Teacher’s role in EFL Teaching

2.百闻不如一见（眼见为实）Seeing is believing.3.比上不足比下有余worse off than some, better off than many; to fall short of the best, but be better than the worst.4.笨鸟先飞A slow sparrow should make an early start.5.不眠之夜white night6.不以物喜不以己悲not pleased by external gains, not saddened by personnal losses7.不遗余力spare no effort; go all out; do one's best8.不打不成交No discord, no concord.9.拆东墙补西墙rob Peter to pay Paul10.辞旧迎新bid farewell to the old and usher in the new; ring out the old year and ring in the new11.大事化小小事化了try first to make their mistake sound less serious and then to reduce it to nothing at all12.大开眼界open one's eyes; broaden one's horizon; be an eye-opener13.国泰民安The country flourishes and people live in peace.14.过犹不及going too far is as bad as not going far enough; beyond is as wrong as falling short; too much is as bad as too little15.功夫不负有心人Everything comes to him who waits.16.好了伤疤忘了疼once on shore, one prays no more 17.好事不出门恶事传千里Good news never goes beyond the gate, while bad news spread far and wide.18.和气生财Harmony brings wealth.19.活到老学到老One is never too old to learn.20.既往不咎let bygones be bygones21.金无足赤人无完人Gold can't be pure and man can't be perfect.22.金玉满堂Treasures fill the home.23.脚踏实地be down-to-earth24.脚踩两只船sit on the fence25.君子之交淡如水the friendship between gentlemen is as pure as crystal; a hedge between keeps friendship green26.老生常谈陈词滥调cut and dried, cliché27.礼尚往来Courtesy calls for reciprocity.28.留得青山在不怕没柴烧Where there is life, there is hope.29.马到成功achieve immediate victory; win instant success30.名利双收gain in both fame and wealth31.茅塞顿开be suddenly enlightened32.没有规矩不成方圆Nothing can be accomplished without norms or standards.33.每逢佳节倍思亲On festive occasions more than ever one thinks of one's dear ones far away.It is on the festival occasions when one misses his dear most.34.谋事在人成事在天The planning lies with man, the outcome with Heaven. Man proposes, God disposes.35.弄巧成拙be too smart by half; Cunning outwits itself36.拿手好戏masterpiece37.赔了夫人又折兵throw good money after bad38.抛砖引玉a modest spur to induce others to come forward with valuable contributions; throwa sprat to catch a whale39.破釜沉舟cut off all means of retreat；burn on e‘s own way of retreat and be determined to fight to the end40.抢得先机take the preemptive opportunities41.巧妇难为无米之炊If you have no hand you can't make a fist. One can't make bricks without straw.42.千里之行始于足下a thousand-li journey begins with the first step--the highest eminence is to be gained step by step43.前事不忘后事之师Past experience, if not forgotten, is a guide for the future. 44.前人栽树后人乘凉One generation plants the trees in whose shade another generation rests.One sows and another reaps.45.前怕狼后怕虎fear the wolf in front and the tiger behind hesitate in doing something46.强龙难压地头蛇Even a dragon (from the outside) finds it hard to control a snake in its old haunt - Powerful outsiders can hardly afford to neglect local bullies.47.强强联手win-win co-operation48.瑞雪兆丰年A timely snow promises a good harvest.49.人之初性本善Man's nature at birth is good.50.人逢喜事精神爽Joy puts heart into a man.51.人海战术huge-crowd strategy52.世上无难事只要肯攀登Where there is a will, there is a way.53.世外桃源a fictitious land of peace away from the turmoil of the world;54.死而后已until my heart stops beating55.岁岁平安Peace all year round.56.上有天堂下有苏杭Just as there is paradise in heaven, while there are Suzhou and Hangzhou on earth57.塞翁失马焉知非福Misfortune may be an actual blessing.58.三十而立A man should be independent at the age of thirty.At thirty, a man should be able to think for himself.59.升级换代updating and upgrading (of products)60.四十不惑Life begins at forty.61.谁言寸草心报得三春晖Such kindness of warm sun, can't be repaid by grass. 62.水涨船高When the river rises, the boat floats high.63.时不我待Time and tide wait for no man.64.杀鸡用牛刀break a butterfly on the wheel65.实事求是seek truth from facts; be practical and realistic; be true to facts66.说曹操,曹操到Talk of the devil and he comes.67.实话实说speak the plain truth; call a spade a spade; tell it as it is68.实践是检验真理的唯一标准Practice is the sole criterion for testing truth.69.山不在高，有仙则名'No matter how high the mountain is, its name will spread far and wide if there is a fairy; '70.韬光养晦hide one's capacities and bide one's time71.糖衣炮弹sugar-coated bullets72.天有不测风云Anything unexpected may happen. a bolt from the blue73.团结就是力量Unity is strength.74.“跳进黄河洗不清” eve if one jumped into the Yellow River, one can not wash oneself clean--there's nothing one can do to clear one's name.75.歪风邪气unhealthy practices and evil phenomena76.物以类聚，人以群分Birds of a feather flock together.77.往事如风'The past has vanished (from memory) like wind.; What in past, is pas78.望子成龙hold high hopes for one's child79.屋漏又逢连阴雨Misfortunes never come singly. When it rains it pours.80.文韬武略military expertise; military strategy81.唯利是图draw water to one's mill82.无源之水,无本之木water without a source, and a tree without roots83.无中生有make create something out of nothing84.无风不起浪There are no waves without wind. There's no smoke without fire.85.徇私枉法bend the law for the benefit of relatives or friends86.新官上任三把火a new broom sweeps clean87.虚心使人进步,骄傲使人落后Modesty helps one go forward, whereas conceit makes one lag behind.88. 蓄势而发accumulate strength for a take-off89.心想事成May all your wish come true90.心照不宣have a tacit understanding; give tacit consent; tacit understanding 91.先入为主First impressions are firmly entrenched.92.先下手为强catch the ball before the bound93.像热锅上的蚂蚁like an ant on a hot pan94.现身说法warn people by taking oneself as an example95.息事宁人pour oil on troubled waters96.喜忧参半mingled hope and fear97.循序渐进step by step 98.一路平安，一路顺风speed somebody on their way; speed the parting guest99.严以律己,宽以待人be strict with oneself and lenient towards others100鱼米之乡101.有情人终成眷属'Jack shall have Jill, all shall be well.'102.有钱能使鬼推磨Money makes the mare go. Money talks.103. 有识之士people of vision104.有勇无谋use brawn rather than brain105.有缘千里来相会Separated as we are thousands of miles apart, we come together as if by predestination.106.与时俱进advance with times.107.以人为本people oriented; people foremost.108.因材施教teach students according to their aptitude.109.欲穷千里目，更上一层楼'to ascend another storey to see a thousand miles further; Ascend further, were you to look farther; Would eye embrace a thousand miles? Go up, one flight.' a land of milk and honey110.欲速则不达Haste does not bring success.111. 优胜劣汰survival of the fittest.112.英雄所见略同Great minds think alike.113.冤家宜解不宜结Better make friends than make enemies.114.冤假错案'cases in which people were unjustly, falsely or wrongly charged or sentenced; unjust, false or wrong cases'115.一言既出，驷马难追A real man never goes back on his words.116.招财进宝Money and treasures will be plentiful.117.债台高筑become debt-ridden.118.致命要害Achilles' heel.119. 众矢之的target of public criticism120.知己知彼,百战不殆Know the enemy and know yourself, and you can fight a hundred battles with no danger of defeat.121. 纸上谈兵be an armchair strategist122.左右为难between the devil and the deep blue sea.123.纸包不住火Truth will come to light sooner or later.。

The teacher’s roles in learner-centered language teachingIn 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. Teacher’s participation and guide must not be ignored because without the proper role of the teacher, classroom teaching cannot go smoothly. I think the roles of teacher are many-faceted.First, as Harmer said, “ the best teachers should be those who thinks carefully about 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 students’ enthusiasm and pote ntial.Second, a competent teacher should be a director who plays a part in directing the overall situation and students are actors and participants of the play. But the real center is students who are the most active leading role in the whole teaching process.Third, since the aim of teaching a language is to cultivate students’ communicative competence, which is creative. Teachers’ responsibility lies not only in teaching a language but providing them methods to improve themselves. In such a sense, a modern language teacher is not only a knowledge-giver, but also a cultivator, to guide students to learn properly and provide theme methods to improve themselves.At last, teachers should also be a good questioner in class. According to the theory of “nearest developing area”, questions must have proper degree of difficulty in order to stimulate and develop students’ thinking ability. Since every student is integrated and dynamic, the teacher should take different kinds of factors that involve learning into consideration.。

