Roles of a Teacher in English Classroom Teaching
摘要：教师在课堂教学中发挥着非常重要的作用。教师角色发挥得好坏将直接影响到课堂教学的效果。本文阐述了教师在课堂教学中应扮演的七种角色。它们是：组织者，导演，培训者，提问者，解释者，评价者，参加者。在介绍每一角色时，作者详细阐述了教师扮演这种角色的原因，重要性以及如何才能扮演好这种角色。本文旨在提高课堂教学的效率，从而实现英语教学目的。
关键字：英语课堂教学；以学习者为中心的课堂教学；教师角色
Abstract: A teacher plays a very important part in English classroom teaching. Whether
a teacher plays his role well will directly influence the result of classroom teaching. This
research paper illustrates seven roles that a teacher should play in English classroom
teaching. They are organizer, director, cultivator, questioner, explainer, assessor and
participant. While illustrating each role, the author elaborates the reason why a teacher should play this role, the importance of playing this role and how to play this role well.
This paper aims to improve the efficiency of English classroom teaching and thereby achieve the English teaching aim.
Key words: English classroom teaching; learner-centered classroom teaching;
teacher’s role.
I. Introduction
In English classroom teaching, learner-centered theory has been accepted by more and more people. However, foreign language learning is a process of teacher-student
classroom interaction.(Li Xiuying, Wang Yijing) Teacher’s participance and guide must not be ignored because without the proper role of the teacher, classroom teaching cannot go smoothly. In that case, in the learner-centered classroom teaching, what roles should the teacher act? The author of the paper thinks that roles of the teacher are becoming
many-faceted. The teacher becomes unity of organizer, director, cultivator, questioner, explainer, assessor and participant.
II. Roles of a teacher
1. As an organizer
Harmer said, “ the best teachers should be those who thinks carefully abo ut what students should do in class and how to organize teaching and learning.” That is to say, the teacher should be an excellent organizer. The success of many activities depends on good organization that can stimulate student’s enthusiasm and potential.
The main aim of a teacher when organizing an activity is to tell the students what they are going to talk about (or write or read about), give clear instructions about what exactly their task is, get the activity going and then organize feedback when it is over.
This sounds remarkably easy, but can be disastrous if the teacher has not thought exactly what he is going to say beforehand.
The organization of an activity and the instructions the teacher gives are of vital importance since if the students have not understood clearly what they are to do, they will not perform their task satisfactorily.
Generally speaking, the organization of an activity can be divided into three main parts. In the first, the teacher gives a lead-in. The teacher and students may briefly discuss
the topic in order to start to thinking about it. The teacher’s lead-in might be very simple,
e.g. “you are going to test your artist powers by drawing a picture. The idea of this
exercise is to see how well you can talk about a picture and give instructions.”
When the lead-in stage has been accomplished the teacher instructs. This is where he explains exactly what the students should do. He may tell students they are going to work in pairs and the designate one member of each pair as A and the other as B. At this stage, particularly in a monolingual class, it may be a good idea to get a translation of these
instructions to make sure the students have understood.
Finally, the teacher initiates the activity. He gives a final check that students have understood. e.g. “Has anyone got any questions… no ? … Good. Then begins!” The
teacher may ask the students to see if they can be the first to finish. Thus adding a
competitive element, which is often highly motivating.
The lead-inà instruct à initiate à organize feedback sequence can almost always be followed when the teacher is setting up activities----when the teacher is acting as an
organizer. For the sequence to have the right effect the teacher must remember to work out carefully what instructions to give and when the key concepts for the activity are. His job is then to organize the activity as efficiently as possible, frequently checking that the students have understood. Once the activities have started the teacher will not intervene unless it is to use gentle correction or to prompt.
2. As a director
To ensure the realization of oral English teaching aim, the teacher should change his role consciously. That is, he should withdraw from the centric position of a class and set up a student-centered teaching pattern and thus he changes from the role of “controller”
to “facilitator”. Although the teacher’s important role in classroom teaching is undoubted, he should not be the center of a class and the real center should be the students who are the most active leading role in the whole teaching process. In a word, a competent teacher should be a director who only plays a part in directing the overall situation and students are actors and participants of the play. (Hu Ronglian, 2000)
The teacher as a director must have certain organizing ability to create happy and relaxed studying atmosphere. He must perform their commanding right reasonably and efficiently and enable their students to get into their roles as soon as possible. He must make sure every student has a chance to participate. Also the teacher should encourage the students who are afraid of speaking in class to open their mouths. What is more, in order to keep the communicative activities go smoothly, full preparations should be made.
The teacher should select the subjects that the students are familiar with and interested in and the best way to accomplish it.
