose and give the reign to it freely and accurately in speaking and writing as if
it is their native word. Most students can only achieve the first and second stages but never reach the third stage partly due to their poor cooperation of the sense organs.
v. Fail to follow the memory rule：
There are two types of memory processes---short-term memory and long-term memory. Short-term memory means that the storation of input only stay in your memory temporarily; while the long-term memory means the storation of input can stay in your memory for more than 10 days, ever for the whole life. In fact, our memory process is a recycling process. According to the survey of linguists, the more times the word is used, the better you remember it. But many teachers partially emphasize the function of short-term memory. They seem to care more about the amount of vocabulary input than those actually stay in students’ memory.
Being forced to remember a large amount of vocabulary in this way, students are treated as if they were a funned. In appearance they take in thousands of new words, but in effect only a few which are frequently used really stay in their store and can be exploited. It is not amazing that a senior middle school student who is required to master 3000 words has misused or made mistakes in 60 words when asked to write down a passage of 100 words because of his poor vocabulary storation. Many of teachers put all the blame to the students’ laziness. They explain for themselves that those students are too lazy to enlarge their size of vocabulary.
There might be some teachers seeing the long-term memory rule. However, they never succeed in applying the memory rule in classroom. They claim that the time of each period of class is limited that they can’t spend so much time on the repetition of vocabulary teaching. As far as I’m concerned, I don’t think their excuses make any sense. What matters is their ignorance of scientific teaching techniques and irresponsibility for the development of students.
vi. Harmful method of punishment：
I think the worst method of vocabulary teaching is the adoption of harmful method of punishment---copying new words for 100 even 1000 times. There are still some teachers in favor of the copy method. These teachers force their poor students to copy many times of new words which they make mistakes in. This awkward punishment often cause students to fear and worry about English lessons. It is true that most of the middle school students are interested in English at first, because it is a new subject that is full of novelty and interest. And they like their English teacher, too. But with the misuse of teaching methods by teachers, they might begin to feel discouraged in English learning and even disgust their English teacher.
The six traditional methods of vocabulary teaching which I have mentioned are frequently used by many middle school English teachers, especially those working in common middle schools in rural areas where teacher-dominant classes are typical. Being taught in these ways, although students take painful efforts in vocabulary learning, they achieve little. As a result, they can’t find much pleasure in English and become more and more lazy in study. Not only are their English ability not improved, but they are discouraged in English learning.
It is particularly important and necessary to try to make vocabulary teaching interesting and affective for the students. Their study will become a lot more effective if the students come to the classroom willingly instead of being forced to. That is to say, how can teachers succeed in arousing the students’ interest in English and making the students more active and aggressive in thinking by vocabulary teaching? To do so we should discard the drawbacks of traditional
vocabulary teaching methods, reserve their advantages and combine them with scientific vocabulary teaching theories. But how?
III.Three distinguishing features of English vocabulary and 11 scientific techniques to teach them:
3.1. The there distinguishing features of English vocabulary:
Before studying the better techniques in vocabulary teaching, we had better know about the characteristics of English words. English words are quite different from Chinese characters, the former one is a spelling system while the later is a stroke system. English words have three distinguishing features:
i. Firstly, the pronunciation of each word is corresponded to its spelling,
for example, look at the following two lists of words:
①old, cold, hold, whole, so [ ]
②smart, artist, mark, garden [a: ]
In list①th e letter “o” in the five words are all pronounced as []; and in list②the letter combination “ar” in the four words are pronounced as [a: ]. If students have noticed this relationship between English pronunciation and spelling, they would be easier in pronouncing and memorizing new words.
But with a long history of development and variation, and with the influence by other languages, the spelling of English words don’t always observe this rule; for example, the letter “u” is pronounced differently in the following words:
Uncle[ ], until[ ], full[ ], music[ ], truth[ ]
In another case, with the influence of American accent, the word “clerk [ ]” is also pronounced as [].
ii. Another feature of English words is that they frequently have more than one meaning. The word “book”, for example, obviously refers to something you use to read from (a written work in the form of ) a set of printed pages fastened together inside a cover, as a thing to be read.
According to one learner’s dictionary. But the sa me dictionary then goes on to list eight more meanings of “book” as a noun, two meanings of “book” as a verb and three meanings where “book” + preposition makes phrasal verbs. So we will have to say that the word “book” sometimes means the kind of thing you read from, but it can also mean a number of other things.
When we come across a word, then, and try to decipher its meaning we will have to look at the context in which it is used. If we see a woman in
a theatre arguing at the ticket office saying, “But I booked my rickets
three weeks ago.” we will obviously understand a meaning of the verb “book” which is different from a policeman (accompanied by an unhappy-looking man at a police station) saying to his colleague “we
booked him for speeding.” In other w ords, students need to understand the importance of meaning in context.
iii. The third characteristic is that English words can change their shape and their grammatical values, too. Students need to know facts about word formation and how to twist words to fit different grammatical contexts. Thus the verb “run” has the participles “running” and “ran”, the present participle “running” can be used as an adjective and “run” can also be a none. There is a clear relationship between the words “death”, “dead”, “dying” and “die”.
Students also need to know how suffixes and prefixes work. How can we make the words potent and expensive opposite in meaning? Why do we preface one with in- and the other with im-? Knowing the three distinguishing characteristics of English vocabulary will help teachers to deliver vocabulary teaching.
3.2. Eleven scientific techniques to teach English vocabulary:
After careful observation of the middle school English classroom and the study of pedagogy in the aspect of English teaching, as well as with my personal experience of English learning, I would like to suggest 11 techniques of vocabulary- teaching which I consider would be valuable for both teachers and students in middle schools:
i. Using visuals:
1). Labels: For a beginning class the teacher can prepare labels for objects in the classroom; for example, in the classroom the door might have a label reading “CLASS TWO”; above the chalkboard might be a sign saying “STUDY HARD”.
