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Learning Styles – Tips for learning and teachingPeople not only learn at different rates, but also in different ways. Somestudents want their teacher to write everything out on the board. Othersprefer to listen. Some like to sit in small groups and discuss a question;others like to listen to a lecture, translating it into pictorial doodles in theirnotebook.The following are some ways people learn and some tips to help each type of learnerdo so better. Once you understand your learning style, you may be able toadjust your approach to the classroom and your study habits formaximum benefit.Older students tend to have multiple learning styles because their experience (jobs, military service, spouse and children) has taught them to adapt. The most important thing to remember is – do what works for you!If you are a VISUAL learner, then by all means be sure that you look at all study materials. Usecharts, maps, filmstrips, notes, and flashcards. Practice visualizing or picturing words orconcepts in your head. Write out everything for frequent and quick visual review.If you are an AUDITORY learner, you may wish to use tapes. Tape lectures to help you fillin the gaps in your notes. Listen and take notes –reviewing notes frequently. Sit in thelecture hall or classroom where you can hear well. After you have read something, summarizeit and recite it aloud.If you are a TACTILE learner, trace words as you are saying them. Facts that must be learnedshould be written several times. Keep a supply of scratch paper for this purpose. Taking andkeeping lecture notes will be very important. Make study sheets.。
江苏扬州市2024届高三一诊考试英语试卷注意事项：1．答题前，考生先将自己的姓名、准考证号填写清楚，将条形码准确粘贴在考生信息条形码粘贴区。
2．选择题必须使用2B铅笔填涂；非选择题必须使用0．5毫米黑色字迹的签字笔书写，字体工整、笔迹清楚。
3．请按照题号顺序在各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试题卷上答题无效。
4．保持卡面清洁，不要折叠，不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。
第一部分（共20小题，每小题1.5分，满分30分）1．Time is a precious ________ that is often taken for granted among the young people.A．commodity B．commission C．component D．constitution2．The Oxford English Dictionary is necessary for learning English, so you'd better buy ___.A．this B．that C．it D．one3．In order to finish the work time,the man in charge decided to some more workers.A．give up B．take on C．look after D．find out4．Loneliness is a feeling _______ people experience a powerful rush of emptiness and solitude.A．which B．where C．that D．how5．_____ gas prices are rising, people are looking for less expensive ways to get around.A．Now that B．Even ifC．Although D．Unless6．he law is equally applied to everyone. No one _______ be above it.A．shall B．mustC．may D．need7．— Anything to drink? What about coffee?—Er… I think I’ll have a cold drink coffee.A．other than B．more than C．less than D．rather than8．—The lecture about 3D technology was very interesting.—It’s a pity. How I wish I ________ time to attend it.A．had B．have C．had had D．have had9．Varieties of solutions have been provided for us to solve the problem. We can choose________ to start with. A．it B．that C．each D．one10．I think you’ve got to the point a change is needed , otherwise you’ll fail .A．when B．which C．where D．there11．______almost one hundred jin, the stone was moved by him alone.A．Weighed B．Weighing C．It weighed D．To weigh12．The government spokesman has to ________ his words before responding to reporters.A．pass B．weigh C．cover D．express13．--- To be a promising student is not an easy job. It takes time.--- I can’t agree more. _______. There is no short cut.A．All roads lead to Rome B．Slow but sure wins the raceC．Practice makes perfect D．Rome was not built in a day14．Thanks for your useful advice; otherwise I ______ such rapid progress.A．didn’t make B．couldn’t have madeC．hadn’t made D．shouldn’t have made15．After receiving the Oscar for Best Supporting Actress, Anne Benedict went on all the people who had helped in her career.A．to thank B．thankingC．having thanked D．to have thanked16．The flat is good value for money because not only did they sell it to me at a cheap price, but they threw in some old furniture _________.A．at their command B．for good measureC．beyond my reach D．beneath their dignity17．Ellen is a fantastic dancer. I wish I ________ as well as her.A．dance B．will danceC．had danced D．danced18．The famous player tried again and again after each failure. That’s _____ he succeeded at last.A．what B．whenC．whether D．why19．---How was your trip to Xi'an last month？--_____________. It was raining cats and dogs during my stay there.A．Wonderful B．ExcitingC．Not bad D．It couldn't be worse20．The customs officers were insisting that suitcases should be opened and their contents _______ for closer inspection.A．laid out B．given out C．sent out D．picked out第二部分阅读理解（满分40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。
2023年-2024年教师资格之中学英语学科知识与教学能力强化训练试卷A卷附答案单选题（共45题）1、Everybody sleeps,but what people stay up late to catch—or wake up early in order not to miss—varies by culture.FromA.They are culture-relatedB.They affect people’s healthC.They change with the seasonsD.They vary from person to person【答案】 A2、__________price, the newly-developed fridge has a big advantage over any other.A.In terms ofB.By means ofC.Owing toD.According to【答案】 A3、请阅读Passage 1，完成第小题。
A.Extensive research has been done about this phenomenonB.We have sufficient data to prove that prevention is feasibleC.We are safe to conclude that this phenomenon exists on a grand scaleD.Reliable data about the extent, prevention and management of the phenomenon is lacking【答案】 D4、What is the teacher doing in terms of error correctionA.Direct correctionB.Indirect correctionC.Self-correctionD.Peer correction【答案】 B5、In the speaking activities, a speaker often tries to avoid using a difficult word or structure and chooses to be a simpler one. What learning strategy does the speaker use?A.SimplicityB.GeneralizationC.ParaphraseD.Avoidance【答案】 D6、In componential analysis, __________ may be shown as PARENT (x, y) & MALE (x).A.fatherB.motherC.sonD.daughter【答案】 A7、In a listening class, a teacher asks students to listen to the material carefully and try todiscriminate the speaker′s attitude towards lifelong learning. What sub-skill of listening is theteacher trainingA.Listening for gistB.Word GuessingC.InferringD.Recognizing communicative signals【答案】 C8、“Museum”is a slippery word.It first meant(in Greek)anything consecrated to the Muses:a hill,a shrine,a garden,aA.there was a great demand for fakersB.fakers grew rapidly in numberC.fakers became more skillfulD.fakers became more polite【答案】 C9、请阅读短文，完成第小题。