However, it may be pointed out that student-centered position does not mean students dominate all. The teacher had better not let the students drift themselves and have free talk because students still have not had the ability to design a class.
3. As a cultivator
English is a highly practical subject, which requires English teachers to deal well with the relation betwee n knowledge and ability. According to linguists’ and
educationalists’ research, to learn a foreign language is to learn a technical ability. The aim of teaching a language is to cultivate students’ communicative competence, which is
creative. Modern lingui stic research shows that human being’s brain has an unlimited ability to make sentences. This theory reveals the creative feature of linguistic
competence and the initiative of linguistic acquisition. So the teachers’ responsibility lies not only in teaching a language but providing them methods to improve themselves. In such a sense, a modern English teacher is not only a knowledge-giver, but also a method- introducer. The teacher should not explain a text word by word any longer but stimulate students’ th oughts and guide them to learn properly through designing and organizing teaching activities which can improve students’ linguistic competence.
Good training ways, I think, are as follows.
1) Role-playing
Playing in roles can stimulate students’ interest, and especially can improve their oral ability. Also, it is a good way to cultivate the performing ability because actors are
always strict with facial expression, gesture, etc.
2) Free talk or morning report
This is an efficient way to pu t what the students’ have learned into practice and improve their linguistic competence with the help of the teacher. Free talk or morning report can liven classroom atmosphere and encourage students to overcome timid feeling as well as develop their expressing ability.
What is more, the teacher asks the students to express in several minutes before class.
Students always make full preparations and the subjects concerned are very extensive. 3) Problem solving
In this way, the teacher can stimulate stu dents’ thoughts through their observation, thinking and imagination. It is also a good chance to practice what they have learned,
stimulate their studying motive force and cultivate their interest and thereby realize the aim of students’ taking part in pra ctical activities actively.
On the other hand, we should not ignore teaching and training of basic knowledge because without basic knowledge, there are no techniques of the four skills and
communicative competences.
4. As a questioner
Teachers’ qu estioning is a usual technique in English classroom teaching. It is also an important method to challenge, stimulate and develop their thinking. Sometimes, too,
a well-directed question can act as a device for controlling a difficult member of the class
or directing attention to the topic in hand.
Questions that the teacher raises must have proper degree of difficulty. The questions should have students use their heads to overcome and then give the answers. Many
teachers use this as comparison for “let students jump to catch the fruit”. Soviet Union’s educationalist calls this “nearest developing area”. If the teacher’s questions are so easy that the students can give the right answers without thinking, they will have no
enthusiasm; if the questions are unreasonably difficult for most pupils to answer, the
students will also lose their zeal. So, questions must have proper degree of difficulty in order that students can “get fruits” through their efforts. In this way, student can improve their “jumping” skills.
When a question is asked, sometimes the teacher is greeted only by silence but on other occasions the responses received can be at best impulsive and perfunctory. There
are three strategies the teacher can adopt---directing and redirecting questions to
particular individual, prompting and probing.
The teacher directs a question to a selected individual and this first response proves to be in some way unsatisfactorily, he might redirect it to be a second or third pupil. The timing of moment the teacher actually names the pupil who is to be asked or respond may be important. If he names the individual first and asks the questions afterwards, the pupil concerned will be alerted but the rest of the class will relax. If, on the other hand, he asks the question first and names the individual to answer it later, everyone in the class should be alert. If, on the other hand, no response of any kind is forthcoming, the teacher can try to overcome the impasse by directing the questions to an individual known to be usually helpful and reliable.
Prompting, as a questioning strategy, is also easily grasped. For instance, when the teacher is greeted by prolonged silence after asking a question, it can be tempting to cut short everyone’s agony and simply tell the class the answer. If, on the other hand, he is determined to tease an answer from the class , and he finds that directing the question to individual still receives no satisfactorily response, he can assist the class by prompting them. That is, he can indirectly help them to recall relevant information or to try to make the question more accessible or comprehensible in some way.
The final strategy in this section is probing. As the term suggests this entails encouraging a pupil, who has responded to a question with an answer that is abrupt or limited in depth or scope, to be clearer or more explicit, or to develop the answer in great detail. He wants pupils to say more, to “unpack” what they take for granted, or to explain or justify what they have said.
When the teach er responds to pupils’ answers to his questions, the most obvious quality that is demanded is that he shows that he is listening to them and is interested in what they have to say. Clearly he will communicate this interest by what he says by way of reply, but also his manner and behavior. He will almost certainly looks directly at the child who is answering. He may perhaps also nod and smile, and he may give some
verbal encouragement for the pupil to continue. Above all, when pupils have said what they want to say, you should encourage and reward them for their contribution.