Teacher’s Role in Middle School English Teachingin Classroom1. Brief Introduction of the SubjectTeaching in class is the main form of teaching in our middle schools. It is in the classroom that an English teacher is to cultivate the listening, speaking, reading and writing abilities of the students, give knowledge of phonetics, grammar and vocabulary and train the mind of students and get them educated morally, intellectually and physically. So, teachers playing proper roles in the classroom is of vital importance.The roles of the teacher will depend to a large extent on the function he performs in different activities. A lot of efforts have been devoted to researches on teacher’s roles. For example, from Richards’s (1990) understanding, the following are among the kinds of roles teachers may see for themselves in the classroom: 1) monitor of student learning; 2) motivator; 3) organizer and controller of pupil behavior; 4) provider of accurate language models; 5) counselor and friend; 6) needs analyst; 7) materials developer; 8) evaluator. Based on the function the teacher performs in different activities, Harmer defines the teacher’s role s as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983.201). The latter are the most common roles that teachers play in present-day foreign language teaching and are the ones we talk in this paper.2. Definitions of Role and Teacher’s RoleThe word “role” derives from the drama. In 1934, G. H. Mead used it firstly to refer to a part a person play in the performance of social life. Later, Ellis& McClintock (1990) defines the role as the participant in any act of communication which involves his particular status, identity and behavior. They involve different kinds of work, levels of responsibility, kinds of relationships, patterns of interaction and communication, and power relationships.In education, according to Nunan (1993), the role refers to the social and interpersonal responsibility assumed by teachers and learners as class participants and the part teachers and learners play in fulfilling learning tasks. The role of teacher is primarily an occupational role, predetermined by the nature of schools and of teaching. Teachers interpret their roles in different ways depending on the kinds of schools in which they work, the teaching methods they employ, their individual personalities, and their cultural background. Classroom teaching is the teaching behavior happens in the classroom. Teachers can use a variety of classroom activities to achieve the teaching objectives and many of their roles can be seen directly in classroom teaching.3. Teacher’s Roles in Classroom3.1 ControllerAn appropriate degree of control of the teacher over the class is vital in formal language teaching. The teacher controls the pace so that activities run smoothly and efficiently. For instance, when students do skimming and scanning tasks, it is very important for the teacher to control time. When doing lockstep activities, the teacher controls the whole class so that everyone has equal chance. When students do reproduction activities, the teacher’s control can make sure the students use certain target language items and their reproduction has a degree of accuracy.When we talk about the advantages of teacher control, we stick to appropriate degree of control. Over-control will do no less harm to students than no control at all. Besides, different activities needs a different degree of control. Some teachers use terms like controlled practice, half-controlled practice, and free practice to indicate where control is needed and where control should be relaxed. We believe that the more communicative an activity is, the less control it needs.3.2 AssessorIt is generally believed it is a major part of a teacher’s job to assess the students’ work. According to Harmer, as an assessor, the teacher does two things, that is, correcting mistakes and organizing feedback. Harmer insists that correcting should be gentle. Gentle correcting involves showing that incorrectness has occurred, but not making a big fuss about. Organizing feedback is an effective way to assess students’ performance so that they see the extent of their success or failure. When organizing feedback, it is very discouraging for the teacher to be critical. Rather, we believe teachers should focus on students’ success or progress so that a success-oriented learning atmosphere can be created.3.3 OrganizerThe most important and difficult role that he teacher has to play is to be an organizer. Nowadays many approaches and methods advocate task-based activities. So one of the teacher’s major tasks is to design and organize tasks that students can perform in the class. It is in doing this that teachers have the most freedom and most challenge, and it is where the teacher can exert creativeness in an unlimited way.Before organizing an activity in the class, the teacher should envisage what the activity is going to be like. He should also anticipate problems that may arise when the activity is being carried out. Before students start the activity, the teacher should give instructions clearly and concisely so that students know how to do what. Sometimes a teacher demonstration can help. And if necessary, use students’ native language to clarify.While students are doing the activity, the teacher should walk around the classroom and overhear what the students are saying. If some students are not doing the right task, the teacher should rectify. Taking notes in mind will help the teacher to provide accurate feedback later.3.4 PrompterWhen students are not sure how to start an activity, or what to do next, or what to say next, the teacher should give appropriate prompts. For instance, if students find it difficult to start talking in a task where they have to choose one of five places to go for an outing, the teacher may tell them to consider distance, means of transport, timeavailable, safety, etc. When a student doesn’t seem to be ready for an answer, the teacher can give hints; when a student finishes with a very answer, the teacher should elicit more by saying ‘and...?’ ‘Anything else?’ ‘Yes, but why...?’3.5 ParticipantTask-based teaching methods encourage the teacher to participant in students’ activities. Once the teacher has finished giving instructions, and the activity has started, there is no point for the teacher to stand in front of the classroom doing nothing. Besides monitoring the class, the teacher can also join one or two groups as an ordinary participant. However, the teacher should change his role once he joins the students. He should not dominate or appear to be authoritative, though students regard it a good chance to practice English with someone who speaks it better than themselves.3.6 Resource-providerAlthough the jug-and-mud method has been widely criticized, the teacher is still considered a good and convenient resource for the students. In this sense, the teacher’s role is the same as the role of instruction materials. However, when students are supposed to work on their own, the teacher should withhold his readiness to provide resources.4. Examples4.1 The Teacher as Controller1) The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.2) The teacher asks students to take turns to make sentences with a newly learned structure. If someone makes an error, the teacher asks him or her to revise.3) The teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.4.2 The Teacher as Assessor1) When a student has made a sentence with borrow, ‘I borrowed a paper to writea letter’, the teacher says, ‘Well, we don’t say a paper, we say a piece of paper.’2) When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.4.3 The Teacher as OrganizersThe teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.4.4 The Teacher as Prompter1) T: Do you have any hobbies？