2). Magazine pictures: The teacher cuts out magazine pictures that illustrate words in a dialogue or basic sentences. These are placed on the chalkboard or on a magnetic board with magnets. The teacher points to the objects and gives their foreign language equivalents: This is a restaurant. 3). Props: If the lesson is about foods, the teacher could bring to class a basket of plastic fruit. Teacher: what is this?
Student: It’s a tomato; it’s a pear; it’s an orange.
In teaching about the house, a doll house with furniture can be used to teach the names of rooms, floors, parts of the house, and articles of furniture.
4). Classroom objects: The calendar may be used to teach “today”, “yesterday”, “tomorrow”, as well as “last week”, “next week”, “next month”, “in two weeks”, and so on.
5). Slides: Slides furnish an excellent medium for conveying the connotative cultural meaning of ordinary words in a foreign language.
For example, the word “house”, to American students, denotes an American type of house; while to Chinese students, it denotes a Chinese-style house. With the facility of slides, teacher can show students what American-style houses look like.
Slides of daily contemporary scenes of foreign countries can frequently be used in vocabulary teaching. Items of clothing might be taught first, with the help of drawings or pictures. A slide of several people going shopping provides an opportunity for the students to talk about what the people are wearing. In this way, foreign words slowly absorb the connotations they have in their own culture.
ii. Using gestures
Gestures may be used to convey the meanings of some words. Certain descriptive adjectives, such as “tall”, “thin”, “fat”, “happy”, and “dumb”, can lend themselves to gestures.
Prepositions of place can also be effectively taught by movements; for example:
Teacher: The book is on the table. The pencil is on the book. The book is under the pencil. Now the pencil is behind the book.
Action verbs can be acted out: The teacher is eating. The teacher is drinking. The teacher is reading.
Teacher: What is the teacher doing?
Students: The teacher is eating.
iii. Drawings
Drawings illustrating vocabulary may be hung around the classroom. These are especially effective if they illustrate points where learning problems tend to occur:
He is lying on the bed. He is laying his coat on the bed.
Another use of drawings is known as picture association which means drew pictures for the troublesome words and the students themselves providing the association:
iv. Teaching series and word sequences:
Some of the words taught in elementary language course occur naturally in sequences, such as numbers, names of months, days of the week. Students readily memorize the series, but they then have difficulty using the words out of sequence. The following techniques help students practice elements in a series: a) Flash cards
The items or the abbreviations of the items (days of the week and months of the year) can be put on flash cards; for example, all the letters of the alphabet are put on cards. The teacher shuffles the cards to present the letters out of sequence for drill.
b) Clock face
Using a toy clock, or a face of a clock drown on the board, the teacher randomly points to the numbers 1 through 12 while the students say them aloud. The numbers 13 to 24 may also be added.
c) Chalkboard
The teacher writes the first letter or the abbreviation of each day of the week across the chalkboard. After teaching the new words, the teacher points to the letters on the board in random order, eliciting the days of the week from the students.
v. Using known vocabulary:
The teacher can use known vocabulary to teach the meanings of new words:
a) Synonyms and antonyms out of context:
①A synonym of fast is rapidly. What is the synonym of rapidly?
②The opposite of big is little. What is the opposite of little.
b) Synonyms and antonyms in sentence context:
Use the new word in sentences that contain an antonym or contrary expression:
①This meat is tough. I can only eat tender meat.
②Tom was lazy while his brother Jack was industrious. Jack worked all the time. Use the new word in sentences that contain a synonym or equivalent expression:
①John was exhausted. His brother, too, was extremely tired.
②Mary, why are you talking so fast? The Chines e don’t understand you when you speak so quickly.
c) Categories: Names of categories can be taught verbally if the students know some names of items that belong within a particular category.
Teacher: Coffee is a beverage. Coca-cola is a beverage. Tea is a beverage. Give me some other examples of beverages.
Student: Milk is a beverage.
Teacher: Tennis is a sport. Baseball is a sport. What is another sport? Student: Football is a sport.
d) Definitions and paraphrases: Definitions and paraphrases may be given in the target language. Target language dictionaries are useful to the teacher, especially those dictionaries prepared to help foreigners learn the second language.
① A singer is a person who sings.
②A girl who is “bad news” is not very pretty. She is ugly.
vi. Grouping:
Many textbooks present vocabulary items in random order. Some books have alphabetical lists of new words. In either case, new words may be further grouped to point out similarities and differences among them. Bright students do this automatically, but often the slower students experience difficulty precisely because they do not notice the obvious groupings.
The teacher can prepare handouts that group words to help students remember them more easily.
a) Nouns: Nouns can be grouped in families:
①Colour: white, black, yellow, brown, green, pink…
②Foods: bread, milk, apple pie, grapes, cake…
b) Verbs: Verbs can be grouped by its usage and collocation:
1. enjoy, avoid, escape, finish, can’t help…+ doing
2. go v.
go about: perform; go after: try to get go against for: oppose
go by: pass; go for: attack go along with: agree with…
c) Adjectives: Adjectives can be grouped according to the way they are used
-ous: famous, dangerous, generous -able,-ible: eatable, accessible
-ful: useful, doubtful, resentful -ary,-ory: elementary, contradictory
-ic: patriotic, heroic, historic -ant,-ent: important, different
-ive: comparative, progressive, passive…
d) Pares of words: Synonyms and antonyms can be grouped. Root words may be paired with
forms using prefixes or suffixes.
vii. Discovery techniques:
Especially at intermediate levels and above, discovery techniques (where students have to work out rules and meanings for themselves rather than being given everything by the teacher) are an appropriate alternative to standard presentation techniques. This is certainly true of vocabulary learning where students will often be asked to discover for themselves what a word means and how and why it is being used.
At intermediate levels we can assume that students already have a considerable store of vocabulary rather than teach them new words we can show them examples of words in action ask them to use their pervious knowledge to work out what words can go with others, when they should be used and what connotations they have.
Even at beginner levels, however, we may want to ask students to try to work out what words mean, rather than just handing them the meanings, when students have had a go, with the words we can lead feedback sessions to see it they have understood the words correctly.