5. As an explainer
In students-centered classroom teaching, the teacher shouldn’t overexplain but get to point quickly. A lot of language classes nowadays are far less “teacher-dominated” than they used to be. The teacher should give the students the chance to learn how to develop their own thinking because understanding the text doesn’t merely consist of
understanding what the teacher says. It’s a process in which the students m ust be actively involved. Students should use what they know about to infer meaning and other sorts of information.
However, sometimes the teacher’s explaining is very necessary. The teacher should explain the complicated sentences and language points in o rder to avoid students’
swallowing dates whole. When the teacher explains, the following strategies should be paid attention to.
Firstly, an awareness and understanding of his audience are obviously essential if he is to communicate successfully. When he is explaining something to a class, he should never lose sight of the perspective of the pupils themselves. The teacher’s ability to infer
what they already know and still need to know is an important quality that he needs to acquire or develop.
Secondly, repetition is an important classroom strategy to reinforce and extend meaning. However, this is not to encourage the simple repetition of important sentences or phrases, monotonously word-for-word, which may divert pupils’ attention.
Redundancy is more important than repetition. In other words, the teacher repeats the
substance of his message, but in doing so he uses different items of vocabulary and
different language forms; he tries to approach the issue or problem from a variety of
directions or perspectives. In this way, the teacher gives your pupils time to grasp the
information he is trying to communicate and he provides them with different
opportunities to connect it with their existing experience and understanding.
Thirdly, using examples and figurative language can also be helpful. When an abstraction like “courage” or “contempt” is being discussed, an example offers learners something concrete to grasp. It helps him to see how an idea works out in practice.
Figurative language can also help him to represent difficult abstract ideas in a more
tangible, comprehensible form.
What’s more, when the teacher explains something, it can also be helpful if he makes different kind of connecting links to assist pupils’ comprehension. He should try to
connect a point to he is making to something else that has been said in a former lesson or to texts the class have already read. He should attempt to create links between the work of the classroom and pupils’ own immediate lives in the world beyond school. Any explici t connecting links the teacher offers will help pupils to relate what they already know and understand to the new information he is now offering them. For this same reason, pupils should be given the time and the opportunity to reflect on any new information t he
teacher offers, to talk about it in pairs or groups, to evaluate it and to apply it to their own lives.
Finally, in any explanation the teacher gives, he should be sensitive to the intellectual demands he places on his classes. Do not expect too much of them or burden them with too much information. Conversely, pupils’ abilities should not be underestimated nor
should children be patronized. If mismatch between what pupils already know and can do, on the other hand, and what he is attempting to explain to them, on the other, is too great, or the amount of information the teacher is providing excessive, they will understandably lose heart and interest. On the other hand, if what he is saying will appear obvious and they will become restless and bored. A successful balance between these two extremes of cognitive discord and harmony is not easily achieved and a measure of dissonance can be both productive and motivating, provided that it is not too great.
6. As an assessor
Assessor conditions st udents’ emotion and students need teachers’ assessment because the younger a person is, the stronger their wants of contact and attention are.
Appropriate praise and encouragement can help students to set up their confidence and keep good mental condition. So, teachers should pay attention to assessment which
should be suitable and right, especially not overcritical with their “output”.(Wu
Ding’e,2000)
Generally speaking, after they answer questions, the teacher should use encouraging
language. For i nstance, if the answer is right, “Good/Very good/Excellent/Thank you” is
used. If the answer is not right, the teacher should also encourage “ That is almost
correct,” Better than last time”, “ The first part of your answer is wrong, but …”. If the answer is wrong, the teacher must not blame or satirize them but point out their merits.”
“ Your answer is not right, but your pronunciation is very good.” “No, it is not the right answer but it’s also very important. Thank you.” The teacher should pay attention to
defend students’ self-confidence in order to cultivate their interest.
However, this is not equal to say that the teacher acquiesce mistakes. When a mistake appears, the teacher should determine whether or not, when and how to correct it, which presuppo ses different teaching aims. If the aim is to improve students’ fluency of using language, interruptions had better be avoided. If the aim of the activity is to cultivate
language accuracy, mistakes should be corrected as soon as possible. Sometimes, in an oral class, some teacher cannot bear any minor mistake so interruptions often take place and the oral class changes into a mistakes-correcting class. This way completely ignores students’ dynamic role, restrains their sense of self-fulfillment. As a result, the students always worry about making mistakes and would not open their mouths and thereby their potentials are restrained. Of course, in this condition, teaching aims cannot be achieved.