S: Yes, I like singing and dancing.T: Uhm, and...?S: I also collect coins.T: Oh, really, how many coins have you already collected?┆2) The teacher asks a student a question ‘Have you ever bought clothes with problems?’ If the student doesn’t seem to be ready to answer, the teacher says ‘for example, a shirt without...’ and points to the buttons on his own shirt or jacket.4.5 The Teacher as Participant1) When students are doing a group-work task, the teacher joins one or two groups for a short period of time.2) The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.4.6 The Teacher as Resource-providerWhile doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.5. SummaryTeacher roles are related ultimately to assumptions about language and language learning at the level of approach. That is, different approaches stipulate different roles for the teacher. However, there are some common roles that teachers play in most of the major approaches, such as controller, assessor, organizer, prompter, participant and resource-provider. Besides, every role is not separated. A real good teacher is one who can not only play a certain kind of role well, but all the roles, and can play several roles spontaneously at the same time. Teachers are greatly in charge of the classroom teaching, if they can’t appropriately play their roles, however advanced and effective teaching approaches they use, it will be inefficient. Thus, teachers should pay as much attention to their roles as the teaching methods.。

When it comes to learning English in the classroom, teachers play a pivotal role in guiding their students towards proficiency. Here are some strategies that teachers can employ to effectively teach English composition:1. Start with the Basics: Ensure that students have a strong foundation in grammar, vocabulary, and sentence structure. This forms the backbone of any good composition.2. Encourage Reading: Reading is a key component in learning a new language. Encourage students to read a variety of texts, from simple stories to complex articles, to expand their understanding of language use.3. Teach the Writing Process: Introduce students to the stages of writing: brainstorming, outlining, drafting, revising, editing, and proofreading. This structured approach helps students understand the complexity of writing and how to improve their work.4. Use RealLife Examples: Bring in examples of good and bad writing from newspapers, magazines, or online sources. Analyze these examples to show students what works and what doesnt.5. Peer Review: Encourage students to review each others work. This not only helps them learn from each others mistakes but also improves their critical thinking and editing skills.6. Provide Feedback: Offer constructive feedback on students compositions. Point out both strengths and areas for improvement, and provide specific examples to illustrate your points.7. Incorporate Technology: Use online tools and applications to help students with their writing. These can include grammar checkers, thesauruses, and writing platforms that allow for easy collaboration and feedback.8. Teach Different Writing Styles: Introduce students to various types of writing, such as narrative, descriptive, expository, and persuasive. Understanding different styles helps students adapt their writing to different contexts.9. Set Clear Objectives: Before starting a writing assignment, make sure students understand the purpose and objectives of the task. This helps them focus their writing and ensures that they meet the requirements.10. Practice, Practice, Practice: Like any skill, writing improves with practice. Assign regular writing tasks and encourage students to write outside of class as well.11. Cultivate Creativity: Encourage students to express their thoughts and ideas creatively. This not only makes the writing process more enjoyable but also helps students develop their unique voice.12. Discuss Cultural Differences: Since English is a global language, its important to discuss how cultural differences can affect writing. Understanding these nuances can help students write more effectively for different audiences.By implementing these strategies, teachers can create an engaging and effective learning environment that helps students master the art of English composition.。

老师是我英语学习的重要支持者——英语作文演讲稿我的老师As an AI language model, I can certainly assist you in creating a high-quality English article on the theme "My Teacher: The Crucial Support in my English Learning Journey." Please find the article below:Title: My Teacher: The Crucial Support in my English Learning JourneyIntroduction:In the realm of education, teachers play a significant role in shaping students' lives. In my English learning journey, I have been fortunate to have had exceptional teachers who constantly supported and inspired me. Their dedication, knowledge, and unwavering encouragement have been instrumental in my progress. Today, I would like to share my experiences and express my gratitude to these incredible mentors who have served as my pillars of guidance.Body:1. Building a Strong Foundation:The foundation of any successful language learning adventure relies heavily on the teaching methods and the teacher's abilities. From the very beginning, my English teachers emphasized the importance of mastering the fundamentals. They meticulously covered grammatical concepts, vocabulary, pronunciation, and basic language usage. Their patient and thorough guidance laid a robust groundwork, making it easier for me to grasp more advanced topics.2. Encouragement and Motivation:One of the most significant qualities of my teachers was their unwavering support and motivation. They consistently encouraged me to step out of my comfort zone, overcome my fear of making mistakes, and engage in conversations solely in English. By fostering an environment that embraced mistakes as part of the learning process, they instilled in me the confidence to express myself without hesitation.3. Interactive and Immersive Learning:To enhance language fluency, my teachers emphasized interactive and immersive learning experiences. They actively incorporated group activities, discussions, debates, and multimedia resources into the lesson plans. These interactive sessions not only made learning enjoyable but also helped me develop crucial communication skills. Regular exposure to English language movies, songs, and literature allowed me to immerse myself in the language, expanding my vocabulary and improving comprehension.4. Individual Attention and Feedback:I am grateful for the personalized attention and timely feedback provided by my teachers. They recognized my strengths and weaknesses, tailoring their teaching methods accordingly. Whether through one-on-one tutoring or during class discussions, they ensured that every student had an opportunity to voice their opinions and receive constructive feedback. This individual attention helped me identify and address my language learning gaps effectively.5. Cultivating a Love for Literature:Beyond the realms of grammar and vocabulary, my English teachers fostered an appreciation for