学术英语写作智慧树知到课后章节答案2023年下天津外国语大学天津外国语大学第一章测试1.What steps are involved in writing? （）A:PrewritingB:Revising and editingC:Writing the first draftD:Rewriting答案:Prewriting;Revising and editing;Writing the first draft2.The objectives of the course include （）A:To improve students’ thinking ability via choosing a topic, sourcinginformation, writing different parts of a project paper including introduction, literature review, methods, findings, discussions and conclusionB:To improve students’ writing and reading proficiency in EnglishC:To improve students’ capability of carrying out research by going through the process of writing a project paperD:To improve students’ cultural competence through learning western ways of thinking in English writing答案:To improve students’ thinking ability via choosing a topic,sourcing information, writing different parts of a project paperincluding introduction, literature review, methods, findings,discussions and conclusion;To im prove students’ writing and reading proficiency in English;To improve students’ capability of carrying out research by goingthrough the process of writing a project paper;To improve students’ cultural competence through learning westernways of thinking in English writing3.In freewriting, the writer needs to make everything perfect.（）A:错 B:对答案:错4.The relationship between reading and writing can be described as（）A:When you start learning writing, you will read differently.B:Reading is the input, while writing is the output of language.C:When you start learning writing, you will improve the awareness ofaccumulating language, information and idea for various topics, which will consequently change the way you read.D:Reading and writing are reciprocal activities; the outcome of a readingactivity can serve as input for writing, and writing can lead a student tofurther reading resources.答案:When you start learning writing, you will read differently.;Reading is the input, while writing is the output of language.;When you start learning writing, you will improve the awareness ofaccumulating language, information and idea for various topics, which will consequently change the way you read.;Reading and writing are reciprocal activities; the outcome of a reading activity can serve as input for writing, and writing can lead a student to further reading resources.5.The functions of writing include （）A:The discipline of writing will strengthen your skills as a reader and listener B:Writing will make you a strong thinker and writing allows you to organize your thoughts in clear and logical waysC:Writing encourages you to seek worthwhile questionsD:Writing helps you refine and enrich your ideas based on feedback fromreaders答案:The discipline of writing will strengthen your skills as a readerand listener;Writing will make you a strong thinker and writing allows you toorganize your thoughts in clear and logical ways;Writing encourages you to seek worthwhile questions;Writing helps you refine and enrich your ideas based on feedback fromreaders第二章测试1. A thesis statement should be one single sentence, including only one idea. ( ）A:对 B:错答案:对2.An essay should include at least three specific details to be well-developed. ( ）A:对 B:错答案:错3.The topic sentence for each body paragraph should be fairly specific becauseeach body paragraph deals with only one of the many things stated in thethesis statement. ( ）A:错 B:对答案:对4.Living with my ex-roommate was unbearable. First, she thought everythingshe owned was the best. Secondly, she possessed numerators filthy habits.Finally, she constantly exhibited immature behavior.Read this paragraph and decide which statement is NOT TRUE? （）。
英语教学论作业习题集Unit 1 Language and Language Learning1.What are the three views on language?1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.This view on language limits knowing a language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. What are the views on language learning?1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you ca n train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.2) Cognitive theory:The term cognitivism is often used loosely to describe methods in which students are asked to think rather than s imply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3）Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey(杜威) believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.4）Socio-constructivist theoryVygotsky(前苏联心理学家维果茨基,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD「可能发展区/最近发展区」) and scaffolding「鹰架/支架/脚手架」. That is to say, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a hig her level of understanding and extend his/her skills and knowledge to the fullest potential.3. What are the qualities of a good language teacher?The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles. (Then try to explain these three elements respectively according to your own understanding)Unit 2 Communicative Principles and Task-based Language Teaching1. What is communicative competence?Hedge (2000: 46-55) discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.2. What are the three principles of communicative language teaching?a) the communicative principle: Activities that involve real communication promote learning.b) the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).c) the meaningfulness principle: Language that is meaningful to the learner supports the learning process.3. What are the six criteria for evaluating communicative classroom activities?1) communicative purpose2) communicative desire3) content, not form4) variety of language5) no teacher intervention6) no material control4. What is Task-based Language Teaching?Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit 3 The National English Curriculum1. What are the designing principles for the National English Curriculum 2001?1)Aim for educating all students, and emphasise quality-oriented education.2)Promote learner-centredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability.4)Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.2.What are the goals and objectives of English language teaching?The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.3. What are the challenges facing English language teachers?1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1. Why is lesson planning necessary?Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. It is obvious that lesson planning is necessary.Benefits:1) To make the teacher aware of the aims and language contents of the lesson.2) To help the teacher distinguish the various stages of a lesson and to see the relationship between themso that the lesson can move smoothly from one stage to another.3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arisein class so that they can be prepared with some possible solutions or other options for the lesson.4) Lesson planning gives teachers, especially novice teachers, confidence in class.5) The teacher also becomes aware of the teaching aids that are needed for the lesson.6) Lesson planning helps teachers to think about the relative value of different activities and how muchtime should be spent on them. The teacher soon learns to judge lesson stages and phases withgreater accuracy.7) The plan, with the teacher’s comments and corrections, provides a useful, time-saving referencewhen the teacher next plans the same lesson.8) Lesson planning is a good practice and a sign of professionalism.2. What are the principles for good lesson planning?Aims— means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / she would like to achieve for the lesson or what outcomes are expected from the lesson.Variety—means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting ,motivation and never monotonous for the students.Flexibility—means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability—means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’ coping ability will diminish the ir motivation.Linkage--means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language3 learning needs recycling and reinforcement.3. What are macro planning and micro planning?Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teachingtakes place. Macro planning involves the following:1) Knowing about the course:The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution:The teacher should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.3) Knowing about the learners:The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.4) Knowing about the syllabus:The teacher should be clear about the purposes, requirements and targets specified in the syllabus.Much of macro planning is done prior to the commencement of a course. However, macro planning is a job that never really ends until the end of the course.Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.4. What are the components of a lesson plan?A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), teaching aids, assignments, and teacher’s after-class reflection.5. What are the 3P’s model and 3-stage model?The 3P’s m odel refers to presentation, practice and production.At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the text when necessary.At the production stage, the students are encouraged to use what they have learned and practised to perform communicative tasks. The focus is on meaning rather than accurate use of language forms.3-stage model is frequently adopted in reading lessons and listening lessons. It refers to pre-reading, while-reading and post-reading stages. The pre-stage i nvolves preparation work, such as setting the scene, warming up, or providing key information (such as key words). The while-stage involves activities or tasks that the students must perform while they are reading or listening. The post-stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.Unit 5 Classroom Management1.What are the main roles teachers can play before, during and after the class?Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been. Based on the functions that the teacher performs in different activities during the class, Harmer defines the teacher’s roles as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983).2.How to give effective classroom instructions?Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.(1) Economy with words: the teacher should use as few words as possible.(2) Simple and clear language at all points: language should be easy to understand.(3) Demonstration of what is needed.(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.(5) Use the native language when necessary.(6) Vary the instruction now and then.3.What are the different ways for student grouping?The most common student groupings are lockstep, pair work, group work, and individual study.Lockstep (Whole class work) is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is often adopted when the teacher is making apresentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students. The teacher can join each group for a while, but only as a participant not as a leader or inspector.Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.4.How to ask effective questions?1)Questions should be closely linked with the teaching objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Students should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.5.How to treat students’ errors in the classroom?There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self esteem and confidence. Also, self-correction is encouraged before teacher correction or peer correction.Unit 6 Teach Pronunciation1. What is the goal of teaching pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation:Consistency: The pronunciation should be smooth and natural.Intelligibility: The pronunciation should be understandable to the listeners.Communicative efficiency: The Pronunciation should help to convey the meaning that is intended by the speaker.2. What aspects of pronunciation do we need to teach?1)sounds………the vowels and consonants of English2)combination of sounds…….pronunciation of words3)word stress….the stress in a word and shift of stress4)strong & weak forms…the importance of the different syllables in maintaining the rhythm of the speech, especially the model verbs and auxiliary verbs5)linkage of sounds……..the liaison of sound in natural speech6)rhyme & rhythm7)pitch & intonation…the function of pitch and intonation in conveying meaning8)filler words……the sounds which d o not convey meaning but can help to maintain communication, e.g. uh huh, um, er, oh, ah, well.Unit 7 Teaching Grammar1.What are the major types of grammar presentation methods?Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would be followed by the teacher giving several examples and then asking the students to apply the rules themselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the students are left to discover or induce the rules or generalizations on their own.The guided discovery method:is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.2.What are the major types of grammar practice activities?Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice,the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in process. Meaningful practice usually comes after mechanical practice.Unit 8 Teaching Vocabulary1.What does knowing a word involve?A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.According to Hedge (2000), vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.2.How can we present new vocabulary items effectively?1) Draw pictures, diagrams and maps to show meanings or connections of meaning2) Use real objects to show meanings;3) Mime or act to show meaning; ask some ss come to the front and teach some words of this kind, such as: catch, shave4) Use lexical sets. Or word series. E.g. cook: fry, boil, bake, and frill;5) Use synonymous and antonymous to explain meanings;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.8) Teach vocabulary in chunks;9) Provide different contexts in real life for introducing new words.3.What are some effective ways to consolidate vocabulary?1) Labeling;2) Spotting the differences;3) Describing and drawing;4) Playing a game;5) Using word series;6) Word bingo;7) Word association;8) Finding synonyms and antonyms;9) Using word categories;10) Using word net-work;11) Using the internet resources for more ideas.Unit 9 Teaching Listening1.What are the characteristics of the listening process?Generally speaking, listening in real life has the following characteristics:a) spontaneity: we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.b) context: the context of listening is usually known to both the listener and the speaker in real life.c) visual clues: most of the time we can see the participants’ facial expressions, gestures and other body language as well as the surrounding environment.e) listener’s response: m ost of the listening in daily life allows the listener to respond to the speaker.f) speaker’s adjustment: the speaker can adjust the way of speaking according to the listener’s reactions.2.What are the models of teaching listening?1)Bottom-up model: listening comprehension is believed to start with sound and meaningrecognitions2)Top-down model: listening for the gist and making use of the contextual clues and backgroundknowledge to construct meaning are emphasized.3)Interactive model: listening involves both bottom-up processing (recognizing sounds of words,phrases or structures) and top-down processing (inferring meaning from broad contextual clues and background knowledge).3.What are the common activities in teaching listening?1) Pre-Listening activities: predicting and setting the scene2) While-listening activities:listening for the gist; listening for specific information; no specificresponses; listening and ticking; listening and sequencing; listening and acting; listening and drawing; listening and filling; listening and guessing; listening and taking notes.3) Post-listening stage: multiple-choice questions; answering questions; note-taking and gap-filling; dictoglossUnit 10 Teaching Speaking1.What are the main characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context independent (Background knowledge is necessary to understand exactly what is being expressed.)2. What are the characteristics of successful speaking activities?1) Maximum foreign talk: Problems: students spend too much time to speak Chinese; the teacher talks too much.2) Even participation: encourage speaking from as many different students as possible. The outspoken students do not dominate discussion.3) High motivation: various interesting tasks in line with the students’ ability.4) Right language level: the task should be designed so that students con complete it successfully with the language that they have.3. What are the main types of speaking activities?1)controlled activities;2)semi-controlled activities;3)information-gap activities;4)dialogues and role-plays;5)activities using pictures;6)problem-solving activities…Unit 11 Teaching Reading1. What are the main reading skills?Skimming: the reader moves his eyes over the text very quickly just in order to get the main idea of the text, or sometimes decide whether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly as possible in order to find out information about a particular date, such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logical and cultural clues to discover the meaning of unknown elements. Such as the writer’s opinions and attitudes which are not directly stated in the text.【Strategic skills needed in reading：Distinguishing the main idea from supporting details; Skimming: reading for the gist or main idea; Scanning: reading to look for specific information; Predicting: guessing what is coming next】2. What are the main reading models for teaching reading?Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach: The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approaches together, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer’s choice of vocabulary for understanding the implied meaning.3. What types of activities can we use in teaching reading?。