7. As a participan t
There is no reason why the teacher should not participate as an equal in an activity especially where activities like simulation are taking place. Clearly on a lot of occasions it will be different for him to do so as an equal since he often knows all the material and all the details. Another difficulty is that the teacher will tend to dominate, and the
students will both allow and expect this to happen. It will be up to the teacher to make sure it does not.
Teachers should not be afraid to participate since not only will it probably liven the
atmosphere in class, but it will also give students a chance to practice English with
someone who speaks it better than they do.
III. Conclusion
In the “leaner-centered” classroom-teaching pattern, students become “center” but the teacher’s role doesn’t lighten at all. On the contrary, it puts forward higher requirement of the teacher. Firstly, it is not easy for teacher to design a class, which can attract and keep student’s interest. Secondly, the teacher should not only give stu dents the right to take initiative and cultivate their learning competence but also explains some language points.
At last, the teacher, as an organizer, on one hand, should be capable of controlling a class and guide students to express themselves freely and participate in communicative
activities. On the other hand, disordered condition should be avoided.
So, to apply to the requirement, the teacher should not only have extensive knowledge and high linguistic quality, but also acute observational ability and skilled organizing skills. In this sense, learner--centered teaching doesn’t lighten the teachers’ burden but requires that the teacher play proper roles.
Bibliographies
[1] Alan Garfinkel, The Foreign Language Classroom: New Techniques [M].
Illinois:Linednwood,1975
[2] 胡春洞. 中学英语教学法[M]. 北京：高等教育出版社,1998
[3] 胡荣莲. 论英语教学中的“庄” 与“谐” [J]. 齐齐哈尔师院报, 2000(3).
[4] 李晓霞. 浅议教师在“以学习者为中心”的外语教学中的地位[J]. 解放军外语学院
学报，1998（3）:59
[5] 李秀英, 王义静. 互动英语教学模式[J]. 外语与外语教学, 2000(12):22
[6] 吴丁娥. 外语教学与外语习得中的“输入” 及“情感障碍” [J]. 外语与外语教学, 2000(6):42
[7] 邹爱民. 培养学生综合使用英语的能力[J]. 外语界, 1994(2):38
[8] 张思中. 张思中外语教学法理论探讨与实践[A]. 上海:上海交通大学出版
社,1993.
辽宁省五校2018届高三英语上学期期末考试试题 第一部分：听力（共两节，满分30分） 第一节：（共5小题；每小题1.5分^满分7.5分） 听下面5段对话，每段对话后有一个小题，从题中所给的三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答和阅读下一小题。每段对话仅读一遍。 例：How much is the shirt? A. ￡19.15. B. ￡9.15. C. ￡9.18. 答案是B。 1. What does the man like about the play? A. The story. B. The ending. C. The actor. 2. Which place are the speakers trying to find? A. A hotel. B. A bank. C. A restaurant. 3. At what time will the two speakers meet? A. 5:20. B. 5:10. C. 4:40. 4. What will the man do? A. Change the plan. B. Wait for a phone call. C. Sort things out. 5. What does the woman want to do? A. See a film with the man. B. Offer the man some help. C. Listen to some great music. 第二节：（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白。每段对话或独白后有几个小题。从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟：听完后，各小题将给出5秒钟的作答时间，每段对话或独白读两遍。 听第6段材料，回答6、7题。 6. Where is Ben?