literature. They introduced me to a diverse range of authors, genres, and literary techniques, stimulating my imagination and critical thinking. By analyzing literary works, discussing underlying themes, and participating in book clubs, my teachers instilled in me a lifelong love for reading and writing in English.6. Beyond the Classroom:My teachers went above and beyond their responsibilities within the classroom. They organized extracurricular activities such as language workshops, debates, and creative writing competitions. These events not only provided a platform for students to showcase their skills but also introduced us to a broader community of English language enthusiasts. By actively participating in these events, I not only improved my English proficiency but also developed important life skills such as teamwork, public speaking, and confidence.Conclusion:In conclusion, my English teachers have been the guiding forces in my language learning journey. Through their dedication, encouragement, and innovative teaching methods, they have transformed the process of learning English into an enjoyable and interactive experience. Their unwavering support not only helped me build a strong foundation but also fostered a genuine passion for the language. As I continue to progress further in my English learning journey, I am eternally grateful to these exceptional educators who have played an indispensable role in shaping my linguistic abilities and expanding my horizons.。

1.0 IntroductionWith the rapid development of globalization, cultural communication is getting more and more necessary and frequent. English, as one of the most popular languages, is playing a more and more significant role in communication. At present, English acquisition is commonly required, therefore, the role of English teacher is very important. Traditional English teaching follows teacher-centered principle, attaching more importance to the subject knowledge instead of students’ ability of language using; emphasizing teacher’s importance instead of students’. Thus, students gradually and greatly depend on teachers, their desire and ability of learning are lowered. They can deal with all kinds of written examinations, but can’t communicate freely in English. They are successful in acquiring language system as a separate body of knowledge but fail to learn how to use it. The limits of traditional teaching are more and more obvious and criticized by many researchers (Xu Enmei, 2002; Lu Yun, 2004; Chen Wencun, 2007).Since the traditional teaching approach couldn’t meet the requirement of English teaching, new approach is needed. Therefore, it’s time for English teachers to adopt a new theory and change their roles in English teaching. Task-based Language Teaching (TBLT) follows this trend and comes into being. Compared with traditional teaching approach, TBLT insists that language learners develop the language ability by using language. It provides a circumstance for students to build up their confidence, cultivate a good learning habit, develop their self-study ability and form effective study strategies. Thus, the aim of English teaching can be achieved.This paper consists of five parts. Chapter one is introduction. It introduces the current situation of Chinese English teaching, significance and organization of this paper. The second chapter is literature review. It introduces the theory of TBLT, especially the definition of “task”, and gives a brief introduction of the concept of teacher’s role in EFL (English as Foreign Language) teaching and the reasons that TBLT can be adopted in English teaching. The third chapter is the detail illustration of teacher’s role s in TBET. The limits of traditional teaching and the reasons of changing teacher’s role s are also given. The fourth chapter is suggestions for Chinese English teachers. The author gives some suggestions to Chinese English teachers, emphasizing the importance of changing teacher’s view, analyzing and developing curriculumresources, teaching according to reality and self-development. The last part is the conclusion of this paper.2.0 Literature Review2.1 The Concept of T eacher’s role in EFL TeachingEllis and Mcclintock defines “role”as the part taken by a participant in any act of communication (Huang Shuyun, 2004). Jack Croft Richards states that when roles are compared, they have the following characteristics:a. They involve different kinds of work and different levels of responsibility,b. They involve different kinds of relationships and different patterns of interaction and communication,c. They involve different power relationships (Huang Shuyun, 2004).The concept of “role” in E FL teaching denotes the function that teacher and learners perform during the course of a lesson, therefore, English teacher’s role means the function that teacher performs during an English lesson. As students’ needs and le sson objectives are different, teacher has to take many different roles in English teaching.Harmer has identified English teacher’s roles in hi s work: as controller in eliciting nationality words; as assessor of accuracy as students try to pronounce the words; as corrector of pronunciation; as organizer in giving instructions for the pair work, initiating it, monitoring it, and organizing feedback; as prompter while students are working together; and as resource providers if students need help with words and structures during the pair work (Xu Enmei, 2002).2.2 Definitions of TaskA Course in English Language Teaching(Wang Qiang, 2006) provides a number of definitions of task from both the research and pedagogic literatures. The listed definitions are from this book.Long defines “task” as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation, borrowing a library book, taking adriving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone cross a road. In other words, “task”means the hundred things people do in everyday life, at work, at play, and in between.Breen states that “task” refers to any structured language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task. “Task” is therefore assumed to refer to a range of work plans which have the overall purpose of facilitating language learning — from the simple and brief exercise type, to more complex and lengthy activities such as group problem-solving or simulations and decision making.Prabhu defines task as an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.Nunan defines “task”as a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.Willis defines “task” as an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.Ur states that “task” is essentially goal-oriented; it requires the group, or pair, to achieve an objective that is usually expressed by an observable result, such as brief notes or lists, rearrangement of jumbled items, a drawing, a spoken summary. This result should be attainable only by interaction between participants, therefore, within the definition of the task you often find instructions such as “reach a consensus”, or “find out everyone’s opinions”.Skehan defines “task”as an activity in which meaning is primary, there is some communicative problem to solve; there is some sort of relationship to the real world; task completion has some priority; and the assessment of task performance is in terms of task outcome.Bygate, Skehan and Swain define “task”as an activity which requires learners to use language, with emphasis on meaning, to attain an object.Ellis defines “task” as activity that call for primarily meaning-focused language use.The above definitions present many dimensions of a task, such as the scope of a task, the perspective from which a task is viewed, the authenticity of a task and the outcome of a task.Although there are so many definitions to