阅读理解三则

Many people go to school for education. They learn languages, history, politics, maths and so on. Others go to learn a skill so that they can make a living. School education is very important and useful. Yet, no one can learn everything from school. A teacher can＇t teach his students everything. The teacher＇s job is to show students how to learn. The teacher teaches them how to read and how to think. So the students themselves should learn much more outside school.     

Exploring Teacher Identity： What Counts as Expertise of a Beloved Teacher

A good teacher is often depicted by virtue of certain isolated competencies, such as knowledge, skills and attitudes. Teachers＇ identity and their spiritual and emotional integrity are often ignored. This paper reports a qualitative study of the professional identity of an English teacher in a middle school to understand the identity and ex-pertise of a beloved teacher. Through interviews and classroom observation, the study reveals （1） that the teacher who owns a more advanced diploma or profes- sional certificate but confines himself/herself to transmitting only formal knowledge is not well received by his/her students, and （2） that the teacher who is appreci- ated by his/her students teaches with heart and integrity of identity, and possesses a capacity for connectedness among his/her personal experience, subject, social context and students＇ needs. The study triggers some implications for pre-service teacher education in China. The authors argue that teacher education programs must concern themselves with nourishing persons rather than technicians who are merely equipped with competencies.     

L You and she

Peter was a clever boy. On his first day at school, he learned three words: I, YOU and SHE. The teacher taught him how to make sentences with those words. The teacher said, ““I, I am your teacher; (then pointing to a girl) she, she is your classmate; you, you are my student.““     

Understanding

Understanding is a bridge between teachers and students.Once I copied my desk mate’s paper during an exam and handed it in.The next day,my teacher told the whole class about it.I lost face and I hated the teacher.A few days later,the teacher had a heart-to-heart talk with me.He said he could     

不可忽视的with

1.和……一起,和……A woman with two childrenwas seen walking down theroad. The teacher is workingwith his students. 常见短语:argue with,cooperate with,fight with,quarrel with等。2.带有、具有China is a large countrywith a long history. Everybody likes a personwith good manners. 3.用The boy was cutting abranth of a tree with a knife. Let's begin with thisquestion. 注意:with与by都有“用”的     

What makes a teacher special?

In recent times, the focus in the ELT classroom has moved more and more towards learner autonomy, and consequently away from the teacher. The teacher is no longer the fount of all wisdom. Teachers have become 'facilitators' whose job is to create the right conditions for learning. This, combined with the increasing momentum of CALL (Computer Assisted Language Learning),     

英语幽默(英文)

I, You and shePeter was a clever boy. On his first day at school, he learned three words: I, YOU and SHE. The teacher taught him how to make sentences with those words. The teacher said, “I, I am your teacher;(then pointing to a girl) she, she is your classmate; you, you are my student.”When Peter went home, his father asked him what he had learned at school. Peter said at once, “I, I am your teacher;(then pointing to his mother)she, she is your classmate;you, you are my student. ”H…     

Different Policies to Different Errors

Making of errors is an inevitable and indeed necessary part of the learning process.We should have positive attitude towards errors and the policies towards error correction should be flexible and adaptable.Teachers should have different policies towards different errors.For example,pre-systematic error should be tolerated.The immediate correction is ineffective.The systematic error should be corrected immediately,with the help of the teacher.And the teacher should encourage the student to discover and correct the post-systematic error by themselves.     

Pulling and Pushing Forces for ICT Use in Initial Teacher Preparation for Secondary Schools

The transformative use of ICT （information and communication technology） in the educational setting is demanding continually assessing bottlenecks and conducive conditions with the aim of consolidating the pre-conditions and to dry the drawbacks from their root. As a result, this qualitative research approach employed to explore enablers and barriers of using ICT in initial teacher preparation in the context of JU （Jimma University）, Ethiopia. The study employed in-depth interviews with student teachers and teacher educators. Participants＇ perception of ICT as a vehicle for quality learning and multiple access to ICT use pointed as supportive conditions. Whereas, mismatch of methodologies being used in teacher education and schools, resource constraints, marginalizing teacher education program, unsuccessful experience of learning via ICT, and lack of clear directive and expertise on the use of ICT were some of the major issues forwarded by the participants. Redesigning of the teacher education program in the way of using ICT is clearly indicated, the system that forces and reinforces the use of ICT in place is among the recommendations forwarded.     

