The New Course Reformation and My Primary School English Teaching
Under the background of the new curriculum reform, English teaching in primary schools is facing new requirements and challenges. In terms of teaching materials, there were many changes to the content of the teaching materials. For example, the function of the main picture of the unit, the structure of Part A, and the difficulty of the ballad were all adjusted. This required teachers to have a deep understanding of the concept and structure of the new teaching materials when teaching. For example, the new version of the main map of the unit was more clearly divided into speaking, reading, thinking, and writing. Teachers had to design teaching activities according to these goals during the teaching process. In terms of teaching philosophy, it was necessary to fundamentally change from focusing on the cultivation of written ability to the development of comprehensive ability of listening, speaking, reading and writing. This meant that teaching could not be limited to memorizing words and sentence patterns, but more emphasis should be placed on the cultivation of oral application and interaction. For example, in the aspect of oral language teaching, the teaching content should be designed according to the requirements of oral language output ability in the input stage of different scenes in the new curriculum standard. From the cultivation of the ability to speak with pictures in the single-scene animation stage to the retelling of stories in the input stage of small scenes animation, the teaching content should be gradually advanced. In the preparation work before class, the lesson preparation should pay more attention to the in-depth analysis of the learning situation and the course content, formulate scientific and feasible teaching plans, and integrate rich and diverse teaching methods. At the same time, they should also pay attention to guiding students to prepare in order to improve the effect of classroom teaching. Teachers also had to maintain a good relationship with their students, create a comfortable and pleasant teaching atmosphere, maintain a positive and optimistic learning attitude, and let the students experience the fun and charm of learning English, not just to deal with exams. Read more exciting novels for free
Reflection on English teaching in the third grade of primary school
** Reflection on Year 3 English Teaching 1** There are many teaching strategies worth considering in the third grade English teaching. The participation of all the students in the classroom was of great significance in increasing their enthusiasm for learning a foreign language. After the new class, they arranged for their deskmates to compete with each other to stimulate the students 'enthusiasm for speaking English. Due to the lack of a language environment and parent guidance, most of the students 'knowledge came from limited English classes, so teaching could not be limited to textbook content. In the third grade, the students 'ability to think divergently was emphasized, so that they could use new knowledge by analogy. In addition, according to the context of the text, the use of object pictures to create a reasonable situation dialogue can stimulate students 'interest and achieve communication purposes. This method has a significant effect in 3B text teaching. ** Reflection on Grade 3 English Teaching 2** There are many problems worth discussing in primary school English teaching. There were many considerations in setting up English classes in primary schools. For example, in the teaching process, the teaching requirements and level should be clear. Due to the difference in the time of English classes and the foundation of students in different places, there was a phenomenon of distinction between excellent students, poor students, and average students. Especially the rural children's learning conditions were poor, and there was a clear gap between them and urban children. In the process of teaching, students will face difficulties in mastering the knowledge. At this time, they should realize that primary school English can be used as an interest cultivation, not just for exams. Alphabet learning was the foundation of English learning. When English teaching began in the third grade, the 26 English letters should be taught step by step, emphasizing strokes, stroke order, and grid number, which would facilitate subsequent teaching. ** Reflection on Grade 3 English Teaching 3** Take the teaching of food as an example for reflection. The knowledge in this unit is based on the sentences that students have learned to express their likes and dislikes. In teaching, the primary goal should be to stimulate and cultivate students 'interest in learning English and establish self-confidence. When reviewing unit teaching, integrate knowledge into activities and games, such as singing, reward cards, guessing colors, etc., to introduce new content, and use a variety of activities to review and consolidate words and sentences to avoid monotonous and boring. Various auxiliary means should be used in teaching, such as teaching materials, cards and other teaching aids, to guide students to participate in learning with more senses. At the same time, students should be encouraged to participate in role-playing games and group competitions. Different students were taught in different levels and given different training methods so that each student could play to their strengths. However, there were still some shortcomings in the teaching, such as the main role of students in the evaluation needed to be further reflected, and the forms of practice could be more diverse and interesting. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the teaching theories of primary school English teachers?