We know that learners will select the words they want to learn. We know that the words they have acquired seem to move between active and passive status, and we know the involvement with word is likely to help students to learn and remember them. In other words, it we provide the right kind of exposure to words for the students and if we provide opportunities for students to practice these words then there is a good chance that students will learn and remember some or all of them as Richard Rossner writes:
“The factors that are crucial, surely, are those least easily controlled such as the relevance of a word to an individual’s immediate wants, needs and interest, the impact on his of her affect on the first few en counters and the number of opportunities to bring it into active use.”
viii. Using the native language:
The use of the native language to convey meaning may be direct or indirect. That is, the native language may simply give the meaning of a word or phrase or it may explain a gesture or symbol that will later be used to evoke the word or phrase.
a). Direct use of the native language: The question “Are you a Chinese?” means “ 你是一个中国人吗？”; “What time it is” means “现在几点？”.
b) Indirect use of the native language---gesture: A beckoning of hands means “repeat”. A hand cupped behind the ear means “listen”. Subsequently, when the teacher wants to tell students to listen, he or sh e will simply say, “listen” and, if necessary, accompanies the word with the gesture to reinforce the meaning of the command.
c) Indirect use of the native language---Symbols: The teacher can give the meaning of written symbols to teach the new words in the second language. Students readily remember the meanings assigned to simple drawings.
ship bus plane
morning afternoon evening
ix. By communication:
Teaching vocabulary by communication means teaching the new words through thinking with students about the things presented or happening in our daily lift, since real experience can deepen the impressions of things upon people, teaching by communication have a great advantage that the new words presented in the conversation immediately become an active word which students can exploit freely and proper; for example, look at the following conversation between a teacher and a student:
Teacher: do you enjoy yourself on the national day?
Student: yes!
Teacher: What did you do on national day?
Student: My father brought me to Beijing and that is the first time I raveled by plane? It’s very, very…
Teacher: Is it very exciting and pleasant?
Student: yes, yes, it’s very exciting and pleasant.
From the communication, the students consciously of unconsciously feel the relationship between “enjoy”, “the National Day (holiday)”, “go to Beijing (travel)”, “exciting” and “pleasant”. And since he really has experienced the travel and urgently wants to expr ess his happy feeling, with the teacher’s prompting, he would remember the verb “enjoy” and the adjective “exciting” and “pleasant” well, and have no difficulty in exploiting them next time.
Another advantage of teaching vocabulary in communication is tha t it can arouse the students’ motive and interest toward enlarging their size of vocabulary. When students meet difficulty in communication, they will have the urge to consult the dictionary or ask for the help from the teacher or the other students, and try to remember the word he want to express so that next time he would not be awkward when speaking out.
x. Teaching vocabulary in context:
The same word can have various meanings in different contexts. To convey the meaning of a new word exactly, it is better to present the word in the sentence or in the text. There are at last three advantages of teaching vocabulary in context:
Firstly, assessing the meaning of a word in context obliges the learner to develop strategies, such as anticipating and inferencing, which become increasingly profitable as learning progresses because they instill an attitude of self-reliance that is the hallmark of proficiency.
Secondly, systematically meeting new words in context underlines the fact that words are indeed used in discourse for purposes of communication.
Finally, context provides an indication of the way the words are used.
All these factors may contribute to a learner’s autonomy to learn English and to facilitate the transfer of knowledge that accompanies it.
For example, look at the following passage:
“Mary is a very diligent student. She gets up very early every morning. She read a lot of books and study very hard. This year she gets the school prize.”
When teaching the word “diligent”, teacher can present the above context so that students can guess its meaning through the following information and set up a relationship between “diligent”, “early”, “read books”, “study hard”, and “school prize”. This m ethod of teaching not only help the students to understand the exact meaning of a new word, but let them have an idea about the group of words that often appear simultaneously in harmony.
xi. By introducing the knowledge of culture background:
English vocabulary system is an open system. It consistently adopts variation, transformation and has been influenced by other languages in the world for a long history. With the knowledge of the culture background of the vocabulary, teacher can make vocabulary teaching more vivid, interesting and impressive. For example, when teaching the word “NEWS”, teacher can tell the students how this word came into being. It is said that, “NEWS” originated from the first letter of the four directions---N(south), E(east), W(west) and S(south)---indicating that news comes from and spreads to all over the world.
Another example, when students come across such sentence as “It’s raining cats and dogs.” Then if the teacher knows the culture background of this idiom, the students would feel it interesting and not so strange. Legend said that there is a gale within the cat’s tail, so the cat is considered as a symbol of the strong wind; and a wise man named Odin usually carried with him a wolf and a dog with him to prompt the farmers that the rainstorm was coming. So “rains cats and dogs” means “rains heavily”.
IV. By adopting scientific vocabulary teaching techniques, teachers can help students improve their language acquisition ability and language competence:
With the forgoing, I don’t mean to disagree all traditional vocabulary teaching methods and take in all the new methods without discrimination. But I’m caring about the bad influence brought by some awkward traditional vocabulary teaching methods which are overused and exploited
i nflexibly by many teachers in middle school classroom. As far as I’m concerned, I think a teacher’s behavior and teaching methods usually have great influence toward his students, especially those in middle school; therefore, before he becomes a qualified teacher, he should possess influent professional knowledge and good teaching techniques, since vocabulary teaching is an important part of English language teaching. Whether a teacher can handle this process technically bears on the students’ language acqu isition ability such as observation, analysis, creation, thinking and communication, and their language competence. If he tries to observe the rules working in the students’ learning processes, concern about their interest and psychological needs, and apply more scientific and efficient vocabulary teaching techniques which are fit for them, he will succeed in arousing the students’ motives to learn English well and learn it in a relaxing and scientific way in which the larges size of vocabulary is not the final teaching target, but the improvement of language competence. That is to say, not to let English become an
accumulated knowledge, but a tool for communication.