When I was a child, I often dreamt about the future. I imagined a world where technology was so advanced that it would make our lives incredibly easy and convenient. As I grew older, I realized that the future I envisioned was not just a distant fantasy, but a reality that I could actively work towards. Heres my story about the future I want.I remember the first time I saw a smartphone. It was a sleek, shiny gadget that seemed to hold the power of a computer in the palm of your hand. I was fascinated by its capabilities, from the ability to make calls and send messages to browsing the internet and taking highquality photos. This was just the beginning of my journey into the world of technology.As I delved deeper into the realm of tech, I discovered the potential it held to revolutionize various aspects of our lives. From healthcare to education, transportation to entertainment, technology had the power to make our lives better in ways we couldnt even imagine.I was particularly drawn to the idea of using technology to improve education. As a student, I understood the challenges we faced in the classroom. The traditional teaching methods were often monotonous and didnt cater to the diverse learning styles of students. I believed that technology could provide a solution to this problem.I started researching about educational technology, or EdTech, and was amazed by the possibilities it offered. From interactive learning platforms to virtual reality classrooms, from personalized learning paths to AIpowered tutoring, EdTech had the potential to transform the way welearn.I decided to pursue a career in EdTech. I wanted to be a part of creating a future where education was accessible, engaging, and personalized for every student. I studied computer science and education, learning about the latest technologies and pedagogical approaches.During my studies, I had the opportunity to work on various projects that aimed to improve the educational experience. I developed an app that used AI to provide personalized feedback to students, helping them understand their strengths and weaknesses. I also worked on a project that used virtual reality to create immersive learning experiences, allowing students to explore different cultures and historical events in a more engaging way.These experiences solidified my belief in the power of technology to transform education. I saw firsthand how it could make learning more interactive, personalized, and enjoyable for students.But I also realized that technology alone wasnt enough. It needed to be combined with a deep understanding of pedagogy and a commitment to equity and inclusion. We needed to ensure that technology was used to bridge gaps, not widen them, and that it was accessible to all students, regardless of their socioeconomic background.This led me to focus on issues of digital equity and accessibility in my work.I advocated for policies that ensured all students had access to thenecessary devices and internet connectivity. I also worked on developing educational technologies that were inclusive and catered to the needs of diverse learners.As I look to the future, I am excited about the possibilities that technology holds for education and other areas of our lives. I am committed to using my skills and knowledge to create a future where technology is used to enhance our lives and make the world a better place.I believe that the future I want is one where technology is a tool for empowerment, where it is used to create opportunities, bridge divides, and improve lives. Its a future where everyone has access to the resources they need to thrive, and where we work together to create a more equitable and sustainable world.This journey has taught me that the future isnt something that happens to us, but something that we create. It requires vision, hard work, and a commitment to making a positive impact. I am proud to be a part of this journey and look forward to the future I want to create.。
teaching styles英语作文全文共3篇示例，供读者参考篇1Teaching StylesTeaching is a complex and important profession that requires educators to employ various styles and methods to effectively convey information to their students. The style of teaching used by a teacher can greatly impact the learning experience of the students, as well as their ability to grasp and retain new information. In this essay, we will discuss different teaching styles, their advantages and disadvantages, and how they can be used to create a positive and engaging learning environment.One of the most common teaching styles is the traditional lecture format. In this style, the teacher stands at the front of the classroom and delivers information to the students in a monologue format. This style is often used in large lecture halls, where the teacher has to convey information to a large group of students. While the traditional lecture format can be effective in delivering large amounts of information in a short period of time,it can also be boring and monotonous for students. Some students may struggle to stay engaged and pay attention during long lectures, which can lead to a decrease in learning and retention of information.Another popular teaching style is the interactive or discussion-based format. In this style, the teacher encourages students to actively participate in the learning process by asking questions, engaging in discussions, and working together on group projects. This style is often more engaging and interactive for students, as it allows them to actively engage with the material and apply it to real-life situations. However, some students may struggle with this style if they are shy or introverted, as it requires them to speak up and participate in class discussions.A third teaching style is the hands-on or experiential learning format. In this style, the teacher provides students with hands-on activities, projects, or experiments that allow them to apply what they have learned in a practical way. This style is often popular with kinesthetic learners, who learn best through physical activities and practical experiences. Hands-on learning can be highly effective in helping students grasp and retain new information, as it allows them to see how the material can beapplied in the real world. However, hands-on learning can be time-consuming and may require additional resources and materials, which can be challenging for teachers with limited budgets or resources.In addition to these teaching styles, there are many other methods that educators can use to create a positive and engaging learning environment for their students. Some teachers may choose to incorporate