Elementary school English teaching theory includes many aspects: 1. ** Student-centered Theory ** - It was open to all students and laid the foundation for their all-round development and lifelong development. English teaching in primary schools should take into account the development needs of all students and not just focus on some students. - Pay attention to the students 'emotions and create a relaxed, democratic, and harmonious teaching atmosphere. Realizing the impact of students 'emotional state on learning English, actively create a learning environment that makes students feel comfortable and dare to express themselves. - It reflected the student's main position in the evaluation. Both teaching and evaluation should be based on the development of students 'comprehensive language ability. Evaluation should help students understand themselves, establish self-confidence, reflect and control their own learning process. 2. ** Teaching Methods and Ability Cultivation Theory ** - Initiate the task teaching method, cultivate the students 'comprehensive language ability. By setting up various tasks, the students could improve their English ability in the process of completing the tasks. - To strengthen the guidance of students 'learning strategies and lay the foundation for their lifelong learning. Help students master effective learning methods, such as memorizing words, understanding grammar, and other strategies. - To broaden the students 'cultural horizons and develop their awareness and ability to communicate across cultures. To let the students understand the culture, history, society and other aspects of the English-speaking countries to improve their cross-cultural communication skills. 3. ** Teaching resources and technology application theory ** - Using modern educational technology to broaden the channels for students to learn and use English. For example, the use of multi-media, network resources and other rich teaching content and forms. 4. ** Evaluation System Theory ** - A scientific evaluation system was an important guarantee to achieve the curriculum goal. The evaluation of English courses should be based on the goals and requirements of the curriculum standards, and implement effective monitoring of the entire teaching process and results. - The importance of the formative assessment on the development of students. Formational evaluation should evaluate the students 'performance, achievements, emotions, attitudes, strategies, and other aspects in the daily learning process. - Pay attention to the variety and flexibility of evaluation methods. Teachers should adopt appropriate evaluation methods according to the age characteristics and learning styles of students. For example, in daily teaching, students were allowed to choose the evaluation method according to their own strengths. - Pay attention to the feedback effect of the evaluation results on the teaching effect. The evaluation should reflect the development of students 'autonomy and self-confidence, whether it reflects the students' learning achievements, the success and shortcomings of the teacher's teaching, and the problems in the students 'learning. The teacher should adjust the teaching plan and method accordingly. - The final assessment should focus on the students 'comprehensive ability to use the language. For example, the final examination should be scientific and comprehensive to test the students' language level after a period of study. - Pay attention to the uniqueness of the English teaching evaluation for grades 3 - 6. Its main purpose was to stimulate students 'interest and enthusiasm in learning. The evaluation forms should be diverse and could be chosen. It should be based on the students' performance and cooperation ability in teaching activities. - Pay attention to the relationship between teaching and evaluation. We should consider the proportion of evaluation activities in the overall teaching time of the classroom, pay attention to the actual effect of evaluation, and avoid overly cumbersome evaluation procedures. We should not evaluate for the sake of evaluation or teach with evaluation as the goal. The evaluation of each level should be based on the course objectives. 5. ** Quality Education Theory ** - The primary school English course was a quality-building course. As an important carrier of information, English was an important part of citizen quality education in many countries. In China, it was also regarded as a course to improve the humanities and cultivate the spirit of innovation. It was also the task of the English course in the basic education stage to stimulate students 'interest in learning and build up their confidence. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the 12 teaching skills of primary school English teachers?