CONCLUSION
There are many factors contributing to the inefficiency in English teaching. Inappropriate teaching methods by teachers are among these factors. But, I think, the basic reason for the inefficiency
lays in the traditional teaching system---teach-dominant curriculum system. To improve the effectiveness and efficiency of English teaching, we should focus on the reformation of the old teaching system. Middle school English teachers should try to convert their roles for the needs of the students. They should make the class to be learner-centered, more democratic and less
teacher-dominant, stress on students’ participation in classroom, show more concern for their thinking and their needs for instruction. Only in this way can they help to improve the students’ language competence and their ability to use English freely in communication.
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如何写先进个人事迹 篇一：如何写先进事迹材料 如何写先进事迹材料 一般有两种情况：一是先进个人，如先进工作者、优秀党员、劳动模范等；一是先进集体或先进单位，如先进党支部、先进车间或科室，抗洪抢险先进集体等。无论是先进个人还是先进集体，他们的先进事迹，内容各不相同，因此要整理材料，不可能固定一个模式。一般来说，可大体从以下方面进行整理。 (1)要拟定恰当的标题。先进事迹材料的标题，有两部分内容必不可少，一是要写明先进个人姓名和先进集体的名称，使人一眼便看出是哪个人或哪个集体、哪个单位的先进事迹。二是要概括标明先进事迹的主要内容或材料的用途。例如《王鬃同志端正党风的先进事迹》、《关于评选张鬃同志为全国新长征突击手的材料》、《关于评选鬃处党支部为省直机关先进党支部的材料》等。 (2)正文。正文的开头，要写明先进个人的简要情况，包括：姓名、性别、年龄、工作单位、职务、是否党团员等。此外，还要写明有关单位准备授予他(她)什么荣誉称号，或给予哪种形式的奖励。对先进集体、先进单位，要根据其先进事迹的主要内容，寥寥数语即应写明，不须用更多的文字。 然后，要写先进人物或先进集体的主要事迹。这部分内容是全篇材料
的主体，要下功夫写好，关键是要写得既具体，又不繁琐；既概括，又不抽象；既生动形象，又很实在。总之，就是要写得很有说服力，让人一看便可得出够得上先进的结论。比如，写一位端正党风先进人物的事迹材料，就应当着重写这位同志在发扬党的优良传统和作风方面都有哪些突出的先进事迹，在同不正之风作斗争中有哪些突出的表现。又如，写一位搞改革的先进人物的事迹材料，就应当着力写这位同志是从哪些方面进行改革的，已经取得了哪些突出的成果，特别是改革前后的．经济效益或社会效益都有了哪些明显的变化。在写这些先进事迹时，无论是先进个人还是先进集体的，都应选取那些具有代表性的具体事实来说明。必要时还可运用一些数字，以增强先进事迹材料的说服力。 为了使先进事迹的内容眉目清晰、更加条理化，在文字表述上还可分成若干自然段来写，特别是对那些涉及较多方面的先进事迹材料，采取这种写法尤为必要。如果将各方面内容材料都混在一起，是不易写明的。在分段写时，最好在每段之前根据内容标出小标题，或以明确的观点加以概括，使标题或观点与内容浑然一体。 最后，是先进事迹材料的署名。一般说，整理先进个人和先进集体的材料，都是以本级组织或上级组织的名义；是代表组织意见的。因此，材料整理完后，应经有关领导同志审定，以相应一级组织正式署名上报。这类材料不宜以个人名义署名。 写作典型经验材料-般包括以下几部分： (1)标题。有多种写法，通常是把典型经验高度集中地概括出来，一
How to manage time Time treats everyone fairly that we all have 24 hours per day. Some of us are capable to make good use of time while some find it hard to do so. Knowing how to manage them is essential in our life. Take myself as an example. When I was still a senior high student, I was fully occupied with my studies. Therefore, I hardly had spare time to have fun or develop my hobbies. But things were changed after I entered university. I got more free time than ever before. But ironically, I found it difficult to adjust this kind of brand-new school life and there was no such thing called time management on my mind. It was not until the second year that I realized I had wasted my whole year doing nothing. I could have taken up a Spanish course. I could have read ten books about the stories of successful people. I could have applied for a part-time job to earn some working experiences. B ut I didn’t spend my time on any of them. I felt guilty whenever I looked back to the moments that I just sat around doing nothing. It’s said that better late than never. At least I had the consciousness that I should stop wasting my time. Making up my mind is the first step for me to learn to manage my time. Next, I wrote a timetable, setting some targets that I had to finish each day. For instance, on Monday, I must read two pieces of news and review all the lessons that I have learnt on that day. By the way, the daily plan that I made was flexible. If there’s something unexpected that I had to finish first, I would reduce the time for resting or delay my target to the next day. Also, I would try to achieve those targets ahead of time that I planed so that I could reserve some more time to relax or do something out of my plan. At the beginning, it’s kind of difficult to s tick to the plan. But as time went by, having a plan for time in advance became a part of my life. At the same time, I gradually became a well-organized person. Now I’ve grasped the time management skill and I’m able to use my time efficiently.
英语演讲稿：未来的工作 这篇《英语演讲稿范文：未来的工作》，是特地，希望对大家有所帮助！ 热门演讲推荐：竞聘演讲稿 | 国旗下演讲稿 | 英语演讲稿 | 师德师风演讲稿 | 年会主持词 | 领导致辞 everybody good afternoon:. first of all thank the teacher gave me a story in my own future ideal job. everyone has a dream job. my dream is to bee a boss, own a pany. in order to achieve my dreams, i need to find a good job, to accumulate some experience and wealth, it is the necessary things of course, in the school good achievement and rich knowledge is also very important. good achievement and rich experience can let me work to make the right choice, have more opportunities and achievements. at the same time, munication is very important, because it determines whether my pany has a good future development. so i need to exercise their municative ability. i need to use all of the free time to learn
实践与探索课件教学设计 实践与探索课件教学设计 第一课时 教学目的 通过学生积极思考、互相讨论，经历探索事物之间的数量关系，形成方程模型，解方程和运用方程解决实际问题的过程，进一步体会方程是刻画现实世界的有效数学模型。 重点、难点 1，重点：让学生实践与探索，运用二元一次方程组解决有关配套问题的应用题。 2．难点：寻找相等关系以及方程组的整数解问题。 教学过程 一、复习 列二元一次方程组解决实际问题的步骤是什么其中什么是关键 二、新授 问题1．第35页实践与探索中的第一个问题。 学生阅读教科书并与同伴讨论、交流，探索解题方法，鼓励学生多角度地思考，只要学生的方法有道理，就要给予肯定和鼓励。鼓励学生进行质问和大胆创新。 学生有困难，教师加以引导： 1．本题有哪些已知量?