高考英语过去完成时及其解题技巧及练习题(含答案) 一、单项选择过去完成时 1．—He’s got our tickets. —That’s good I ________afraid that he ________them. A．am; has forgotten B．was; had forgotten C．was; forget D．am; will forget 【答案】B 【解析】 试题分析：考查时态：--他拿了我们的票。--太好了，我原来害怕他忘了。因为现在知道他没忘，所以是原来害怕他忘了，第一空用一般过去式was，主句用一般过去式，从句用相应的过去时，排除D，用过去完成时，选B。 考点：考查时态 2．The girl, when _____ why she _____ in the exam, just lowered her head and kept silent. A．questioned; was cheated B．being questioned; was cheating C．questioned; had cheated D．being questioned; has cheated 【答案】C 【解析】 考查非谓语动词。句意：当被问到为什么在考试中作弊中，小女孩子低头不语。When引导的是是时间状语从句，与girl 之间是被动关系，所以用done形式，作弊没有被动语态，故选C项。 3．Father ________ for London on business upon my arrival, so I didn’t see him. A．has left B．left C．had left D．was leaving 【答案】C 【解析】 分析句子，由于后半句用的是一般过去式，故根据意思可知前半句的事是发生在后半句之前，故用过去完成时，故选C。句意：父亲在我回来之前已经去出差了，所以我没有见到他。 4．When we _______the railway station, the train _______for 5 minutes．
英语高考单项选择 真题部分-2004年浙江省 21. The winner of 1990 was extremely bad. _____ most people say it was the worst winter of their lives. A. At last B.In fact C.In a word D.As a result 22. The Wilsons live in _____ A-shaped house near the coast. It is _____ 17th century cottage. A. the , / B. an, the C. /, the D. an, a 23. The discussion ____ alive when an interesting topic was brought in. A. was coming B. had come C. has come D. came 24. ______ students are required to take part in the boat race. A. Ten strong young Chinese B. Ten Chinese strong young C. Chinese ten young strong D. Young strong ten Chinese 25. We wanted to get home before dark, but it didn’t quite _____ as planned. A. make out B. turn out C. go on D. come up 26. I ____ pay Tracy a visit, but I am not sure whether I will have time this Sunday. A. should B. might C. would D. could 27. ---- What do you want to do next? We have half an hour until the basketball game. ----- _____. Whatever you want to do is fine with me. A. It just depends B. It’s up to you C. All right D. Glad to hear that 28. --- Brad was Jane’s brother! ---_______ he reminded me so much of Jane! A. No doubt B. Above all C. No wonder D. Of course 29. Linda worked for the Minnesota Manufacturing and Mining Company, ____ as 3M. A. knowing B. known C. being known D. to be known 30. If you are feeling so tired, perhaps a little sleep would _____. A. act B. help C. serve D. last 31. _____ modeling business is by no means easy to get into, the good model will always be in demand. A. While B. Since C. As D. If 32. I’ve never seen anyone run so fast---- ______ David go. A. just watch B. just to watch C. just watching D. just having watched 33. We had three sets of garden tools and we seemed to have no use for ______. A. none B. either C. any D. each 34. Because the shop _____, all the T-shirts are sold at half price. A. has closed down B. closed down C. is closing down D. had closed down 35. A nyway, that evening, ____ I’ll tell you more about later, I ended up staying at Rachel’s place. A. when B. where C. what D. Which
2017年无锡市普通高中期末考试试卷高三英语 2017.01 第二部分:英语知识运用(共两节，满分35分) 第一节单项填空(共巧小题:每小题1分，满分15分) 请认真阅读下面各题，从题中所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 21. - Have you heard that Jack has been promoted to be sales manager recently? - It's nothing to be surprised at. The reason why he has won the trust of customers is that he has a/an attitude. A. changeable B. flexible C. movable D. alternate 22. - Peter, this is Hanna, a famous model from Warner Bros. Entertainment Inc. in New York. - How do you do? I'm very delighted to make your . A. identification B. acquaintance C. familiarity D. identity 23. With the prices of houses rising, they became extremely anxious they wouldn't have enough money to afford one. A. in doubt B. in case C. for fear D. for example 24. As is expected, it will still be some years before all the metro lines in our city into operation. A. will be put B. are put C. will have been put D. have been put 25. Finding recipes in America is , for most good cooks have a shelf full of cookbooks ranging from locally published recipe collections