The teaching skills that primary school English teachers should possess include: 1. ** Language Knowledge and Skills **: For listening, you can understand recording materials that are as difficult as a third-year university student; for speaking, you can use English to organize classroom teaching and extra-cursory activities; for reading, you can understand reading materials that are as difficult as a second-year university student; for writing, you can simplify or rewrite texts; for translation, you can use basic translation theories; you must also be proficient in using various reference books and have a certain level of cultural attainment. 2. ** Ability to sing English songs **: Through listening and singing English songs, students can improve their listening, pronunciation, language sense, and intonation. 3. [Ability to draw " simple strokes ": Use simple strokes as an intuitive teaching method to assist in teaching and help students understand.] Currently, the reference materials did not mention the 12 teaching skills. They only mentioned some of the teaching skills above. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school English reading teaching class Ppt
The PowerPoint presentation for primary school students 'English reading teaching should be designed and made around the primary school English text teaching tasks and goals. I. Design related to teaching objectives 1. ** Ability Cultivation ** - In the design, we should pay attention to cultivating students 'English reading comprehension ability, including the ability to obtain, organize, process, process and utilize information. At the same time, we should develop English text reading skills and improve their comprehensive language application ability. - For example, some practice sections could be set up in the PowerPoint presentation to allow students to extract and organize information after reading the short passage. 2. ** Cultivation improved ** - We should focus on improving students 'humanities, enhancing their practical ability and cultivating their innovative spirit. - For example, by showing pictures and stories related to English culture, students could enrich their cultural knowledge. Second, the design of teaching focus for different grades 1. ** Lower grade ** - Focus on listening and speaking. You can add some simple words, sentences, and pictures in the PowerPoint to guide the students to read the words and simple sentences. Use the pictures to identify the words and simple sentences, and try to read the pictures and short stories coherently. - For example, he could design some animation effects. By clicking on the picture, the pronunciation of the corresponding word or simple sentence would appear. 2. ** Middle Grade ** - He began to practice writing. In addition to consolidating the understanding of words and phrases in the PowerPoint, he had to add the content of reading the text. - For example, some simple texts could be presented in parts. First, students could understand the words and phrases in each part, and then they could be guided to understand the entire text. 3. ** Senior year ** - It was more inclined to the accurate understanding of the meaning and the language form. The content of the PowerPoint should focus on the matching of the text genre and the teaching goal. - For example, in the PowerPoint presentation, he would analyze the structure of different types of articles (such as narrative, explanatory, etc.) in detail and explain the key vocabulary and sentence patterns. Third, the teaching strategy reflected in the PowerPoint 1. ** Reading Strategy ** - Bottom-up [Crit-Sentence-Text]: For some science-related content that students don't know much about, you can start with the explanation of words and sentences, and then transition to the understanding of the entire article. In the PowerPoint presentation, explanations and examples of uncommon words could be presented first, and then short essays containing these words and sentences could be displayed. - [Top-down: For content that is similar to life, you can present the entire article first, then analyze the sentences and words.] The PowerPoint could first show a short essay about a life scene, and then explain the key sentences and words in detail. - At the same time, the PowerPoint presentation could incorporate key word analysis strategies (through forms, questions, explanations of difficult vocabulary, exercises, etc.), finding the central meaning (emphasizing the first three sentences of the paragraph), sentence analysis, topic induction, and other strategy-related content. 2. ** In-depth Reading Strategy ** - ** Quick Reading **: The PowerPoint can be set to a page that can be read within a limited time, allowing students to quickly browse through the content of the essay. - [Read carefully [Discovering Difficulties]: For parts that may be difficult, you can mark them or explain them in detail in the PowerPoint.] - [Step by Step Understanding Words and Sentences]: This is achieved by gradually presenting the definition of words and the analysis of the grammar structure of sentences.] - ** Read the whole article carefully [emphasize the content]**: Review the whole article and emphasize the key parts. - ** Word guessing ability **: On one hand, it can help students learn words through pictures and animations of words on the media. On the other hand, it can cultivate students 'ability to guess words according to the context. In the PowerPoint presentation, students can hide some words and fill in the blanks according to the context. - ** Predicting [Contexts Predicting, Title Predicting]**: You can design some guiding questions in the PowerPoint presentation to let the students predict the plot or words at the end of the article based on the content at the beginning of the article. IV. The presentation of teaching activity design in PowerPoint 1. ** Pre-reading ** - Through pictures, videos, and other resources in the powerpoint presentation, they could lead to reading topics and stimulate students 'interest. For example, if it was a reading article about travel, you could first show some pictures or videos of famous attractions. 