(1)共有白卡纸20张。 (2)一张白卡纸可以做盒身2个或盒底盖3个。 (3)1个盒身与2个盒底盖配成一套。 2．求什么? (1)用几张白卡纸做盒身几张白卡纸做盒底盖 3．若设用x张白卡纸做盒身，y张白卡纸做盒底盖。 那么可做盒身多少个盒底盖多少个 [2x个盒身，3y个盒底盖] 4．找出2个等量关系。 (1)用做盒身的'白卡纸张数十用做盒底盖的自卡纸张数：20。 (2)已知(3)可知盒底盖的个数应该是盒身的2倍，才能使盒身和盒底盖正好配套。 根据题意，得 x+y＝20 3y=2×2x 解出这个方程组。 以上结果表明不允许剪开白卡纸，不能找到符合题意的分法。 如果允许剪开一张白卡纸，怎样才能既符合题意且能充分利用白卡纸呢? 用8张白卡纸做盒身，可做8×2二16(个) 用1l张白卡纸做盒底盖，可做3×11＝33(个) 将余下的l张白卡纸剪成两半，一半做盒身，另一半做盒底，一
小学生个人读书事迹简介怎么写800字 书,是人类进步的阶梯,苏联作家高尔基的一句话道出了书的重要。书可谓是众多名人的“宠儿”。历来,名人说出关于书的名言数不胜数。今天小编在这给大家整理了小学生个人读书事迹,接下来随着小编一起来看看吧! 小学生个人读书事迹1 “万般皆下品,惟有读书高”、“书中自有颜如玉,书中自有黄金屋”,古往今来,读书的好处为人们所重视,有人“学而优则仕”,有人“满腹经纶”走上“传道授业解惑也”的道路……但是,从长远的角度看,笔者认为读书的好处在于增加了我们做事的成功率,改善了生活的质量。 三国时期的大将吕蒙,行伍出身,不重视文化的学习,行文时,常常要他人捉刀。经过主君孙权的劝导,吕蒙懂得了读书的重要性,从此手不释卷,成为了一代儒将,连东吴的智囊鲁肃都对他“刮目相待”。后来的事实证明,荆州之战的胜利,擒获“武圣”关羽,离不开吕蒙的“运筹帷幄,决胜千里”,而他的韬略离不开平时的读书。由此可见,一个人行事的成功率高低,与他的对读书,对知识的重视程度是密切相关的。 的物理学家牛顿曾近说过,“如果我比别人看得更远,那是因为我站在巨人的肩上”,鲜花和掌声面前,一代伟人没有迷失方向,自始至终对读书保持着热枕。牛顿的话语告诉我们,渊博的知识能让我们站在更高、更理性的角度来看问题,从而少犯错误,少走弯路。
读书的好处是显而易见的,但是,在社会发展日新月异的今天,依然不乏对读书,对知识缺乏认知的人,《今日说法》中我们反复看到农民工没有和用人单位签订劳动合同,最终讨薪无果;屠户不知道往牛肉里掺“巴西疯牛肉”是犯法的;某父母坚持“棍棒底下出孝子”,结果伤害了孩子的身心,也将自己送进了班房……对书本,对知识的零解读让他们付出了惨痛的代价,当他们奔波在讨薪的路上,当他们面对高墙电网时,幸福,从何谈起?高质量的生活,从何谈起? 读书,让我们体会到“锄禾日当午,汗滴禾下土”的艰辛;读书,让我们感知到“四海无闲田,农夫犹饿死”的无奈;读书,让我们感悟到“为报倾城随太守,西北望射天狼”的豪情壮志。 读书的好处在于提高了生活的质量,它填补了我们人生中的空白,让我们不至于在大好的年华里无所事事,从书本中,我们学会提炼出有用的信息,汲取成长所需的营养。所以,我们要认真读书,充分认识到读书对改善生活的重要意义,只有这样,才是一种负责任的生活态度。 小学生个人读书事迹2 所谓读一本好书就是交一个良师益友,但我认为读一本好书就是一次大冒险,大探究。一次体会书的过程,真的很有意思,咯咯的笑声,总是从书香里散发;沉思的目光也总是从书本里透露。是书给了我启示,是书填补了我无聊的夜空,也是书带我遨游整个古今中外。所以人活着就不能没有书,只要爱书你就是一个爱生活的人,只要爱书你就是一个大写的人,只要爱书你就是一个懂得珍惜与否的人。可真所谓
关于坚持的英语演讲稿 Results are not important, but they can persist for many years as a commemoration of. Many years ago, as a result of habits and overeating formed one of obesity, as well as indicators of overall physical disorders, so that affects my work and life. In friends to encourage and supervise, the participated in the team Now considered to have been more than three years, neither the fine rain, regardless of winter heat, a day out with 5:00 time. The beginning, have been discouraged, suffering, and disappointment, but in the end of the urging of friends, to re-get up, stand on the playground. 成绩并不重要，但可以作为坚持多年晨跑的一个纪念。多年前，由于庸懒习惯和暴饮暴食，形成了一身的肥胖，以及体检指标的全盘失常，以致于影响到了我的工作和生活。在好友的鼓励和督促下，参加了晨跑队伍。现在算来，已经三年多了，无论天晴下雨，不管寒冬酷暑，每天五点准时起来出门晨跑。开始时，也曾气馁过、痛苦过、失望过，但最后都在好友们的催促下，重新爬起来，站到了操场上。 In fact, I did not build big, nor strong muscles, not a sport-born people. Over the past few years to adhere to it, because I have a team behind, the strength of a strongteam here, very grateful to our team, for a long time, we encourage each other, and with sweat, enjoying common health happy. For example, Friends of the several run in order to maintain order and unable to attend the 10，000 meters race, and they are always concerned about the brothers and promptly inform the place and time, gives us confidence and courage. At the same time, also came on their own inner desire and pursuit for a good health, who wrote many of their own log in order to refuel for their own, and inspiring. 其实我没有高大身材，也没健壮肌肉，天生不属于运动型的人。几年来能够坚持下来，因为我的背后有一个团队，有着强大团队的力量，在这里，非常感谢我们的晨跑队，长期以来，我们相互鼓励着，一起流汗，共同享受着健康带来的快
微课堂教学的实践与探索 所谓“微课堂”教学就是在干部教育培训中依托互联网技术，通过建立微博群（微信群）、班级微博（班级公共订阅号）等虚拟平台，为学员搭建起以信息发布、心得分享、主题研讨、疑难解答为主要内容的具有互动、互学、互助等特性的新的学习载体，并通过这个学习载体，实现把实体课堂教学延伸到课外的一种新的教学方法。 一、教学目标 与实体课堂教学相比，运用微博、微信等虚拟平台进行教学，具有不受时空限制、更契合学员需求、及时传递正能量三大优势。通过教学实现四大目标：一是引导学员参与实体课堂教学，实现师生相长、生生相长。二是增强学员对实体课堂教学内容的消化吸收。三是提升学员应用新媒体引导舆情的能力。四是增强班级凝聚力，建设学习型团队。 二、具体做法 “微课堂”教学作为实体课堂教学的延伸、拓展与补充，在中青年干部培训班、年轻干部培训班等主体班次进行了积极、有效的探索。其具体做法如下： 1.坚持一个目标 “微课堂”的目标定位为“汇聚微力量、激发正能量、传播好声音”，并在此框架下，构建运作机制与细分课堂版块。一是汇聚微力量。就“教学工具”而言，“微课堂”充分发挥微博、微信在信息、沟通、传播等方面的优势，汇聚全体学员的聪明才智，推动个体力量的凝聚激荡，实现教学效率的最大化。二是激