task, since the present study focuses on language teaching, therefore, classroom tasks should consist of the following points: a.meaning-centered. Tasks should be designed to practice some meaningful language forms; b. the aim of a task is to solve certain communicative problem, which should have some connections with the real world.A good task is close to students’ real life, learning experiences an d social reality, and could arise students’ interests and encourage students’ participation in the task; c. the design of the task must emphasize the importance of task completion, that is, the settlement of the communicative problem. The result of the task is the criteria of the success of the task.2.3 Definitions and Features of TBLTTBLT is a further development of communicative language teaching. Communicative approaches became popular in the 1970s. In 1987, Yalden summarized that there were five approaches in communicative approaches: functional approach, negotiated approach, natural approach, content-based approach, and task-based approach. Therefore, task-based approach is the latest development in communicative approaches. TBLT shares the same belief with communicative language teaching that language should be learned as close as possible to how it is used in real life. The difference is that it stresses the importance of combining form-focused teaching with communicative-focused teaching. TBLT sees language as a resource for communicating rather than as a body of content to be memorized. The aim of learning a foreign or second language is to achieve communicative competence. It is the pedagogy that best fits the principle of “learning by doing”.Skehan claims that TBLT may underlie language systems which can be formed and developed well while learners focus on the process of doing tasks (Ren Yankun, 2006).Chen Lin, Wang Qiang and Cheng Xiaotang (2002:1) state that during TBLT, the task itself is the motivation of learning, the process of completing the task is the learning process, the results of teaching and learning are presented in the task achievements. With the concrete motivation, students will learn autonomously and use the language they are learning to do things actively. They will use the language they are learning naturally while doing things, andthen develop their language competence in the process of using the language to do things.Willis (1996) illustrates the framework of TBLT, consisting of three phases: pre-task, task-cycle and language-focus. The following is a list of TBLT.Pre-task: to introduce the class the topic of the task, activating topic-related words and phrases.Task-cycle: to offer learners the chance to use whatever language they already know in order to carry out the task, and then to improve that language under the teacher’s guidance while planning their reports of the task. It is divided into three steps: task (students carry out the task), planning (each group prepares how to report their completion of the task to the class) and report (students report their completion of the task).Language-focus: to allow a closer study of some of the specific features naturally occurring in the language used during the task cycle. The students analyze and assess the completions of tasks by other groups. And they practice the language difficulties under the direction of the teacher.In this paper, the author analyzes English teacher’s roles in TBLT according to Willis’s definition of TBLT.To understand TBLT, it’s better to get familiar with its features. TBLT has the following features:a. TBLT is objective-oriented, i.e. learners work purposefully towards an objective,b. TBLT does not oppose the teaching of grammar, because the objective of TBLT can be language-focused, i.e. to discover rules of grammar,c. In TBLT classroom, learners’ attention is principally focused on meaning rather than on form, i.e. for most of the time, their attention is on what is being expressed,d. Communication tasks bear resemblance to activities people carry out in everyday life,e. Tasks are often carried out in cooperation with others,f. Outcome is important to assess the effect of TBLT,g. The outcome may be something concrete, (i.e. a timetable, a report) or something intangible(e.g. agreement or solution to a problem) (Tian Jinping, 2006).2.4 Theoretical Basis of TBLTLanguage learning is basically considered as a cognitive process of the input and output of the information. Therefore, this paper illustrates the theoretical basis of TBLT from the perspective of cognitive approach, input hypothesis, output hypothesis and interaction hypothesis.Cognitive approach is based on the distinction in the way in which students represent knowledge. Students construct both an exemplar-based system and a rule-based system. The former is lexical in nature and includes both discrete lexical items and ready-made formulaic chunks of language. The latter consists of abstract underlying patterns of the language. They are needed when students have to construct utterances to express precisely and properly. In TBLT, the process of completing tasks offer opportunities for students to construct the two systems.Krashen is the representative of input hypothesis. In 1981, Krashen declares that we acquire language in only one way, which is by receiving comprehensible input. If the input contains forms and structures just beyond the learner’s current level of competenc e in the language, then comprehension and acquisition will occur. This hypothesis was later modified and it held that learners also need the right environment and circumstances to allow comprehensible input to work. They have to be motivated and free of stress. Based on this hypothesis, TBLT advocates that tasks should be relevant to students’ life and interests and should be carried out in a comprehensible language.The output hypothesis emphasizes that production opportunities are the key formative process for acquisition, and acquisition can be enhanced in context in which learners are pushed to convey messages precisely. Swain is the representative of output hypothesis. He contends that output results from interactive language tasks as they provide learners with opportunities for contextualized, meaningful language use. Such opportunities enable learners to test the target language and move from a semantic analysis of the language to a syntactic analysis of it. Therefore, TBLT emphasizes the importance of meaningful and interactive tasks (He Lili, 2006).Seliger is the representative of interaction hypothesis. After many researches on the relationship between interaction and acquisition, Seliger concludes that learners who initiate interaction are better able to turn input into intake. Therefore, it’s necessary to change students’passive learning to active learning. TBLT meets this requirement and follows students-centered principle (He Lili, 2006).2.5 Principles of TBLTTBLT follows students-centered principle. Ellis states principles of TBLT in detail:a. ensure an appropriate level of task difficulty,b. establish clear goals for each task-based lesson,c. ensure that students adopt an active role in task-based lessons,d. encourage students to take risks,e. ensure that students primarily focuse on meaning when they perform a task,f. require students to evaluate their performance and progress (Chen Wenchun, Yan Ping, Yu Meigen and Peng Kangzhou, 2007).2.6 Reasons that TBLT can be Adopted in English TeachingWhy can TBLT be adopted in English teaching? To put it simply, it follows the present view of language learning.Traditionally, it is held that learning a language involves mastering the building blocks of the language and learning the rules by which these basic elements are combined from the level of sound to the level of sentence. It