technology into their lessons, using computers, tablets, or interactive whiteboards to deliver information in a more engaging and interactive way. Other teachers may use games, role-playing activities, or simulations to make learning fun and engaging for students.Ultimately, the best teaching style will depend on the individual teacher, their students, and the subject matter being taught. Some teachers may prefer to use a combination of different teaching styles to keep students engaged and motivated, while others may find that a specific style works best for them in a particular situation. Regardless of the teaching style used, the most important thing is that educators create a positive and supportive learning environment where students feel valued, engaged, and motivated to learn.In conclusion, teaching styles play a crucial role in the learning process and can greatly impact the success of students in the classroom. By evaluating different teaching styles and methods, educators can create a positive and engaging learning environment that helps students grasp and retain new information. Through a combination of traditional lectures, interactive discussions, hands-on activities, and other teaching methods, teachers can create a dynamic and effective learning experience for their students.篇2Teaching StylesTeaching is an art and a science. It requires the right balance of knowledge, empathy, and creativity to effectively impart information to students. One of the key factors in determining the success of a teacher is their teaching style. A teaching style refers to the overall approach that a teacher takes to guide students through the learning process. There are many different teaching styles, each with its own strengths and weaknesses. In this essay, we will explore some common teaching styles and how they can impact student learning.One of the most traditional teaching styles is the authoritarian style. In this style, the teacher is viewed as the ultimate authority figure in the classroom. They are in control of all aspects of the learning process and make all decisions regarding what material is covered and how it is taught. While this style can be effective in maintaining discipline and order, it can also be stifling for students who thrive on independence and creativity.On the opposite end of the spectrum is the facilitator style. In this approach, the teacher acts as a guide or facilitator, helping students to explore and discover information on their own. This style is great for promoting critical thinking and problem-solving skills, as well as fostering a sense of independence andself-motivation in students. However, it can be difficult to implement in large classes or with students who require more structure and guidance.Another popular teaching style is the demonstrator style. In this approach, the teacher demonstrates concepts and skills to students, who then practice and apply them on their own. This style is particularly effective in subjects that require hands-on learning, such as science or art. However, it can be challengingfor some students who learn best through auditory or visual means.A more modern teaching style is the collaborative style. In this approach, the teacher works closely with students to create a learning environment that is engaging, interactive, and student-centered. This style encourages teamwork, communication, and problem-solving skills, as well as fostering a sense of community within the classroom. However, it can be challenging to implement in traditional classroom settings and may require more resources and support from school administration.Ultimately, the best teaching style for a teacher will depend on a variety of factors, including the subject matter, the age and skill level of the students, and the goals of the lesson. A skilled teacher will be able to adapt their teaching style to meet the needs of their students and create a learning environment that is both effective and engaging. By understanding different teaching styles and their impact on student learning, teachers can become more effective educators and help their students reach their full potential.篇3Teaching StylesTeaching styles are the methods and approaches that teachers use to deliver information and facilitate learning in the classroom. There are many different teaching styles that educators can employ, each with its own strengths and weaknesses. In this article, we will explore some of the most common teaching styles and discuss their impact on students' learning experiences.One of the most traditional teaching styles is the lecture format, in which the teacher stands at the front of the classroom and delivers information to the students. This style is characterized by the teacher being the primary source of knowledge, while students are expected to listen and take notes. While lectures can be an effective way to convey information, they can also be passive and boring for students.Another common teaching style is the interactive approach, in which the teacher encourages students to participate actively in the learning process. This may involve group discussions, hands-on activities, or other forms of interactive learning. The interactive approach can help to engage students and facilitate deeper understanding of the material, but it can also betime-consuming and require a lot of planning on the part of the teacher.One teaching style that has gained popularity in recent years is the flipped classroom model. In a flipped classroom, students are introduced to new material outside of class through videos or readings, and then come to class to engage in hands-on activities, discussions, and other interactive experiences. This approach can help to personalize learning and free up class time for more engaging activities, but it can also be challenging for students who struggle with self-directed learning.Another teaching style that has been shown to be effective is the inquiry-based approach. In an inquiry-based classroom, students are encouraged to ask questions, explore topics on their own, and come to their own conclusions. This style of teaching can help to foster critical thinking skills and creativity, but it can also be challenging for teachers to manage and assess student learning.Ultimately, the best teaching style will depend on the needs and learning preferences of the students, as well as the subject matter being taught. By incorporating a variety of teaching styles into their practice, educators can cater to the diverse needs oftheir students and create a dynamic and engaging learning environment.。