2. ** While reading ** - The key words and sentences in the article can be displayed and explained. Some interaction links can be set up, such as filling in the blanks, choosing, etc. 3. ** Post-reading ** - He could design some summary content in the PowerPoint, such as the theme of the article, review of key content, etc. He could also set up an expansion exercise or topic discussion. 5. Resource utilization 1. ** Emotional experience integrated ** - Using pictures, music, videos, and other resources to infiltrate the emotional experience. For example, in the reading teaching about festivals, PPDs were used to show the celebration pictures of festivals and play festival music, so that students could better understand and feel. 2. ** Support for pragmatic feedback ** - It provided content that would help students complete pragmatic feedback, such as designing some scenes for students to practice language output according to the reading content, displaying the language framework on the PowerPoint, prompting pictures, etc. to help students express themselves. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
2022 New English Course Standard Education and Teaching Reflection Report
The following is a summary report on the reflection of the new English curriculum standard in 2022: ##1. Teaching philosophy 1. ** A change with students as the main body ** - In the traditional curriculum, teaching was often teacher-led, while the 2022 English curriculum standard emphasized student-oriented. This requires teachers to abandon the old exam-oriented teaching concept and establish a people-oriented concept. For example, in classroom teaching, attention should be paid to the individual differences of each student. It was necessary to meet the general learning needs of the students and take care of the special personality needs of the students. Teachers should not only focus on imparting knowledge, but also pay attention to the needs of students 'future development, including the cultivation of students' independent learning and cooperative learning ability. - In terms of emotions, teachers should pay attention to the cultivation of students 'emotions and the formation of values, which was as important as the cultivation of students' knowledge and ability. We must create a relaxed, democratic, and harmonious teaching atmosphere, respect every student, encourage them to try in their studies, and protect their self-esteem and enthusiasm. 2. ** Initiate experiential participation and discovery learning ** - The new curriculum standard advocated students to experience participation and advocated discovery learning. This meant that teachers had to change the traditional teaching model. For example, he could create interesting and lively problem situations, starting from daily life, attracting students 'attention and stimulating students' interest in learning. Students will learn and understand English from their life experiences and objective facts. They will apply the knowledge they have learned to their daily lives. This will make students feel the joy of learning English. ##2. Teaching objectives 1. ** Confirm the purpose of English learning ** - The overall goal of the high school English course was to make students further clarify the purpose of English learning on the basis of English learning in compulsory education. Teachers need to reflect on whether they have helped students form the motivation to learn English in their teaching, so that students understand why they should learn English, not only to cope with exams, but also to create conditions for further studies, employment, and lifelong learning. They should have the basic English literacy that citizens of the 21st century should have. 2. ** Cultivating comprehensive language skills ** - The formation of comprehensive language ability is based on the integrated development of language skills, language knowledge, emotional attitudes, learning strategies, and cultural awareness. Teachers had to check whether they had integrated and developed these five qualities when cultivating students 'comprehensive ability to use English. For example, whether to combine the teaching of language knowledge with the training of language skills, whether to pay attention to the students 'emotional attitudes, such as the cultivation of positive emotions towards English and its culture, whether to guide students to form effective English learning strategies, and whether to pay attention to the infiltration of cultural awareness. ##3. Teaching process 1. ** Creation of situation and learning effect ** - An effective situation creation could improve the learning effect. Teachers need to reflect on whether the situations created in teaching practice have really achieved the purpose of attracting students and stimulating their interest in learning. For example, whether the created situation was too simple or complicated, whether it was closely related to the students 'actual life and learning needs, and whether the students could naturally use English knowledge to communicate and interact in the situation. 2. ** Pay attention to different types of students ** - Teachers should pay special attention to students who are introverted or have difficulties in learning, and reflect on whether they have created enough opportunities for them to practice the language. In cooperative learning activities, whether to encourage all students to learn from each other and help each other, so that each student can experience a sense of collective honor and achievement, and develop a cooperative spirit. At the same time, teachers should also establish harmonious and democratic communication channels between teachers and students, treat each student fairly, often reflect on the learning process and learning results with the students, encourage and help each other, and achieve mutual benefit. ##4. Evaluation System 1. ** Focus on process evaluation ** - The new curriculum standard focused on process evaluation to promote student development. Teachers should reflect on whether their evaluation methods have changed from the traditional focus on results to the whole process of students 'learning. For example, whether to give students timely feedback during the teaching process, evaluate students 'efforts, progress, use of learning strategies, etc., and not just evaluate students' learning results based on test results. 