has been regarded as a process of mastering a succession of steps, each one building on the one before. Teachers present the target language in ready-to-assimilate pieces, starting with the easy parts and gradually moving towards the harder parts. Learners must master each part sequentially and incorporate it into their knowledge of the target language.By contrast, the present view of language learning , mainly based upon research findings in linguistics, psychology, and pedagogy, is that learners do not acquire the target language in the order it is presented to them, regardless of how careful and thoughtful the teaches and textbook writers are in organizing the process. As Ellis puts it, language learning is a developmental, organic process that follows its own internal agenda. Errors are not necessarily the result of bad learning, but are part of the natural process of inter-language forms gradually moving towards target forms (Tian Jinping, 2006).Such a view of language learning has deepened implications for language teaching, and has resulted in the development of TBLT. Foster states that TBLT gives learners tasks to transact, rather than items to learn, provides an environment which best promotes the natural language learning process. By engaging in meaningful activities, such as problem-solving, role-playing, discussions, etc., the learner’s inter-language system is stretched and expanded. These tasks rely on a successful transfer of meaning in order to be completed, and are supposed to focus the learners’ attention more closely on the comprehensibility of the language they and their partners are using, thus increasing the likelihood that inter-language forms will be pushed towards target language norms (Tian Jinping, 2006).3.0 Teacher’s Roles in TBET3.1 Teacher’s Roles in Traditional English Teaching and Their LimitsIn traditional teaching, the goal of learning English for students is grasping language knowledge, acquiring ability to read and translate and getting a high mark in the examination. Thus, teacher is mainly the language explainer, controller and evaluator of students’ behavior. Teacher has previously got ready for all the answers of the questions. He gives detail explanation of every language points especially grammar knowledge and evaluates students’ answer according to the standard one. Students’ major task is to absorb all these knowledge and “standards”.We should admit traditional teaching has contributed a lot to the social development in the past years and most English teachers are responsible for their students. However, the limits of it are obvious.First, students lose desire to learn English gradually. Most students desire to perform well in English classes from the first lesson, but gradually they lose interests as a result of their learning experience. William Glasser states that very few children come to school labelled as failures. It is school and teachers that pin the label of failure on children. In traditional areas, teachers emphasize much more on the English tests and grades, students are usually compelled to do a lot of practices and homework mechanically and usually these tasks are irrelevant to their interests or life (Qi Xueyin, 2005).Second, students lose independent learning ability.In traditional teacher-centered class, teacher is the controller, students followed him mechanically without their own personal styles. Many researches have demonstrated that feeling of being in control of events is associated with greater achievement. If students believe that learning is controlled by themselves, they may work hard to achieve success. No two learners will learn the same thing precisely in the same way, therefore, the single strategy given by the teacher is equal to killing the creativeness and independent learning ability of students. As a result, students greatly and gradually depend on teachers instead of themselves.Third, teacher himself loses interest in teaching. Traditional teaching focus on the teaching of vocabulary, grammar points and sentence structure, teacher’s books are full of language points which they are to present, drill and exploit. But they easily and gradually lose enthusiasm because of the mechanism of the teac hing. It’s time for teachers to refresh their view and changing their roles in EFL teaching.Fourth, it couldn’t meet the requirements of the new English Curriculum Standard. With the development of modern educational theory and the reform of traditional teaching model, the teaching instructional ideas and strategies have changed a lot in English language teaching. The English Curriculum Standard for the High School of the Fulltime Compulsory Education, made by the Ministry of Education of People’s Republic of China in 2001, requires that English teacher’s teaching principle, teaching strategy and teaching method should meet the demand of new curriculum. Classroom teaching should reform the old-fashioned and teacher-centered model, in which only book knowled ge is taught in classroom….we should add some tasks to the classroom activities so that the students can have the chance of expressing their ideas. Students should be encouraged to develop the ability to coordinate with others (He Lili, 2006).From these points, we can see that the traditional teacher-centered teaching could not meet the demand of English teaching. TBLT has acted as an important role in English teaching today.3.2 Teacher’s Roles in TBETIn TBE T classes, teacher’s goal is to create atmosphere of learning English, design good tasks and encourage students to communicate in English. Thus, teacher’s role s are determined to be facilitative. To sum up, teacher should act as introducer, activator, organizer, prompter,supporter, evaluator, language instructor, reflector and researcher accordingly at different task stages.3.2.1 Teacher Acts as an Introducer, Activator and Organizer at the Stage of Pre-taskAt first, teacher is an introducer. He should choose a topic based on the text materials and students’ interests. It is in doing this that teachers have the most freedom and most challenge, and the teacher can also exert creativeness in an unlimited way. Before the class, teacher should have a through understanding of the text materials and students’ characteristics.After introducing the topic, teacher has to arise students’ desire to speak and communicate in English. As an activator, he should be good at creating learning atmosphere. Offering topic related words and phrases will help activate s tudents’ mind.Organization is necessary before task-cycle, instructions should be given concisely and clearly so that students know what the task is and how to complete it. Sometimes, a demonstration done by the teacher is necessary.3.2.2 Teacher Acts as a Prompter and Supporter at the Stage of Task-cycleDuring the task, students are busy doing the activity. It doesn’t mean teacher is totally an audience. He should walk around the classroom and watch students’ doing. If some students are not doing the relevant activity, he should warn them. If some students do not know how to start the activity, he should give them some hints, if students complete with a very usual result, he can elicit more by saying “anything else?” “If you…what it will be?”.As a supporter, teacher mainly has two things to do. First, help students set up confidence in communicating in English. It’s difficult for some students to overcome the shyness and the anxious state of mind in speaking English, especially for those who are not good at English. Teacher should always encourage them, such sentences as “Come on, you are great!”