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Unit 12 Education (综合详细教案) Part 1 Sample Teaching Plans第一部分教案范例Goals Learn about educaa andu Talk about study methods and learning styl Practise making compa Integrative language pra WPeriod 1 Let’s listen and speak! Goals Talk about educaa andu Talk about some great educaa andu Compare educaa andu Leaad the gra Talk about the achievgress and problducaa. LgProceduLeading in(1) by discussion.( pair work, approx)T: Hi, evToday we’re going to talk about education and some great educaa anduDo you know any great educators?(Givdiscuaulwhole class. )Leading in(2) by warming up (group work, approx.10 mins.)Hello, boys and girls. Look auwarming up part on page 100, and think aboullowing qu(1) The educauresare all famous. When did they live and where did?(2) Do you know how they taugudents? How was it dur own education?(3) Write down what you know abouur educaaxt page andladucator Time Country Way of teachingucius Spring and Autumn Perioda wles of good conduct, practical wisdom, andal relaAnton Maka–1939 Russia Hasizedaal labor, discipline, and the collective in educaAnne Sullivan 1866-USA a special educaw love and paudTao Xing-aLife Educad "uaching, learning, and reflective actingHe believed thauld dwill know.(For Ss’ limited knowledge, teachers can show the following information.)2 ListeningSay to Ss: The four educators made greabuung students’ education. And we know that educagreaance to a country. The educaa has bved a lot. Buare stilla lot for us to do and to be learneduNext let’s lwo studaring educaa and the USABu laaboullowing qu(1) What do you know about educaUnited States?(2) Howladucation? How is it d?2. Bu lape, please go througat belowNow let’s lape and maunder each heading in paaducaa and the USAClad of teaching/Teaching styleHomewxaAlistening, encouragay what they’ve gape and collblackboardLaddetails. HelaTo maudents understand the passage better, llalaakingT: We should say that educavant to a country. To our greaducaa has made great improvement. Now please look at the graages 101 to 102 and discullowing quBu disculet’s go through some words and phraatistics: (used with a pl. verb)Numerical data.（与复数动词连用）统计数据graph: A diagram that exhibits a relaunctional, between twumbers as aaving coordinates dd bla曲线图；座标图；图解bar graph [统]条线图line graph [数]线图Now please look at the two graage 102 and discuss the qught in a group of fouGood, you’ve got a good idea about educaa. Wults you have got, please talk about the achievgress and problducaa. The following words and phrases may be useful for your discua heavy workload to reduce the workloadarents’ expectabwaise academic standards under highpressureHomewAudllation abouur famous educators: Confucius, Anton Makarenco, Anna Sullivan, T ao Xing2. Audllation about the educa/provAudlist all the equle and plans that are needed to run a school.Period 2 Let’s read!(Educaall)Goals◆ Provide students wgoal “EDUCATION FOR ALL” anduaducaa andu◆ Improve students’ abiladingProceduLeadingTalk about the educav2. Talk about the equle and plans that are needed to run a schoollusion: We are lucky enough to have quite good educauBuare many children who don’ t havance to gl because of various reasons. In China we have the “Hope Project” that hel ps many children who are unable to gl. And alaamed “Educaall”. Today we’ll talk about “Educaall”2 Reading for general ideas Ask studad the passage “Educaall” and mabest heading for each paragraxuggested answers:B Educaall children worldwide will be difficult to achieveD Solvingblaching qualareasA Compulsory educaallldF Problumber and locauraging people in rural areas to accept educagG EducaAll---aational targReading and copyingUseful exDUCATION FOR ALLulsory educauturewelf aWorld Education Foruber couake aget…into…, to begin with, a positive attitude, play a/an…role, to attaance to…, bal of…, drop out, be distributedal and wvad out, by two-way radio and mail, rel-governmental organizadonavide…with…, to adopt distance learning method, computerized teaching netwvercome…, to accomplish…, a huge taFurther understandingassageAsk studdo the task 2 on page 10Well, class, please go througask 2 on page 104 andd ouaaIn order to achieve the goal of “educaall”, duntries use dwalvwn problems. Td out which countries ullowing methods to helvide educaDistance learning,mixed-grade claational organizalocal organizaNow please discuss in a group of fouare any ways in which educaur area could be improved and which youant aangHomewview the passage: Educaall2. Fx“Language study” part.Period 3 Let’s read and write!(How we learn)GoalRead abouud2. Write about aanalyzing the way you leaProcedu: Listening and reading aloud.Ⅰ.Hello, boys and girls, you have been a stud ars. Have you found a good way to carry out your study. Today we’ll read a passage named “How we learn”. First read alouddingxt HOW WE LEARN on page107. Pay aauunciation andation while listening and reading aloud.Post-reading questions:Why do students learn in dways?2. What abasic learning styles?Whalimitaachers’ teaching in classrooms?Suggested answers:Because dle have dways of obtaining information and use various methods to demonstralligence and abil2. They are: learning through seeing; learning through listening and learning through doingRace and resouablavide the best exall leaⅡ. Ok, class, just now we talked aboulearning styles. Now let’uur real study. Decidewudy tips below are best suiteddlearners describedassaguggested answers: Organise a study schedullude frequent breaks. (learning through seeing) Study in a quite place where you cannot heale talking. (learning through seeing) Remembering things will be eau put the words to music and make a little “g”. (learning through doing) Take part in class discussions and debates. (learning through listening) Draw charts, graphs, diagrams, flow chaugaation when taking(learning through seeing)  