发正能量。就“教学内容”而言，“微课堂”立足于中国特色社会主义理论、共产主义理想信念、党性教育、当地经济社会发展热点难点问题以及解决实际问题能力等重要教学模块，引导学员进行自主探究式学习与交互式沟通，碰撞出积极的、正面的思想火花。三是传播好声音。就“教学效果”而言，通过“微课堂”教学，让学员在一些社会热点难点问题上，达成积极共识，形成正面观点，并通过微博、微信、公众订阅号等平台传播出去，引导社会舆论。 2.把握三个环节 教学过程可分三个环节：第一个环节是利用微群进行互动研讨。我们专门在腾讯上注册“中青班微课堂”微群，要求学员、党校教师、组织部联络员等加入该群，并要求学员每天都要登陆微群，就中国特色社会主义理论、共产主义理想信念、党性教育、当地经济社会发展热点难点问题以及解决实际问题能力等话题发表看法，其他学员围绕这个话题通过“评论”、“点赞”等形式积极参与，实现在线即时互动研讨。第二个环节是利用微群实现成果共享。一般按照一周为一个单元时间，将党校实体课堂学习成果与虚拟课堂研讨成果及时梳理，按照“班级动态”、“微言大义”、“学员论坛”、“课堂笔记”、“靓帖热荐”和“精彩瞬间”等6大版块分门别类进行编辑，在微群上发表，实现学习成果的共享。第三个环节利用班级微博、微信群、公众订阅号等平台传播好声音。微群是一个内部群，关注的对象十分有限，正能量的传递十分有限，为此我们又在腾讯上注册了“××中青班”班级微博或公众订阅号。这是一个开放的平台，关注的对象则非常广泛，包括党委政府、领导干部的个人、其他党校主体班次、党校学员的个人、普通老百姓等。我们专门设立班级微博或公众订阅号管理员，让他负责及时将微群里精彩的学习成果在班级公共平台上转发，实现微群、微博（公众订阅号）内外互动，
1.How to build a business that lasts100years 0:11Imagine that you are a product designer.And you've designed a product,a new type of product,called the human immune system.You're pitching this product to a skeptical,strictly no-nonsense manager.Let's call him Bob.I think we all know at least one Bob,right?How would that go? 0:34Bob,I've got this incredible idea for a completely new type of personal health product.It's called the human immune system.I can see from your face that you're having some problems with this.Don't worry.I know it's very complicated.I don't want to take you through the gory details,I just want to tell you about some of the amazing features of this product.First of all,it cleverly uses redundancy by having millions of copies of each component--leukocytes,white blood cells--before they're actually needed,to create a massive buffer against the unexpected.And it cleverly leverages diversity by having not just leukocytes but B cells,T cells,natural killer cells,antibodies.The components don't really matter.The point is that together,this diversity of different approaches can cope with more or less anything that evolution has been able to throw up.And the design is completely modular.You have the surface barrier of the human skin,you have the very rapidly reacting innate immune system and then you have the highly targeted adaptive immune system.The point is,that if one system fails,another can take over,creating a virtually foolproof system. 1:54I can see I'm losing you,Bob,but stay with me,because here is the really killer feature.The product is completely adaptive.It's able to actually develop targeted antibodies to threats that it's never even met before.It actually also does this with incredible prudence,detecting and reacting to every tiny threat,and furthermore, remembering every previous threat,in case they are ever encountered again.What I'm pitching you today is actually not a stand-alone product.The product is embedded in the larger system of the human body,and it works in complete harmony with that system,to create this unprecedented level of biological protection.So Bob,just tell me honestly,what do you think of my product? 2:47And Bob may say something like,I sincerely appreciate the effort and passion that have gone into your presentation,blah blah blah-- 2:56(Laughter) 2:58But honestly,it's total nonsense.You seem to be saying that the key selling points of your product are that it is inefficient and complex.Didn't they teach you 80-20?And furthermore,you're saying that this product is siloed.It overreacts, makes things up as it goes along and is actually designed for somebody else's benefit. I'm sorry to break it to you,but I don't think this one is a winner.