“You can do it, I believe you!” can be used. Second, offer help to students when necessary. While facing difficulties, students are encouraged to solve them by themselves. However, sometimes, they need teacher’s help to complete the task, such as the lacking of knowledge, teacher should offer students timely consulting service so that students can make an active study during the task.3.2.3 Teacher Acts as an Evaluator and Language Instructor at the Stage of Language-focusAfter t he activities, it’s time for teachers to evaluate students’ agreements, stu dy strategies, ability, skills, attitude, and emotion and so on. While doing so, teachers had better use relaxed and open descriptive evaluation. They may evaluate by observing, talking, using questions or letting students evaluate themselves. There are many types of evaluation, such as the evaluation of students’ feedback, th e evaluation of students’ behavior in doing activities, the evaluation of mid-term examinations, etc. Teachers can adopt different methods of evaluation according to different types.During the task-cycle, students inevitably have troubles in some language points. At the stage of language-focus, as an language instructor, teacher should give necessary explanation of the language points. Enough meaningful exercises will help students acquire the new points. The aim of doing so is to develop students’ ability of acquiring, analyzing, judging and using English.3.2.4 Teacher Acts as a Reflector and Researcher after TeachingReflection is helpful for teachers to improve their teaching ability. Students’ tasks have ended, but it doesn’t mean teacher’s job has fi nished. What has happened in lessons, what should teacher do next time, the good points in encouraging students, other alternative means of achieving goals are all questions teachers can reflect. The remembrance of the past is the teacher of the future. As a good teacher, he is far from enough just repeating his former teaching experience. Only those who are good at learning from former experience and absorbing from lessons can improve their teaching ability and become experts.Researching will help an inexperienced teacher become a professional one. There are many areas deserving teacher’s researching, such as advanced teaching theory, textbooks, students’ characteristics, the local teaching condition, and their personal styles and so on. After researching, a teacher can get clear what and how he should teach. A famous American headmaster once said that a teacher who can only teach is not a good teacher, but those who can both teach and research can be good teachers, researchers, or educationalists (Huang Shuyun,2004).All in all, in TBET classes, teacher should follow students-centered principle. He should not overcontrol the class. Teacher acts different roles at different stages so that activities can run smoothly and efficiently. At the same time, teacher themselves should be good at reflection and researching.3.3 Reasons and Significance of Changing T eacher’s RolesThere are many researches and theories about teacher’s role s in English language teaching. Although their views are different, one point is sure, that is, it’s necessary to change teacher’s roles. Why should teachers change their roles in English teaching? Generally speaking, there are five reasons:First, the changing of teacher’s role s mainly originated in the development of teaching approach. Compared with the traditional approach, TBET is more scientific and effective. It changes the focus, from teaching perspective to learning perspective, and the meaningful learning process instead of the product is put in the primary place. Besides, the learning units are more attractive and interesting, students are motivated to learn in TBET.Second, reformation of education centered on curriculums has been carried out in the countries all over the world, and the changing of teacher’s role s is one of the content. In china, the new English Curriculum Standard has been carried out, which states tha t English teacher’s teaching principle, teaching strategy and teaching method should meet the demand of new curriculum. Therefore, the changing of English teacher’s role s has become a trend.Third, TBET meets the requirements of learners. Traditionally, learners are busy in remembering words or phrases, finishing exercises and dealing with all kinds of examinations. However, when communicating with foreigners, they couldn’t understand them, let alone communicate with them in English. More and more learners like improving English by communication. TBET offers them opportunities and arises their interests of learning English. They dare to speak and don’t worry about their mistakes. In TBET, they can achieve the aim of learning English, that is, learning is for using.Fourth, TBET can benefit teacher’s development. One important standard of good teachers in traditional teaching is students’ high grades. Therefore, teachers used to explain knowledgemechanically, give standards, correct mistakes and have exams. On one hand, students lose interests in study. On the other hand, teachers themselves lose enthusiasm in teaching, let alone develop their professional qualities.Fifth, the development of multi-media technology based on the internet presents new requirements to teachers. Teachers should develop their qualities and competence to meet the new situation.4.0 Suggestions for Chinese English Teachers4.1 Changing ViewImplementing TBET, English teachers should change their view first. Teachers should make it clear that the traditional teacher-centered English teaching isn’t scientific and effective enough, and it affects the English teaching effect and students’ ability of adapting to the future society. Thus it has become a must to change teacher’s role s. Only by acquiring the basic theory of scientific teaching, trying to create learning situation and opportunities for students and emphasizing the students’ comprehensive ability of using language, Chinese English teaching can adapt to the development of society.4.2 Analyzing and Developing Curriculum ResourcesTask plays an important role in TBET. Good design originates from good combination of curriculum resources and students’interests and need. Therefore, analyzing and developing curriculum resources are very important.Analyzing new curriculum can help teacher have a better understanding of the nature of this curriculum reform, the structure of textbooks and develop a common vocabulary and framework for further collaboration and learning. Developing curriculum resources means creatively utilizing curriculum resources and put students’ interests and need into consideration. Based on the analysis of the curriculum resources, it can be seen that a unit of new English curriculum should be finished in six periods. If every item is taught carefully, the pace of teaching has to be slowed down and it’s not necessary. Certain contents can be omitted to save time; certain contents should be supplemented according to students’attitudes, feelings and teaching strategies. If necessary, the order of the component parts can be changed.。