to national bestsellers like the Betty Crocker Cookbook. A. as easy as pie B. as clear as mud C. as large as life D. as light as feather 26. While the house prices in Wuxi keep rising, a lot of houses have been sold out, most were sold to buyers from Shanghai and Suzhou. A. in which B. among them C. of which D. of them 27. This powerful music style addresses issues like love, sex, drugs, politics and death. Often it the accepted values. A. argues against B. rebels against C. fights with D. deals with 28. -You could hardly imagine what great trouble John had reserving a hotel room during the G20 summit. - He in my apartment. It was vacant as I was abroad then. A.must have stayed B. should have stayed C. could have stayed D. would have stayed 29. China has successfully launched Tiangong-2, the way to the construction of a large space station in the early 2020s. A. to pave B. having paved C. paved D. paving 30. Digital teaching, as you know, since introduced, has our way of learning, enabling us to focus more in class. A. trade B. transformed C. translated D. transported 31. - Why didn't you go with us to the movie Star Trek 3? - I would love to have, but I was engaged. A. else B. otherwise C. somehow D. anyhow 32. The woman was a lady of strong mind and not once her hope of surviving the earthquake in the darkness. A. she has lost B. she lost C. did she lose D. lost she 33. According to the school rule, no child be allowed out of the school, unless accompanied by his own parents. A. should B. must C. shall D. can 34. I want to thank everyone who took part in the campaign on my side of the argument, including all those who put aside party differences to speak in they believe was the national interest. A. that B. what C. where D. Which 35. - Do you know if the new CEO is willing to meet the director this afternoon? - ，does it? A. It takes no time B. It counts for nothing C. It doesn't hurt to ask D . It doesn't make sense 第二节完形填空(共20小题:每小题1分，满分20分) When I was in middle school, a poisonous spider bit my right hand. I ran to my mom for 36 but instead of taking me to a doctor, my mom set my hand 37 . After wrapping my hand with several layers of cotton, then soaking it in wine, she put a chopstick into my mouth, and lit the cotton. Heat quickly went through the cotton and began to roast my 38 . The sharp pain made me want to scream, but the chopstick 39 it. All I could do was watch my hand burn - one minute, then two minutes - 40 mom put out the fire. At that time there was no doctor available my mother could bring me to see about my spider bite. For those who study biology, you may have grasped the science 41 my mom's cure: heat deactivates (使不
2011-2012学年度第一学期高三年级 英语试题 第一部分英语知识运用(共四节,满分55分) 第一节语音知识(共5小题,每小题1分,满分5分) 从每小题的A、B、C、D四个选项中,找出所给单词的正确读音,并在答题卡上将该选项涂黑。、 1. loose A. present B. usual C. usage D. rose 2. south A. courage B. soup C. southern D. trousers 3. official A. concert B. ocean C. coast D. century 4. steam A. hear B. nearly C. mean D. heart 5．judge A．museum B. husband C．true D. huge 第二节情景对话(共5小题,每小题1分,满分5分) 根据对话情景和内容,从对话后所给的选项中选出能填入每一空白处的最佳选项,并在答题卡上将该选项涂黑.选项中有两个为多余选项。 A: Any good news? B: Not really. 6 So I was left behind after school yesterday. A: 7 B: Sometimes I do. The day before yesterday, I was quiet in my history class but I still had to stay after school. A: 8 B: Because I fell asleep. But it wasn’t m y fault. 9 A: I advise you to take school more seriously. If you don’t pass your exam, you will have to drop out and work as a result; B: 10 If I have a job, I have to do dull work every day. But now I am in school, I must listen to dull teachers every day. A: Something must be wrong with you. Go to the psychologist first. A: You are lazy. B: I don’t understand. C: You made your teacher angry. D: Better keep quiet in class. E: The lesson is dull. F: I don’t think it makes much difference. G: I was talking without being asked in class. 第三节语法和词汇知识(共15小题,每小题1分,满分15分) 从每小题的A、B、C、D四个选项中,选出可以填入空白处的最佳选项,并在答题卡上将该选项涂黑。 11.The CEO needs an assistant with ____ little knowledge of German and ___ experience in administrative management. A. the, an B.the, / C. a, an D. a, / 12. Many houses were destroyed in the heavy rain. They should get them _____. A. to repair B. repaired C. repairing D. repair 13. Allow children to voice their opinions, ____ they are different from your own.