关于工作的优秀英语演讲稿 Different people have various ambitions. Some want to be engineers or doctors in the future. Some want to be scientists or businessmen. Still some wish to be teachers or lawers when they grow up in the days to come. Unlike other people, I prefer to be a farmer. However, it is not easy to be a farmer for Iwill be looked upon by others. Anyway,what I am trying to do is to make great contributions to agriculture. It is well known that farming is the basic of the country. Above all, farming is not only a challenge but also a good opportunity for the young. We can also make a big profit by growing vegetables and food in a scientific way. Besides we can apply what we have learned in school to farming. Thus our countryside will become more and more properous. I believe that any man with knowledge can do whatever they can so long as this job can meet his or her interest. All the working position can provide him with a good chance to become a talent. 1 ————来源网络整理，仅供供参考
个人先进事迹简介 01 在思想政治方面,xxxx同学积极向上,热爱祖国、热爱中国共产党,拥护中国共产党的领导.利用课余时间和党课机会认真学习政治理论,积极向党组织靠拢. 在学习上,xxxx同学认为只有把学习成绩确实提高才能为将来的实践打下扎实的基础,成为社会有用人才.学习努力、成绩优良. 在生活中,善于与人沟通,乐观向上,乐于助人.有健全的人格意识和良好的心理素质和从容、坦诚、乐观、快乐的生活态度,乐于帮助身边的同学,受到师生的好评. 02 xxx同学认真学习政治理论,积极上进,在校期间获得原院级三好生,和校级三好生,优秀团员称号,并获得三等奖学金. 在学习上遇到不理解的地方也常常向老师请教,还勇于向老师提出质疑.在完成自己学业的同时,能主动帮助其他同学解决学习上的难题,和其他同学共同探讨,共同进步. 在社会实践方面,xxxx同学参与了中国儿童文学精品“悦”读书系,插画绘制工作,xxxx同学在班中担任宣传委员,工作积极主动,认真负责,有较强的组织能力.能够在老师、班主任的指导下独立完成学院、班级布置的各项工作. 03 xxx同学在政治思想方面积极进取,严格要求自己.在学习方面刻苦努力,不断钻研,学习成绩优异,连续两年荣获国家励志奖学金；作
为一名学生干部,她总是充满激情的迎接并完成各项工作,荣获优秀团干部称号.在社会实践和志愿者活动中起到模范带头作用. 04 xxxx同学在思想方面,积极要求进步,为人诚实,尊敬师长.严格 要求自己.在大一期间就积极参加了党课初、高级班的学习,拥护中国共产党的领导,并积极向党组织靠拢. 在工作上,作为班中的学习委员,对待工作兢兢业业、尽职尽责 的完成班集体的各项工作任务.并在班级和系里能够起骨干带头作用.热心为同学服务,工作责任心强. 在学习上,学习目的明确、态度端正、刻苦努力,连续两学年在 班级的综合测评排名中获得第1.并荣获院级二等奖学金、三好生、优秀班干部、优秀团员等奖项. 在社会实践方面,积极参加学校和班级组织的各项政治活动,并 在志愿者活动中起到模范带头作用.积极锻炼身体.能够处理好学习与工作的关系,乐于助人,团结班中每一位同学,谦虚好学,受到师生的好评. 05 在思想方面,xxxx同学积极向上,热爱祖国、热爱中国共产党,拥护中国共产党的领导.作为一名共产党员时刻起到积极的带头作用,利用课余时间和党课机会认真学习政治理论. 在工作上,作为班中的团支部书记,xxxx同学积极策划组织各类 团活动,具有良好的组织能力. 在学习上,xxxx同学学习努力、成绩优良、并热心帮助在学习上有困难的同学,连续两年获得二等奖学金. 在生活中,善于与人沟通,乐观向上,乐于助人.有健全的人格意 识和良好的心理素质.