2. ** Evaluation has a negative effect on teaching ** - Evaluation was not only an assessment of students 'learning, but it should also have a negative effect on teaching. Teachers should consider whether their own evaluation system could adjust teaching strategies and methods in time according to the results of students 'evaluation in order to better meet the learning needs of students and improve the quality of teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
English test, junior high school teaching resources or primary school
The primary school teaching qualification exam included two subjects,"Comprehensive Quality" and "Education and Teaching Knowledge and Ability". In addition to these two subjects, the junior high school teaching qualification exam also added a subject,"Disciplinary Knowledge and Teaching Ability." If you have a solid knowledge of English and have the ability to teach more in-depth English knowledge in junior high school (including grammar, vocabulary, reading, writing, etc.), and you want to develop in the field of secondary education, you can choose to take the junior high school English teaching qualification exam. If one's English knowledge or teaching ability was more inclined to the relatively basic and simple English teaching content in primary school, or if one had a special preference for the primary school education environment, then primary school English teaching resources might be more suitable. In addition, factors such as the needs of the job market and career development planning could also be considered. For example, in some areas, the competition for secondary school English teachers may be relatively high, but the development opportunities may also be more diverse, while the number of primary school English teachers may have different demand trends. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Large unit teaching design case primary school English
The following are some examples of teaching design for primary English units: - During the English teaching seminar at the primary school, Zhao Qian, Li Yazhuo, and Xie Jiangyi each said," Unit 5 Let's have fun!”“Unit3 Welcome to Our School Club Day!”“It’s a lovely life. " The three-unit teaching as a whole was used as an example to explain the lesson and present the teaching and research practical class. They used the concept of large units to unify the content, boldly created the teaching materials, used the situation task to drive the teaching, paid attention to the secondary development and reorganization of the teaching materials, and integrated the logical connection of the contents of each section. - The Primary English Teaching and Research Group of Baiyun Mountain School carried out large-scale themed teaching and research activities. There were many lessons to show: - Teacher Jiang Weiwei taught the second lesson of the large unit theme Pen friend. The theme was to encourage students to contact multiculturalism through pen pals, determine the unit goal through the process of pen pals with specific characters, design structured activities around teaching elements, and set up multiple task activities to implement the concept of teaching evaluation integration. - In the first lesson of the big unit topic, Dogs are good friends, the material of the text was the students 'daily conversation. The students watched the dialogue video to extract information, learn vocabulary, expand vocabulary, etc. They experienced the learning process from learning understanding to application and then to migration and innovation to improve their language ability. - In the first lesson of the big unit's theme, Enjoy school trip, Teacher Liu Lihua guided the students to use the mind map to sort out and introduce their school trip experiences through the activities of watching, listening and speaking. They experienced the joy of traveling and strengthened their courage to overcome difficulties. - Qiu Jingyi taught the second lesson of the large unit theme of Travel Experiences. The theme was to encourage students to share their travel life. From three levels of learning understanding, application practice, migration and innovation, students could learn text knowledge, train their thinking ability, share their own experiences and form correct attitudes. - Teacher Li Tiantian's first lesson on the topic of the big unit, It's mine, used the study of the text as a logical starting point, and used Free Talk to introduce the new lesson. Through the question chain, she helped the students learn to understand the content of the text and sublimate their emotions. - Teacher Wang Xiaolin talks about the theme of the big unit. Can I come in? In the second lesson of the class, the material of the text is to ask for the consent of others and abide by the rules. Students watch videos to learn vocabulary and role-play, cultivate their ability to speak English and strengthen their awareness of the rules. - In the second lesson of Teacher Yang Weina's lecture on the big unit theme, I didn't play football. The students watched the dialogue video to learn language knowledge. They completed the reading by introducing their own activities, and from the text learning to the real world to improve their language skills. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the names of the primary school English classroom teaching research projects?