【浅谈新课标下的高中英语教学】对新课标下高中英语教学 目标的理解 社会生活的信息化和经济的全球化,使得英语的重要性日益突出。时代的发展也对英语教学提出了更高的要求。新的高中英语课程标准正是在这一背景下诞生的。新课程标准的出台和新教材的使用适应时代发展的需要,优化了英语教学过程,但与此同时也给高中英语的教与学带来了巨大的挑战。如何积极地去适应新的课程标准,如何真正按照课改精神有效地改变我们的传统教学,以切实优化我们的英语教学过程?这成为英语教育专家及广大英语教师极为关注的问题。要解决这一问题必须真正理解课程改革的精神实质。 一、新课标高中英语新教材的特点分析 新教材的内容符合高中学生的生活经历、兴趣爱好和心理特点,具有强烈的时代感和生活气息,主题鲜明,板块设计科学、新颖,所选用的材料多为生活中的真实材料,贴近学生、贴近生活、贴近时代,且具有时效性,能够激发学生的学习兴趣、开阔学生的视野、拓展学生的思维。它注重提高学生听、说、读、写的综合技能和语言运用能
力,强调任务型教学,培养学生的观察力、想象力,思维能力,沟通、协作能力及自主学习意识,进一步突出了学生的主体地位。 二、新课程标准下英语教学策略探索 1、抓住基础不放松。词汇和基本的语言知识是语言大厦的基石。没有这些基石,语言学习便无从谈起。因此,在新课程标准下,词汇和基本语言知识仍不能被忽视。没有一定的输入量作保证,很难实现有效的输出。但输入的形式可以多样化。 以词汇为例,词汇在大脑词库中是按语意领域分类储存的,所以可以按主题或意义或词根将词汇打包,采用词汇包的形式教授词汇, 并培养学生的词汇包意识。例如:学到A City of Heroes 一课时,讲到那里的人民是真正的英雄。引发学生思考他们的品质,我们可以从他们那里学到什么。这时教师便可以有意识的将学生提供的词汇以及他们想知道却不会表达的词汇打包列于黑板上:
上师大附中2020 学年度第一学期高三期中考试 英语 考生注意： 1. 考试时间120 分钟，试卷满分140 分。 2. 本考试设试卷和答题纸两部分。所有答題必须涂（选择题）或写（非选择题）在答题纸上，做在试卷上一律不得分。 3. 答題前，务必在答題纸上填写准考证号和姓名。 I. Listening Comprehension Section A Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard. 1. A. 7:00 a.m..B. 7:30 a.m..C. 8:00 a.m..D. 8:30 a.m.. 2. A. Parent and child. B. Husband and wife. C. Teacher and student. D. Shop assistant and customer. 3. A. See a doctor about her strained shoulder. B. Use a ladder to help her reach the tea. C. Replace the cupboard with a new one. D. Place the tea on a lower shelf next time. 4. A. At Mary Johnson’s. B. In an exhibition hall. C. At a painter’s studio. D. Outside an a rt gallery. 5. A. He helped Doris build up the furniture. B. Doris helped him arrange the furniture. C. Doris fixed up some of the bookshelves. D. He was good at assembling bookshelves. 6. A. Blue. B. Red. C. Black. D. Green 7. A. He doesn’t get on with the others. B. He has been taken for a fool. C. He doesn’t feel at ease in the firm. D. He has found a better position. 8. A. They’d better not go riding. B. It is not good riding in the rain. C. They can go riding half an hour later. D. Riding a bike is a great idea. 9. A. The man has to get rid of the used furniture. B. The man’s apartment is ready for rent.
高三英语上学期期末复习试题及答案 高三英语上学期期末复习试题 第一部分：听力共两节，满分30分 第一节共5小题;每小题1.5分，满分7.5分 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 1.Where does this conversation most probably take place? A.In the hospital. B.At a nursery. C.In a library. 2.When are Jenny’ s parents coming? A.In April. B.In June. C.In July. 3.What will the woman probably do? A.Go visit the writer. B.Buy the writer’s new book. C.Write book review. 4.What does the man mean? A.The lady’s room is a long way from here. B.She has to sign up for using the lady’s room. C.She is not able to use the lady’s room right now. 5.Why won’t the woman eat any more? A.She is losing weight. B.She isn’t feeling well. C.She has had enough. 第二节共15小题;每题1.5分，满分22.5分 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A，B，C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟;听完后，每小题将给出5秒钟的作答时间。每段对话或独白读两遍。
广东省清远市清城区高三第一学期期末统考（B）卷 英语试题 (本卷满分150分，时间120分钟) 第一部分听力（共两节，满分30分） 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 1．What does the man want to do? A．Fly a kite． B．Go to the park． C．Play on the Internet． 2．What will the girl buy this evening? A．Sunglasses． B．A scarf．C．Gloves． 3．What does the man suggest the woman do? A．Take a taxi．B．Walk to the hotel．C．Ask someone else for help．4．Who is probably the woman? A．A hotel clerk．B．A police officer．C．The man's wife． 5．What are the speakers mainly talking about? A．A birthday party．B．New Year's gifts．C．The man's parents． 第二节(共15小题；每小题1.5分，满分22.5分) 听下面5段对话。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6．What is the party for? A．A birthday． B．A graduation ceremony．C．A wedding． 7．Where does the man’s cousin 1ive now?