尊敬的领导，老师，亲爱的同学们， 大家好！我是5班的梁浩东。今天早上我坐车来学校的路上，我仔细观察了路上形形色色的人，有开着小车衣着精致的叔叔阿姨，有市场带着倦容的卖各种早点的阿姨，还有偶尔穿梭于人群中衣衫褴褛的乞丐。于是我问自己，十几年后我会成为怎样的自己，想成为社会成功人士还是碌碌无为的人呢，答案肯定是前者。那么十几年后我怎样才能如愿以偿呢，成为一个受人尊重，有价值的人呢？正如我今天演讲的题目是：自主管理。 大家都知道爱玩是我们孩子的天性，学习也是我们的责任和义务。要怎样处理好这些矛盾，提高自主管理呢？ 首先，我们要有小主人翁思想，自己做自己的主人，要认识到我们学习，生活这一切都是我们自己走自己的人生路，并不是为了报答父母，更不是为了敷衍老师。 我认为自主管理又可以理解为自我管理，在学习和生活中无处不在，比如通过老师，小组长来管理约束行为和同学们对自身行为的管理都属于自我管理。比如我们到一个旅游景点，看到一块大石头，有的同学特别兴奋，会想在上面刻上：某某某到此一游话。这时你就需要自我管理，你需要提醒自己，这样做会破坏景点，而且是一种素质低下的表现。你设想一下，如果别人家小孩去你家墙上乱涂乱画，你是何种感受。同样我们把自主管理放到学习上，在我们想偷懒，想逃避，想放弃的时候，我们可以通过自主管理来避免这些，通过他人或者自己的力量来完成。例如我会制定作息时间计划表，里面包括学习，运动，玩耍等内容的完成时间。那些学校学习尖子，他们学习好是智商高于我们吗，其实不然，在我所了解的哪些优秀的学霸传授经验里，就提到要能够自我管理，规范好学习时间的分分秒秒，只有辛勤的付出，才能取得优异成绩。 在现实生活中，无数成功人士告诉我们自主管理的重要性。十几年后我想成为一位优秀的，为国家多做贡献的人。亲爱的同学们，你们们？让我们从现在开始重视和执行自主管理，十几年后成为那个你想成为的人。 谢谢大家！
关于工作的英语演讲稿 【篇一：关于工作的英语演讲稿】 关于工作的英语演讲稿 different people have various ambitions. some want to be engineers or doctors in the future. some want to be scientists or businessmen. still some wish to be teachers or lawers when they grow up in the days to come. unlike other people, i prefer to be a farmer. however, it is not easy to be a farmer for iwill be looked upon by others. anyway,what i am trying to do is to make great contributions to agriculture. it is well known that farming is the basic of the country. above all, farming is not only a challenge but also a good opportunity for the young. we can also make a big profit by growing vegetables and food in a scientific way. besides we can apply what we have learned in school to farming. thus our countryside will become more and more properous. i believe that any man with knowledge can do whatever they can so long as this job can meet his or her interest. all the working position can provide him with a good chance to become a talent. 【篇二：关于责任感的英语演讲稿】 im grateful that ive been given this opportunity to stand here as a spokesman. facing all of you on the stage, i have the exciting feeling of participating in this speech competition. the topic today is what we cannot afford to lose. if you ask me this question, i must tell you that i think the answer is a word---- responsibility. in my elementary years, there was a little girl in the class who worked very hard, however she could never do satisfactorily in her lessons. the teacher asked me to help her, and it was obvious that she expected a lot from me. but as a young boy, i was so restless and thoughtless, i always tried to get more time to play and enjoy myself. so she was always slighted over by me. one day before the final exam, she came up to me and said, could you please explain this to me? i can not understand it. i
网络教学的实践与探索 姚天虬 一、当前计算机辅助学科教学的现状 随着计算机产品的价格下调和各级教育机构对教学的投入增多，“计算机辅助教学”已成为教育改革中一道亮丽的风景线。各校的硬件投入从起初的“电视机＋计算机”逐步过渡到如今的“多媒体网络教室”，而且可以说是一年一个样。无论在哪儿听公开课或评优课，不管什么学科，什么内容，多媒体计算机都成了必不可少的工具，然而是否收到了预期效果呢？在我看来，有的只是在“装门面”。这是什么原因呢？ １．关于辅助教学软件 当然，对于现今教学软件的话题，已经讨论得很多。而且不论教师、学生还是软件厂商，都还在大张旗鼓，各抒己见，各显神通。他们都做了大量的工作，必须肯定；但是，我们不得不承认，计算机辅助教学软件还没有走出幼稚园，还处于探索的阶段。综合部分教师和自己的使用体会，教学软件存在的问题主要集中在以下几点： （１）形式不适用 市场上出售的教学软件，有点课本搬家的嫌疑，将一本教材从头至尾一一道来，简直是一本电子读物。而有很多题库之类的软件也就最多可使学生在家里做做练习，而不宜搬到课堂上当教学的辅助媒体。目前而言，课堂教学并不能丢开教师、黑板和粉笔。在应用多媒体技术进行辅助教学的同时，必
须注意到多媒体技术只是教学的辅助手段，其目的也只能是弥补教师授课时“一支粉笔、一本书、一块黑板”的不足，只能是发挥教师的主导作用的必要的技术辅助手段。而不能代替教师的教学活动。所以作为教学软件，应该考虑教师上课的需要，有针对性。 （２）灵活性差 教学软件面对的是学生，学生知识水平和能力层次因人而异，各有不同。而使用软件的教师的教学方法也各具特色。那么软件应该怎样设计教学重点，怎样突破教学难点的方案不一定能适合每位学生、教师，所谓众口难调。 本来我们希望计算机对学科教学的辅助，能为教师教学和学生学习服务，结果本末倒置，不小心就会被软件牵着鼻子走，影响教学效果。这样难免会影响教师运用教学软件进行教学改革的积极性，甚至影响学生学习知识。（３）材料不完善 多媒体教学的一个重要特点就是能声音、图像、动画并茂来刺激学生的感官，吸引学生的注意和提高学生对知识的汲取速度和摄取知识的效率。但实际上现在的教育软件这些素材不是很完善，对物理化学实验的演示不够彻底，对生物等动画的细节材料提供不足。还有纯粹是将教师的课堂讲授内容搬上计算机，配上声音图画，难免有些哗众取宠；有的软件平铺直叙、缺乏交互性；有的一问一答，反馈简单又缺乏叙述性；有的缺乏教学方法的指导，没有给人留出思维的空间和思考的时间等。 ２．关于辅助教学态度 （１）只在做课时用
Dear teacher and colleagues: my topic is on “spare time”. It is a huge blessing that we can work 996. Jack Ma said at an Ali's internal communication activity, That means we should work at 9am to 9pm, 6 days a week .I question the entire premise of this piece. but I'm always interested in hearing what successful and especially rich people come up with time .So I finally found out Jack Ma also had said :”i f you don’t put out more time and energy than others ,how can you achieve the success you want? If you do not do 996 when you are young ,when will you ?”I quite agree with the idea that young people should fight for success .But there are a lot of survival activities to do in a day ,I want to focus on how much time they take from us and what can we do with the rest of the time. As all we known ,There are 168 hours in a week .We sleep roughly seven-and-a-half and eight hours a day .so around 56 hours a week . maybe it is slightly different for someone . We do our personal things like eating and bathing and maybe looking after kids -about three hours a day .so around 21 hours a week .And if you are working a full time job ,so 40 hours a week , Oh! Maybe it is impossible for us at