The following are the names of some primary school English classroom teaching research projects: 1. The Exploration of English Teaching Practice in Primary Schools under the Double Reduction policy. 2. A Study on the Teaching Model of the Primary English Classes. 3. A study on improving the language ability of primary school students based on the core English accomplishment. 4. The Strategy Research on the Construction of the Primary School English Eco Class. 5. The countermeasures to cultivate primary school English reading ability. 6. A study on improving the effectiveness of primary school English classes. 7. A Study on the Teaching Model of English Class in Primary Schools. 8. A Study on Reading and Accumulating of Senior Primary School Students. 9. A study on the effectiveness of group activities in English teaching in large classes in primary schools. 10. A Study on the Design and Evaluation of the Primary English homework (Home and Class). 11. A Study on the Common Problems and Their Solution in English Group Cooperation Learning in Primary Schools. 12. A Study of Questioning in Elementary English Classes. 13. A study on the creation of English classroom situations in primary schools. 14. A study on the revision method of primary school English at the end of the term. 15. The Research on Teachers 'Teaching Skills in the New Course. 16. Research on the Method of Teaching Evaluation in the New Course. 17. Research on the subject examination under the background of the new curriculum. 18. The research of cooperative teaching strategy. 19. A practical study of classroom communication in large English classes in primary schools. 20. Research on classroom teaching design under the background of the new curriculum. 21. The study of class observation and discussion under the background of the new curriculum. 22. A study of English lessons in primary schools. 23. A Study of Elementary School Students 'English Learning Motives and Motive Forces. 24. The reason why primary school students are tired of learning English and the countermeasures. 25. A study on the methods of cultivating students 'autonomous learning ability. 26. The problems and countermeasures of teacher-student interaction in primary school English class. 27. A study on the teacher-student interaction model in primary school English class. 28. Problems and countermeasures of teacher-student interaction in class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the curriculum introduction of primary school English teaching design
Elementary English Teaching Design was a basic course for primary school education majors and junior college students. It was a professional foundation course that integrated teaching philosophy, teaching skills, and practical experience. It was also one of the core contents of primary school teacher education professional training. This course is based on the English Course Standard for compulsory education (2011 edition) and the Teacher Education Course Standard (Trial). It aims to help students master the latest theories and development trends of English teaching, apply the theoretical knowledge and teaching skills they have learned to carry out primary school English teaching practice, and cultivate primary school English teachers with new ideas, strong abilities, and solid teaching basic skills. It can achieve zero pre-service training for primary school English teachers and lead the professional development of primary school English teachers. In terms of course objectives, there were the following key points: 1. ** Teaching Skills **: The main goal is to become a primary school English teacher. Students should be able to formulate clear teaching goals according to the teaching requirements, flexibly use teaching materials, adopt appropriate teaching methods, design various teaching activities, use modern teaching methods, and clearly explain the important and difficult points, so as to lay the foundation for becoming a qualified primary school English teacher. 2. ** Teaching design **: Consolidating basic teaching skills and professional design skills. The curriculum emphasized the learning of basic English professional knowledge and basic teaching knowledge, and more emphasis was placed on the cultivation of English teaching skills. The two were mutually dependent and complementary, together constructing the knowledge system of primary school English teachers and promoting the development of students 'abilities. 3. ** Class Organization **: develop three qualities: good psychological quality, excellent teaching quality, and excellent teaching wit. In view of the uniqueness of primary school English teaching targets, primary school English teachers need to have good psychological quality, unique teaching methods to stimulate students 'interest to form excellent educational quality, and also need to have educational wit to control the classroom. This is a very practical course. Through teaching, education, and teaching practice methods, students will understand the principles of primary English teaching, understand the teaching tasks and objectives, master the basic teaching methods and steps, have the basic ability to implement primary English conventional teaching, and be able to study the skills and problems in teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What is the teaching ability that a primary school English teacher should have?