英语高中过去完成时练习题 一、单项选择过去完成时 1．The manager is said to have arrived back from Paris where he ______ some European partners． A．would meet B．is meeting C．meets D．had met 【答案】D 【解析】 试题分析：考查时态。不定式动作to have arrived说明发生在过去，定语从句met发生在过去的过去，故用过去完成时。句意：据说经理已经从巴黎回来了，在那里他会见了一些欧洲伙伴。故D正确。 考点：考查时态 2．The girl, when _____ why she _____ in the exam, just lowered her head and kept silent. A．questioned; was cheated B．being questioned; was cheating C．questioned; had cheated D．being questioned; has cheated 【答案】C 【解析】 考查非谓语动词。句意：当被问到为什么在考试中作弊中，小女孩子低头不语。When引导的是是时间状语从句，与girl 之间是被动关系，所以用done形式，作弊没有被动语态，故选C项。 3．The boy _____ loudly because he _____ his way in the jungle and thought he couldn’t go back home. A．had cried; lost B．has cried; has lost C．cried; had lost D．cried; has lost 【答案】C 【解析】 考查动词时态。句意：因为在从中中迷路认为不能回家所以小男孩大声地哭起来。迷路这个动作发生在大哭之前，故用过去完成时，故选C项。
2019-2020学年第一学期上大附中高一英语 9月周日小测 Ⅰ. Grammar Directions: After reading the passage below, fill in the blanks to make the passages coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank. Last August Susan and forty-two other students got wet and dirty while removing six tons of garbage __21__ the rive running across their city. They cleaned up the rive as part of a week-long environmental camp. Like one in three American rives, this river is so polluted __22__ it’s not safe for swimming or fishing. Still, Susan, who __23__ (complete) her third summer camp so far on the river cleanup, sees a change in this river. “Since we started three years ago, the river is getting a lot __24__ (clean).” she says. Environmental scientists praise the teenagers for removing garbage __25__ can harm wild life. Water birds, for example, __26__ die of plastic bottle rings and get cut by tiny metals. Three years ago, __27__ the cleanup started, garbage was everywhere. But this year the teenagers can row their boats fast. By the end of this year’s six-hour cleanup, they __28__ (remove) enough garbage to fill more than two large trucks. “__29__ (see) all that garbage in the rive makes people begin to care about environmental issues,” Susan says. She hopes that when others read that, she and her peers care enough __30__ (clean) it up, maybe they would think twice before they throw garbage into the river. Ⅱ. Vocabulary Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need. 1 / 10
2019—2020学年度高三校际联合检测 英语 2020．01 本试卷共三部分，共10页。满分120分。考试时间100分钟。 注意事项： 1．答卷前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置上。 2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上。写在本试卷上无效。 3．考试结束后，将答题卡上交。 第一部分阅读(共两节，满分50分) 第一节(共15小题；每小题2.5分，满分37.5分) 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Barbican Art Gallery A world-class arts and learning center，the Barbican pushes the boundaries of all major art forms including dance，film，music，theater and many visual arts from Egypt．Tickets： Adult：￡10 online／￡12 at the door 13-17 years old：￡6 online／￡8 at the door Children aged 12 and under：Free Opening Times： Sat．—Wed．：10 a．m．—6 p．m．；Thu．—Fri．：10 a．m．—9 p．m． Review by Laura Miller：I have just watched To Kill a Mockingbird here．The play and actors were fantastic．Nice and clean ladies’toilets with hot water．During the interval，they were selling the usual ice cream and drinks．Not all staff were friendly，but most were．I would come again to watch another show or even the same one． The British Museum
课时教学设计
重点及分析Please guess what I mean. Please show the actions, using body language. 教学 难点及突破Enable the students to understand what a certain gesture of the body language means in a given situation. 教学过程 教 学 环 节 老师指导与学生活动设计意图Step I Lead-in The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005. T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her
高中英语过去完成时技巧和方法完整版及练习题 一、单项选择过去完成时 1．Grandpa was shocked by the news. Rarely ______ him so quiet. A．do I see B．had I seen C．I had seen D．I saw 【答案】B 【解析】 本句中的rarely很少，是一个表示否定意义的词，放在句首的时候，后面的主句要使用部分倒装。句意：听到这个消息爷爷很惊讶。我很少看见他如此安静。根据句意可知是在这之前，我很少看见他如此安静，现在的情况已经使用了一般过去时，在这之前要使用过去完成时。故B正确。 2．That was the first time I _____to Hongkong so I had great difficulty _____the hotel. A．went, finding B．had gone, to find C．have been, found D．had been, finding 【答案】D 【解析】 试题分析:句意：这是我第一次来香港，所以我找旅馆有点困难。固定短语：have difficulty doin g sth“做某事有困难”，排除BC选项。句型：it is the first time that+从句“这是第一次做某事”如果主句谓语是is，则that从句用现在完成时态；如果是was 则that从句则用过去完成时，选D。 考点：考查固定句型和短语 3．She _________the sign language before she served as a volunteer to help the deaf. A．learns B．has learned C．was learning D．had learned 【答案】D 【解析】 试题分析：句意：她作为一名志愿者来帮助聋人之前已经学习了手语。由句意可知，学习手语在做一名志愿者之前，是过去的过去，用过去完成时，故选D。 考点: 考查动词时态的用法。 4．Father ________ for London on business upon my arrival, so I didn’t see him. A．has left B．left C．had left D．was leaving 【答案】C 【解析】 分析句子，由于后半句用的是一般过去式，故根据意思可知前半句的事是发生在后半句之前，故用过去完成时，故选C。句意：父亲在我回来之前已经去出差了，所以我没有见到