Exploring into teacher＇s specialized practicality

Teacher specialization is a subject with very strong practicality as regards its essence. This paper analyzes the main problems of the existing teacher professionalism, poses and argues the 3 hypotheses of teacher professionalism. Around the reality of teacher professionalism, the author brings forward and establishes a new teacher evaluation system, which reflects the diversity of the main body for the evaluation, the diversity of evaluation content and the multiple of evaluation process and result. The new pattern is conducive to the right direction of the practicality of teacher professionalism, reflected as follows： Teachers＇ whole course of specialized practice is setting out from students＇ life world, clasping the exploration and consideration of human nature with kindhearted and pitiful heart, opening students＇ soul world through the convection of the emotion and by stimulating one＇s volition so as to make knowledge get natural formulation.     

READINGS

(A) My name is Arm.I am astudent.I am twelve.Myfather is a teacher.My motheris a teacher,too.Tom is mybrother.We are all at hometoday.The man in a blackcoat is my father.The womanin a red sweater is mymother.Tom is that boy in     

A Different Girl

A teacher explains to her class that she is a Manchester City supporter. She asks her students to raise their hands if they are city supporters, too. Not really knowing what a city supporter is, but wanting to be liked by their teacher, their hands fly into the air. There is, however, one exception. A little girl named Mary has not gone along with the crowd. The teacher asks her why she has decided to be different.“Because I蒺m not a city supporter.”she retorts（反驳）.“Then,”asks the t…     

My family

My name is Zhong Xin.I am eleven years old.I have a happy family.My mother is a teacher.She is a beautiful woman in my father’s heart.I have the same opinion with my father.She likes watching TV and cooking.The food she cooked is delicious for us every day.My father is a power engineer.He is a good husband and a great father.He is very strict with me.But sometimes he is tender to my mother and me.He likes playing computer     

The CAST Initiative in Guam： A Model of Effective Teachers Teaching Teachers

The CAST （content area specialized training） model of professional development enables sustainable teacher leadership and is responsive to the need for culturally relevant educational practices. The purpose of this paper is to share the background, methods, findings and recommendations of a case study on the CAST initiative in Guam. The case study is worth a look given that 100% of the participants in the CAST initiative indicated that they were satisfied with the CAST model of professional development.     

MY TEACHERS

Teachers are gardeners who work hard and make us grow happily;teachers are candles that burn themselves and tight others.I love teachers. At school,I have many teachers,the Chinese teacher,the maths teacher,the English teacher, and the science teacher…My Chinese teacher is Miss Jiang.She is tall and thin with glasses on her nose.She is very funny and strict,but     

The Teacher in My Mind

As weknow, everyone has agood teacherin his mind. Do you want to know whothe teacher in my mind is Ifyou wish, please listen to mecarefully. The teacher in my mindis a young man named FangLing.He is a good teacher and     

万花筒

1.The youngest yoga teacher Shruiti Pandey is six years old. She is the youngest yoga （ 瑜伽） teacher in the world. She has been teaching yoga at a village in no...     

巧辨right三兄弟

My name is Ann .I am a student.I am twelve.My father is a teacher.My mother is a teacher,too.Tom is my brother.We are all at home today.The man in a black coat is my father.     

动词基础实战演练(英文)

一、单项选择1.His father died and him a totof money.A gave B offered C sent D left2.I think Jack is one of the bestswimmers in his class.Do you me?A agree with B catch up withC laugh at D go on with3.The teacher told the class totheir books and have a res     

TEACHNJ： An Evaluation of Two Years of Implementation

In July 2009, the Obama administration lauched its $4.35 billion Race to the Top （RTT） Fund, providing states with competitive grants in an effort to reform education. One of the main conditions of this program was to award educational innovation. With this in mind, states enacted new legislation in the hopes of attracting more funding for their proposed programs. Although there were many levels of reform targeted by the RTT, of significance to this research is the emphasis placed on improving teacher effectiveness and measuring teacher performance via evaluation systems. The Teacher Effectiveness and Accountability for the Children of New Jersey （TEACHNJ） Act was adopted by the New Jersey legislature in August 2012 with the intent to raise student achievement by improving the quality of instruction. This research explores the impact the TEACHNJ Act has on teacher evaluations and professional development. A survey was administered to 1,235 public school teachers in New Jersey to ascertain teacher perceptions of the： （a） evaluation system in their school; （b） level of communication between teachers and administrators; and （c） availability, frequency, and effectiveness of professional development opportunities. The response rate was 21%. We found that formal evaluations are conducted infrequently with a varying degree of accuracy and impact. Nearly half of the teachers indicated that formal evaluations did not lead to improvements in their classroom. A majority of teachers questioned the administrative value of formal teacher evaluations, in particular the rewards and sanctions associated with the outcome of evaluations and a concem that poor performers were not sanctioned nor were effective teachers rewarded. We found that teachers perceive the greatest value to professional development, which is derived from peer mentoring and observations. We also found that professional development is the most effective when it is offered onsite, embedded in the classroom, continuous, and sustained over ti