老师的作用作文英文英文：As a student, I believe that teachers play a crucial role in our education and personal growth. They not only impart knowledge and skills, but also serve as mentors,role models, and even friends. In this essay, I will discuss the various ways in which teachers influence our lives and why their role is so important.Firstly, teachers are responsible for teaching us academic subjects such as math, science, and literature. They also teach us important life skills such as critical thinking, problem-solving, and communication. Without their guidance and expertise, we would not be able to acquire the knowledge and skills necessary to succeed in life.Secondly, teachers serve as mentors and role models. They inspire us to pursue our passions and encourage us to set high goals for ourselves. They also provide us withguidance and support when we face challenges or setbacks. For example, when I was struggling with a difficult math problem, my teacher spent extra time with me after class to help me understand the concepts. Her patience and dedication inspired me to work harder and eventually, I was able to solve the problem on my own.Finally, teachers play an important role in our personal growth and development. They help us to develop our confidence, self-esteem, and social skills. They also teach us important values such as respect, honesty, and compassion. For example, my English teacher always stressed the importance of empathy and encouraged us to put ourselves in other people's shoes. This lesson has stayed with me and has helped me to become a more compassionate and understanding person.In conclusion, teachers are not just educators, but also mentors, role models, and friends. They play a crucial role in our education and personal growth and their impact on our lives cannot be overstated. I am grateful for the teachers who have influenced my life and I believe thattheir role is essential for the success and well-being of future generations.中文：作为一名学生，我认为教师在我们的教育和个人成长中扮演着至关重要的角色。

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. Whethera teacher plays his role well will directly influence the result of classroom teaching. Thisresearch paper illustrates seven roles that a teacher should play in English classroomteaching. They are organizer, director, cultivator, questioner, explainer, assessor andparticipant. 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. IntroductionIn English classroom teaching, learner-centered theory has been accepted by more and more people. However, foreign language learning is a process of teacher-studentclassroom 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 becomingmany-faceted. The teacher becomes unity of organizer, director, cultivator, questioner, explainer, assessor and participant.II. Roles of a teacher1. As an organizerHarmer 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 discussthe 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 thisexercise 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 theseinstructions 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!” Theteacher may ask the students to see if they can be the first to finish. Thus adding acompetitive 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 anorganizer. 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 directorTo 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 cultivatorEnglish is a highly practical subject, which requires English teachers to deal well with the relation betwee n knowledge and ability. According to linguists’ andeducationalists’ 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 iscreative. Modern lingui stic research shows that human being’s brain has an unlimited ability to make sentences. This theory reveals the creative feature of linguisticcompetence 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-playingPlaying 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 arealways strict with facial expression, gesture, etc.2) Free talk or morning reportThis 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 solvingIn 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 andcommunicative competences.4. As a questionerTeachers’ 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 classor 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. Manyteachers 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 noenthusiasm; if the questions are unreasonably difficult for most pupils to answer, thestudents 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. Thereare three strategies the teacher can adopt---directing and redirecting questions toparticular 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 someverbal 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 explainerIn 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 ofunderstanding 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 inferwhat 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 thesubstance of his message, but in doing so he uses different items of vocabulary anddifferent language forms; he tries to approach the issue or problem from a variety ofdirections or perspectives. In this way, the teacher gives your pupils time to grasp theinformation he is trying to communicate and he provides them with differentopportunities 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 moretangible, 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 toconnect 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 heteacher 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 norshould 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 assessorAssessor 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 whichshould be suitable and right, especially not overcritical with their “output”.(WuDing’e,2000)Generally speaking, after they answer questions, the teacher should use encouraginglanguage. For i nstance, if the answer is right, “Good/Very good/Excellent/Thank you” isused. If the answer is not right, the teacher should also encourage “ That is almostcorrect,” 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 todefend 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 cultivatelanguage 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 tThere 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 thestudents 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 theatmosphere in class, but it will also give students a chance to practice English withsomeone who speaks it better than they do.III. ConclusionIn 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 communicativeactivities. 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.。

老师的作用英文作文英语英文回答：Teachers play a crucial role in the development and success of students both academically and personally. They are responsible for imparting knowledge, nurturing intellectual curiosity, and fostering a positive learning environment. Here are some key ways teachers contribute to students' lives:1. Imparting Knowledge and Skills:Teachers are the primary source of knowledge for students. They design and deliver lessons that align with curriculum standards, ensuring students acquire essential knowledge and skills. They create engaging learning experiences that cater to diverse learning styles and stimulate critical thinking.2. Nurturing Intellectual Curiosity:Teachers go beyond simply teaching content; they ignite a love for learning and encourage students to explore their interests. They foster intellectual curiosity by asking thought-provoking questions, facilitating discussions, and providing opportunities for independent research.3. Fostering a Positive Learning Environment:A positive learning environment is essential for students' academic and emotional well-being. Teachers create such an environment by establishing clear expectations, providing constructive feedback, and promoting respect and collaboration among students.4. Developing Social and Emotional Skills:In addition to academic knowledge, teachers help students develop important social and emotional skills. They teach students how to interact respectfully with others, resolve conflicts peacefully, and cope with challenges.5. Providing Emotional Support:Teachers often serve as mentors and emotional support systems for students. They provide guidance, encouragement, and a listening ear when students face academic or personal difficulties.6. Advocating for Students:Teachers are advocates for their students' rights and well-being. They work with parents, administrators, and other professionals to ensure students receive the necessary resources and support.中文回答：老师的作用。