If possible use a computer and DVDS to help you study. (learning through seeing) Maalassmates or discuss ideas with your classma（learning through listening）alarities and du can observe. (learning through doing) Move around while studying. For example, read while doing ex(learning through doing) Puandaround your desk and have alaywith as you w(learning through doing) Land remember fuand background informa （learning through listening） Create maps, build models or draw and design things. (learning through doing) Take part in a(learning through doing)  Write abougs you have to learn. (learning through doing)Ⅲ Now let’s talk about our learning styl es ina group of four. Evaluate and compare your learning styles and discuss howve the way you stud2: Copying down exAwn, language is made up of words and exwad the article and write down allxwhich are useful to you!Writing an articleWrite an article analyzing the way you learn, using the outline below to help you to organise your ideaPart 2 Discourse Studies 第二部分篇章学习Type of writing and summadea 课文体裁、中心思想和段落大意Reading the text EDUCATION FOR ALL, andlllowing chaType of writing This is adve writingMain ideaassage It tells about theworld-widachieve the goal of “Educaall”Main idea of Para.1 Compulsory educaallldain idea of Para 2 Educaall children worldwide will be difficult to achievain idea of Para 3 Encouraging people in rural areas to accept educaain idea of Para4 Solvingblaching qualareaain idea of Paragain idea of Para 6 Problumber and locaain idea of Para 7 EducaAll---aational targ2. Graaxt 课文图解3. A retold passagxt 课文复述Retell the text using about 100 wordNotes:Try to use your own word2. Make uart above while retellingTble version below can be used as material for blling and dictaA possible vld text:Igovduced the law of “nine yeaulsory education” for evld bar 2000, which turns out highly successful. All the govworld realize that the future welfalosely linked to education. Falculated 113 million childbeinglWorld Education Forum, the UNESCO made avide “educaall” by 2015, which has similar difficulduTo create a positive attitudant in carrying out the goalally in areas where agriculture plays aant role and children have a tendbe absent andoften drop out to help wlda’s large population and big land meabillarge claand mixed-grade classes. In Australia the so-spread-out population use “distance learning” methods wl p of two-way radio and mail.The subringing educaall dependgovly on aiduational organizavery country faces problducation, which magovlwalvTgovas ovblems to accomplgoal, wleast developed naAfrica and Asiagoal will be a huge taworld.PaWords and Ex第三部分词汇与短语load []（车、船、人、畜等的）负荷；负担；载重The truck was carrying a load of bananas. 这辆卡车装着一车香蕉。
Teaching Styles: A Comparative AnalysisTeaching styles, also known as teaching methodologies, refer to the different approaches teachers adopt to impart knowledge and skills to their students. These styles vary widely, depending on the subject matter, the teacher's expertise, the students' needs, and the overall educational environment. In this essay, we will explore several common teaching styles and compare their effectiveness indifferent contexts.**1. The Traditional Lecture Style**The traditional lecture style is perhaps the most widely recognized form of teaching. In this style, the teacher stands in front of the class, delivers a pre-prepared speech, and expects the students to listen attentively and take notes. This style is effective when large amounts of information need to be communicated quickly, such as in introductory courses or when covering broad topics. However, it can be less effective for promoting active learning and critical thinking, as it often lacks interactive elements and opportunities for student participation.**2. The Active Learning Style**In contrast to the traditional lecture style, theactive learning style emphasizes student participation and engagement. In this style, teachers design class activities that require students to actively engage with the material, such as group discussions, role-playing, or problem-solving exercises. This style is effective for promoting critical thinking and problem-solving skills, as it encourages students to actively process and apply the information they have learned. However, it can be challenging to implementin large classes or when covering dense material that requires a high level of pre-existing knowledge.**3. The Collaborative Learning Style**Collaborative learning styles focus on promoting cooperation and teamwork among students. In this style, teachers divide students into small groups and assign tasks that require them to work together to solve problems or complete projects. This style is effective for fostering a sense of community and promoting peer-to-peer learning, as students learn from each other's strengths and weaknesses. However, it can be difficult to manage in terms of ensuringequal participation and preventing one or two students from dominating the conversation.**4. The Experimental or Hands-On Learning Style**The experimental or hands-on learning style emphasizes practical experience and hands-on manipulation of materials. In this style, teachers provide students with opportunities to explore concepts through experiments, field trips, or other practical activities. This style is particularly effective for science, technology, engineering, and mathematics (STEM) subjects, as it allows students to gaina deeper understanding of abstract concepts through direct experience. However, it can be expensive and time-consuming to implement, and may not be suitable for all subjects or learning outcomes.**Conclusion**In conclusion, teaching styles vary widely and each has its own advantages and disadvantages. The most effective teaching style depends on the subject matter, the students' needs, and the overall educational goals. Teachers shouldbe flexible and willing to adapt their teaching styles to meet the changing needs of their students and the evolvinglandscape of education. By doing so, they can create a more engaging and effective learning environment that fosters critical thinking, problem-solving skills, and a sense of community among their students.**教学风格：比较分析**教学风格，也被称为教学方法，指的是教师在向学生传授知识和技能时所采用的不同方法。