Primary school English teachers should have the following teaching abilities: 1. ** Correct cognition of teaching objectives and tasks **: To have a correct understanding of the objectives and tasks of primary school English teaching. 2. [Ability to grasp teaching materials and use teaching methods: In-depth study of primary school English teaching methods, comprehensive grasp of teaching materials, and flexible and diverse teaching methods.] 3. ** Mobilize students 'learning enthusiasm and ability cultivation ability **: Fully mobilize children's learning enthusiasm, cultivate children's correct pronunciation, intonation, language sense and preliminary oral communication skills, and help children build confidence in learning English. 4. ** Teaching design and classroom organization ability **: Able to design teaching, implement classroom activities, and organize classroom teaching. 5. [Ability to use modern educational technology: Able to use modern educational methods (technology) to organize teaching.] 6. ** Teaching Observation and Reflection Ability **: Possesses a certain level of teaching observation and reflection ability. 7. "Familiar with topics": Familiar with topics related to school education, daily life, hobbies, science, culture, etc. Familiar with topics related to our country's general social life such as school, occupation, festivals, customs, social etiquette, etc. Familiar with topics related to the daily habits of English-speaking countries. 8. ** Language Knowledge Skill **: - [Listening: Able to understand recordings of third-year college students, special reports and lectures on social life by people from English-speaking countries, and reports on politics, economy, culture, science and technology from Voice of America (Voice of America)'s English Special.] - ** Speak **: Able to use English to organize classroom teaching and extra-cursory activities, able to give lectures and speeches on familiar topics, able to give coherent descriptions of general things, natural and accurate pronunciation and intonation, basically correct language, able to converse with foreigners on general issues, and able to use appropriate language and express naturally. - ** Reading **: Able to read reading materials (such as novels, biographies, and general explanatory articles) that are as difficult as second-year college students. Able to read books related to English teaching theory. Must have a cognitive vocabulary of 4,000 - 4,500, of which 2,000 - 2,500 commonly used words must be able to be used correctly and flexibly in listening, speaking, reading, writing, translation, and other communication activities. - ** Writing **: Able to shorten or rewrite the text, able to write 200 - 250 words of the specified or familiar content within one class, able to write general narrative, argumentative, practical writing (such as notes, notices, letters, story outlines, reading reports, teaching plans, etc.), requires the center to be prominent, the level to be clear, the language to be correct, the style to be appropriate, able to use chalk to write standard, neat and neat handwriting. - Translator: Able to apply basic translation theories, be familiar with the comparison between English and Chinese, and master common translation skills. Able to translate relatively simple articles. The translated text is faithful to the original text and fluent in language. Able to be competent for oral translation of foreign guests. He should also be proficient in using English-Chinese, Chinese-English, English-English single-interpretation and English-Chinese double-interpretation dictionary, proficient in using simple encyclopedia and grammar reference books, and have the ability to independently solve language problems and some difficult problems. 9. ** Ability to sing English songs **: Able to assist in teaching by teaching simple, easy to learn, and interesting English songs. Some teachers should also have a certain ability to compose music to serve teaching. Through singing, students can improve their listening, pronunciation, language sense, intonation, and oral level, and adjust the classroom atmosphere. 10. [Simple Drawing Ability: Use simple drawing as an intuitive teaching method to assist in teaching, especially when some concepts are not easy to explain in common language and students have difficulty understanding them. Simple drawing can play a positive role.] <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>